Artigos de revistas sobre o tema "Girls Action Initiative (Program)"

Adolescence phase has high intrinsic and instrumental relevance. The Transformative Action for Rural Adolescents intervention delivered PACE++ curriculum with innovations to introduce a) health and nutrition sessions and b) delivery of the content in community settings of rural Bihar. This paper examines impact of the intervention showcasing establishment of intergenerational community connect for empowering and invigorating adolescent girls on gender attitude, empowerment and adolescent health and nutrition. The impact evaluation is based on a two-arm (intervention and comparison groups) cluster randomized controlled design with two rounds of representative cross-sectional surveys. The baseline and endline sample comprised of 2327 and 2033 adolescent girls (15–19 years), respectively. Descriptive statistical, difference-in-differences and propensity score matching methods are used to confirm the program impact. The DID and PSM analyses confirm high significance of impact on gender equity norms, diets and nutritional knowledge and understanding of employee related rights and responsibilities. School-going adolescent girls performed better than those who have discontinued formal education. The intervention showcases the importance of delivering the modified PACE curriculum in rural settings through leveraging community platforms. The findings call for greater policy attention on scaling up of similar initiatives for empowerment and social capital development of adolescent girls.

The incredible force with which ITCs have arrived in society and the consequent risks to children when dealing with the Internet and social networks make it necessary for the domain of virtual environments to be included in the school curriculum. However, the initiatives in this direction are limited and there is a lack of rigorously evaluated programs that might act as a basis for designing educational lines of action. The ConRed Program is based on the theory of normative social behavior and aims to reduce problems such as cyber-bullying and addiction to the Internet and refocus the misadjusted perception of information control in the social networks in order to promote their use in a more beneficial way. The ConRed Program has been evaluated using a quasi-experimental methodology, with an experimental group (N=595) and a quasi-control group (N=298) consisting of 893 students (45.9% girls) with an average age of 13.80 years (SD=1.47). The reduction of problems in the experimental group and the lack of change in the control group is evidence of the program’s validity, and show that by working and collaborating with the whole educational community it is possible to improve the quality of the virtual and, therefore, the real life of adolescents. La vertiginosa incorporación de las TIC a la sociedad y los consecuentes riesgos a los que los menores se enfrentan en Internet y las redes sociales han dejado en evidencia la necesidad de incorporar en el currículum escolar el dominio de los entornos virtuales. En cambio, son escasas las iniciativas en esta dirección y más aún programas rigurosamente evaluados, de modo que sirvan de fundamento para el diseño de las líneas de acción educativa. El programa ConRed está basado en la teoría del comportamiento social normativo y persigue los objetivos de mejorar y reducir problemas como el cyberbullying, la dependencia a Internet y la desajustada percepción del control de la información en las redes sociales, para así potenciar el uso beneficioso de éstas. La evaluación del ConRed se ha desarrollado mediante una metodología cuasi experimental, con un grupo experimental (N=595) y uno cuasi-control (N=298). Del total de los 893 estudiantes, el 45,9% eran chicas y la edad media 13,80 años (DT=1,47). Los resultados positivos de reducción de problemas en el grupo experimental y la ausencia de cambio en el grupo control son muestra de su validez y demuestran que trabajando con toda la comunidad educativa y en colaboración con ella es posible mejorar la calidad de la vida virtual y, por tanto, real de los adolescentes.

AbstractA recent Wall Street Journal investigation revealed that TikTok floods child and adolescent users with videos of rapid weight loss methods, including tips on how to consume less than 300 calories a day and promoting a “corpse bride diet,” showing emaciated girls with protruding bones. The investigation involved the creation of a dozen automated accounts registered as 13-year-olds and revealed that TikTok algorithms fed adolescents tens of thousands of weight-loss videos within just a few weeks of joining the platform. Emerging research indicates that these practices extend well beyond TikTok to other social media platforms that engage millions of U.S. youth on a daily basis.Social media algorithms that push extreme content to vulnerable youth are linked to an increase in mental health problems for adolescents, including poor body image, eating disorders, and suicidality. Policy measures must be taken to curb this harmful practice. The Strategic Training Initiative for the Prevention of Eating Disorders (STRIPED), a research program based at the Harvard T.H. Chan School of Public Health and Boston Children’s Hospital, has assembled a diverse team of scholars, including experts in public health, neuroscience, health economics, and law with specialization in First Amendment law, to study the harmful effects of social media algorithms, identify the economic incentives that drive social media companies to use them, and develop strategies that can be pursued to regulate social media platforms’ use of algorithms. For our study, we have examined a critical mass of public health and neuroscience research demonstrating mental health harms to youth. We have conducted a groundbreaking economic study showing nearly $11 billion in advertising revenue is generated annually by social media platforms through advertisements targeted at users 0 to 17 years old, thus incentivizing platforms to continue their harmful practices. We have also examined legal strategies to address the regulation of social media platforms by conducting reviews of federal and state legal precedent and consulting with stakeholders in business regulation, technology, and federal and state government.While nationally the issue is being scrutinized by Congress and the Federal Trade Commission, quicker and more effective legal strategies that would survive constitutional scrutiny may be implemented by states, such as the Age Appropriate Design Code Act recently adopted in California, which sets standards that online services likely to be accessed by children must follow. Another avenue for regulation may be through states mandating that social media platforms submit to algorithm risk audits conducted by independent third parties and publicly disclose the results. Furthermore, Section 230 of the federal Communications Decency Act, which has long shielded social media platforms from liability for wrongful acts, may be circumvented if it is proven that social media companies share advertising revenues with content providers posting illegal or harmful content.Our research team’s public health and economic findings combined with our legal analysis and resulting recommendations, provide innovative and viable policy actions that state lawmakers and attorneys general can take to protect youth from the harms of dangerous social media algorithms.

AbstractThis forum paper dialogues with Crystal Morton and Demetrice Smith-Mutegi’s Making “it” matter: Developing African American girls and young women’s mathematics and science identities through informal STEM learning. Their article unveils the experiences of participants in Girls STEM Institute, and how they challenged beliefs about their ability to perform in science and mathematics. I extend the discussion to explore the importance of access through community-based initiatives and stand on the premise that we will continue to oxygenate master narratives and perpetuate inequities if the structure and function of our programs fail to challenge the status quo. Therefore, this paper serves as a call to action to (1) recognize and address spirit murdering from teachers and authority figures who dismiss the abilities of Black girls to perform in STEM; (2) create humanizing spaces within schools and the larger community for Black girls to access STEM with authenticity; and (3) leverage the multidimensional identities of Black girls in ways that validate their cultural resources and brilliance. When we commit ourselves to creating more equitable learning spaces in STEM, then our actions will align with our responsibility to make Black girls matter.

Among methods to engage youth in critical reflection processes, youth participatory action research (YPAR) is an emerging initiative, particularly with Black girls. While there are several published accounts of YPAR with Black students and YPAR with girls, there are few publications documenting YPAR with Black girls. This manuscript articulates the importance of centering Black girls in YPAR studies, outlining the benefits with a focus on punitive school discipline policies, issuing a call for more intentional inclusion and consideration of their needs with a goal of dismantling sexist and racist educational policies.

This paper studies the effects of an in utero program on birth outcomes for vulnerable pregnant women. We use information from the Buen Comienzo program, an initiative run by the local government of Medellín, the second-largest city of Colombia. To identify the effects, we obtain matching estimates using data from program participants and national birth statistics. We find that the program increased the birth weight of participant children by 0.09 and 0.23 standard deviations for boys and girls, respectively, and reduced the prevalence of low birth weight by 2.6 and 4.6 percentage points for boys and girls, respectively. In terms of size, the program reduces the incidence of being short by 3 and 4 percentage points, for boys and girls, respectively. The program also significantly reduced preterm births between 3 and 8 percentage points. We also provide evidence of the existence of heterogeneous effects depending on a mother’s exposure to the program and her frequency of attendance. Finally, an estimate of the cost-benefit ratio of the program suggests that the benefits could be two to six times the costs, respectively, for boys and girls born to participant mothers with early exposure to the program. JEL Classifications: I38, J13, J18

This article aims to crystallize the contributions of the Girls in Risk Reduction Leadership (GIRRL) Program in building resilient communities through the integration of adolescent girls into local level decision-making and action for reducing disaster risk. Disadvantaged adolescent girls carry a double burden derived from vulnerability associated with gender and age within the context of disaster risk. Girls often face greater danger than boys or adults and are perceived as powerless. Their needs go unheard and capacities ignored because of their exclusion from decision-making and social participation. Efforts to reduce risk must be inclusive of the needs of vulnerable populations. Despite global calls for the inclusion of women, children, and youth in risk reduction policy and planning, its application has been insufficient. The GIRRL Program, utilizing Participatory Action Research, helped to catalyze the capacities of girls through personal empowerment to drive the agenda for inclusive involvement of vulnerable populations to build community resilience. The paper will document the contributions of the GIRRL Program to improving community resilience through engaging decision-making, facilitating multi-sectoral understanding of vulnerability and risk, validating the importance of girls in risk reduction, creating capacity to manage girl-led processes, and strengthening risk reduction through local girl-led activities.

Abstract: We discuss the shift in program modalities during COVID-19 within the Scheme for Adolescent Girls and Kanyashree Prakalpa (SAG-KP) Convergence Program in the state of West Bengal, India. Field insights as well as available program data from the Child in Need Institute's (CINI) intervention areas revealed that strict lockdowns and restricted unlocking phases during the pandemic led to changed program pathways—from offline/in-person activities to online adolescent group discussions and health message dissemination, plus counselling services through social media and telephone. Prolonged school closures impelled the adolescent girls to undertake vocational/skill-based training, including kitchen garden work to supplement their nutritional needs. The circulation of key messages through online groups also helped in preventing child marriages. Important lessons learned from the lockdown phase are that adolescent girls can benefit from regular contact and regular online/offline sessions or workshops.

In my postgraduate formation during the last years of the 80’s, we had close to thirty hospital beds in a pavilion called “sépticas” (1). In Colombia, where abortion was completely penalized, the pavilion was mostly filled with women with insecure, complicated abortions. The focus we received was technical: management of intensive care; performance of hysterectomies, colostomies, bowel resection, etc. In those times, some nurses were nuns and limited themselves to interrogating the patients to get them to “confess” what they had done to themselves in order to abort. It always disturbed me that the women who left alive, left without any advice or contraceptive method. Having asked a professor of mine, he responded with disdain: “This is a third level hospital, those things are done by nurses of the first level”. Seeing so much pain and death, I decided to talk to patients, and I began to understand their decision. I still remember so many deaths with sadness, but one case in particular pains me: it was a woman close to being fifty who arrived with a uterine perforation in a state of advanced sepsis. Despite the surgery and the intensive care, she passed away. I had talked to her, and she told me she was a widow, had two adult kids and had aborted because of “embarrassment towards them” because they were going to find out that she had an active sexual life. A few days after her passing, the pathology professor called me, surprised, to tell me that the uterus we had sent for pathological examination showed no pregnancy. She was a woman in a perimenopausal state with a pregnancy exam that gave a false positive due to the high levels of FSH/LH typical of her age. SHE WAS NOT PREGNANT!!! She didn’t have menstruation because she was premenopausal and a false positive led her to an unsafe abortion. Of course, the injuries caused in the attempted abortion caused the fatal conclusion, but the real underlying cause was the social taboo in respect to sexuality. I had to watch many adolescents and young women leave the hospital alive, but without a uterus, sometime without ovaries and with colostomies, to be looked down on by a society that blamed them for deciding to not be mothers. I had to see situation of women that arrived with their intestines protruding from their vaginas because of unsafe abortions. I saw women, who in their despair, self-inflicted injuries attempting to abort with elements such as stick, branches, onion wedges, alum bars and clothing hooks among others. Among so many deaths, it was hard not having at least one woman per day in the morgue due to an unsafe abortion. During those time, healthcare was not handled from the biopsychosocial, but only from the technical (2); nonetheless, in the academic evaluations that were performed, when asked about the definition of health, we had to recite the text from the International Organization of Health that included these three aspects. How contradictory! To give response to the health need of women and guarantee their right when I was already a professor, I began an obstetric contraceptive service in that third level hospital. There was resistance from the directors, but fortunately I was able to acquire international donations for the institution, which facilitated its acceptance. I decided to undertake a teaching career with the hope of being able to sensitize health professionals towards an integral focus of health and illness. When the International Conference of Population and Development (ICPD) was held in Cairo in 1994, I had already spent various years in teaching, and when I read their Action Program, I found a name for what I was working on: Sexual and Reproductive Rights. I began to incorporate the tools given by this document into my professional and teaching life. I was able to sensitize people at my countries Health Ministry, and we worked together moving it to an approach of human rights in areas of sexual and reproductive health (SRH). This new viewpoint, in addition to being integral, sought to give answers to old problems like maternal mortality, adolescent pregnancy, low contraceptive prevalence, unplanned or unwanted pregnancy or violence against women. With other sensitized people, we began with these SRH issues to permeate the Colombian Society of Obstetrics and Gynecology, some universities, and university hospitals. We are still fighting in a country that despite many difficulties has improved its indicators of SRH. With the experience of having labored in all sphere of these topics, we manage to create, with a handful of colleagues and friend at the Universidad El Bosque, a Master’s Program in Sexual and Reproductive Health, open to all professions, in which we broke several paradigms. A program was initiated in which the qualitative and quantitative investigation had the same weight, and some alumni of the program are now in positions of leadership in governmental and international institutions, replicating integral models. In the Latin American Federation of Obstetrics and Gynecology (FLASOG, English acronym) and in the International Federation of Obstetrics and Gynecology (FIGO), I was able to apply my experience for many years in the SRH committees of these association to benefit women and girls in the regional and global environments. When I think of who has inspired me in these fights, I should highlight the great feminist who have taught me and been with me in so many fights. I cannot mention them all, but I have admired the story of the life of Margaret Sanger with her persistence and visionary outlook. She fought throughout her whole life to help the women of the 20th century to be able to obtain the right to decide when and whether or not they wanted to have children (3). Of current feminist, I have had the privilege of sharing experiences with Carmen Barroso, Giselle Carino, Debora Diniz and Alejandra Meglioli, leaders of the International Planned Parenthood Federation – Western Hemisphere Region (IPPF-RHO). From my country, I want to mention my countrywoman Florence Thomas, psychologist, columnist, writer and Colombo-French feminist. She is one of the most influential and important voices in the movement for women rights in Colombia and the region. She arrived from France in the 1960’s, in the years of counterculture, the Beatles, hippies, Simone de Beauvoir, and Jean-Paul Sartre, a time in which capitalism and consumer culture began to be criticized (4). It was then when they began to talk about the female body, female sexuality and when the contraceptive pill arrived like a total revolution for women. Upon its arrival in 1967, she experimented a shock because she had just assisted in a revolution and only found a country of mothers, not women (5). That was the only destiny for a woman, to be quiet and submissive. Then she realized that this could not continue, speaking of “revolutionary vanguards” in such a patriarchal environment. In 1986 with the North American and European feminism waves and with her academic team, they created the group “Mujer y Sociedad de la Universidad Nacional de Colombia”, incubator of great initiatives and achievements for the country (6). She has led great changes with her courage, the strength of her arguments, and a simultaneously passionate and agreeable discourse. Among her multiple books, I highlight “Conversaciones con Violeta” (7), motivated by the disdain towards feminism of some young women. She writes it as a dialogue with an imaginary daughter in which, in an intimate manner, she reconstructs the history of women throughout the centuries and gives new light of the fundamental role of feminism in the life of modern women. Another book that shows her bravery is “Había que decirlo” (8), in which she narrates the experience of her own abortion at age twenty-two in sixty’s France. My work experience in the IPPF-RHO has allowed me to meet leaders of all ages in diverse countries of the region, who with great mysticism and dedication, voluntarily, work to achieve a more equal and just society. I have been particularly impressed by the appropriation of the concept of sexual and reproductive rights by young people, and this has given me great hope for the future of the planet. We continue to have an incomplete agenda of the action plan of the ICPD of Cairo but seeing how the youth bravely confront the challenges motivates me to continue ahead and give my years of experience in an intergenerational work. In their policies and programs, the IPPF-RHO evidences great commitment for the rights and the SRH of adolescent, that are consistent with what the organization promotes, for example, 20% of the places for decision making are in hands of the young. Member organizations, that base their labor on volunteers, are true incubators of youth that will make that unassailable and necessary change of generations. In contrast to what many of us experienced, working in this complicated agenda of sexual and reproductive health without theoretical bases, today we see committed people with a solid formation to replace us. In the college of medicine at the Universidad Nacional de Colombia and the College of Nursing at the Universidad El Bosque, the new generations are more motivated and empowered, with great desire to change the strict underlying structures. Our great worry is the onslaught of the ultra-right, a lot of times better organized than us who do support rights, that supports anti-rights group and are truly pro-life (9). Faced with this scenario, we should organize ourselves better, giving battle to guarantee the rights of women in the local, regional, and global level, aggregating the efforts of all pro-right organizations. We are now committed to the Objectives of Sustainable Development (10), understood as those that satisfy the necessities of the current generation without jeopardizing the capacity of future generations to satisfy their own necessities. This new agenda is based on: - The unfinished work of the Millennium Development Goals - Pending commitments (international environmental conventions) - The emergent topics of the three dimensions of sustainable development: social, economic, and environmental. We now have 17 objectives of sustainable development and 169 goals (11). These goals mention “universal access to reproductive health” many times. In objective 3 of this list is included guaranteeing, before the year 2030, “universal access to sexual and reproductive health services, including those of family planning, information, and education.” Likewise, objective 5, “obtain gender equality and empower all women and girls”, establishes the goal of “assuring the universal access to sexual and reproductive health and reproductive rights in conformity with the action program of the International Conference on Population and Development, the Action Platform of Beijing”. It cannot be forgotten that the term universal access to sexual and reproductive health includes universal access to abortion and contraception. Currently, 830 women die every day through preventable maternal causes; of these deaths, 99% occur in developing countries, more than half in fragile environments and in humanitarian contexts (12). 216 million women cannot access modern contraception methods and the majority live in the nine poorest countries in the world and in a cultural environment proper to the decades of the seventies (13). This number only includes women from 15 to 49 years in any marital state, that is to say, the number that takes all women into account is much greater. Achieving the proposed objectives would entail preventing 67 million unwanted pregnancies and reducing maternal deaths by two thirds. We currently have a high, unsatisfied demand for modern contraceptives, with extremely low use of reversible, long term methods (intrauterine devices and subdermal implants) which are the most effect ones with best adherence (14). There is not a single objective among the 17 Objectives of Sustainable Development where contraception does not have a prominent role: from the first one that refers to ending poverty, going through the fifth one about gender equality, the tenth of inequality reduction among countries and within the same country, until the sixteenth related with peace and justice. If we want to change the world, we should procure universal access to contraception without myths or barriers. We have the moral obligation of achieving the irradiation of extreme poverty and advancing the construction of more equal, just, and happy societies. In emergency contraception (EC), we are very far from reaching expectations. If in reversible, long-term methods we have low prevalence, in EC the situation gets worse. Not all faculties in the region look at this topic, and where it is looked at, there is no homogeneity in content, not even within the same country. There are still myths about their real action mechanisms. There are countries, like Honduras, where it is prohibited and there is no specific medicine, the same case as in Haiti. Where it is available, access is dismal, particularly among girls, adolescents, youth, migrants, afro-descendent, and indigenous. The multiple barriers for the effective use of emergency contraceptives must be knocked down, and to work toward that we have to destroy myths and erroneous perceptions, taboos and cultural norms; achieve changes in laws and restrictive rules within countries, achieve access without barriers to the EC; work in union with other sectors; train health personnel and the community. It is necessary to transform the attitude of health personal to a service above personal opinion. Reflecting on what has occurred after the ICPD in Cairo, their Action Program changed how we look at the dynamics of population from an emphasis on demographics to a focus on the people and human rights. The governments agreed that, in this new focus, success was the empowerment of women and the possibility of choice through expanded access to education, health, services, and employment among others. Nonetheless, there have been unequal advances and inequality persists in our region, all the goals were not met, the sexual and reproductive goals continue beyond the reach of many women (15). There is a long road ahead until women and girls of the world can claim their rights and liberty of deciding. Globally, maternal deaths have been reduced, there is more qualified assistance of births, more contraception prevalence, integral sexuality education, and access to SRH services for adolescents are now recognized rights with great advances, and additionally there have been concrete gains in terms of more favorable legal frameworks, particularly in our region; nonetheless, although it’s true that the access condition have improved, the restrictive laws of the region expose the most vulnerable women to insecure abortions. There are great challenges for governments to recognize SRH and the DSR as integral parts of health systems, there is an ample agenda against women. In that sense, access to SRH is threatened and oppressed, it requires multi-sector mobilization and litigation strategies, investigation and support for the support of women’s rights as a multi-sector agenda. Looking forward, we must make an effort to work more with youth to advance not only the Action Program of the ICPD, but also all social movements. They are one of the most vulnerable groups, and the biggest catalyzers for change. The young population still faces many challenges, especially women and girls; young girls are in particularly high risk due to lack of friendly and confidential services related with sexual and reproductive health, gender violence, and lack of access to services. In addition, access to abortion must be improved; it is the responsibility of states to guarantee the quality and security of this access. In our region there still exist countries with completely restrictive frameworks. New technologies facilitate self-care (16), which will allow expansion of universal access, but governments cannot detach themselves from their responsibility. Self-care is expanding in the world and can be strategic for reaching the most vulnerable populations. There are new challenges for the same problems, that require a re-interpretation of the measures necessary to guaranty the DSR of all people, in particular women, girls, and in general, marginalized and vulnerable populations. It is necessary to take into account migrations, climate change, the impact of digital media, the resurgence of hate discourse, oppression, violence, xenophobia, homo/transphobia, and other emergent problems, as SRH should be seen within a framework of justice, not isolated. We should demand accountability of the 179 governments that participate in the ICPD 25 years ago and the 193 countries that signed the Sustainable Development Objectives. They should reaffirm their commitments and expand their agenda to topics not considered at that time. Our region has given the world an example with the Agreement of Montevideo, that becomes a blueprint for achieving the action plan of the CIPD and we should not allow retreat. This agreement puts people at the center, especially women, and includes the topic of abortion, inviting the state to consider the possibility of legalizing it, which opens the doors for all governments of the world to recognize that women have the right to choose on maternity. This agreement is much more inclusive: Considering that the gaps in health continue to abound in the region and the average statistics hide the high levels of maternal mortality, of sexually transmitted diseases, of infection by HIV/AIDS, and the unsatisfied demand for contraception in the population that lives in poverty and rural areas, among indigenous communities, and afro-descendants and groups in conditions of vulnerability like women, adolescents and incapacitated people, it is agreed: 33- To promote, protect, and guarantee the health and the sexual and reproductive rights that contribute to the complete fulfillment of people and social justice in a society free of any form of discrimination and violence. 37- Guarantee universal access to quality sexual and reproductive health services, taking into consideration the specific needs of men and women, adolescents and young, LGBT people, older people and people with incapacity, paying particular attention to people in a condition of vulnerability and people who live in rural and remote zone, promoting citizen participation in the completing of these commitments. 42- To guarantee, in cases in which abortion is legal or decriminalized in the national legislation, the existence of safe and quality abortion for non-desired or non-accepted pregnancies and instigate the other States to consider the possibility of modifying public laws, norms, strategies, and public policy on the voluntary interruption of pregnancy to save the life and health of pregnant adolescent women, improving their quality of life and decreasing the number of abortions (17).

In British Columbia (BC), Canada, a school district effort was launched to focus on mental wellbeing in middle and senior secondary schools. The initiative “Got Health?” was intended to help students take the lead, through action research, in program development and delivery of information. The purpose of this action research project was to evaluate, assess, and report student and staff perceptions of “Got Health?” Particular focus lay with student and staff thoughts concerning the inspiration, benefits, and challenges of the student-led mental health initiative across multiple and diverse schools. Focus group interviews were conducted involving student and teacher members of “Got Health?” teams. Results revealed that the majority of participants believed a positive change occurred in their school environments, which included a favourable impact on the mental wellbeing messages shared throughout their school communities. This suggests that a student-led inquiry approach can be an effective means of promoting mental wellbeing in school settings.

Integrated Child Development Services Scheme (ICDS) has been a pioneering initiative of the Government of India for the betterment of adolescent girls and mothers. The current paper is an attempt to develop an intervention program for adolescent girls on enhancing their psychosocial competence through Anganwadi teachers and evaluate its outcome. The master trainers (Anganwadi workers) were trained and they conducted interventions for adolescents on four topics with 16 activities. The post assessment result on a control and intervention group shows that significant changes in adolescent girls can be effected through the intervention of Anganwadi workers. The paper also highlights that planners and the policy makers need to give serious thought to effective utilisation of the human resource available at the disposal of the ICDS programme for improved service delivery to adolescent girls under ICDS.

Background: Cervical cancer is one of the cancers that highly affect women today, and human papilloma virus is the virus that causes this cancer. By WHO 1 million of women is estimated to have this cancer and more than 80% of them live in low and middle income countries where Rwanda belongs. Even though this cancer is preventable at early age by immunization and can be treated at early stage. With this the government of Rwanda aimed at eradicating cervical cancer by 2020 by immunizing all adolescent girls with age between 11 and 15. Aim: The aim of this study was to assess the role of Rwanda initiative of adolescent girls' immunization will have toward cervical cancer eradication by 2020 in Rwanda and prevention for future generations. Methods: Scientific literature review has been used with the WHO report, Ministry of Health and recent publications on cervical cancer. Results: HPV vaccination for girls reduces the possibility of developing cervical cancer later in life, in the initiative of adolescent girls' immunization aged between 11 and 15 started in 2011 by the Ministry of Health and in 2013 about 97% of girls were immunized. The program is eased by distributing vaccines through schools to minimize time going to hospitals. By the ministry statistics indicates that in 2011 and 2012 eligible girls vaccinated with three doses were 93.2 and 96.6% respectively and 2013 were 99.3% and are always recommended to be vaccinated and older ladies are recommended for early screening. With this showed that in 2020 Rwanda will be able to achieve the goal of cervical cancer eradication. Conclusion: Cervical cancer is preventable and treatable by early vaccination to young adolescents and screening to others, with the statistics indicates that Rwanda is achieving the eradication by 2020 and this will be by recommending young girls to be immunized and others screened early and this is an important initiative that can be used globally in low and middle income countries that is mostly affected.

<div>This paper emphasizes the importance of affirmative action to encourage women leadership, which is important to start from early age. Until now, women still face challenges in taking leadership position even to make decisions for themselves. From the age of children, the space for women has been limited due to patriarchal system which discriminates against women in almost every aspect of life including social, culture, politics, education and so on. This paper will specifically examines an example of affirmative action, namely Girls Take Over campaign, that aims to encourage girls’ leadership in Indonesia. The study analyses how GTO campaign in 2019 can increase girls’ leadership and agency among girls participants and how this campaign can also increase public support to empower girls. The analysis is based on secondary data from activity reports and empirical data from interviews with GTO 2019 participants including the girls and the leaders whose positions are taken over. The analysis is based on power relations theory, leadership theory, participation and safe space. The results of the analysis indicate that a GTO can increase the girls’ agency and power to fight for gender equality. They feel empowered, capable to lead and and safe to make decision. In addition, the campaign helps</div><div>open the perspective of the leaders and their support to girls’ to speak up, lead and decide. This campaign shape opinion that safe space is important for girls to advance their leadership. It also forces the environment to accept the idea that women leadership is very important and it has to start from child-age.</div>

We evaluate a multifaceted policy intervention attempting to jump-start adolescent women’s empowerment in Uganda by simultaneously providing them vocational training and information on sex, reproduction, and marriage. We find that four years postintervention, adolescent girls in treated communities are more likely to be self-employed. Teen pregnancy, early entry into marriage/cohabitation, and the share of girls reporting sex against their will fall sharply. The results highlight the potential of a multifaceted program that provides skills transfers as a viable and cost-effective policy intervention to improve the economic and social empowerment of adolescent girls over a four-year horizon. (JEL I25, J12, J13, J16, J23, J24, O15)

The representation of women in the Science, Technology, Engineering, and Mathematics (STEM) education and professions fall far short of their representation in other various disciplines. Finding ways to increase underrepresented populations in STEM fields continues to be a major initiative in education. Outreach programs that demonstrate the social benefits of engineering are an effective way to engage students’ interest and enhance their understanding of the theory and practice of science and engineering. This paper describes the design of an outreach program that provided a learning experience on the nature of engineering (via community service activities) to school girls aged 10 to 13 years in New Zealand. The objective of the program was to raise aspirations of young girls to pursue a career in engineering, by demonstrating the social benefits of engineering and thus develop enthusiasm for STEM subjects applied in the context of humanitarian engineering. The strategies for improving similar outreach programs and the lessons learned are also discussed.

BackgroundA randomized controlled trial of three school-based programs and a no-intervention control group was conducted to evaluate their efficacy in reducing eating disorder and obesity risk factors.MethodA total of 1316 grade 7 and 8 girls and boys (mean age = 13.21 years) across three Australian states were randomly allocated to: Media Smart; Life Smart; the Helping, Encouraging, Listening and Protecting Peers (HELPP) initiative; or control (usual school class). Risk factors were measured at baseline, post-program (5 weeks later), and at the 6- and 12-month follow-ups.ResultsMedia Smart girls had half the rate of onset of clinically significant concerns about shape and weight than control girls at the 12-month follow-up. Media Smart and HELPP girls reported significantly lower weight and shape concern than Life Smart girls at the 12-month follow-up. Media Smart and control girls scored significantly lower than HELPP girls on eating concerns and perceived pressure at the 6-month follow-up. Media Smart and HELPP boys experienced significant benefit on media internalization compared with control boys and these were sustained at the 12-month follow-up in Media Smart boys. A group × time effect found that Media Smart participants reported more physical activity than control and HELPP participants at the 6-month follow-up, while a main effect for group found Media Smart participants reported less screen time than controls.ConclusionsMedia Smart was the only program to show benefit on both disordered eating and obesity risk factors. Whilst further investigations are indicated, this study suggests that this program is a promising approach to reducing risk factors for both problems.

Abstract Objective The present study assesses the implementation and the impact after 2 years of a school-based human papillomavirus (HPV) vaccination program in a Brazilian city. Methods A prospective study assessing the implementation of the program, offering quadrivalent HPV vaccine in two annual doses to girls and boys aged from 9 to 10 years old. The program was started in the city of Indaiatuba, state of São Paulo, Brazil, in 2018, and had authorization from the National Immunization Program. The number of HPV vaccine first doses applied and the coverage in 2018 was calculated and compared to the year 2017. There were described events that have influenced the results. Results The program invited 4,878 children through schools (87.1% of the target population), and 7.5% refused vaccination. Several concurrent events required or competed for health professionals of the vaccination teams. The coverage of the first dose (between 9 and 10 years old) was 16.1% in 2017 and increased to 50.5% in 2018 (p < 0.0001). The first dose in all ages increased 78% in 2018 compared with 2017 (6,636/3,733). Competing demands over the program continued in 2019, and the first dose coverage dropped (26.9%). For 2020, a municipal law instituted school-based vaccination and the creation of dedicated teams for vaccination, and these strategies are waiting to be tested. Conclusion School-based annual HPV vaccination in children between 9 and 10 years old was feasible and increased vaccination coverage, regardless of gender, although the program was vulnerable to competing events.

Many welfare programs have been started for backward social groups, women and children, specifically for permeable groups of society. At present, a lot regarding initiatives have got location to empower the girls through formation regarding self-help groupings in local locations. Now, these groups are evolving at a very fast pace and are powerful tools for the abolition of poverty. It also lifts the living styles of the SHGs group with the help of a gathering of HR, specifically for female participants. These groups have the following functions: ● As a result, the members of the group are more confident and always supportive of one another. ● Creates message boards where women can quickly critically evaluate their circumstances and support collective strategies for overcoming obstacles. ● Action as a programmer for developing understanding, training, capacity building, information dissemination, and service delivery, and subsequently for achieving communal self-reliance by collective action. ● Develop a vector/carrier to promote monetary activities.

This research attempts to describe the role of UNICEF in preventing cases of trafficking of girls in India through the Country Program Action Plan (CPAP) 2013-2017. This is important because of the patriarchal culture in the social fabric of Indian society and the high level of poverty, which drives the trafficking of girls. Besides, this program is also the result of the collaboration between the Indian government and UNICEF in preventing the trafficking of girls in India. This study uses the concept of norm diffusion to answer research questions. A qualitative method with a descriptive-analytical approach applied in this research method. This research shows UNICEF's role in India as a forum to transmit the idea of ​​child protection to Indians, as well as to socialize the beliefs and norms of protecting girls to the Indian government so that rules and policies are in line with the ideas and norms.

Grrl Action, an Austin-based writing and performance program for teenage girls, is a space of affective seepage—of permeable boundaries between audience and performer. The complex desires enacted in its public performances deconstruct the unidirectional empowerment rhetoric so prevalent in youth “outreach” programs and complicate broader assumptions about audience-actor relationships.

The epidemiological shift and the increase in noncommunicable diseases (NCDs) have been of concern in recent times. Hypertension is the primary cause of 10.8% of all fatalities in India. The rapid increase in cardiovascular diseases, spurred on by poor lifestyle choices, is a serious concern. The increasing burden of chronic diseases is shown by data from the Indian Council of Medical Research, which assigns 61.8% of fatalities in 2016 to NCDs. According to data from the World Health Organization, NCDs account for 63% of fatalities in India, whereas CVDs account for 27% of fatalities. The National Program for Prevention and Control of Noncommunicable Diseases and the India Hypertension Control Initiative are the main initiatives being used by India to tackle hypertension and NCDs. Effective management is hampered by low levels of awareness in rural regions, treatment compliance issues, health disparities, and challenges with data collection and monitoring. Government programs and active youth participation are acknowledged as vital components to lower hypertension and pave the road for a healthier future. The Indian government also supports expanding outreach to underserved communities, encouraging better lives, providing telemedicine options, and enhancing data gathering and research for battling hypertension.

This article describes the impact of a case study of the REDress project on a university campus in Nova Scotia, Canada. The REDress project is a grassroots initiative that operates at the local level to empower Aboriginal women through an evocative art exhibit: the hanging of empty red dresses symbolizing missing and murdered Indigenous women and girls and the emptiness of the societal response to the violence committed against them. Using a participatory-action research model (PAR), which guides the exploration of the kinds of ideas instilled within this community-based initiative, my research demonstrates the potential this project has to mobilize local Indigenous women’s perspectives and voices, in order to break the silence to which they are often subjected through structures of oppression. This process relies on the establishment of meaningful connections with members of the StFX Aboriginal Student’s Society and creating a transparent research process, while also encouraging action in the form of awareness building. The project makes a political statement that resists the ascribed invisibility of Aboriginal women by honouring the lives of missing and murdered Aboriginal women. As a community-based initiative, the REDress project demonstrates the beginnings of reconciliation by cultivating meaningful relationships that provide hope for the future.

In recent years, girls and young women have become particularly visible as leaders of activist campaigns and social movements. Drawing on data collected from an ACLU summer program for youth activists and advocates, this study explores the costs and benefits cisgender girls incur as a result of their activism. The findings reveal that although girls report more benefits than costs overall from their activism, the costs are correlated with the number of marginalized identities they hold. Queer Black girls report the greatest overall costs from their activism, and queer Multiracial girls report the highest rates of burnout. Queer White girls report significantly greater overall costs and problems as a result of their activism than heterosexual White girls, more burnout than heterosexual Black girls, and more empowerment than heterosexual Latinas. Informed by intersectionality and the PVEST framework, implications for supporting the sociopolitical action of girls with different social locations are discussed.

Purpose The purpose of this paper is to report on an action learning (AL) approach to curriculum design and delivery of a two-year part-time executive masters program, facilitated in part through a longitudinal work-based action research project. Program participants were a mix of mid- to senior managers operating in both the public and private sector and business owners, and all were in full-time employment. Design/methodology/approach This paper presents findings relating to participant and tutor perspectives of the program design, structure, and content. It also chronicles an AL tutor initiative run in conjunction with the inaugural program delivery, established to provide a collegial approach to learner facilitation, and to enable a research informed model of practice. Findings Findings suggest that the program allowed for greater action-reflection among and across all contributors (students, tutors, and program managers), and facilitated cross-pollination of AL perspectives, thus strengthening the interaction between practitioner and academic, and among academics themselves. Furthermore, the early involvement of tutors informed the work-based research project and larger AL program, and facilitated a matching of research interests between practitioner and tutor. Originality/value These findings suggest that an action-based model of knowledge transfer and development offers significant learning benefits to those partaking in an executive development program, resulting in the following insights: executive needs better served using a learner-centric approach; problem-oriented work-based assessment affords theory–practice balance; there is evidence of action-reflection “contagion” among all contributors; and the presented AL cycle has potential value in the conceptualization of reflective action.

Training through Research Application Italian iNitiative (TRAIN) is a mobility program financed under the EU action called “Cofinancing of regional, national and international programs” (COFUND) of the European Commission Seventh Framework Program (FP7) – People, and has been designed to encourage the promotion and development of international programs of research through mobility at various stages of research careers. The aim of TRAIN is to improve translational skills in the field of cancer by promoting a three-year international mobility program assigning a total of 51 fellowships subdivided into incoming, outgoing and reintegration fellowships. The TRAIN proposal has been submitted in February 2009 to the European Commission in reply to the 2008 FP7-PEOPLECOFUND call and has been successfully evaluated. TRAIN is addressed to postdoctoral scientists or scientists who have at least four years' full-time equivalent research experience and who wish to improve their careers spending one year abroad. The mobility program is open also to non-Italian experienced scientists wishing to spend one year in an Italian research center or private company. Part of the scheme is targeted to experienced Italian scientists who have completed at least three years of research in a foreign country and are interested in returning to Italy. TRAIN is part of an overall Italian strategy outlined by the International Program of the Italian Cancer Network “Alleanza Contro il Cancro” to promote Italian participation in the building of the European Area for translational cancer research and to enhance the interaction between academy and industry.

The starting point for the study presented in this article is constituted by experiences of using Simone de Beauvoir’s philosophy and Iris Marion Young theories aiming to describe and understand the becoming of musical women in Swedish schools. Earlier research conducted outside the area of music shows that Beauvoir’s theories can help to explain – and provide means of change for – situations where there is a risk that traditional gender roles will be conserved. A majority of gender studies in the field of music education are based on the performativity theory of Judith Butler. In comparison, de Beauvoir states that repetitions and habits are stratified in the body as experiences, and that human beings are able to make choices in a situation. The aim of the study is to explore how caring is nurtured among girls in Swedish music educational settings. Material generated through two phenomenological studies conducted within specialist music programs in lower respectively higher secondary education in Sweden, constituted the empirical base for conducting re-analysis. This re-analysis followed a hermeneutical phenomenological analytical model. Examples of how caring seemed to be nurtured among girls in music education appeared at different levels and in different situations. It concerns actions made by the girls aiming to make the social and musical setting function in agreed upon ways, namely in the form of taking initiatives, filling “gaps”, and being flexible. Finally we reflect upon causes and changes in relation to actions that seem to establish and maintain female students as immanent, and non-able to run their own projects.

IntroductionGirl child, early and forced marriage (CEFM) persists in South Asia, with long-term consequences for girls. CARE’s Tipping Point Initiative (TPI) addresses the causes of CEFM by challenging repressive gender norms and inequalities. The TPI engages different participant groups on programmatic topics and supports community dialogue to build girls’ agency, shift inequitable power relations, and change community norms sustaining CEFM.Methods/analysisThe Nepal TPI impact evaluation has an integrated, mixed-methods design. The quantitative evaluation is a three-arm, cluster randomised controlled trial (control; Tipping Point Programme (TPP); TPP+ with emphasised social norms change). Fifty-four clusters of ~200 households were selected from two districts (27:27) with probability proportional to size and randomised. A household census ascertained eligible study participants, including unmarried girls and boys 12–16 years (1242:1242) and women and men 25+ years (270:270). Baseline participation was 1134 girls, 1154 boys, 270 women and 270 men. Questionnaires covered agency; social networks/norms; and discrimination/violence. Thirty in-depth interviews, 8 key-informant interviews and 32 focus group discussions were held across eight TPP/TPP+ clusters. Guides covered gender roles/aspirations; marriage decisions; girls’ safety/mobility; collective action; perceived shifts in child marriage; and norms about girls. Monitoring involves qualitative interviews, focus groups and session/event observations over two visits. Qualitative analyses follow a modified grounded theory approach. Quantitative analyses apply intention to treat, regression-based difference-in-difference strategies to assess impacts on primary (married, marriage hazard) and secondary outcomes, targeted endline tracing and regression-based methods to address potential selection bias.Ethics/disseminationThe Nepal Social Welfare Council approved CARE Nepal to operate in the study districts. Emory (IRB00109419) and the Nepal Health Research Council (161–2019) approved the study. We follow UNICEF and CARE guidelines for ethical research involving children and gender-based violence. Study materials are here or available on request. We will share findings through clinicaltrials.gov, CARE reports/briefs and publications.Trial registration numberNCT04015856.

From an early age, girls disregard studies related to science, technology, engineering, or mathematics (STEM), and this means that a gender gap begins during secondary education and continues to increase over time. Multiple causes have been identified for this phenomenon in the literature, and numerous initiatives are being carried out to reverse this situation. In this paper, we analyze the impact that a group mentoring initiative led by a female STEM role model had on the young people who participated and whether the impact was different based on their sex. We analyzed how these mentoring sessions affected their attitudes towards technology, mathematical self-efficacy, gender stereotypes, science and technology references, and career vocations. To this end, 303 students between the ages of 10 and 12 years old from 10 schools in Spain participated in the six sessions comprising the program and completed a series of questionnaires before and after participating. The results show that the program had an impact on the students’ attitudes towards technology, increased the number of female STEM references they knew, and improved their opinions of vocations and professions related to science and technology. The impact was greater among girls, although in aspects such as attitudes towards technology, the female participants still demonstrated lower values than boys. The program did not improve the stereotypes that the young participants had about mathematical self-efficacy, which was also always lower among girls. We conclude that the lack of STEM vocations among girls is rooted in multiple social, educational, and personal aspects that need to be addressed from a very early age and that should involve multiple agents.

This paper focuses on the pertinence of Action Research as a practical tool in the enhancement of language teachers' autonomy. We report on the results achieved after a year of collaborative action research undertaken by teachers enrolled in a Teacher Education Continuing Program and point out the steps taken throughout this initiative. We conclude by reflecting about the insights gained through this experience and additionally point out adaptations and new directions that might be pursued in the search for teachers' autonomy along their careers.

This design case describes the process by which a private office was renovated using the Working Labs model, which engages students, faculty, and staff in hands-on engagement from project conception through completion and beyond into ongoing evaluation of everyday use. The spaces that follow the Working Labs model are intended to provide students of a Southeastern University’s nationally ranked interior design program with hands-on access to furnishings, fixtures, products, and materials from leading industry partners. The authors will describe the process by which the initiative was launched and how the first phase was brought to completion on time and at little cost to the University.

In April 2006, the Workplace Culture and Leadership Centre (the Centre) from Queensland Health launched the ?Better Workplaces? initiative. The objective was to improve workplace culture and increase the capabilities of its leaders. A comprehensive program of leadership development complemented the workplace culture improvement strategy. As part of the initiative, the Centre launched a series of staff opinion surveys to monitor workplace culture improvement over time. To ensure the survey process was action oriented, the Workplace Culture Team developed a companion process ensuring the results were acted upon and tangible improvements were realised. This resulted in a comprehensive and robust process involving the development and implementation of action plans in every district and division in Queensland Health.

This research was conducted at a private school in Athens Greece, that implements a one-to-one laptop initiative. There were two research questions: a) does the digital literacy of students participating in the program of one laptop per student change and b) is there a differentiation in the digital literacy of boys and girls. The students completed a questionnaire in two phases (pre / post) that included 75 Likert-scale questions, divided in 5 sections. According to the data, it can be concluded that the digital literacy of the students does indeed improve, while the second research question cannot be answered as there is no clear superiority of either of the sexes.

Abstract This presentation will demonstrate an innovative strategic planning effort, coined Action Institutes (AI’s), which are designed to promote the implementation of CDC’s “The Healthy Brain Initiative’s State and Local Public Health Partnerships to Address Dementia” and the “Road Map for Indian Country.” Both of these documents outline how the champions of public health and their partners can create a statewide effort to promote brain health, increase early diagnosis, address cognitive impairment for individuals living in the community, and help meet the needs of care partners. The purpose of these 1-2-day AI’s is to familiarize leaders with the topic, encourage their adoption into current priority setting, and guide participants in creating action plans. The CDC’s Alzheimer’s Disease and Healthy Aging Program is conducting a series of these AIs, which are made possible through partnerships with the Association of State and Territorial Health Officials and the National Indian Health Board.

Raising girls’ aspirations for STEM careers is one way to address Sustainability Development Goal 4 (SDG4)—quality education—which seeks to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. Various strategies have been suggested in STEM education research literature to achieve this. One such initiative begins with exposing girls to STEM industries during their formative school years. While a range of industry-school partnerships exist, examples of successful models that might inform practice are scarce. This article describes an investigation into how industry professionals, university educators, teachers, and students successfully implemented a STEM education experience (Girls as Leaders in STEM (GALS)). Formative and summative evaluation processes were used to generate data through a co-design research approach to describe and measure changes in student practices, attitudes, and engagement in relation to STEM and leadership as a result of connecting to industry problems. This research focused on the analysis of teacher and student interview data generated upon the completion of the program, which provided feedback on the different aspects of the process and, in particular, the role of industry in relation to the girls’ attitudes. This research highlights the benefits of industry involvement with girls in terms of their engagement with STEM, the authenticity of STEM learning, and the novelty of the learning experience. These benefits are discussed with respect to how they can raise girls’ STEM aspirations and ensure equitable educational opportunities—aligning with SDG4.

The purpose of the study was to determine the state of performance of motor actions by girls with different handedness, which establishes a valid program for each age period of 3–5 years. Materials and methods. Sixty girls took part in the study (compared with the right-, left-hand preference, and ambidexterity), each attended a preschool, and at the time of the study, the age of each was within the range of 3 years 5 months 2 days to 3 years 5 months and 29 days. To obtain the necessary data, motor actions determined by the current child development program in the preschool period were used. The quality of the girls' performance of each defined motor action was assessed, and the procedure took place in January of each new school year, that is, when the girls were first 3 years old, then 4 and 5 years old. Results. Each age of the period of 3–5 years is marked by handedness-related features of development and manifestation of the motor function of girls when performing motor actions with their hands. At the same time, the majority of motor actions were performed by the girls of each sample with a score lower than the maximum score. This does not contribute to the intensive development of the motor function of girls, which differs from the task defined by the current program for preschool education institutions. Comparing the results of girls with different handedness, it was found that in most motor actions, the scores obtained for performance differ by a statistically significant amount, and at each age of the studied period. Conclusions. Establishing features in the quality of performance of motor actions by girls with different handedness at each age period of 3–5 years is an important task. To increase the effectiveness of the educational process, the teacher needs to pay more attention to the study of those motor actions that were evaluated with low scores in girls with a certain preferred hand.

The Charleston Area Children's Garden Project is a community-sponsored initiative affiliated with the Clemson Univ. Coastal Research and Education Center and the Landscapes for Learning Program. The Project transforms vacant lots and other unused spaces into neighborhood outdoor learning centers. Garden activities are free and open to all. The children plan, plant, and tend the garden under the supervision and guidance of adult Garden Leaders. Whatever is grown, the children take home. A “sidewalk learning session” is held in the garden each week. At these sessions, the garden manager, parents, neighbors, or visitors teach the youngsters about garden-related topics from insects to siphons, from origami to pickling, and a multitude of other topics designed to stimulate learning and child participation. The Project is designed to give children a hands-on learning experience outside the classroom setting, to make neighborhoods more attractive, and to build a sense of community. The Project is totally funded by grant monies and has grown from one garden in 2000 to ten gardens in 2004. Gardens are planted with the involvement of neighborhood associations, the Boys and Girls Clubs, the Homeless Shelter, and in conjunction with after-school programs. The Project makes use of such resources as The Growing Classroom and the Junior Master Gardener Teaching Guide. An array of program materials has been developed that are designed for use in the coastal communities of South Carolina.

Background and purpose: Studies have revealed that girls are now having menarche much younger. An early menarche put young girls at higher risk for physical and psychological problems. This study aims to explore stages of readiness of girls aged 10-12 years for an early menarche.Method: A qualitative study was conducted in Denpasar City. A total of 20 students both from primary school and junior high school aged between 10 and 12 years were purposively selected to participate in the study. Ten students had menarche while the other 10 were yet to have menarche. Data were collected through in-depth interviews at the schools after approval from parents was obtained. Data were analysed using a thematic approach.Results: All informants have conceded the pre-contemplation and contemplation stages. Most of them were at the preparation stage. Some children were at the action stage though some were just entered the action stage. In-depth interviews revealed that the majority of informants understood the basic knowledge of menstruation. Their mother provided information and supports after they had menarche. However, some informants stated that they were panic, ashamed, and anxious during their menarche. They also believed that several activities including washing hair, drinking icy beverages, and eating sweets were forbidden.Conclusion: Some girls are not fully at the action stage leading to fear and shame when they had menarche. This suggests that a more comprehensive education program and psychological supports especially from mother should target younger girls to prepare them for an early menarche.

Background and purpose: Studies have revealed that girls are now having menarche much younger. An early menarche put young girls at higher risk for physical and psychological problems. This study aims to explore stages of readiness of girls aged 10-12 years for an early menarche. Method: A qualitative study was conducted in Denpasar City. A total of 20 students both from primary school and junior high school aged between 10 and 12 years were purposively selected to participate in the study. Ten students had menarche while the other 10 were yet to have menarche. Data were collected through in-depth interviews at the schools after approval from parents was obtained. Data were analysed using a thematic approach. Results: All informants have conceded the pre-contemplation and contemplation stages. Most of them were at the preparation stage. Some children were at the action stage though some were just entered the action stage. In-depth interviews revealed that the majority of informants understood the basic knowledge of menstruation. Their mother provided information and supports after they had menarche. However, some informants stated that they were panic, ashamed, and anxious during their menarche. They also believed that several activities including washing hair, drinking icy beverages, and eating sweets were forbidden. Conclusion: Some girls are not fully at the action stage leading to fear and shame when they had menarche. This suggests that a more comprehensive education program and psychological supports especially from mother should target younger girls to prepare them for an early menarche.

The Personal Librarian for Aboriginal Students (PLAS) program at the University of Alberta (UofA) is a creative outgrowth of the growing Personal Librarian programs in academic libraries, in which a student is partnered with an individual librarian for the academic year. In the case of the UofA’s PLAS program, first-year undergraduate students who self-identified as Aboriginal during the registration process were selected as participants. The first year of the program saw many successes. This paper provides background on the initiative and the associated action research indicating a creative approach to engaging Aboriginal students.

The Girlhood Project (TGP) is a community based, service-learning/research program that is part of the undergraduate course at Lesley University called “Girlhood, Identity and Girl Culture.” TGP works with community partners to bring middle and high school girls to Lesley’s campus for nine weeks as part of intergenerational girls’ groups that are co-facilitated by Lesley students (also referred to as TGP students). TGP fosters the development of feminist leadership, critical consciousness, voice, and community action, and activism in all participants. In this article, we describe how we adapted TGP’s model to a virtual and synchronous platform for students during COVID-19 and supported their learning competencies. We reflect critically on this experience by centering the voices and perspectives of girls, students, and professors.

Theorizing WPA expertise as problem-oriented, stakeholder-inclusive practice, we apply the twenty-first-century paradigm of transdisciplinarity to a campus WID Initiative to read and argue that data-driven research capturing transdisciplinary WPA methods in action will allow us to better understand, represent, and leverage rhetoric-composition/writing studies’ disciplinary expertise in twenty-first-century higher education.

The topic of Documenting Australian Society has been something of an occasional perennial on ASA Conference programs since the 1990s. Archives and manuscripts published a theme issue on it in 2001. In December 2018, the UNESCO Australian Memory of the World Program organised a national summit on the topic in Canberra. That summit meeting endorsed ‘The Canberra Declaration’ as an action agenda for the documentary heritage sectors and agreed that the UNESCO Memory of the World Program should continue to take carriage of the initiative. Since then, a steering committee has been established, and two seminars/webinars have been organised: the first on Documenting COVID-19 in Australia and the second on Documenting the Experiences of Australian on Welfare. This paper discusses the background and objectives of the initiative, its current status and plans for the future.

Abstract: The Community Action Program for Children (CAPC) is a federal government initiative that funds community groups to develop local projects with the goal of supporting the development of children and strengthening families. This article describes a first round of a regional provincial-level evaluation of 30 CAPC projects in Ontario. A participatory action research approach to evaluation was used to describe the local projects and their achievements to date, and to develop a common evaluation framework for later rounds of evaluation. The evaluation identified seven categories to describe the activities and programs of projects in Ontario and ten categories of short-term outcomes through a content analysis of local evaluation reports. The evaluation found that most projects have adopted flexible, ecological and comprehensive project models centred on family support to create lasting change in the CAPC priority outcome areas.

<div>Researches related to Menstrual Hygiene Management (MHM) show that challenges faced by girls related to MHM in schools, such as lack of MHM facilities and information including negative stigma, potentially decrease the fulfillment of girls’ rights to proper education. However, there is no study in Indonesia to explore the implementation of the Menstrual Hygiene Management (MKM) program in schools from the perspective of children’s rights. Therefore, this study examined the implementation of the MHM from the</div><div>children’s rights perspective and explored the importance of affirmative action towards MHM for girls. This research was conducted qualitatively in March 2018, in the West Jakarta Municipality (DKI Jakarta), Nagekeo District (NTT), and North Lombok District (NTB), one elementary school and one middle school in each regency/city, there were a total of six schools.</div>