Early Childhood Development and Girls HEART reading packLaura Bolton
This presentation discusses inequity with reference to the sustainable development goals. Case studies of girls' early childhood development (ECD) experience from Peru are discussed. The presentation outlines a number of recommendations for what works for girls' ECD.
Ray Pidzamecky M.S.W. RSW says “Youth of today are the promise of the future and represent a tremendous untapped resource. They are energetic, positive and are extremely well positioned to support others in their peer groups. Through inexpensive and purposeful training, young people themselves can provide an effective and efficient resource to one another and support caregivers responsible for the well-being of today’s youth.”
Contact Person:
Raymond Pidzamecky (905) 466-0444 raypidzamecky@gmail.com
Primary Goals:
To create a youth-oriented programme which:
1) engages the participants in a First Nation’s culturally rich experience;
2) trains participants with valuable skills for supporting other youth;
3) exposes youth to the wisdom of the Elders who are valuable resources;
4) provides youth with supports for social issues faced within their community;
5) creates a long-term youth-oriented program providing non-athletic options.
To create a program, which the community sees as a positive and supportive agenda, benefitting the community through the involvement of youth.
To train the adult leadership for on-going training and support of the students in the program.
To build a common or shared set of peer skills between Elders and youth.
Understanding adolescent vulnerabilities in LMICs through an intersectional lens: launch of a new European Journal of Development Research Special Issue
Background and objectives
This event will showcase a new EJDR special issue that explores adolescent experiences across diverse LMICs, including conflict-affected contexts, drawing on unique mixed-methods data from the GAGE longitudinal study. It will highlight why an intersectional approach is critical to capture adolescents’ diverse and dynamic capabilities, and what the policy and programming implications are to ensure no adolescent is left behind.
Youth Summit was hosted in partnership with PolicyWise, Alberta Health Services and many local partners on July 16, 2019 at the Maskwacis Cultural College Library. The theme this year was, 'Link of Identify with Mental Health for Youth'.
Early Childhood Development and Girls HEART reading packLaura Bolton
This presentation discusses inequity with reference to the sustainable development goals. Case studies of girls' early childhood development (ECD) experience from Peru are discussed. The presentation outlines a number of recommendations for what works for girls' ECD.
Ray Pidzamecky M.S.W. RSW says “Youth of today are the promise of the future and represent a tremendous untapped resource. They are energetic, positive and are extremely well positioned to support others in their peer groups. Through inexpensive and purposeful training, young people themselves can provide an effective and efficient resource to one another and support caregivers responsible for the well-being of today’s youth.”
Contact Person:
Raymond Pidzamecky (905) 466-0444 raypidzamecky@gmail.com
Primary Goals:
To create a youth-oriented programme which:
1) engages the participants in a First Nation’s culturally rich experience;
2) trains participants with valuable skills for supporting other youth;
3) exposes youth to the wisdom of the Elders who are valuable resources;
4) provides youth with supports for social issues faced within their community;
5) creates a long-term youth-oriented program providing non-athletic options.
To create a program, which the community sees as a positive and supportive agenda, benefitting the community through the involvement of youth.
To train the adult leadership for on-going training and support of the students in the program.
To build a common or shared set of peer skills between Elders and youth.
Understanding adolescent vulnerabilities in LMICs through an intersectional lens: launch of a new European Journal of Development Research Special Issue
Background and objectives
This event will showcase a new EJDR special issue that explores adolescent experiences across diverse LMICs, including conflict-affected contexts, drawing on unique mixed-methods data from the GAGE longitudinal study. It will highlight why an intersectional approach is critical to capture adolescents’ diverse and dynamic capabilities, and what the policy and programming implications are to ensure no adolescent is left behind.
Youth Summit was hosted in partnership with PolicyWise, Alberta Health Services and many local partners on July 16, 2019 at the Maskwacis Cultural College Library. The theme this year was, 'Link of Identify with Mental Health for Youth'.
Volume 3: issue 1 of our newsletter
Contents
• Editors Note
• KENYA: Parenting 101: Parenting styles and learning outcomes for school children
• MAURITIUS: PAN Member, Halley Movement
• Triple P Demystified
• PAN Events: Uganda, Tanzania, Kenya and Ethiopia Round table meeting
An innovative and successful project for building learning pathways for young...Renate Hughes
This presentation provides a summary of the Steps to the Future Learning Pathways for Young Mothers Project. The project ran for 3.5 years and achieved some amazing outcomes in a low SEIFA community in Tasmania, Australia.
Putting Children First: Session 2.4.C Paul Lynch - Exploring the complexities...The Impact Initiative
Putting Children First: Identifying solutions and taking action to tackle poverty and inequality in Africa.
Addis Ababa, Ethiopia, 23-25 October 2017
This three-day international conference aimed to engage policy makers, practitioners and researchers in identifying solutions for fighting child poverty and inequality in Africa, and in inspiring action towards change. The conference offered a platform for bridging divides across sectors, disciplines and policy, practice and research.
Communication and Community Engagement Plan for Promoting Girls Education. Through this PPT we will get a scenario the girls education situation before and after COVID-19 situation particularly in the Rohingya Response Program
FOR THE BENEFIT OF THE YOUNG PEOPLE OF VIETNAM - HELPING YOUNG PEOPLE TO KNOW...CGFED
"Youths and adolescents ảe the future of all countries. With efforts towards the younger generation, CGFED has proven their participatory approach, bringing the expect changes not only in awareness but also in attitudes, and behaviors for a healthy and safe life for young people and adolescents in the four project sites. Testimonies about significant changes, best practices of stakeholders in the project, especially those coming direct from youths and adolescents are worthy fore reference and will encourage initiatives to protect sexual and reproductive health and rights"_Dr. Nguyen Quoc Anh, Director of the Center for Population Information and Documentation; Editor in Chef of the Population and Development Magazine, General Office for Population and Family Planning, Ministry of Health.
Siyakha Nentsha: using mixed methods to measure financial capabilitiesIsihlangu HDA
From a workshop on mixed methods to measure financial capabilities among adolescents. Focus on the Siyakha Nentsha Program in KwaZulu Natal, South Africa
Volume 3: issue 1 of our newsletter
Contents
• Editors Note
• KENYA: Parenting 101: Parenting styles and learning outcomes for school children
• MAURITIUS: PAN Member, Halley Movement
• Triple P Demystified
• PAN Events: Uganda, Tanzania, Kenya and Ethiopia Round table meeting
An innovative and successful project for building learning pathways for young...Renate Hughes
This presentation provides a summary of the Steps to the Future Learning Pathways for Young Mothers Project. The project ran for 3.5 years and achieved some amazing outcomes in a low SEIFA community in Tasmania, Australia.
Putting Children First: Session 2.4.C Paul Lynch - Exploring the complexities...The Impact Initiative
Putting Children First: Identifying solutions and taking action to tackle poverty and inequality in Africa.
Addis Ababa, Ethiopia, 23-25 October 2017
This three-day international conference aimed to engage policy makers, practitioners and researchers in identifying solutions for fighting child poverty and inequality in Africa, and in inspiring action towards change. The conference offered a platform for bridging divides across sectors, disciplines and policy, practice and research.
Communication and Community Engagement Plan for Promoting Girls Education. Through this PPT we will get a scenario the girls education situation before and after COVID-19 situation particularly in the Rohingya Response Program
FOR THE BENEFIT OF THE YOUNG PEOPLE OF VIETNAM - HELPING YOUNG PEOPLE TO KNOW...CGFED
"Youths and adolescents ảe the future of all countries. With efforts towards the younger generation, CGFED has proven their participatory approach, bringing the expect changes not only in awareness but also in attitudes, and behaviors for a healthy and safe life for young people and adolescents in the four project sites. Testimonies about significant changes, best practices of stakeholders in the project, especially those coming direct from youths and adolescents are worthy fore reference and will encourage initiatives to protect sexual and reproductive health and rights"_Dr. Nguyen Quoc Anh, Director of the Center for Population Information and Documentation; Editor in Chef of the Population and Development Magazine, General Office for Population and Family Planning, Ministry of Health.
Siyakha Nentsha: using mixed methods to measure financial capabilitiesIsihlangu HDA
From a workshop on mixed methods to measure financial capabilities among adolescents. Focus on the Siyakha Nentsha Program in KwaZulu Natal, South Africa
These simplified slides by Dr. Sidra Arshad present an overview of the non-respiratory functions of the respiratory tract.
Learning objectives:
1. Enlist the non-respiratory functions of the respiratory tract
2. Briefly explain how these functions are carried out
3. Discuss the significance of dead space
4. Differentiate between minute ventilation and alveolar ventilation
5. Describe the cough and sneeze reflexes
Study Resources:
1. Chapter 39, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 34, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 17, Human Physiology by Lauralee Sherwood, 9th edition
4. Non-respiratory functions of the lungs https://academic.oup.com/bjaed/article/13/3/98/278874
Couples presenting to the infertility clinic- Do they really have infertility...Sujoy Dasgupta
Dr Sujoy Dasgupta presented the study on "Couples presenting to the infertility clinic- Do they really have infertility? – The unexplored stories of non-consummation" in the 13th Congress of the Asia Pacific Initiative on Reproduction (ASPIRE 2024) at Manila on 24 May, 2024.
Prix Galien International 2024 Forum ProgramLevi Shapiro
June 20, 2024, Prix Galien International and Jerusalem Ethics Forum in ROME. Detailed agenda including panels:
- ADVANCES IN CARDIOLOGY: A NEW PARADIGM IS COMING
- WOMEN’S HEALTH: FERTILITY PRESERVATION
- WHAT’S NEW IN THE TREATMENT OF INFECTIOUS,
ONCOLOGICAL AND INFLAMMATORY SKIN DISEASES?
- ARTIFICIAL INTELLIGENCE AND ETHICS
- GENE THERAPY
- BEYOND BORDERS: GLOBAL INITIATIVES FOR DEMOCRATIZING LIFE SCIENCE TECHNOLOGIES AND PROMOTING ACCESS TO HEALTHCARE
- ETHICAL CHALLENGES IN LIFE SCIENCES
- Prix Galien International Awards Ceremony
Tom Selleck Health: A Comprehensive Look at the Iconic Actor’s Wellness Journeygreendigital
Tom Selleck, an enduring figure in Hollywood. has captivated audiences for decades with his rugged charm, iconic moustache. and memorable roles in television and film. From his breakout role as Thomas Magnum in Magnum P.I. to his current portrayal of Frank Reagan in Blue Bloods. Selleck's career has spanned over 50 years. But beyond his professional achievements. fans have often been curious about Tom Selleck Health. especially as he has aged in the public eye.
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Introduction
Many have been interested in Tom Selleck health. not only because of his enduring presence on screen but also because of the challenges. and lifestyle choices he has faced and made over the years. This article delves into the various aspects of Tom Selleck health. exploring his fitness regimen, diet, mental health. and the challenges he has encountered as he ages. We'll look at how he maintains his well-being. the health issues he has faced, and his approach to ageing .
Early Life and Career
Childhood and Athletic Beginnings
Tom Selleck was born on January 29, 1945, in Detroit, Michigan, and grew up in Sherman Oaks, California. From an early age, he was involved in sports, particularly basketball. which played a significant role in his physical development. His athletic pursuits continued into college. where he attended the University of Southern California (USC) on a basketball scholarship. This early involvement in sports laid a strong foundation for his physical health and disciplined lifestyle.
Transition to Acting
Selleck's transition from an athlete to an actor came with its physical demands. His first significant role in "Magnum P.I." required him to perform various stunts and maintain a fit appearance. This role, which he played from 1980 to 1988. necessitated a rigorous fitness routine to meet the show's demands. setting the stage for his long-term commitment to health and wellness.
Fitness Regimen
Workout Routine
Tom Selleck health and fitness regimen has evolved. adapting to his changing roles and age. During his "Magnum, P.I." days. Selleck's workouts were intense and focused on building and maintaining muscle mass. His routine included weightlifting, cardiovascular exercises. and specific training for the stunts he performed on the show.
Selleck adjusted his fitness routine as he aged to suit his body's needs. Today, his workouts focus on maintaining flexibility, strength, and cardiovascular health. He incorporates low-impact exercises such as swimming, walking, and light weightlifting. This balanced approach helps him stay fit without putting undue strain on his joints and muscles.
Importance of Flexibility and Mobility
In recent years, Selleck has emphasized the importance of flexibility and mobility in his fitness regimen. Understanding the natural decline in muscle mass and joint flexibility with age. he includes stretching and yoga in his routine. These practices help prevent injuries, improve posture, and maintain mobilit
Report Back from SGO 2024: What’s the Latest in Cervical Cancer?bkling
Are you curious about what’s new in cervical cancer research or unsure what the findings mean? Join Dr. Emily Ko, a gynecologic oncologist at Penn Medicine, to learn about the latest updates from the Society of Gynecologic Oncology (SGO) 2024 Annual Meeting on Women’s Cancer. Dr. Ko will discuss what the research presented at the conference means for you and answer your questions about the new developments.
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Title: Sense of Smell
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the primary categories of smells and the concept of odor blindness.
Explain the structure and location of the olfactory membrane and mucosa, including the types and roles of cells involved in olfaction.
Describe the pathway and mechanisms of olfactory signal transmission from the olfactory receptors to the brain.
Illustrate the biochemical cascade triggered by odorant binding to olfactory receptors, including the role of G-proteins and second messengers in generating an action potential.
Identify different types of olfactory disorders such as anosmia, hyposmia, hyperosmia, and dysosmia, including their potential causes.
Key Topics:
Olfactory Genes:
3% of the human genome accounts for olfactory genes.
400 genes for odorant receptors.
Olfactory Membrane:
Located in the superior part of the nasal cavity.
Medially: Folds downward along the superior septum.
Laterally: Folds over the superior turbinate and upper surface of the middle turbinate.
Total surface area: 5-10 square centimeters.
Olfactory Mucosa:
Olfactory Cells: Bipolar nerve cells derived from the CNS (100 million), with 4-25 olfactory cilia per cell.
Sustentacular Cells: Produce mucus and maintain ionic and molecular environment.
Basal Cells: Replace worn-out olfactory cells with an average lifespan of 1-2 months.
Bowman’s Gland: Secretes mucus.
Stimulation of Olfactory Cells:
Odorant dissolves in mucus and attaches to receptors on olfactory cilia.
Involves a cascade effect through G-proteins and second messengers, leading to depolarization and action potential generation in the olfactory nerve.
Quality of a Good Odorant:
Small (3-20 Carbon atoms), volatile, water-soluble, and lipid-soluble.
Facilitated by odorant-binding proteins in mucus.
Membrane Potential and Action Potential:
Resting membrane potential: -55mV.
Action potential frequency in the olfactory nerve increases with odorant strength.
Adaptation Towards the Sense of Smell:
Rapid adaptation within the first second, with further slow adaptation.
Psychological adaptation greater than receptor adaptation, involving feedback inhibition from the central nervous system.
Primary Sensations of Smell:
Camphoraceous, Musky, Floral, Pepperminty, Ethereal, Pungent, Putrid.
Odor Detection Threshold:
Examples: Hydrogen sulfide (0.0005 ppm), Methyl-mercaptan (0.002 ppm).
Some toxic substances are odorless at lethal concentrations.
Characteristics of Smell:
Odor blindness for single substances due to lack of appropriate receptor protein.
Behavioral and emotional influences of smell.
Transmission of Olfactory Signals:
From olfactory cells to glomeruli in the olfactory bulb, involving lateral inhibition.
Primitive, less old, and new olfactory systems with different path
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Ethanol (CH3CH2OH), or beverage alcohol, is a two-carbon alcohol
that is rapidly distributed in the body and brain. Ethanol alters many
neurochemical systems and has rewarding and addictive properties. It
is the oldest recreational drug and likely contributes to more morbidity,
mortality, and public health costs than all illicit drugs combined. The
5th edition of the Diagnostic and Statistical Manual of Mental Disorders
(DSM-5) integrates alcohol abuse and alcohol dependence into a single
disorder called alcohol use disorder (AUD), with mild, moderate,
and severe subclassifications (American Psychiatric Association, 2013).
In the DSM-5, all types of substance abuse and dependence have been
combined into a single substance use disorder (SUD) on a continuum
from mild to severe. A diagnosis of AUD requires that at least two of
the 11 DSM-5 behaviors be present within a 12-month period (mild
AUD: 2–3 criteria; moderate AUD: 4–5 criteria; severe AUD: 6–11 criteria).
The four main behavioral effects of AUD are impaired control over
drinking, negative social consequences, risky use, and altered physiological
effects (tolerance, withdrawal). This chapter presents an overview
of the prevalence and harmful consequences of AUD in the U.S.,
the systemic nature of the disease, neurocircuitry and stages of AUD,
comorbidities, fetal alcohol spectrum disorders, genetic risk factors, and
pharmacotherapies for AUD.
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1. Siyakha Nentsha
“Building with Young People”
Enhancing the health,
economic,
and social
capabilities
of
highly
vulnerable
adolescents
T
he Isihlangu Health and Development Agency developed a life- KEY FINDINGS
ØØØØ
orientation programme for young people in KwaZulu-Natal that Siyakha Nentsha addresses
has been tested locally. The programme, Siyakha Nentsha (isiZulu topics not discussed
for „building with young people‟), provides context-appropriate elsewhere that are important
strategies to enhance participants‟ financial skills, social support, HIV/AIDS in the lives of young people
and reproductive health knowledge and skills, and future life options. Ø
The programme is accredited by the South African Qualifications Siyakha Nentsha increases
Authority, meaning participants who complete Siyakha Nentsha have an young people‟s confidence to
asset that may assist them with accessing jobs and other opportunities in prepare for the future and
the future. cope with difficult situations
Ø
The long-term goal of the programme is to improve the Siyakha Nentsha girls and boys
lifelong skills and well-being of adolescents in KZN learned and used budgeting
Over 1400 young people have participated in Siyakha Nentsha since and planning skills
Ø
2008. The intervention took place in a peri-urban area called Siyakha Nentsha girls and boys
“Ngonyameni,” located outside of Durban and adjacent to the township of showed improved knowledge
Umlazi. The programme has been rigorously evaluated by the Population of social grant requirements
Council and UKZN; results from the evaluation are promising. and criteria
Ø
As the vast majority of young people in South Africa attend school Siyakha Nentsha girls and boys
during their teenage years, working through the schools was the most were more likely to know
effective way to reach large numbers of participants. We wanted to work how to search for a job,
with young people who would be able to use the skills relatively quickly interview and start a business
after finishing school, yet not be too distracted by the programme and lose Ø
time studying for their matric exams. We determined therefore that Among boys, Siyakha Nentsha
learners in grades 10 and 11 would be the most appropriate to start with. participants were less likely
to begin having sex
Ø
What were some topics discussed in Siyakha Nentsha? Siyakha Nentsha girls and boys
While many programmes for young people in South Africa attempt were more likely to know
to reach them with information about HIV and AIDS, Siyakha Nentsha also where to get a condom if
gives young people a chance to discuss and learn about critical issues that they needed it
Ø
are not addressed elsewhere, like gender, budgeting, job seeking and sexual Working with both boys and
violence. These normally neglected topics are critical in young people‟s lives girls can impact how they
and for many participants—especially boys—this was their first opportunity relate to one another and
to touch upon such themes. make a difference to both
genders
1
2. What is Siyakha Nentsha?
The programme was delivered in 10th -11th standard
classrooms by teams of facilitators who were recent graduates
from the programme schools. They led sessions with learners 2 to
3 times per week in classrooms during school hours; each session
lasted approximately 1 hour.
Sessions included modules on self-awareness, human
rights, HIV and AIDS, reproductive health, the value of planning for
the future, saving money, accessing banks, job readiness and basic
The evaluation process principles of starting a business. Each session was highly interactive
and included time for participation and reflection. Facilitators were
We did research to assess the effectiveness also available after session hours to discuss personal issues faced
of the programme. There were 7 secondary schools by learners.
in the study area; 6 initially received the programme
and the seventh served as a comparison. After the
study was over, learners in the comparison school
received a streamlined version of the intervention.
We interviewed learners before and after
the programme to see how their lives changed over
time. We asked them questions about their families,
schooling, work experience, attitudes and values, as
well as health knowledge and behaviours. We
compared the changes experienced by learners who
were in Siyakha Nentsha to those who were not.
What did we learn about the learners?
Situation of learners in 2009 Boys Girls Learners in the study faced a host of challenges.
Over one-third of young people in the study had lost a
Average age (years) 19 18 parent. Many learners lived with grandmothers, siblings,
% who are orphans 41 38 aunts or uncles. More than one out of every five learners
% who report ever been pregnant — 20 reported that their household did not have enough money
for food, much less other basics.
% who say their household doesn’t have
enough money for basic necessities
74 75 Most live in homes with electricity, but report
frequent outages. Eighty eight percent of households were
% whose homes are connected to receiving some kind of social grant. Although schools are
97 92
electricity
often located far from learners‟ homes, transport is lacking
% who did not have food to eat and most learners walk to school. Around 17% of girls take
10 14
the morning of the survey
a taxi to school most days, possibly to avoid unsafe
% who walk to school 88 82 situations that can arise when girls walk alone. Reflecting
% who have ever worked for pay 19 8 the lack of employment opportunities in the area, only a
small number of participants had ever undertaken work for
# of members in the household 7 8
which they were paid: 17% of boys and 8% of girls.
% who live in a female-headed household 54 48
Mean # of items owned by household, out
9.8 9.5
How did Siyakha Nentsha affect
of 22
learners?
Boys (%) Girls (%)
The charts on the next pages show the differences
between males and females and between learners in the Non- Siyakha Non- Siyakha
programme and those who did not have it until after the Progra Nentsha Program Nentsha
mme me
study. (Statistical significance is shown by the *).
I feel like I have a number 82 89* 86 87
of good qualities
The programme devoted substantial amount of time
to helping young people think about their self-identities, goals I feel like I can express my 88 95* 91 94
and sense of worth. Siyakha Nentsha participants, especially ideas to others
boys, felt more confident and believed they had a number of I do not have any hope for 18 13 16 13
good qualities. Participants were also much more likely to the future
report being able to express their ideas to others. I feel as intelligent as most 81 93* 84 87
2 people my age
3. Skills and confidence lead to a better future
Siyakha Nentsha makes a difference in the way learners feel about
themselves and the way they are able to navigate the world. Siyakha
Nentsha boys and girls had significantly higher rates of discussing social
grants, looking for work, starting a business, sexuality, HIV/AIDS and
gender relations.
The financial education and career guidance offered by the
programme also appear to have made a lasting impression on participants.
Siyakha Nentsha males and females had much higher rates of having
discussed financial decision making, careers, starting a business and
looking for work.
Programme learners were also more likely to have greater knowledge
of the range of social grants available in South Africa, including
eligibility criteria for each grant.
Ability to answer math/financial questions correctly was also higher among Siyakha Nentsha participants.
Boys (%) Girls (%) Over and above this increased exposure to
information about gender relations, self-identity and sexual
Have you ever Non
Siyakha
Non
Siyakha health among programme participants, the programme also
Pro- Pro-
talked about... gramme
Nentsha
gramme
Nentsha appears to have made real changes in behaviours. There is
evidence, for example, that a significantly smaller
Accessing social grants 59 83* 53 81* percentage of male participants (compared with non-
Looking for work 70 86* 72 84* participant males) sexually debuted (had sex for the first
time) between the first and second surveys. Among
Career guidance 69 90* 76 89*
females, there were no detectable impacts on sexual debut,
How to start a business 73 86* 66 80* but encouraging changes in condom use were observed.
Financial decisionmaking 69 86* 67 85*
Saving money for the
55 84* 67 80
future
Interpreting data 61 80* 59 78*
Self-esteem, attitudes,
84 94* 82 89
values
Sexuality 83 98* 83 92*
Violence and sexual
75 96* 79 93*
abuse
HIV/AIDS 89 93 88 92
Gender relations 64 90* 66 83*
Female participants reported a significant increase
in confidence in the ability to find and to use a condom
effectively after completing the programme. Moreover, this
increase in confidence seems to have translated into more
consistent condom use. Among females who were already
having sex, for example, more participants reported regularly
using a condom with their most recent sexual partner.
Siyakha Nentsha also had an impact on concrete skills
that help prepare young people for their future. One of the key
objectives of the programme was to help learners develop
financial goals and to enhance their financial decisionmaking
ability. Learners in
the program have
made big progress in this area.
A substantial and percentage of female programme participants, for
example, started to save money for the future during the programme. In
addition, both male and female programme participants engaged with
financial institutions such as banks. Girls in the program were significantly
more likely (p<0.10) to have tried to open a bank account, and programme
boys who tried to open a bank account were more successful than their
counterparts who did not have access to Siyakha Nentsha. 3
4. Comprehensive programmes like Siyakha Nentsha are the way forward
S
ome programmes for young people are moving beyond talking only about sexual abstinence and using condoms.
The social and economic challenges that make HIV and AIDS threats to young people also need to be tackled
straight away. Programmes such as Siyakha Nentsha include training on human rights, financial planning, and skills for
making better choices.
These topics are discussed—along with teen pregnancy, HIV and AIDS - in setting where young people can speak
freely and are mentored by trained facilitators from their own community. This type of life orientation can provide young
people with useable skills that reduce HIV risk, increase their financial empowerment and enhance their ability to cope
with the stresses of growing up in a challenging environment. More than two-thirds of participants reported they would
have benefited by having the programme at an earlier grade. A critical component of the success of Siyakha Nentsha was
working with both young men and young women, as both were shown to benefit from this programme. It also changed
the way girls and boys related to one another by increasing their understanding and respect for the opposite sex. Skills-
building provided by young adults from the same community was shown to increase the participation and engagement of
participants—transforming the programme from a passive to an active one. Building together with young people—Siyakha
Nentsha—can help lead to a brighter future for South Africa.
For more information about Siyakha Nentsha contact:
Kasthuri Govender / Emmanuel Mbatha Michael Rogan Kelly Hallman
Isihlangu Health & Development Agency University of KwaZulu-Natal Population Council
27 (0)835657378 031 2603332 +1 212-339-0602
kasthurigo@telkomsa.net rogan@ukzn.ac.za khallman@popcouncil.org
Isihlangu.blogspot.com IsihlanguHDA@gmail.com www.slideshare.net/IsihlanguHDA
We gratefully acknowledge the guidance, support, and participation of the
following people, without whom this programme could never have taken place:
Inkosi M.M. Cele, Acting inkosi of Vumengazi Tribal Authority
Inkosi Makhanya, Inkosi of Sobonakhona Tribal Authority
Mr. Mbuyiseni Percival Mkhize, Chairperson Ward 100 Youth Forum, Municipal Structure
Mr. N. Cele, Ward Manager, Umbumbulu District, Department of Education
Mr. M.W. Mbhele & staff, Mhawu Secondary School
Mr. M.J. Mhlongo & staff, Inwabi Secondary School
Mr. M.D. Msomi & staff, Nomavimbela Secondary School
Mrs. P. Deonath & staff, Khulabebuka Secondary School
Mr. S.E. Sibiya & staff, Fundinduku Secondary School
Mrs. C.B. Ngubane & staff, Skhwama Secondary School
Mr. Ndlela & staff, Sobonakhona Secondary School
Ms. Nomali Magwaza, Umbumbulu District, Dept. of Education
Mr. Solly Serumula, Accudata
Ms. Eva Roca, Ms. Cecilia Calderon, Ms. Hannah Taboada, Population Council
Dr. Deevia Bhana, Dr. Rob Pattman, and Prof. Alan Whiteside (HEARD), UKZN
The facilitators: Nombango Anna Sibeko, Thabile Shozi, Mboneni Genesis Thwala, Nduduzo Blessing
Msomi, Pretty Thandani Cele, Nontobeko Charlotte Cele, Sabelo Emmanuel Mkhize, Banele Precious
Ngcobo, Njabulo Freedom Ndlovu, Noxolo Peaceful Makhanya, Mbali Pretty Mseleku, Sithembile Pretty
Gumede, Bongekile Carol Shozi, Nokulunga Dorah Shange, Ayanda Mthabela, and Siphiwe Cyril Mbava
The participants : A special word of thank you for staying
with the programme and persevering.
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