‘Falling Through the Cracks’ Adolescent Girls in Tanzania Insights from MtwaraRakesh Rajani
How do you promote the health and well-being of adolescent girls? This presentation provides critical insights and strategic considerations based on conversations with people in Mtwara, Tanzania.
Young women are particularly vulnerable to HIV infection compared with young men
3 percent of women age 15-19 are HIV infected, compared with less than one percent of men age 15-19.
Less than 25% reported that they had used a condom at their first sex.
Young women are often willing to participate in transactional relationships for various reasons.
Among young adolescents aged 12 to 14 years, 7% reported ever having sex, with a median age at first sex reported at 10 years, KAIS 2012.
Only 35% of callers at LVCT Health one2one hotline are women.
Girls are confused by changes in their bodies and unsure of how to maintain personal hygiene and prevent stains on their uniforms (FAWE, 2005)
‘Falling Through the Cracks’ Adolescent Girls in Tanzania Insights from MtwaraRakesh Rajani
How do you promote the health and well-being of adolescent girls? This presentation provides critical insights and strategic considerations based on conversations with people in Mtwara, Tanzania.
Young women are particularly vulnerable to HIV infection compared with young men
3 percent of women age 15-19 are HIV infected, compared with less than one percent of men age 15-19.
Less than 25% reported that they had used a condom at their first sex.
Young women are often willing to participate in transactional relationships for various reasons.
Among young adolescents aged 12 to 14 years, 7% reported ever having sex, with a median age at first sex reported at 10 years, KAIS 2012.
Only 35% of callers at LVCT Health one2one hotline are women.
Girls are confused by changes in their bodies and unsure of how to maintain personal hygiene and prevent stains on their uniforms (FAWE, 2005)
This is an introduction to HIV/AIDS Initiatives at the University of St. Thomas, and how participate in the academic service-learning program at the University affected the professional path of Kim Vrudny, the program's founding director.
Dr. Pamela Mukaire of the Resources for Improving Birth Outcomes at Liberty University discusses a project in rural Uganda to use the FHI 360 Community-based Management of Acute Malnutrition approach to improve the health of families.
These few slides are describing how the Obstetrician can contribute to people in the community. They can encounter female patients of any age group and guide them on aspects of women's health issues be it a simple menses hygiene or anemia treatment or even even awareness of disease, contraception methods and so on...
Cate Lane, Youth Advisor for USAID shares strategies to reach youth with positive messages on health and evaluates what works and what does not based on program experience.
CREATING AWARENESS REGARDING RISKS OF INDUCED ABORTIONZURA AHMED
Abortion continues to be embraced by the youths in University despite the diverse effects associated with the practice.... How can Edutainment be used to facilitate awareness regarding risks of induced abortion? lets check it out
These lecture slides, by Dr Sidra Arshad, offer a quick overview of physiological basis of a normal electrocardiogram.
Learning objectives:
1. Define an electrocardiogram (ECG) and electrocardiography
2. Describe how dipoles generated by the heart produce the waveforms of the ECG
3. Describe the components of a normal electrocardiogram of a typical bipolar leads (limb II)
4. Differentiate between intervals and segments
5. Enlist some common indications for obtaining an ECG
Study Resources:
1. Chapter 11, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 9, Human Physiology - From Cells to Systems, Lauralee Sherwood, 9th edition
3. Chapter 29, Ganong’s Review of Medical Physiology, 26th edition
4. Electrocardiogram, StatPearls - https://www.ncbi.nlm.nih.gov/books/NBK549803/
5. ECG in Medical Practice by ABM Abdullah, 4th edition
6. ECG Basics, http://www.nataliescasebook.com/tag/e-c-g-basics
This is an introduction to HIV/AIDS Initiatives at the University of St. Thomas, and how participate in the academic service-learning program at the University affected the professional path of Kim Vrudny, the program's founding director.
Dr. Pamela Mukaire of the Resources for Improving Birth Outcomes at Liberty University discusses a project in rural Uganda to use the FHI 360 Community-based Management of Acute Malnutrition approach to improve the health of families.
These few slides are describing how the Obstetrician can contribute to people in the community. They can encounter female patients of any age group and guide them on aspects of women's health issues be it a simple menses hygiene or anemia treatment or even even awareness of disease, contraception methods and so on...
Cate Lane, Youth Advisor for USAID shares strategies to reach youth with positive messages on health and evaluates what works and what does not based on program experience.
CREATING AWARENESS REGARDING RISKS OF INDUCED ABORTIONZURA AHMED
Abortion continues to be embraced by the youths in University despite the diverse effects associated with the practice.... How can Edutainment be used to facilitate awareness regarding risks of induced abortion? lets check it out
These lecture slides, by Dr Sidra Arshad, offer a quick overview of physiological basis of a normal electrocardiogram.
Learning objectives:
1. Define an electrocardiogram (ECG) and electrocardiography
2. Describe how dipoles generated by the heart produce the waveforms of the ECG
3. Describe the components of a normal electrocardiogram of a typical bipolar leads (limb II)
4. Differentiate between intervals and segments
5. Enlist some common indications for obtaining an ECG
Study Resources:
1. Chapter 11, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 9, Human Physiology - From Cells to Systems, Lauralee Sherwood, 9th edition
3. Chapter 29, Ganong’s Review of Medical Physiology, 26th edition
4. Electrocardiogram, StatPearls - https://www.ncbi.nlm.nih.gov/books/NBK549803/
5. ECG in Medical Practice by ABM Abdullah, 4th edition
6. ECG Basics, http://www.nataliescasebook.com/tag/e-c-g-basics
Pulmonary Thromboembolism - etilogy, types, medical- Surgical and nursing man...VarunMahajani
Disruption of blood supply to lung alveoli due to blockage of one or more pulmonary blood vessels is called as Pulmonary thromboembolism. In this presentation we will discuss its causes, types and its management in depth.
Knee anatomy and clinical tests 2024.pdfvimalpl1234
This includes all relevant anatomy and clinical tests compiled from standard textbooks, Campbell,netter etc..It is comprehensive and best suited for orthopaedicians and orthopaedic residents.
micro teaching on communication m.sc nursing.pdfAnurag Sharma
Microteaching is a unique model of practice teaching. It is a viable instrument for the. desired change in the teaching behavior or the behavior potential which, in specified types of real. classroom situations, tends to facilitate the achievement of specified types of objectives.
Title: Sense of Taste
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 structure and function of taste buds.
Describe the relationship between the taste threshold and taste index of common substances.
Explain the chemical basis and signal transduction of taste perception for each type of primary taste sensation.
Recognize different abnormalities of taste perception and their causes.
Key Topics:
Significance of Taste Sensation:
Differentiation between pleasant and harmful food
Influence on behavior
Selection of food based on metabolic needs
Receptors of Taste:
Taste buds on the tongue
Influence of sense of smell, texture of food, and pain stimulation (e.g., by pepper)
Primary and Secondary Taste Sensations:
Primary taste sensations: Sweet, Sour, Salty, Bitter, Umami
Chemical basis and signal transduction mechanisms for each taste
Taste Threshold and Index:
Taste threshold values for Sweet (sucrose), Salty (NaCl), Sour (HCl), and Bitter (Quinine)
Taste index relationship: Inversely proportional to taste threshold
Taste Blindness:
Inability to taste certain substances, particularly thiourea compounds
Example: Phenylthiocarbamide
Structure and Function of Taste Buds:
Composition: Epithelial cells, Sustentacular/Supporting cells, Taste cells, Basal cells
Features: Taste pores, Taste hairs/microvilli, and Taste nerve fibers
Location of Taste Buds:
Found in papillae of the tongue (Fungiform, Circumvallate, Foliate)
Also present on the palate, tonsillar pillars, epiglottis, and proximal esophagus
Mechanism of Taste Stimulation:
Interaction of taste substances with receptors on microvilli
Signal transduction pathways for Umami, Sweet, Bitter, Sour, and Salty tastes
Taste Sensitivity and Adaptation:
Decrease in sensitivity with age
Rapid adaptation of taste sensation
Role of Saliva in Taste:
Dissolution of tastants to reach receptors
Washing away the stimulus
Taste Preferences and Aversions:
Mechanisms behind taste preference and aversion
Influence of receptors and neural pathways
Impact of Sensory Nerve Damage:
Degeneration of taste buds if the sensory nerve fiber is cut
Abnormalities of Taste Detection:
Conditions: Ageusia, Hypogeusia, Dysgeusia (parageusia)
Causes: Nerve damage, neurological disorders, infections, poor oral hygiene, adverse drug effects, deficiencies, aging, tobacco use, altered neurotransmitter levels
Neurotransmitters and Taste Threshold:
Effects of serotonin (5-HT) and norepinephrine (NE) on taste sensitivity
Supertasters:
25% of the population with heightened sensitivity to taste, especially bitterness
Increased number of fungiform papillae
New Directions in Targeted Therapeutic Approaches for Older Adults With Mantl...i3 Health
i3 Health is pleased to make the speaker slides from this activity available for use as a non-accredited self-study or teaching resource.
This slide deck presented by Dr. Kami Maddocks, Professor-Clinical in the Division of Hematology and
Associate Division Director for Ambulatory Operations
The Ohio State University Comprehensive Cancer Center, will provide insight into new directions in targeted therapeutic approaches for older adults with mantle cell lymphoma.
STATEMENT OF NEED
Mantle cell lymphoma (MCL) is a rare, aggressive B-cell non-Hodgkin lymphoma (NHL) accounting for 5% to 7% of all lymphomas. Its prognosis ranges from indolent disease that does not require treatment for years to very aggressive disease, which is associated with poor survival (Silkenstedt et al, 2021). Typically, MCL is diagnosed at advanced stage and in older patients who cannot tolerate intensive therapy (NCCN, 2022). Although recent advances have slightly increased remission rates, recurrence and relapse remain very common, leading to a median overall survival between 3 and 6 years (LLS, 2021). Though there are several effective options, progress is still needed towards establishing an accepted frontline approach for MCL (Castellino et al, 2022). Treatment selection and management of MCL are complicated by the heterogeneity of prognosis, advanced age and comorbidities of patients, and lack of an established standard approach for treatment, making it vital that clinicians be familiar with the latest research and advances in this area. In this activity chaired by Michael Wang, MD, Professor in the Department of Lymphoma & Myeloma at MD Anderson Cancer Center, expert faculty will discuss prognostic factors informing treatment, the promising results of recent trials in new therapeutic approaches, and the implications of treatment resistance in therapeutic selection for MCL.
Target Audience
Hematology/oncology fellows, attending faculty, and other health care professionals involved in the treatment of patients with mantle cell lymphoma (MCL).
Learning Objectives
1.) Identify clinical and biological prognostic factors that can guide treatment decision making for older adults with MCL
2.) Evaluate emerging data on targeted therapeutic approaches for treatment-naive and relapsed/refractory MCL and their applicability to older adults
3.) Assess mechanisms of resistance to targeted therapies for MCL and their implications for treatment selection
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
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
Ozempic: Preoperative Management of Patients on GLP-1 Receptor Agonists Saeid Safari
Preoperative Management of Patients on GLP-1 Receptor Agonists like Ozempic and Semiglutide
ASA GUIDELINE
NYSORA Guideline
2 Case Reports of Gastric Ultrasound
HOT NEW PRODUCT! BIG SALES FAST SHIPPING NOW FROM CHINA!! EU KU DB BK substit...GL Anaacs
Contact us if you are interested:
Email / Skype : kefaya1771@gmail.com
Threema: PXHY5PDH
New BATCH Ku !!! MUCH IN DEMAND FAST SALE EVERY BATCH HAPPY GOOD EFFECT BIG BATCH !
Contact me on Threema or skype to start big business!!
Hot-sale products:
NEW HOT EUTYLONE WHITE CRYSTAL!!
5cl-adba precursor (semi finished )
5cl-adba raw materials
ADBB precursor (semi finished )
ADBB raw materials
APVP powder
5fadb/4f-adb
Jwh018 / Jwh210
Eutylone crystal
Protonitazene (hydrochloride) CAS: 119276-01-6
Flubrotizolam CAS: 57801-95-3
Metonitazene CAS: 14680-51-4
Payment terms: Western Union,MoneyGram,Bitcoin or USDT.
Deliver Time: Usually 7-15days
Shipping method: FedEx, TNT, DHL,UPS etc.Our deliveries are 100% safe, fast, reliable and discreet.
Samples will be sent for your evaluation!If you are interested in, please contact me, let's talk details.
We specializes in exporting high quality Research chemical, medical intermediate, Pharmaceutical chemicals and so on. Products are exported to USA, Canada, France, Korea, Japan,Russia, Southeast Asia and other countries.
Lung Cancer: Artificial Intelligence, Synergetics, Complex System Analysis, S...Oleg Kshivets
RESULTS: Overall life span (LS) was 2252.1±1742.5 days and cumulative 5-year survival (5YS) reached 73.2%, 10 years – 64.8%, 20 years – 42.5%. 513 LCP lived more than 5 years (LS=3124.6±1525.6 days), 148 LCP – more than 10 years (LS=5054.4±1504.1 days).199 LCP died because of LC (LS=562.7±374.5 days). 5YS of LCP after bi/lobectomies was significantly superior in comparison with LCP after pneumonectomies (78.1% vs.63.7%, P=0.00001 by log-rank test). AT significantly improved 5YS (66.3% vs. 34.8%) (P=0.00000 by log-rank test) only for LCP with N1-2. Cox modeling displayed that 5YS of LCP significantly depended on: phase transition (PT) early-invasive LC in terms of synergetics, PT N0—N12, cell ratio factors (ratio between cancer cells- CC and blood cells subpopulations), G1-3, histology, glucose, AT, blood cell circuit, prothrombin index, heparin tolerance, recalcification time (P=0.000-0.038). Neural networks, genetic algorithm selection and bootstrap simulation revealed relationships between 5YS and PT early-invasive LC (rank=1), PT N0—N12 (rank=2), thrombocytes/CC (3), erythrocytes/CC (4), eosinophils/CC (5), healthy cells/CC (6), lymphocytes/CC (7), segmented neutrophils/CC (8), stick neutrophils/CC (9), monocytes/CC (10); leucocytes/CC (11). Correct prediction of 5YS was 100% by neural networks computing (area under ROC curve=1.0; error=0.0).
CONCLUSIONS: 5YS of LCP after radical procedures significantly depended on: 1) PT early-invasive cancer; 2) PT N0--N12; 3) cell ratio factors; 4) blood cell circuit; 5) biochemical factors; 6) hemostasis system; 7) AT; 8) LC characteristics; 9) LC cell dynamics; 10) surgery type: lobectomy/pneumonectomy; 11) anthropometric data. Optimal diagnosis and treatment strategies for LC are: 1) screening and early detection of LC; 2) availability of experienced thoracic surgeons because of complexity of radical procedures; 3) aggressive en block surgery and adequate lymph node dissection for completeness; 4) precise prediction; 5) adjuvant chemoimmunoradiotherapy for LCP with unfavorable prognosis.
2. The Centre for the Study of Adolescence (CSA) is an independent, non-profit
and non-partisan organization that was established in 1988 by a group of
Kenyan professionals committed to the promotion of adolescent health.
Coverage: 3 regions Western, Nyanza and Nairobi, head Office in Nairobi with
satellite offices in Busia, Kisumu, Kajiado, Kiambu & Bungoma where CSA
implements its Adolescent Reproductive Health Programmes
“Supporting young people to make informed choices”
About CSA - Vidalyne
3. Vision: All of our programs, in their various forms, are working towards a single goal:
A society in which the sexual and reproductive health and rights of young people are
universally realized and enjoyed.
“Supporting young people to make informed choices”
CSA’s Vision & Mission
Mission: CSA seeks to promote and improve the health, well-being and sustained
development of young people through:
• innovative research
• evidence based programming,
• capacity building
• policy advocacy
in order to expand their choices, and improve access to safe and affordable SRH
services.
4. “Supporting young people to make informed choices”
Our Programmes
CSA’s activities are broadly grouped into the following areas:
• Reproductive health, gender and HIV/AIDS
• Social policy, advocacy and networking
• Capacity building – supporting service delivery through training
• Research and utilization
5. “Supporting young people to make informed choices”
Background Information
• CSA has been working in Bungoma County for over 10 year now implementing
different projects geared towards improving Sexual Reproductive Health and
Rights of adolescents and young people.
• The programmes continues to addressed issues of capacity building, skills
building and prevention of SRHR challenges that adolescent and young
people face in the process of growing up.
• The programmes intervene at various levels e.g schools, health facilities and
at community level.
• But all the interventions seems to have had a gap on menstrual health as one
of the components of SRHR which was not addressed.
6. “Supporting young people to make informed choices”
About the MHM Intervention
• The Project is a joint online session engagement on MHM between CSA and
SAIPEH and the beneficiaries and decision makers within Bungoma County.
• The project will be implement between September and October of 2020 to
support the plight of the girls during this COVID 19 pandemic.
• The project is aimed at improving knowledge on MHM, Improve supportive
environment on MHM and Improve access to MHM services amongst young
girls in Bungoma
7. “Supporting young people to make informed choices”
Why the intervention?
• Research shows that girls face stigma,discrimination,unfavouale MH
environment in schools, at home and in other social places.
• With COVID-19,the situation is getting out of hand as girls who could access
the limited supplies in schools cant afford them any more.
• Previous research identified that most schools lack enough toilets, some
toilets have no doors, hence no privacy and worst of all boys and girls share
toilets in some schools,
• There is also lack of water and changing rooms.
• These has pushed girls into risky coping mechanism like multiple boy friends
to get sanitary towels, leading to STIs and HIV and pregnancy
8. “Supporting young people to make informed choices”
Project Activities
The project activities include;
• Building the capacity of 20 educators in 10 communities
as MHM educators,
• Training 100 girls in 10 communities as MHM direct
beneficiaries.
• Train 50 boys as MHM champions
• Social Media sensitization on MHM
• Advocacy with county policy makers
• Sensitization of local stakeholders amongst them school
managers, BOM members and religious leaders on MHM.
9. “Supporting young people to make informed choices”
Intervention Outcomes
• Create a pool of young champions on MHM at community level
• MHM awareness creation amongst stakeholders and young people
• Improve government supply chain system on MH supplies
• Prioritize MHM at school level budgetary allocations to improve
environment
• Build case studies and support the girls to engage the county in advocacy.
• Tap into other opportunities that can drive the agenda of MHM forward
• Identify ways of address barriers to safe and dignified MHM for girls in
schools, as well as inclusive ways to end menstrual stigma and empower
girls with knowledge and skills to manage their menstruation.
• Push for the implementation of the MHM policy at county level
10. “Supporting young people to make informed choices”
Definitions - Mercy
What is:
• Menstruation?
• Menstrual cycle?
• Menstrual Hygiene Management?
11. “Supporting young people to make informed choices”
Menstruation
Menstruation is a woman's monthly bleeding. When you
menstruate, your body sheds the lining of the uterus
(womb). Menstrual blood flows from the uterus through
the small opening in the cervix and passes out of the
body through the vagina. Most menstrual periods last
from 3 to 5 days. A girl can start her period anytime
between the ages of 8 and 15. Most of the time, the first
period starts about 2 years after breasts first start to
develop
12. “Supporting young people to make informed choices”
Menstrual cycle
• The menstrual cycle is the monthly series of changes in a woman’s body
• Several hormones are responsible during the entire cycle (progesterone,
follicle stimulating hormone (FSH) and oestrogen)
• Each month, one of the ovaries releases an egg – a process called ovulation.
• At the same time, hormonal changes prepare the uterus for pregnancy.
• If ovulation takes place which is around the 12th and16th day, if the egg is not
fertilized, the lining of the uterus sheds through the vagina. This is a
menstrual period.
• The menstrual cycle, is not the same for every girl/ woman. Menstrual flow
might occur every 21 to 35 days but most women have the 28 day cycle and
last 3 to 5 days. However, menstrual cycles tend to shorten and become more
regular as you age.
• Your menstrual cycle might be regular or somewhat irregular, and your period
might be light or heavy, painful or pain-free, long or short, and still be
considered normal
13. “Supporting young people to make informed choices”
Menstrual cycle
The menstrual blood is about 2 tablespoon (40ml) and is a
mixture of blood, cervical mucus, vaginal secretions and
endometrial tissue
14. “Supporting young people to make informed choices”
Menstrual Hygiene Management
MHM is defined as use of clean menstrual material to
absorb or collect blood that can be changed in privacy as
often as necessary for the duration of menstruation, using
soap and water for washing the body as required and
having facilities to dispose of used menstrual
management materials
15.
16.
17. “Supporting young people to make informed choices”
Challenges and Risks that Girls Face
1. What are some of the Problems faced by menstruating
schoolgirls?
2. What are some of the risks they are likely to
encounter?
3. What myths have you heard about menstruation in
your community?
Kindly share your thoughts!
18. “Supporting young people to make informed choices”
Problems faced by Menstruating Schoolgirls
• Expense of commercial sanitary pads;
• Lack of water for bathing and washing of menstrual materials;
• Dirty latrines – the hygiene hazards and unpleasantness;
• Lack of hygienic anal cleansing materials;
• Unsuitable places to dry menstrual materials;
• Lack of access to pain relief (analgesic) drugs;
• Inadequate waste disposal facilities;
• Lack of privacy for changing menstrual materials;
• ‘Leakage’ from poor-quality protection materials;
• Lack of resources for washing such as soap and basins;
• Limited education on facts of menstruation; embarrassment and low self- esteem
• Limited access to counselling and guidance;
• Fear caused by cultural myths; and unsupportive attitudes of some men
19. “Supporting young people to make informed choices”
The Risks
• Absenteeism
where girls stay at home rather than attending school, sometimes occurs when
schoolgirls are menstruating. There is debate about the reasons for menstrual- related
absenteeism.
There are three main arguments:
a) Schoolgirls do not have adequate sanitary protection materials (i.e. pads). They
are embarrassed about the potential ‘leaking’ of blood if less protective materials
are used.
b) Dysmenorrhea (or period pain caused by the contraction of muscles in the uterus)
causes school girls to feel unwell. If there is nowhere to rest in school or if
analgesic drugs are not readily available, girls prefer to remain alone at home.
c) Inadequate water supply and sanitation facilities deter school girls if they cannot
wash or change in privacy.
20. “Supporting young people to make informed choices”
The Risks
• Cultural and religious restrictions
Some cultures do not allow girls and women to perform particular tasks and
responsibilities during their periods which leads to isolation and discrimination of the
girls. This include religious norms where a women cannot go to the pulpit because she
is viewed as unclean.
• Reproductive health risks
The lack of this provisions can make girls engage in risky behaviours e.g early sex,
forced sex, transactional sex, intergenerational sex which can lead to early pregnancy,
STI infections including HIV/AIDS, urogenital infections, unsafe abortion. All these can
also affect their relationships with parents, relatives and also their self esteem.
21. “Supporting young people to make informed choices”
Myth around menstruation
Restrictions on menstruating girls/ women Associated beliefs
Confinement to a room or a separate menstruation
hut to avoid interaction with men
A menstruating woman is ‘unclean’
Prohibited from cooking, fetching water, sweeping or
doing any housework
Objects, especially food and drink, that are touched
become contaminated and cause the user/consumer
to be cursed
Not allowed to cross roads or walk around freely Crossing a road will increase a woman’s menstrual
flow
Forbidden from walking through gardens where
certain food is growing (e.g. pumpkins or groundnuts)
The produce will rot or yield a poor harvest
Forbidden from entering a kraal (cattle pen)
containing pregnant cows
The cows will miscarry
Prohibited from using open wells The well may dry up or become filled with blood
Women must hide menstrual cloths and protection
products
Those who see such cloths, especially if blood-stained,
will be cursed. Women whose protection materials
are sniffed by dogs become infertile.
22. “Supporting young people to make informed choices”
In summary
CHALLENGES:
• Cultural challenges
• Stigma
• Lack of supplies
• Lack of supportive environment e.g water, changing
rooms
RISKS:
• School absenteeism and school drop outs
• Pregnancy and abortions
• STIs and HIV
• Reduced self esteem
• Urogenital infections
23. “Supporting young people to make informed choices”
Important things to note about Menstruation:
• It is a natural process and a vital sign of the healthy reproductive
cycle of women and girls.
• It is not a sickness, but women and girls may suffer from
abdominal pains, nausea, tiredness, headache, back ache or
discomfort.
• Women and girls may also have feelings of sadness or irritation
due to hormonal changes.
• These experiences vary from person to person and over time.
24.
25. “Supporting young people to make informed choices”
Practical considerations for MHM - Carolyne
There are four ways in which stakeholder can enable schoolgirls to
overcome some of the problems mentioned previously:
1. promoting low-cost sanitary pads;
2. designing female-friendly sanitation facilities;
3. increasing access to pain-relief medication; and by
4. providing education and counselling.
These will be considered in turn, with particular emphasis on low-
cost sanitary pads.
26. “Supporting young people to make informed choices”
Menstrual hygiene
Menstruation blood itself is clean. But once the blood leaves the
body, bacteria can grow in it, causing it to smell.
This is why good hygiene is especially important when you´re
having your period.
Are there some of the materials that can be used to
manage menstrual flow?
27. “Supporting young people to make informed choices”
Sanitary pads
How to use sanitary pads
• Pads stick to the inside of your underwear and soak up the blood
that comes out through the vagina.
• Some pads are thinner for days when your period is light, and
some are thicker for when you are bleeding more.
• Check your pad every couple of hours during the day to see if it
needs changing.
• If you are concerned about any smell, changing pads often and
keeping up good hygiene will help control this.
• wash your hands before and after you use the products and to
especially wash your genital with soap and water every day
when you have your period.
28. “Supporting young people to make informed choices”
Vaginal cap
How to fold and insert Menstrual cups are an environmentally-
friendly, comfortable, convenient, and cost-
effective solution that are rapidly becoming
the most preferred choice by women all over
the planet.
With the rising popularity of the menstrual
cup, there are more and more brands,
varieties, and
• Step 1: Fold
• Step 2: Hold
• Step 3: Insert
• Step 4: Seal and Rotate
• Step 5: Removal
• Step 6: empty
• Step 7: wash and reinsert
This can be done least 2 times a day (twice in a 24 hour
period) and can be worn overnight without concern of
leaking.
30. “Supporting young people to make informed choices”
How to put on the reusable
pads and washing
Important things to note about
Menstrual Hygiene:
• Girls should have access to accurate
and realistic information
• Girls should have access to products
like sanitary pads and inner wears
• Girls should have access to clean and
safe toilets where they can change
their pads.
• Girls should have access to water
and soap
• Girls should have access to disposal
facilities for used sanitary pads
31. “Supporting young people to make informed choices”
Conclusion
Given the multiple challenges adolescent girls and women face, it is evident that
promoting menstrual hygiene management (MHM) is not only a sanitation
matter; it is also an important step towards safeguarding the dignity, bodily
integrity and overall life opportunities of girls and women.
Menstrual health requires a multi-component approach: combining access to
WASH facilities, a choice of products with comprehensive SRHR interventions
that are targeted both at people who menstruate and the people in their
environment.
32. “Supporting young people to make informed choices”
Next steps - Vidalyne
Post test questions
Pairing the 100 girls against the 20 educators
Two weeks of engagement with the girls both the online and physical
Celebration in each sub county (distribution of pads and masks, documentation
of success stories, experiences and achievements)
Preparation and presentation of a memorandum to the County officials
(decision makers)
33. THE CENTRE FOR THE STUDY OF ADOLESCENCE
Mbaazi Avenue, Off Kingara Road, Lavington
P.O. Box 19329 - 00202 Nairobi, Kenya
T: +254 (0)202 398 724
F: +254 202 398 723
W: www.csakenya.org
E: csa@csakenya.org