This presentation outlines traditional practices around the world that hurt women in general. It was originally produced for Chinese female college students.
At Education Cannot Wait, we believe in a world where all children and youth affected by crises can learn free of cost, in safety and without fear in order to grow and reach their full potential.
An estimated 75 million girls and boys have limited or no access to education due to crisis and conflicts around the globe. That’s more than the total population of Canada, Denmark and the Netherlands combined. It is urgent to invest in their education now to safeguard their future. This is an investment in girls and boys living in some of the harshest and most dangerous conditions on the planet. It is also an investment in stronger societies, in more resilient economies, in the end of poverty and hunger, and in a brighter future for generations to come.
This presentation outlines traditional practices around the world that hurt women in general. It was originally produced for Chinese female college students.
At Education Cannot Wait, we believe in a world where all children and youth affected by crises can learn free of cost, in safety and without fear in order to grow and reach their full potential.
An estimated 75 million girls and boys have limited or no access to education due to crisis and conflicts around the globe. That’s more than the total population of Canada, Denmark and the Netherlands combined. It is urgent to invest in their education now to safeguard their future. This is an investment in girls and boys living in some of the harshest and most dangerous conditions on the planet. It is also an investment in stronger societies, in more resilient economies, in the end of poverty and hunger, and in a brighter future for generations to come.
THE BREAKTHROUGH STRATEGY FOR ACHIEVING ALL THE MDGS INVESTING IN WOMEN AND GIRLS THE BREAKTHROUGH STRATEGY FOR ACHIEVING ALL THE MDGS Based on a speech by Jon Lomoy, Director of the OECD’s Development Co-operation Directorate, at the Helsinki High-level Symposium, United Nations 2010 Development Co-operation Forum, 4 June 2010 KEEP GIRLS IN SCHOOL 1 I believe that investing in women and girls in itself constitutes a breakthrough strategy for achieving the MDGs, and that almost any investment we make in women and girls will have multiplier effects across the Goals —Helen Clark, UNDP Administrator, 25 March 2010. W ithout a great leap forward towards achieving greater equality between women and men and increased empowerment of women and girls, none of the MDGs will be achieved. It is time to back up political promises with the investments and resources needed to do the job. Investing in women and girls has a powerful impact. It will make the world a better place for all – both women and men. Helen Clark has called it the breakthrough strategy for achieving the MDGs. The challenge is to identify how and where donor money can fuel that breakthrough strategy. There are four key areas where increased investments and attention could have catalytic and multiplier impacts on the lives of women and girls – and of future generations: • Keep girls in school to complete a quality secondary education • Urgently improve reproductive health, including access to family planning services • Increase women’s control over productive and financial assets (not just microcredit), and • Identify and support women leaders at all levels. Studies have shown that women with even a few years of primary education have better economic prospects, have fewer and healthier children, and are more likely to ensure that their own children go to school. Development would be accelerated if girls were kept in school to complete a quality secondary education. Education of girls is one of the most powerful tools for women’s empowerment, but discrimination continues to keep girls out of school. • In 2007, only 53 of the 171 countries with available data had achieved gender parity in both primary and secondary education1 . • Secondary school enrolment is very low in sub-Saharan Africa (24 percent of girls and 33 percent of boys). That means that girls are missing out – particularly when they live in rural areas and in poor households. Removing school fees and providing financial incentives for girls to attend school have proven to be effective. At the same time we need to build schools closer to remote communities, ensure that schools have quality teachers and adequate sanitary facilities and that they are safe places for girls. 1. United Nations (2009). The Millennium Development Goals Report 2009
Green Templeton College, University of Oxford, 2016: Emerging market populations have never been younger and may never be larger.
Over one billion young people (aged between 10 and 24) live in Brazil, China, India, Indonesia, Mexico, Russia, South Africa, Turkey and smaller emerging markets. India has over 700 million and China more than 500 million people under 30. This offers huge potential to harness their energy and creativity by engaging them in productive activities.
Participants in the symposium on Young People and the Future of Emerging Markets concluded that governments’ failure to understand the mind sets of young people, master intergenerational communications and take measures to preserve the planet for future generations is extremely short sighted.
The Emerging Markets Symposium brought together over 50 international experts and graduate students from 20 emerging market and high income countries. Hosted by Green Templeton College on 7-10 January, the symposium was designed to ensure its conclusions were grounded in the insights and priorities of young people.
Today we recognize that to try and improve the position of women one needs to look at the girl child who is a woman of tomorrow. Only when we visualize a female child with high self esteem not merely in recipient roles but in active productive roles with a concern for human dignity will be have strong and empowered women. The ultimate goal is to have an active, healthy and confident female child unfettered by 2009 2009 Social Institutions and Gender Index with equal access to knowledge information and opportunities.
A girl’s discrimination begins even before birth. Our statistics clearly point out to some facts that abortion of female fetuses is on the rise,It is reported that about 4,000 female babies are aborted in Tamil Nadu (southern India) every year. Sex determination tests are widely resorted to even in the remotest rural areas. Since most deliveries in rural areas take place at home, there is no record of the exact number of births/deaths that take place. Therefore, it is difficult to assess the magnitude of the problem. The ratio of female to male is declining. Even though the national sex ratio in the 2011 Census 944 is more than 2001’s 934, in states like Punjab, Haryana the sex ratio is about 899 and 885 respectively. There is reluctance to seek medical aid for ailing daughters. Regardless of the economic background the status of the female child has never been the same as that of the male at any level.
Gender roles are conceived, taught and enacted in a complex set of relationships within the family and society at large. Needless to say, the media reinforces the same stereotyped gender roles. The girl child grows up with a low self esteem. She grows up with a notion of temporary membership in her natal home to be disposed off with assets and dowry. A traditional saying sums it up thus, a daughter is like ghee (clarified butter)—both will stay good only upto a point. If you do not dispose them off they start stinking. Her productive role is to continue the household drudgery added to which is her reproductive responsibility.
The situation analysis of girl child is mentioned in this ppt.
This PowerPoint presentation examines gender and social justice issues in Tanzania with proposed ways to address them, including issues of:
- Gender and Development
- Family Life and Structure
- Women in Tanzanian Society
- Maternal Health, including Obstetric Fistula
- Healthcare in Tanzania
- Violence against Women and Children
- Environmental Impact on Women, including Water Access and Soil Degradation
- Women as Decision-Makers
- Women and Albinism
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.
This year’s report is the fifth in the ‘Because I am a Girl’ series. From the very first, in 2007, when we began monitoring the State of the World’s Girls, we have been asked: “What about boys?"
Child marriage legitimizes human rights violations and abuses of girls under the guise of culture, honor, tradition, and religion. It continues a sequence of discrimination that begins at a girl’s birth and is reinforced in her community, in her marriage and which continues throughout her entire life. Child marriage, therefore, is a way of dealing with the perceived problems that girls represent for families, the problems that arise from the low value given to women and girls.
HAQ: Center for Child Rights
B1/2, Ground Floor,
Malviya Nagar
New Delhi - 110017
Tel: +91-26677412,26673599
Fax: +91-26674688
Website: www.haqcrc.org
FaceBook Page: https://www.facebook.com/HaqCentreForChildRights
Child marriage is a social issue of global concern as it hinders socio-economic development and make several sustainable development goals (SDGs) unachievable. It's a major issue in the tribal populated and backward districts of Odisha.
THE BREAKTHROUGH STRATEGY FOR ACHIEVING ALL THE MDGS INVESTING IN WOMEN AND GIRLS THE BREAKTHROUGH STRATEGY FOR ACHIEVING ALL THE MDGS Based on a speech by Jon Lomoy, Director of the OECD’s Development Co-operation Directorate, at the Helsinki High-level Symposium, United Nations 2010 Development Co-operation Forum, 4 June 2010 KEEP GIRLS IN SCHOOL 1 I believe that investing in women and girls in itself constitutes a breakthrough strategy for achieving the MDGs, and that almost any investment we make in women and girls will have multiplier effects across the Goals —Helen Clark, UNDP Administrator, 25 March 2010. W ithout a great leap forward towards achieving greater equality between women and men and increased empowerment of women and girls, none of the MDGs will be achieved. It is time to back up political promises with the investments and resources needed to do the job. Investing in women and girls has a powerful impact. It will make the world a better place for all – both women and men. Helen Clark has called it the breakthrough strategy for achieving the MDGs. The challenge is to identify how and where donor money can fuel that breakthrough strategy. There are four key areas where increased investments and attention could have catalytic and multiplier impacts on the lives of women and girls – and of future generations: • Keep girls in school to complete a quality secondary education • Urgently improve reproductive health, including access to family planning services • Increase women’s control over productive and financial assets (not just microcredit), and • Identify and support women leaders at all levels. Studies have shown that women with even a few years of primary education have better economic prospects, have fewer and healthier children, and are more likely to ensure that their own children go to school. Development would be accelerated if girls were kept in school to complete a quality secondary education. Education of girls is one of the most powerful tools for women’s empowerment, but discrimination continues to keep girls out of school. • In 2007, only 53 of the 171 countries with available data had achieved gender parity in both primary and secondary education1 . • Secondary school enrolment is very low in sub-Saharan Africa (24 percent of girls and 33 percent of boys). That means that girls are missing out – particularly when they live in rural areas and in poor households. Removing school fees and providing financial incentives for girls to attend school have proven to be effective. At the same time we need to build schools closer to remote communities, ensure that schools have quality teachers and adequate sanitary facilities and that they are safe places for girls. 1. United Nations (2009). The Millennium Development Goals Report 2009
Green Templeton College, University of Oxford, 2016: Emerging market populations have never been younger and may never be larger.
Over one billion young people (aged between 10 and 24) live in Brazil, China, India, Indonesia, Mexico, Russia, South Africa, Turkey and smaller emerging markets. India has over 700 million and China more than 500 million people under 30. This offers huge potential to harness their energy and creativity by engaging them in productive activities.
Participants in the symposium on Young People and the Future of Emerging Markets concluded that governments’ failure to understand the mind sets of young people, master intergenerational communications and take measures to preserve the planet for future generations is extremely short sighted.
The Emerging Markets Symposium brought together over 50 international experts and graduate students from 20 emerging market and high income countries. Hosted by Green Templeton College on 7-10 January, the symposium was designed to ensure its conclusions were grounded in the insights and priorities of young people.
Today we recognize that to try and improve the position of women one needs to look at the girl child who is a woman of tomorrow. Only when we visualize a female child with high self esteem not merely in recipient roles but in active productive roles with a concern for human dignity will be have strong and empowered women. The ultimate goal is to have an active, healthy and confident female child unfettered by 2009 2009 Social Institutions and Gender Index with equal access to knowledge information and opportunities.
A girl’s discrimination begins even before birth. Our statistics clearly point out to some facts that abortion of female fetuses is on the rise,It is reported that about 4,000 female babies are aborted in Tamil Nadu (southern India) every year. Sex determination tests are widely resorted to even in the remotest rural areas. Since most deliveries in rural areas take place at home, there is no record of the exact number of births/deaths that take place. Therefore, it is difficult to assess the magnitude of the problem. The ratio of female to male is declining. Even though the national sex ratio in the 2011 Census 944 is more than 2001’s 934, in states like Punjab, Haryana the sex ratio is about 899 and 885 respectively. There is reluctance to seek medical aid for ailing daughters. Regardless of the economic background the status of the female child has never been the same as that of the male at any level.
Gender roles are conceived, taught and enacted in a complex set of relationships within the family and society at large. Needless to say, the media reinforces the same stereotyped gender roles. The girl child grows up with a low self esteem. She grows up with a notion of temporary membership in her natal home to be disposed off with assets and dowry. A traditional saying sums it up thus, a daughter is like ghee (clarified butter)—both will stay good only upto a point. If you do not dispose them off they start stinking. Her productive role is to continue the household drudgery added to which is her reproductive responsibility.
The situation analysis of girl child is mentioned in this ppt.
This PowerPoint presentation examines gender and social justice issues in Tanzania with proposed ways to address them, including issues of:
- Gender and Development
- Family Life and Structure
- Women in Tanzanian Society
- Maternal Health, including Obstetric Fistula
- Healthcare in Tanzania
- Violence against Women and Children
- Environmental Impact on Women, including Water Access and Soil Degradation
- Women as Decision-Makers
- Women and Albinism
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.
This year’s report is the fifth in the ‘Because I am a Girl’ series. From the very first, in 2007, when we began monitoring the State of the World’s Girls, we have been asked: “What about boys?"
Child marriage legitimizes human rights violations and abuses of girls under the guise of culture, honor, tradition, and religion. It continues a sequence of discrimination that begins at a girl’s birth and is reinforced in her community, in her marriage and which continues throughout her entire life. Child marriage, therefore, is a way of dealing with the perceived problems that girls represent for families, the problems that arise from the low value given to women and girls.
HAQ: Center for Child Rights
B1/2, Ground Floor,
Malviya Nagar
New Delhi - 110017
Tel: +91-26677412,26673599
Fax: +91-26674688
Website: www.haqcrc.org
FaceBook Page: https://www.facebook.com/HaqCentreForChildRights
Child marriage is a social issue of global concern as it hinders socio-economic development and make several sustainable development goals (SDGs) unachievable. It's a major issue in the tribal populated and backward districts of Odisha.
This technical paper has been produced by the United Nations Programme on Youth in the Division for Social Policy and Development of the Department of Economic and Social Affairs, and the NGO Restless Development, in the context of the International Year of Youth.
The purpose of this document is to explore cooperation between youth and the private sector. It is part of a series of technical papers aimed both at strengthening youth participation at all levels through cooperation among various stakeholders, as well as at highlighting the role of youth as agents of development. Building on Youth participation in development, which provides guidance to development agencies and policymakers, and the Activities kit, which provides guidance to young people on celebrating the International Year of Youth, this technical paper is a tool geared towards enhancing partnership between youth and the private sector.
Lithium Battery Fires for the general publicGlyn Chadwick
This slide stack is a version of an online course looking at Lithium Battery fires. It looks at where you can find Lithium Batteries, why they catch fire, how to fight fires and how to prevent them.
IATA significantly revised Packing Instructions PI 965-PI 970.
IATA significantly revised Packing Instructions PI 965-PI 970. This slideshow will show you a proven 4-STEP approach and example that will help you comply with IATA Packing Instructions.
Shipping Lithium Battery in Safe way - Radharamanan Panicker (DGM India)ELSCC
DGM (Dangerous Goods Management Network) is a leading international organization acknowledged as experts in dangerous goods and hazardous materials.It guarantees global range of services based on regulatory knowledge, confidence and practical experience in compliance with dangerous goods regulations, safety standards and customer requirements.
MAKING THE VOICES OF AFRICAN WOMEN AND GIRLS COUNTEreluBisiFayemi
WOMEN AND GIRLS LEADERSHIP AND EMPOWERMENT CONFERENCE, AUGUST 18TH-19TH 2021
KEY NOTE ADDRESS BY HE BISI ADELEYE-FAYEMI
CO-FOUNDER, AFRICAN WOMEN’S DEVELOPMENT FUND AND 1ST LADY OF EKITI STATE, NIGERIA
Poverty in South Africa Essay
Causes Of Poverty In Africa
Cause Of Poverty In Africa
Poverty In Africa
Effects Of Poverty In Africa
Causes Of Poverty In Africa
Poverty In Africa
Poverty In Africa
Poverty in Kenya, Africa
Poverty In Africa
The Members of the WHO/UNFPA/UNICEF Study Group on Programming for Adolescent Health emphasized the crucial need for the three agencies to provide complementary support to countries, by working within a common technical framework, in order to strengthen and expand the activities in countries aimed at promoting adolescent health in a more systematic fashion. The Common Agenda for Action encourages the three UN agencies with principal interest and experience in the area of adolescent health, to support activities in countries in complementary ways. The Common Agenda is intended to reflect the policies of the three agencies and serve as a basis for discussion at country level in the determination of their support of country-level programming. It also provides specific suggestions for collaborative activities to advance programming for adolescents at different levels.
This literature review sheds new light on how adolescent boys and girls differ in their health and development needs and what implications these differences have for health interventions. The document takes a gender approach and while assessing the gender specific needs of adolescent males, it provides ideas into how to improve the health and development of adolescent boys and girls.
Advocacy document to attract and promote attention to adolescent health and development issues. Based on the principles of the WHO/UNFPA/UNICEF framework for country programming. Death, disability and illness due to four adolescent health issues are explored: sexual and reproductive health, tobacco and other substance use, suicide and road traffic accidents. Central to the discussions of these health issues are the connections to be made between them and the principles for action at country level.
Research data from more than 50 countries confirm that there exist strong protective factors against health compromising behaviours in adolescents. This knowledge will help us to balance the traditional focus on risk factors and support the development of interventions that strengthen protective factors in adolescents themselves, in their relations with adults and their wider environment.
An overview of the health situation of youth today is provided in this chapter, which also explores the serious health challenges this vulnerable group is facing with the context of local and global developments. Socio-economic, cultural, educational and other factors affecting young people’s health are examined, and reference is made to particular issues and areas of concern. Emphasis is given to the importance of involving young people in identifying problems and developing solutions to ensure that programmes, policies and health services address their needs.
Adolescent fertility regulation and pregnancy prevention is one of the most important health-care issues of the twenty-first century. More than 15 million girls between the ages of 15 and 19 give birth every year worldwide, and an additional 5 million have abortions. Although the full extent of the unmet need for contraception is hard to gauge there is clearly a great need for increased adolescent reproductive and sexual health education This technical review that looks at available data on contraception in adolescents.
Each year an estimated 450 million new cases of curable sexually transmitted infections (STI) occur worldwide with the highest rates among 20-24 year olds, followed by 15-19 year olds. One in 20 young people is believed to contract a STI each year, excluding HIV and other viral infections. A minority of adolescents have access to any acceptable and affordable STI services. This document presents a review of the literature documenting existing experience with the provision of STI services for adolescents. It indicates that although increasing efforts have been made to improve adolescent sexual and reproductive health, most emphasize the provision of information and counselling and/or family planning. Less common are initiatives which include STI care. Various models of STI service delivery are reviewed including public and private sector clinics; services based in or linked to schools and stand-alone adolescent specific services. It proposes priority actions in research, policy and service delivery options.
More from UN Focal Point on Youth, Division for Social Policy and Development (20)
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.
Anti ulcer drugs and their Advance pharmacology ||
Anti-ulcer drugs are medications used to prevent and treat ulcers in the stomach and upper part of the small intestine (duodenal ulcers). These ulcers are often caused by an imbalance between stomach acid and the mucosal lining, which protects the stomach lining.
||Scope: Overview of various classes of anti-ulcer drugs, their mechanisms of action, indications, side effects, and clinical considerations.
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
Flu Vaccine Alert in Bangalore Karnatakaaddon Scans
As flu season approaches, health officials in Bangalore, Karnataka, are urging residents to get their flu vaccinations. The seasonal flu, while common, can lead to severe health complications, particularly for vulnerable populations such as young children, the elderly, and those with underlying health conditions.
Dr. Vidisha Kumari, a leading epidemiologist in Bangalore, emphasizes the importance of getting vaccinated. "The flu vaccine is our best defense against the influenza virus. It not only protects individuals but also helps prevent the spread of the virus in our communities," he says.
This year, the flu season is expected to coincide with a potential increase in other respiratory illnesses. The Karnataka Health Department has launched an awareness campaign highlighting the significance of flu vaccinations. They have set up multiple vaccination centers across Bangalore, making it convenient for residents to receive their shots.
To encourage widespread vaccination, the government is also collaborating with local schools, workplaces, and community centers to facilitate vaccination drives. Special attention is being given to ensuring that the vaccine is accessible to all, including marginalized communities who may have limited access to healthcare.
Residents are reminded that the flu vaccine is safe and effective. Common side effects are mild and may include soreness at the injection site, mild fever, or muscle aches. These side effects are generally short-lived and far less severe than the flu itself.
Healthcare providers are also stressing the importance of continuing COVID-19 precautions. Wearing masks, practicing good hand hygiene, and maintaining social distancing are still crucial, especially in crowded places.
Protect yourself and your loved ones by getting vaccinated. Together, we can help keep Bangalore healthy and safe this flu season. For more information on vaccination centers and schedules, residents can visit the Karnataka Health Department’s official website or follow their social media pages.
Stay informed, stay safe, and get your flu shot today!
MANAGEMENT OF ATRIOVENTRICULAR CONDUCTION BLOCK.pdfJim Jacob Roy
Cardiac conduction defects can occur due to various causes.
Atrioventricular conduction blocks ( AV blocks ) are classified into 3 types.
This document describes the acute management of AV block.
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
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
1. Fact Sheet: Girls and Young Women
• There are 1.8 billion young people in the world. Approximately half of them – 900
million – are adolescent girls and young women.
• Girls’ primary school completion rates are below 50 per cent in most poor countries.
• Pregnancy‐ and childbirth‐related complications are the number‐one killers of girls
aged 15 to 19 worldwide.
• One in seven girls in developing countries is married before age 15, and 38 per cent
are married before age 18.
• In sub‐Saharan Africa, more women than men are living with HIV, and young women
aged 15–24 years are as much as eight times more likely than men to be HIV
positive.
• Women and girls make up 80 per cent of the estimated 800,000 people trafficked
across national borders annuallyi with the majority (79 per cent) trafficked for sexual
exploitation.
There are 1.8 billion young people in the world and the majority live in developing countries.
They are the largest generation of youth in history. Approximately half of them – 900 million –
are adolescent girls and young women.
These girls and young women possess huge untapped potential. When educated, healthy, and
equipped with the right skills and opportunities, they hold the key to unlocking many of the
world’s most pressing problems: reducing poverty, advancing gender equality, catalyzing
countries’ social and economic development, halting the spread of HIV, reducing maternal
mortality, and ending violence against women, among many others . As educated mothers,
they will invest in the survival, education and success of the next generation. As leaders of
today and tomorrow, they can be a force for social change
Yet despite their potential the most marginalized, vulnerable and hard‐to‐reach adolescent girls
are often invisible. They are not prioritized in many development programmes. Many youth‐
serving programmes tend to benefit older, educated, urban, and largely male youth. Not only is
investing in girls and young women a human rights imperative, but it is one of the smartest
investments any country can make.
2. 2
Key Challenges:
Adolescent girls, many of the verge of adulthood, face many challenges. They are discriminated
against as females, and consequently face diminished opportunities and choices. They are
often poorly educated, subject to serious health risks, and threatened by violence. Their views
and concerns are often unheard.
Girls’ primary school completion rates are below 50 per cent in most poor countries.ii The
current picture for secondary school completion is bleak: in 19 African countries, secondary
school completion rate for adolescent girls is below 5 per cent. iii Even if girls are in school, they
are the first to leave when needed for domestic chores or to be caregivers, and are often forced
to leave due to child marriage or pregnancy.iv
Gender‐based discrimination in the labour market, traditional practices, fewer opportunities
and the lower value placed on women’s economic contributions all leave young women with
higher rates of unemployment or tied to traditionally unpaid, family‐based work.v Moreover,
youth unemployment rates have proven more sensitive to economic shocks than adult rates,
and young women have more difficulty than young men in finding work. When young women
do find work, it is often lower paid and in the informal economy, in unprotected, low‐skilled
jobs.vi Many countries that have improved education for girls and young women also need to
focus on school‐to‐work transitions. While gender gaps in youth participation rates have
narrowed over the past decade, they remain wide in South Asia, the Middle East and North
Africa.
Gender inequality and discrimination are key determinants of health status. Each year
approximately 16 million adolescent girls give birth, the majority of which occur among married
girls in developing countries. Pregnancy‐ and childbirth‐related complications are the number‐
one killers of girls aged 15 to 19. vii Physically immature and often with few resources, the
youngest, first‐time mothers are most at risk. Obstetric fistula, a devastating childbirth injury,
affects an estimated 2‐4 million girls and women in the world, and about half of the cases are
among first‐time mothers.viii Moreover, babies born to adolescent mothers face greater risks
than those with older mothers: stillbirth and death are 50 per cent more likely for babies with
mothers under age 20 than those with mothers 20 to 29 years old.ix
Child marriage is a health issue as well as a human rights violation. Many young brides face
poverty, ill health, abuse, unprotected sex carrying the risk of HIV, frequent pregnancies, an end
to education and few positive life options.x The number of child brides in the world is
significant: one in seven girls in developing countries is married before age 15, and 38 per cent
are married before age 18. If present trends continue, 100 million girls will marry over the next
decade, equaling 25,000 girls married every day for the next 10 years.xi
3. 3
Slightly more than half of all people living with HIV are women and girls. In sub‐Saharan Africa,
more women than men are living with HIV, and young women aged 15–24 years are as much as
eight times more likely than men to be HIV positive.xii
Across all economic strata, many adolescent girls and young women worldwide live under the
constant threat of violence and abuse. Globally up to 50 per cent of sexual assaults are
committed against girls under 16.xiii Up to 1 in 5 girls under the age of 15 experience sexual
abuse.xiv While 30 per cent of women report that their first sexual experience as being forced,
the percentage is even higher among those who were under 15 at the time of sexual
initiation.xv
Many young women are trapped in sexual slavery: women and girls make up 80 per cent of the
estimated 800,000 people trafficked across national borders annuallyxvi with the majority (79
per cent) trafficked for sexual exploitation.xvii
Millions of girls are the victims of harmful practices that may deprive them of the right to
education, the right to life and physical integrity and the right to the highest attainable
standard of health. Approximately 100 to 140 million girls and women in the world have
experienced female genital mutilation/cutting, with more than 3 million girls in Africa annually
at risk of the practice.xviii The practice increases the risks of obstructed labour, childbirth
complications, newborn deaths, postpartum bleeding, infections and maternal mortality.xix
Key Opportunities
Despite the inequities girls and young women face, protecting and fulfilling their rights has a
positive catalytic effect on societies as a whole, promotes gender equality, and contributes to
poverty reduction. For example:
• When women and girls over 16 earn income, they reinvest 90 per cent of it in their
families, as compared to men who invest only 30 to 40 per cent.xx
• Each year of primary school boosts girls’ eventual wages by 10 to 20 per cent. An
extra year of secondary school: 15 to 25 per cent).xxi
• A World Bank study of 100 countries found that every 1 per cent increase in the
proportion of women with secondary education boosts a country’s annual per capita
income growth rate by about 0.3 percentage points.xxii
• Young women who are educated are better able to delay childbearing and to ensure
the health and education of their children.xxiii
• Each extra year of a mother’s schooling cuts infant mortality by between 5 and 10
per cent.xxiv
4. 4
• Educated women are more likely to resist abuses such as domestic violence, harmful
practices such as female genital cutting, and discrimination at home, in society or
the workplace.xxv
The United Nations’ System Approach
The Convention on the Elimination of All Forms of Discrimination against Women (CEDAW) and
the Convention on the Rights of the Child (CRC) together provide a legal framework and a
comprehensive set of measures for the promotion and protection of human rights throughout a
woman’s lifetime. In addition, the CRC and CEDAW are complementary and mutually
reinforcing.
The international community has also adopted a number of agreements or declarations that
refer to adolescent girls and that set forth strategic objectives and actions. The Programme of
Action of the International Conference on Population and Development (ICPD) in Cairo in 1994
and the Beijing Platform for Action adopted at the Fourth World Conference on Women in
Beijing in 1995 are international consensus agreements that strongly support gender equality
and the empowerment of women and girls.
In 1995, the United Nations General Assembly adopted the World Programme of Action for
Youth (WPAY), a blueprint for action that covers 10 priority areas, with five new priority areas
added in 2007. Girls and young women is one of the original 10 areas of the Programme of
Action. Investing in one area of the WPAY affects other areas of the Programme of Action,
thereby creating a multiplier effect in the lives of young people and their communities. Many
countries have established youth policies. Within this process, it is imperative to note that the
WPAY mentions that governments and youth organizations should promote an “active and
visible policy of mainstreaming a gender perspective in all policies and programmes.”
Unleashing Girls’ Power and Potential: The UN Adolescent Girls Task Force
Recognizing the particularly complex situation of adolescent girls, the UN Adolescent Girls Task
Force (chaired by UNFPA and UNICEF, and includes ILO, UNESCO, UNHCR, UN Women and
WHO) launched a joint initiative to advance the rights of adolescent girls, particularly the most
vulnerable and marginalized. It works with governments, civil society, and communities to
deliver high‐impact policies and programmes that:
1. Educate adolescent girls: Ensure that adolescent girls have access to quality
education and complete schooling, focusing on their transition from primary to post‐
primary education and training, including secondary education, and pathways
between formal and non‐formal systems.
5. 5
2. Improve adolescent girls’ health: Ensure that adolescent girls have access to age‐
appropriate health and nutrition information and services, including life skills‐based
sexuality education, HIV prevention, and sexual and reproductive health.
3. Keep adolescent girls free from violence: Prevent and protect girls from all forms of
gender‐based violence, abuse and exploitation, and ensure that girls who experience
violence receive prompt services and access to justice. Specific attention will be
paid to girls in displacement, as they are increasingly prone to abuse.
4. Promote adolescent girl leaders: Ensure that adolescent girls gain essential
economic and social skills and are supported by mentors and resources to enable
them to participate in community life.
5. Count adolescent girls: Work with partners to collect, analyze, and use data on
adolescent girls to advocate for, develop and monitor evidence‐based policies and
programmes that advance their well‐being and realize their human rights.
For further information:
• www.un.org/youth
• http://www.ungei.org
• http://www.unfpa.org/adolescents/
• UN Joint Statement on Adolescent Girls
• http://www.unfpa.org/webdav/site/global/shared/documents/news/2010/joint
_statement_adolescentgirls.pdf
• UN Adolescent Girls Task Force (2009) Girl Power and Potential: A joint
programming framework for fulfilling the rights of the marginalized adolescent
girls.
• http://www.unicef.org/adolescence/files/FINAL‐UNJointFramewokrpdf.pdf
• Population Council and UNFPA. The Adolescent Experience In‐Depth: Using
Data to Identify and Reach the Most Vulnerable Young People
http://www.unfpa.org/youth/dhs_adolescent_guides.html
• UNICEF Report Bejing+15: Bringing Girls into Focus, March 2010
• http://www.unicef.org/gender/files/Beijing_plus_15_Bringing_Girls_Into_Focus_
2010.pdf
• http://www.endvawnow.org
6. 6
i
U.S. Department of State. 2008. Trafficking in Persons Report June 2008: 7. Office of Undersecretary for Democracy and
Global Affairs and Bureau of Public Affairs, Washington, D.C.
ii
Lloyd, Cynthia, Population Council (2009). New Lessons: The Power of Educating Adolescent Girls.
iii
Lloyd, Cynthia (2009).
iv UNESCO, (2004): “Who are Excluded and Why?”
v
ILO Brief: Youth Employment: Breaking Gender Barriers for Young Women and Men.
vi ILO (2010): Global Employment Trends for Youth http://www.ilo.org/empelm/what/lang--en/WCMS_114243/index.htm
vii
Temin, Miriam and Levine, R. (2010). Start with a Girl: a New Agenda for Global Health. UNFPA (2007). Giving Girls
Today and Tomorrow: Breaking the Cycle of Adolescent Pregnancy. New York.
viii
www.endfistula.org
ix
Temin, Miriam and Levine, Ruth (2010).
x
UNFPA (2007).
xi
http://www.icrw.org/child-marriage-facts-and-figures
xii
UNAIDS (2010). Report on the Global AIDS Epidemic.
xiii
http://www.endvawnow.org/uploads/browser/files/FactsheetAdolescent_Aug2010_en.pdf.pdf.
xiv
WHO.(2005): WHO Multi-Country Study on Women’s Health and Domestic Violence against Women: Initial Results on
Prevalence, Health Outcomes and Women’s Responses (p. 49)
xv
WHO. 2005. WHO Multi-Country Study on Women’s Health and Domestic Violence against Women. WHO, Geneva (p.52).
xvi
U.S. Department of State. 2008. Trafficking in Persons Report June 2008: 7. Office of Undersecretary for Democracy and
Global Affairs and Bureau of Public Affairs, Washington, D.C.
xvii
United Nations Office on Drugs and Crime (UNODC). 2009. Global Report on Trafficking in Persons. UNODC, Vienna
(p.11).U.S. Department of State. 2008. Trafficking in Persons Report June 2008: 7. Office of Undersecretary for Democracy and
Global Affairs and Bureau of Public Affairs, Washington, D.C.
xviii
UNFPA (2007). Global Consultation on Female Genital Mutilation/Cutting Technical Report. UNFPA: NY.
xix
WHO Study Group on Female Genital Mutilation and Obstetric Outcome. 2006. “Female Genital Mutilation and Obstetric
Outcome: WHO Collaborative Prospective Study in Six African Countries”. The Lancet, Vol 367: Issue 9525, 1835‐1841; and
WHO. May 2008. Female Genital Mutilation‐Fact Sheet No. 241. WHO, Geneva.
xx
Nike Foundation (2009) The Girl Effect: Not Just about Girls: Engaging Men and Boys is Key to Girls’ Ability to Achieve
their Full Potential.
xxi
Psacharopoulous, G. et al. “Returns to Investment in Education: A further Update. Policy Research Working Paper 2881
(Washington, DC: World Bank 2002).
xxii
Herz, B. And Sperling G. (2004). What Works in Girls’ Education: Evidence and Policies from the Developing World.
Council on Foreign Relations: New York
xxiii
UNFPA (2007).
xxiv
Herz, B. And Sperling G. (2004)..
xxv
UNICEF (2007). Women and Children: the Double Dividend of Gender Equality. The State of the World’s Children.
This Fact Sheet was prepared by UNFPA with UNICEF, Co‐Chairs of the United Nations Adolescent Girls
Task Force. This Fact Sheet is part of a collaborative effort of the Inter‐Agency Network for Youth
Development, coordinated by the United Nations Programme on Youth.