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Purpose: To explore undergraduate students' experiences leading and facilitating an out-of-school-time (OST) physical activity program for middle school girls. Method: Five female undergraduate students (N = 4 Black or African American) participated in semistructured individual interviews and submitted weekly reflections during their time leading the OST Girls Empowering Movement (program). The data were analyzed inductively by conducting systematic searches across interview transcripts and artifacts. Results: Four themes were generated, including: find something that they would like, sometimes it is hard to calm chaos, those girls cling to me, and this experience was really good for me. Conclusion: The findings indicate that the undergraduate students who facilitated the Girls Empowering Movement program experienced significant growth and learned the complexities involved in facilitating and leading an OST program. These findings have practical implications when considering physical activity leadership practices and experiences leading OST physical activity programming. [ABSTRACT FROM AUTHOR]

The integration of programming into primary and secondary education has gained substantial attention globally, particularly in recent years. Despite efforts to showcase its benefits, there remains a gap in understanding whether students embrace programming and intend to persist in learning it. This study investigates the factors influencing the intention of primary school students to learn programming. It explores eight variables like perceived enjoyment, utility, ease of learning, social influence, creative and programming self-efficacy, and collaboration attitude, hypothesized to positively affect students' behavioral intention to learn programming. Demographic factors such as age and gender were also considered. Data from 235 Serbian primary school students were collected via self-report questionnaires. Structural equation modeling revealed that the proposed model significantly explained students' behavioral intention, accounting for 65.9% of the variance. Social influence and perceived enjoyment emerged as the most influential factors. The study discusses teaching implications for programming. [ABSTRACT FROM AUTHOR]

Background: Social support has been identified as a key factor influencing adolescents' engagement in physical activities. However, the relationship between middle school girls' physical activity levels and the actual social support they receive remains unclear. Aim: This study aims to explore the support mechanisms that promote increased physical activity participation among middle school girls. Methods: A survey was conducted with 1,371 middle school girls from 16 regions and cities in China. The questionnaire included the Physical Activity Questionnaire (PAQ), the Social Support and Exercise Survey, the Physical Activity Rank Scale, and the Family Affluence Scale (FAS). Linear regression was used to examine the relationships among family support, out-of-school exercise behavior, in-school exercise behavior, and the physical activity levels of middle school girls. Results: In-school physical activity participation (6.6%) was higher than out-of-school participation (5.5%) among urban middle school girls. Physical activity levels were significantly positively correlated with social support from family, peers, and teachers (p < 0.01). Linear regression and descriptive statistics consistently showed that family support was the highest (3.50 ± 1.06), followed by teacher support (3.17 ± 0.96) and peer support (2.88 ± 0.96). Emotional support was notably higher, while instrumental support was relatively low. The physical activity levels of urban middle school girls were associated with the age and grade of the individual, the economic conditions of the family, and the highest level of education of the parents. Conclusion: Family support significantly enhances urban middle school girls' participation in physical activities. Higher parental education levels may reduce girls' activity participation, while improved family economic conditions may decrease emotional support but increase informational support. The support of friends and teachers will make up for the decrease in family support. A school-based social support network is essential to address disparities in activity support and implement health intervention programs for middle school girls. [ABSTRACT FROM AUTHOR]

In this article, we take Dan Harris' conceptualization of creative ecologies as a provocation to think individually and collectively across three very different research ecologies and the methodologies we use to navigate them. The three research ecologies originate with slippery eels and multispecies ethnography around the Hawkesbury River (New South Wales); affective filmmaking and experience of gender in Australian secondary schools: and the sociomaterialities of living and researching with/in a small girls school on a Himalayan mountainside. We articulate something of these diverse projects, asking what the concept of creative ecology does in our research practice. Together we ask: What work does inhabiting creative ecologies as concept do; and what does thinking with/in creative ecologies mean for our research work? Finally, we speculate how re-conceptualizing research as creative ecologies might offer more capacious ways to address issues of conceptual, cultural, and ecological justice in this unravelling world. [ABSTRACT FROM AUTHOR]

Large magnitude shocks generated by natural disasters have devastating impacts on household welfare and human capital accumulation. Using a rich household dataset, I estimate the effect of destruction caused by Hurricane Ivan in 2004 on educational outcomes in Jamaica. I treat the hurricane as a natural experiment and exploit exogenous variation in the intensity of its impact across parishes and across years using a difference-in-differences methodology. I find that while school enrollment was largely unaffected, school attendance by girls in rural areas decreased in the short to medium-term after the hurricane driven by disruption to the provision of school services. [ABSTRACT FROM AUTHOR]

Integrating hands-on Science, Technology, Engineering, and Math (STEM) education with a focus on the engineering design process into elementary school curricula has been associated with positive outcomes, including enhanced student understanding and increased interest in the topics. Here, we evaluated third grade student interest and perceived knowledge before and after a STEM unit on roller coasters and engineering was taught in this mixed-methods study. Pre and post instructional survey responses were compared and case studies were developed to determine student interest in and perceived understanding of STEM subjects, specifically science and engineering, before and after the unit. The study explores gender differences among students, aiming to identify variations in the impact of the STEM unit on boy and girl students. Prior to engaging in this unit, boys demonstrated higher interest in science and engineering than girl students. Post-unit, girls increased their interest in science and engineering at a higher rate than their boy counterparts. Students self-reported gaining knowledge about STEM subjects as a result of their participation in this unit. These findings were substantiated through the analysis of pre- and post-unit surveys as well as detailed case studies conducted on six students participating in the instructional unit. This study demonstrates the positive impact of engaging in a STEM unit on elementary school students' interest in and knowledge of STEM subjects such as science and engineering. The findings underscore the importance of introducing STEM concepts at the elementary school level. Girl participants demonstrated an increase in interest at a higher rate than their boy peers, demonstrating the importance of teaching girls STEM from a young age. Therefore, teaching STEM and engineering units to elementary school students can have a strong impact on both girl and boy interest in and understanding of science and engineering. [ABSTRACT FROM AUTHOR]

This article uses the case study of Sri Lankan women who went to Buddhist and Christian middle-class girls' schools in Colombo and Kandy to examine the influence of affect on their intersectional lives. I use the theories of Judith Butler and Sara Ahmed on affect. Affects, they agree, emerge within the brinks of contact, it is the process of being acted upon (being affected) and acting on (affecting)--affect is a specific form of relation. This article interwaves the ethnographic findings with the theoretical discussions to progressively build on it and show precisely the relations between affect, language and intersectional identities. Buddhist and Muslim girls' voices and experiences at middle-class girls' schools in Sri Lanka will be examined from an intersectional perspective. I propose to think of affect as the binding glue of the frames of our intersectional identities. [ABSTRACT FROM AUTHOR]

Children's drawings powerfully illuminate their views and opinions about movement experiences in a range of environments. For younger children it is more pertinent to seek their ideas via their drawings. Using the voices and images of primary school age girls, we examine their understandings of movement and dance. Using an intrinsic case study method, two classes of eight-to-ten-year-old girls in a suburban primary school in Melbourne Australia were asked to produce a drawing of "me dancing." Each child was invited to expand on their drawing in a short open-ended interview. The drawings were analysed in different ways and compared with the children's explanations. We probed the oral and visual viewpoints of child-dancers. The findings reveal many different interpretations of the meaning of movement and dance in young girls' lives. There are implications for future dance education which may improve dance teaching and learning within this age group. [ABSTRACT FROM AUTHOR]

Aim: This study aimed to investigate the effect of using Wordwall on academic achievement and motivation towards learning mathematics among sixth grade students in the Nablus District. Methodology: this study used the experimental method with a semiexperimental design, and the study was applied to a sample of 46 female students from the sixth grade at Sarra Secondary School for Girls. They were divided equally into two groups: control and experimental. The algebra unit was taught to the students of the experimental group using Wordwall. The researcher used a pre-test to verify the equivalence of the two study groups, a scale to measure students’ motivation towards learning mathematics, a test to measure students’ achievement in the algebra unit, and the training material according to the Wordwall platform. Results: The results revealed that there is a statistically significant difference at the significance level (α=0.05) between the average scores of sixth grade female students in the post-achievement test between the experimental group and the control group in favor of the experimental group. Moreover, there is a statistically significant difference at the significance level (α=0.05) between the average scores of sixth grade female students in the motivation scale towards learning mathematics between the experimental group and the control group in favor of the experimental group. Conclusions: The results of this study showed that there is a positive effect of using the Wordwall platform in developing academic achievement and increasing the motivation of sixth grade students towards learning mathematics. Recommendations: Using the Wordwalll platform in teaching various mathematics subjects for all educational levels, as it has a positive impact on developing academic achievement and increasing students’ motivation to learn mathematics, as well as using the Wordwall platform in teaching other subjects. [ABSTRACT FROM AUTHOR]

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Copyright of Journal of Arab Studies in Education & Psychology is the property of Association of Arab Educators and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper identifies the challenges faced by girls in slum areas in accessing education. It assesses the factors contributing to early dropouts and education status in slum areas of Jaipur, Rajasthan. This research employs an exploratory study design with a mixedmethod approach. Primary data was collected through interviews and semi-structured questionnaires involving 200 girls aged 12-20 from slum areas and government schools. Interviews with the girls provided in-depth insights while the semi-structured questionnaires allowed for systematic data gathering. Data from mothers, elder siblings and Non-Governmental Organizations (NGOs) offered supplementary perspectives to triangulate and elaborate on the findings. The research identified several significant factors that impede girls' educational access in slum areas. These multifaceted challenges stem primarily from cultural, economic, and household factors and infrastructural deficiencies. Addressing the challenges through a multifaceted approach is imperative to reduce dropout rates and enhance educational outcomes for girls in slum communities. Many school-age girls have been prevented from accessing education due to a lack of awareness and the existence of various cultural beliefs. When girls reach the age of 15, many of them drop out. The findings advocate for a proactive stance in policy formulation and community engagement to ensure that every girl can pursue and complete her education. The study recommends targeted interventions by government and community engagement through supportive policies. [ABSTRACT FROM AUTHOR]

Backround: Low physical activity and high sedentary behaviour is a concern already during preschool period with potential impacts on children's future cognitive health in school. However, longitudinal data regarding the associations of physical activity, sedentary time and cognition at young age are limited, thus the aim of this study was to investigate whether objectively monitored moderate-to-vigorous physical activity (MVPA) and sedentary time at preschool age are related to cognitive skills in the first grade of school among boys and girls. Methods: Participants were boys (n = 50, aged 6.6 ± 0.5 years) and girls (n = 41, aged 6.5 ± 0.5 years) from thirteen kindergartens and the same children after entering first grade of school. MVPA and sedentary time were measured by means of accelerometer. Modified Boehm-3 test was used to assess cognitive skills. Results: MVPA in preschool was unrelated to perceptual, conceptual or verbal skills in school in boys and girls. In boys, higher sedentary time in preschool was associated with higher conceptual skills (β = 0.461, p = 0.040) in school after adjustment for age, baseline conceptual skills, accelerometer wear time and parental education. Conclusions: In conclusion, higher sedentariness in preschool is associated with higher conceptual skills in grade one among boys but not in girls. MVPA in preschool is unrelated to cognitive skills in school among boys and girls. The results indicate that perceptual, conceptual and verbal skills in first grade of school are not affected by MVPA level in preschool neither among boys, nor girls. Regarding conceptual skills in school, boys might benefit from sedentary activities during preschool period. [ABSTRACT FROM AUTHOR]

Background: Schoolgirls in resource-limited settings encounter significant challenges in maintaining proper menstrual hygiene management practices. Studies on associated factors in menstrual hygiene management practices among schoolgirls in Bahir Dar City are limited. Objectives: The study aimed to evaluate the menstrual hygiene practices of schoolgirls and identify factors that influence these practices in the limited settings of Bahir Dar City. Design: This study was a school-based, analytical, cross-sectional study conducted among schoolgirls between the ages of 11 and 25. Methods: A total of 701 schoolgirls, selected at random based on their consent, participated in this school-based, analytical, cross-sectional study. The data collection process was comprehensive, involving a self-administered questionnaire and 5 rounds of observations at 10 schools using the Joint Monitoring Program for Water, Sanitation, and Hygiene monitoring tool. The study used a binary logistics regression model to determine the strength of the association between predictor and outcome variables, ensuring a rigorous analysis with a p -value < 0.05. Results: In this study, 375 (53.50%) participants were found to have good menstrual hygiene practices. Factors such as the mothers' education (diploma and above vs not read and write (AOR = 26.29, 95% CI: 11.69–59.12), fathers' education (diploma and above vs not read and write (AOR = 19.21, 95% CI: 8.51–43.32), having access to basic water service (AOR = 14.62, 95% CI: 5.12–41.73), having access to basic sanitation services (AOR = 21.02, 95% CI: 7.87–56.15), being older among the schoolgirls (AOR = 19.69, 95% CI: 10.18–38.07), having private work (AOR = 15.58, 95% CI: 6.99–34.73), having open discussions with sisters (AOR = 27.01, 95% CI: 11.45–63.73), having friendly discussions about menstrual hygiene with schoolgirl friends (AOR = 18.67, 95% CI: 8.45–41.24), and residing in urban areas (AOR = 6.43, 95% CI: 3.52–11.73)) were significantly associated with good menstrual hygiene practices. Conclusion: The schoolgirls in the study area had good menstrual hygiene practices. However, uneducated parents, inadequate facilities, limited access to absorbent materials, and lack of support were challenges that affected proper menstrual hygiene management practice. To improve menstrual hygiene practices, it is crucial to address these identified modifiable factors and consider education programs, better facilities, community support, and policy changes that prioritize menstrual hygiene management in schools for schoolgirls to manage menstruation. Plain language summary: Menstrual hygiene management practices among schoolgirls Menstruation poses challenges for schoolgirls in resource-limited settings. Cultural norms, lack of proper infrastructure, limited access to affordable products, and insufficient education hinder the practice of proper menstrual hygiene practices. These challenges can lead to health risks, absenteeism, and decreased academic performance. For instance, in the Oromia region, only 35% of the schoolgirls used sanitary pads, while in the Amhara region, 44.9%–33% used sanitary pads. A school-based analytical cross-sectional study was conducted in Bahir Dar City from March 2022 to August 2023 to evaluate the menstrual hygiene practices of schoolgirls and identify the factors that influence these practices in the schools of Bahir Dar City, located in Northwest Ethiopia. The mean age of schoolgirls was 16.82 years (SD = ±1.60), and the age of 8 years was the first menarche experience in 7 (1%) schoolgirls. The overall practices showed that 375 (53.50%) schoolgirls exercised good MHM, and the remaining 326 (46.50%) exercised poor MHM. The study revealed that schoolgirls whose mothers' and fathers' had a college education and above, older schoolgirls, schoolgirls with parents working in private, those attending schools with basic water and sanitation facilities, and those who openly discussed menstruation with their sisters and friends tended to have better MHM practices. Parental education levels, WASH facilities, and schoolgirls' residence areas have been identified as factors affecting schoolgirls' menstrual hygiene practices. The identified modifiable factors are the areas of intervention to increase proper menstrual hygiene practices. Concerned bodies should create a supportive and safe environment to help schoolgirls manage their monthly menstruation safely and comfortably. [ABSTRACT FROM AUTHOR]

Background: The challenges of safe menstrual hygiene management practices in low-income settings, including the study areas are pressing. However, Studies specifically focusing on barriers that schoolgirls face in managing monthly menstruation in schools of Bahir Dar are inadequate and scarce. Method: To ensure the robustness of the findings, a comprehensive study was conducted among schoolgirls and boy students aged 12–20 in three schools. This study employed focus group discussions and in-depth interviews with students and leaders of the school gender club. A word cloud generator was used to visually represent frequently mentioned keywords, and the data generated from interviews were analyzed using the Open Code 4.03 tool. Results: The findings, derived from focus group discussions and in-depth interviews, revealed several significant barriers that schoolgirls face in practicing safe menstrual hygiene management. These barriers, including sociocultural factors (133), inadequate use of menstrual hygiene management facilities (73), inadequate knowledge before menarche (59), and a general lack of support (35), underscore the multifaceted nature of the issues. Importantly, these findings emphasize the urgent need for targeted interventions to address these barriers and improve menstrual hygiene management among schoolgirls. Conclusion: Schoolgirls in Bahir Dar encounter numerous challenges in maintaining safe menstrual hygiene practices. Addressing the identified modifiable barriers represents crucial areas for intervention, requiring collaborative efforts from school communities and other relevant stakeholders to create an environment conducive to promoting and enhancing safe menstrual hygiene practices. [ABSTRACT FROM AUTHOR]

In this paper, I use posthumanism and autotheory to materialize the gendered, racialized and sexualized hair/her/stories of British-Muslim schoolgirls in my study. As an act of feminist indiscipline and a feminist transdisciplinary innovative practice, I entangle with those affective, material, embodied and embedded encounters and stories that grow, escape, flow and glow with the vital materiality of hair and her stories. Hair, as one of the transgressive data of my PhD research, emerged in various temporal, spatial and material contexts throughout our research encounters. Considering hair as having posthuman agency, I argue how it can enable different material relations in everyday lived experiences of Muslim schoolgirls with hijab, body, educational environments and practices. Inspired by the notion that theory can do more the closer it gets to the skin what I call Posthumanist autotheory, has emerged from the body-theory encounters. I use posthumanist autotheory to materialize how hair as the 'auto' and the more-than-human agency in autotheory grows and becomes matter, method and theory. In using posthumanist autotheory as a feminist transdisciplinary innovative and speculative affirmative approach, this paper hopes to enable knowledge shifts in participatory researching on gendered and racializing assemblages to those everyday ordinary economic, institutional, biological and medical matters and assemblages that constitute racism. [ABSTRACT FROM AUTHOR]

This study aimed to evaluate whether artistic gymnastics (AG) recreational practice has beneficial effects on bone mineral density (BMD) and bone mineral content (BMC) of young gymnasts. All girls involved in AG training from the city of Pelotas, aged 6 to 12 years were recruited. Participants on control group could not be involved in any extracurricular sports activity. Predictive equations based on anthropometric and physical tests were used to assess BMD and BMC. When compared to the control group, AG showed higher femoral neck (0.672 ± 0.147 vs. 0.561 ± 0.172) and upper limbs (1482 ± 0.159 vs. 1289 ± 0.178) BMD. In addition, lumbar spine BMD was higher in AG regardless of the predictive equation used. AG practice increased BMD on upper limbs, femoral neck and lumbar spine. However, caution is required when using predictive equations to assess BMD and BMC. [ABSTRACT FROM AUTHOR]

Age at the onset of menarche is affected by several factors. However, the characterization of such factors in the United Arab Emirates (UAE) remains partly elusive. We investigated the factors influencing the mean menarcheal age in schoolgirls from Sharjah, UAE. We also evaluated the menstrual knowledge and hygiene practices in the study population. We recruited 410 schoolgirls aged 8–17 years in this cross-sectional study. Data were obtained via a self-administered questionnaire. The mean age at menarche was 11.5 years (±1.17 SD) in the study population. A significant correlation was found between lower household income and delayed age at menarche (p = 0.005). Students who were less than 12 years old attained menarche earlier than older students (p = 0.001). Among the participants, 57.7% had good knowledge about menstruation and 54.7% adopted adequate hygiene practices. The mean age at menarche in the UAE is lower than in other Gulf regions. Earlier implementation of menstrual education programmes at schools is recommended. [ABSTRACT FROM AUTHOR]

ABSTRACT: Background: The COVID-19 pandemic has profoundly affected the physical activity (PA) levels and dietary habits of individuals, particularly children and adolescents in Saudi Arabia, owing to widespread closures and social distancing measures, including school closures. Methods: A cross-sectional study was conducted to assess the impact of distance learning (DL) on PA and dietary habits among public middle school girls during the pandemic. The Arab Teens Lifestyle Questionnaire (ATLS) was used to assess habitual PA, sedentary behavior, and dietary habits. Results: A total of 300 middle school female students, with an average age of 14 years, participated in the study. The results indicated a generally low level of PA among students during DL and after school reopening, with a significant decrease in specific types of PA, such as walking and stair climbing during DL. However, after schools reopened, there was a significant increase in students' participation in activities such as swimming, dancing, and housework (P < 0.05). Moreover, sleep hours and TV-watching time increased compared to the DL period. Despite the prevalence of students frequently consuming soft drinks, sugary treats, fried and fast foods, as well as sweets and chocolates during the lockdown, middle school girls also consumed a lot of fruits and vegetables. Conclusion: Assessing students' habitual PA and dietary habits during the lockdown may provide insights into their future health and well-being post-pandemic. This assessment can help in identifying strategies to redirect current PA levels to maintain health and prevent potential long-term health implications. [ABSTRACT FROM AUTHOR]

Launched in 2013 in West Bengal, India, Kanyashree Prakalpa is a conditional cash transfer program incentivizing girls to stay in school and delay marriage. The program provides annual scholarships to 13–18-year-old girls for remaining enrolled in school, and a lump-sum transfer upon attaining adulthood, conditional on remaining unmarried and pursuing education. Using pre- and post-program data and cohort-specific eligibility rules for 15–35-year-old women and by employing double-differences and triple-difference frameworks, we find that exposed women experience 7 to 8 percentage points higher likelihood of independent movement outside the home and have a lower tolerance for domestic violence. We find the affected cohort to have a 4 to 5 percentage points lower likelihood of justifying wife-beating by husbands. We find suggestive evidence of these results being mediated by access to bank accounts and increased schooling. This underscores the importance of education and financial independence as a pathway to women's empowerment. [ABSTRACT FROM AUTHOR]

The United Nations Sustainable Development Goals (UN SDGs) aspire to halve the proportion of slum dwellers by 2030, which prompted the launch of the 'Slum Rehabilitation Mission' in India. Rapid urbanisation has been a major challenge due to the proliferation of urban slums, characterised by inadequate sanitation facilities. Females in such informal settlements are particularly vulnerable due to lack of water, sanitation and hygiene (WASH) infrastructure. In response, the Government of India undertook an urban slum redevelopment mission in 2011, whereby Dhanas emerged as the largest rehabilitation colony in Chandigarh. Our research reveals laudable efforts by the local administration to provide ample access to sanitation amenities and adequate rubbish disposal setups within the colony, making Dhanas an exemplar case. Stigma, embarrassment and shyness surrounding menstruation, however, was prevalent across all age groups. So, despite provisions of physical infrastructure, socio-cultural transformation requires efforts in the forms of community-level initiatives, marketing campaigns, media involvement and corporate social responsibility. This study makes a significant contribution, being the first survey of a slum rehabilitation colony – in Dhanas, Chandigarh – delving into practical civic aspects such as sanitation for girls in school, comfort in the workplace and access to absorbents, among others. Most importantly, this is the first primary study in India to highlight the success of its Slum Rehabilitation Mission at Dhanas, which should be emulated in accordance with Goal 3 of the SDGs. [ABSTRACT FROM AUTHOR]

Muhammad Ali Mugheri (Mr. Mugheri), a Pakistani high school teacher, had to overcome crucial obstacles to change the mindset of the school management, the government, and the society — a male-dominated environment conserved in laws and culture for girls' education. For the first time in history, such a change agent highlighted how the male gender faced issues on the way of bringing a positive change in the conservative society of Sindh, Pakistan. His educational background and work experience led him to rapid progression from the role of a girls' high school teacher to a headmaster in the primary girls' school to a boys' high school teacher. After more than 14 years of working as a teacher and a headmaster, he struggled for female education in the conservative society and negligent government. As he reflected on the hard journey he had been through, although he was sincere and dedicated, he wondered what was next? In 2022, Mr. Mugheri faced yet a tough decision to change the workplace under pressure from authorities; if so how would he continue working for the cause of women's education? In September 2022, Mr. Mugheri was confronted with another setback challenging a serious threat to his mission of fighting for girls' right to education. As a school headmaster, he aimed for many positive changes to bring but he felt cornered. He contemplated on the challenging times he had seen to reach this point of time. Mr. Mugheri was passionate about the success of girls' education in a conservative society. For a man, staying for long in the girls' school, be it government girls higher secondary school or primary girls school, was a distant reality. Considering the challenges, he wondered if he could continue as a head of school, or was it time for him to change? Mr. Mugheri was the headmaster in the girls' primary school, Lalu Raunk, Sindh, Pakistan. All his staff were female teachers. This was not acceptable to many in the conservative societies. The community heads and parents raised their concerns for his appointment in a girls' school. Nonetheless, due to his earlier contributions to the schools, he could continue following his passion. He was greatly respected for his charismatic leadership style and his outstanding work on female education. He attributed his superior performance in the education sector to his drive, unwavering motivation to work, passion for female education, and tough decisions he had made in his career. "Give me an educated mother and I will give you an educated nation" the quote he stated repeatedly. [ABSTRACT FROM AUTHOR]

Background: The majority of women in low- and middle-income countries have low awareness of cervical cancer. This study sought to establish awareness of cervical cancer risk factors and preventive approaches, as well as sources of information and perceived causes of cervical cancer among secondary school girls in northern Uganda. Methods: This was a cross-sectional study conducted in rural northern Uganda. We collected data using an investigator administered pre-tested questionnaire. Analysis was done with STATA version 14.0. Multivariate analyses with logistic regressions models were used to determine magnitudes of association between independent and outcome variables. Odds ratios and accompanying 95% confidence intervals are reported. Statistical significance was considered if the two sided p-value <.05. Results: Most participants (97%; n = 624) had heard of cervical cancer before this study. The most common source of information about cervical cancer was friends (31.1%; n = 194). More than half of the participants (59%; n = 380) had heard about a vaccine that prevents cervical cancer, but only a third (33%; n = 124) had ever received a dose of the vaccine. The majority of participants (89%; n = 550) reported that cervical cancer could be prevented; however only half (52%; n = 290) knew that vaccination of girls aged 9-13 years could prevent cervical cancer. The majority of participants did not recognize the risk factors for cervical cancer; for example, only 15% (n = 98), 7% (n = 45), and 1.4% (n = 9) recognized early onset of sexual intercourse, infection by the human papillomavirus (HPV), and smoking respectively. On adjusting for age, students' class, and religion, students in schools with school health programs were twice (aOR = 2.24: 95%CI; 1.24-4.06) more likely to know that cervical cancer is preventable. Conclusion: Secondary school girls need information on cervical cancer risk factors and approaches to prevention so that they may avoid exposures to the risk factors and promptly seek and undertake preventive approaches including HPV vaccinations. [ABSTRACT FROM AUTHOR]

Iodized salt serves as an effective intervention strategy, combating iodine deficiency disorders (IDD) and promoting overall health. This study aimed to assess the household salt consumption status and its relationship with urinary iodine (UI) levels among school-aged children. This is a descriptive-cross-sectional study that was selected by cluster-random sampling from 5 girls' schools (182) and 5 boys' schools (169), with a total of 351 primary school students (8–10 years old) of Darab. To explore the relationship between independent variables and dependent variable, urinary iodine (UI) levels, linear regression model was applied. A significance level of 0.05 was adopted for all analyses. The median UI level was 138 µg/L (IQR = 111). Our findings revealed that 66% of used iodized salt. A significant majority of participants properly stored their salt in containers with lids. Nearly half of the students in Darab have insufficient iodine intake. Despite controlling for the effect of iodized foods consumption, no significant association (P-value = 0.693) was observed between the storage method and iodized foods. Our study showed that students do not receive enough iodine or have received more than the required amount of iodine. Therefore, efforts should be focused on increasing awareness of diseases caused by iodine deficiency. [ABSTRACT FROM AUTHOR]

Introduction: Adolescent autistic girls in mainstream schools experience more loneliness and exclusion than their peers. Swedish schools have a long tradition of working towards inclusion but, despite this commitment, these girls are at higher risk of absenteeism and failing to achieve educational objectives. Bearing this in mind, it is important to understand how autistic girls navigate their everyday school life from a first-hand perspective and develop a broader understanding of what shapes their opportunities for and barriers to participation. Methods: This qualitative study draws on multiple semi-structured interviews with 11 autistic girls, aged 13–15, exploring how they navigate having an autism diagnosis within a Swedish secondary school context. Results: While on a personal level the diagnosis itself was mostly perceived as positive, the girls expressed ambivalence about making sense of it in the school context. The girls expressed awareness of the perceptions and understanding of autism in their school setting, and their consequences in terms of both support and exclusion and stigmatisation. The sense of being perceived by others as different, accompanied by a desire to belong and an awareness of stigma, seemed to have a strong impact on how they navigated everyday school life. This created field of tension between the social context of school, its values and norms, and the girls' personal experiences and views about autism. Discussion: The girls' accounts illustrate the complex reality of their school lives post diagnosis. Valuable implications for practice include the need to work towards a discourse in schools in which differences are seen as natural, and guidance post diagnosis to build the girls' awareness and understanding and enable them to develop strategies for successfully navigating school. [ABSTRACT FROM AUTHOR]

Life satisfaction is associated with adolescents' adaptability, academic achievement, and mental health, and it reflects the profile of a country's economic development. In this study, we assessed the psychometric properties of the Russian version of the Multidimensional Students' Life Satisfaction Scale (MSLSS). The initial adaptation of the MSLSS was performed using a sample of primary school students. Validation on a sample of early-to-middle adolescents is necessary to assess its reliability and validity for this age group. The sample comprised 2826 adolescents between ages 10 and 16 (Mage = 12.6, SD = 1.2, 41.3% girls) who completed the Russian version of the MSLSS assessing their perceived life satisfaction across five scales. While the five-factor structure of the MSLSS was confirmed, the psychometric analysis indicated that the statements function more effectively measured life satisfaction as a singular one-factor construct. We also observed a significant age-related decline in overall life satisfaction and satisfaction with family, self, school, friends, and teachers. Boys reported significantly lower satisfaction with school compared to girls. This study confirms the validity and reliability of the Russian version of the MSLSS, thereby augmenting its general applicability. Furthermore, we replicated previously reported age and gender differences in life satisfaction among early-to-middle adolescents. [ABSTRACT FROM AUTHOR]

Violence remains a persistent challenge in South African schools, prompting investigations into underlying risk factors and mitigation strategies. However, an under-explored aspect of this violence is the potential link between the consumption of Internet porn via cellphones among girls and boys, and girls' risks to sexual violence inside the classroom. To address this gap, we used focus group discussions with 14–17-year-old South African girls to examine their experiences of porn access via cellphones and their accounts of sexual violence at school. The study illuminates the nuanced ways in which the girls experience risks and express agency. First, the girls illustrate a link between sexual harassment and boys accessing porn on their cellphones during class. Second, the findings show how girls negotiate their sexual agency and safety through contesting sexual violence. Third, there are conflicting views about porn: while some girls admitted liking and viewing porn, others objected to it as harmful and degrading. Finally, this study offers crucial insights into strategies to create safer school environments and gender equality by drawing attention to the intersections between cellphone porn consumption, sexuality, and girls' negotiations of sexual agency amidst sexual risk in the classroom. [ABSTRACT FROM AUTHOR]

ABSTRACT: Introduction: Adolescent females in India particularly from rural areas indicate sparse sexual and reproductive health (SRH) information and are at risk of unfavourable sexual and reproductive health outcomes. Objectives: The study was primarily intended to assess the effect of structured interventional education on awareness and practices of school-going adolescent girls about sexual and reproductive health. Methods: This was an interventional study comprising of interactive strategies, namely peer-led approach, flipped learning, skit, scenario-based discussion and puppetry. The pre- and post-test was conducted among 1232 girls in selected schools at rural block in Kumbakonam rural region of Tamil Nadu State of India. Results: The participants reported statistically significant gain in knowledge, attitudes and practices about reproductive health due to educational intervention (P < 0.001). Nearly 50% of participants were aware about various contraceptive methods before intervention. The prevalence of self-reported symptoms of RTIs/STIs was 23.7%. Nearly more than half of participants were aware about various contraceptive methods. Conclusions: Peer-led education can be a potential health promotion strategy among adolescent population. [ABSTRACT FROM AUTHOR]

Copyright of Arab Journal for Quality Assurance in Higher Education is the property of University of Science & Technology and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The paper explores whether international migration is linked to currently decreasing levels of fertility in high birth rates countries, thereby to the advent of a stage of population degrowth at the world's level. Methodology is in two steps. First, a global dataset is assembled comprising 13 variables for each country. For the country itself: emigrant stock, total fertility rate, girls' enrolment rate, women's labour force participation, global gender gap, and income per capita; for a fictitious average region of destination of migrants originating from this specific country, the last six variables. In the second step, links between origin and destination countries in terms of fertility levels and determinants are analysed using bivariate correlations. A remarkable fact emerges, namely national levels of fertility and their determinants vary quasi perfectly parallel at both ends of international migration corridors. Fertility at origin is not correlated to any phenomenon as much as to fertility, girls' school enrolment and gender equity at destination. Three complementary hypotheses explaining this apparently puzzling fact are discussed: transmission of norms by migrants; cultural similarities at both ends of migrant corridors; and congruency between the global diffusion of norms and the global migration of people. The conclusion highlights the original contribution of the paper, both to the demographic discipline (migration should also be dealt with as a remote determinant of fertility) and political debates on migration (erecting barriers to migration works against the preservation of earth). [ABSTRACT FROM AUTHOR]

Introduction: Stunting is a height-for-age (Z-score) less than minus two standard deviations below the mean of reference standard. It is the most important sign of long-term chronic undernutrition and public health problem in Ethiopia. However, little information was known regarding determinants of stunting among adolescents since it had mostly been investigated in late infancy, especially among children under the age of five. Therefore, identifying determinants of stunting among adolescent girl is still crucial. Objective: To identify determinants of stunting among adolescent girls in schools of Digo Tsion Town, Northwest Ethiopia, 2022. Methods and materials: Case-control study was conducted among 417 adolescent girls (104 cases and 313 controls) in schools of Digo Tsion Town with computer generated simple random sampling technique. World Health Organization Anthroplus 2007 software was used for analyzing anthropometrics data. Data was collected by epicollect5 mobile application through interview by using structured questionnaire. The data was entered in epi data 4.6 and exported into Statistical Package for Social Science version 26. Variables with p- value ≤ 0.25 in bivariable analysis were candidate for multivariable analysis. Model fitness was checked by Hosmer and Lemon Show fitness of test. Variables having a P-value < 0.05 in multivariable analysis were declared as statistically significant at 95% Cl. The result was presented by statement, figures, and tables. Results: A total of 409 (100 cases and 309 controls) adolescent girls participated, with a response rate of 96% for cases and 98.72% for controls. Food insecurity (AOR = 2.13, CI [1.15, 3.93]), low dietary diversity score (AOR = 1.99, CI [1.06, 3.73]), drinking coffee/tea immediately while eating meals (AOR = 2.19, CI [1.22, 3.95]), not getting nutritional counsel (AOR = 2.07, CI [1.17, 3.66]), chronic illness (AOR = 3.78, CI [1.16, 12.3]), and not visited by health extension workers at home (AOR = 1.85, CI [1.03, 3.31]) were statistically significant determinants of stunting. Conclusion: Stunting among adolescents is influenced by a low dietary diversity score, a food-insecure household, drinking coffee or tea immediately while eating a meal, not receiving nutritional counseling, having a chronic illness, and not being visited by health extension workers at home. Future researchers would do better to undertake prospective studies. Health extension workers are better able to provide nutritional counsel for adolescent. [ABSTRACT FROM AUTHOR]

A rich literature has documented the relationship between age at marriage and girls’ health and educational outcomes. The upheaval caused by the pandemic on household decision‐making has been hypothesized to have influenced the age of marriage, but the direction of impact is unclear. On the one hand, the pandemic may have increased the age at marriage if lockdown policies and negative income shocks to families placed a burden on household wealth and the ability to pay for weddings. On the other hand, the age of marriage could have decreased during the pandemic due to school closures that kept girls out of school, parental deaths that encouraged families to expedite weddings, and lower wedding costs because of government mandates to have smaller weddings. Using data from the National Family Health Survey of 2019–2021 of India, we explore how the pandemic impacted age at marriage for women using district and household fixed effects models. After accounting for secular trends in the age of marriage and contingent on the model and specification, we find a significant increase in age at marriage for women who got married during the pandemic by 1.1–1.2 years as compared with those married before the pandemic. [ABSTRACT FROM AUTHOR]

The study generally aimed to demonstrate the effect of using the flipped learning strategy in developing critical reading in the Arabic language course among ninth-grade students at. Al Naserah Basic School For Girls the sample consisted of 36 student aquestionnaire consisting of 12 paragraphs directed to the students was distributed. The results showed the importance of critical reading skills for students and teachers and highlighting the effect of using the flipped classroom strategy in developing critical reading among female students providing teachers, students, and educators to learn about the procedures of the flipped classroom strategy methods of applying it and its impact on critical reading skills directing Arabic language topics. The study will also benefit from the possibility of providing relevant teachers, supervisor, and faculty members in neighboring school and the district with the results of the research. [ABSTRACT FROM AUTHOR]

Coping is recognized as an important life skill. In the present cross-sectional analysis, early adolescents' relationships with their caregivers (support, conflict) and exposure to stressors (uncontrollable life events, violence) were examined as contextual correlates of both positive and negative coping strategies. Coping strategies were examined as mediators of associations between adolescents' family and community contexts and adjustment outcomes (externalizing symptoms, internalizing symptoms, academic investment). Participants were recruited from an urban Pre-K-8 school and Boys and Girls Club. Adolescents who reported greater support from caregivers reported greater engagement in all forms of positive coping (behavioral/problem-focused coping, cognitive/emotion-focused coping, and coping through seeking support); they also reported less engagement in coping through anger and helplessness. Adolescents who reported greater conflict with caregivers or violence exposure reported greater engagement in coping through avoidance, anger, and helplessness. Problem-focused coping, coping through anger, and coping through helplessness mediated associations between different contextual factors and outcomes. [ABSTRACT FROM AUTHOR]

This paper examines the notebook of a doctor’s visits to the Wadi Asseer School in Jordan during the period of 1930-1959. The notebook contains thirty-eight visits documented in thirteen pages. On the cover of the notebook, a white paper was fixed with the following title: a notebook of the doctor’s visits/Emirate of East Jordan/ 22-12-1930 Wadi Asseer School. After investigating the visits included in this notebook, the diseases that were spread at that time can be seen. Moreover, the type of medicine that was given to the students to cure such diseases is also documented. The study shows that the doctor used to check the validity and suitability of the building, the garden and other parts of the school. Also it shows that the doctor signed under the name of Amman doctor, then by the name of the government doctor and the school doctor. In his last visit (6-6- 1959) he wrote his signature. The study shows the social and health conditions of the inhabitants of that area through what had been written in the doctor’s notebook. The teacher was given the job of curing the eyes of the students. Also, it clarifies the development of schools in the 1950s and the spread of schools for girls and secondary schools in Wadi Asseer. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Babylon Center for Humanities Studies is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract Introduction Improving menstrual health among schoolgirls is essential to meeting the Sustainable Development Goals (SDGs) of good health and wellbeing (SDG 03), quality education (SDG 04), and gender equality (SDG 05). School participation and wellbeing among girls in low and middle-income countries are impacted by inadequate access to quality menstrual materials and WASH facilities, taboos around menstruation, and poor knowledge. Comprehensive evidence is needed to address these challenges and guide policy and practice. Methods An assisted self-completed questionnaire was used to collect socio-demographic information, menstrual-related data, and school climate data from 486 girls in four mixed-gender government secondary schools in Mwanza, Tanzania. The mean (SD) of three Menstrual Practices and Needs Scale (MPNS-36) sub-scores were calculated. Specifically, the extent to which girls perceived needs for carrying and changing menstrual material in school (transport and school environment); washing and drying menstrual material (reuse needs); and privacy and drying menstrual material in school (reuse insecurity) were met. An ANOVA test compared MPNS scores for groups, and logistic regression examined the association between menstrual health and wellbeing outcomes (self-efficacy, menstrual anxiety, school attendance, and participation) and MPNS subscale scores. Results The mean age of the 486 participants was 15.6 years (SD 1.3); 87% had started menstruating; the mean age at menarche was 14.2 years (SD 1.15). The majority (75%) of girls experienced pain during the last menstrual period, 39% had menstrual-related anxiety, and 16% missed at least one day of school due to menstruation. The mean MPNS subscale score (out of 3) for the reuse needs ranged from 1.0 to 2.1 across schools; 1.6 to 2.1 for reuse insecurity; and 0.9 to 1.8 for transport and school environment needs. The MPNS subscales had sufficient reliability (Cronbach alpha = 0.74 to 0.9). The subscales also had good construct validity with menstrual-related self-efficacy: higher scores for transport and school environment were associated with confidence to seek menstrual support, participate in class, and predict when periods were about to start. Conclusions Schoolgirls have unmet needs related to transporting and using menstrual material in school, and these needs differed across schools in northern Tanzania. Menstrual-related pain remains a major reason for poor school attendance and participation. Interventions to address menstrual practice needs in schools are required and should include a strong pain management component.

Introduction: Improving menstrual health among schoolgirls is essential to meeting the Sustainable Development Goals (SDGs) of good health and wellbeing (SDG 03), quality education (SDG 04), and gender equality (SDG 05). School participation and wellbeing among girls in low and middle-income countries are impacted by inadequate access to quality menstrual materials and WASH facilities, taboos around menstruation, and poor knowledge. Comprehensive evidence is needed to address these challenges and guide policy and practice. Methods: An assisted self-completed questionnaire was used to collect socio-demographic information, menstrual-related data, and school climate data from 486 girls in four mixed-gender government secondary schools in Mwanza, Tanzania. The mean (SD) of three Menstrual Practices and Needs Scale (MPNS-36) sub-scores were calculated. Specifically, the extent to which girls perceived needs for carrying and changing menstrual material in school (transport and school environment); washing and drying menstrual material (reuse needs); and privacy and drying menstrual material in school (reuse insecurity) were met. An ANOVA test compared MPNS scores for groups, and logistic regression examined the association between menstrual health and wellbeing outcomes (self-efficacy, menstrual anxiety, school attendance, and participation) and MPNS subscale scores. Results: The mean age of the 486 participants was 15.6 years (SD 1.3); 87% had started menstruating; the mean age at menarche was 14.2 years (SD 1.15). The majority (75%) of girls experienced pain during the last menstrual period, 39% had menstrual-related anxiety, and 16% missed at least one day of school due to menstruation. The mean MPNS subscale score (out of 3) for the reuse needs ranged from 1.0 to 2.1 across schools; 1.6 to 2.1 for reuse insecurity; and 0.9 to 1.8 for transport and school environment needs. The MPNS subscales had sufficient reliability (Cronbach alpha = 0.74 to 0.9). The subscales also had good construct validity with menstrual-related self-efficacy: higher scores for transport and school environment were associated with confidence to seek menstrual support, participate in class, and predict when periods were about to start. Conclusions: Schoolgirls have unmet needs related to transporting and using menstrual material in school, and these needs differed across schools in northern Tanzania. Menstrual-related pain remains a major reason for poor school attendance and participation. Interventions to address menstrual practice needs in schools are required and should include a strong pain management component. [ABSTRACT FROM AUTHOR]

Concerns about institutional child sexual abuse within Jewish communities have been documented in two recent national inquiries into child sexual abuse, in Australia, and England and Wales. Yet to date, there has been little analysis of how media reporting informs public awareness of these concerns, and potential programme and policy responses. This paper examines media reports of the high‐profile case of ultra‐orthodox Jewish school principal Malka Leifer who was found to have sexually abused several girls in her school in Melbourne, Australia. It draws on five Australian media publications (two specifically Jewish and three mainstream newspapers), from the initial committal hearing in September 2021 until the completion of her trial and conviction in July 2023. Our findings highlight the importance of child safety processes as being aligned with the specific religious and cultural context of faith‐based communities in order to be effective in preventing institutional child sexual abuse. [ABSTRACT FROM AUTHOR]

INTRODUCTION Premenstrual syndrome is common condition that affects adolescent girl's emotions, physical health and behavior during certain days of menstrual cycle, generally just before menstruation. The present study aims to identify awareness regarding premenstrual syndrome among adolescent girls of a school. MATERIAL AND METHODS A descriptive cross sectional study was conducted to assess awareness regarding premenstrual syndrome among 236 adolescent girls in a school of Rupandehi by using non-probability purposive sampling technique. Self-administered questionnaire was used to collect the data and collected data were analyzed by using descriptive and inferential statistics. RESULTS The findings of the study revealed that 53.4% of the respondents had low level of awareness. There was statistically significant association between mother's occupation and awareness level (p=0.024). CONCLUSION Based on the study findings, it is concluded that more than half of the adolescent girls had low level of awareness so; it is recommended for promoting and upgrading girl's awareness for effective coping and management in school. [ABSTRACT FROM AUTHOR]

With the growing expectations from the field of education, increases the importance of effective school leadership. The school proves its effectiveness depending on various factors; the principal's leadership style is the main one. The purpose of this study was to investigate the influence of the female gender and national culture dimensions on the leadership styles of Emirati female school principals, as educational leaders, and the relationships that exist among the different variables. Explanatory sequential mixed method approach was used in two phases for this study. In the first phase, the quantitative data were collected using the Multifactor Leadership Questionnaire (5X-short) survey and the cultural dimensions survey. In the second phase, the researcher conducted semi-structured interviews and qualitative observations. The findings of the study indicated that Emirati female leaders tend to be more transformational in their leadership styles while they still practice transactional leadership to a certain degree. They were found to be more "androgynous" carrying the qualities of both male and female leaders. In addition, the leadership styles and their elements proved to have a significant relationship to national culture dimensions except for management by exception (active). Future research should include a larger sample size and the perspectives of the followers as well. It is important to conduct the study in different organizational contexts not only in schools to confirm the finding that women use "androgynous" style in the United Arab Emirate and beyond. [ABSTRACT FROM AUTHOR]