Break the barriers: girls' experiences of menstruation in the UK
The UK is one of the richest countries in the world.
The UK is one of the richest countries in the world.
We assess the relationship between general literacy skills and health status by analysing data from the Programme for the International Assessment of Adult Competencies (PIAAC), an international survey of about 250 000 adults aged 16-65 years conducted by the Organisation for Economic Co-operatio
Estimates of pregnancy incidence by intention status and outcome indicate how effectively women and couples are able to fulfil their childbearing aspirations, and can be used to monitor the impact of family-planning programmes.
As part of Western European development aid policy, comprehensive sexuality education (CSE) is increasingly promoted in resource-poor countries. This paper engages with CSE promotion in Bangladesh funded by the Dutch Government.
The School Health Research Network is a policy–practice–research partnership established in Wales in 2013.
This report presents the key findings of the research that UNICEF and its project partners carried out in Ukraine during 2007 and 2008.áIt discusses and interprets the results and the overall evidence base on especially vulnerable adolescents (EVA) and most-at-risk adolescents (MARA) boys and gir
Based on the Global AIDS Alliance's August 2006 report Zero Tolerance: Stop the Violence Against Women and Children, Stop HIV/AIDS, this report explores successes and challenges of scaling up comprehensive national programs to prevent, respond to, and mitigate the impacts of violence against
This is a report of a survey conducted to reassess the level of awareness of HIV/AIDS and the use of HIV/AIDS prevention methods among teachers and other workers in the education sector in Ghana.
Sexual and reproductive health needs of adolescents perinatally infected with HIV in Uganda is a study implemented jointly by Population Council's Frontiers in Reproductive Health (FRONTIERS) and the AIDS Support Organization (TASO) from Uganda, in 2008.
This study explores how HIV-positive teachers within a specific social context understand, interpret and act on HIV and Life Skills policy.The aim of the author was to illuminate the experiences of teachers living with AIDS and how their experiences affect the ways in which they understand and ac