Ayurveda maintains that food, once consumed, is progressively concentrated into ever more distilled categories of tissue building nutrients. It is said that one hundred bites of food will produce one drop of blood, and that one hundred drops of blood will produce one drop of ojas. Ojas is especially concentrated in the heart (a total quantity of 8 drops worth), but is pervades the entire breadth of the body, as the essence of honey is present in a flower. So, as we can see, starting with good quality food is essential to maintaining good health, especially sexual health. When ojas has become deficient, we see a syndrome consisting of a collection of clinical signs: Vibheti- Fear Duschhaya- Abnormal colors Durbalo abhikshanam- Physical and mental Durmana- Impaired mental functions weakness Ruksha- Dryness Vyathit Indriya- Discomfort in sense organs Kshama- Abnormal complexion Precious ojas can be destroyed by pretty much any health defeating factor. In particular, these causes are identified: Abhighatat- Trauma Dhyanat- Mental stress Kshayat- Loss of other refined tissue essence Shramat- Physical hard work (Dhatus) Kshudha- Hunger Negative Emotions - Anger (Kopat), Grief (Shokat) the diet that promotes ojas and sexual rejuvenation is a highly nutritive program, emphasizing whole grains like wheat and rice, seeds, nuts, milk products, and natural sugars, such as honey. The diet should be balanced to contain a broad range of tastes - sweet, sour, salty, spicy, bitter, astringent. Use less dry or raw food, and include a good quality raw vegetable oil (almond, sesame) and ghee. Thus depletion of shukra channels body resources toward shukra production and ojas production is curtailed. Ojas is used for immunity and procreation, so it is easily depleted by either use. With a thorough and disciplined program, it takes thirty days to replenish the ojas reserves in the body. An aromatic, nutty flavored rice, basmati has a scent that has been compared with jasmine mixed with walnut. Plant reproductive tissue ("shukra") increases human reproductive function, according to the Ayurvedic principle of "like increases like. For these reasons, honey is considered to be the best enhancer, or "vehicle" for all Ayurvedic rejuvenating medicines. Mixing raw, unfiltered honey into herbal tea allows the honey to act as a vehicle for the active principles of the herbs. Other foods that promote reproductive tissues and fluids in the body are asparagus, broccoli, milk, dates, mango and rice. They are good aphrodisiacs, but, since they promote sexual desire, they may lead to excessive sexual activity, which may offset the gains of the rejuvenation. Since vata is dry, cold, light and unstable, we want to promote remedies that do the opposite. Tips for staying sexy include moderate lifestyle habits, including regular meals and elimination and sound sleep. Keep your digestion working well, and have regular massage with oil, including oiling your feet, scalp, and face daily. It increases circulation and promotes erectile force, as well as increasing desire. This ancient herb is showing promise in yet another round of recent scientific investigations. The scientific literature includes over 90 studies on this herb, with over 35 of them since 2000. Often called "Indian ginseng", this adaptogen is used in Ayurveda as a tonic and sedative. Though unrelated to the true ginsengs, it appears to share their many properties and actions. In fact, studies show ashwaganda to be superior to ginseng as an antistress adaptogen. This long-term building herb, sometimes named "winter cherry", is a nightshade plant- a relative of tomatoes and potatoes, and is the main tonic for men in Ayurveda, which considers ashwaganda to be a particularly powerful rejuvenative. The name ashwaganda technically means, "smells like a horse," reflecting that its odor is supposedly reminiscent of horse urine. An animal study from 2001 showed that extracts of ashwaganda increased production of sex hormones and sperm, presumably by exerting a testosterone-like effect. In another double blind clinical trial, Withania (3 g/day for 1 year) was tested on the process of aging in 101 healthy male adults (50-59 years of age). Significant improvements in hemoglobin, red blood cells, hair pigment and seated stature were observed. After suggesting ashwaganda and cautioning not to expect results before the one month mark, Jodi went about her other tasks, until a dozen red roses arrived at the store two weeks later.
This situation is especially common among women and girls who lack the power to insist that their male partners use condoms. This means not having any sex partners outside their primary relationship and is also known as "being faithful. Hence promising to be faithful does not necessarily eliminate the need for practicing safer sex. Buttheymayalsobereluctanttoadmit(or even to ask about) the possibility that either one of them may have had an outside sexual relationship. In some circumstances, for example: Telling or asking about an outside relationship carries a risk of conflict or even violence. Girls who accept favors or gifts from older men ("sugar daddies") may be offered more in the way of material goods if they agree to have sex without a condom. This practice is dangerous for the girl and is an extreme abuse of her human rights. Many more find that their partners and family members are understanding and helpful. Supportfromgovernmentsandinternational donors is essential for poor people who need to obtain care. This is especially true where a relatively high proportion of individuals are infected with the virus. The responsibility to protect our partners becomes particularly important when the possible consequences are very serious. Some of the reasons that people share this information include: Theywanttoprotecttheirpartner. Forexample,theyfearthattheirpartnermayaccusethemofsexual infidelity, become violent, or abandon them. If left untreated, some can have serious consequences, including infertility or even death (as in the case of pelvic inflammatory disease). Male and female condoms also allow people to enjoy sex with less worry about sexually transmitted infections. These agreements also encourage boys and men to share in the responsibility for preventing unplanned pregnancy. For example, a male can share such responsibility by: abstainingfromsexwithoutcontraception; communicatingwithhisfemalepartnerbeforehavingsex; educatinghimselfaboutdifferentcontraceptivemethods; usingcondomscorrectlyandconsistently; whereappropriate,usingothermalemethodssuchaswithdrawalorvasectomy; accompanyinghisfemalepartnertoafamilyplanningclinic;and supportinghisfemalepartnerinusinghercontraceptivemethod. For example, they may be concerned about the side effects (whether real or perceived) or other characteristics of a contraceptive method. Each person has the right to free and informed consent regarding which method to use. These are called "barrier methods" because they create a barrier between the egg and the sperm, making fertilization impossible. Itisnotyetknown whether the cap or diaphragm offers any protection against infections. There are a variety of these techniques, which as a group are called "fertility awareness methods. She can also observe changes in her own body, including a shift in body temperature and changes in the texture of the mucus discharge from the vagina. Forthisreason,couplestryingtouse withdrawal have more unintended pregnancies than users of many other methods. These pregnancies occur for many reasons: because a contraceptive was not available, was not used, was used incorrectly, or was used correctly but failed. Thisfeelingoccursmostlyinplaceswheresocietyunjustly places greater value on sons than daughters. Such pressure may come from another person (for example, a parent, boyfriend, or health care provider). In countries with coercive population policies, the government may pressure women to have abortions. What are some of the circumstances under which a woman or girl might decide to have an abortion? Abortion is least common in countries that provide sex education as well as broad access to contraceptive services and safe abortion.
Therefore, while the majority of existing research has focused on male perpetrators who assault female victims, we also made an effort to search specifically for research on other types of perpetrators-female sexual assault perpetrators, men who perpetrate assault against other men, and perpetrators who participate in group sexual assault. Limitations of Existing Research on Sexual Assault Perpetration While an extensive literature on sexual assault perpetration has been produced in the past 40 years, researchers have noted some limitations to existing research. There is still much that can be learned from the plethora of studies that have begun to explore sexual assault perpetration, but it is important to acknowledge some of the most commonly cited limitations to this body of research and discuss their implications for what we are able to conclude from these lines of research. We included studies on intimate partner/spousal rape, but we did not delve into the literature on domestic violence because it was beyond the scope of this review. One approach involves studying offenders who are or have been adjudicated for sexual assault. Researchers most often gather information about these convicted sex offenders though surveys/interviews with the offenders or through archival analyses of case information or police reports. When comparison groups are included in the study designs, adjudicated sexual assault offenders are typically compared with other groups of adjudicated offenders-for example, adult sexual assault perpetrators are compared with child molesters or sexual assault offenders are compared with nonsexual, violent offenders. Research with adjudicated samples, therefore, gathers information about a specific type of offender-those individuals whose crimes are reported and who are identified, arrested, and convicted of their crime. Research indicates, however, that most sexual assaults are not reported to the police. Furthermore, victims of stranger assaults, victims who are assaulted with a weapon or other means of force, and victims who felt that their life was in danger are more likely to formally provide a report than victims who are assaulted by someone they know (Bachman, 1998; Feldhaus, Houry, and Kaminsky, 2000; Felson, Messner, and Hoskin, 1999; Fisher and Walters, 2003; Gartner and Macmillan, 1995; Pino and Meier, 1999). Therefore, studies with adjudicated samples represent a very specific subset of sexual assault perpetrators. These studies commonly survey participants about their prior sexual experiences, as well as one or more characteristics hypothesized to be related to sexual assault perpetration-for example, experiences with childhood abuse or attitudes toward women. The characteristics of individuals who admit to committing some form of sexual assault are compared with those who do not admit to perpetrating sexual assault. While both approaches have provided valuable information about sexual assault perpetration, there are some limitations to these lines of research. First, both of these approaches commonly rely on surveys or interviews in which participants supply retrospective self-reports about their past experiences. Participants may feel uncomfortable reporting some of these sensitive experiences, or they may not accurately remember the past-for example, instances of childhood abuse or age of first sexual experience. In addition, adjudicated samples may have particular motivations to lie about their past. While most studies ask participants to report past experiences, there are a small number of longitudinal studies that follow cohorts of participants over a period of time. Longitudinal designs provide insight into the developmental pathways or trajectories that may lead to sexual assault perpetration, but more longitudinal studies are needed before we have a clear understanding of the developmental pathways leading to sexual assault perpetration. Some studies have defined sexual assault perpetration very broadly to include sexually aggressive behavior and verbal coercion, while other studies have limited the scope of exploration only to acts that would 4 meet the legal definition of sexual assault/rape. Differences in sexual assault definitions make cross-study comparisons challenging, particularly when some studies find effects of a particular factor, while other studies fail to find an effect. In these situations, we do not know whether the differences are due to variations in the ways that sexual assault is defined or to other factors. Third, as will be demonstrated in this report, sexual assault perpetration is a complex issue, likely influenced by a variety of factors-including developmental, biological, psychological, and sociological factors-that may interact in a number of different ways across different people (Terry, 2012). Most existing sexual assault perpetration studies, however, have examined only one or a small number of factors. While these studies have individually identified a number of factors that are associated with sexual assault perpetration, it is still unclear how these factors interact to influence sexual assault perpetration. In addition, some factors have predominantly been studied in either college students or adjudicated populations. In these cases, we do not know whether a factor found to be correlated with sexual assault perpetration in a college-student population is also correlated with sexual assault perpetration in adjudicated populations. Finally, the vast majority of existing research has focused on male perpetrators who assault female victims. This focus is perhaps justified, in that studies measuring the frequency of perpetration indicate that sexual assault is largely committed by men against female victims (Tjaden and Thoennes, 2006). Research does also indicate, however, that a proportion of both civilian and military men have experienced attempted rape or completed rape (Black et al. It is therefore important to understand the characteristics and behaviors of those individuals who perpetrate sexual assault against men. In recent years, lines of research have also begun to explore the characteristics and behaviors of female sexual assault perpetrators, men who assault other men, and individuals who perpetrate sexual assault in groups.
Commenters urged the Department to preserve the approach to mediation contained in the 2001 Guidance. Commenters asserted that the Department of Justice has traditionally discouraged use of mediation in sexual and intimate partner violence cases and that some Federal programs prohibit grant recipients serving victims from engaging clients in mediation related to their abuse; commenters argued that all sexual violence cases but especially those involving children and domestic abusers, involve power differential dynamics that make mediation high-risk for the complainants. And one commenter asserted that the Department should not hold schools to lower standards than U. Discussion: the Department acknowledges there may be differences between the approach to informal resolution contained in the final regulations and other Federal practices relating to informal resolution. Because informal resolution is only an option, and is never required, under the final regulations, the Department does not believe that § 106. The Department agrees that informal resolution should not be mandatory, and the final regulations explicitly prohibit recipients from requiring students or employees to waive their right to a § 106. Recipients cannot force individuals to undergo informal resolution under the final regulations. Furthermore, the Department reiterates that nothing in the final regulations requires recipients to offer an informal resolution process. Recipients remain free to craft or not craft an informal resolution process that serves their unique educational needs; therefore, smaller recipients that may not have adequate resources or staff to handle informal resolution need not offer such processes. Training Requirements Comments: Many commenters contended that the final regulations should impose training and qualification requirements on mediators, facilitators, arbitrators, and other staff involved in informal resolution. For example, these commenters wanted the Department to impose the same training requirements on personnel involved in formal grievance procedures as on personnel handling informal resolution; ensure no conflicts of interest; and minimize the risk of inappropriate questioning during informal process and possible re-traumatization. Non-Binding Informal Resolution Comments: Several commenters asserted that the Department should allow mediation but require recipients to allow parties to return to formal proceedings if they want to; otherwise respondents might have less incentive to mediate in good faith and reach a reasonable outcome. If mediation is binding, respondents may have no incentive to mediate in good faith and reach a reasonable outcome. A few commenters argued that schools must not offer a one-time choice of informal mediation versus formal investigation. Survivors need to be able to change their minds; their access to education can change over time. This commenter suggested that the final regulations should include a provision stating that any agreement reached in informal resolution or mediation must be signed by all parties, clearly specify the terms by which the case is resolved, establish consequences for breaching the agreement, detail how the parties can report breach of agreement, and define how the breach would be addressed. The Department expects informal resolution agreements to be treated as contracts; the parties remain free to negotiate the terms of the agreement and, once entered into, it may become binding according to its terms. The Department believes the cumulative effect of these provisions will help to ensure that informal resolutions such as mediation are conducted in good faith and that these processes may reach reasonable outcomes satisfactory to both parties. As such, the Department believes the alternative approaches offered by some commenters, such as requiring a new subsection provision that would cover breaches of informal resolution agreements, are unnecessary to address such concerns. For example, the final regulations should prohibit in-person questioning during informal process but allow written submissions by the parties to avoid re-traumatization. Commenters suggested that the final regulations should categorically prohibit schools from requiring complainants to resolve the problem alone with the respondent. Some commenters stated that if mediation is an option, survivors should determine the format, such as having someone sit in on their behalf or requiring the parties to be in separate rooms. A few commenters asserted that the final regulations should require recipients to evaluate all potential risks before proposing informal resolution. Discussion: the Department appreciates the suggestions offered by some commenters to include explicit survivor-oriented protections in the informal resolution provisions in § 106. The Department believes that the parties are in the best position to make the right decision for themselves when choosing informal resolution, and that choice will be limited in scope based on what informal processes a recipient has deemed appropriate and has chosen to make available. As such, we believe that to require a safety and risk analysis before recipients may offer informal resolutions would be unnecessary, 1385 though nothing in the final regulations precludes a recipient from following such a practice. Restorative Justice Comments: Many commenters opposed mediation but supported expanding access to , and Department funding of, restorative justice. These commenters raised the point that restorative justice requires the perpetrator to admit wrongdoing from the beginning and work to redress the harm caused, whereas mediation requires no admission of guilt, implicitly rests on the premise both parties are partially at fault for the situation and must meet in the middle, and often entails debate over the facts. Commenters cited studies suggesting restorative justice has resulted in reduced recidivism for offenders and better outcomes for survivors. With respect to the implications of restorative justice and the recipient reaching a determination regarding responsibility, the Department acknowledges that generally a critical feature of restorative justice is that the respondent admits responsibility at the start of the process. However, this admission of responsibility does not necessarily mean the recipient has also reached that determination, and participation in restorative justice as a type of informal resolution must be a voluntary decision on the part of the respondent.
You will also see orange boxes that link selected content to innovative classroom activities (found in the companion activities book). Finally, Unit 8 provides background and guidelines for project-based learning in the area of advocacy and social change. This unit enables educators to address gender issues effectively, supporting both boys and girls. It helps boys and girls to think critically and to reflect upon their own attitudes about gender in a meaningful way. The content examines how cultural and gender norms affect sexual attitudes, practices, experiences, and pleasure. It also reviews some of the common concerns people experience with regard to their sexual lives, including feeling pressure to have unwanted or unsafe sex. This unit aims to help adolescents gain a measure of understanding and confidence in their relationships. Specifically, it provides resources to help them reflect and strengthen their communication in all kinds of relationships. It focuses especially on ways of making their way through the emotional thicket of intimate and romantic relationships. Young people would like to learn ways of having conversations about intimate topics in which they can feel at ease and self-assured. Yet they rarely have an opportunity to learn how to handle these sensitive conversations. Unit 6 includes basic information that has usually been a part of school-based sex education. The material is presented, however, with an eye to social context and human rights, rather than within a narrow "clinical" framework. Such hands-on experiences can complement and deepen the knowledge gained in the preceding units. It can offer young people the satisfaction of seeing how they can make a positive difference in the world. At the end of the guidelines book, you will find 22 fact sheets that serve as further technical reference sources on certain topics. Each fact sheet supports, and is linked to , specific subtopics in Units 17 of the guidelines. Engaging young people more actively in their own learning, such methods involve personal reflection, critical thinking, and discussion. These processes can foster more egalitarian attitudes as well as behavior change, including in the areas of gender and sexual health. More broadly, they also help equip young people to address their changing world with imagination and confidence. These learner-centered activities have been tested and are easy to adapt across cultures. They can help young people to see links between what they have learned and their own experiences and feelings. Many of the activities involve reading or writing, but the great majority are adaptable for nonliterate learners. It fosters the development of selfconfident, thinking individuals who can help build compassionate and just societies. In different settings, education programs may use such terms as "life skills," "family-life education," "health education," or "population education. These human rights have been formally endorsed by most nations and are cited throughout this document. This document uses the term "gender equality" to refer to the concept that all human beings - regardless of gender - are equal and have the right to equal treatment. Pending demand, a separate version may be developed for teaching younger students.
Instead, it groups cancers into localized, regional, and distant stages: q q Localized: the cancer is limited to the pleura. They do not apply later on if the cancer grows, spreads, or comes back after treatment. Survival rates are grouped based on how far the cancer has spread, but your age, overall health, how resectable the cancer is1, type of mesothelioma2, how well the cancer responds to treatment, and other factors can also affect your outlook. Any part of this volume may be photocopied without permission from the authors or publisher, provided that publication credit is given and copies are distributed free. Any commercial reproduction requires prior written permission from the Population Council. Wendy Baldwin, Carmen Barroso, Kate Bourne, Judith Bruce, Vicente Dнaz, Beth Fredrick, Adrienne Germain, Naana Otoo-Oyortey, Tim Shand, and Victoria Ward provided invaluable guidance and advice. Maggie Dнaz and Juan Dнaz at Reprolatina reviewed the guidelines volume for technical and clinical accuracy. Evan Read created the original illustrations, and Jared Stamm developed the website. Nell Timreck and Ernestine Heldring contributed substantially during final revisions. We are particularly indebted to Mike Vosika and Karen Tweedy-Holmes for their extraordinary support throughout the production process. Thanks as well to the many friends and colleagues who generously shared their photographic images with us. Michelle Skaer, and later Jonah Stuart Brundage, coordinated this project with great intelligence and equal cheer; their contributions were critical at every stage. More than 50 experts reviewed the manuscript during its development, and eight organizations assisted in field testing original sample activities. These individuals and organizations are listed on the following page (institutional affiliations are noted for identification purposes only and refer to affiliation at the time of review). We are deeply grateful for their technical support, time, and insights; this document would not be what it is without them. Our sincere thanks to the Ford Foundation, the William and Flora Hewlett Foundation, the Libra Foundation, the John D. It is intentionally comprehensive, so that you can select the content and activities that meet your needs. Hence, this resource helps you think about and teach about a range of related topics - as one curriculum. In all these ways, it brings a fresh and practical approach to educating young people in a diverse and rapidly changing world. It helps build advocacy skills that are crucial to creating a more just and compassionate society; and 7 Culturally appropriate, reflecting the diverse circumstances and realities of young people around the world. Most governments have also signed international agreements honoring the principles of gender equality and of human rights. Why are gender equality and human rights crucial for achieving sexual health and well-being? For example, the unforgiveable reality is that sex, marriage, and pregnancy remain neither voluntary nor informed for tens of millions of girls. Boys, too, often experience intense pressures to live up to unrealistic and harmful expectations of manhood. Studies from both developing and developed countries confirm that young people who believe in gender equality have better sexual health outcomes than their peers. In contrast, those young people who hold less egalitarian attitudes tend to have worse sexual health outcomes. For example, young people who believe that males should be "tough" and should hold more power than females are less likely to use condoms or contraception and more likely to have multiple sex partners. These findings make clear that young people need chances to learn about gender equality and human rights, particularly because these issues affect their sexual lives, and indeed, their happiness. It requires real, positive change that will give more power and confidence to women and girls, and transform relations between women and men at all levels of society. Few sex education curricula address issues of gender and rights in a meaningful way. What is compelling is that such approaches are now showing exciting results;12 it is high time to implement and test such approaches more widely. Around the world, sexuality education takes place in a great variety of cultural and political contexts.
Education and access to information concerning the main health problems in the community, including methods of preventing and controlling them. Participation of affected populations in health-related decisions at the national and community levels. Also, there should be mechanisms in place to address grievances when individuals and organizations fail to meet their obligations (redress). Judicial, administrative, political and policy mechanisms can be used to ensure accountability at different levels. Development is more likely to be successful if everyone affected is included in the process. The involvement of individuals and communities enables them to have a say and allows the government to better understand their real needs. As a result, policies will be more responsive to the people and thus governments will be more accountable. In order to ensure that everyone benefits from development, governments must combat discrimination that marginalizes some groups and ensure their active and meaningful participation. Gender is used to describe those characteristics of groups of women and men which are socially constructed, while sex refers to those which are biologically determined. Gender equality or equality between different groups of women and men refers to the equal enjoyment by groups of females and males of all ages and regardless of sexual orientation or gender identity of rights, socially valued goods, opportunities, resources and rewards. Equality does not mean that women and men are the same but that their enjoyment of rights, opportunities and life chances are not governed or limited by whether they were born female or male. Gender analysis identifies and addresses inequalities and/or differences experienced by different groups of women and men. With respect to health, it explores the ways that norms, roles and relations may impact differently upon the health of women and men. Critical questions on where, how and why women or men are affected by a particular condition help to uncover root causes of illness and disease and to shed light on risk-factor exposure and vulnerability that women and men experience26. In order to determine to what extent gender norms, roles and relations are addressed, several tools and classification frameworks exist see Box 7. Box 7 Gender terms used to classify policies, programmes or activities Gender unequal: Policies, programmes or activities that perpetuate gender inequalities by reinforcing unbalanced norms, roles and relations for women and men. They do this by either privileging men over women, or vice versa, and tend to ensure that one sex will have more rights and opportunities than the other. Gender blind: Policies, programmes or activities that ignore gender norms, roles and relations, and tend to reinforce gender-based discrimination. Also referred to as gender neutral policies, these tend to ignore differences in opportunities and allocation of resources for women and men. Gender sensitive: Indicates gender awareness, although no remedial action is developed. Such programmes make it easier for women and men to fulfil duties that are ascribed to them on the basis of their gender roles without necessarily trying to change gender roles. Gender transformative: Addresses the causes of gender-based health inequities by including ways to transform harmful gender norms, roles and relations. The objective of such programmes is often to promote gender equality and foster progressive changes in power relationships between women and men. It uses gender analysis to uncover how gender inequality may influence differential ways that the health of groups of women and men have been addressed in the strategy (in terms of both process, such as participation and information sources, and outcome, or what is actually reflected in the strategy). In crafting the review questions, obligations to respect, protect and fulfil human rights have been incorporated as well as core elements of the Beijing Platform for Action (health-related critical areas of concern and strategic objectives) and other international consensus documents. The terminology may vary between countries and other common terms are "health sector strategic plan" and "health sector plan". United Nations General Assembly, Convention on the Rights of the Child, Resolution 44/25, November 20, 1989. United Nations General Assembly, Convention on the Elimination of All Forms of Discrimination against Women, December 18, 1979. Report of the International Conference on Population and Development: Programme of Action of the International Conference on Population and Development. International Conference on Population and Development, Cairo, 5-13 September 1994 (A/ Conf.
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