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4.3.6 Where are code words used? conversations with the men around them and those with the women around them, particularly at home.

Figure 11 4.3.6 Where are code words used? conversations with the men around them and those with the women around them, particularly at home.

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both located in the Lalitpur district. The two schools lie at a distance of 500m from one another. Figure 3.1 Map of Lalitpur district with a focus on the research location School, a private Jesuit school and Tri-Padma Vidyashram Secondary School, a public school
both located in the Lalitpur district. The two schools lie at a distance of 500m from one another. Figure 3.1 Map of Lalitpur district with a focus on the research location School, a private Jesuit school and Tri-Padma Vidyashram Secondary School, a public school
4.1.1 Age of the participants
4.1.1 Age of the participants
4.1.2 Name of the school of the participants
4.1.2 Name of the school of the participants
From the graph above, it can be observed that a majority of the participants i.e. 29.8% 4.2 Social characteristics of the sample population
From the graph above, it can be observed that a majority of the participants i.e. 29.8% 4.2 Social characteristics of the sample population
4.2.2 Religion followed by the participants follow the Hindu religion. Conversely, the least number of participants i.e. 0.3% are Sikh and This data is representative of demography of the country according to which 81.4% of the
4.2.2 Religion followed by the participants follow the Hindu religion. Conversely, the least number of participants i.e. 0.3% are Sikh and This data is representative of demography of the country according to which 81.4% of the
4.3.1 Age when first menstruation occurred 4.3 Knowledge of menstruation From the graph above, it can be observed that the mean age at which the participants got
4.3.1 Age when first menstruation occurred 4.3 Knowledge of menstruation From the graph above, it can be observed that the mean age at which the participants got
4.3.2 Prior knowledge about menstruation
4.3.2 Prior knowledge about menstruation
Source of knowledge about menstruation 4.3.3 Source of knowledge about menstruation Figure 4.3.3 Source of knowledge about menstruation
Source of knowledge about menstruation 4.3.3 Source of knowledge about menstruation Figure 4.3.3 Source of knowledge about menstruation
4.3.4 Helped to manage first menstruation Figure 4.3.4 Helped to manage first menstruation From the above chart, we can observe that most of the participants 1.e. 79.5% received
4.3.4 Helped to manage first menstruation Figure 4.3.4 Helped to manage first menstruation From the above chart, we can observe that most of the participants 1.e. 79.5% received
4.3.5 Whether code words are used for menstruation Figure 4.3.5 Whether code words are used for menstruation
4.3.5 Whether code words are used for menstruation Figure 4.3.5 Whether code words are used for menstruation
4.4.1 Menstrual hygiene products used 4.4 Menstrual hygiene products
4.4.1 Menstrual hygiene products used 4.4 Menstrual hygiene products
4.4.2 Source of purchase of menstrual hygiene products Figure 4.4.2 Source of purchase of menstrual hygiene products
4.4.2 Source of purchase of menstrual hygiene products Figure 4.4.2 Source of purchase of menstrual hygiene products
Whether menstrual hyglene products are wrapped during purchase Whether menstrual hygiene products are wrapped during purchase 4.4.3 Whether menstrual hygiene products are wrapped during purchase
Whether menstrual hyglene products are wrapped during purchase Whether menstrual hygiene products are wrapped during purchase 4.4.3 Whether menstrual hygiene products are wrapped during purchase
4.4.4 Reason for wrapping menstrual hygiene products Figure 4.4.4 Reason for wrapping menstrual hygiene products
4.4.4 Reason for wrapping menstrual hygiene products Figure 4.4.4 Reason for wrapping menstrual hygiene products
4.5.1 Access to menstrual hygiene products at school Figure 4.5.1 Access to menstrual hygiene products at school 4.5 Managing menstruation at school
4.5.1 Access to menstrual hygiene products at school Figure 4.5.1 Access to menstrual hygiene products at school 4.5 Managing menstruation at school
Action taken when menstruation begins at school 4.5.2 Action taken when menstruation begins at school
Action taken when menstruation begins at school 4.5.2 Action taken when menstruation begins at school
4.5.3 Comfort at school while menstruating
4.5.3 Comfort at school while menstruating
4.5.4 Comfort around boys while menstruating
4.5.4 Comfort around boys while menstruating
Missed school in the past 3 months due to menstruation 4.5.5 Missed school in the past 3 months due to menstruation
Missed school in the past 3 months due to menstruation 4.5.5 Missed school in the past 3 months due to menstruation
a myriad of problems during their periods. Adding to the menstrual stigma prevalent in society,
a myriad of problems during their periods. Adding to the menstrual stigma prevalent in society,
4.6.1 Practice of seclusion rituals during first menstruation 4.6 Menstrual restrictions and taboo
4.6.1 Practice of seclusion rituals during first menstruation 4.6 Menstrual restrictions and taboo
4.6.2 Practice of seclusion rituals during first menstruation based on caste/ethnicity Brahmins, Chhetris and Newars are generally known to follow exclusion rituals during
4.6.2 Practice of seclusion rituals during first menstruation based on caste/ethnicity Brahmins, Chhetris and Newars are generally known to follow exclusion rituals during
Number of days of seclusion during first menstruation 4.6.3 Number of days of seclusion during first menstruation
Number of days of seclusion during first menstruation 4.6.3 Number of days of seclusion during first menstruation
4.6.4 Location of menstrual seclusion their first menstruation were asked to mention the location where they stayed during the
4.6.4 Location of menstrual seclusion their first menstruation were asked to mention the location where they stayed during the
Adopted methods to delay/suppress menstruation 4.6.5 Adopted methods to delay/suppress menstruation Figure 4.6.5 Adopted methods to delay/suppress menstruation
Adopted methods to delay/suppress menstruation 4.6.5 Adopted methods to delay/suppress menstruation Figure 4.6.5 Adopted methods to delay/suppress menstruation
Reason for adopting methods to delay/suppress menstruation 4.6.6 Reason for adopting methods to delay/suppress menstruation
Reason for adopting methods to delay/suppress menstruation 4.6.6 Reason for adopting methods to delay/suppress menstruation
Figure 4.6.7 Whether menstrual restrictions are followed 4.6.7 Whether menstrual restrictions are followed
Figure 4.6.7 Whether menstrual restrictions are followed 4.6.7 Whether menstrual restrictions are followed
Figure 4.6.8 Whether menstrual restrictions are followed based on the religion 4.6.8 Whether menstrual restrictions are followed based on the religion
Figure 4.6.8 Whether menstrual restrictions are followed based on the religion 4.6.8 Whether menstrual restrictions are followed based on the religion
Figure 4.6.9 Which menstrual restrictions are followed?
Figure 4.6.9 Which menstrual restrictions are followed?
4.6.10 Number of days of menstrual seclusion
4.6.10 Number of days of menstrual seclusion
Figure 4.6.11 Ritual cleaning on the last day of seclusion 4.6.11 Ritual cleaning on the last day of seclusion they practice ritual cleaning on the last day of menstrual seclusion. For most respondents, thei
Figure 4.6.11 Ritual cleaning on the last day of seclusion 4.6.11 Ritual cleaning on the last day of seclusion they practice ritual cleaning on the last day of menstrual seclusion. For most respondents, thei
Figure 4.6.12 Reason for following menstrual restrictions because they considered it to be so and more because of pressure from their family:
Figure 4.6.12 Reason for following menstrual restrictions because they considered it to be so and more because of pressure from their family:
4.6.13 Challenged menstrual restrictions at home Figure 4.6.13 Challenged menstrual restrictions at home
4.6.13 Challenged menstrual restrictions at home Figure 4.6.13 Challenged menstrual restrictions at home
Figure 4.6.14 Will challenge menstrual restrictions at home in the future based on the school 4.6.14 Will challenge menstrual restrictions at home in the future based on the school
Figure 4.6.14 Will challenge menstrual restrictions at home in the future based on the school 4.6.14 Will challenge menstrual restrictions at home in the future based on the school
Figure 4.6.15 Challenged menstrual restrictions in the community based on age 4.6.15 Challenged menstrual restrictions in the community based on age
Figure 4.6.15 Challenged menstrual restrictions in the community based on age 4.6.15 Challenged menstrual restrictions in the community based on age
Will challenge menstrual restrictions in the community in the future 4.6.16 Will challenge menstrual restrictions in the community in the future
Will challenge menstrual restrictions in the community in the future 4.6.16 Will challenge menstrual restrictions in the community in the future
Related topics:
SociologySexualities educationSociology of HealthComprehensive Sexuality Education
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