SCOUT TRAINING ASSIGNMENT STUDY 2 (1)

1. “Wood Craft is the knowledge of animals and nature” a) When and where it was told by B.P.? In Scouting for Boys –page No.14,15 Campfire Yarn No.2 –What Scouts do? “WOODCRAFT” – Woodcraft is the knowledge of animals and nature. You learn about different kinds of animals by following their tracks and creeping up to them so that you can watch them in their natural state and study their habits. The whole sport of hunting animals lies in the wood-craft of stalking them, not in killing them. No Scout willfully kills an animal for the mere sake of killing but only when in want of food –unless it is harmful. It teaches him which are the best wild fruits and roots for this own food, or which are favourite food for animals, and, therefore, likely to attract them. You learn to notice, by small signs, such as birds suddenly starting up, that someone is moving near, though you cannot see him. By noticing the behavior or dress of people, and putting this and that together, you can sometimes see that they are up to no good. Or you can tell when they are in distress and that chief duties of a Scout, namely, help those in distress in any possible way you can. Remember that it is a disgrace to a Scout, when he is with other people, if they see anything big or little, near or far, high or low, that he has not already seen for himself. 1. b) What opportunity do you provide for, to have the knowledge of saving the animals and nature? Ample of opportunities are provided to the Scouts by getting qualified for the Badges from Pravesh to Rashtrapati Award to have the knowledge of saving the animals and nature in the topics as given below: PRAVESH : 1.(i) Have brief information of the Origin of Scouting… -Scouts are learning how BP lived and enjoyed in woods saving animals and nature, in his young age. 2. Scout Law… - As in 5th point of Scout Law: “A Scout is a friend to animals and loves nature”, most of the Scouts are growing Pet Animals and fresh house gardens with vegetables and flowers. 9. Undertake a 4 hour purposeful Outing with his Patrol…. - Scouts are aware of not to pluck flowers, which are on the sides of their Outing pathway, as it would harm the Nature. PRATHAM SOPAN: 2. a. Learn about your Patrol, its Flag, Yell, Song, Cry, Patrol Corner, Patrol Call and participate in Patrol in Council….. - Scout Patrols are named out of 62 Animals and Birds as given in page No.40-46 of Scouting for Boys. BP has given all the 62 Animals and Birds Cry which induced the Scouts to refer the sounds whenever they are taken to Zoo. 4. a. Undertake a Troop Service Project in your School or Scout Headquarters under the guidance of your S.M….. -Scouts are expertise in Tree Plantation and maintainance at their School Ground. e. i. Discuss with your S.M. and render some service involving any one of the points of Scout  Law and submit  a report to your S.M….. - Scouts are practically doing and reports shows their dedicated service on the 5th point of Scout Law- A Scout is a friend to animals and loves nature. ii. Undertake a Nature Study Project in consultation with your Patrol Leader and submit the report within 10 days…. - As Patrol Leaders had experienced “Learning by doing” –the PM Shield Competitions: Nature Study Projects are allotted to the Scouts on any one as under: (i) Organise a Tree Planting Campaign- select a suitable spot eg. A Camp site, a Village, a Road Side, a Stream, School or a Picnic Spot approved by the District Commissioner and plant four trees there and maintain these so that they grow. (ii) Maintain at least twelve pot plants with variety of plants or vegetables. (iii) Grow and maintain flower bed or Terrace Garden. (iv) Grow and maintain a vegetable bed or kitchen garden and obtain produce from it. (v) Select a place of eroded ground and work on it to prevent soil erosion and maintain it as such. (vi) Make a composite pit of a reasonable size and prepare manure of dry leaves. (vii) Set up a grass lawn and maintain properly. 6. a. Know the simple Wood Craft Signs & follow a trail with his patrol of not less than ½ Km. - Scouts have enjoyed tracing the Wood Craft Signs on Trees by smelling the Nature. c. Participate in a Nature Study Trail: - Scouts have climbed a hill and collected varieties of flowers and leaves and returned in an hour and assembled on the table with their names exhibited in the Patrol competition. DWITIYA SOPAN: 2.a. Know different types of Fire used in Camping/ Outing: - Scouts have arranged the Fire types of 4 for Cook and 4 for Heat. b. Lay and light a wood Fire in the open with not more than two match sticks: - Scouts have done the above Fire lighting at the boundary of the Headquarters before Cooking. 4.d. Follow a Trail laid out using Compass bearing & distances: - Scouts are sent for a Trail by Patrols with a Map directing them to follow the Compass bearing using Compass and distances marked. 8.a. Undertake a Development Project in your School in consultation with the head of the Institution: - Scouts have successfully undertook the School Development Project and served for a Month and submitted the Reports –Patrol wise. d. Participate in an Anti-Litter Campaign with your Patrol and help to clean up an area around your School or Headquarters. - Scouts are doing the Anti-Litter Campaign regularly and helping to clean up around their Schools. 10.iii. Friend to Animals -Scouts have knowledge & care of such birds, insects and reptiles as are generally kept either as pet or for domestic purposes and have kept a pet in good condition of comfort and health for at least 12 months. iv. Gardener -Scouts knows names of 12 plants pointed out in an ordinary garden and understood the meaning of Pruning, Budding, Grafting and Manuring and demonstrates any one of : Pruning, Budding, Grafting. TRITIYA SOPAN: 2.II. ii.Camelman -Scouts knows the tradition attached to journeys on Camel back in night or during the day. v. Hiker - Scouts are trained to make an article of hiking kit such as a tent, a sleeping bag, campfire blanket, rucksack or a bag or other container in which to pack daily food or toilet necessaries etc. 7.b. Undertake a Day Hike of 10Kms on Foot with Patrol / Troop members. Prepare Meals & Tea. Make a report & submit it within a week after the hike is over. The hike route is to be given by the Examiner. - After getting DC’s permission, Hike route from the Examiner, Scouts have undertook a Day Hike of 10 Kms on Foot with Patrol and prepared Meals & Tea and submitted the report with Route Map excellently prepared. 8. Cook food for your Patrol by using Backwoodsman Method: - Scouts by Patrol, have prepared food using Silver Foil by scrapping the Potatoes cutting into pieces, tomatoes cutting into pieces, a green chilly to longside cut, onion into pieces, making the Silver Foil like a Cup, putting every chopped vegetables into it, pouring a little water, putting a spint of chilly powder, salt to the required, a tea spoon full of oil, and tied the Silver Foil cup on top tightly, and kept hanging on the Fire prepared with dry sticks with two Match sticks lighting, kept for 20 mts for boiling and got it nicely cooked with a very good taste. 10.A. iii. Ecologist - Scouts are propagating against cutting Trees, Organising Van Mahotsav in Monsoons, Educating people about pollution problems in the area, regularly. vi.World Conservation - Scouts have made a list of “What to do” and “What not to do”- in order not to damage but improve nature when Hiking and Camping. B. iii. Naturalist - Scouts have made 10 sketches of animals or birds from life and gave the history of 5 of them. 12. b. Demonstrate Bucket Chain Method of Putting off Fire: - Scouts demonstrated the Bucket Chain Method of putting off Fire by standing in two Rows. c. How to tackle Dry Grass Fire: - Scouts are experienced in tackling the Dry Grass Fire, as happens every often in the Villages. RAJYA PURASKAR: 4. Undertake Overnight Hike for 10 Kms, along with group of Scouts of his own Troop and submit report to the S.M. within 10 days (OR) Cycle Hike for 30 Kms. - After completion of Tritiya Sopan tests, Scouts who are preparing for Rajya Puraskar Award, undertakes Overnight Hike for 10 Kms on Foot. 5. Work on one of the following for 6 Months and submit a report - Nature Collection: - Scouts have collected thirty different species of Flowers, Ferns and Grasses dried and mounted, giving names, places and dates and recognize them, giving a short description of the Ten Specimen. 8. Soil Conservator: - Scouts have submitted a report for having given service in any of the following projects at least for 40 hours:- Methods used for Soil Conservation such as Mer Bandi, (Tree Plantation) or Afforestation filling up the Gully (Khai Patan) etc. Literacy Scouts taught three R’s (Reading, Writing and Arithmetic) to 10 illiterate people / helped 10 children in their studies. Community Worker Scouts had worked as liaison between Community and other resources of development ie. Banks, Hospitals, Specialists etc. Rural Worker - Scouts have helped 20 Children got immunized. 9.Starman - Scouts have Pointed out in the sky – i. 4 Constellations visible all the year round; ii. 4 Constellations not visible all the year round; iii. 4 First magnitude Stars, knowing to which constellations they belong and what time of the year they are visible. Forester Scouts have knowledge of growth and development of 12 different species of Trees in the locality and are abled to recognize them at a distance, at any season of year, as well as by the bark, leaf, flower and fruit and knows their chief respective uses in fuel, fodder, fruit, medicine, timber and other uses. Naturalist Scouts have made 10 sketches of animals or birds from life and gave history of 5 of them. Farmer Scouts are able to weed, water the plants and does after culture, as mostly they are from the family of Farmer. Dairyman Scouts have produced Certificate from their parents (as home), having worked for at least 3 months, having gained knowledge by practice of the management of at least one animal (Cow / Buffalo or Goat). Sea Fisherman Scouts had a practical knowledge of the various methods of catching sea fish for market by means of trawls, nets and lines and catching shell-fish, have practical experience of at least 2 of these methods, as their families are from Coastal Area.

DUTY CHANGE

DUTY CHANGE The Leader on Duty or the last session Leader will supervise the activity. *All the participants will assemble Group wise according to their duties from the Right to Left. *All members will stand in the Group according to their Duty Number. *Duty No.1 to the extreme right – All the Patrol Leaders in the front and Seconds at the last. *The Duty Leader will Command “CAMP SAVDHAN, DUTY CHANGE”. *The Second will take one step to the right and march forward and halts, turns left, take one step forward, turn left so as to stand in front of the Leader opposite to him / her. *Both Salute – The Leader hadover the duty card and Pocket stripes / Arm Band – Again both salute.  The Leader take one step to the left, turn about and march forward and join the Patrol at the end.  Second take one step forward and turn about. *Immediately next Second will take one step to the right march forward, turn left one step forward, turn left so as to face the Leader. Both Salute. *Leader handover the Pocket stripes/ Arm Band of Second. Both Salute. *Second take one step to right march forward and joins the Patrol at the End. *The Leader of the last Duty takes one step forward and turns right and marches forward to the Duty Leader No.1 and halts in front of him/her turn face to face. *Both salute. He / She hands over his/her Duty card to the Duty Leader. Both Salutes. He/She returns to his/her former position. *Last Leader and the Leader to his/her right will turn right and left respectively and Salute.  The Last Leader receives the Duty Card from the other Leader (to his/her right; both Salute and turn to their former position. *This activity will continue in the next Patrols. Between the First and Second Patrol the Pocket Stripes will be exchanged.  The Second Patrol Leader becomes the Duty Leader and then h/she Commands: “CAMP VISHRAM, CAMP SAVDHAN, CAMP SWASTHAN”. All turn to right take one-step to the right and Move.

JAMBOREE- YAKSHAGANA

JAMBOREE - FRIENDSHIP BANDS

JAMBOREE- WOOD CRAFT

BADGES SLEEVES SASHE

ORGANISATION

ORGANISATION

RASHTRAPATI SCORE SHEET

RASHTRAPATI SCORE SHEET

100 PROFICIENCY BADGES

1.AIDS AWARENESS 2.AIR SPOTTER 3.AMBULANCE MAN 4.ARCHER 5.ARTIST 6.ATHLETE 7.AVIATOR 8.BACKWOODSMAN 9.BASKET WORKER 10.BEE MASTER 11.BIRD WARDEN 12.BOATMAN 13.BOOK BINDER 14.BRAILLE 15.CAMELMAN 16.CAMPER 17.CAMP WARDEN 18.CANCER AWARENESS 19.CARPENTER 20.CITIZEN 21.CLIMBER 22.CIVIL DEFENCE 23.COMMUNITY SINGING 24.COMMUNITY WORKER 25.COMPUTER AWARENESS 26.COOK 27.CYCLIST 28.DAIRYMAN 29.DEBATOR 30.DESERT FOLK 31.DRUG AWARENESS 32.DISASTER MANAGEMENT 33.ECOLOGIST 34.ELECTRICIAN 35.ELECTRONICS 36.ENTERTAINER 37.EXPLORER 38.EVENT MANAGER 39.FARMER 40.FIREMAN 41.FLORIST 42.FOLK DANCER 43.FORESTER 44.FREE BEING ME 45.FRIEND TO ANIMALS 46.GAMES LEADER 47.GARDENER 48.GOOD NEIGHBOUR 49.GYMNAST 50.HANDYMAN 51.HEALTHYMAN 52.HERBALIST 53.HERITAGE 54.HIKER 55.HOSPITALMAN 56.INTERPRETER 57.INTERPRETER TO THE DEAF 58.JOURNALIST 59.LAUNDRER 60.LEATHER WORKER 61.LEPROSY CONTROL 62.LITERACY 63.MAP MAKER 64.MARKSMAN 65.METEREOLOGIST 66.MOTOR MECHANIC 67.MUSICIAN 68.NATURALIST 69.NUTRITION EDUCATOR 70.OARSMAN 71.PATHFINDER 72.PHOTOGRAPHER 73.PIONEER 74.PLUMBER 75.POULTRY FARMER 76.PRINTER 77.PUBLIC HEALTHMAN 78.READER 79.RESCUER 80.RURAL ENGINEER 81.RURAL WORKER 82.SAFETY KNOWLEDGE 83.SALESMAN 84.SANITATION PROMOTER 85.SCHOLAR 86.SECRETARY 87.SEA FISHERMAN 88.SELF DEFENCE 89.SIGNALLER 90.SOIL CONSERVATOR 91.SOLAR ENERGY AWARENESS 92.STALKER 93.STARMAN 94.SWIMMER 95.TAILOR 96.TELEGRAPHIST 97.TRACKER 98.WORLD CONSERVATION 99.WORLD FRIENDSHIP 100.YOGA


AWARDS DECORATIONS COMPETITIONS

Awards, Decorations  & Competitions

To Recognise the Services of the Volunteers and Professionals at different level, the Organisation sanctions Awards and Decorations as follows:- 

1. Service Star

2. Special Service Star

3. Long Service Decoration

4. Thanks Badge

5. Award of Gallantry

    (a) Letter of Commendation

    (b) Certificate

    (c) Gilt Medal

    (d) Bar to Gilt Medal

    (e) Silver Medal

    (f) Bar to Silver Medal

    (g) Bronze Medal

6. Awards for meritorious service

    (a) Medal of Merit

    (b) Bar to Medal of Merit

    (c) Silver Star

    (d) Bar to Silver Star

    (e) Silver Elephant

PRIME-MINISTER SHIELD COMPETITION

Scout/Guide Units working in the field of Community development for at least a year are judged at State level recognized at National level and are awarded Certificates & Shields. Members of Winning units and their leaders are awarded certificates and shield by the Prime Minister of India.

PURPOSE:

Motivate Scouts and Guides of the country to play their useful role in the service of the nation and in the movement.

PERIOD:

The Competition will cover the period from 1^st July every year to 30^th June of the succeeding year. 

METHODOLOGY:

-The Competition will be held in four subjects and is open to all Scout Troops/Guide Companies.

-Competition will be separately for the Scout and Guide Wins.

- State Association will give wide publicity and invite applications. The State Association Will forward application forms along with a registration fee Rs. 10/- per unit to NHQ.  

ELIGIBILITY:

- Minimum of 2 competing Districts.

- A competing district is one, which registers at least two units.

LOG-BOOK:

-To be maintained by competing Units. The  Log Book should be preferably 15’X12’ in size. 

JUDGING:

- Division/District recommends best unit in each group to state. State recommends one best among each group of subjects to NHQ.

- A state can get 3 Shields for Scouts and 3 Shields for Guides. 

 

AWARD:

-In State, the Scout Troop, Guide Company standing first and gaining 70% and above marks will be awarded Prime Minister’s Shield and a crtificate signed by the Prime Minister.

 

 

- All participating units, which gain more than 50% marks in the group of subjects, will be awarded a certificate of Merit signed by the Prime Minister.  

PROJECT AREA:

The area of work for Unit will be selected by respective Units and approved by the District Commissioner. It shall not be less than 30 families and not more than 50 families.

 UPA_RASHTRAPATI AWARD

Rover/Ranger Units are also encouraged to promote projects for the development of community. The best units selected at State level are recommended for awards at National level in the name of Upa-Rashtrapatiji, (H.E. the Vice President of India) who is the Patron of B.S. & G

PURPOSE:

Motivate Rover/Ranger to play their useful role in serving the community and the movement by taking up concrete community service and community development Projects.

PERIOD:

The Competition will cover the period from April every year to 31^st March of the succeeding year.

METHODOLOGY:

-The Competition will be held in three categories and is open to all Rover Crews and Ranger Teams in the Country.

-The competition will be held separately for the Rover and Ranger sections of the Movement.

 

 

-The Rover Crews and Ranger Teams will participate in all the three categories prescribed for this competition. 

 

 

- The State Association will give wide publicity and invite applications from the Units intending to participate in it by filling the Registration Forms, which may be obtained from the State. The State Association forwards the Registration to NHQ along with a registration fee of Rs. 10/- per unit.   

ELIGIBILITY:

Minimum 4 competing Districts.

- A Competing District is one which registers atleast one Unit from Rover/Ranger Sections.

LOG BOOK:

To be maintained by Competing Units.

JUDGING:

The Log Book of the best Unit one each from Rover and Ranger Sections will be sent for consideration of the State level panel of judges according to the present time schedule. The State Level panel of judges will select the best two from the entries received and recommend the same to NHQ for the awards.

PROJECT AREA:

The area of work will be selected by respective Units approved by the District Commissioner concerned. It shall not be less than one basti / hamlet and not more than 3 Basties / hamlets.

AWARD:

- In each State the Rover crew and Ranger Team Standing First and gaining 70% and above marks will be awarded the Vice-President’s Merit Certificate along with a Shield by the Vice – President. 

-All the Units which gain more than 50% marks in all the categories but less than 70% will be awarded a participation certificate signed by the National Commissioner.

FIRST AID AND CPR

First Aid and CPR Training

First aid is the first help given to someone who has had an accident or other health emergency. If more attention is needed, first-aid treatment helps keep an injured or ill person as safe as possible until medical personnel arrive. Wilderness first aid (WFA) is the assessment of and treatment given to an ill or injured person in a remote environment when a physician and/or rapid transport are not readily available.

First aid and WFA are important to participants in BSA programs. The BSA strongly recommends that participants avail themselves of CPR with automatic external defibrillator (AED) training, along with first-aid and wilderness first-aid training. For certain program participation, there may be requirements for first aid, wilderness first aid, and CPR/AED. There are no unit-centric requirements at this time.

First aid, WFA, CPR/AED may be taught by instructors currently trained by a nationally certified provider such as the American Red Cross, American Heart Association, Emergency Care and Safety Institute, or American Safety and Health Institute. Cub Scouts can even be taught this valuable skill in a family-type setting. Online-only courses are not accepted if a certification is required. The BSA will accept nationally recognized blended courses—such as from the American Heart Association, American Red Cross, Emergency Care and Safety Institute—where competency can be demonstrated to an instructor.

Further information and advancement in first aid may include wilderness first responder (WFR) and wilderness emergency medical technician (WEMT).

For more information, see the Boy Scout Handbook and the First Aid merit badge pamphlet.

 

SLM SYLLABUS ROT

Syllabus for Re-orientation Course for Trainers  – SLM
Recent changes in Scheme of training Value Based Scouting.
Six areas of Training.
Self Training.
Training Study and Assignment. Evaluation.
Formulating Objectives.
Support to Leaders.
Transactional Analysis.
Youth Programme.

SLM SYLLABUS LT(SW)

Syllabus of Course for Leader Trainers (SW) – SLM
Six Areas of Training.
Personal Support
Self Training
How to Read TAS
Youth Programme
Needs and Aspirations of Young People Training Administration Communication. Thinking Techniques
Community Development
Conservation.

SLM SYLLABUS ALT (SW)

Syllabus for Course for Assistant Leader Trainers (SW) – SLM
What is Scouting.
Prime Minister Shield Competition.
Group Dynamics.
Importance of Games on Courses. Creating Learning Experiences.
Use of A.V. Aids.
Micro Teaching & Assessment Forms. Selection of the Course Staff.
Obtaining and Using Resources. Community Development Project.

SLM SYLLABUS PRE-ALT

Syllabus for Pre-ALT (SW) Course – SLM Fundamentals of Scouting.
What is Youth Programme.
14 Programme Ideals.
Leadership Qualities.
Campfire on Courses.

SLM SYLLABUS HWB ROVER SCOUT LEADERS

Syllabus of HWB Course for Rover Scout Leaders – SLM
History of Wood Badge.
Career Counselling – Hobbies & Handicraft, Vocational activities.
Ecology – Conservation.
Culture, Heritage and National Integration.
Public Relations within and outside the Movement.
More Adventure activities and Rallies. Folk Lore, Folk Art and Recreation. Community Development Project – Project on National Priority – Health for all, Sanitation Promotion etc.
Rovering to Success.
Extension Rovering.
Service within the Movement.
Know the Syllabus upto Rashtrapati Award.

SLM SYLLABUS HWB SCOUT MASTERS

Syllabus of HWB Course for Scout Masters – SLM
Conservation.
Needs of the Young People and Personal Development.
Proficiency Badge Activities.
Knowledge of World Scouting.
Extension Scouting.
History of Wood Badge.

SLM SYLLABUS HWB CUB MASTERS

Syllabus of HWB Course for Cub Masters – SLM
Pack and Community.
Programme System,
Proficiency Badge Scheme.
Knowledge about Wolf Cub Handbook Part II and III.
Knowledge of Golden Arrow.
Fund Raising.
Role of Cub Masters in LA / DA.
Animated Yarns,
History of Wood Badge.
WOSM (World Organization of the Scout Movement).
Conservation.
Extending Cubbing.

SLM SYLLABUS ADV ROVER SCOUT LEADERS

Syllabus of Advanced Course for Rover Scout Leaders – SLM
Rover Proficiency Badges as Rajya Puruskar and other Badges.
World Affairs / Scouting.
Relationship with other Youth and Service Organizations.
Hobbies and Handicraft progress shown. Upa Rashtrapati Award Competition. Rovering to Success.
Know the syllabus upto Rajya Puruskar. Have knowledge of Rashtrapati Rover.

SLM SYLLABUS ADV SCOUT MASTERS

Syllabus of Advanced Course for Scout Masters – SLM
Programme activities,
Scheme of Proficiency Badges.Knowledge of Rules, APRO and other books on Scouting.
Spiritual dimension of Training of Scouts.
Senior Boys and the Scout Troops.
Prime Minister Shield Competition, C.D. Project.
Knowledge of Rashtrapati Award.

SLM SYLLABUS ADV CUB MASTERS

Syllabus of
Advanced Course for Cub Masters – SLM
Proficiency Badge scheme;
Training and Testing.
Knowledge about Wolf Cub Handbook Part I (Eight to Fifteen Bites). International aspects of Scouting.
Safety Knowledge.
Revision of Jungle Plays.
Management of the Pack.
Scouting and Religion – Duty to God.

14 PROGRAMME IDEALS

THE  BHARAT  SCOUTS  &  GUIDES,  N.T.C.  PACHMARHI OUR  NEW  PROGRAMME  FOR  SCOUTS / GUIDES  CUB / BULBUL SECTION SCOUT / GUIDE SECTION ROVER / RANGER SECTION   By the time a boy / girl completes full course of the cub / bulbul / Bulbul Programme  he / she will be able to: - By the time a boy / girl completes the course of the scout / guide / Guide Programme , he / she will be able to: - By the time a young man completes the full course of the rover / ranger  / Ranger Programme  he / she will be able to: -   1 Develop habits, which lead to good character. 1 Develop his / her character to become healthy and useful. 1 Become an active and participating citizen.   2 Put in efforts of learning directed towards good citizenship. 2 Accept and follow the rudiments of good citizenship. 2 Make Scouting / Guiding a way of life.   3 Learn practical cub / bulbul skills essential to become good scout / guide and a good boy / girl in general. 3 Undertake practices and improve skills essential to become self-reliant and prepare himself / herself to use them for helping others. 3 Improve skills, vocational and otherwise, to be self-dependent and useful to others.   4 Undertake activities, which contribute to his / her allround development. 4 Undertake collective activities and challenges, which contribute for his / her allround development. 4 Emerge as a practical Persian who has respect for himself / herself and for others and their experiences.   5 Do a daily Good turn. 5 Be aware of his / her capacities and use them in service to the community. 5 Realise that he / she has a responsibility in the development of his / her community and undertake community Development Projects individually and collectively.   6 Develop fascination for beauties of nature and awareness of God. 6 Improve his / her skills of observation to appreciate the wonders of nature and develop a sense of express reverence to God by worshipping him. 6 Lead a refined religious life in service of man and God.   7 Express himself / herself in creative skills. 7 Make things useful for others. 7 Select a right partner for a life of full understanding and adjustment and lead a harmonious life.   8 Collect things of his / her interest and preserve them properly. 8 Realise that public property is his / her property as well and attempt to look after it. 8 Do all his / her best to protect public property.   9 Develop sense of respect for elders and love for youngsters in the family and neighborhood and find ways of such expressions with a spirit of cooperation. 9 Identify himself / herself as an integral part of his / her community, and realise his / her duty to country. 9 Prepare himself / herself to do his / her duty to country and develop love for Universal Brotherhood i.e. peace and good will among human beings.   10 Satisfy his / her need for adventure. 10 Improve further Scouting / Guiding skills to undertake adventurous activities and develop love for adventure. 10 Develop a positive attitudes to undertake considerable risks for others, making the full use of his / her Rovering / Rangering Values.   11 Inculcate a feeling of appreciation for family traditions be of religious, social or ancestral character and make attempts to follow them. 11 Understand our National Heritage and Culture and determine to keep them up. 11 Work of the upkeep of our National Heritage and Culture with love for Human values.   12 Understand the need of conserving God’s creation and the public properties. 12 Undertake individual and collective practices to conserve nature resources and prepare to educate others in this respect. 12 Promote and participates in the developmental activities pertaining to National priorities like National Integration, Population Education, Conservation, Literacy and Sanitation.   13 Obey orders and follow their advises even in their absence. 13 Develop the qualities of a dynamic leader and participate doing his / her best, effectively in all leadership opportunities made available to him. 13 Become a strategic leader who loves to grow with the group.   14 Know about his / her state, people culture 14 Study about his / her country and people and contribute for the cause of National Integration. 14 Have fair understanding of the World Affairs in general.  *Patel*

CONSERVATION

THE BHARAT SCOUTS & GUIDES, N.T.C. PACHMARHI CONSERVATION The World is approaching an ecological collapse. The Government, non-governmental organizations and experts throughout the world have been involved in preparing a global plan, the World Conservation Strategy. The Strategy says : Only be working with nature can man survive; Conservation is in the mainstream of human progress; We must recognize that we are part of nature, and We must resolve that all our actions take this into account. ECOLOGICAL PROBLEMS : Poverty, lack of ecological knowledge, lack of alternative possibilities, political conflicts and war have contributed led to erosion which in turn has resulted in the deterioration of land, lower productivity and death.  The destruction of land, together with the population explosion is leading to an increase in the number of starving people in the world. Various forms of pollution (water, air, sound) and depletion of resources is threatening the survival of humanity throughout the glove. The environment concern rank as today’s “Global Issue No. I” problems such as destruction of the ozone layer pollution of the seas and extinction of wild life affects us all whether we live in a the North of in the South or indeed in the East of the West of the solutions to these issues will be found only by a concerted and co-operative effort involving young and old across national, political and cultural borders. Scouting has to play an active role in responding to these concerns. What we can do? perhaps it would be better to ask WHAT CAN’T WE DO? Ideas for Action The Earth and Us : Read Scouting for Boys and some of the other books written by the founder in which he discuses his attitudes towards the natural environment. Discuss with young petrol how these beliefs are reflected in Scouting today. Take B.P.’s techniques for looking at animal tracks and try to tell the story behind tracks you can find in your local area. Choose a sport in inspiring surroundings and find a reading, poem or personal statement which express how you and your culture relate to the environment. Take your group of Scouts / Guides there, ask them to sit comfortably and look at nature around them. Then to close their eyes and simply listen – first to the environment itself… wind in the trees, birds, insects or just silence. Ready your surroundings is emphasised.  Allow the Scouts to sit quietly walk, lie down, or enjoy nature as they see fit. Find out the creation stories as told in various religions and share them with other Scouts during appropriate opportunities in the outdoors such as Campfires, spiritual reflections or devotions etc. Find out about ancient beliefs in your culture related to nature. Try to show through drama, the most significant elements in these relationships. Compare this with current practice in your country and culture. During a Scout camp, take three day hike and try to survive without relying on traditional energy sources. Based on your experiences, find ways of using these alternative approaches at home. Identify with your patrol all the appliances in your home that consume energy. Discuss what you can do to reduce the amount consumed, such as switching off lights and appliances that are not being sued. Install solar appliances in Scout Camps using the technology available. Mount an information campaign among car drivers to encourage them to switch off their car engine when stopped. Create a composite pile to serve your local needs. This could be in your own garden or in a public area. Use your compost to fertilize a garden and demonstrate its value to your community. Organise painting, drawing, writing or singing festivals to celebrate the beauty of the natural environment. Atmosphere : Set up an exhibition showing the effects of various energy sources on the environment (oil, coal, wood, gas, nuclear power, solar energy, windmills, etc.). Visits your local government headquarters and find out what regulations or legislation exists governing the location and operations of industry with regard to pollution standards. Chemicals : Invite a doctor, nurse or health worker to discuss with your group the proper use of medicines and the dangers of drug abuse. Also discuss the proper storage and handling of medicines. Organise a community effort to rid parks and other public spaces of weeds by hand in order to avoid the need to use herbicides. Desertification : Tree planting. Select the right season for planing trees. Select the right place to plant a tree is to become responsible for one’s tree. Therefore make sure that you go back regularly to see how it is growing and whether it needs your help or not. Learn soil conservation techniques and reclaiming techniques that can be shown to t he local community. Using appropriate technology, demonstrate the most efficient use of wood for fuel. Show to the community that other types of fuel can be substituted for wood and that wood has to be preserved. Demonstrate wood cutting techniques that do not harms trees and discourage cutting green woods. --oOo--

HISTORY OF WOOD BADGE

THE BHARAT SCOUTS & GUIDES, NATIONAL TRAINING CENTRE PACHMARHI ( M.P. ) – 461881. HISTORY OF WOOD BADGE The Wood Badge has been a most coveted achievement of a Scouter since the inception of the Scheme at Training for Scouters. It is treated as important and as respectful today as it was eighty years ago. This is actually so in regard to so many things introduced in Scouting by the Founder, for example the Patrol System, the Group System, Camping, the Badge work, the daily good turn and many other things. These are as relevant to day as they were ninety years ago when Scouting was started. Actually these are the specialties of our Movement, which make it distinct from so many youth programmes existing in the world today. As is well known that the Scout Movement is the outcome of the experiment tried by the Founder in 1907 at Brown sea Island Camp for the training of boys in good citizenship where the scheme of Scouting a product of the Founder’s brain was tried by him. The Founder himself acted as the Scoutmaster to do in the case of a Scout Troop. The daily routine, the method of instruction through the Patrol Leaders, the Campfires were all done in the same manner. About the Patrol System, which is the only method of running a Scout Troop, the Founder stated in the report of his experimental camp as below. “The patrol was the unit for work of play. The boys were put on their Honour to carry out orders. Responsibility, discipline and competitive rivalry were thus at once established and a good standard of development was ensured throughout the troop. The patrol over night camps with the patrols away from the main camp on their own and under the leadership of their own boy leaders were of special concern to B.P. They were to show him whether one of the corner stones of his Boys Scouts Scheme – the Patrol system – was sound or not, whether it would be depended upon to work”. They talk of Micro teaching these days – but we know that B.P. introduced it years ago. The experimental Camp proved the efficiency of his scheme. It was to be a school of training in citizenship through wood craft. (a) This experimental Camp decided two things: that the scheme of ‘Scouting for Boys’ as evolved and experimented in this camp could be successfully implemented with boys; and That for the implementation of the scheme – an efficient Adult Leader, the Scoutmaster was needed. To improve the efficiency of the Scoutmaster, proper training was necessary. Years which followed strengthened this view. The Founder started working of this and he developed the details of the training courses of Scoutmaster along lines he had laid down as early as 1913. It was to consist of three parts; a theoretical part covering the fundamental of Scouting as explained in his book ‘Aids to Scout mastership’, a practical part of a week in the camp; and as administrative part in the form of Scoutmaster’s performance in his own troop. War having started in 1914; attention of B.P. and others was diverted to the more important work of services of the country by the Scouts. But B.P.’s thought turned frequently to the future welfare of Scouting when peace was attained. He realaised that, because of the different, and not always good way in which Scouting had come to be practised, some provision should have to be made for the training of the leaders, so that the enthusiasm of the boys was not damped by dull routine nor the value of personal leadership, W. de. Bois Maclaran, expressed his wish to donate a camping site easy of access to the Scouts of East London. The two met and agreed that a place should be sought for in order to provide both camping for Scouts and a Centre for the training of Scouters. Gilwell was found and acquired, much necessary work started and the place opened in 1919. Capt. Frances Gidney was appointed Camp Chief. He continued till 1923. Gilwell started as a Scoutmasters Training School and year by year expanded in scope. The first Scoutmaster’s training course was held at Gilwell on 8th Sept. 1919. It followed the pattern B.P. had used with boys on Browne sea twelve years before. The patrol system was again put to test with the nineteen participants divided into patrols and living a patrol life. The instruction also to the same form as Browne sea. Each day a new subject was introduced and covered in demonstrations, practices and game. The Kudu Horn that had called the boys into action on Browne sea was used for all signals. B.P. laid it down that the training courses should run in a camp with the Scoutmaster forming a Scout troop or in the case of Cub master, a cub pack B.P. intended that as far as possible instruction is put into practice to make quite sure that the training of the boy is also kept very practical and very active. What should these men be given as a token of having finished their training camp? The usual and obvious thing would be some kind of certificate but B.P. did not care for Certificate. He rummaged his trophies and Souvenir for suggestion and pulled out the long string of wooden beads he had found in Dinizuliu’s deserted hut in Ceza bush during the Zul War in 1888. He presented each man who had taken part in the camp with one of these beads. These simple wooden Beads signifying the completion of the training course soon became one of the most highly prized possessions a Scoutmaster could want. The beads gave the training its name of Wood Badge Course. As the number of courses all over the world increased, and as the stock of these beads in the necklace of Dinizule exhausted the Gilwell Park started preparing own beads for presentation to the Scouters. It is satisfying to note that even though with the change of times, the Associations in various countries and also the World Bureau have brought about considerable change in the syllabus content and conduct of these courses, the Beads are still accepted as the insignia for these Scouters who complete this training. It is also happy sign that in our country also after the formation of the Bharat Scouts & Guides in 1950, the Wood Badge (now named as the Himalaya Wood Badge) was retained as insignia for completion of Adult Leader Training and also as a symbol of unity in World Scouting, and our National Training Centre at Pachmarhi prepare and issue the beads from the wood available at the Centre itself. The first cub master Wood Badge was held in 1927. Several complete specialist courses over shorter periods were held during the first fifteen years of the Gilwell life. In 1924, policy changes as under took place in regard to training of Scouters as approved by the Founder. (i) More emphasis was placed on Wood Badge Courses in the Provinces so as to make practical training more available i.e. policy of decentralization in training was adopted. Emphasis was laid on the importance of preliminary or District Training, and also on the position of the District Commissioner as the Leader of his Scouts. More stress was laid on the fact that Akela Leader (for cub training) and Deputy Camp Chief (for Scouts & Rover training) were members of the Gilwell Training Team and also on the value of combined. Cooperative work. This resulted in the gradual development of the International Training Team. This was recognized by the 11th International Scout Conference in France in 1947. In 1924, the Empire Jamboree at Webly brought 161 Scouters to Gilwell and 70 others distributed to other centres. Many training centres on the lines of Gilwell were conceived by men on these courses that had been specially appointed Deputy Camp Chiefs. It was a natural growth in the terms of the Founder. Since 1919, a number of courses were held at Gilwell from India Col. Wilson and Sir Alfred Pickford attended a Wood Badge Courses in the summer of 1921. In February 1921, they conducted the first Wood Badge Course in Bengal. It is reported that in old Bombay Province Smt. A.C.Miller, the State Secretary after from Gilwell in 1921, November conducted Wood Badge Camp at Lonavala in 1922-23. Since 1923 after retirement from Bengal Police service, Col Wilson helped Scouting by running courses  for Patrol Leaders and beginners in Scoutmastership as well as by holding Wood Badge Courses. In 1934, three courses Cub, Scout and Rover were held at Pachmarhi on the bank of the Lake near Pachmarhi Bazaar and in 1956, the M.P. Government made a grant of land in Pachmarhi for the establishment of the National Training Centre. This Provided a Most suitable place for Wood Badge Courses for the country. Wood Badge Courses were also held at various other camping centres by D.C.Cs. and A.K.Ls. for states at Taradevi, Jodhpur, Jaipur, Seetlakhet, (UP), Bihar, Madras, AP, Bombay, Bengal etc. It is difficult to state in correct figures the number of such Wood Badge Courses held in the Country since the inception of the Movement in our Country and Wood Badge Scheme, but the National Training Centre have endeavored to maintain a record since the National Training Centre was founded at Pachmarhi in 1956. The records show a figure of 6789 Scouters having completed the Wood Badge in all the three Sections of the Movement. It must be admitted that the Wood Badge Scheme has attracted our Scouters and has inspired them for better work. We all know that the Wood Badge – the beads of a Wood in a lace and the Parchment which accompanies it, is a symbol of the completion of the adult leader training and of unity of world Scouting. It is an insignia of a clan of Scouters who have dedicated themselves and have pledged for the service of the boys of the country by giving them better Scouting. We also know that it does not confer a degree or a status, which raises its recipient higher than the development of the Movement in the Country. On the other hand it is continuous reminder to the Scouter weaving the Wood Badge of the following: (I) That he has undertaken to serve the boys under his care with efficiency, to give proper lead to them and that he has to continue his efforts to improve his efficiency as a Scouter. That he has undertaken to give his leadership in a voluntary Movement in the humblest manner without any sense of age in him; That he has undertaken to inspire his younger brother Scouters by setting his personal example of service with efficiency, discipline and fellowership of his leaders and; That he has undertaken to strengthen his belief in the principles and methods of Scouting and to propagate it by living the Scout Promise and Law himself. So during this celebrations of eighty years of Wood Badge let each one of us do a little introspection to find for ourselves how far we have gone to achieve these objectives and then let us pray to seek the blessings of God to give us the right direction to enable us to serve the children of our country through the Wood Badge training in a better manner than what we could do so far. 

WAGGGS

WAGGGS World Association of Girl Guides and Girl Scouts World Association of Girl Guides and Girl Scouts is the International Umbrella Organisation for Guiding in the World, composed of national Member Organisations who have accepted the principles of membership and are working on the lines laid down by the founder, Lord Baden Powell. The WAGGGS consists of :- World Conference World Board and World Bureau. The World Conference is the policy making body which meets once in 3 years, the world conference is composed of 2 delegates each from every member country. Each National Organisation got One vote irrespective of the size of its membership. Visitors are allowed in the conference depending on the strength of the membership. World Board is composed of 12 elected members, and acts on behalf of the World Conference between its meetings. The members are elected for a term of 6 years. The Chairperson of the board is elected by the members of the Board. 1/3 of the members retires in each conference. The world board meets at least once a year usually at Olave Centre, London. World Bureau :- The World Bureau in London is the headquarters and Secretariat of the WAGGGS. It was setup in 1928. It carries out the policies and orders of the World Board and implements the policies in addition to information support to National Organisations. All the operations of the World Guide Bureau is from its headquarters from London. World Guide Centers : There are 4 world guide Centers: 1. Pax Lodge – London. 2. Our Chabana – Mexico. 3. Our Chalet – Switzerland. 4. Sangam – Pune, India. Each World Centre has its own sub-committee of members from all over the World. They review the progress and formulate the plans and proposals for its development. Various international events are organised at these centers. WAGGGS receives income from Quota i.e., the membership fee, Grants, Donations, Thinking day contribution, Endowment funds etc. WAGGGS development fund was established in 1990 for support of General development and special projects. More details on WAGGGS can be obtained from www.wagggsworld.org

QUIZ , WRITTEN TEST 1 TO 8

QUIZ –011.World Br Thkg Day Feb 2.BP died Nyeri 3.South India 1909 4.Help other P 2nd Pro 5.Motto Be-Prepared 6.NF Saffron,Wh,Gr 7.BSG Flag Dk sky blue 8.WF reef World brhd 9.PrS Veer Deva Veer 10.52sec Nat Anth 11.COH Chair PL 12.BP6-Stomach 3rd 13. . . . I need yr help 14. ) ) > Cross obstcl 15.Cradle – Sheet bend 16.Shrtn-Sheep shank 17 Bandage-Reef kn 18.Diagonal St Clove H 19.Not Fire Triangle (Lactic acid)Fuel Air Ignition Temperature 20.SouthEast =135 21.Forward 360=180 22.Cassiopi =5 23.Burns=ColdWater 24.Width= Similar Trngl 25.Rifles=FiremanChr 26. Trestle=9 Lashings 27.Odd=Inch to Ft Artist RedIndian (Napo) 28.Choking= Heimlich 29.SurveyOInd=Derdn 30. Contour=Brown 95. QUIZ-021.NHQ=Delhi 2.Salute=Whoever sF 3. Nat Anth=52 sec 4.LH shake=Ashanti 5. Thinking Day=Feb22 6.FirstWJamb= 1920 7.BSG Emb=3 8.Age=10-16 9. SFB=1908 10.Flag s=DayalShBt 11. Day Hike=Compass 12.BP6=Chest 2nd 13.LifeLine=Bowline 14.Odd=Sheet B (Bow) SheepSh.ReefKn 15.HighwayMH =Draw 16.King of kn=Bow 17.Timber= Diagonal 18.Trestle=9 19.Odd=Rope Peg Mallet (Scarf) 20.UrsaMajor=GtBr 21.nnn=Grave yard 22.wnw=292.5 23. Odd=Prismatic (Geom)Mag Silva com 24.Not map making=(inchtoft)Rd trv.Tria PlaneTbl 25.Impesa=Wolf dnsl 26.TS spb=3 27.Find North=(Cass) Leo Taurus Gemini 28.Map= SurveyOfInd 29 Not FirstAid=Heiml (Bucket chain) Sling Gauze 30.ShoeLace=SlipReef QUIZ-031.Max Patrol=8 2.Types North=3 3. COH observ=SM/GC 4.NNE=22.5 5.Bbearg270=90 6.N Anth=52sec 7. Without cut=SheepSh 8.6thp Law= Discipline 9.Height=3x24/8 10. Bandage=Reef 11.No change=Pole star 12.Group Flag=80x120 13.BSG formed=1950 14.GridRef=228668 15.Words=1cm 1km 16.COHmem= PLs 17.WoodcrS=TrsrHunt 18.Trest le=6 staves 19.SW=225 20.Forward 120=300 21.NA=Rabndrnt Tag 22. Diagonal=Timber 23.1907=S Mv started 24.LH shake=Ashanti 25. Width=16x8/8 26.BP6 Stomach=3 27.BSGRatio=3:2 28.CrystalPal= 1909 29.Grid508392=B 30.1:50000 rf 4cm=2km QUIZ -04 1.State Chief Commissioner-Mr.Perumalsamy 2.135°-SE 3. Lashings end with-Clove Hitch 4.First Experimental Camp-Brownsea Island 5.To join 2 slippery ropes-Fisherman’s knot 6.Cassiopea-5 stars 7.Pulserate -72 8. 08.01.1941=BP died 9.8th point of Law-A Scout is Thrifty 10.Mafeking – 217days 11.Ribs- 10 pairs 12.Grid reference -152812 13.Dist.Secy scarf colour-Green 14.Gillwel park-England 15.Patrol maximum-8 16.Width -50 17. Prayer song – 90 sec 18.Court of Honour members- Patrol Leaders 19. Odd- Discipline 20.Temperature-98.4 f 21.Thickness of Rope =Diametre 22. Left Hand Shake –Ashanti tribes leader Prempeh 23.WNW-292.5° QUIZ -05 (tny Choose the Best Answer 10x2): 1.The First Scout camp was experimented by –a.Lord Baden Powell 2.Mafeking is in a.South Africa 3. The Bharat Scouts & Guides Formation Day was –a.07.11.1950 4.The Scout /Guide Motto is- a.Be-prepared 5.The 4th point of Scout/ Guide Law is –c. Courteous 6.Which is not compulsory in Scout Uniform –d.Staves 7.The Bharat Scouts & Guides Flag Song is composed by –a.Dayal Shankar Bhat 8.Our Prayer Song is to be sung by –a.90 sec 9.The World Scout Flag colour is –a.Purple 10.The highest award for a Scout/Guide is –a.Rashtrapati Award (Match the following 10x2) 1.COH members are –Patrol Leaders 2. ____ Silence/Alert 3.Best Move of a Patrol –Kite shape 4.BP designed the 4th exercise for –Trunk 5.For Nature Study Project –Hikes are useful 6.King of the knots –Bowline 7.Parts of Triangular Bandage cloth are –Point, Sides, Ends, Base 8.     –Gone Home 9.Scarfs are useful in –First Aid 10.Patrol Emblems are drawn in –Red colour. (True or False 10x2)(any 10) 1.Figure of Eight Lashings are useful  to prepare Tripoid. 2.Round Turn & Two half hitches are used to tie the Tent 3.Wet and Dry pits must be at the entrance of a Tent 4.The Fire triangle is the compination of Material, Gas & Heat 5.Altar Fire is used in Wet land 6.We use sand to put out Chemical Fire 7. East, West, North & South are the main directions.8.True North, Magnetic North & Grid North are the Three types of Norths 9.”Orion” is helpful to find North 10.The “Plough” is not a part of the “Great Bear” 11.We use Triangular Bandage for Head Bandage 12.For Stings & Bites rub the place with onion 13.Artist Method is used to Estimate the height of a tree 14.Triangulation method is one of the method in Estimation 15.Balanced Diet and Nutritious Diet are good for Health. (Fill in the Blanks 15x2) 1.Draw Hitch was used in the past by (Robberer) 2.Fireman’s Chair knot is used to rescue persons from (Fire accident) 3.To pull heavy weight things we use (Timber Hitch) 4. Eye splice is used to make (loop) at the end of the rope 5.A Ditch or Trench should be digged around the (Tent) 6.Tents should not be (pitched) in the direction of the wind 7.In a Trestle we use (8 Square) Lashings and (1 Diagonal) Lashing 8.Avoid (swimming) while we feel tired 9.(Artist) is one of the method for Estimating height 10.Over bleedings leads to (fainting) 11.In First Aid A,B,C, “C” Means (circulation of Blood) 12.(Stop) Bleeding (do not stop) Breathing is the Key word in First Aid 13.We can use (pad) on the broken bones to keep it stiff 14.We should not touch (Electric) shock person directly with wet hand 15.The “Survey of India” Head quarters office is in (Dehradun) (Picture 3m, Sentence 7m, 1x10) Describe one of the proficiency badge that you earned for Rajya Puraskar Award in fifteen lines. Draw the badge.QUIZ -06 (tnx Choose the Best Answer 10x2) 1.The Founder of our Movement was –a.Baden Powell 2.The “Scouting for Boys” book was first published in b.1908 3.The WOSM Headquarters is in –a.Geneva 4.”Thinking Day” was celebrated on –a.22nd February 5.The Minimum & Maximum strength of a Troop/Company is –b.12-32 6.Scout/Guide Las has –c.9 points 7.The Scout/ Guide Prayer Song is composed by –a.Veer Deva Veer 8.Our National Anthem is to be sung by –a.52 Seconds 9.The size of our Troop Flag is –b. 120c.m. x 80c.m. 10.The shape of the scarf is –a.Triangle (Match the following 10x2) 1.A Patrol consists of =6-8 Members 2. …— =PL come here 3.Stomach is benefited by =BP’s 3rd Exercise 4.First Aid is for =Life Saving 5.To join two Ropes=Sheet Bend 6.Patrol Flags are in =White colour 7.Wood Craft Signs are =on the right side of the river 8.In First Aid we use=Reef knot 9.Going for a Hike=COH resolution is compulsory 10.Shoe & Cheppal rack = Gadgets. (Say True or False 10x2 Any 10) 1.Timber Hitch is used to start the Diagonal Lashing 2.Marline Spike/Lever Hitch are same 3.Fisherman Knot is for shortening a rope without cutting it 4.In Campfire we use Cone Fire 5.To stop Grass Fire approach the fire from the opposite side 6.For Electrical Fire “Switch off” the main first 7.135° is the bearing of the South East 8.There are 3 Norths 9.”Constellation” means Group of Stars 10.Pouring Water on the Burns make it dangerous 11.A Scout has to throw a Life Line atleast for 10 mtrs 12.Shado Method is helpful to measure height in Coudy Days 13.”SPCA” is associated with Hotel 14.Altar Fire is useful in cooking 15.North is on the Top of the Map (Fill in the Blanks 15x2) 1.The other name of the Draw Hitch is (Highway man’s hitch) 2.(Fireman’s chair) knot is used to lift patients from building 3.Man harness knot is useful at the time of mountain (climbing) 4.(Eye) splice is used to make a loop at the end of a rope 5.Short Splice is used to join (ropes) 6.Instead of whipping we use (back) splice 7.(Round turn) and two half hitches are used to tie Tents 8.To prepare a Trestle we use (9) lashings 9.While swimming we wear (tight) fitting dresses 10.Artist Method is used to (estimate) height 11.In Red Indian method we have to see the top of the tree by (45) Degrees 12.In First Aid A, B,C “B” means (stop blood) 13. 3 types of fractures are, (simple) compound & complicated 14.For Arm Fracture we use Triangular suspension (sling) 15. Actual distance of 10cm is (5 km) if RF is 1:50000 in a map (Picture 3 m, Sentence 7 m 1x10) Describe one of the proficiency badge that you earned for Rajya Puraskar Award in Fifteen lines, Draw the badge.QUIZ -07 (tnw Choose the Best Answer 10x2) 1.The Experimental Camp was conducted at –a. Brownsea Island 2.The founder of our movement was –a.Baden Powell 3.The Crystal Palace Rally held in the Year -d.1910 4. ”Nyeri” is in –a.Kenya 5.The Scout/Guide Age is –a.5-10 years 6.A Scout/ Guide salutes in –b.Three Fingures 7.Our National Anthem is composed by –a.Tagore 8.BS & G Flag Song is to be sung by –a.45 sec 9.Minimum & Maximum strength of a Troop / Company is -c.24-32 10.The colour of the Secretary’s Scarf –a.Green (Match the following 10x2) 1.Patrols are named by =Animals, Birds & Flowers 2.BP’s 2nd exercise is for =Chest 3.__ means = Be Ready/Look out 4.Reef knot is used to tie =the ends of a rope 5.In Cuff and Collar Sling =we use clove hitch 6.  =Go this way 7.Patrol Flag size is =30cm x 30cm x 20cm 8.Two types of Bandages are =Roller, Triangular 9. Walking with a purpose=Hike 10.Useful for Gadget =Spade, Knife (True or False 10x2 Any 10) 1.All the lashings are started with Clove Hitch 2.Rolling Hitch is used to pull Logs by the Elephants 3.Sheer Lashing is used to prepare Flag Post 4.The parts of the “Fire Triangles” are Oxygen, Heat & Material 5.Cone Fire is useful for cooking 6.Bucket Chain method is used in Petrol Bunk 7.There is only one North 8.The Bearing of North West is 315° 9. Pole Star is fixed in the North 10.For Bleeding from Nose ask the Patient to breath through mouth 11.We cannot use our Scarf for improvised stretcher 12.Lumberman’s method is useful to Estimate the width of a river 13.Traffic Signal ∩ means Turn Left 14.Cooking with utensils is called Back-woodsman cooking 15.”Blue Cross” Movement is connected with the “Friend to Animals” Badge. (Fill in the Blanks 15x2) 1.Fireman’s Chair Knot has two loops for (lifting) person from Building 2.For preparing a Rope Ladder we use (Lever/Marline spike hitch) 3.Eye splice is used to make a Loop at the (end) to a rope 4.To join Two Ropes we use (Sheet Bend) 5.(Back) splice is a type of a Whipping 6.To pitch a Tent we need Minimum of (8) pegs. 7.There are (9) lashings in a Trestle 8.After taking food we can swim after (30) minutes. 9.Shadow method is for finding (height) of a tree. 10. (Fainting) is caused because of fear 11.In First Aid A,B,C: ‘A’ means (Air) 12.’Stop Bleeding, (Do not stop) Breathing’ is the rule for First Aid 13.For Collar Bone Fracture we use (Triangular) Sling 14.First remove (water) from the stomach of the Drowning Person 15.Contour Lines are drawn in (Brown) Colour. (Picture3m Sentence 7m ,1x10) Describe one of the proficiency badges that you earned for Rajya Puraskar Award in Fifteen Lines. Draw the badge.QUIZ -08 (tnv Choose the Best Answer 10x2) 1.The first scout camp was held in c.Brown sea Island 2.Birth Date of Lord Baden Powell –father of Scouting c.22.02.1857 3.Scout Movement in India was started in the year –d. 1910 4.Seva Samithi Scout Association was started in the year –a.1915 5. Which part of the scout law emphasise about brotherhood –c.Third 6.Eighth point of scout law stresses what –a.Thrifty 7.Scout sign is shown when –a. giving scout promise 8.’The bravest of the brave shakes hand with the left’ who told this –d.Ashanti chief 10.Which part of the Bharat Scouts and Guides symbol represents India –d.Ashok chakra.(Match the following 10x2) 1.Court of Honour –Patrol Leaders 2.Patrol in Council –knowing scouts views 3.© Gone home 4.To reduce the length of the rope without cutting – Sheep shank 5.Helps to tie cattle in a pole –Clove hitch 6.Wet the bandage with cold water and keep the bandage always wet –Sprain 7.Injury caused by spilling of boiling oil –Burn 8.Normal pulse rate of Human being -72 times 9.BP exercise for head –First 10.The knot in the life line –Bowline (True or False 10x2 Any 10) 1.Figure of eight lashing is used to make a tripod stand 2.Diagonal lashing used for making sheer legs 3.Apply oil on the blade of the axe when not in use 4.Scouts should bury the burnt logs after cooking 5.More smoke will not be there in star fire 6.Regulator of the gas cylinder should not be closed in the case of gas leak 7.The angle of the North direction is 360° 8.The opposite direction of East North East is West South West 9.In Cassiopea constellation there are 7 stars 10.If you fold the broad bandage twice you’ll get narrow bandage 11.Man’s eyes can be seen clearly at a distance of 45 metres 12.The distance between the two finger tips of the stretched hands will be equal to his height 13.Temperature of Human held 98.4°C 14.Napolion method is used to estimate the width of a river 15.Scouts use their paces to estimate distance (Fill in the Blanks 15x2) 1.In the fracture, if bone do not cut open the skin it is called (simple) fracture 2. Insufficient blood circulation to the brain causes (Fainting) 3.While administering first aid to a person affected by electric shock first ensure he has no connection with (Electricity) 4.While representing scale 1cm=10km can be written as (1:1000000) in RF method 5.The body that prepares maps in India is (Survey of India) 6.Height is represented by (Contours) in a map 7.In a map police station is represented as (PS) 8.Axe should be inclined to (45°) while used for cutting 9.(Whipping) prevent rope from fraying. 10.The North represented by the grid lines in a map is (Grid) north 11.(Fireman’s chair) knot is used for lowering a fainted person from the place of fire 12.In mouth to mouth respiration air must be blown (12) times in a minute 13.In morse signal calling up signal is (8 dits) 14.The method helps to trace of path travelled is (stalking) 15.(Sheet Bend) is used to join two ropes of different thickness. (Picture 3m Sentence 7m 1x10) RP -15 lines with picture

SIX AREAS OF TRAINING

THE BHARAT SCOUTS & GUIDES, National Training Centre PACHMARHI AREAS OF TRAINING 1). FORMAL TRAINING 2). INFORMAL TRAINING 3). PERSONAL SUPPORT 4). SELF TRAINING 5). TRAINING ASSIGNMENT 6).  TRAINING STUDIES FORMAL TRAINING – TRAINING COURSES PRACTICAL SKILLS   PROGRAMME PLANNING     LEADERSHIP Planning the Personal Growth of young People Planning the Development of work Unit Administration Evaluation Exercising Responsibility INFORMAL TRAINING During training courses - After the training courses - Leaders meet – Meetings-   Visits PERSONAL SUPPORT By meeting Leaders of Adults (Commissioners) From District level officials From Heads of Institutions /Group leader SELF TRAINING ……..By reading and using available material through. ……..By acquiring skills out side scouting (professional). ……..By applying the lesson learnt. ……..By evaluation of his own performance. ……..By observing the work of others. TRAINING ASSIGNMENT Practical projects, activities that have precisely defined objectives. The assignments are to be practiced in the Units with the members. TRAINING STUDIES Studies containing questions, which is to be answered after self study  or reading literature pertaining to the subject. ***************

WOSM

WORLD ORGANISATION OF SCOUT MOVEMENT The World Organization of the Scout Movement is an international, non-governmental organization which is composed of three principle parts: the World Scout Conference (also, see the international events section) the World Scout Committee the World Scout Bureau WORLD SCOUT CONFERENCE The Conference is the "general assembly" of Scouting. It is the governing organ of the World Organization and is composed of all members. It meets every three years. Members of the World Organization are national Scout organizations which have been recognized by the World Scout Conference. Only one organization is recognized in each country. In some countries there are national Federations which include more than one Scout association. Member organizations are represented at World Scout Conferences by a maximum of six delegates. Observers authorized by their national Scout organization are also eligible to register and attend. The aim of the Conference is to promote the unity, integrity and development of Scout Movement worldwide. This is achieved through a structure and content designed to: facilitate exchanges of ideas and information among members formulate the general policy consider reports and recommendations from the World Scout Committee and from member organizations conduct the formal business of the World Organization - elections, applications for membership, registration fees, amendments to the Constitution and By-Laws, etc. WORLD SCOUT COMMITTEE The World Scout Committee is the executive body of the World Organization of the Scout Movement. It is responsible for the implementation of the resolutions of the World Scout Conference and for acting on its behalf between its meetings. The Committee is composed of 14 members. Twelve, each from different countries, are elected for six-year terms. The members do not represent their country but the interests of the Movement as a whole. The Secretary General, and the Treasurer, of the World Organization of the Scout Movement are ex-officio members of the Committee. The chairmen of the regional Scout committees participate in the World Scout Committee meetings in a consultative capacity. The Committee meets twice a year, usually in Geneva, Switzerland. Its Steering Committee, consisting of the Chairman, two Vice-Chairmen, and the Secretary General meet as needed. WORLD SCOUT BUREAU The World Scout Bureau is the secretariat of the World Organization. The Bureau is directed by the Secretary General of the World Organization of the Scout Movement. The Secretary General is appointed by the World Committee and is the chief administrative officer of the Organization. History and Location The Bureau was first established in London, England in 1920. It moved to Ottawa, Canada in 1959, and to Geneva, Switzerland in 1968. Regional offices are located as follows, with the principle office being listed first: Africa Region: Nairobi, Kenya; Dakar, Senegal and Capetown, South Africa Arab Region: Cairo, Egypt Asia Pacific Region: Manila, Philippines Eurasia Region: Yalta-Gurzuf, Ukraine, and Moscow, Russian Federation European Region: Geneva, Switzerland, and Brussels, Belgium Interamerican Region: Santiago, Chile Functions As the secretariat of the World Organization, the World Bureau has a number of Constitutionally-defined functions. It assists the World and Regional Scout Conferences, and the World and Regional Committees and their subsidiary bodies in the fulfillment of their functions. This includes the preparation of meetings and the provision of the necessary services to implement the decisions of the various bodies. It provides services for the promotion of Scouting throughout the world. It maintains relations with national Scout organizations and helps them develop Scouting in their country. It promotes the development of Scouting in countries where it does not exist. It supervises the organization of international and regional Scout events such as world and regional jamborees. It maintains relations with international organizations whose activities are concerned with youth matters. The World Bureau carries out these functions in a number of different ways: providing the support for committees, task forces and working groups developing and conducting courses in the field providing advice and giving technical assistance preparing publications publishing regular newsletters of Scouting news The World Bureau's operations are financed partly from the annual registration fee paid by national Scout organizations, based on their membership. Other support comes from foundations, corporations, development agencies, and individuals. Support also comes from the World Scout Foundation, which is building a capital (endowment) fund. Contributions to the Foundation are invested permanently to produce a regular income for the benefit of the World Organization. The Foundation also receives non-capital donations for international Scouting  INFORMATION ABOUT THE CHAIRMAN Herman Hui, Hong Kong, is the elected Chairman of the World Scout Committee. - World Scout Committee membership Hammamet, Tunisia, 8 September 2005 - Herman Hui, a Hong Kong lawyer and businessman has been elected chairman of the World Scout Committee, the governing body of the World Organization of the Scout Movement. He was elected on the occasion of the 37th World Scout Conference being held 5-9 September in Tunisia. He announced his desire to "open the Scout movement" and support the process of revising the governence of the nearly 100-year-old organization with the goal of strengthening the unity and effectiveness of the movement. Mr. Hui, a British citizen, has been in Scouting 43 years, and is actively involved in social action projects of the Scout Association of Hong Kong. He has initiated exchanges between Hong Kong Scouts and young people in China. "Scouting activities are warmly received in China," he explained. Each year the Hong Kong Scouts organize activities jointly with the Chinese Youth Federation to offer Chinese youth the opportunity to benefit from training programmes Secretary general Dr. Eduardo Missoni became Secretary General of the World Organization of the Scout Movement on 1st April 2004. In this position he leads an organization of some 28 million members, boys and girls, men and women, in 216 countries and territories. Dr. Missoni was a Scout, and a young Scout leader in Italy. He proudly says that Scouting has shaped his life, and he strongly believes that Scouts today can bring real change to make a better world. He became a medical doctor, specializing in tropical medicine, and started his professional life as a volunteer doctor in Nicaragua. Later he worked as a UNICEF officer in Mexico. He has a strong personal experience in and commitment to the development of civil society initiatives for disadvantaged youth, and a dedication to the promotion of active citizenship. For 16 years he was responsible for the Italian government's health cooperation programmes in Latin America and sub-Saharan Africa. He has extensive field experience with youth development issues in a wide variety of cultures. He remains a professor at the prestigious Bocconi University Management School in Milan, where he is involved in studies on Development Cooperation Management and Global Strategies for Health. - Dr. Missoni's personal web site (in Italian) 40 years ago on 7th July, Eduardo Missoni made his Scout Promise in Italy. Ever since then he has strived to live up to it in his daily life. He invited the World Scout Bureau staff to join him in 2005 as he renewed his Scout Promise and celebrated the event. Photo Victor Ortega.

YOUTH PROGRAMME

THE BHARAT SCOUTS & GUIDES, N.T.C. PACHMARHI DEFINITION  OF  YOUTH   PROGRAMME Youth Programme is the totality of what young people do in Scouting / Guiding (activities). How it is done (the Scout / Guide Method) and the reason why it is done (the purpose). This definition adopted in the last World Conference held in Paris, July, 1990, further explains the four key words (i.e. TOTALITY, WHAT, HOW AND WHY) which we may explain as: TOTALITY: The Youth Programme in Scouting / Guiding covers the complete span of a young person’s experience in the Movement.  It starts when the youngest member joins the Movement, typically somewhere between the age of six and eight, and ends when the oldest member leaves, usually between the age of eighteen and twenty six.  It is a progressive process of education through largely recreational means. WHAT: The Youth Programme encompasses all activities that young people in Scouting / Guiding take part in: camping and outdoor activities, community service and community development projects, earning standard and proficiency badges, games, ceremonies, patrol and troop / company meetings, etc.  All of these must have one thing in common; they must be attractive and challenging to young people. HOW: The Youth Programme in Scouting / Guiding has one fundamental dimension which determines how it is carried out, the Scout / Guide Method.  As defined in the Constitution of the World Organisation of the Scout / Guide Movement, the Scout / Guide method is: a system of progressive self education through: a promise and law Learning by doing Membership of small groups (for example the patrol system) involving youths, under adult guidance, progressive discovery and acceptance of the responsibility and training towards self-government directed towards the development of character, and the acquisition of competence, self reliance, dependability and the capabilities both to cooperate and to lead. Progressive and stimulating programme of varied activities based on the interest, of the participants, including games, useful skills, and services to the community, taking place largely in an outdoor setting in contact with nature. WHY: The Youth Programme is based on the principles of Scouting / Guiding, duty to God, duty to others and duty to self – and is the means to achieving the purpose of Scouting / Guiding to contribute to the development of young people in achieving their full physical, intellectual, social and spiritual potentials as individuals, as responsible citizens and as members of their local, national and international communities

GENDER EQUALITY

Gender equality A generic symbol for gender equality Gender equality, also known as sex equality,gender egalitarianism, sexual equality, orequality of the genders, is the view that everyone should receive equal treatment and not be discriminated against based on their gender.[1] This is one of the objectives of the United Nations Universal Declaration of Human Rights, which seeks to create equality in law and in social situations, such as indemocratic activities and securing equal pay for equal work. In practice, the objective of gender equality is for people to acquire, if they so choose, equal treatment throughout a society, not just in politics, the workplace, or any other policy-designated sphere. To avoid complication, genders besides women and men will not be treated in this article. History Gender biasesEdit There has been criticism from some feminists towards the political discourse and policies employed in order to achieve the above items of "progress" in gender equality, with critics arguing that these gender equality strategies are superficial, in that they do not seek to challenge social structures of male domination, and only aim at improving the situation of women within the societal framework of subordination of women to men,[23] and that official public policies (such as sate policies or international bodies policies) are questionable, as they are applied in a patriarchal context, and are directly or indirectly controlled by agents of the male dominated system.[24] One of the criticisms of the gender equality policies, in particular those of the European Union, is that they disproportionately focus on policies integrating women in public life, but do not seek to genuinely address the deep private sphere oppression.[25] A further criticism is that a focus on the situation of women in non-Western countries, while often ignoring the issues that exist in the West, is a form of imperialism and of reinforcing Western moral superiority; and a way of "othering" of domestic violence, by presenting it as something specific to outsiders - the "violent others" - and not to the allegedly progressive Western cultures.[26]These critics point out that women in Western countries often face similar problems, such as domestic violence and rape, as in other parts of the world.[27] They also cite the fact that women faced de jure legal discrimination until just a few decades ago; for instance, in some Western countries such as Switzerland, Greece, Spain, and France, women obtained equal rights in family law in the 1980s.[28][29][30][31] Another criticism is that there is a selective public discourse with regard to different types of oppression of women, with some forms of violence such ashonor killings (most common in certain geographic regions such as parts of Asia and North Africa) being frequently the object of public debate, while other forms of violence, such as the lenient punishment for crimes of passion across Latin America, do not receive the same attention in the West.[32] In 2002, Widney Brown, advocacy director for Human Rights Watch, pointed out that "crimes of passion have a similar dynamic [to honor killings] in that the women are killed by male family members and the crimes are perceived [in those relevant parts of the world] as excusable or understandable".[32] It is also argued that the criticism of particular laws of many developing countries ignores the influence of colonialism on those legal systems, especially of the French Napoleonic Code,[33] which was extremely powerful in its influence over the world (historian Robert Holtman regards it as one of the few documents that have influenced the whole world[34]) and which designated married women a subordinate role, and provided for leniency with regard to 'crimes of passion' (which was the case in France until 1975[35]). Efforts to fight inequalityEdit See also: Gender inequality World bodies have defined gender equality in terms of human rights, especially women's rights, and economic development.[36][37]UNICEF describes that gender equality "means that women and men, and girls and boys, enjoy the same rights, resources, opportunities and protections. It does not require that girls and boys, or women and men, be the same, or that they be treated exactly alike."[38] UNFPA stated that, "despite many international agreements affirming their human rights, women are still much more likely than men to be poor and illiterate. They have less access to property ownership, credit, training and employment. They are far less likely than men to be politically active and far more likely to be victims of domestic violence."[39] Thus, promoting gender equality is seen as an encouragement to greater economic prosperity.[36] For example, nations of theArab world that deny equality of opportunity to women were warned in a 2008 United Nations-sponsored report that this disempowerment is a critical factor crippling these nations' return to the first rank of global leaders in commerce, learning and culture.[40]That is, Western bodies are less likely to conduct commerce with nations in the Middle East that retain culturally accepted attitudes towards the status and function of women in their society in an effort to force them to change their beliefs in the face of relatively underdeveloped economies. In 2010, the European Union opened theEuropean Institute for Gender Equality (EIGE) in Vilnius, Lithuania to promote gender equality and to fight sex discrimination. Gender equality is part of the national curriculum in Great Britain and many other European countries. Personal, Social and Health Education, religious studies andLanguage acquisition curricula tend to address gender equality issues as a very serious topic for discussion and analysis of its effect in society. A large and growing body of research has shown how gender inequality undermines health and development. To overcome gender inequality the United Nations Population Fundstates that, "Women's empowerment and gender equality requires strategic interventions at all levels of programming and policy-making. These levels include reproductive health, economic empowerment, educational empowerment and political empowerment."[41] UNFPA says that "research has also demonstrated how working with men and boys as well as women and girls to promote gender equality contributes to achieving health and development outcomes."[41] Violence against womenEdit Acid attack victim in Cambodia Anti-FGM road sign, Bakau, Gambia, 2005 Main article: Violence against women Violence against women is a technical term used to collectively refer to violent acts that are primarily or exclusively committed against women. This type of violence is gender-based, meaning that the acts of violence are committed against women expressly becausethey are women, or as a result of patriarchal gender constructs. The UN Declaration on the Elimination of Violence Against Womendefines violence against women as "any act of gender-based violence that results in, or is likely to result in, physical, sexual or psychological harm or suffering to women, including threats of such acts, coercion or arbitrary deprivation of liberty, whether occurring in public or in private life" and states that:[42] "violence against women is a manifestation of historically unequal power relations between men and women, which have led to domination over and discrimination against women by men and to the prevention of the full advancement of women, and that violence against women is one of the crucial social mechanisms by which women are forced into a subordinate position compared with men" According to some theories, violence against women is often caused by the acceptance of violence by various cultural groups as a means of conflict resolution within intimate relationships. Studies on IPV victimization among ethnic minorities in the United Studies have consistently revealed that immigrants are a high-risk group for intimate violence.[43][44] Forms of violence against women includesexual violence (including war rape, marital rape and child sexual abuse, the latter often in the context of child marriage), domestic violence, forced marriage, female genital mutilation, forced prostitution, sex trafficking,honor killings, dowry killings, acid attacks,stoning, flogging, forced sterilization, forced abortion, violence related to accusations ofwitchcraft, mistreatment of widows (e.g.widow inheritance). Fighting against violence against women is considered a key issues for achieving gender equality. The Council of Europe adopted the Convention on preventing and combating violence against women and domestic violence (Istanbul Convention). In Western countries which are overall safe (i.e. where gang murders, armed kidnappings, civil unrest, and other similar acts are rare) the vast majority of murdered women are killed by partners/ex-partners: as of 2004-2009, former and current partners were responsible for more than 80% of all cases ofmurders of women in Cyprus, France, andPortugal.[45] By contrast, in countries with a high level of organized criminal activity and gang violence murders of women are more likely to occur in a public sphere, often in a general climate of indifference and impunity.[45] In addition, many countries do not have adequate comprehensive data collection on such murders, aggravating the problem.[45] In some parts of the world, various forms of violence against women are tolerated and accepted as parts of everyday life; according to UNFPA:[46] "In some developing countries, practices that subjugate and harm women - such as wife-beating, killings in the name of honour, female genital mutilation/cutting and dowry deaths - are condoned as being part of the natural order of things." In most countries, it is only in recent decades that violence against women (in particular when committed in the family) has received significant legal attention. The Istanbul Convention acknowledges the long tradition of European countries of ignoring, de jure orde facto, this form of violence. In itsexplanatory report at para 219, it states: "There are many examples from past practice in Council of Europe member states that show that exceptions to the prosecution of such cases were made, either in law or in practice, if victim and perpetrator were, for example, married to each other or had been in a relationship. The most prominent example is rape within marriage, which for a long time had not been recognised as rape because of the relationship between victim and perpetrator."[47] In Opuz v Turkey, the European Court of Human Rights recognized violence against women as a form discrimination against women,[48] para 200: "[T]he Court considers that the violence suffered by the applicant and her mother may be regarded as gender-based violence which is a form of discrimination against women."[49] This is also the position of the Istanbul Convention which reads: "Article 3 – Definitions, For the purpose of this Convention: a "violence against women" is understood as a violation of human rights and a form of discrimination against women [...]".[50] In some cultures, acts of violence against women are seen as crimes against the male 'owners' of the woman, such as husband, father or male relatives, rather the woman herself. This leads to practices where men inflict violence upon women in order to get revenge on male members of the women's family. Such practices include payback rape, a form of rape specific to certain cultures, particularly the Pacific Islands, which consists of the rape of a female, usually by a group of several males, as revenge for acts committed by members of her family, such as her father or brothers, with the rape being meant to humiliate the father or brothers, as punishment for their prior behavior towards the perpetrators.[51][52] Reproductive and sexual health and rightsEdit Main articles: Reproductive health and Reproductive rights Further information: Forced sterilization, Forced pregnancy, and Forced abortion Global maternal mortality rate per 100 000 live births, (2010)[53] In 2010, Sierra Leone launched free healthcare for pregnant and breastfeeding women A wall along a residential lane inGuangzhou, China with family planning posters stressing the importance of balanced sex-ratios, in order to prevent sex-selective abortion The importance of women having the right and possibility to have control over their body, reproduction decisions and sexuality, and the need for gender equality in order to achieve these goals are recognized as crucial by theFourth World Conference on Women in Beijing and the UN International Conference on Population and Development Program of Action. The World Health Organization (WHO) has stated that promotion of gender equality is crucial in the fight against HIV/AIDS.[54] Maternal mortality is a major problem in many parts of the world. UNFPA states that countries have an obligation to protect women's right to health, but many countries do not do that.[55] Maternal mortality is considered today not just an issue of development but also an issue of human rights.[55] UNFPA says that, "since 1990, the world has seen a 45 per cent decline in maternal mortality – an enormous achievement. But in spite of these gains, almost 800 women still die every day from causes related to pregnancy or childbirth. This is about one woman every two minutes."[56]According to UNFPA:[57] "Preventable maternal mortality occurs where there is a failure to give effect to the rights of women to health, equality and non-discrimination. Preventable maternal mortality also often represents a violation of a woman’s right to life." The right to reproductive and sexual autonomy is denied to women in many parts of the world, through practices such as forced sterilization, forced/coerced sexual partnering (e.g. forced marriage, child marriage), criminalization of consensual sexual acts (such as sex outside marriage), lack of criminalization of marital rape, violence in regard to the choice of partner (honor killingsas punishment for 'inappropriate' relations). Amnesty International’s Secretary General has stated that: "It is unbelievable that in the twenty-first century some countries are condoning child marriage and marital rape while others are outlawing abortion, sex outside marriage and same-sex sexual activity – even punishable by death."[58] All these practices infringe on the right of achieving reproductive and sexual health. High Commissioner for Human Rights Navi Pillayhas called for full respect and recognition of women's autonomy and sexual and reproductive health rights, stating:[59] "Violations of women's human rights are often linked to their sexuality and reproductive role. Women are frequently treated as property, they are sold into marriage, into trafficking, into sexual slavery. Violence against women frequently takes the form of sexual violence. Victims of such violence are often accused of promiscuity and held responsible for their fate, while infertile women are rejected by husbands, families and communities. In many countries, married women may not refuse to have sexual relations with their husbands, and often have no say in whether they use contraception." Adolescent girls are at the highest risk of sexual coercion, sexual ill health, and negative reproductive outcomes. The risks they face are higher than those of boys and men; this increased risk is partly due to gender inequity (different socialization of boys and girls, gender based violence, child marriage) and partly due to biological factors (females' risk of acquiring sexually transmitted infections during unprotected sexual relations is two to four times that of males').[60] Socialization within rigid gender constructs often creates an environment where sexual violence is common; according to the WHO: "Sexual violence is also more likely to occur where beliefs in male sexual entitlement are strong, where gender roles are more rigid, and in countries experiencing high rates of other types of violence."[61] The sexual health of women is often poor in societies where a woman's right to control her sexuality is not recognized. Richard A. Posner writes that "Traditionally, rape was the offense of depriving a father or husband of a valuable asset — his wife's chastity or his daughter's virginity".[62] Historically, rape was seen in many cultures (and is still seen today in some societies) as a crime against the honor of the family, rather than against the self-determination of the woman. As a result, victims of rape may face violence, in extreme cases even honor killings, at the hands of their family members.[63][64] Catharine MacKinnonargues that in male dominated societies, sexual intercourse is imposed on women in a coercive and unequal way, creating a continuum of victimization, where women have few positive sexual experiences; she writes "To know what is wrong with rape, know what is right about sex. If this, in turn, is difficult, the difficulty is as instructive as the difficulty men have in telling the difference when women see one. Perhaps the wrong of rape has proved so difficult to define because the unquestionable starting point has been that rape is defined as distinct from intercourse, while for women it is difficult to distinguish the two under conditions of male dominance."[65] One of the challenges of dealing with sexual violence is that in many societies women are perceived as being readily available for sex, and men are seen as entitled to their bodies, until and unless women object. Rebecca Cook wrote in Submission of Interights to the European Court of Human Rights in the case ofM.C. v. Bulgaria, 12 April 2003:[66][67] "The equality approach starts by examining not whether the woman said 'no', but whether she said 'yes'. Women do not walk around in a state of constant consent to sexual activity unless and until they say 'no', or offer resistance to anyone who targets them for sexual activity. The right to physical and sexual autonomy means that they have to affirmatively consent to sexual activity." Freedom of movementEdit Women in Afghanistan wearingburqas. Some clothes that women are required, by law or custom, to wear, can restrict their movements A woman of the Haredi burqa sect(utra-Ortodox Jewish) in Meah Shearim, Israel Further information: Freedom of movement The degree to which women can participate (in law and in practice) in public life varies and has varied by culture, historical era, social class and other other socioeconomic characteristics. Seclusion of women within the home was a common practise among theupper classes of many societies, and this still remains the case today in some societies. Before the 20th century is was also common in parts of Southern Europe, such as much of Spain. [68] Women's freedom of movement continues to be legally restricted in some parts of the world. This restriction is often due to marriage laws. For instance, in Yemen, marriage regulations stipulate that a wife must obey her husband and must not leave home without his permission.[69] In some countries, women must legally be accompanied by their male guardians (such as the husband or male relative) when they leave home.[70] The CEDAW states at Article 15 (4) that:[71] Article 15"4. States Parties shall accord to men and women the same rights with regard to the law relating to the movement of persons and the freedom to choose their residence and domicile." In addition to laws, women's freedom of movement is also restricted by social and religious norms - for example purdah, a religious and social practice of female seclusion prevalent among some Muslim communities in Afghanistan and Pakistan as well as upper-caste Hindus in Northern India, such as the Rajputs, which often leads to the minimizing of the movement of women in public spaces and restrictions on their social and professional interactions;[72] or namus, a cultural concept strongly related to family honor. The custom of bride price can also curtail the free movement of women: if a wife wants to leave her husband, he may demand back the bride price that he had paid to the woman's family; and the woman's family often cannot or does not want to pay it back, making it difficult for women to move out of violent husbands' homes.[73][74][75] Restrictions on freedom of movement also exist due to traditional practices such asbaad, swara, or vani, common especially among Pashtun tribes in Pakistan and Afghanistan, whereby a girl is given from one family to another (often though a marriage), in order to settle the disputes and feuds between the families. The girl, who now belongs to the second family, has very little autonomy and freedom, her role being to serve the new family.[76][77][78][79][80] Gendered arrangements of work and careEdit Since the 1950s, social scientists as well as feminists have increasingly criticized gendered arrangements of work and care and the male breadwinner role. Policies are increasingly targeting men as fathers as a tool of changing gender relations.[81] Shared earning/shared parenting marriage, that is, a relationship where the partners collaborate at sharing their responsibilities inside and outside of the home, is often encouraged in Western countries.[82] Western countries with a strong emphasis on women fulfilling the role of homemakers, rather than a professional role, include parts of German speaking Europe - parts of Germany, Austria and Switzerland; as well as the Netherlands and Ireland. In 2011, Jose Manuel Barroso, then president of theEuropean Commission, stated "Germany, but also Austria and the Netherlands, should look at the example of the northern countries [...] that means removing obstacles for women, older workers, foreigners and low-skilled job-seekers to get into the workforce".[83] The Netherlands and Ireland are among the last Western countries to accept women as professionals; despite the Netherlands having an image as progressive on gender issues, women in the Netherlands work less in paid employment than women in other comparable Western countries. In the early 1980s, the Commission of the European Communitiesreport Women in the European Community, found that the Netherlands and Ireland had the lowest labour particupation of married women and the most public disapproval of it.[84] In Ireland, until 1973, there was amarriage bar.[85] In the Netherlands, from the 1990s onwards, the numbers of women entering the workplace have increased, but with most of the women working part time. As of 2014, the Netherlands and Switzerland were the only OECD members where most employed women worked part-time,[86] while in the United Kingdom, women made up two thirds of workers on long term sick leave, despite making up only half of the workforce and even after excluding maternity leave.[87] A key issue towards insuring gender equality in the workplace is the respecting of maternity rights and reproductive rights of women.[88]Different countries have different rules regarding maternity leave, paternity leave and parental leave. In the European Union (EU) the policies vary significantly by country, but the EU members must abide by the minimum standards of the Pregnant Workers Directiveand Parental Leave Directive.[89] Another important issue refers to ensuring that employed women are not de jure or de factoprevented from having a child. For example, some countries have enacted legislation explicitly outlawing or restricting what they view as abusive clauses in employment contracts regarding reproductive rights (for example clauses which stipulate that a woman cannot get pregnant during a specified time) rendering such contracts voidor voidable.[90] In some countries, employers who request women to sign formal or informal documents stipulating that they will not get pregnant face legal punishment.[91]Women often face severe violations of their reproductive rights at the hands of their employers; and the International Labour Organization classifies forced abortioncoerced by the employer as labour exploitation.[92] Being the victim of a forced abortion compelled by the employer was ruled a ground of obtaining political asylum in the US.[93] Other abuses include routine virginity tests of unmarried employed women.[94][95] Girls' access to educationEdit School girls in Gaza Strip Main articles: Female education and Gender and education In many parts of the world, girls' access to education is very restricted. In developing parts of the world women are often denied opportunities for education as girls and women face many obstacles that include: early and forced marriages; early pregnancy; prejudice based on gender stereotypes at home, at school and in the community; violence on the way to school, or in and around schools; long distances to schools; vulnerability to the HIV epidemic; school fees, which often lead to parents sending only their sons to school; lack of gender sensitive approaches and materials in classrooms.[96][97][98] According to OHCHR, there have been multiple attacks on schools worldwide during the period 2009-2014 with "a number of these attacks being specifically directed at girls, parents and teachers advocating for gender equality in education".[99] The United Nations Population Fund says:[100] "About two thirds of the world's illiterateadults are women. Lack of an education severely restricts a woman's access to information and opportunities. Conversely, increasing women's and girls' educational attainment benefits both individuals and future generations. Higher levels of women's education are strongly associated with lower infant mortality and lower fertility, as well as better outcomes for their children." Political participation of womenEdit Main article: Women in government A world map showing countries governmental participation by women, 2010. Headquarters of the National Association Opposed to Woman Suffrage, United States, early 20th century Women are underrepresented in most countries' National Parliaments.[101] The 2011 UN General Assembly resolution on women’s political participation called for female participation in politics, and expressed concern about the fact that "women in every part of the world continue to be largely marginalized from the political sphere".[102]The Council of Europe states that:[103] "Pluralist democracy requires balanced participation of women and men in political and public decision-making. Council of Europe standards provide clear guidance on how to achieve this." Institutions also play an essential role in achieving and enforcing gender equality. However, basic legal and human rights, access to and the control of resources, employment and earnings and social and political participation are still not guaranteed in many social and legal institutions. For example, only 22 per cent of parliamentarians globally are women and therefore, men continue to occupy most positions of political and legal authority.[39] As of November 2014, women accounted for 28% of members of the single or lower houses of parliaments in theEuropean Union member states.[104] In some Western countries women have only recently obtained the right to vote, notably inSwitzerland, where women gained the right to vote in federal elections in 1971;[105] but in the canton of Appenzell Innerrhoden women obtained the right to vote on local issues only in 1991, when the canton was forced to do so by the Federal Supreme Court of Switzerland.[106] In Liechtenstein, women were given the right to vote by the women's suffrage referendum of 1984. Three prior referendums held in 1968, 1971 and 1973 had failed to secure women's right to vote. Economic empowerment of womenEdit Main articles: Women in the workforce, Female economic activity, and Gender-based price discrimination Gender pay gap in average gross hourly earnings in the EU member states, according to Eurostat2014.[107] Female economic activity is a common measure of gender equality in an economy.UN Women states that: "Investing in women’s economic empowerment sets a direct path towards gender equality, poverty eradication and inclusive economic growth."[108] Gender discrimination often results in women ending in insecure, low-wage jobs, and being disproportionately affected by poverty, discrimination and exploitation.[108] The UN Population Fund says that, "Six out of 10 of the world’s poorest people are women. Economic disparities persist partly because much of the unpaid work within families and communities falls on the shoulders of women, and because women continue to face discrimination in the economic sphere."[39] Gender biases also exist in product and service provision. [109] The term "Women's Tax", also known as "Pink Tax", refers to gendered pricing in which products or services marketed to women are more expensive than similar products marketed to men. Gender-based price discriminationinvolves companies selling almost identical units of the same product or service at comparatively different prices, as determined by the target market. Studies have found that women pay about $1,400 a year more than men due to gendered discriminatory pricing. Although the "pink tax" of different goods and services is not uniform, overall women pay more for commodities that result in visual evidence of feminine body image.[110] For example, studies have shown that women are charged more for services especially tailoring, hair cutting and laundering.[109] A growing body of research documents what works to economically empower women, from providing access to formal financial services to training on agricultural and business management practices, though more research is needed across a variety of contexts to confirm the effectiveness of these interventions.[111] Marriage, divorce and property laws and regulationsEdit Equal rights for women in marriage, divorce, and property/land ownership and inheritance are essential for gender equality. CEDAW has called for the end of discriminatory family laws.[112] In 2013, UNWomen stated that "While at least 115 countries recognize equal land rights for women and men, effective implementation remains a major challenge".[113] The legal and social treatment of married women has been often discussed as a political issue from the 19th century onwards.John Stuart Mill, in The Subjection of Women(1869) compared marriage to slavery and wrote that: "The law of servitude in marriage is a monstrous contradiction to all the principles of the modern world, and to all the experience through which those principles have been slowly and painfully worked out."[114] In 1957, James Everett, then Minister for Justice in Ireland, stated: "The progress of organised society is judged by the status occupied by married women".[115] Until the 1970s, legal subordination of married women was common across European countries, through marriage laws giving legal authority to the husband, as well as through marriage bars. In France, married women obtained the right to work without their husband's consent in 1965;[116] while the paternal authority of a man over his family was ended in 1970 (before that parental responsibilities belonged solely to the father who made all legal decisions concerning the children); and a new reform in 1985 abolished the stipulation that the father had the sole power to administer the children's property.[117] In Austria, the marriage law was overhauled between 1975 and 1983, abolishing the restrictions on married women's right to work outside the home, providing for equality between spouses, and for joint ownership of property and assets.[118] Switzerland was one of the last countries in Europe to establish gender equality in marriage, in this country married women's rights were severely restricted until 1988, when legal reforms providing for gender equality in marriage, abolishing the legal authority of the husband, come into force (these reforms had been approved in 1985 by voters in a referendum, who narrowly voted in favor with 54.7% of voters approving).[119][120][121][122] In the Netherlands, although the legal incapacity of a married woman was abolished in 1956, the marriage bar for women civil servants being lifted in 1957, it was only in 1984 that full legal equality between husband and wife was achieved - prior to 1984 the law stipulated that the husband's opinion prevailed over the wife's regarding issues such as decisions on children's education and the domicile of the family.[123][124][125] In 1978, the Council of Europe passed the Resolution (78) 37 on equality of spouses in civil law.[126] In the United States, the wife's legal subordination to her husband was fully ended by the case of Kirchberg v. Feenstra, 450 U.S.455 (1981), a United States Supreme Courtcase in which the Court held a Louisiana Head and Master law, which gave sole control of marital property to the husband, unconstitutional.[127] There have been and sometimes continue to be unequal treatment of married women in various aspects of everyday life. For example, in Australia, until 1983 a husband had to authorise the application by a married woman for a passport.[128] Other practices have included, and in many countries continue to include, a requirement for a husband's consent for an application for bank loans and credit cards by a married woman, as well as restrictions on the wife's reproductive rights, such as a requirement that the husband consents to the wife's acquiring ofcontraception or having an abortion.[129][130] In some places, although the law itself no longer requires the consent of the husband for various actions taken by the wife, the practice continues de facto, with the authorization of the husband being asked in practice.[131] Although dowry is today associated withSouth Asia, the practice has been common until the mid-20th century in parts ofSoutheast Europe. For example, in Greecedowry was removed from family law only in 1983 through legal changes which reformed marriage law and provided gender equality in marriage.[132][133] These changes also dealt with the practice of women changing their surnames to that of the husbands upon getting married, a practice which has been outlawed or restricted in some jurisdictions, because it is seen as contrary to women's rights. As such, women in Greece are required to keep their birth names for their whole life.[134] Laws regulating marriage and divorce continue to discriminate against women in many countries. For example, in Yemen, marriage regulations state that a wife must obey her husband and must not leave home without his permission.[69] In Iraq husbands have a legal right to "punish" their wives, with paragraph 41 of the criminal code stating that there is no crime if an act is committed while exercising a legal right. Examples of legal rights include: "The punishment of a wife by her husband, the disciplining by parents and teachers of children under their authority within certain limits prescribed by law or by custom".[135] In the 1990s and the 21st century there has been progress in many countries in Africa: for instance in Namibia the marital power of the husband was abolished in 1996 by the Married Persons Equality Act; in Botswana it was abolished in 2004 by the Abolition of Marital Power Act; and in Lesotho it was abolished in 2006 by theMarried Persons Equality Act.[136] Violence and mistreatment of women in relation to marriage has come to international attention during the past decades. This includes both violence committed inside marriage (domestic violence) as well as violence related to marriage customs and traditions (such as dowry, bride price, forced marriage and child marriage). Violence against a wife continues to be seen as legally acceptable in some countries; for instance in 2010, the United Arab Emirates's Supreme Court ruled that a man has the right to physically discipline his wife and children as long as he does not leave physical marks.[137]The criminalization of adultery has been criticized as being a prohibition, which, in law or in practice, is used primarily against women; and incites violence against women (crimes of passion, honor killings). A Joint Statement by the United Nations Working Group on discrimination against women in law and in practice in 2012 stated:[138] "the United Nations Working Group on discrimination against women in law and in practice is deeply concerned at the criminalization and penalization of adultery whose enforcement leads to discrimination and violence against women." UN Women also stated that "Drafters should repeal any criminal offenses related to adultery or extramarital sex between consenting adults".[139] Investigation and prosecution of crimes against women and girlsEdit Human rights organizations have expressed concern about the legal impunity of perpetrators of crimes against women, with such crimes being often ignored by authorities.[140] This is especially the case with murders of women in Latin America.[141][142][143] In particular, there is impunity in regard to domestic violence. High Commissioner for Human Rights, Navi Pillay, has stated on domestic violence against women:[144] "The reality for most victims, including victims of honor killings, is that state institutions fail them and that most perpetrators of domestic violence can rely on a culture of impunity for the acts they commit – acts which would often be considered as crimes, and be punished as such, if they were committed against strangers." Women are often, in law or in practice, unable to access legal institutions. UNWomen has said that, "Too often, justice institutions, including the police and the courts, deny women justice".[145] Often, women are denied legal recourse because the state institutions themselves are structured and operate in ways incompatible with genuine justice for women who experience violence - according to Amnesty International, "Women who are victims of gender-related violence often have little recourse because many state agencies are themselves guilty of gender bias and discriminatory practices."[146] Gender stereotypesEdit 1952 portrayal of stereotypes about women drivers, based on the stereotype that women can't drive well. Features Bettie Page. Further information: Gender role Gender stereotypes arise from the socially approved roles of women and men in the private or public sphere, at home or in the workplace. In the household, women are typically seen as mother figures, which usually places them into a typical classification of being "supportive" or "nurturing", while their male counterparts are seen as being "assertive" or "ambitious". [147]Due to these views and expectations, women often face discrimination in the public sphere, such as the workplace. [148] A gender role is a set of societal normsdictating the types of behaviors which are generally considered acceptable, appropriate, or desirable for people based on their sex. Gender roles are usually centered on conceptions of femininity and masculinity, although there are exceptions and variations. The Istanbul Convention contains a definition of "gender", stating that: "“gender” shall mean the socially constructed roles, behaviours, activities and attributes that a given society considers appropriate for women and men". (Article 3–Definitions (c))[149] Harmful traditional practicesEdit Anti-dowry poster in Bangalore, India Prevalence of FGM by country, according to a 2013 UNICEF report[150] "Harmful traditional practices" refer to forms of violence which are committed in certain communities often enough to become cultural practice, and accepted for that reason. Young women are the main victims of such acts, although men can be affected.[151] They occur in an environment where women and girls have unequal rights and opportunities.[152]These practices include, according to theOffice of the United Nations High Commissioner for Human Rights:[152] "female genital mutilation (FGM); forced feeding of women; early marriage; the various taboos or practices which prevent women from controlling their own fertility; nutritional taboos and traditional birth practices; son preference and its implications for the status of the girl child; female infanticide; early pregnancy; and dowry price" Female genital mutilation is defined as "procedures that intentionally alter or cause injury to the female genital organs for non-medical reasons".[153] An estimated 125 million women and girls living today have undergone FGM in the 29 countries where data exist. Of these, about half live in two countries, Egypt and Ethiopia.[154] It is most commonly carried out on girls between infancy and 15 years old.[151] UNFPA and UNICEF state that, "In every society where it is practiced, FGM is a manifestation of deeply entrenched gender inequality. It persists for many reasons. In some societies, for example, it is considered a rite of passage. In others, it is seen as a prerequisite for marriage. In some communities, whether Christian, Jewish, Muslim, the practice may even be attributed to religious beliefs. Because FGM may be considered an important part of a culture or identity, it can be difficult for families to decide against having their daughters cut. People who reject the practice may face condemnation or ostracism. Even parents who do not want their daughters to undergo FGM may feel compelled to participate in the practice."[155] Son preference refers to a cultural preference for sons over daughters, and manifests itself through practices such as sex selective abortion; female infanticide; or abandonment, neglect or abuse of girl-children.[152] Early marriage, child marriage or forced marriage is prevalent in parts of Asia and Africa. The majority of victims seeking advice are female and aged between 18 and 23.[151]Such marriages can have harmful effects on a girl's education and development, and may expose girls to social isolation or abuse.[152][156][157] The 2013 UN Resolution on Child, Early and Forced Marriage calls for an end to the practice, and states that "Recognizing that child, early and forced marriage is a harmful practice that violates abuses, or impairs human rights and is linked to and perpetuates other harmful practices and human rights violations, that these violations have a disproportionately negative impact on women and girls [...]".[158] Despite a near-universal commitment by governments to end child marriage, "one in three girls in developing countries (excluding China) will probably be married before they are 18."[159] UNFPA states that, "over 67 million women 20-24 year old in 2010 had been married as girls. Half were in Asia, one-fifth in Africa. In the next decade 14.2 million girls under 18 will be married every year; this translates into 39,000 girls married each day. This will rise to an average of 15.1 million girls a year, starting in 2021 until 2030, if present trends continue."[159] Abuses regarding nutrition are taboos in regard to certain foods, which result in poor nutrition of women, and may endanger their health, especially if pregnant.[152] Women's ability to control their fertility is often reduced. For instance, in northern Ghana, the payment of bride price signifies a woman's requirement to bear children, and women using birth control face threats, violence and reprisals.[160] Births in parts of Africa are often attended by traditional birth attendants (TBAs), who sometimes perform rituals that are dangerous to the health of the mother. In many societies, a difficult labour is believed to be a divine punishment for marital infidelity, and such women face abuse and are pressured to "confess" to the infidelity.[152]The custom of bride price has been criticized as contributing to the mistreatment of women in marriage, and preventing them from leaving abusive marriages. UN Women recommended its abolition, and stated that: "Legislation should [...] State that divorce shall not be contingent upon the return of bride price but such provisions shall not be interpreted to limit women’s right to divorce; State that a perpetrator of domestic violence, including marital rape, cannot use the fact that he paid bride price as a defence to a domestic violence charge."[51] The caste system in India which leads tountouchability (the practice of ostracizing a group by segregating them from the mainstream society) often interacts with gender discrimination, leading to a double discrimination faced by Dalit women.[161] In a 2014 survey, 27% of Indians admitted to practicing untouchability.[162] Tribal traditions can be harmful to males; for instance, the Satere-Mawe tribe use bullet ants as an initiation rite. Men must wear gloves with hundreds of bullet ants woven in for ten minutes: the ants' stings cause severe pain and paralysis. This experience must be completed twenty times for boys to be considered "warriors".[163] Other harmful traditional practices includemarriage by abduction, ritualized sexual slavery (Devadasi, Trokosi), breast ironing andwidow inheritance.[164][165][166][167] Portrayal of women in the mediaEdit Main article: Exploitation of women in mass media The way women are represented in the media has been criticized as interfering with the aim of achieving gender equality by perpetuating negative gender stereotypes. The exploitation of women in mass media refers to the criticisms that are levied against the use or portrayal of women in the mass media, when such use or portrayal aims at increasing the appeal of media or a product, to the detriment of, or without regard to, the interests of the women portrayed, or women in general. Concerns include the fact that the media has the power to shape the population's perceptions and to influence ideas, and therefore the sexist portrayals of women in the media may impact on how society sees and treats women in real life.[168] One common criticism of the way women are represented in the media is that the media reinforces stereotypical societal views of "what women are for", by portraying women either as submissive housewives or as sex objects.[169] According to a study, the way women are often portrayed by the media can lead to: "Women of average or normal appearance feeling inadequate or less beautiful in comparison to the overwhelming use of extraordinarily attractive women"; "Increase in the likelihood and acceptance of sexual violence"; "Unrealistic expectations by men of how women should look or behave"; "Psychological disorders such as body dysmorphic disorder, anorexia, bulimia and so on"; "The importance of physical appearance is emphasized and reinforced early in most girls' development." Studies have found that nearly half of females ages 6–8 have stated that they want to be slimmer. (Striegel-Moore & Franko, 2002)".[170] HealthEdit Further information: Gender disparities in health Social constructs of gender (that is, cultural ideals of socially acceptable masculinity andfemininity) often have a negative effect on health. The WHO cites the example of women not being allowed to travel alone outside the home (to go to the hospital), and women being prevented by cultural norms to ask their husbands to use a condom, in cultures which simultaneously encourage male promiscuity, as social norms that harm women's health. Teenage boys suffering accidents due to social expectations of impressing their peers through risk taking, and men dying at much higher rate from lung cancer due to smoking, in cultures which link smoking to masculinity, are cited by the WHO as examples of gender norms negatively affecting men's health.[171]The WHO has also stated that there is a strong connection between gender socialization and transmission and lack of adequate management of HIV/AIDS.[54] Informing women of their rightsEdit While in many countries, the problem lies in the lack of adequate legislation, in others the principal problem is not as much the lack of a legal framework, but the fact that most women do not know their legal rights. This is especially the case as many of the laws dealing with women's rights are of recent date. This lack of knowledge enables to abusers to lead the victims (explicitly or implicitly) to believe that their abuse is within their rights. This may apply to a wide range of abuses, ranging from domestic violence to employment discrimination.[172][173] The United Nations Development Programme states that, in order to advance gender justice, "Women must know their rights and be able to access legal systems".[174] The 1993 UN Declaration on the Elimination of Violence Against Women states at Art. 4 (d) [...] "States should also inform women of their rights in seeking redress through such mechanisms".[175] Enacting protective legislation against violence has little effect, if women do not know how to use it: for example a study of Bedouin women in Israel found that 60% did not know what arestraining order was;[176] or if they don't know what acts are illegal: a report by Amnesty International showed in Hungary, in a public opinion poll of nearly 1,200 people in 2006, a total of 62% did not know that marital rape was an illegal (it was outlawed in 1997) and therefore the crime was rarely reported.[177][178] Ensuring women have a minim understanding of health issues is also important: lack of access to reliable medical information and available medical procedures to which they are entitled hurts women's health.[179] Gender mainstreamingEdit Main article: Gender mainstreaming Gender mainstreaming is the public policy of assessing the different implications for women and men of any planned policy action, including legislation and programmes, in all areas and levels, with the aim of achieving gender equality.[180][181] The concept of gender mainstreaming was first proposed at the 1985 Third World Conference on Women in Nairobi, Kenya. The idea has been developed in the United Nations development community.[182] Gender mainstreaming "involves ensuring that gender perspectives and attention to the goal of gender equality are central to all activities".[183] According to the Council of Europe definition: "Gender mainstreaming is the (re)organization, improvement, development and evaluation of policy processes, so that a gender equality perspective is incorporated in all policies at all levels and at all stages, by the actors normally involved in policy-making."[103] An integrated gender mainstreaming approach is "the attempt to form alliances and common platforms that bring together the power of faith and gender-equality aspirations to advance human rights."[184] For example, "in Azerbaijan, UNFPA conducted a study on gender equality by comparing the text of the Convention on the Elimination of All Forms of Discrimination against Women with some widely recognized Islamic references and resources. The results reflect the parallels between the Convention and many tenets of Islamic scripture and practice. The study showcased specific issues, including VAW, child marriage, respect for the dignity of women, and equality in the economic and political participation of women. The study was later used to produce training materials geared towards sensitizing religious leaders."[184]