Multi-Faceted Traditional and Ritual Resources of Africa
Exploring Second Screening Behaviors of Participants in Blantyre, Malawi: Motivations and Gratification Implications
Factors of Negative Psychic State, Anxiety, and Depression of Waterlogged Farmers in Bangladesh: A Farming Disaster
Transforming Innovative Educational Practices for Environmental Sustainability
Categorizing and Defining the Dominance and Suppression into Positive and Negative Conscious, Subconscious and Unconscious Mind States
Importance of Universal Human Values in Education System: An Overview
Competing Gender Discourses: A Multi-modal Analysis of Gender Representations and Femininity in a Philippine Magazine
Self - Esteem and Body Image: A Correlational Study
Technology and Pottery Evolution: Pottery Practices in South Western Nigeria
Awareness of Human Rights, Legal Literacy, and Social Well being of Secondary School Students of Srinagar And Budgam Districts of Jammu and Kashmir
Episodic Medication Adherence among Adolescents with Human Immuno Deficiency Virus (HIV): Roles of Parental Involvement and Peer Pressure in Receiving Treatments in Lagos, Nigeria
Competing Gender Discourses: A Multi-modal Analysis of Gender Representations and Femininity in a Philippine Magazine
Categorizing and Defining the Dominance and Suppression into Positive and Negative Conscious, Subconscious and Unconscious Mind States
Qualitative Case Study on HBCU Students' Perceptions of the Sources of Academic Self-Efficacy in Online Learning
Women in Panchayats: The History, the Perspective and the Background
This study documents the creative process of experimenting with Asian classical performance systems and adapting them for contemporary staging. The paper investigates the processes of borrowing in contemporary performances and develops a model of this type of contemporary staging called the EICP (Exploration, Improvisation, Choreography, and Performance) Model. The paper talks about how actors, who aren't familiar with Asian traditional arts, are trained, stressing the importance of repetition in learning movements and understanding their deeper meanings. The study concludes that creative artists need to be careful and conscious in the process of borrowing forms and acknowledges the difficulties and rewards of experimenting with this kind of creative work, highlighting the need for careful consideration and adaptation in the borrowing process to make a meaningful modern performance.
Women in the past experienced a variety of socioeconomic obstacles that prohibited them from fully participating in the workforce and limited their access to possibilities for development and advancement. Women's Skill development means the process of developing and perfecting the skills, knowledge and expertise of women so that they can be empowered and actively participate in various sectors of society. It aims to close the gender gap by giving women the skills they need to succeed in their personal and professional lives. Women have historically faced many barriers and discrimination that have limited their access to education, employment opportunities and Skill development programs. However, governments, organizations and communities have recognized the importance of gender equality and women's empowerment and have increasingly focused on promoting women's skills development. Scholarly studies on empowering females have gained popularity in the past few decades, and many investigations are being carried out to examine various facets of this issue. Financial independence constitutes an essential facet of women being empowered. The involvement of women in occupations is commonly acknowledged as an essential component in fostering growth in the economy and minimizing inequality. A research investigation conducted in 2004 by Kabeer and Mahmud showed that financial independence for women may manifest in higher incomes, greater nutrition and wellness, and increased authority over home decisions. By empowering women through technology and entrepreneurship, we can pave the way for economic transformation and sustainability. It is essential to work with governments, educational institutions, industry experts and women themselves to design and implement comprehensive programs that address the specific needs and challenges of women in developing their skills. We can create a more inclusive, fairer and more sustainable world by empowering women and enabling them to reach their full potential. In order to achieve sustainable economic change and ensure a brighter future for all, it is important that we continue to prioritize and invest in the development of women's skills.
Globally, there is an augmentation of women's participation in leadership positions in various organizations, yet representation of women in the main decision-making body is still a problem and Bhutan is not an exception. In the context of the under representation of women in school leadership positions, the study was carried out to explore the attitudes and aspirations of women teachers towards school leadership positions in western Bhutan. The study employed a convergent mixed-method design to comprehend the problem of the research. The data was collected using survey questionnaires and Focus Group Discussions [FGD]. Descriptive statistics were employed to analyze the attitudes and aspirations of women teachers towards school leadership positions. The findings of the study revealed that women teachers have a positive attitude towards school leadership positions (Mean = 5.48, SD = 0.28). The qualitative findings also supported this positive predisposition. Most of FGD participants expressed confidence in their ability to be effective leaders. However, a significant proportion (42.3%) indicated a lack of aspiration for leadership roles. Additionally, the study identified barriers such as family responsibilities, societal stereotypes, and educational qualifications that hinder women's aspirations for leadership roles. Based on the findings of the study, recommendations for practical implementation and potential avenues for future research are put forward.
Like other coastal countries, Bangladesh is also facing the numerous adversities raised from natural disasters and climate change hazards. The present study examines the implementation challenges in disaster affected areas and identifies the possible ways to make the social safety-nets (SSNs) more effective in coastal Bangladesh. Using a qualitative approach, data were collected from Raruli and Vobanipur villages at Paikgaccha Upazilla in Khulna district through Focus Group Discussions (FGDs), Key Informant Interviews (KII) and observation. This study found that Bangladesh provides these (SSNs; e.g. VGF, GR, TR, CoDRH, FFW/FW and EGPP) in the coastal areas during the religious festivals and normal and emergency period as well to alleviate poverty, decrease food crisis, reduce disaster risks and climate vulnerabilities. Additionally, the traditional 'top down' approach for selecting beneficiaries and the existing distribution process creates obstacles to find out the actual targeted people. Findings show there are some challenges (e.g. faulty beneficiary targeting process, complex selection criteria, excessive political interference, mal-functioning of local committee, location of the support distribution center etc.) especially during the implementation phases. This study argues that as a good initiative of the government, the local people do not get the utmost benefits from the SSNPs and there is discrimination in the community in selecting beneficiaries. The study suggests that, to achieve the ultimate goals of SSNPs, such as reducing corruption and political interference, the local beneficiary selection committee should function properly.
Education is universally acknowledged to benefit individuals and promote national development. If we envision a world that values equality, tolerance and the well-being of all those who live in it, then we need to instill these values in young minds through education in a proper way. It is the educational institutions that mould children's ideas, beliefs, and attitudes and experiences, which they are likely to carry throughout their life. The educational system mostly relies on textbooks that are largely accessed by students and teachers across the country for conveying knowledge and values. Textbooks are a basic vehicle of socialization and have economic and ideological implications. While going through various science textbooks it was felt that gender concerns have not been integrated in a meaningful manner. It may give rise to gender inequalities, i.e. differences between men and women that systematically favor one group. Gender refers to the socially constructed roles, behavior, activities and attributes that a given society at a given time and place considers appropriate for men and women, and boys and girls and the relationships between them. To inculcate a culture of gender equality, science textbooks need to be revised to sieve out words, phrases disparaging women, use of gender-biased visuals, distinct roles and behaviors that are defined for boys and girls, and men and women in a society. Educators and textbook illustrators need to make conscious efforts to overcome the gender biases that creep into science textbook besides science content, by keeping the concepts of gender in mind. The aim of this paper is to consider the overall environment of the science textbooks in relation to gender, and to explore the possibilities of how the textbooks can be used as a powerful lever of social change in propagating gender equality and universal values.
