Women and the employment sector in India – A Review

2021 ◽  
Vol 12 (3) ◽  
pp. 137-142
Author(s):  
Sumanta Bhattacharya ◽  
Bhavneet Kaur Sachdev

Women constitute half of the population in India women development and empowerment is the pillar to enhance the economy of India. If India includes 50 % of the women into the workforce the annual growth can reach from1.5 % GDP to 9 %. Just because half of the population is kept away from the workforce, our development is slow. Gender inequality is the main drawback of the Indian society, which has made India remained underdeveloped in many ways. Traditional values and orthodox mentality has never allowed India developed internally. Poverty and hunger is also the product of gender inequality in India, women discrimination at the workplace, there is less payment for more work no social security they are becoming victims of sexual exploitation where as there are some states which are very safe for women like Pune Chandigarh where the police is in charge of making the city safe for women and girl. It is very necessary for the starting to promote gender equality at the school level, people should taught on sex education, violence, sexual violence, there should be more coed schools where both girls and boy study together strict rules and regulation in the society with women police available for the safety of women.

2018 ◽  
Vol 3 (1) ◽  
Author(s):  
Diah Retno Anggraini

<em>It is estimated that around 40,000-70,000 children become victims of sexual exploitation and about 100,000 children are trafficked each year. It clearly proves the children’s lack of knowledge about sex education they should have gained in their first year from their caregivers, in this case their mothers. Entering the age of 1-2, children’s curiosity and ability to speak and to remember begin to increase quite well. This is the right time to continuously enrich their vocabularies and hone their ability to remember and speak by introducing body parts like hair, nose, knees, heels, and so on. Autism is a term used to describe a type of pervasive disorder in a child resulting in a disturbance or delay in cognition, language, behavior, communication and social interaction. Providing education and understanding is a special challenge for caregivers. This study illustrates how the role performed and displayed by the caregiver (mother) of autistic individuals in introducing the parts of body. The method used in the study is a qualitative method with case study approach by conducting observation and interview with the caregiver of autistic children. The result of the study indicates that the full role of caregiver (mother) produces autistic children with independent behavior. They can understand their body parts, maintain the hygiene of body parts and understand what body parts that may be touched and not</em>


Author(s):  
Makhloufi Said

This study aimed to identify the level of using Information storage strategies formemorizing the Qur'an by the koranic school students in light of the variables: Gender, academic level, and age. To achieve the objectives of the study, the researcher used descriptive approach. The researcher applied a questionnaire of his design after confirming its psychometric properties on a sample of 82 students, including 40 males and 42 females within koranic schools in the city of Batna Algeria, for the academic year 2014/2015. The results showed the koranic school students use regulatory, cognitive, and emotional strategies respectively to save the koran and that the level of using of these strategies was 74,3%. The results also showed a statistically significant differences in the level of using these strategies due to gender. Cognitive and organizational strategies came in favor of females while emotional strategy came in favor of males. The results showed also statistically significant differences in the level of using these strategies in favor of the school level (secondary, and university) within cognitive and organizational strategies. No statistically significant differences was found among the sample in regard to age.


2013 ◽  
Vol 115 (1) ◽  
pp. 1-27
Author(s):  
Linda J. Sax ◽  
Tiffani A. Riggers ◽  
M. Kevin Eagan

Background/Context As opportunities for public and private single-sex education have expanded, the debate surrounding this issue has become more heated. Recent reviews of research on single-sex education have concluded that the evidence is mixed, due in large part to the difficulty of attributing differences between single-sex and coeducational students specifically to the single-sex nature of their experience, as opposed to other differences between single-sex and coeducational schools and their attendees. This study comes at a time of renewed national interest in the value and appropriateness of single-sex education, especially as changes to Title IX have expanded the opportunities to establish single-sex classes and activities, and contributes new data with a focus exclusively on the academic engagement of female students from single-sex and coeducational high schools. Purpose/Objective/Research Question/Focus of Study This study addresses whether levels of academic engagement differ between single-sex and coeducational settings. Research Design The study uses self-reported survey data and multilevel modeling to address secondary school-level effects in a national sample of women entering college. Findings/Results The analyses suggest that attendance at a single-sex high school remains a significant predictor of academic engagement even after controlling for the confounding role of student background characteristics, school-level features, and peer contexts within each school. Specifically, women attending all-girls high schools report higher levels of academic engagement across numerous fronts: studying individually or in groups, interacting with teachers, tutoring other students, and getting involved in student organizations. However, these results may also be attributed to other features that differentiate single-sex from coeducational schools, such as smaller enrollments and racial/ethnic diversity of the schools in this study. Conclusions/Recommendations Although the results of this study support the claims that all-female environments provide a unique opportunity for young women to thrive, these results should be interpreted with some caution. Because of the limitations of the study, it is difficult to make definitive inferences about the relationship between single-sex education and academic engagement, and we cannot assert with confidence that school gender alone is responsible for higher academic engagement. The study points the way for future research that further distinguishes the role of individual and school-level attributes and ideally examines this issue using longitudinal data. Finally, given the current expansion of single-sex education in the public schools, future research ought to employ these methodological advances in studies on single-sex public education and should consider the consequences of single-sex settings for both female and male students.


Author(s):  
Samantha Caslin

This chapter examines the development of some of Liverpool’s most significant moral welfare organisations between the late-Victorian period and the end of the First World War. It unpacks the early historical trajectories of the House of Help, the Liverpool Vigilance Association, the Liverpool Catholic Women’s League and the Liverpool Women Police Patrols, and it argues that these organisations continued to view women’s relationship to the city through the lens of Victorian gender ideals. Moreover, the chapter examines how the pioneering and well-intended efforts of these organisations to craft a ‘respectable’ form of public womanhood during the first two decades of the twentieth century were still steeped in presumptions about the immorality of the working class, and working-class women in particular.


1979 ◽  
Vol 11 (11) ◽  
pp. 1289-1304 ◽  
Author(s):  
K Y Wong

The notion of a mental map implies that the spatial actor possesses some kind of internal mental ordering of the external environment that he consults in the process of making movement decisions or responding to environmental stimuli. The aim of mental-map studies is to elicit information about the environment from the individual in terms of the characteristics and locational relationship of spatial forms, the qualities attributed to environmental elements, as well as the preferences for and the evaluation of spatial opportunities. This paper is concerned only with the locational aspects of mental maps. A direct mapping method was employed to extract information on the way in which the spatial actor mentally structured the environment into a coherent picture. Analysis was focussed on map styles and map sophistication and their relationships with various characteristics of the respondents. Findings indicate a strong inclination towards the sequential-type maps, which are organised around major paths. This implies that most residents conceive of the city as a set of movement experiences. Most maps produced are lacking in detail, pointing to a low legibility of environmental elements in the study area. Map styles and map sophistication show statistically significant relationships with the respondents' sex, education, occupation, and income, but not with their age, length of residence, and mode of transport. The results are generally in congruence with research findings in Western cities.


2018 ◽  
Vol 17 (6) ◽  
pp. 701-722
Author(s):  
Julia Sandahl

This study employs Macro-level Strain Theory (MST) as a framework to provide a better understanding of the way in which the structural and social context of Stockholm schools covaries with self-reported violent and general offending. The findings contribute to the literature in this area by directing a special focus at the interplay between the theory’s macro-level components and some individual-level mechanisms that may be assumed to condition the effect of strain on offending. Using multi-level data on 4789 students nested in 82 schools (violent offending) and 4643 students nested in 83 schools (general offending) in the City of Stockholm, the study notes significant contextual effects of anger, meaninglessness and life dissatisfaction on offending. School-level deprivation appears to have a confounding effect on the relationship between school-contextual negative affect and offending. Further, school-contextual anger influences some individuals more than others. Implications of these findings are discussed.


2021 ◽  
Vol 6 (1) ◽  
pp. 6-13
Author(s):  
Helen Roitberg

Bill C-36, or the Protection of Communities and Exploited Persons Act, which was introduced in Canada in 2014, made the purchase of sexual services illegal. To the end of eliminating sex work, Bill C-36 rests on the premise that sex work is inherently exploitative, and that sex workers and their communities are harmed by the exchange of sexual services. Considering that Indigenous women are overrepresented among sex workers and disproportionately victims of severe violence, this paper examines the goals of Bill C-36 in conversation with Canada’s ongoing project of colonialism. This paper demonstrates that Bill C-36 upholds the systemic devaluation of Indigeneity by which Indigenous women’s bodies are rendered deserving of violence, and by which this violence is normalized and invisibilized. Rather than protect ‘victims’ of sexual exploitation, Bill C-36 relies on the colonial stereotypes of the Indigenous prostitute to reimagine sexually autonomous Indigenous women as inherent threats to (white) Canadian society and themselves, and thereby justify state regulation in both public and private spaces.


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