Zar

Author(s):  
Hager El Hadidi

Zar is both a possessing spirit and a set of reconciliation rites between the spirits and their human hosts: living in a parallel yet invisible world, the capricious spirits manifest their anger by causing ailments for their hosts, which require ritual reconciliation, a private sacrificial rite practiced routinely by the afflicted devotees. Originally spread from Ethiopia to the Red Sea and the Arabian Gulf through the nineteenth-century slave trade, in Egypt zar has incorporated elements from popular Islamic Sufi practices, including devotion to Christian and Muslim saints. The ceremonies initiate devotees—the majority of whom are Muslim women—into a community centered on a cult leader, a membership that provides them with moral orientation, social support, and a sense of belonging. Practicing zar rituals, dancing to zar songs, and experiencing trance restore their well-being, which had been compromised by gender asymmetry and globalization. This new ethnographic study of zar in Egypt is based on the author's two years of multi-sited fieldwork and first-hand knowledge as a participant, and the collection and analysis of more than 300 zar songs, allowing access levels of meaning that had previously been overlooked. The result is a comprehensive and accessible exposition of the history, culture, and waning practice of zar in a modernizing world.

2016 ◽  
Vol 3 (3) ◽  
Author(s):  
Dr. Nishat Afroz

The purpose of the study was to identify and compare the emotional intelligence, general well-being and social support of working and non-working Muslim women and to find out the relationship between emotional intelligence, general well-being and social support of Muslim women. Sample of the study comprised of 80 females subjects divided into two groups. One group was consisted of 40 working females from teaching profession and other group was consisted of 40 non-working females i.e., housewives. All subjects were belonged to Muslim religion and were drawn from the city of Varanasi. Data have been analysed by using descriptive analysis, t-test, and coefficient of correlation. Findings indicated that working and non-working Muslim females did not differ on any of the scale i.e., emotional intelligence, general well-being and social-support.


10.28945/4275 ◽  
2019 ◽  
Vol 14 ◽  
pp. 367-382 ◽  
Author(s):  
Lilia Mantai

Aim/Purpose: This paper investigates the role of social support in the PhD. Despite universities’ efforts to provide a collegial PhD experience, candidates report isolation and loneliness in doctoral education – a factor contributing to attrition. Background: Previous research (Mantai & Dowling, 2015) defined social support in four categories: moral, emotional, guiding and mentoring, companionship, and collegiality. Social support is facilitated in various formal and informal groupings. Socialisation into scholarly communities promotes researcher identities through a sense of belonging. Developing a strong researcher identity through social connections benefits a student’s physical and emotional well-being, PhD progress, and investment in researcher careers. Methodology: This paper is based on thematic analysis of focus groups and one-on-one interviews with 64 PhD candidates from two Australian metropolitan universities. Contribution: Students’ perspectives on social support during PhD study are largely missing in the literature, as more importance is placed on academic support. This paper provides rich empirical evidence to show that support afforded by candidates’ personal, social, and professional relationships is critical in doctoral candidates’ identity development. Findings: First, investigating social support from the student perspective shows that it promotes students’ researcher identity development, sense of belonging, and community. Second, the paper extends our understanding of what social support means as it examines this concept in the context of student diversity. This paper confirms social support in the PhD extends beyond the institutional higher degree research environment and includes outside support by family, friends as well as online communities. Recommendations for Practitioners: Promote and improve support services, networking opportunities, and social connections within academia and beyond. Invest in understanding students’ diverse backgrounds and individual circumstances as well as goals. Recommendation for Researchers: Evaluate existing social support structures in place and identify social support needs of doctoral candidates at your particular institution. Impact on Society: Institutions, governments, and individuals heavily invest in PhD degrees financially and psychologically. This research aims to improve outcomes for society by developing skilled and confident graduates. Future Research: Future research ought to focus on the issues experienced by students of particular demographic backgrounds and on how to best support them.


Author(s):  
Jesús Saiz ◽  
Clara González-Sanguino ◽  
Berta Ausín ◽  
Miguel Ángel Castellanos ◽  
Ana Abad ◽  
...  

AbstractIn this study we intend to understand the impact of the COVID-19 crisis and the subsequent stay-at-home orders, on the Spanish population's sense of belonging at three moments in time: at the beginning of the lockdown, after one month of lockdown and with the return to the “new normality”. A cross-sectional study was conducted through an online survey (N0 = 3480; N1 = 1041; N2 = 569). The sense of belonging was evaluated by means of four Likert-type items. These questions included membership in different groups: work/studies, friends, family and neighborhood or community. Sociodemographic and COVID-19-related data were collected. Additionally, mental health, spiritual well-being, loneliness, social support and discrimination were assessed. Descriptive analyses were carried out and linear regression models compiled. The sense of belonging increased significantly during confinement, dropping dramatically with the start of the return to the “new normality” process. The only variable that showed interaction with time and sense of belonging was discrimination. Work condition (not working providing the lowest sense of belonging scores), social support from friends and loneliness were the main predictors of the sense of belonging. The impact caused by the pandemic and the actions adopted during the first weeks regarding the sense of belonging is evident. It has been a key variable in dealing with COVID-19. Actions are now needed to increase our sense of belonging to face the post-epidemic crisis and avoid a greater impact in other areas.


2021 ◽  
Vol 13 (23) ◽  
pp. 12944
Author(s):  
Sylvan Blignaut ◽  
Gary Pheiffer ◽  
Lesley Le Grange ◽  
Suriamurthee Maistry ◽  
Labby Ramrathan ◽  
...  

The COVID-19 pandemic has exposed a plethora of inequalities in South Africa. These inequalities have had a direct impact on the 2030 Agenda for Sustainable Development Goals (SDGs). SDG 3 (good health and well-being) and SDG 4 (quality education) were the focus of this article. This article investigated how students enrolled at a South African residential university perceived the impact of the COVID-19 pandemic on their well-being, their success in completing their studies and their future career prospects. A quantitative survey research design was followed. Data were collected by means of a questionnaire from 537 students in a South African university. Statistical Package for Social Sciences software version 27 was used to analyze the data. The results indicated direct influences on student well-being from concerns that arose from COVID-19 about future job concerns, degree completion, social support and belonging. The relationship between concerns about degree completion was moderated by a sense of belonging (social identification) but not by social support. The study has significant implications for how higher education institution governors and academics might consider reconceptualizing notions of student support, beyond the narrow, technical and basic curriculum support for degree completion, towards the affective and social as it relates to creating conditions for students to identify with and experience a profound sense of belonging.


GeroPsych ◽  
2017 ◽  
Vol 30 (2) ◽  
pp. 61-70 ◽  
Author(s):  
Lia Oberhauser ◽  
Andreas B. Neubauer ◽  
Eva-Marie Kessler

Abstract. Conflict avoidance increases across the adult lifespan. This cross-sectional study looks at conflict avoidance as part of a mechanism to regulate belongingness needs ( Sheldon, 2011 ). We assumed that older adults perceive more threats to their belongingness when they contemplate their future, and that they preventively react with avoidance coping. We set up a model predicting conflict avoidance that included perceptions of future nonbelonging, termed anticipated loneliness, and other predictors including sociodemographics, indicators of subjective well-being and perceived social support (N = 331, aged 40–87). Anticipated loneliness predicted conflict avoidance above all other predictors and partially mediated the age-association of conflict avoidance. Results suggest that belongingness regulation accounts may deepen our understanding of conflict avoidance in the second half of life.


2010 ◽  
Author(s):  
Courtney L. Whitt ◽  
Stephanie L. Donnelly ◽  
Greer Findura ◽  
Guerda Nicolas

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