Suchergebnisse

This paper explores and assesses the presence/absence of institutional arrangements in educational settings for addressing the concerns of gender-variant children (GVC) through a sample survey of schools in the three-country context of India, Sri Lanka and Nepal. This research highlights the need for effective regulatory, normative and cognitive structures to address issues of childhood gender variance. With a contextual analysis of recent developments and comprehensive study of data reports in the three countries, the study analyses multiple dimensions of discrimination and bullying of GVC in educational settings. Using qualitative and quantitative methods, this paper highlights causes and issues associated with the problems of GVC as well as affirmative actions and institutional practices required to be implemented in schools in the three-country context. The results and findings provide evidence that academic institutions in India, Sri Lanka and, to some extent, Nepal lack institutional mechanisms to address issues of homophobia, abuse by peer group, mental health issues, emotional challenges, social discrimination, lack of opportunities, lack of monitoring and counselling, micro-level engagements and high dropouts of GVC. This study also charts out futuristic agenda, such as comprehensive mapping of GVC in schools, implementation of effective counselling mechanism, the need to create and adopt basic reference module for educators around gender diversity and variance.

Movies or Cinema is the virtual world of bilateral communication. These are visual media that tell stories and exposes reality. They, in first place take from society and in other returns it back with additional elements. It uses all the elements from all other arts. This has always been a great debate, if films influences society or society is in itself is being reflected in films. Undoubtedly there is a thread reflection in both. Several questions have been discussed hitherto about the mutual dependence of society and cinema on each other. Since the very first 'Chalchitra' of Indian Cinema, i.e. 'Raja Harish Chandra', our films have become the most impactful media for mass communication in India. Its significance varies for different strata of life, for some it is nothing more than a lucrative business and some it is an art work. But for movie buffs, casual cinema goers and critics it is beyond this purview. For them it is an image of themselves, image of society, reflection of their unfulfilled and fulfilled dreams, aspirations, contradictions and frustrations. The paper discusses not only the two dimensional aspect of cinema but reciprocal connection of Hollywood, Bollywood and Indian society, it talks about the extent of impression that these three entities making on each other. If talking about Indian spectators particularly, they revere the protagonists and performers. They see themselves in it and try to become like them. My attempt is to explore the complex but natural association and the sequential impact of Hollywood on Bollywood and further Bollywood's on Indian society and also the impact of India on both of these conglomerates.

There is a great importance of education in life because from the day one when child takes birth he starts learning and till the end of his life he learns something and in this education plays an important role because education opens our mind, widens our views and helps us in becoming good citizen of a country that's why elementary education is a must. To ensure education to every child central government has provisioned an act named as Right to Education 2009 (RTE). Right to education is an act, the Parliament of India has enacted on 4th August 2009, which describes the modalities of the importance of free and compulsory education to children between the ages of 6 to 14 years in India under Article 21A of the Indian Constitution. When the act came into force on 1st April 2010 education became a fundamental right of every child. The title of the RTE Act incorporates the words "free and compulsory". Free education means that no child shall be liable to pay any kind of fee or charges or expenses which may prevent him or her for pursuing and completing elementary education from class I to class VIII. Compulsory education means the responsibility of government and local authorities to provide and ensure admission, attendance and completion of elementary education by all the children in the 6-14 years age group. With this, India has moved forward to a right based frame work that casts a legal obligation on the central and state government to implement the fundamental child right as enshrined in article 21A of the constitution, in accordance with the provision of the RTE Act .It is an inclusive act as it covers children belonging to weaker section and disadvantaged group for their educational needs and their holistic development.