IOSR-JHSS   Volume-20 ~ Issue-3 ~ March-2015

Abstract: The paper traces the socio- cultural scenario of nineteenth century India and the prevalent beliefs and practices of the people as presented in Amitav Ghosh's Sea of Poppies. The narrative is mainly dictated by two great events- the incidents leading to the first Opium War and the Golden Triangle Trade between India, China and Britain and the great migration of the peasants to the plantations in the British colonies. In presenting the history of opium trade and indentured labour in nineteenth century India under colonial rule, Ghosh has brought to light the social conditions of the period and also the status of women in a male dominated society. Women in ancient India were held in high respect. During the vedic period, they enjoyed equal status and rights with men. The practices of polygamy, purdha system, dowry and sati which came into being during the medieval period deteriorated the status of women in the society. The paper critiques the Indian traditional powers which were blatantly patriarchal, feudal and anti-feminist in nature.

Key Words: Exploitation, suppression, discrimination, affliction, patriarchal, humiliation.

[1]. Dirks, Nicholas B. (Ed.) (1992).Colonialism and Culture. Ann Arbor: University of Michigan Press.
[2]. Ghosh, Amitav. (2008). Sea of Poppies. London: Penguin. Print.
[3]. Narasimhan, Sakuntala. Sati: A Study of Widow Burning in India. New Delhi: Harper Collins Publishers, 1998
[4]. Spivak, Gayatri Chakravorthy.( 2006). "Can the Subaltern Speak?" In Bill Ashcroft, Gareth Griffiths, and Helen Tiffin. (Eds.) The Post-Colonial Studies Reader. Britain: Routledge.
[5]. Verma, K.D.(2000). "Indian Writing in English: Structure of Consciousness, Literary History and Critical Theory." The Indian Imagination: Critical Essays on Indian Writing In English. Delhi: MacMillan India Ltd.
[6]. Visweswaran, Kamala. (2010). Un/ common Cultures: Racism and the Rearticulation of Cultural Difference. NY: Duke University Press.

Abstract: Teaching and Learning are to join hands and have a synthesis to brin about desired changes in the behavioural pattern of the learner. At present, traditional approaches are followed to disseminate knowledge to the stakeholders at the UG level. In the NAAC assessed colleges, the lecture-method is supplemented with learner-centred activities such as Group Discussions, Seminars, Symposia, Quiz etc., Students are exposed to MANA TV telecasts on the electronic media. Guest-Lectures by experts are arranged to ignite the young minds.

[1]. Prof.V.S.Prasad and Antony Stella (2004) Best Practices in Higher Education for Quality Enhancement: The NAAC, Bangalore.
[2]. Dr.S.K.Mangal (2001) Educational Technology: Tandon Publications, Ludhiana.
[3]. E.G. Vedanayagam (1969) Teaching Technology for College Teachers: Sterling Publishers(P) Ltd, New Delhi.
[4]. P.D. Shukla (1990) The New Education Policy in India: Sterling Publishers(P) Ltd, New Delhi.
[5]. NAAC News, January 2004, April 2004 and NAAC Decennial special, October 2004.
[6]. College Times, GCTA, September, 2004.
[7]. Chaucer's Canterbury Tales

Abstract: I am a Saudi woman who lived and was raised in the only country in the world wherewomen are not allowed to drive. As a witness to women's effort to change this policy since 1990,as well as to effect change in the society and the cultural perspective on this subject, I want to clarify the misconception about women driving in Saudi. Women's driving is one of the issues that have recently fallen under the spotlight. Women have proceeded to resist this policy with the hope ofpersuading Saudi officials to permit women to drive in the near future. As matter of fact,I am providing this statement after being a student in the US, where I have been allowed to drive a car during my visit here, I am looking forward to returning to my home country and driving my car in Saudi Arabia. Driving a car has many benefits, such as taking care of my own interests and needs, saving my personal income as opposed to paying a driver for transportation, being able to socialize with my female friends, and would likely be an economic boost for the country.

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Abstract: The antiquities of Jammu and Kashmir reveal that women might have enjoyed a high status as elsewhere in India. But ,there was a marked deterioration in the position of women. Female children were not much desired and their sufferings became endless with the beginning of inroads of Turko-Afghan tribes for whom carrying away of women formed the prized item of booty. This situation gave new dimensions to the social customs of Sati and Female Infanticide. With passage of time, other social evils like ban on widow remarriage, traffic in women, prostitution and others too started to culminate among women of Jammu and Kashmir State. Lawrence, a political agent to governor-general, N.W.F.P directed Maharaja Gulab Singh, the first ruler of Jammu and Kashmir State to abolish the inhuman practices of Sati and Female Infanticide from his domain. Since his administration demanded strengthening of other regulatory functions, he was not able to take concrete steps. These evils continued till 1900s till Maharaja Hari Singh made reforms in this sphere. The Dogra rulers displayed unparallel humanitarian zeal in striking at different evils that ultimately improved the quality of woman in the State.

Keywords: Female Infanticide, Prostitution and Traffic in women, Sati, Widow Remarriage, Social Reforms

[[1]. Frederic Drew, The Jammoo and Kashmir Territories(Reprint in Delhi,1971)49.
[2]. A.L.Basham, The Wonder that was India(Delhi,1992)160.
[3]. Lalita Panigrahi, British Policy and Female Infanticide in India(Delhi,1972)1.
[4]. Minute Lord Dalhousie, 08 Aug 1853, Board‟s collections Vol. 2564 No. 151171.
[5]. Lalita Panigrahi,op.cit. 5.
[6]. Selections from the Public Correspondence of the Administration for the Affairs of the Punjab, Vol.1(Lahore 1857)394.
[7]. Bingley, Cunningham and Charak, Introduction to the History and Culture of the Dogras,76-78.

Abstract: This study explored the psychological coercion of trafficking in human person, antecedents such as causes, psychological coercion and processes and psychosocial consequences. We adopted Victimological paradigm which explains why some people are more vulnerable to victimization than others through victim-trafficker relationship, repeat victimization and role of lifestyle in victimization risk. The study presented causes of trafficking in human persons as the desire to migrate. The tendency to migrate may be precipitated by poverty, oppression, lack of human rights, lack of social or economic opportunity, dangers from conflict or instability. Political instability, militarism, civil unrest, internal armed conflict and natural disasters could result to desire to migrate. We presented psychological coercion as the means of obtaining initial victim and posited that this instills psychological disorders, for example depression, absence of emotional reactions, anxiety disorder, self-blame, helplessness or hopelessness, nightmare, suicidal ideation, paranoia, anger and rage control problems, psychoactive substance and alcohol abuse, dissociative disorders and host of others (Kornzinski, 2013). The psychological processes involve recruitment, initiation and indoctrination and were applied to obtain, maintain and gain control over the victims. Trafficking in human person has negative psychosocial consequences in its entirety. Psychosocial consequences of trafficking in human persons varied with undermining the extended family ties, and in many cases, the forced absence of women leads to the breakdown of families and neglect of children and the aged (Danailova-Trainor & Laczko 2010). The study concluded that the traffickers and the victim of trafficking need rehabilitation and recommended cognitive therapy for necessary rehabilitation.

Key words: psychological coercion, victimology, trafficking in human person, victimization.

[[1]. Anderson, S. (1985). Identifying coercion and deception in social systems. In B. K Kilbourne (Ed). Scientific research and religions; Divergent Perspectives
[2]. Bales, K. (2009). Presentation at the University of Central Florida
[3]. Basoglu, M. (1997). Psychological Preparedness for trauma as a protective factor for survivors of torture. Psychological medicine, 42
[4]. Boulette, T. & Anderson, S. (1986). Mind control and the battering of women. Retrieved from http://csj.org/studyindex/studywomenstudy%20-womenbatter.html
[5]. Channelstv online (2014). www.channelstv.com/2014/07/12/3-nigerians-jailed-uk- human-trafficking/
[6]. Danailova-Trainor, G. and Laczko, F. (2010). Trafficking in Persons and Development: Towards Greater Policy Coherence; International Migration, 48: 38–83, Retrieved from http://onlinelibrary.wiley.com/doi/10.1111/j.1468-2435.2010.00625.x/pdf
[7]. Demir, J. S. (2003). Trafficking of women for sexual exploitation: A gender-based well-founded fear? An examination of refugee status determination for trafficked prostituted women from CEE/CIS Countries to Western Europe

Abstract: Social stratification in India is very complex concepts. It includes the concepts of caste, class, race and ethnicity. What is the nature of castes in India? What is the nature of class? How are both interrelated? Is class changing into class? This article discusses some of these issues.

Keywords: Caste, Class, Social Stratification].

[1]. Ahuja Ram (2012).Social Problems in India.Jaipur: Rawat Publications.
[2]. Srinivas M.N.(1966).Social Change in Modern India:Black Swan Publications
[3]. Rousseau Nathan(2014).Society Explained: Rowman and Littlefield
[4]. Agarwal Amit(2012). Indian Society in Continuity and Change: Vivek Prakashan
[5]. Singh Yogendra((1986). Mordenisation of Indian Tradition: Rawat Publications

Abstract: Master of Education (M.Ed.) is a programme, which has selected aspirants in India due to its employability limitations. In reality, the M.Ed. degree offers a wide range of scope to its holders; encompassing not only the vast world of education from the lowest levels of schools to the highest cadre of policy making, but also the usually alien realm for an academician i.e. the corporate sector. The M.Ed. one-year programme followed in most of the Teacher Education Institutions in India hardly had the space, in terms of time, to infuse the voluminous requirements of knowledge and skills in its aspirants. With the advent of the mandatory M.Ed. two-year programme with the latest NCTE-2014 Regulations, these enormous requirements could be refurbished. This paper thus, proposes a Curriculum for the M.Ed. two-year programme, with an aim to strengthen two broad employment areas, Teacher-Education and Management-Education. This Curriculum is thus, segregated into two parts, with respect to its specialization courses, practicum and internships. It provides a detailed semester-wise plan regarding the type of courses, practical works, internship sites etc. with credits and working hours tabulated. This two-fold Curriculum, thus suggests, ways to create teacher educators, eligible to teach the bachelor courses in the disciplines of education, science, commerce, arts; and administrators/managers/policymakers, eligible to be employed in educational and corporate fields. It also provides opportunities to develop one of the most valuable human resource – researchers.

[1]. Indira Gandhi National Open University. (May, 2014). Students handbook and prospectus Jan, 2015, Master of Education (M.Ed.). A DEC-NCTE collaborative programme. (School of Education, IGNOU, Maidan Garhi, New Delhi). Retrieved February 17, 2015 from http://ignou.ac.in/userfiles/M-ED9JUNEPROS.pdf
[2]. National Council for Teacher Education. (2009). National Curriculum Framework for Teacher Education : Preparing Professional and Humane Teacher. (Member-Secretary, NCTR, New Delhi, India).
[3]. Yadav, S. (2013). Preparing teacher educators : M.Ed. curriculum of teacher education. (Department of Teacher Education, NCERT, Sri Aurobindo Marg, New Delhi). Retrieved February 13, 2015 from http://www.ncert.nic.in/departments/nie/dtee/publication/print_material/Cover%20Page.pdf
[4]. Singh, R., & Sarkar, S. (2012). Teaching quality counts : how student outcomes relate to quality in private schools. (Young Lives 2012 ISBN: 978-1-909403-03-1). Retrieved 14, 2015 from http://www.younglives-india.org/files/working-papers/teaching-quality-student-outcomes-india
[5]. The Gazette of India. (2014). National Council for Teacher Education Notification, November 28, 2014 (No. F. 51-1/2014-NCTE (N&S). Appendix 5. New Delhi. Retrieved 18, 2015 from www.ncte-india.org/.../Regulation_2014(Hindi%20&%20English).pdf
[6]. Bourgonje, P., & Tromp, R. (2011). Quality Educators: An International Study of Teacher Competences and Standards. Education International, Oxfam Novib, Oxfam International. Retrieved February 15, 2015 from http://download.ei-ie.org/Docs/WebDepot/Quality%20Educators.pdf

Abstract: The concept of integration is quite a popular one, debated and discussed majorly in developed Nations. Integrationis an imperative area of empirical apprehension and inquiry in refugee and immigrant studies. The earlier works has observed integration to be possible only through international fortifications. Their status and discriminationin particularare contemporary gamut of refugee discourses around the world. This paper argues that successful integration of any refugee or immigrant group depends not only in the growth of developmental policies and programs in the host nationsbut also hints that it is a shared priority of all depending on several aspects which is situational and diverse. It also concedesseveral ideas of assimilationthat help such involved communities with their respective roles,before and after migrationand also itsfundamentalfacetsof challenges. It looks at several historical uncertainties or unforeseenstate of affairs, case studies and findings. The fundamental argument of this paper lies in the conceptual framework and the notion of integration to be diverse and has several considerationswhich are varied at different places. However the preceding observations in the existing literature on integration are important with international legal issues which bridges over studies of migrants and complexities at various levels. Therefore absence of such studies of integration is merely a gap where this paper might heavea morsel of thought andaccounts of such after migration situation can be studied from these parlances.

Keywords: [Integration, refugee, immigrants, Darjeeling, Bhutanese, Tibetans]

[1]. Arakeri, A.V. "Tibetans in India: The Uprooted People and Their Cultural Transplantation", Reliance Publishing House, New Delhi, 1998.

Abstract: Believed to have supernatural and magical powers, blood has maintained significant presence in sorcery as seen in its omnipresence as an offering to supernatural powers in magic rituals. In Morocco, although Islam considers it as impure and takes sacrifice in any other name than Allah's to be illicit and blasphemous, blood has preserved a remarkable status in the local popular belief. By looking at the use and role of blood in magic rituals, this paper comes close to its significance in these rituals to understand the cultural image associated with this substance. This paper starts with the notion of blood sacrifice in Islam. Since Moroccans demonstrate close attachment to Islam and its teachings, it is necessary to look at the relationship between Islam and magic with regard to blood and its significance, especially that many religious beliefs in Morocco are associated with beliefs in magic and vice versa. Finally, to contextualize this study in its frame of reference, this paper approaches the practice of blood offer and sacrifice and its role in some magic rituals.

Keywords - Magic, rituals, Islam, sacrifice, offering, blood, jinn

[1]. The Holy Quran (22:37)
[2]. Van Baal, J., Offering, Sacrifice and Gift‟, Numen, 23(3): 1976, 161-178. P. 171
[3]. Sahih Al Bukhari (Vol. 1, Book 3, No. 67). http://www.sahih-bukhari.com/ Accessed 23 December 2012.
[4]. The Holy Quran (2-30)
[5]. Sahih Al Bukhari (Vol. 9, Book 83, Number 4).
[6]. Sahih Al Bukhari (Vol. 2, Book 23, Number 430).
[7]. Sahih Al Bukhari (Volume 7, Book 67, Number 441).

Abstract: So far the conception of the word "development" has been highly economized in true sense of its approach and application worldwide. But the problems of development do not inclusively fall in the realm of economics alone. Further, the economic rationality is incomplete without referring to social ethics. Acknowledging this somehow the sociologists and development economists have delimited the economic conceptualization of the term "development" for a sensible comprehension of its retrospective results and future prospects. In this article we have reassessed and recaptured the quintessence of development discourse engaging classical economists, institutional theorists and diffusion theorists on the one hand and the sociologists and dependency theorists, on the other.

[1] W, Sachs, The Development Dictionary: A Guide to Knowledge as Power, (New Delhi: Orient Longman Limited.1997)
[2] A.Webster, Introduction to Sociology of Social Development, (London: McMillan, 1984)
[3] R.Garada, Development and Underdevelopment in Orissa: A Sociological Study, M.Phil Thesis, (New Delhi: Jawaharlal Nehru University, 1995 (Unpublished)
[4] A. Arce and N. Long, Anthropology, Development and Modernities: Exploring Discourses, Counter-Tendencies and Violence, (London and New York: Routledge, 2000)
[5] D. Booth, Rethinking Social Development: Theory, Research & Practice, (Harlow: Longman House, 1994), Longman.
[6] S.Corbridge, Development Studies: A Reader, (London:Edward Arnold,1995)
[7] Crewe, E. "Silent Traditions of Development Cooks", R.D. Grillo and R.L. Stirrat, eds. Discourses of Development: Anthropological Perspectives, Berg,1997, Chap-3

Abstract:The main focus of my paper is on certain aspect of New Media, Network Society and teenager's engagement with social media. I am dealing here with some intricate things- how and why teenagers take social media as a vital part of their lives, why parents worry about the teen's engagement with social media, And why parents, teachers, policy makers, journalists, sometimes even teens often use the word addiction in passing reference to their online activities. I am trying to provide a critical approach of social lives of cyber teen by explaining teen's online practices, habits and the anxieties between teens and adult.
Keywords: Cyber Culture, Internet Addiction, New Media, Networked Publics, Network Society, Social Media.

[1]. Coffin, Judith G. ―Credit, Consumption, and Images of Women's Desires: Selling the Sewing Machine in Late Nineteenth-Century France.‖ French Historical Studies 18(3), 1994, 749 – 783.
[2]. Hosokawa, Shuhei. ―The Walkman Effect.‖ Popular Music, 4,1984, 165– 180.
[3]. Manovich Lev, What is New Media?, The Language of New Media, Reprint edition, (London, MIT Press, 2001),18-55
[4]. Rice, R.E. Artifacts and paradoxes in new media. New Media and Society, 1(1),1999, 24-32.
[5]. Flew, Terry, New Media: An Introduction (Oxford University Press, Australia & New Zealand ,2008)
[6]. Manovich, Lev. "New Media From Borges to HTML." In Noah Wardrip-Fruin & Nick Montfort(Ed),The New Media Reader, (MIT Press ,Cambridge,2003)13-25.