IOSR-JHSS   Volume-9 ~ Issue-3 ~ Mar-Apr-2013

Abstract: The objectives of this study are to examine the best practice of transformational leadership among multi-ethnic Headteachers of various types of primary schools, Malaysia, according to the gender, age, working experience, number of students, ethnic group, academic qualifications, working state, location of the school, and, type of school. The study was based on the survey of one-hundred-seventy-six multi-ethnic Headteachers pursuing a Bachelor of Educational Management programme who were chosen randomly and conveniently from three universities namely the University of Tun Hussein Onn Malaysia (UTHM), University of Malaysia Sabah (UMS), and International Islamic University Malaysia (IIUM). The findings are presented in frequency and percentage form. The result of the descriptive statistics showed that majority of the Multi-Ethnic Headteachers had a positive perception of practicing transformational leadership and they seemed to have an average level on their perception. This could mean that the school Headteachers had a positive attitude toward the importance of practicing all four dimensions of transformational leadership. Especially, the dimension of creating productive school culture was found significant. Noticeably, the dimension of providing intellectual stimulation was perceived least significant by respondents.

Keywords: Multi-Ethnic Headteachers Practice – Transformational Leadership

[1]. Amoroso, P.F. (2002). The impact of principals' transformational leadership behaviors on teacher commitment and teacher job satisfaction. Unpublished doctoral dissertation, NJ: Seton Hall University, South Orange
[2]. Avolio, B.J. and Bass, B.M. (2002). Developing potential across a full range of leadership cases on transactional and transformational leadership. NJ: Lawrence Erlbaum Associates, Mahwah.
[3]. Bass, B. and Avolio, B. (1997). The full range leadership development manual for the multifactor leadership questionnaire. Redwood City, CA: Mind Garden,
[4]. Burke, Sarah., & Collins, M. K. (2001). Gender differences in leadership styles and management skills. Women in Management Review, 16 (5), 244-257.
[5]. Burns, J.M. (1978). Leadership. NY: Harper & Row.
[6]. Bush, T., & Glover, D. (2003). School leadership: Concepts and evidence. Nottingham, England: National College for School Leadership.
[7]. Carles, A. S (1998). Gender Differences in Transformational Leadership: An Examination of Superior, Leader, and Subordinate Perspectives. Sex Roles, 39, 11-12, 887-900.
[8]. Creswell, W.(2002). Educational research: Planning, conducting and evaluating quantitative and qualitative research. Upper Saddle River, NJ: Merrill Prentice Hall.
[9]. Deal, T. E., & Peterson, K. D. (1999). Shaping school culture: The heart of leadership. San Francisco:
[10]. Geijsel, F., Sleegers, P., Leithwood, K., & Jantzi, D. (2003). Transformational leadership effects on teachers' commitment and effort toward school reform. Journal of Educational Administration, 41 (3), 228-256. Retrieved April 8, 2009, from http://www.emeraldinsight.com/0957-8234.htm

Abstract: Drama, poetry and prose are the three major genres of literature. They provide a functional platform where socio-cultural, political and economic conflicts are presented and debated for the purpose of reconstructing human societies for peaceful co-existence and enduring development. For adequate sharing and/or dissemination of multidimensional human experiences, feelings, imaginations, observations, findings, predictions and recommendations, the potential/capability to effectively interpret and apply literature becomes unavoidable. In this article, we try to examine Guillaume Oyono Mbia as a committed writer using his play titled: Trois prétendants…un mari as a parameter. This review is anchored on pragmatic literary method, with a strong belief that literature like other artifacts has certain essential functions to perform in rebuilding human societies through moral or behavior modification and reorientation. The paper concludes that in reconstructing or rebuilding any human society, generational conflict is a necessary evil to cope with.

Keywords: Art, literature, conflict, culture, education, society

[1] Ade, Ojo and Oke, O. (eds 2001). Themes in African Literature in French, Ibadan, Spectrum books Ltd.

[2] Adebayo, Aduke (2010). The Nature and Function of Literature: The Comparatist's Perspective. An Inaugural Lecture, University of Ibadan.

[3] Amuta, C. "Towards Sociology of African Literature" in Essays on Literature and Society. Oguta, Zimpan Publishers, 1987.

[4] Ayu, I. "Creativity and Protest in popular culture: The political Music of Fela Anikulapo Kuti" in Essays in popular Struggle. Oguta, Zimpan Publishers, 1986

[5] Barry, P. (1995). Beginning Theory. Manchester University Press.

[6] Benjamin, Walter. "The Story Tellers". In Illuminations. Hannah, A. (eds). New York; Schochen, 1969.

[7] Berthof, Warner (1981). The Ferment of Realism. Cambridge, Cambridge University Press.

[8] Caine, Barbara. "A South African Revolutionary, but a lady of British Empire": Helen Joseph and the Anti-Apartheid Movement in Journal of Southern African Studies, Vol. 34. Routledge, 2006.

[9] Davies, Joanne. "South African and Constructive Engagement: Lesson Learned?" In Journal of Southern African Studies, Vol. 34, Routledge, 2008.

[10] Eliot, T. S. "Tradition and the Individual Talent", in Selected Essays, London: Faber & Faber, 1988.

Abstract: Background: Women empowerment is an essential precondition for elimination of poverty. Many International and National bodies have stressed on women empowerment giving attention to their participation in society, decision-making, education and health. In India, Self Help Group intervention has brought tremendous change in the life of women at the grass root level. Currently around 50 SHGs exist in Rayagada block of Gajapati district of Odisha and are successfully managed by women. Aim: To assess the role of Self-Help Groups in empowerment of tribal women of rural of Rayagada block. Methodology: It was a community based qualitatively study. Ten SHG groups were selected on feasibility basis. The SHG members' perception of improvement in different pre determined domains were assessed. Content analysis was done manually and the key findings were noted. Results: The key responses were 'increased participation in household decision making', 'gaining respect in family', 'increased savings', 'meeting family expenses', 'improved political knowledge', 'independence', 'confidence' etc. They said to have gained respect and trust in society and were able to plan for the future of their families. Conclusions: Self Help Groups played very important role in Women empowerment and should be promoted for economic development of the country.

Keywords: Self-help Group, Empowerment, Participation, Decision making

[1]. Shinde KH, Ingole PS. Women Empowerment through Self Help Group in India. Accessed March 12, 2012.
[2]. Drinkwater M. "We are also Human‟: Identity and Power in Gender Relations. November 27th, 2011.
[3]. Mostofa G, Tareque I, Haque M, Islam TM. Mathematical Modelling of Women Empowerment in Bangladesh. RJAS 2008;3(6):416-20.
[4]. Kulkarni VS. International Fund for Agricultural Development. Women‟s Empowerment and Microfinance, An Asian Perspective Study. 2011. p1137.
[5]. Government of India, Second Administrative Reforms Commission- 9th Report, Third Sector Organisations at the Local Level – Self-Help Group. 2008. p 68-112.
[6]. Zahir Hussain B. Impact of Self-Help Groups on Women Empowerment in the Union Territory of Pundicherry- A Case Study.
[7]. Cheston S, Kuhn L. Empowering Women through Microfinance. 2002.
[8]. MkNelly B, McCord M. Credit with Education on Women‟s Empowerment and Freedom from Hunger. Impact Review No. 1. 2001.
[9]. Kabeer N. Money Can‟t Buy Me Love? Re-evaluating the Empowerment Potential of Loans to Women in Rural Bangladesh. 1998.
[10]. A Mid-Term Evaluation of Nirdhan, A Leading Microfinance Institution Nepal, and its Partnership Project with Plan International- Nepal 2000.

Abstract: This paper examines the impact of education on income inequality by gender, caste, region and occupation using primary data collected from sample households form two selected districts of Odisha by using the earnings function of Mincerian type (1962). The findings clearly show that there are income differences by gender, caste, occupation and region. Women, self employees, SC/STs and people in rural area earn less than their counterparts male, wage employees, upper caste people and people in urban area respectively. The return to education is higher for women, wage employees, SC/STs and people in rural area. The differences in return to education between gender, across caste and across region decline at higher levels of education in both the occupations. The differences in return to education across gender and region are very less for wage employees than in case of self employees. The paper concludes that education is one of the strong instruments for reducing the inequality in income in Odisha. In this backdrop our findings suggest that more educational opportunities to be provided in rural areas, special efforts to be taken to increase level of education of women and lower caste people. Further, Government should provide employment opportunities in rural areas to enhance work participation rate.

Key Words: Education, Income, Inequality, occupation and Odisha

[1] M. Freeman, Labour markets, segments and shelters (New York, Allan Held osmun/universe, 1976).
[2] D. Mazumdar and M. Ahmed, Labour market segmentation and determination of earnings: a case study, World Bank, Mimeo, November, 1977.
[3] Thorat, S. & K. Newman, Caste and economic discrimination: causes, consequences and remedies, Economic& Political Weekly, 42(41), 2007, 4121-24.
[4] Jodhka, S. S. and G. Shah, Comparative contexts of discrimination: caste and untouchability in South Asia, Indian Institute of Dalit Studies, New Delhi, Working Paper Series, 4 (5), 2010.
[5] G. Becker, Human capital: a theoretical and empirical analysis with special reference to education (New York, Columbia University Press, 1964).
[6] J Mincer, On the job training: cost, returns and some implications, Journal of Political Economy, 82(5) part -2 (Supplement), 1962, S76-S108.
[7] T.W Schultz, Investment in human capital, American Economic Review, 57(1), 1961, 1-17.
[8] J.B.G Tilak, Economics of inequality in education (New Delhi, Sage Publication, 1987).
[9] S. Debi, Economics of higher education (Meerut, Anu books, 1983).
[10] S. Debi, S and A B Das, Education and labour market discrimination in gender perspectives: some evidence from KBK districts of Odisha, The Indian Journal of Labour Economics, 53(3), 2010, 537-546.

Abstract: Nation is a political concept and originated in the West. Ernest Renan's "What is a Nation?" is generally regarded as the first discourse on the Western concept of modern nation. Later many theorists have developed the theories of nation, which is a social construct, by experiencing the emergence of various nations till recent past. Nation is ultimately the will for self-determination and it is intimately connected to state. This overtly political concept of nation was strongly debated by Vivekananda in India who foregrounded Vedantic nationalism as an alternative concept / model against the dominating Western ideology. Though Vivekananda's ideas have mostly remained as redundant in India and abroad, a critical re-examination of his India as a nation may be a fitting tribute to him in his sesquicentennial birth anniversary. This endeavour is also important from the postcolonial perspectives. To our astonishment it is found that his theory of nation is unique, modern and as contemporary as the recent theories of nation. His blending of religion and science, Western materialism and Eastern spiritualism, man-making religion, character-building education, etc. are path-breaking and beneficial ideas not only to future India but also to the mankind in general. In Vivekananda the Eastern and the Western paradigms of nation happily fuse for real prosperity of man.

Keywords – India, Nation, Political concept, Vedantic nationalism, Vivekananda

[1] Ernest Renan, "What is a nation", in Homi K. Bhabha (Ed.), Nation and Narration, (London: Routledge, 1990, Rpt., 1995) 19.

[2] Ibid., 20.

[3] Ibid., 19.

[4] Ibid., 20.

[5] Ibid., 19.

[6] Quoted in Swami Vivekananda, My India: The Eternal India, (Kolkata: R. K. Mission Inst. of Culture, 1993, Rpt. 2008) 209.

[7] Ibid., 208.

[8] Swami Vivekananda, My India: The Eternal India, (Kolkata: R. K. Mission Inst. of Culture, 1993, Rpt. 2008) 17.

[9] Frantz Fanon, The Wretched of the Earth, Tr. Constance Farrington, (New Delhi: Penguin, Rpt., 2001).

[10] William Blake, "London", in D. Sengupta and S. Cama (Ed.), Blake, Wordsworth and Coleridge, (Delhi: Worldview, 2008) 75.

Abstract: Mary Shelley's 'Frankenstein', through the portray of the 'monster' hints the uncanny defamiliarization of the familiar role of the society. It shows how the society if anybody does not suit its taste alienates that from itself. The monster's hideous appearance is the reason of the society's disliking it and so it is regarded with disgust and hatred. This results not only in the reader's realization of a defamiliarization, but the monster's own defamiliarization with society. A minute reading of Frankenstein explores racial overtone carried by the creature's yellow skin. Moreover, Victor Frankenstein through his scientific research goes beyond the horizon to fulfill his dream to attain the unattainable and thus alienates himself.

Keywords: Alienation, Defamiliarization, French Revolution, Racism, Radicalism

[1]. http://www.studymode.com/essays/Frankenstein-Society-Alienation-161791.html
[2]. Edmund Burke, Reflections on the Revolution in France, 1790 http://www.constitution.org/eb/rev_fran.htm
[3]. Thomas Paine, Rights of Man, (Cambridge University Press, 22-Mar-2012)
[4]. Anne Mellor, Promethean Politics, (New York: Methuen, 1988, p81)
[5]. Elizabeth A. Bohls, Standards of taste, Discourses of "Race," and the Aesthetic Education of a Monster: Critique of Empire in Frankenstein, (November 1994) http://knarf.english.upenn.edu/Articles/bohls.html
[6]. Mary Shelly, Frankenstein, (Letter 4 - To Mrs. Saville, England) http://www.speculativevision.com/library/classics.cgi?folder=frankenstein&next=4
[7]. Elizabeth A. Bohls, Standards of taste, Discourses of "Race," and the Aesthetic Education of a Monster: Critique of Empire in Frankenstein, (November 1994) http://knarf.english.upenn.edu/Articles/bohls.html
[8]. Arthur Brandecker, The Education of Frankenstein's Monster, https://sites.google.com/site/myhideousprogenywebsite/about
[9]. http://www.shmoop.com/frankenstein/family-theme.html
[10]. Sylvia Lorraine Bowerbank, The Social Order vs. the Wretch: Mary Shelley's Contradictory - Mindedness in Frankenstein, ELH, (Vol.46, No.3, 1979: 418-431)

Abstract: Many of the societies today are multicultural and multilingual. This stage is usually preceded by a long process of acculturation where elements of the dominant culture or language flow to the minority culture or language leading to its distortion and in some cases even displacement and subsequent death. The present paper examines this aspect of acculturation taking the case of the Misings of the Brahmaputra valley as a case study. This originally hill dwelling tribal group is highly bicultural and bilingual today following an eight-hundred-year long acculturation with the plains people of the valley. Factors like education and an increasing trend of urbanization of the group have led to the fear of a possible displacement of the Mising language in the distant future. Keeping these aspects in mind, data have been collected and analyzed in the light of Matthias Brenzinger's model (1997). Although this group has been massively acculturated, a number of its original cultural and linguistic traits also are active in their belief and behaviour suggesting that it has not altogether shunned its original culture while accepting the contact culture. However, a continuous increase in the number of children brought up and educated in cities loom as a threat.

Key Words : Acculturation, code-switching, language death, Misings

[1] Redfield, R., R. Linton, and M. Herskovits, Memorandum on the study of acculturation American Anthropologist 38, 1936, 149–152.

[2] Winthrop, Robert H., Dictionary of Concepts in Cultural Anthropology (Greenwood 3, New York, 1991, 82–83).

[3] Kroeber, A. L., Anthropology : Race, Language, Culture, Psychology, Prehistory (Harcourt, Brace & World Inc., New York and Burlingame, 1948).
[4] O‟Neil, Dennis (2006) Acculturation : Part I. http://anthro.palomar.edu/change/change_3.htm Accessed on February 25, 2013.

[5] Taid, T.R., Mising Gompir Kumsung (A Dictionary of the Mising Lanugage) (Anundoram Borooah Institute of Language, Art & Cuture, Guwahati, 2010, 4).

[6] Pegu, Nomal Chandra, The Mishings, a colourful tribe of the Brahmaputra Valley, in J.J. Kuli (Ed.) The Mishings : Their History and Culture, Ayir Publications, Guwahati, 1998, 34).

[7] Doley, Rajeev K., Interlingual Code-Switching as a Sociolinguistic Phenomenon amongst the Misings of the Brahmaputra Valley (IIT Guwahati, 2008), 144.

[8] Brenzinger, Matthias, Language Contact and Language Displacement, in Florian Coulmas (Ed.) The Handbook of Sociolinguistics (Oxford : Blackwell Publishers Ltd. 1997). 273, 282

[9] Hill, J. H., Language death, language contact and language evolution, in W.C. McCormack and Stephen A. Wurm (Eds.) Approaches to Language : Anthropological Issues, 16 (The Hague : Mouton 1978) 45-78. [10] Krauss, M. A Broad Outline to the Language Endangerment Problem 16, CIPSH/UNESCO 1992

Abstract: Uttarkashi lies in the main Alpine Himalayan belt, one of the most earthquake prone regions of the world. Crustal instability in this belt is ascribed to the movement of the Indian plate towords the Eurasian plate at the rate of about 50mm per year. Besides several local faults, two prominent thrusts tending northwest to southeast, from the conspicuous tectonic features. The basic aim of the present work is taken just one more step to make cities safer before the next disaster strikes. Development of a mitigation plan in more economic and effective in a long run than providing an ad-hoc relief after the disaster.

[1]. Arya, A.S. (1999); Damage scenario of probable Earthquakes of M 6.5 in UP Himalaya, Himalyan Geology, Vol. 20(1), University of Roorkee, Roorkee.
[2]. Arya, A.S. Mandal, G.S. Thakur, V.C. Prem Krishna, Lakshmanan, N. Chaudhuri, S.K., Gupta, T.N. (1997) Vulnerability Atlus of India, Building Materials and Technology promotion council, Ministry of urban Development Govt. of India, New Delhi.
[3]. Bose, P.R, Arya, A.S. and Chandra, B., (1989): suggestions for earthquake resistant construction of buildings under Indira Awas Yojana in east India, workshop on low cost housing in respect of Indira Awas Yojna, Imphal.
[4]. Carter, W.Nick(1992): Disaster Management A Disasters Managers Handbook, Asian Development Bank, Manila, Philippines.
[5]. Sanwal Dhriti(2002) Disaster management in Higher Uttranchal Himalya with special Reference to Malpa, Okhimath, Uttarkashi and Chamoli disaster, unpub. Thesis kumoun university Nainital, Uttarakahnd, India

Abstract: This paper is an overview of the impact of communal violence on food security in Africa. The paper adopted the Marxist theory which stresses group interest and competition for resources as main causes on communal violence in the society. The paper argues that communal violence affects food security through limiting people's access to food, destruction of infrastructure for food production, cutting access to food supplies, physical destruction and plundering of crops, livestock and food reserves. Other impacts include displacement of labour and use of food as weapon of war. The paper concludes that communal violence directly and indirectly leads to food insecurity in Africa countries. The paper therefore recommends for research to know the causes of violence in order to effectively reduce it and policies that promote equity, justice and poverty and punishment for perpetrators of violence.

1]. Dreze, J. Sen A. K, (1989) Hunger and Public Action, Oxford: Clarendon Press
[2]. FAO (2007) National Programme for Food Security: FAO's union of a world without hunger – Rome: Food and Agricultural Organization
[3]. Food Agricultural Orgainsation (2002) State of Food Insecurity in the World (SOFI) 2002, Rome: Food and Agricultural Organization.
[4]. Food and Agricultural Organization (1996) Rome Declaration and World Food Security Plan of Action, Rome: Food and Agricultural Organization
[5]. Hendrix S.C., and Brinkman H. (2001) Food Insecurity and Violent Conflict. Causes, Consequence and the Challenges, World Food Programme: Occasional Paper, no 24.
[6]. Henrix C. S and Sahelyan, I (2010) Climate change, Rainfall Triggers and social conflict in Africa, Working paper: University of North Texas
[7]. Homer-Dixon, T, (1999) Environment, Security and Violence, Princeton: Princeton University Press.
[8]. Horowitz, D (1985) Ethnic Groups in conflict, Berkeley: University of California Press.
[9]. Johnson, R. (2009) Food security: The Role of Agricultural Trade, International Food/Agric Trade Policy Council Discussion Paper 2009
[10]. Kahl, C (2006) State, Scarcity and Civil strife in Developing World, Princeton: Princeton University PressUN, published in The Guardian, http://www.guardian.co.uk/world/2012/sep/24/syria-widens-faultlines-divided-un

Abstract: A merge reflection of humanism, liberalism and existentialism is overflowing in the novels of Irish-born Booker Prizewinner British author, philosopher, novelist, Dame Jean Irish Murdoch, which is still a mere appetite for social sustenance. She was a humanistic by spirit but apparently she knows the ruling power of suppressed Individuality & severity of real world over humanity., She looks at human behavior not only through the eyes of the writer, but through the person doing the behaving which connects her to their inner feelings and self concept of human nature and their behavior and conditions.

Key Words: Humanism, liberalism, spirituality, religion, humanity, ethics, morality.

[1]. Iris Murdoch, "Vision and Choice in Morality," Aristotelian Society Supplementary,Volume 30 (1956): 48
[2]. Iris Murdoch, The Bell, (Fragmore, St Albans: Panther Books, 1976), p.11. For all textual references the same edition has been used. The page numbers are indicated in the parenthesis after each quotation
[3]. Iris Murdoch, "Vision and Choice in Morality," Aristotelian Society Supplementary, Volume 30 (1956): 41.
[4]. P.P.Punja, The Novels of Iris Murdoch: A Critical Study, (Jalandhar, A.B.S.Publication, 1993) 120.
[5]. P.P.Punja, The Novels of Iris Murdoch: A Critical Study, (Jalandhar, A.B.S.Publication, 1993) 121.
[6]. Iris Murdoch, ―A House of Theory‖, (Partisan Review, (27)1959), p.121.
[7]. Bran Nicol, Iris Murdoch: The Retrospective Fiction, (New York: Palgrave MacMillan, 2004) 52.
[8]. Iris Murdoch, The Sovereignty of Good (London: Routledge & Kegan Paul, )1970),30
[9]. Howard German, ―Allusions in the Early Novels of Iris Murdoch‖, Modern Fiction Studies, Vo. XV, No.3 (Autumn 1969), p.372.
[10]. Iris Murdoch, Metaphysics as a Guide to Morals (New York: Allen Lane/ The Penguin Press, 1992), 44.

Abstract: Our environment is facing potential threat from unhealthy waste disposal practices prevailing in almost all the urban centers in the country. Though the living standard has significantly changed, the method of public health and sanitation still remains primitive. Vast quantities of waste generation by the cities are one of the serious outcomes of unplanned development. Guwahati is the capital city of Assam and the Gate way to the North East India is also not exception on it. Due to rapid population growth within a short period of time, the city faces many problems. One of the major problems of the city is improper disposal of municipal solid waste. The management of municipal solid waste has become an acute problem due to enhanced economic activities and rapid urbanization. Urban population growths together with the development of markets and new industries resulted in the quantum of a huge amount of hazardous organic and inorganic waste daily. Proper management of the waste is a challenging issue that must be addressed adequately. The sources of waste are multiple and haphazard and disposal method is not a scientific, as a result of it; the environment is getting polluted day by day and gradually. The trace elements polluted the air and poses as a health risk to the city people. In this paper, the most polluted area in Guwahati city has been studied from the point of municipal solid waste. Potential vulnerable localities are demarcated for identifying the health affected areas. The most affected aquifer zones are identified through GIS applications and being highlighted for future disaster mitigation action.

Key Words: Disaster mitigation, Guwahati, health implications, municipal solid waste, pollution.

[1] C. Zurbrugg,(2003): Solid Waste Management in Developing Countries, SANDEC News, EAWAG, adapted from the SWM introductory text on www.sanicon.net (2003).

[2] R. Swarup, S. N. Misra & V. P. Jauhari (1992): In: Encyclopedia of Ecology, Environment and Pollution Control- 9, Mittal Publications,New Delhi.

[3] S. G. Misra & D. Mani (1993): Pollution through Solid Waste, Ashish publishing House, New Delhi.

[4] L. Gogoi: (2013): Pattern of Landuse / Land cover and its Impact on Guwahati City, Assam, India, Indian Journal of Spatial Science , Vol-4.0 No. 1, Summer Issue 2013 , PP.44-51, Kolkotta EISSN: 2249-4316 ISSN: 2249 – 3921.i.

[5] L. Gogoi: (2012): Municipal Solid Waste Disposal And Its Problems And Prospects: A Study In Guwahati City, India , Lambert Academic Publishing, Germany, ISBN 978-3-659-14871-2.

[6] L.Gogoi: (2012): Solid Waste Disposal and its Health Implications in Guwahati City: A Study in Medical Geography, Lambert Academic Publishing, Germany, ISBN 978-3-8454-0149-2.