We developed an Applied Project grant proposal for USAID-India. We propose an 8-week educational course program to combat gender-based violence at University of Madras in Chennai, India.
The document outlines strategies and solutions for ensuring women's safety and empowerment in India. It discusses how women face discrimination and violations of their rights despite constitutional protections. Crime statistics show high rates of crimes against women. The document proposes strengthening education for girls, increasing economic opportunities and political participation for women, combating violence, and guaranteeing health and property rights as key solutions. It outlines an operational framework with dimensions of capabilities, access to resources, and security to achieve gender equality. Significant funding and involvement of government, NGOs and international organizations would be required to implement the solutions on a large scale and measure their impact over time through monitoring gender indicators.
A power point presentation on girl education with wonderful images,information and quotes.
Ping me at Twitter (https://twitter.com/rishabh_kanth), to Download this Presentation.
Women empowerment refers to increasing women's spiritual, political, social, or economic strength. It often involves empowering women to develop confidence in their own abilities. In India, women face many issues such as high rates of child marriage, domestic violence, and lack of access to education and economic opportunities. Efforts toward empowering women in India include increasing access to education, self-employment opportunities, loans, and addressing basic needs like health, nutrition, and sanitation. Role models like Indira Gandhi and Kiran Mazumdar-Shaw have helped empower women in India.
Women Empowerment : Reservation with ProtectionApurv Londhe
Women Needs to be empowered to make there situation better . The answer is education , employment and ecourage them in social activities . Only reservation won't empower women's situation in India But rather it is a best way to contribute for the empowerment of India . According to me women could be empowered through three ways - 1. Education 2. Employment - i.e Economic Empowerment 3. Sociall Empowerment !!
But being seen the will of our polititian for Reservation in Loksabha , The Bill is still pending is the saddest thing . The President of INC - is a Women , Hon' Speaker of Loksabha is a Women and also Opposition Leader of Loksabha is a WOmen Still and still womens situation in India is not too good , and still the bill is pending .!!!
I am not saying that the bill is only solution put I am damn sure that bill is part of solution !! If womens are led to be the part of the system they could change them and could make other women empower ,
This is what Empowering Women by Women i.e what Empowering Women Empowering India !!!
Role of higher education in Women Empowerment : An insight on the rural mot...lubnasadiyah
Women have fiercely competing men and have excelled in various fields and education proves to be the backbone of women empowerment. Besides facing many personal, family, societal and work place issues yet their achievements gets unrecognized particularly of rural women. This presentation helps in determining the rural mother's awareness and the perceptional factors to significantly understand the importance of education.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Women still face inequality in today's society, as seen in the workplace and overall treatment. They earn only 61-65% of what men earn for the same jobs and degrees. While progress has been made, social and cultural biases persist. Potential solutions proposed are increasing women in leadership positions, educating about the benefits of equality, and ensuring equal opportunities, pay, training, and support for women and men.
The document discusses gender disparity in education in Turkey, noting that millions of women are functionally illiterate with illiteracy rates as high as 50% in some rural southeastern provinces. It analyzes the key barriers to girls' education such as lack of schools, poverty, traditional gender bias, and child labor/marriage. The document proposes solutions like increasing access to quality schools, cash transfers to poor families conditional on school attendance, and addressing male-dominated cultural attitudes.
The document outlines strategies and solutions for ensuring women's safety and empowerment in India. It discusses how women face discrimination and violations of their rights despite constitutional protections. Crime statistics show high rates of crimes against women. The document proposes strengthening education for girls, increasing economic opportunities and political participation for women, combating violence, and guaranteeing health and property rights as key solutions. It outlines an operational framework with dimensions of capabilities, access to resources, and security to achieve gender equality. Significant funding and involvement of government, NGOs and international organizations would be required to implement the solutions on a large scale and measure their impact over time through monitoring gender indicators.
A power point presentation on girl education with wonderful images,information and quotes.
Ping me at Twitter (https://twitter.com/rishabh_kanth), to Download this Presentation.
Women empowerment refers to increasing women's spiritual, political, social, or economic strength. It often involves empowering women to develop confidence in their own abilities. In India, women face many issues such as high rates of child marriage, domestic violence, and lack of access to education and economic opportunities. Efforts toward empowering women in India include increasing access to education, self-employment opportunities, loans, and addressing basic needs like health, nutrition, and sanitation. Role models like Indira Gandhi and Kiran Mazumdar-Shaw have helped empower women in India.
Women Empowerment : Reservation with ProtectionApurv Londhe
Women Needs to be empowered to make there situation better . The answer is education , employment and ecourage them in social activities . Only reservation won't empower women's situation in India But rather it is a best way to contribute for the empowerment of India . According to me women could be empowered through three ways - 1. Education 2. Employment - i.e Economic Empowerment 3. Sociall Empowerment !!
But being seen the will of our polititian for Reservation in Loksabha , The Bill is still pending is the saddest thing . The President of INC - is a Women , Hon' Speaker of Loksabha is a Women and also Opposition Leader of Loksabha is a WOmen Still and still womens situation in India is not too good , and still the bill is pending .!!!
I am not saying that the bill is only solution put I am damn sure that bill is part of solution !! If womens are led to be the part of the system they could change them and could make other women empower ,
This is what Empowering Women by Women i.e what Empowering Women Empowering India !!!
Role of higher education in Women Empowerment : An insight on the rural mot...lubnasadiyah
Women have fiercely competing men and have excelled in various fields and education proves to be the backbone of women empowerment. Besides facing many personal, family, societal and work place issues yet their achievements gets unrecognized particularly of rural women. This presentation helps in determining the rural mother's awareness and the perceptional factors to significantly understand the importance of education.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Women still face inequality in today's society, as seen in the workplace and overall treatment. They earn only 61-65% of what men earn for the same jobs and degrees. While progress has been made, social and cultural biases persist. Potential solutions proposed are increasing women in leadership positions, educating about the benefits of equality, and ensuring equal opportunities, pay, training, and support for women and men.
The document discusses gender disparity in education in Turkey, noting that millions of women are functionally illiterate with illiteracy rates as high as 50% in some rural southeastern provinces. It analyzes the key barriers to girls' education such as lack of schools, poverty, traditional gender bias, and child labor/marriage. The document proposes solutions like increasing access to quality schools, cash transfers to poor families conditional on school attendance, and addressing male-dominated cultural attitudes.
This document summarizes research conducted on school-related gender-based violence (SRGBV) in Ndhiwa, Kenya. The research was a collaborative effort between Team Kenya, a UK charity, and Ndhiwa Community Empowerment and Development Project (NCEDP), a Kenyan NGO. Through questionnaires, interviews, and focus groups with 420 participants, the research found high levels of physical, sexual, and psychological abuse against girls in and around schools. It also examined the root causes and impact of SRGBV, including links to HIV, poverty, and cultural norms. Previous NCEDP programs showed success in improving girls' education, but further intervention was needed. The research aims to inform new strategies
Gender sensitivity issues and women empowermentmebinninan
The document discusses gender roles and biases. It defines gender as socially constructed differences between women and men that can vary across cultures and time. Gender bias refers to actions against someone based on perceptions of unequal rights due to their gender. The document advocates for gender equality and women's empowerment, recognizing they are interconnected goals. It provides examples of gender disparities in areas like education, employment, marriage age, and decision making within households. Overall, the document analyzes gender issues and the importance of promoting equality and empowerment.
Unite To End Violence Against Women!
Say No To Sex Selection and Female Foeticide!
Say No To Female Genital Mutilation!
Say No To Dowry and Discrimination Against Women!
Say Yes To Women’s Resistance!
Educate & Empowered Women for a Happy Future!
This document discusses gender discrimination in India. It begins by defining gender discrimination as discrimination based on gender that often negatively impacts opportunities for girls and women. It then notes that while the Indian constitution grants equal rights to men and women, gender disparities still exist in Indian society. Some areas where gender discrimination is seen include preferences for male children, unequal access to education with female literacy rates lagging behind males, and a gender pay gap where on average women earn only about 75% of what men earn. The document explores some of the causes of the gender pay gap such as occupational segregation into lower-paying jobs and sectors for women, less investment in education and training for women, and social norms that view women as future homemakers
Significance of UN Commission on Status of Women for Indiaijtsrd
The document discusses India winning a seat on the UN Commission on the Status of Women (UNCSW). The UNCSW aims to promote gender equality and women's empowerment globally. Having a seat on the commission could benefit Indian women in several ways. It would provide an international platform to advocate for issues facing women in India, such as economic empowerment of women farmers and manual scavengers. It may also help increase women's political participation and leadership roles by supporting training programs and initiatives to end gender discrimination. Additionally, the UNCSW could help tackle violence against women in India by aiding implementation of related laws and spreading awareness about safety issues facing women according to international standards. However, meaningful change will take sustained effort over
The document discusses women's empowerment in India. It defines empowerment and outlines how it relates to political, social, economic, and educational development. It notes national laws and policies aimed at empowerment, including constitutional provisions, reservation policies, and education acts. However, it highlights ongoing issues like gender gaps in economic participation, health, and political leadership. It concludes that empowerment is a long-term process that requires changes to social attitudes and institutions, as well as stronger implementation of existing policies and programs.
Gender Discrimination & Women Empowermentsachin tiwari
This presentation is about women empowerment & gender discrimination. Here, I have added a lot of facts & figures.
I have tried to highlight all the problems & hurdles regarding this problem and also suggested some ideas that can overcome all these problems.
This document discusses the history and current state of women's education in India. It notes that while women had access to education in ancient times, their rights and status declined after 500 BC. During colonial and medieval periods, various religious customs and the introduction of purdah further deteriorated women's education. However, since independence the Indian constitution has established women's equal rights and the government has implemented policies and programs to promote girls' education and female literacy through initiatives like the National Education Policy and National Literacy Mission. Despite progress, factors like gender inequality, child labor, and exploitation still contribute to poor literacy rates in some areas. The document emphasizes the importance of educating women for their empowerment and overall family and social development.
Social and demographic characteristics of child sexual abuser A field study i...inventionjournals
ABSTRACT: Theretardation and reluctance of young people to marry despite the legal age, have serious consequences on the individual and on society and the most serious consequences of deviations and sexual offences where the unemployment is the most important cause of this reluctance by the attendant of the space and physical deficiency push unemployment to satisfy sexual indulging his impulse illegally and have children of victims where the most egregious violations such as sexual abuse and left the devastating effects on the child's all-round psychological, relational to knead, as their effects on Society through the spread of Vice, who wish to study by this article, is the impact of demographic and social character of child sexual abuser like the role of unemployment as an obstacle between the youth and legal marriage to adopt deviant behavior to satisfy unemployed indulging his impulse and including sexual gratification through thechild.
Gender inequality has been a prevalent issue in India. Historically, women have faced discrimination through practices like dowry, sati system, and purdah system which lowered their social status over time. Today, gender inequality manifests in various forms like higher female mortality and sex-selective abortions, lack of equal rights to property, employment and education opportunities. Social and cultural factors like patriarchal norms, son preference, and women's traditional roles in the family have perpetuated inequality. While laws have aimed to promote equality, implementation remains a challenge and gender disparities persist in many areas of health, education, employment and political representation in India.
"Sustainable Development Goals to ‘Achieve Gender Equality’ – How Far?"Rashmi Sajwan
The present study delves into existing asset ownership practices
basis gender distribution across diverse socio-economic
backgrounds;
(a)With a critical outlook on norms, legal redressal, right of
information / education regarding asset ownership amongst
women
(b) With a purpose to analyze whether there is an effective
system to empower individuals to exercise economic agency,
irrespective of gender
Gender inequality in higher education in India contextVivekRajMishra1
The document discusses gender inequality in higher education in India. It provides data on enrollment in higher education from 1955-1956 to 2019-2020 which shows that while the percentage of women in higher education has increased from 14.6% to 49.09% over this period, the progress has been marginal. Although more girls are attending college now compared to boys, gender inequality still persists in higher education when compared to men. The government has introduced several initiatives to promote female education and achieve parity but more efforts are still needed especially in the fields of science, technology and decision making.
Present Situation of Women Empowerment in Bangladeshinventionjournals
The total development of Bangladesh will undoubtedly be hampered if the empowerment status of women, constituting about fifty percent of the country’s population will not be increased or remains as low as it nowadays. In this study an attempt has been made to analyze and determine the nature and extent of women’s empowerment and factors influencing it in Bangladesh using the data of Bangladesh Demographic and Health Survey (BDHS) 2007. The findings reveal that the overall mean values of Economic Decision Making Index (EDMI) are 0.661, 0.697, and 0.669 and the overall mean values of Household Decision Making Index (HDMI) are 0.604, 0.646, and 0.613 for rural, urban and combined group respectively. It is observed that lowest age group has lowest mean values of EDMI and HDMI for all three (rural, urban and combined) groups. The mean EDMI is the highest when respondents age at marriage is <14 for both rural and urban areas and for combined groups. It is found that household head has negative significant effect on both EDMI and HDMI. Women living in urban area, involved with income generating activities are more empowered than their counterpart. The mean value of EDMI is larger than that of HDMI which indicates that women are less empowered in household decision making purpose than economic decision making. Between the two dimensions of empowerment, obviously urban women are relatively more empowered than that of rural women.
5 facts you should know about girls' educationSandra Dudley
Educating girls has numerous benefits - educated women are more likely to find work, while 1 in 5 adolescent girls and over 100 million young women in low/middle-income countries are unable to read or out of school. Between 2009-2013 there were attacks on schools in at least 70 countries sometimes targeting girls, parents, and teachers advocating for gender equality. In South Sudan, a young girl is 3 times more likely to die in pregnancy/childbirth than complete primary education. Malala Yousafzai argues that girls should have the right to an education.
Planned women academic programs and socio economic development of communitiesAlexander Decker
This document discusses a research study that investigates the impact of academic program planning for women's education on the socio-economic development of communities. The study aims to determine if academic program planning for women has a measurable effect on communities' socio-economic development. Data was collected through surveys administered to women with university degrees across three organizations in Rivers State, Nigeria. The findings revealed that academic program planning for women does have a subsequent measurable impact on communities' socio-economic development.
Gender inequality severely impacts women in Pakistan. Women have lower social status due to lack of education, poor health, limited access to resources, and lack of decision making power. They do most household work but have less rights than men. Pakistan ranks very low on gender inequality globally. Key factors contributing to inequality include gender-based violence, lack of education and awareness of rights, and limited access to assets, services, and opportunities in areas like education, healthcare, land ownership, employment, and wages. The government needs to provide education on women's empowerment, more job opportunities for women, and ensure equal opportunities to help reduce gender inequality.
The document discusses issues facing women in India, including violence, their status and rights, and access to education. Women make up 48% of the population but only 29% of the workforce. India ranks highly for dangers facing women, including rape which occurs every 20 minutes according to reports. Women face discrimination, child marriage, pressure to provide for families while doing domestic work, unfair inheritance and divorce laws, and lack of financial security. Illiteracy among women is over 50% and impacts empowerment. The document calls for addressing these issues facing women in India.
Women Empowerment – Conceptual Framework, மகளிர் அதிகாரமளித்தல் – கருத்தியல் கட்டமைப்பு, Sex and Gender
Meaning and Role of Gender
Gender Staratification in Historical Perspective
Gender Socialiszation
Gender Inequality and Gender injustice.
பாலினம்
Action to empower women report on education and gender equalitySiva Prakash Murugan
This document discusses strategic priorities for achieving gender equality and empowering women as outlined in the UN's Millennium Development Goals. It identifies seven strategic priorities: 1) increasing post-primary education for girls, 2) guaranteeing sexual and reproductive health and rights, 3) investing in infrastructure to reduce women's time burdens, 4) guaranteeing property and inheritance rights for women, 5) eliminating gender inequality in employment, 6) increasing women's political representation, and 7) combating violence against women and girls. The document argues that progress in these areas is essential to meet the goal of gender equality by 2015.
Colegio nacional de educación profesional tecnica delfulanitajoce
La arquitectura de una computadora describe los componentes fundamentales de un sistema informático y cómo interactúan entre sí. Los cinco componentes básicos son: el procesador, la memoria RAM, el disco duro, los dispositivos de entrada/salida y el software. El procesador es el cerebro del sistema y procesa los datos e información en formato binario utilizando los valores lógicos 1 y 0. Los dispositivos periféricos traducen la información del usuario a señales eléctricas binarias que puedan ser interpretadas por el procesador
This document outlines Jose R. DeJesus's mastery journey timeline to earn a master's degree in business entertainment from Full Sail University. It details the courses he will take, including personal development, project management, business finance, and a final business plan project. It lists goals and strategies for each course and references online resources. It also includes characteristics of mentors and industry leaders in film and music to contact.
This document summarizes research conducted on school-related gender-based violence (SRGBV) in Ndhiwa, Kenya. The research was a collaborative effort between Team Kenya, a UK charity, and Ndhiwa Community Empowerment and Development Project (NCEDP), a Kenyan NGO. Through questionnaires, interviews, and focus groups with 420 participants, the research found high levels of physical, sexual, and psychological abuse against girls in and around schools. It also examined the root causes and impact of SRGBV, including links to HIV, poverty, and cultural norms. Previous NCEDP programs showed success in improving girls' education, but further intervention was needed. The research aims to inform new strategies
Gender sensitivity issues and women empowermentmebinninan
The document discusses gender roles and biases. It defines gender as socially constructed differences between women and men that can vary across cultures and time. Gender bias refers to actions against someone based on perceptions of unequal rights due to their gender. The document advocates for gender equality and women's empowerment, recognizing they are interconnected goals. It provides examples of gender disparities in areas like education, employment, marriage age, and decision making within households. Overall, the document analyzes gender issues and the importance of promoting equality and empowerment.
Unite To End Violence Against Women!
Say No To Sex Selection and Female Foeticide!
Say No To Female Genital Mutilation!
Say No To Dowry and Discrimination Against Women!
Say Yes To Women’s Resistance!
Educate & Empowered Women for a Happy Future!
This document discusses gender discrimination in India. It begins by defining gender discrimination as discrimination based on gender that often negatively impacts opportunities for girls and women. It then notes that while the Indian constitution grants equal rights to men and women, gender disparities still exist in Indian society. Some areas where gender discrimination is seen include preferences for male children, unequal access to education with female literacy rates lagging behind males, and a gender pay gap where on average women earn only about 75% of what men earn. The document explores some of the causes of the gender pay gap such as occupational segregation into lower-paying jobs and sectors for women, less investment in education and training for women, and social norms that view women as future homemakers
Significance of UN Commission on Status of Women for Indiaijtsrd
The document discusses India winning a seat on the UN Commission on the Status of Women (UNCSW). The UNCSW aims to promote gender equality and women's empowerment globally. Having a seat on the commission could benefit Indian women in several ways. It would provide an international platform to advocate for issues facing women in India, such as economic empowerment of women farmers and manual scavengers. It may also help increase women's political participation and leadership roles by supporting training programs and initiatives to end gender discrimination. Additionally, the UNCSW could help tackle violence against women in India by aiding implementation of related laws and spreading awareness about safety issues facing women according to international standards. However, meaningful change will take sustained effort over
The document discusses women's empowerment in India. It defines empowerment and outlines how it relates to political, social, economic, and educational development. It notes national laws and policies aimed at empowerment, including constitutional provisions, reservation policies, and education acts. However, it highlights ongoing issues like gender gaps in economic participation, health, and political leadership. It concludes that empowerment is a long-term process that requires changes to social attitudes and institutions, as well as stronger implementation of existing policies and programs.
Gender Discrimination & Women Empowermentsachin tiwari
This presentation is about women empowerment & gender discrimination. Here, I have added a lot of facts & figures.
I have tried to highlight all the problems & hurdles regarding this problem and also suggested some ideas that can overcome all these problems.
This document discusses the history and current state of women's education in India. It notes that while women had access to education in ancient times, their rights and status declined after 500 BC. During colonial and medieval periods, various religious customs and the introduction of purdah further deteriorated women's education. However, since independence the Indian constitution has established women's equal rights and the government has implemented policies and programs to promote girls' education and female literacy through initiatives like the National Education Policy and National Literacy Mission. Despite progress, factors like gender inequality, child labor, and exploitation still contribute to poor literacy rates in some areas. The document emphasizes the importance of educating women for their empowerment and overall family and social development.
Social and demographic characteristics of child sexual abuser A field study i...inventionjournals
ABSTRACT: Theretardation and reluctance of young people to marry despite the legal age, have serious consequences on the individual and on society and the most serious consequences of deviations and sexual offences where the unemployment is the most important cause of this reluctance by the attendant of the space and physical deficiency push unemployment to satisfy sexual indulging his impulse illegally and have children of victims where the most egregious violations such as sexual abuse and left the devastating effects on the child's all-round psychological, relational to knead, as their effects on Society through the spread of Vice, who wish to study by this article, is the impact of demographic and social character of child sexual abuser like the role of unemployment as an obstacle between the youth and legal marriage to adopt deviant behavior to satisfy unemployed indulging his impulse and including sexual gratification through thechild.
Gender inequality has been a prevalent issue in India. Historically, women have faced discrimination through practices like dowry, sati system, and purdah system which lowered their social status over time. Today, gender inequality manifests in various forms like higher female mortality and sex-selective abortions, lack of equal rights to property, employment and education opportunities. Social and cultural factors like patriarchal norms, son preference, and women's traditional roles in the family have perpetuated inequality. While laws have aimed to promote equality, implementation remains a challenge and gender disparities persist in many areas of health, education, employment and political representation in India.
"Sustainable Development Goals to ‘Achieve Gender Equality’ – How Far?"Rashmi Sajwan
The present study delves into existing asset ownership practices
basis gender distribution across diverse socio-economic
backgrounds;
(a)With a critical outlook on norms, legal redressal, right of
information / education regarding asset ownership amongst
women
(b) With a purpose to analyze whether there is an effective
system to empower individuals to exercise economic agency,
irrespective of gender
Gender inequality in higher education in India contextVivekRajMishra1
The document discusses gender inequality in higher education in India. It provides data on enrollment in higher education from 1955-1956 to 2019-2020 which shows that while the percentage of women in higher education has increased from 14.6% to 49.09% over this period, the progress has been marginal. Although more girls are attending college now compared to boys, gender inequality still persists in higher education when compared to men. The government has introduced several initiatives to promote female education and achieve parity but more efforts are still needed especially in the fields of science, technology and decision making.
Present Situation of Women Empowerment in Bangladeshinventionjournals
The total development of Bangladesh will undoubtedly be hampered if the empowerment status of women, constituting about fifty percent of the country’s population will not be increased or remains as low as it nowadays. In this study an attempt has been made to analyze and determine the nature and extent of women’s empowerment and factors influencing it in Bangladesh using the data of Bangladesh Demographic and Health Survey (BDHS) 2007. The findings reveal that the overall mean values of Economic Decision Making Index (EDMI) are 0.661, 0.697, and 0.669 and the overall mean values of Household Decision Making Index (HDMI) are 0.604, 0.646, and 0.613 for rural, urban and combined group respectively. It is observed that lowest age group has lowest mean values of EDMI and HDMI for all three (rural, urban and combined) groups. The mean EDMI is the highest when respondents age at marriage is <14 for both rural and urban areas and for combined groups. It is found that household head has negative significant effect on both EDMI and HDMI. Women living in urban area, involved with income generating activities are more empowered than their counterpart. The mean value of EDMI is larger than that of HDMI which indicates that women are less empowered in household decision making purpose than economic decision making. Between the two dimensions of empowerment, obviously urban women are relatively more empowered than that of rural women.
5 facts you should know about girls' educationSandra Dudley
Educating girls has numerous benefits - educated women are more likely to find work, while 1 in 5 adolescent girls and over 100 million young women in low/middle-income countries are unable to read or out of school. Between 2009-2013 there were attacks on schools in at least 70 countries sometimes targeting girls, parents, and teachers advocating for gender equality. In South Sudan, a young girl is 3 times more likely to die in pregnancy/childbirth than complete primary education. Malala Yousafzai argues that girls should have the right to an education.
Planned women academic programs and socio economic development of communitiesAlexander Decker
This document discusses a research study that investigates the impact of academic program planning for women's education on the socio-economic development of communities. The study aims to determine if academic program planning for women has a measurable effect on communities' socio-economic development. Data was collected through surveys administered to women with university degrees across three organizations in Rivers State, Nigeria. The findings revealed that academic program planning for women does have a subsequent measurable impact on communities' socio-economic development.
Gender inequality severely impacts women in Pakistan. Women have lower social status due to lack of education, poor health, limited access to resources, and lack of decision making power. They do most household work but have less rights than men. Pakistan ranks very low on gender inequality globally. Key factors contributing to inequality include gender-based violence, lack of education and awareness of rights, and limited access to assets, services, and opportunities in areas like education, healthcare, land ownership, employment, and wages. The government needs to provide education on women's empowerment, more job opportunities for women, and ensure equal opportunities to help reduce gender inequality.
The document discusses issues facing women in India, including violence, their status and rights, and access to education. Women make up 48% of the population but only 29% of the workforce. India ranks highly for dangers facing women, including rape which occurs every 20 minutes according to reports. Women face discrimination, child marriage, pressure to provide for families while doing domestic work, unfair inheritance and divorce laws, and lack of financial security. Illiteracy among women is over 50% and impacts empowerment. The document calls for addressing these issues facing women in India.
Women Empowerment – Conceptual Framework, மகளிர் அதிகாரமளித்தல் – கருத்தியல் கட்டமைப்பு, Sex and Gender
Meaning and Role of Gender
Gender Staratification in Historical Perspective
Gender Socialiszation
Gender Inequality and Gender injustice.
பாலினம்
Action to empower women report on education and gender equalitySiva Prakash Murugan
This document discusses strategic priorities for achieving gender equality and empowering women as outlined in the UN's Millennium Development Goals. It identifies seven strategic priorities: 1) increasing post-primary education for girls, 2) guaranteeing sexual and reproductive health and rights, 3) investing in infrastructure to reduce women's time burdens, 4) guaranteeing property and inheritance rights for women, 5) eliminating gender inequality in employment, 6) increasing women's political representation, and 7) combating violence against women and girls. The document argues that progress in these areas is essential to meet the goal of gender equality by 2015.
Colegio nacional de educación profesional tecnica delfulanitajoce
La arquitectura de una computadora describe los componentes fundamentales de un sistema informático y cómo interactúan entre sí. Los cinco componentes básicos son: el procesador, la memoria RAM, el disco duro, los dispositivos de entrada/salida y el software. El procesador es el cerebro del sistema y procesa los datos e información en formato binario utilizando los valores lógicos 1 y 0. Los dispositivos periféricos traducen la información del usuario a señales eléctricas binarias que puedan ser interpretadas por el procesador
This document outlines Jose R. DeJesus's mastery journey timeline to earn a master's degree in business entertainment from Full Sail University. It details the courses he will take, including personal development, project management, business finance, and a final business plan project. It lists goals and strategies for each course and references online resources. It also includes characteristics of mentors and industry leaders in film and music to contact.
This document discusses key concepts related to morality, ethics, and their application in professional practice. It defines morality as being in accordance with standards of good conduct and relationships, with the goal of protecting quality of life. Ethics are defined as the moral principles that guide a person's or group's behavior. The document explores how personal, group, and societal moralities relate and must be integrated. It also compares the basic functions of law and ethics for professionals. Several laws and codes of ethics that govern professional practice are referenced.
1) La cinemática estudia los movimientos de las partes mecánicas y calcula matemáticamente sus posiciones, velocidades y aceleraciones. 2) Un mecanismo transforma el movimiento en un patrón deseable y desarrolla bajas fuerzas, mientras que una máquina produce y transmite fuerzas significativas. 3) La cinemática analiza conceptos como los grados de libertad, tipos de movimiento (rotación, traslación, complejo), y elementos como eslabones, juntas y cadenas cinemáticas
This document discusses key concepts related to morality, ethics, and their application in professional practice. It defines morality as being in accordance with standards of good conduct and relationships, with the goal of protecting quality of life. Ethics is defined as the moral principles that guide a person's or group's behavior. The document explores how personal, group, and societal moralities relate and must be integrated. It also compares the basic functions of law and ethics for professionals and lists laws and policies that protect moral convictions while upholding standards.
El documento describe diferentes tipos de teclados y mouse, incluyendo teclados estándar, multimedia, ergonómicos, gamer y holográficos. También describe mouse mecánicos, láser, ergonómicos, gamer, numéricos, con botones programables, guantes y láser apuntadores.
Este documento presenta el programa de la asignatura "Tecnología de Información e Investigación en Salud" impartida en la Universidad Autónoma de Santo Domingo. El curso se enfoca en desarrollar competencias informacionales en los estudiantes a través del uso de herramientas y estrategias de búsqueda de información. El programa consta de 6 unidades temáticas y una unidad opcional, con énfasis en el aprendizaje autónomo mediante el uso de recursos digitales. La evaluación incluye pruebas escritas y un
Community Action: A 360° Approach to Understand and Prevent Violence against ...Harsh Rastogi
Violence Against Women (VAW) is a public health concern. It affects the physical, mental, sexual, and reproductive health of women. Despite rising levels of education and pro-women laws across India, VAW is a major concern in the state of Punjab. The aim of the study outlines the design and implementation of a community-developed VAW intervention. A 360° approach was used to view the complex interplay between individual, interpersonal, community, and societal factors associated with VAW. Focus Group Discussions (FGDs) were used to identify community perceptions on VAW in the Fatehgarh Sahib District of Punjab. A community-based intervention named JAGO was designed and developed among a population of about 20,000 in 25 villages of Punjab. Operational meetings, IEC campaign, street plays, photography, gender sensitization workshops, painting competition, home visits, and village-level celebrations and pledge presentation ceremonies were also conducted.
Community mobilisation to prevent violence against women and girls in eastern India through participatory learning and action with women’s groups facilitated by accredited social health activists .
This document outlines a proposal to ensure safety and empowerment of women in India. It begins by noting that while the Indian constitution guarantees equal rights to women, in practice women face discrimination and lack of social acceptance. It then discusses various issues women face such as high rates of crimes like rape, sexual harassment, and abuse. The document proposes several solutions like improving access to education for girls, combating violence against women, increasing women's political participation and property rights. It argues that empowering women is essential for development and outlines a framework with dimensions of capabilities, access to opportunities and security to measure progress on gender equality.
This presentation helps to know about gender equality at individual level and in corporates. It also enables to deal with these situations and how to handle them.
This document provides an overview of integrating gender into monitoring and evaluation (M&E) of HIV programs. It begins with definitions of key gender-related terms like sex, gender, gender equality, and gender identity. It then discusses why gender is important to consider for HIV outcomes and programming, noting how gender inequality can increase HIV risk. The document reviews approaches to collecting gender-sensitive monitoring and evaluation data, including sex-disaggregated indicators and indicators that directly measure gender attitudes, norms, and inequalities. It emphasizes integrating gender into all aspects of M&E systems and processes to help improve programs and demonstrate their impact on gender equality and HIV outcomes.
A STUDY ON QUALITY OF LIFE OF WOMEN IN THANJAVUR DISTRICTIAEME Publication
Women tend to be more vulnerable to exploitation of various kinds, such as sexual harassment, domestic violence and exploitation in the workplace. Women also tend to be relatively easy targets of sexual exploitation, particularly if they are economically backward. They are deprived of political, social, economic and health opportunities. This study was interested to concentrate on to identify the quality of life of women in Thanjavur district. The researcher also focused to analyze the marital status, emotional disturbance, social attitude, Abuse and violence against women and quality of life of women. The sample size for the present study is 160 they were selected through stratified disproportionate random sampling method. The study observed that majority of the women are not having knowledge about act/laws for securing equal rights and opportunities for women, along with state/national policies for women. And half of the respondents have had low level of quality of work life. Women have different requirements and problems, which need to be addressed accordingly through specific interventions in areas like education, accessibility, training and employment, social security and protection for improving the status and quality of women.
This document proposes an educational program for students at Transitions Learning Center to address conflict management. The program will incorporate team building exercises and education on bullying and conflict resolution over three weeks. An assessment found bullying is prevalent at the school. The program aims to educate 85 students on bullying types and have 55 students demonstrate conflict management skills through group activities. It will be evaluated through pre- and post-tests. The program addresses a need, as students at the alternative school have experienced bullying and violence issues. It will use the Precaution Adoption Process Model to change students' beliefs about conflict management.
Enhancing Women Education:A step Towards EqualityZaraB5
Education is the powerful sword which can conquer any obstacle.Women can change the face of the world , if given the major opportunities of education and other human rights.
Exploring the links between Intimate Partner Violence and Sexually Transmitte...Dr. Meera Suresh
1. The document explores the links between intimate partner violence (IPV) and sexually transmitted infections (STIs) among women in India. It presents a situational analysis of 27 studies on the topic and develops a conceptual model.
2. It then analyzes the feasibility of 7 interventions to address IPV and STIs based on criteria like technical effectiveness, organizational feasibility, equity, socio-cultural acceptability, political feasibility and financial feasibility. Short-term feasible interventions included community health workers and women's empowerment programs, while long-term interventions included integrated health services and programs engaging men.
3. Recommendations focused on strengthening government implementation and coordination, supporting more research, and raising community awareness through education and media
The document proposes the R.U.E.M.P.O.W.E.R.E.D. model for women's empowerment in India. It aims to strengthen opportunities for girls' education, guarantee sexual/reproductive health rights, and invest in infrastructure to reduce women's time burdens. The model would also revise taxation for women, guarantee property/inheritance rights, increase political representation, and combat violence against women. It estimates that implementing the comprehensive model over 10 years could cost around $4000-5000 per capita annually and would require committed government and NGO support, technical/financial assistance, and accountability measures. The goal is to achieve true empowerment, equality, and justice for women in India
Tia Palermo's presentation on cash transfers and violence against women and children to UN Women's regional office and Promundo's Learning Dialogue Series in June 2020.
Assessment of women non formal educational empowerment programmDr. Mary Agbo
The study evaluated the administrative effectiveness of women non-formal educational empowerment program for women in the rural areas of Benue State. A descriptive survey method was employed in order to assess the impact of administration of the Program. Two types of data were collected for the study: primary and secondary data. The former was collected with the use of structured and unstructured questionnaires, interviews and participant observation; while the latter were derived from existing literature and document from the State Ministry of Education. The study findings indicated that the numbers of women who participated in the program increased annually. The program has recorded some success in the area of promotion of mass literacy; skill acquisition; and employment opportunities.
The document summarizes a study that evaluated the effectiveness of a non-formal educational empowerment program for women in rural areas of Benue State, Nigeria. Key findings include:
1) Participation in the program increased annually, with over 62,000 women enrolled between 1995-2005 and most graduating.
2) The program was successful in promoting literacy, skills training, and employment opportunities for rural women.
3) While the program helped empower rural women, its administration was found to be only fairly effective or not effective according to most respondents. Improving participation and adopting better approaches were recommended.
Educational Empowerment of Women and their Sustainability in 21st Century wit...Mohammad Rafee
This document discusses educational empowerment of women in urban India in the 21st century. It provides background on the history of women's education in India. The literacy rate has risen significantly but remains below the global average. Studies have found that access to education and employment empower women but societal attitudes are also important. Government programs aim to encourage women's education but factors like domestic violence, gender inequality, and restrictions in some communities still hinder literacy. The document presents objectives to assess women's empowerment and the impact of schemes in urban India through a study analyzing the relationship between income, education spending, health spending, and food spending.
Educational empowerment of women and their sustainability in 21st century wit...mohammad Rafee
This document discusses educational empowerment of women in urban India in the 21st century. It provides background on the history of women's education in India. The literacy rate has risen from 8.6% at independence to 65.5% currently, though it has not reached the global average. Studies discussed found that access to education and employment enable empowerment, but societal attitudes are most important. Government programs aim to encourage women's education. Higher education allows women to utilize their skills and contribute to the economy. The study aims to assess women's empowerment status and how government schemes contribute. It analyzes the relationship between women's income, education spending, health spending, and food spending. A positive correlation was found between spending on
The document discusses factors that influence female education in Ghana from basic to tertiary levels. It identifies key challenges such as poverty, adolescent pregnancy, sexual harassment, and balancing family/work responsibilities. Educating females contributes to improved individual and societal outcomes including health, empowerment, and national development. While interventions have aimed to improve female enrolment, disparities with males remain. Flexible policies and community support are recommended to further enhance female education.
SWASTH Approach - Addressing Violence against Women and Girls in BiharTej Prakash Yadav
As part of its Sector Wide Approach to Strengthening Health Programme (SWASTH) programme supported by the Department for International Development (DFID, UK) and the Bihar Technical Assistance Support Team (BTAST), GoB through WDC has been working since 2011 to strengthen the state response to VAWG. This response has been informed by global evidence and leading organisations working on VAWG issues.
The document discusses women's empowerment in India. It covers topics like principles of empowerment, the importance of education, action plans, violence against women, economic participation, and access to technology. The key aspects of empowerment discussed are increasing women's self-reliance, decision making power, and participation in development. While progress has been made in education and economic participation, gender gaps still exist and more work is needed to fully empower women in India.
Similar to Ali, cox, jeena final grant project (20)
FT author
Amanda Chu
US Energy Reporter
PREMIUM
June 20 2024
Good morning and welcome back to Energy Source, coming to you from New York, where the city swelters in its first heatwave of the season.
Nearly 80 million people were under alerts in the US north-east and midwest yesterday as temperatures in some municipalities reached record highs in a test to the country’s rickety power grid.
In other news, the Financial Times has a new Big Read this morning on Russia’s grip on nuclear power. Despite sanctions on its economy, the Kremlin continues to be an unrivalled exporter of nuclear power plants, building more than half of all reactors under construction globally. Read how Moscow is using these projects to wield global influence.
Today’s Energy Source dives into the latest Statistical Review of World Energy, the industry’s annual stocktake of global energy consumption. The report was published for more than 70 years by BP before it was passed over to the Energy Institute last year. The oil major remains a contributor.
Data Drill looks at a new analysis from the World Bank showing gas flaring is at a four-year high.
Thanks for reading,
Amanda
Was this forwarded to you?
If you’re a Premium FT subscriber, sign up here to get this newsletter delivered straight to your inbox.
Sent Tuesdays and Thursdays.
Not a Premium subscriber?
Take out a subscription, or upgrade from standard.
New report offers sobering view of the energy transition
Every year the Statistical Review of World Energy offers a behemoth of data on the state of the global energy market. This year’s findings highlight the world’s insatiable demand for energy and the need to speed up the pace of decarbonisation.
Here are our four main takeaways from this year’s report:
Fossil fuel consumption — and emissions — are at record highs
Countries burnt record amounts of oil and coal last year, sending global fossil fuel consumption and emissions to all-time highs, the Energy Institute reported. Oil demand grew 2.6 per cent, surpassing 100mn barrels per day for the first time.
Meanwhile, the share of fossil fuels in the energy mix declined slightly by half a percentage point, but still made up more than 81 per cent of consumption.
Presentation by Rebecca Sachs and Joshua Varcie, analysts in CBO’s Health Analysis Division, at the 13th Annual Conference of the American Society of Health Economists.
Sponsor a Child for Education & Food.pptxSERUDS INDIA
Every year there are many generous people across the world who wanna help needy children with everything they need. The statistics say that donations worth education and food for more than 500 million children get every year
Donate Us:
https://serudsindia.org/sponsor-a-child-india-2021-kurnool/
#donatefororphan, #donateforhomelesschildren, #childeducation, #ngochildeducation, #donateforeducation, #donatefoodforchildren, #foodforchildren, #donationforchildeducation, #sponsorforpoorchild, #sponsororphanage #sponsororphanchild, #donation, #education, #charity, #educationforchild, #seruds, #kurnool
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
Disampaikan pada FGD Kepmen Pertahanan tentang Organisasi Profesi JF Analis Pertahanan Negara
Jakarta, 20 Juni 2024
Dr. Tri Widodo W. Utomo, SH. MA.
Deputi Bidang Kajian Kebijakan dan Inovasi Administrasi Negara LAN RI
Presentation by Julie Topoleski, CBO’s Director of Labor, Income Security, and Long-Term Analysis, at the 16th Annual Meeting of the OECD Working Party of Parliamentary Budget Officials and Independent Fiscal Institutions.
1. ASHA for Education APPLIED PROJECT: USAID INDIA (Tamil Nadu, Chennai)
Elham Ali, Bhavya Jeena & Elizabeth Cox
New York University
Comparative Studies of Socialization
Professor Elisabeth King & Dana Burde
TA: Grace Pai
2. USAID INDIA 1
GENERAL INFORMATION:
Organizers: Ali, Elham; Jeena, Bhavya & Cox, Elizabeth
Organization: Asha for Education
Grant Applied Project: Educational course program to combat gender-based violence in
Chennai India
Location: Tamil Nadu, Chennai
Program Date: July 2015-July 2016
Funder: The Public Affairs Sections of the US Consulates General in Chennai and Hyderabad
Funding Opportunity Title: CRFP15-01: Combating Gender Based Violence through
Community Policing Programs
Budget: $15,000-$50,000
3. USAID INDIA 2
INTRODUCTION
Gender-Based Violence (GBV) is a global issue that needs augmented efforts from
governments and communities. Government and community leaders should consider gender-
based violence a threat to national security, public health and the global economy (UNFPA,
2014). Particularly, in India, GBV is a fervent issue that has increased propagation in national
headlines, which have driven reforms and protests nation-wide. In 2015, the Human Rights
Watch released a call to monitor government’s past efforts regarding anti-GBV reforms, yet
these reforms are still to be implemented and reinforced today (Human Rights Watch, 2015). The
US Embassy in Chennai, India has released a call for proposals to combat gender based violence,
as it is a dire issue that requires further attention and comprehensive solutions.
In this grant proposal we will outline Asha for Education’s unique position to conduct a
GBV educational program in the Indian University of Madras. We propose to conduct an 8 week
training program which will incorporate community participation techniques and get to the root
causes of why GBV occurs in Indian society and on college campuses. We have also included a
rigorous monitoring and evaluation component using quantitative and qualitative techniques.
Violence against women has been treated as domestic violence in India, however, with
the increase of women taking on roles in the workplace and desiring to be educated we feel it
necessary that a program to promote cultural understanding of gender equity is needed. We are
aware that community policing is often an answer to increase a sense of security, however,
research has shown that a strengthened understanding of the issue, is more likely to increase
preventive behaviors in the community (Seabrook, 2009).
Our organization, Asha for Education, is a local Indian non-profit organization based in
Chennai that has vast experience with college based educational programming and community
4. USAID INDIA 3
participation models to combat GBV in the local community. We are involved in initiatives that
affect human life, such as; health care, environment, socio-economic aspects and women's issues
(Asha Education, 2015). Our basic education materials do borrow from US best practices with
the view that adaptation to the local context is a form of best practice that we can contribute to
the US-Indian relationship. In addition, we see the value of working in conjunction with the
Indian government to strengthen their position against gender-based violence in our community.
We see the potential partnership between Asha for Education, United States Agency for
International Development (USAID) and the Indian government to be beneficial in the global
fight against GBV and we look forward to working closely on this project should our application
prove successful.
Asha for Education shares USAID’s philosophy and the Indian government’s position
when it comes to GBV curriculum. USAID’s programs seek to ‘address the root cause, improve
prevention, respond to the health and economic needs of those affected by GBV and support
legislation’ (USAID, 2014). The Indian government has in the past issued a Domestic Violence
act in 2005 which brought to the fore negative patriarchal cultural norms about women and
violence against women in the home. Even before this act, violence against women had been
noted on college campuses and the 1999 introduction of an Eve-Teasing Act made this behavior
illegal on college campuses. And, more recently the Indian Human Rights Watch Report in
coordination with the government called for stricter monitoring and evaluation of these laws
policing violence against women (Human Rights Watch, 2015). Our program seeks to use
USAID’s core principles and to strengthen the Indian government’s call for better monitoring
and evaluation of these programs.
5. USAID INDIA 4
We will conduct an 8 week educational course on the root causes of GBV in the college
community. The course will be conducted on one campus – The University of Madras with the
aim that students will partner with other universities at the end of the course. The success of our
course will be evaluated using quantitative surveys of the participants before and after the
course. Qualitative video interviews will be taken with course participants and with audience
members after the community play is performed. We will combine this data with college
reported statistics of GBV to see what impact our program has made on reporting dynamics in
the college community.
The aim of this course will be to strengthen community ties between the students in the
course (an equal representation of boys and girls), college administrators and police officers who
will be invited as guest speakers. An outcome of this course will be for the students to work with
a community theatre organization to produce a play on the root causes of GBV and prevention
methods they learned in the class. The students will then perform their play at other colleges in
Chennai and create a partnership with that university to design their own GBV educational
courses. By educating their peers, they will take on a leadership role in policing GBV and spread
the program to multiple campuses. We believe connecting policing staff with students will create
a community that is responsible and driven to stop GBV.
PROJECT JUSTIFICATION
The justification for this project lies in the growing number of GBV incidents reported in
India each year. Our justification for a college based education program is to discuss the root
causes of GBVin the college community and to address perspectives from women, men,
administrators and police in the community. From the three projects options solicited in the grant
application, we chose to develop a college based course as it would be the most effective
6. USAID INDIA 5
endeavor to raise awareness and combat gender-based violence on college campuses. We feel
this approach will considerably strengthen community ties far more than a community policing
program alone. Participants will understand the cultural issues motivating this violence and be
able to gain awareness and ownership of gender-based violence issues resulting in taking actions
after program completion.
The following literature review will first outline the current Indian cultural climate
regarding gender violence against women in society and the college campus. We will then look
at successful models based on US best practice to justify our approach which includes: gender
integration of workshops, the importance of local Indian context using a social ecological model,
the benefit of bystander intervention approaches and the importance of community participatory
techniques. Finally we conclude with the aim of strengthening relationships between the college
community and the local police in order to pave the way for a sustainable intervention.
Literature Review
GBV Statistics in India
Gender-based violence is historically prevalent in Indian society. Statistics collected by
the National Crime Records Bureau in India report that crimes against women increased 6.4%
from 228,260 to 244,270 in the years 2011-2012 (See Table A). Rape, kidnapping, dowry death,
torture, molestation and sexual harassment are the most dominant crimes reported. (Bamal and
Saharan, 2014). These statistics also speak to the context of Chennai. Especially in regards to
domestic violence (Vivian et al, 2003). In India, this problem is prevalent as more women enter
the workplace subsequently challenging cultural stereotypes of traditional gender roles. The most
extreme case of torture has taken the form of acid throwing (Chowdury, 2015). This is usually
done to women who refuse courtship from a man or challenge the authority of their husband.
Men cannot get to grips with the modernized, educated female who becomes a symbol of the
7. USAID INDIA 6
male’s emasculated state (Chowdury, 2015; Bamal and Saharan, 2014). Violence against women
is generally reported on as a result of patriarchal traditional culture and domestic violence is
often overlooked in communities as the woman is the property of the husband. Table A (Bamal
and Saharan, 2014, p. 9)
Cultural Stereotype of Women
India is a patriarchal society and women are traditionally expected to be good wives,
mothers and daughters. This traditional stereotype does not allow for education of girls or the
growth of the female beyond the household. Although there are many cases of women who
progress through the education system and enter the workplace, the unequal status of women in
comparison to men is manifest in daily interactions and is embedded in Indian processes of
socialization in education, family life ‘customs, religious laws and rituals’ (Bamal and Saharan,
2014, p. 10). India is a unique case study for GBV as these actions go beyond physical abuse
(Kalokhe, 2015). College-going women usually belong to middle or upper class families which
mean that the values of equal gender status become normative for one social class but traditional
values prevail in lower classes in society (Rogers, 2008; Subramanian, 2014). Part of the
narrative on raising awareness on GBV is to change the cultural belief that women are a burden
to their family and to raise awareness of the pervasive embedded social inequalities that causes
gender based violence.
College Campus Dynamics
Sexual harassment is called ‘eve-teasing’ on college campuses. The Indian government
has made eve-teasing illegal since 1998 which is why it occurs off campus, on buses or footpaths
that students have to use. Reasons for why male students or males in the community engage in
eve-teasing includes creating status by initiating a fight with the girl’s boyfriend, enjoying
8. USAID INDIA 7
fighting as part of an evolutionary consequence of the male brain, seeing girls as too forward,
and male students not knowing how to act when women enter previous male spaces (colleges)
(Rogers, 2008). These reasons are also embedded in the lower social class, economic status and
language inferiorities of male students who feel they are victims of a globalizing world, which
fuels their need for eve-teasing. (Rogers, 2008). This implies that the result of eve-teasing is
usually a male altercation with males defending the honor of their female friend. The common
nature of these fights leads campus security and local police to turn a blind eye. Presuming it is
male bravado and not gender based violence.
US models for Gender-Based Violence Awareness
Gender Integration
In US best practices, men have become the targets of GBV interventions and research studies
(Rogers, 2008; Miller et al, 2015; Das and Singh, 2014). Since men are largely the perpetrators
of violence against women, the narrative has been focused on how to change men’s attitudes and
behaviors (Jewkes, Flood and Lang, 2015). A successful U.S. study to change male behavior and
raise awareness targeted high school and college boys in sports teams and relied on the coach to
mentor and initiate behavior change (Miller et al, 2015). These programs have proved successful
in the United States, however the adaptation to an Indian context does not adequately consider
the cultural and social upbringing of gender norms in Indian homes (Miller et al, 2015; Anderson
and Whiston, 2005). While attitudes to gender equity improved in the Indian study (Ibid), the
belief that violence is still an appropriate way to deal with conflict or wives was largely held.
This is likely due to the prevalence of violence in the home lives and communities of these
students (Ibid). And, it underscores how culture and violence against women is a norm in India.
Our program has been designed with the Indian local context in mind and aims to challenge both
9. USAID INDIA 8
male and female students and administrators to reconsider these cultural norms. We believe a
successful intervention includes all actors in the ongoing conflict in order to create better
relations in the college community. This decision is supported by research that not only men
need to become allies to women but women also need to believe that they have the legitimacy to
actively change cultural gender norms (Jewkes, Flood and Lang, 2015). The content of
programs, presenters, gender of audience, and culturally relevant programs are crucial for a
better gender-based violence programming (Anderson and Whiston, 2005).
Local Context
The social ecology perspective has been proven successful in the US and in other
countries to prevent violence against women. This perspective takes into account how the
different individual, social, institutional and political sphere’s all provide unique context for a
curriculum. This type of program needs to lay roots for sustained problem solving tools across all
spheres of the individual’s social ecology model. (Michau et al, 2015) Our programming uses
this approach by first analyzing the Indian social ecological context and inter-sectionality of
gender inequalities and then providing a program which will bring in local and US experts to
teach activism tools that can be integrated into these spheres.
Bystander Interventions
Educating U.S. college students on GBV has been proven to reduce the rate of sexual
violence reported on college campuses (Salazar et al, 2015). In order to reach a large college
audience these trainings are often done through the internet. Often, failure to act when a situation
arises is because college students don’t know how to identify the behavior as sexual harassment
or because of pluralistic ignorance (Aronson, 2013). Pluralistic ignorance is when they believe
everyone in the group wants to go along with the behavior and to speak up would ruin their
10. USAID INDIA 9
status in the group. In actuality, bystanders remain bystanders instead of allies because they feel
society would accept them more if they did nothing. However, with trainings on what to look for
and how to act, research found that 6 months after bystander training, male college students had
sustained greater empathy for rape victims, were less involved in GBV on campus and had
greater intentions to intervene (Salazar et al, 2015). Our program includes discussion topics on
the bystander, the bully and the victim in local context scenarios. Participants will also be
encouraged to design awareness campaigns based on the best practices of bystander
interventions.
Successful Interventions have been focused on early prevention or rehabilitation of
victims. There is little evidence that interventions designed to change attitudes and behaviors of
perpetrators have proven as successful (Elsberg et al, 2015). This lack of evidence is true
especially for the Indian context. Based on these findings our program focuses on early
prevention and understanding the social ecological reasons for why GBV occurs. By internally
motivating college students to be advocates for change and allies to women we can effect change
more easily.
Community Participation Theory
Community participation theory encourages people in the community to become active
members of a development program. In this method community members partner with the
intervention organization and contribute to the design and implementation. This has proven a key
strategy with youth who are eager to learn from outside organizations but are also determined to
contribute to the discussion instead of having ideas imposed on their day to day lives.
(Cheetham, 2002). The project also has sustainability built into its core objectives from day one.
11. USAID INDIA 10
Participants are given tools to teach the content back to the community or to design their own
interventions (Cheetham, 2002).
A key component of community participation is ownership of a task through shared
responsibility (Cheetham, 2002). The inclusion of different groups aims to represent the
community and acknowledge the value of the local knowledge they have to share. It also
strengthens the relationships between these different groups, lessening prior conflict that might
exist between them. (Cheetham, 2002). We have decided to include students and administrators
as participants in the program in order to foster trust and shared responsibility between these
groups to find solutions to GBV on campus.
Another relationship which our program aims to strengthen is trust between the police
force and the college community. To begin this dialogue we have invited US and local police
officers as guest speakers in the course. Sharing of best practices by the police force has been
seen to strengthen trust between these two groups. Police involvement in community
participation for behavior change has proven successful in the U.S. to curb violent gang-related
behavior (Seabrook, 2009). Police support lends legitimacy to the college course, shows that
police support efforts to combat GBV and encourages people to report incidents (Seabrook,
2009). Other methods used in the U.S. to combat violence has included the neighborhood watch,
increasing official police presence and creating social activities for perpetrators to channel their
energies into (Juvenile Justice Bulletin, 1999; Seabrook, 2009).
In India, community participation for youth has also included participatory theatre
techniques. This is where students are given a chance to script and enact a play to inform others
on correct health behaviors or current issues in the community. Our program will ask students
12. USAID INDIA 11
and administrators to design campaigns which seek to involve more community participatory
methods in the cause.
Quality Relationships between the community, college and police
Public safety is a growing concern in India (Viswanath and Basu, 2015). Ironically,
bright street lighting and seeing an equal number of men and women on the street makes people
feel safer than police presence (Viswanath and Basu, 2015). This is because Indian police
officers are stereotyped as self-interested, corruptible parties (Ibid; Rogers, 2008; Wahl, 2014).
Mistrust is embedded in the relationship which communities have with their local police force.
Our program aims to show how communities can initiate their own policing efforts and it shows
how better relations can be fostered between students, campus security and the local police.
Again, gender integration works best to raise awareness. In the local context a best practice is to
use female police officers to conduct self-defense trainings for women and raise awareness that it
is culturally encouraged for females to speak up (UN Women Security Sector Module 2011).
An essential relationship will be the connection between university students and police
officers from the Police Academy. Firstly, collaboration with police is a constructive strategy to
strengthen the program and increase legitimacy in the community. Secondly, students shared
ideas will hold significance to important members in the community who can assist students to
implement their plans. This relationship will allow both sides to hear the realities of each other’s
lived experiences. It will also allow for open and safe discussion on sensitive cultural material
between students and police that can forge a stronger bond that could allow for future
collaboration. It is essential to have police participation in the program as they are an important
part of the reporting aspect of the program.
13. USAID INDIA 12
We believe community participation, gender integration and designing prevention
activities with the social-ecological model in mind will help us to strengthen community ties and
strengthen the government’s position on GBVin India. In the following section we have outlined
our specific goal and objectives for our college based education program.
PROGRAM GOALS AND OBJECTIVES
Goal: Strengthen leadership to raise awareness and combat GBV on college campuses and
universities
Objectives:
- Develop a pilot training course for students and administrative leaders in order to strengthen
their efforts to combat gender-based violence at the University of Chennai
- Assist administrators and students increase awareness; develop prevention and intervention
strategies to tackle gender-based violence on college campuses
- Train students to spread the tools and skills learned in this course to other campuses in
Southern regions of India
PROGRAM NARRATIVE
This proposal is for an 8-week comprehensive education program at the University of
Madras. First, students will complete a 6-week training course, and will be given two-weeks to
prepare a community theater project upon course completion. While the course aims to
strengthen administrators and students efforts to combat campus-based gender-based violence,
the community theater project will prepare students to transfer the skills and tools learned in the
course to their own course programming, which will be designed at their own university and
other surrounding colleges in Chennai. As an effort to spread the program, this theater project
14. USAID INDIA 13
will be a way to gain credibility and partnerships to design the course in other campuses.
Students will prepare a theater play and perform it on college campuses.
The program will be facilitated by two local instructors from Asha for Education. The
two instructors will require a strong educational background in Criminology and Women Studies
in connection to gender-based violence. The program will be conducted at the University of
Madras between July 2015 and July 2016. University of Madras is a public state university
located in urban city area of Chennai. It is one of the oldest universities in south of India and
prides itself on being opened to progressive changes and initiatives, nationally and
internationally (University of Madras, 2015).
There is little research on how gender-based violence is addressed at the university;
however, this topic does unfold in classes and around the campus. Recently, a play called ‘Jen
and Steve’ raised attention in a lecture classroom at the Criminology department. This play was
organized by Ben Atherton-Zeman, a ‘recovered sexist’ who later became a spokesperson for an
activist organization called National Organization for Men against Sexism (NOMAS) which
promotes pro-feminism and positive changes for men. He toured around India to raise awareness
of one form of sexism-micro-aggression-through theater plays and puppetry (The Times of India,
2014). Evidently, gender-based violence is a discussed topic on campus, yet little initiatives and
efforts are taken to fight this issue. As a result, this course program offers to raise awareness and
combat gender-based violence in a sustainable method.
This course will initiate a multi-sectoral approach in managing campus-based gender
based violence. Course lessons will inform and train students to engage with varied institutions
and inter-agencies when designing prevention programs, this approach is vital for successful
outcomes.
15. USAID INDIA 14
Participants
We will select 20 students and 6 administrative leaders, of which 13 will be males and
13 females. There will be 10 male and female students and 3 male and female administrators. We
decided to select 26 participants as we intend to conduct small group workshops which have
evidenced success in changing norms and behaviors (OECD, 2011). The equal number of males
and females will increase gender integration. There will only be 6 administrative leaders as part
of their role in the course will be to guide and encourage leadership in students. Participants will
be selected through a rigorous selection process, where they will be required to submit a
statement of purpose to prove their motivational goals in combating gender-based. Student
applicants must be enrolled full-time in a master’s level degree and administrative leaders must
work full-time and have a broad work experience in leadership and administration. All applicants
will be invited for interviews to communicate their leadership skills and their envisioned
platform on anti-GBV initiatives at the University of Madras. This program will solely consider
students that are committed to strengthen community leadership and building a strong
community. This training course will prepare students to carry out the mission and activities of
the program. Post successful completion of the program in the University of Madras, the
structure and results of the course program will be reevaluated and then modified if necessary to
gain a universal success upon the program’s distribution to other similar cultural settings despite
the geographical region.
The overarching goal of this program is to build a violent free environment in
campuses and universities. This course will introduce participants with successful methods and
models adopted from US colleges and universities. We do keep in perspective that US models
may not necessarily adopt well in Indian college campuses due to context variances. When
16. USAID INDIA 15
designing this program, we will pay close attention to the local context, incorporate
comprehensive approaches and continue research (over focus groups) at the University--to
evaluate if these approaches are indeed suitable. Notwithstanding, participants will develop a
holistic prevention programs informed by research and relevant theories. While this course will
follow a comprehensive nature, sections and details of the course need to correspond with the
context and the university where this course is implemented.
PROGRAM ACTIVITIES
Course Design
Asha representatives will design a syllabus that includes a course overview with course
descriptions and purpose, detailed instructor's’ information, outlined modules for each week with
activities, assignments and reading materials. The syllabus will also include what is expected of
participants during the course. As previously mentioned, students and administrators will be
elected prior at the start of the program.
The central goal of the course is to introduce sustainable and innovative program designs
that students can apply to their own programming. This 6-week course will include 6 lessons--
one lesson per week. The three known players of gender-based violence; the bully, victim and
the bystander will be the themes for the course lessons. The course will be subdivided so that
each major topic discussed will be addressed during two consecutive lesson periods: the first two
class lesson will be on The Bully- The impact of the Bully, the two class lessons following on The
Victim-The Survivors Experience, and the final two class lessons on The Bystander-
Interventions and Preventions. Each course lesson will be one hour long. The first course lesson
of each topic or theme will be an introductory lecture and discussion course, mainly focusing on
various theoretical perspectives (feminist, sociology, psychology and criminology) and informed
17. USAID INDIA 16
research on the cause of gender-based violence and its possible solutions. The second course
lesson of each theme will include a one- hour workshop, with one or two activities, to expose
students to programming of effective prevention methods drawn from evaluated US models that
have evidenced success in college campuses. The first course lesson aims to strengthen students
efforts in raising awareness by increasing their knowledge on GBV and critically analyzing
Course Methods
Cooperative learning techniques have shown to improve inter-group relationships and
academic achievement (Slavin& Cooper, 1999), specifically jigsaw learning, increases
motivation and confidence in students involved in inter-group activities. These techniques will
be utilized to enhance gender integration and lessen power dynamics between men, women,
students and administrators. Students will be asked to participate in activities with heterogeneous
groups to enhance integration among groups, as they have to depend on each other to finish a
competitive activity.
Weekly Course Modules
Lesson1 & 2: The Bully- The impact of the Bully
The very first lesson of the course will begin with an overview of the program and an
introduction to the course and materials. It will introduce the theories and research that inform
The Bully, and there will be a lecture accompanied by reading materials available for students.
Students will learn about the different levels of social ecology theory. The ecological model
theory posits that there are various contributing factors of violence; it looks beyond the single-
factor as a cause of violence (OECD, 2011). The model demonstrates that root causes of violence
range from an individual level to the societal level. Students will also be assigned introductory
readings on historical and theoretical approaches surrounding gender-based violence.
18. USAID INDIA 17
The second lesson will include an interactive activity, in which students will discuss the
different types and the root causes of GBV, the motivations of the bully and the outcomes
expected by the bully. They will relate these discussions to the violence that occurs at the
University of Madras. The second workshop activity will discuss gender, gender norms and how
to shift cultural norms in order to change attitudes and behaviors of the bully. They will learn to
design gender-transformation campaigns that integrate both male and female participants. In the
past, program agencies have only focused on gender-transformation campaigns targeting males
and females separately, in the recent years more recognition is now given to campaigns that
integrate both gender. This practice has shown positive changes on norms and behaviors (OECD,
2011). Students will also learn to design a gender integrated peer training and community
workshops, targeting men and women who are already involved in other meetings and activities,
such as microfinance programs and sports clubs, as a way to maintain long-term participation.
Lastly, students will learn about successful awareness campaigns such as UNiTE to End Violence
campaigns organized by UN Women, which have raised awareness and political activism
through slogans and materials (OECD, 2011). In addition, students will learn about the media as
an awareness campaign; the media is a powerful tool to spread information, in this course it will
be used to reach students at the University of Hyderabad, located in the Indian state of
Telangana. Students will be connected through an online discussion and video calls, and they are
expected to follow up with their peers on their own. By participating in these online discussions,
students will practice what they have learned by teaching other students about these programs.
Lesson3 & 4: The Victim-The Survivors experience
The third course lesson will introduce The Victim theme. During the lecture, student will
learn about human rights, women empowerment and varied feminist theoretical perspectives on
19. USAID INDIA 18
the cause of GBV. The third lesson of this course will include a workshop with two activities.
The first activity will begin with discussion questions, student will discuss the typical victims of
GBV and what preventions and rehabilitation strategies would be most effective for victims.
They will be given written scenarios of women that have previously experienced violence;
students will suggest strategies for the university and the state to help victims of violence.
Students will learn how to collaborate with health and social welfare services to help victims on
campus. These two sectors are crucial in helping victims of GBV; health workers have a critical
role in helping victims of violence, as they can provide health treatment and consoling
(Samarasekeraa & Horton, 2014). If victims experience partner violence, social support and
services are essential to their well-being. Students will also learn about partnering with police for
as a prevention strategy. In order for students to learn more about innovative policing programs
and to strengthen quality relationships between students and police, two police officers will be
invited to speak and join workshop activities for two courses. Hemant Karkare, a local Indian
police officer and Laura Luigi, a US female police officer will be invited to speak about
community policing and effective preventions of GBV.
Lesson5 & 6: The Bystander-Interventions and Preventions
The fourth lesson will about the The Bystander, it will begin with a lecture on community
participation theory followed by discussion questions on the bystander--the reasons why they do
not intervene or report crimes and how to change these attitudes and behaviors. Students will
then focus on community prevention and intervention programs such as situational prevention,
mentoring/counseling, media and social marketing interventions, and policy interventions. For
instance, students will discuss mentoring and counseling programs as they have shown to lower
violent and delinquent behaviors, and increase pro-social skills, academic achievement and
20. USAID INDIA 19
positive attitudes and social norms. In mentoring programs, using behavior management
strategies have also shown to increase students’ attendance. Students will also speak about policy
interventions as methods to lobby for strengthened GBV laws and legislation. The fifth lesson on
this topic will include the last workshop activity. Students will incorporate all aspects of the
course and design a blueprint that is suitable for University of Madras.
Community Theater Project
As the last project of this program, students and administrative leaders will be asked to
prepare a community theater project, where they will include a play of each theme--the bully,
victim and bystander. Each theme will be incorporated in the play and it will creatively express
the causes and preventions to gender-based violence. This project will prepare students with the
tools and skills learned in class as they will be instructing their own GBV course in other
campuses. The sustainability of this program depends on how these leaders will internalize the
techniques to use it for their own programs and to spread it throughout other campuses. It is
critical that students exercise these tools in the community. In collaboration with Marappachi
Trust, a local nonprofit organization that works on human rights through art and culture, students
will receive the help they need and prepare theater project. They will have to organize all aspects
of the program and perform it other campuses. This performance will also be an opportunity to
be spread to other college campuses. Responses of attendees to the program will be videotaped
and utilized for promotional materials and as a measurement of success of the program.
MONITORING AND EVALUATION
Asha for Education has several monitoring processes lined up to track the effectiveness
of the program. The first step to monitor effectiveness will be to assess the outlooks of
participants on gender norms and gender violence. A pretest and posttest will be administered to
21. USAID INDIA 20
measure attitude. The pretest will be administered to all participants in the program on the first
meeting date in person before any activities or discussions have begun. The post-test will be
administered a week after the program has ended and will be e-mailed to participants to complete
at home. The test will be based on a psychometric evaluation of a twenty-four-item scale, to
measure attitudes toward gender norms among young men: the Gender-Equitable Men (GEM)
Scale (Pulerwitz, 2007). Scale items are designed based on the gender norms that relate to sexual
and reproductive health, sexual relations, violence, domestic work, and homophobia. The test
will assess the current gender norms and issues seen in Indian society to best reflect the
participants in the program. The goal of the program is to see if there is a significant
transformative change in underlying attitudes toward gender norms and violence in all
participants. Thus, it is crucial to measure the long-term effects of the program. The GEM test
has previously been administered to test attitudes in Brazil and the test was shown to be effective
in predicting not only attitudes but actions, “as hypothesized, more support for equitable norms
(i.e., higher GEM Scale scores) is significantly associated with less self-reported partner
violence…” (Pulerwitz, 2007)
In addition to quantitative measures of attitude, qualitative research will also be done on
participants through videotaped interviews of all twenty participants. We will use relevant clips
from the videotaped interviews as a form of advertising for the program to other college
campuses. The participants will be asked questions about their experiences, their attitudes and
how their participation in the program has changed their goals for the future and their
relationships. A 25 to 30 question interview will be designed over the course of the program to
really reflect the experiences of the participants. Interviewee responses will be coded and utilized
22. USAID INDIA 21
to inform (in) effectiveness of the program for the next group to use in order to adjust activities
and curriculum.
In addition, the educational nature of the program will result in some project based
evidence of effectiveness. Because the end goal of the program is for participants to create and
implement their own final project to share what they have learned with their classmates and with
college students on other campuses, the spread of the program will be an additional indicator of
program effectiveness. We project for the first group to participate in the program to bring the
tools and skills they have learned to at least three campuses, including their own. From this
point, ambassadors from different college campuses will take charge and create effective
programming based on our structure to their campuses. The goal is to have ten college campuses
in the southern province of India to be implementing the GBV curriculum created by Asha for
Education two years after the start of the inaugural program.
Finally, program effectiveness will be measured by the rate of reporting of GBV crimes
on campus to security. Our theory is that with the increased reports and awareness of GBV, the
number of reports will keep increasing. This may appear to show that more GBV crimes are
occurring; however Asha for Education believes that more awareness results in first a spike in
reporting and eventually a slow decline, as less GBV crimes occur on campus or are prevented
by a better informed security staff and students.
CONCLUSION
Asha for Education has designed this project with the aim of sustainable, measureable
outcomes in mind. Our educational approach is participatory in nature. It encourages students,
administrators and local police to engage in a dialogue to raise awareness about GBV in Indian
society. Our choice to use a college campus is to deliberately target students who are eager to
23. USAID INDIA 22
initiate change, who are internally motivated to strengthen community relationships, raise
awareness and perhaps even turn this project into a vocational career.
We have used a simple course structure – the bully, the victim and the bystander – which
borrows from U.S. models of bystander intervention methods. This approach is in accordance
with research that preventive education can have long-lasting sustainable attitude and behavior
change in school or college environments. Our course uses community participation techniques
and is grounded in a local Indian context. We believe it is important to adapt best practices from
U.S. models to an Indian context in order to ensure participants can place their learning within
their own social ecological model. Our choice to use U.S. models is also hoped to strengthen
U.S-India relationships at the college level and at the government level.
The success of the course will be evaluated using quantitative and qualitative methods.
The GEM survey will be adapted to the local Indian context and administered a week before and
after the course. Qualitative video interviews will report on how students connected with the
material and what needs to be adapted for future trainings. We will also video interviews after
the students put on their community theatre plays at other colleges to measure how these
interventions are received by the college community. Campus reports of GBVwill also be used to
add to our evaluation report. These statistics will be checked monthly for the next two years. Our
hope for this project is that participants will learn tools to raise and sustain awareness of GBVon
college campuses with the hope that we begin to see an increase of these types of courses and
programs, ultimately culminating in cultural shifts in attitude regarding violence against women
and LGBTQ who defy gender norms. Asha for Education has a number of years’ experience in
educational and community participatory projects. Our expertise and innovative methods are
poised to lead the college community dialogue on gender based violence.
24. USAID INDIA 23
References
Anderson, L. A. & Whiston, S. C. (2005), Sexual Assault education programs: A meta-analytic
examination of their effectiveness. Psychology of Women Quarterly, 29: 374–388.
Aronson, E. (2012) The Social Animal 11th Edition. New York: Worth Publishers
Bamal, S., & Saharan, A. (2014). Gender Based Violence in India -- A Burning Issue. Language
In India, 14(4), 8-17.
Bukunola & Idowu (2012) Effectiveness of Cooperative Learning Strategies on Nigerian Junior
Secondary Students’ Academic Achievement in Basic Science. British Journal of
Education, Society & Behavioral Science 2(3): 307-325
Cheetham, N (2002). Community Participation: What is it? Transitions14(3), 1-7.
Chowdhury, E. H. (2015). Rethinking Patriarchy, Culture and Masculinity: Transnational
Narratives of Gender Violence and Human Rights Advocacy. Journal of International
Women’s Studies 16(2), 98-114.
Das, A., & Singh, S. K. (2014). Changing Men: Challenging Stereotypes. Reflections on
Working with Men on Gender Issues in India. IDS Bulletin, 45(1), 69-79.
Arango, et al. (2015). Series: Prevention of violence against women and girls: what does the
evidence say?. The Lancet, 3851555-1566.
History and Mission of University of Madras (2015) Retreived May 13, 2015 from
www.unom.ac.in
Heise (2011) What works to prevent partner violence? An Evidence Overview. OECD.
Hortona & Samarasekeraa (2014) Prevention of violence against women and girls: a new chapter
The Lancet. 385( 997): 1480–1482
India World Report. (2015). Retrieved May 11, 2015, from http://www.hrw.org/
25. USAID INDIA 24
Jewkes R, Flood M, Lang J. Series: From work with men and boys to changes of social norms
and reduction of inequities in gender relations: a conceptual shift in prevention of
violence against women and girls. The Lancet[serial online]. April 18, 2015;385:1580
1589.
Juvenile Justice Bulletin. (1999). Juvenile Justice Bulletin. Retrieved from
https://www.ncjrs.gov/html/ojjdp/jjbul9910-1/comm.html
Kalokhe, A. S., Potdar, R. R., Stephenson, R., Dunkle, K. L., Paranjape, A., del Rio, C., &
Sahay, S. (2015). How Well Does the World Health Organization Definition of Domestic
Violence Work for India?. Plos ONE, 10(3), 1-16.
Michau, L., Horn, J., Bank, A., Dutt, M., & Zimmerman, C. (2015). Series: Prevention of
violence against women and girls: lessons from practice. The Lancet, 3851672-1684.
Miller et. al (2015). Exploring the Potential for Changing Gender Norms among Cricket Coaches
and Athletes in India. Violence against Women, 21(2), 188.
Our Projects (2015) Retreived May 11, 2015 from http://www.ashanet.org
Rogers, M. (2008). Modernity, ‘authenticity’, and ambivalence: subaltern masculinities on a
South Indian college campus. Journal Of The Royal Anthropological Institute, 14(1), 79
95.
Salazar, L. F., Vivolo-Kantor, A., Hardin, J., & Berkowitz, A. (2014). A web-based sexual
violence bystander intervention for male college students: randomized controlled trial.
Journal Of Medical Internet Research, 16(9),
Seabrook, J. (2009). Don’t Shoot. The New Yorker. 32-41
Subramanian, M. (2014). India's Golden Chance. Virginia Quarterly Review, 90(1), 128-141
26. USAID INDIA 25
Slaven & Cooper (1999). Improving Intergroup Relations: Lessons Learned from Cooperative
Learning Programs. Journal of Social Issues.
The Time of India (2014). A play against gender-based violence. India Times
UN Women Security Sector Module (2011). Case Study: Parivartan- A Programme for the
Safety of Women and Children by the New Delhi Police in India.
USAID. (2014). USAID Gender Based Violence. Retrieved from http://www.usaid.gov/gbv
Viswanath, K., & Basu, A. (2015). SafetiPin: an innovative mobile app to collect data on
women's safety in Indian cities. Gender & Development, 23(1), 45-60.
Wahl, R. 2014. “Justice, Context, and Violence: Law Enforcement Officers on Why They
Torture.” Law and Society Review. 48(4): 807-836.