Family Versus School Values in the Upbringing of Modern YouthRedowan Islam Palash
This slide shows the difference between family and school values in the upbringing of modern youth. It also addresses the problems of modern youth, a comparative analysis of modern times and early 1990s.
On March 2, 2017, Stephanie Leder, Gitta Shrestha and Andrew Reckers of IWMI Nepal presented the participatory gender training manual that was developed by their team under WLE and was trialed in Nepal.
Social Problem of causes and Solutions By Ammara Arshad Nadia Ehtisham.pptxKamran Abdullah
BS EDUCATION
SEMSETER 2nd
(From Sep 2023 to Jan 2024)
Subject: Citizenship
Teacher: Ms Sania Hayat (M.Phil.)
Classes: Monday 11-12:30 ,Tuesday 8-9:30
These Are Final Term Presentation Slides
-------------------------------------------
Institute of Education
University Of Sargodha *
Building education through and for social justice: lessons from co-creating a...decolonisingdmu
Dr Amy Maclatchy, Dr Moonisah Usman and Lara Pownell, University of Westminster
‘The academy is not a paradise. But learning is a place where paradise can be created’ (hooks, 1994). Universities are sites of struggle and do not always lead to equitable outcomes. National degree awarding gaps highlight the disparities in outcomes of higher education for racially minoritized students. This ongoing issue has been described as a ‘wicked problem’, directly related to structural racism, or policies and practices that continually disadvantage racialised students (Ugiagbe-Green and Ernsting, 2022). Movements to decolonise the curriculum bring hope and the tools to rebuild more socially-just institutions and societies, however, this path is challenging.
It is sometimes questioned whether the field of science, with its guise of objectivity, needs decolonising, or what that process might look like. As decolonising of science gains momentum across the sector, we see it to involve challenging prejudice and bias, shifting from eurocentric epistemology and recentring marginalised voices. Ultimately, shifting our relationship to and practice of science by being actively anti-racist, may help us tackle problems like health inequalities, which affect minoritised groups the most and with which we’ve grappled for too long (Raleigh and Holmes, 2021).
In this collaborative workshop, we will consider how to reimagine higher education, through building student and staff relationships to co-create decolonial learning spaces that allow anti-racist dialogue and practices. We will share lessons from our journey of using co-creation, critical thinking and storytelling to humanise the classroom and tend to issues of race and their intersection with the discipline of life sciences, on the core foundation module ‘Critical Thinking for Academic Professional Development’ in the Centre for Education and Teaching Innovation, University of Westminster.
This presentation was delivered at Reimagining Higher Education: journeys of decolonising at De Montfort University, Leicester, on Wednesday 8th November 2023.
2019 AASA Disrupting Poverty a Moral ImperativeRobert Mackey
As the number of students experiencing poverty increases in our public schools the need for how educators approach guaranteeing ALL students learn at high levels needs to be examined. Districts need develop a comprehensive approach to reach students struggling with poverty and other adverse childhood experiences. This includes family and caregiver programs, staff understanding of the research, and implementing programs that focus on disruption, intervention, and advocacy.
This session will set the addressing of poverty as a moral imperative for achievement of district visions. Participants will also investigate the possibilities districts may have based on early childhood research around the Abecedarian Project to develop preventative programs for families and students. The impact school culture based on the work of Eric Jensen, Mike Mattos, and the late Richard DuFour on student learning will be a central focus of the presentation. Finally, advocacy will be discussed as a tool to sustain district work.
English Composition II Research Paper Draft 3 .docxYASHU40
English Composition II: Research Paper Draft 3 1
Research Paper Draft 3
Daniel L. Gray #224648
English Composition II
Professor Aucther
December 2, 2014
English Composition II: Research Paper Draft 3 2
Daniel L. Gray #224648
Professor Aucther
English Composition II
December 2, 2014
Social Inequality
Social inequality is generally defined as uneven distribution of resources in a society.
There are a number of ways that can portray social inequality, for example through allocation
norms which tampers with particular patterns along the lines of categories of people that have
been defined by people (Wilkinson, 2009). Social inequality can also be categorized into
economic inequality. This type of social inequality is majorly studied and basically features
unequal distribution of money, income and wealth.
Besides the economic social inequality and the norms inequality, there are natural and
social resources that are also unevenly shared in very many societies worldwide hence creating
social status. Education social inequality is an example of such inequalities that greatly affect
people globally. Though this inequality is defined differently and viewed differently in every
society, education social inequality always results to uneven distribution of education. Whatever
the definition, educational social inequality is bringing worse consequences within society
besides there being educational gaps. For example, young people lacking good educational
privileges are resulting to negative behaviors, abusing of drugs, theft, and prostitution at a young
age among other bad behaviors.
English Composition II: Research Paper Draft 3 3
Educational social inequality is a global problem, affecting many families around the
world (Abel, 2008). Without equal educational opportunities, then there will never be equal
economic distribution or equal opportunity distribution. The good news is that educational social
inequality can be eradicated and totally avoided. This paper explains not only the definition, and
causes of education social inequality; this paper also outlines means in which the problem can be
resolved totally.
Social inequality in education differs from one country to another. Social inequality, as it
pertains to education also differs from time to time. The author of “Key ideas in Sociology”
(2003), Martin Slattery, describes educational social inequality as the relationship between
highly attained level of education of an individual with that of the parents. Thomas Abel, who is
the author of “cultural capital and social inequality in health” ...
A social issues project addresses pertinent challenges affecting communities. Through research, awareness campaigns, and community engagement, it seeks to provoke positive change. Tackling issues like poverty, inequality, or environmental concerns, these projects aim to foster understanding, prompt action, and contribute to the collective well-being of society.
I have created this presentation using MagicSlides app in less than a minute on Artificial Intelligence, even you can do it on any topic using the app. Visit www.magicslides.app for more
Belonging and Mattering - Professor Jacqueline Stevensonviscabarca
Professor Jacqueline Stevenson's paper at Sheffield Hallam Students' Union Black History Month celebration - 14 Oct 2015 - 'Race and achievement in Higher Education Seminar'.
Putting Children First: Identifying solutions and taking action to tackle poverty and inequality in Africa.
Addis Ababa, Ethiopia, 23-25 October 2017
This three-day international conference aimed to engage policy makers, practitioners and researchers in identifying solutions for fighting child poverty and inequality in Africa, and in inspiring action towards change. The conference offered a platform for bridging divides across sectors, disciplines and policy, practice and research.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Family Versus School Values in the Upbringing of Modern YouthRedowan Islam Palash
This slide shows the difference between family and school values in the upbringing of modern youth. It also addresses the problems of modern youth, a comparative analysis of modern times and early 1990s.
On March 2, 2017, Stephanie Leder, Gitta Shrestha and Andrew Reckers of IWMI Nepal presented the participatory gender training manual that was developed by their team under WLE and was trialed in Nepal.
Social Problem of causes and Solutions By Ammara Arshad Nadia Ehtisham.pptxKamran Abdullah
BS EDUCATION
SEMSETER 2nd
(From Sep 2023 to Jan 2024)
Subject: Citizenship
Teacher: Ms Sania Hayat (M.Phil.)
Classes: Monday 11-12:30 ,Tuesday 8-9:30
These Are Final Term Presentation Slides
-------------------------------------------
Institute of Education
University Of Sargodha *
Building education through and for social justice: lessons from co-creating a...decolonisingdmu
Dr Amy Maclatchy, Dr Moonisah Usman and Lara Pownell, University of Westminster
‘The academy is not a paradise. But learning is a place where paradise can be created’ (hooks, 1994). Universities are sites of struggle and do not always lead to equitable outcomes. National degree awarding gaps highlight the disparities in outcomes of higher education for racially minoritized students. This ongoing issue has been described as a ‘wicked problem’, directly related to structural racism, or policies and practices that continually disadvantage racialised students (Ugiagbe-Green and Ernsting, 2022). Movements to decolonise the curriculum bring hope and the tools to rebuild more socially-just institutions and societies, however, this path is challenging.
It is sometimes questioned whether the field of science, with its guise of objectivity, needs decolonising, or what that process might look like. As decolonising of science gains momentum across the sector, we see it to involve challenging prejudice and bias, shifting from eurocentric epistemology and recentring marginalised voices. Ultimately, shifting our relationship to and practice of science by being actively anti-racist, may help us tackle problems like health inequalities, which affect minoritised groups the most and with which we’ve grappled for too long (Raleigh and Holmes, 2021).
In this collaborative workshop, we will consider how to reimagine higher education, through building student and staff relationships to co-create decolonial learning spaces that allow anti-racist dialogue and practices. We will share lessons from our journey of using co-creation, critical thinking and storytelling to humanise the classroom and tend to issues of race and their intersection with the discipline of life sciences, on the core foundation module ‘Critical Thinking for Academic Professional Development’ in the Centre for Education and Teaching Innovation, University of Westminster.
This presentation was delivered at Reimagining Higher Education: journeys of decolonising at De Montfort University, Leicester, on Wednesday 8th November 2023.
2019 AASA Disrupting Poverty a Moral ImperativeRobert Mackey
As the number of students experiencing poverty increases in our public schools the need for how educators approach guaranteeing ALL students learn at high levels needs to be examined. Districts need develop a comprehensive approach to reach students struggling with poverty and other adverse childhood experiences. This includes family and caregiver programs, staff understanding of the research, and implementing programs that focus on disruption, intervention, and advocacy.
This session will set the addressing of poverty as a moral imperative for achievement of district visions. Participants will also investigate the possibilities districts may have based on early childhood research around the Abecedarian Project to develop preventative programs for families and students. The impact school culture based on the work of Eric Jensen, Mike Mattos, and the late Richard DuFour on student learning will be a central focus of the presentation. Finally, advocacy will be discussed as a tool to sustain district work.
English Composition II Research Paper Draft 3 .docxYASHU40
English Composition II: Research Paper Draft 3 1
Research Paper Draft 3
Daniel L. Gray #224648
English Composition II
Professor Aucther
December 2, 2014
English Composition II: Research Paper Draft 3 2
Daniel L. Gray #224648
Professor Aucther
English Composition II
December 2, 2014
Social Inequality
Social inequality is generally defined as uneven distribution of resources in a society.
There are a number of ways that can portray social inequality, for example through allocation
norms which tampers with particular patterns along the lines of categories of people that have
been defined by people (Wilkinson, 2009). Social inequality can also be categorized into
economic inequality. This type of social inequality is majorly studied and basically features
unequal distribution of money, income and wealth.
Besides the economic social inequality and the norms inequality, there are natural and
social resources that are also unevenly shared in very many societies worldwide hence creating
social status. Education social inequality is an example of such inequalities that greatly affect
people globally. Though this inequality is defined differently and viewed differently in every
society, education social inequality always results to uneven distribution of education. Whatever
the definition, educational social inequality is bringing worse consequences within society
besides there being educational gaps. For example, young people lacking good educational
privileges are resulting to negative behaviors, abusing of drugs, theft, and prostitution at a young
age among other bad behaviors.
English Composition II: Research Paper Draft 3 3
Educational social inequality is a global problem, affecting many families around the
world (Abel, 2008). Without equal educational opportunities, then there will never be equal
economic distribution or equal opportunity distribution. The good news is that educational social
inequality can be eradicated and totally avoided. This paper explains not only the definition, and
causes of education social inequality; this paper also outlines means in which the problem can be
resolved totally.
Social inequality in education differs from one country to another. Social inequality, as it
pertains to education also differs from time to time. The author of “Key ideas in Sociology”
(2003), Martin Slattery, describes educational social inequality as the relationship between
highly attained level of education of an individual with that of the parents. Thomas Abel, who is
the author of “cultural capital and social inequality in health” ...
A social issues project addresses pertinent challenges affecting communities. Through research, awareness campaigns, and community engagement, it seeks to provoke positive change. Tackling issues like poverty, inequality, or environmental concerns, these projects aim to foster understanding, prompt action, and contribute to the collective well-being of society.
I have created this presentation using MagicSlides app in less than a minute on Artificial Intelligence, even you can do it on any topic using the app. Visit www.magicslides.app for more
Belonging and Mattering - Professor Jacqueline Stevensonviscabarca
Professor Jacqueline Stevenson's paper at Sheffield Hallam Students' Union Black History Month celebration - 14 Oct 2015 - 'Race and achievement in Higher Education Seminar'.
Putting Children First: Identifying solutions and taking action to tackle poverty and inequality in Africa.
Addis Ababa, Ethiopia, 23-25 October 2017
This three-day international conference aimed to engage policy makers, practitioners and researchers in identifying solutions for fighting child poverty and inequality in Africa, and in inspiring action towards change. The conference offered a platform for bridging divides across sectors, disciplines and policy, practice and research.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
5. Inequality At Work
• Unequal pay
• Unequal treatment at workplace
• More vacancies for men than women to
get a job
6. Problems At Home
• Household chores
• Cooking
• decision making(restrictions)
7. How To Prevent Gender Inequality
• Stop separating male and
female students
• Avoid assigning gender to toys
and games in early years
(colors)
• Get rid of the senile mentality
and traditions
9. Reference List:
• Enjoy these Gender Inequality Images for free. Freepik. (2022). Retrieved 23 September 2022, from https://www.freepik.com/free-photos-vectors/gender-
inequality.
• No Educational Equality For Girls Stock Illustration - Illustration of rights, discriminated: 137499037. Dreamstime.com. (2022). Retrieved 23 September 2022,
from https://www.dreamstime.com/gender-inequality-keeps-girls-out-school-no-educational-equality-image137499037.
• https://www.forbesindia.com/article/take-one-big-story-of-the-day/women-at-work-can-we-bridge-the-gender-pay-gap-once-and-for-all/77539/1
• Family Status and Criticism of Gender Inequality at home. – Charlotte's Blog. Uowblogs.com. (2022). Retrieved 23 September 2022, from
https://www.uowblogs.com/cja004/2017/05/26/family-status-and-criticism-of-gender-inequality-at-home/.
• (2022). Retrieved 23 September 2022, from https://hindrise.org/resources/gender-equality-in-india-empowering-women-empowering-india/.
• Soken-Huberty, E. (2022). 10 Causes of Gender Inequality. Human Rights Careers. Retrieved 30 September 2022, from
• How To Prevent Gender Inequality | 7 Ways to Promote Equality in the Classroom - World Class Teachers. World Class Teachers. (2022). Retrieved 30
September 2022, from https://www.worldclassteachers.co.uk/how-to-prevent-gender-inequality-7-ways-to-promote-equality-in-the-classroom-world-
• Liftoff, L. (2022). Does Gender Inequality Start at Home? - Learning Liftoff. Learning Liftoff. Retrieved 30 September 2022, from
• 10 ways to promote gender equality in daily life - Believe Earth. Believe Earth. (2022). Retrieved 30 September 2022, from https://believe.earth/en/10-ways-
to-promote-gender-equality-in-daily-life/.
• Gender equality: what is it and why do we need it? | Victorian Government. Vic.gov.au. (2022). Retrieved 30 September 2022, from
https://www.vic.gov.au/gender-equality-what-it-and-why-do-we-need-it.
• Gender inequality at work - Insights | USB. USB. (2022). Retrieved 30 September 2022, from https://www.usb.ac.za/usb_insights/gender-inequality-at-
work/#:~:text=Gender%20inequality%20in%20the%20workplace,end%20of%20gender%2Dbased%20discrimination.
• Gender Inequality in Education. Casstt.com. (2022). Retrieved 30 September 2022, from https://casstt.com/post/gender-inequality-in-education/232.
• What are the psychological effects of gender inequality?. Medicalnewstoday.com. (2022). Retrieved 30 September 2022, from
https://www.medicalnewstoday.com/articles/psychological-effects-of-gender-inequality.
