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Gender Equality in the Posters Designed for Covid 19 Prevention

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621 views

Ani Atsharyan1, Tatevik Paytyan2, Artashes Melikyan3 & Ashot Baghdasaryan4
1Associate Professor, National University of Architecture and Construction of Armenia, Yerevan, ORCID: 0000-0002-1450-6331. Email: ani-acharyan@mail.ru.
2Associate Professor, National University of Architecture and Construction of Armenia, Yerevan, ORCID: 0000-0001-7805-3880. Email: paytyantatevik@gmail.com.
3Professor, National University of Architecture and Construction of Armenia, Yerevan, ORCID: 0000-0001-8961-5447. Email: artashesmelikyan@rambler.ru.
4Professor, National University of Architecture and Construction of Armenia, Yerevan, ORCID: 0000-0002-5475-9659. Email: armdesignunion@yahoo.com.

Rupkatha Journal, Vol. 14, Issue 4, December, 2022. https://doi.org/10.21659/rupkatha.v14n4.27
Abstract Full-Text PDF Issue Access

Abstract

Since the Covid-19 eruption in 2020 designers from all over the world started to concentrate their efforts to increase the awareness of the population through visual methods and prevent the spread of the disease. As the germ itself is invisible to the naked eye, graphic designers created an iconic visual identity 3D image of a particle, which became the widespread inspiration for future propaganda and informational posters. Furthermore, the visualization of the virus particle was not enough to influence the wide scope of people; thus, the new problem for designers became to make such posters that could reveal virus vs human “relations”, taking into account gender characteristics as well. The article consists of analytical research on gender-based graphic design’s role in the prevention of viruses throughout history. The main problem is how graphic design projects influence the decrease of the virus spread and how gender equality-cantered design contributes to it. First time in the article are presented the basic principles of poster design considered for all genders to present the serious message of the urgent prevention of the virus. In the article, the works of designers are analysed and reviewed as well. The significance of the article is emphasizing the importance of gender equality in design visualization to increase the influence of them on people’s behaviour.

Keywords: Covid-19, gender equality, pandemic, design, visual communication, poster design, signs.

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Afghan Women and the Taliban: Tracing Questions of Legal Rights, Insecurity and Uncertainty in Select Texts vis-à-vis the Current Crisis

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711 views

Anupama B.N.1 & Payel Dutta Chowdhury2
1Associate Professor, Department of Liberal Arts, Humanities & Social Sciences, Manipal Academy of Higher Education, Manipal, India.ORCID: 0000-0003-3540-6396, Email: anupama.bn@manipal.edu
2Professor & Director, School of Arts, Humanities & Social Sciences, REVA University, Bengaluru, India.ORCID: 0000-0002-2999-0533, Email: payeldutta.c@gmail.com

Rupkatha Journal, Vol. 14, Issue 4, December, 2022. https://doi.org/10.21659/rupkatha.v14n4.26
Abstract Full-Text PDF Issue Access

Abstract:

The status of Afghan women has been a subject of academic interest primarily because of the strict patriarchal hegemony that they have been subjected to. Afghanistan has seen enormous changes in the last four decades due to multiple invasions, wars, and terrorism. 15th August 2021 marks a significant transition in the Afghan socio-political scenario with the Afghan government collapsing as Taliban took over Kabul. The Taliban’s initial public statements after seizing power included assurances on allowing women their rights within the framework of Shari’a Law. Against this backdrop, this paper examines the actual status of Afghan women’s legal rights and security concerns at present after the completion of one year of the Taliban take-over. The study delves into an exploration of the changing dynamics of women’s status in real-life vis-à-vis such portrayals in select literary texts by Khaled Hosseini and Atiq Rahimi to understand how their narrative spaces mirror the socio-political conflicts in Afghanistan. Drawing upon Gender Studies and discourses concerning masculinity and femininity, particularly studies conducted on women and violence, and the UN Women’s reports on gender alert published in December 2021 and August 2022, this paper aims to explore the fictional space in relation to the real-life scenario in Afghanistan.

Keywords: Afghan women, Taliban, Legal Rights, Security, UN Women’s reports

“Fluid” temporality: the conflict of gender and age in the postmodern socio-cultural context

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554 views

Tetiana Vlasova1, Eleonora Skyba2, Olha Vlasova3, Iryna Liashenko4
1Professor of Philosophy, Associate Professor of English Philology, Head of Translation and Philology Department, Ukrainian State University of Science and Technologies, Dnipro, Ukraine.ORCID: 0000-0001-5040-5733. E-mail: vasovat2@gmail.com.
2Doctor of Sciences in Philosophy, Professor of Philosophy at the Department of Humanities and Police Psychology, Dnipropetrovsk State University of Internal Affairs, Dnipro, Ukraine.
ORCID: 0000-0002-6364-5207. E-mail: eleonora.skiba@gmail.com.
3Associate Professor at Philosophy and Sociology Department and Director of Women’s Studies, Ukrainian State University of Science and Technologies, Dnipro, Ukraine.
ORCID: 0000-0003-1755-0853. E-mail: 358358olga@gmail.com.
4PhD, Associate Professor of Department of Philosophy and Ukrainian Studies, Ukrainian State University of Science and Technologies, Dnipro, Ukraine.ORCID: 0000-0002-7816-2339. E-mail: nakashydze@gmail.com.

Rupkatha Journal, Vol. 14, Issue 4, December, 2022. https://doi.org/10.21659/rupkatha.v14n4.25
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Abstract

Temporality, being an intrinsic property of the subject/object relations in the multiplicity of the socio-cultural and gender narratives, presents one of the most complicated ideas of postmodernity. The project of temporality embraces ambivalent scripts in their “momentous transition”, revealing the attempts at generalizing ages of men and women in the certain “unified” narratives. The latter is expressed in the triad paradigm of “past-present-future” with “present” as the dominating member. While conceptualizing binary oppositions, namely, the dualism “man/woman”, it is evident that nowadays the biological “intrinsic value” of the human being’s identity has become less relevant. The man/woman’s identity is not fixed anymore by anatomy, at present it is “fluid” with the time and age “shifts” of femininity and masculinity. The decentering “situation”, having transformed the temporal aspects of man/woman’s value in the social practices and corresponding narratives, nowadays demands their valorizing by means of the conceptual impact on the transformations of the “liquid temporality”.

Keywords: postparadigmatic shifts, temporality concepts, corporal mutations, gender identification.

Social Media and COVID -19 Pandemic: Accelerating the Learning of English as a Foreign Language (EFL)

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669 views

Tawhida Akhter
Assistant Professor, Department of English Literature, College of Sciences and Literature in Sajir, Shaqra University, Kingdom of Saudi Arabia. ORCID: 0000-0003-4149-4855. Email: tawhida@su.edu.sa

Rupkatha Journal, Vol. 14, Issue 4, December, 2022. https://doi.org/10.21659/rupkatha.v14n4.24
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Abstract

COVID-19 began in China (2019) and spread to other nations and become a world pandemic (2020). The news media and social media platforms have played an important role in information dissemination about the Coronavirus throughout the world. During COVID-19 Pandemic, social media has become a key tool for enhancing social networking and information sharing via the web. As more people turn to the internet for health information, social media platforms are helping to spread life-saving precautions that individuals, families, and communities may take to reduce their chance of contracting the virus. Language learners are linked to interactive social media platforms in Social Media Language Learning. The goal of this study was to look at the role of social media during COVID in foreign language acquisition. The participants in this study were Saudi Arabian college students. The study’s sample comprised 200 (n=200) college students, and the social media platforms investigated included Facebook, Instagram, Twitter, LinkedIn, Youtube, WhatsApp, Telegram, Snapchat and other platforms. Questionnaires were used to collect the data. The results indicated that the students used various social media platforms in order to get the appropriate information about the virus which indirectly helped and motivated them to learn a new language. These learners lack the self-motivation needed to use social media to develop their English language abilities. The study discovered that adopting online social media during a pandemic for English language learning had a significant impact on interactions with peers and teachers.

Keywords: Social Media, COVID-19 Pandemic, popularity, information, Youtube, Twitter, Fecebook, Instragram. EFL Learning.

The Effects of Social Media Networking on the Academic Performances of Students

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698 views

Somantri Manap1, Sumarsih2, Asti P. Kartiwi3, Lilis Karwati4

1Department of Educational Administration, Faculty of Training and Teacher Education, Universitas Bengkulu. ORCID: 0000-0002-5636-2137. Email: manapsomantris@gmail.com. Corresponding author

2Department of Educational Administration, Faculty of Training and Teacher Education, Universitas Bengkulu. ORCID: 0000-0002-1709-1987. Email: ssumarsih282@gmail.com

3Department of Educational Administration, Faculty of Training and Teacher Education, Universitas Bengkulu. ORCID: 0000-0001-8927-8153. Email: astipartiwi@outlook.com

4Program of Community Education, Faculty of Teacher Training and Education, Universitas Siliwangi. ORCID: 0000-0001-6304-3137. Email: lliliskarwati@gmail.com

Rupkatha Journal, Vol. 14, Issue 4, December, 2022. https://doi.org/10.21659/rupkatha.v14n4.23
Abstract Full-Text PDF Issue Access

Abstract

While there are more subtle functional contrasts between current cell phones and exemplary PCs, one distinction is still there: cells are almost consistently with you and allow you to interface with different administrations and organizations at practically anytime and any place. Present-day young people, who are oftentimes alluded to be “advanced locals” or “Homo Zappiens” because of their ability to all the while interacting with different enlightening channels, are being depicted as evolving. All in all, advanced youngsters are multitaskers. Undergraduates and postgraduates are supposedly the quickest adopters of wireless innovation, as per the reports taken in Indonesian Colleges and Universities. Moreover, new information recommends that incessant utilization of mobile phones might adversely affect youngsters’ well-being and conduct. In this way, utilizing an enormous example of undergraduate and postgraduate students in Indonesia (N = 298) and messaging (N = 298), we investigated the impacts of mobile phone use overall (N = 298) and messaging (N = 298). It was anticipated that nervousness and Scholastic Execution (GPA) would go about as go-between in the relationship. Two distinct way models showed that the messaging and mobile phone use models fit the information well in general. Thusly, GPA was well associated with SWL while tension was antagonistically connected with SWL. PDA use and messaging were adversely connected with GPA and emphatically connected with uneasiness. These outcomes add to the conversation around the utilization of phones by undergraduates and postgraduates and how this utilization might adversely affect learning, emotional wellness, and abstract prosperity or joy.

Keywords: Mobile phone, Facebook, Academic performances, GPA, Anxiety

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What is Performance Studies?

Richard Schechner Tisch School of the Arts, New York University  Download PDF Version Because performance studies is so broad-ranging and

Autonomous Learning as a Pedagogical Tool: Exploring the Perceptions of Teaching and Learning Practices at Writing Hub

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586 views

Hebah Asaad Hamza Sheerah1 & Meenakshi Sharma Yadav2
1English Department, Applied College for Girls, King Khalid University, Saudi Arabia. ORCID: 0000-0002-7775-4615
2English Department, Applied College for Girls, King Khalid University, Saudi Arabia. ORCID: 0000-0001-7962-3267. Corresponding author Email: m-@kku.edu.sa

Rupkatha Journal, Vol. 14, Issue 4, December, 2022. https://doi.org/10.21659/rupkatha.v14n4.21
Abstract Full-Text PDF Issue Access

Abstract  

Even though there are incredible number of schemes to create EFL curricula, textbooks, and a range of professional development courses, Saudi Arabian EFL students’ level of English language proficiency still has to be raised (Khadawardi, 2022). It has been determined that learner autonomy (AL) is an effective method for promoting learning. This study explores how EFL instructors and students view the value and efficiency of independent learning strategies for improving writing. What do EFL teachers and students think about the writing hub’s learning strategies for enhancing autonomous learning as a teaching tool to assist EFL writing? And to what extent is the significance of autonomous learning noticeable in EFL writing classrooms? These questions were addressed by this study, which evaluated the optimal data of 77 female students and their eight instructors at Applied College for Girls at King Khalid University to get actionable implications and desirable outcomes. The results indicated that learners’ autonomy could be achieved practically. The writing exercises practiced at writing classes; ‘Writing hub’ proved successful in enhancing autonomy among the learners. The t-test scores reject the null hypotheses, and the data was strongly normal and optimal to support the study. However, the findings also showed that the concept and notion of autonomy and students’ role in it must be introduced before executing it to the students. In addition, most teachers indicated that learners’ autonomy is helpful and achievable in EFL settings. They identified four main factors vocabulary, mind- map, the process approach, and peer feedback; and technology-based strategies worked best for composing writing and inculcating autonomy among the learners. In the future, more approaches can be applied to enhance and boost autonomy among learners.

Keywords: autonomy, EFL, writing hub, process approach, autonomous learner

Preparing Students for Post Covid-19 Transnational Study with Unassisted Repeated Reading and Extensive Reading Materials

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575 views

Ngô, T. T. Vân1 & John R. Baker2
1Binh Duong University, Thu Dau Mot City, Vietnam. Email: nttvan@bdu.edu.vn
2Faculty of Foreign Languages, Ton Duc Thang University, Ho Chi Minh City, Vietnam. ORCID: 0000-0003-3379-4751. Email: drjohnrbaker@tdtu.edu.vn

Rupkatha Journal, Vol. 14, Issue 4, December, 2022. https://doi.org/10.21659/rupkatha.v14n4.20
Abstract Full-Text PDF Issue Access

Abstract

As Covid-19 restrictions promise to loosen and international borders begin to open, transnational students are again preparing for language education abroad. However, due to students’ low reading rates (RRs), target institutions’ courses’ large reading demands pose potential challenges to students’ success. To address this, this study explored the potential of employing an unassisted repeated reading procedure (rate build-up, RBU) to increase prospective transnational students’ RRs. The study investigated the RBU procedure’s potential with this population by comparing the procedure’s effects on traditional degree-seeking learners’ RRs in a Taiwanese university setting and those of potential transnationals targeted for studies in a similar setting. Assessing each group’s pre and post-reading gains using inferential statistics, significant reading gains and large Cohen d effect sizes were found for both groups, indicating the generalizability of this procedure. It was further found that students with higher starting RRs demonstrated greater gains. Limitations and suggestions for further research are also addressed.

Keywords: repeated reading, rate build-up reading, transnational students, EFL, replication, audio-assisted, unassisted

The English Language Limits Me! Connecting Third Space to Curriculum Transformation in a South African University, Expanding Epistemological Landscapes?

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546 views

Mzukisi Howard Kepe
University of Fort Hare, South Africa. Email: mkepe@ufh.ac.za

Rupkatha Journal, Vol. 14, Issue 4, December, 2022. https://doi.org/10.21659/rupkatha.v14n4.19
Abstract Full-Text PDF Issue Access

Abstract

Many studies were conducted on conventional colonial heritage; however, less attention examines the developing concept of curriculum decolonisation in South African universities. This paper advocates for a hybrid literacy between traditional conceptions of academic literacy and instruction for students’ sociohistorical lives, affluent and less affluent. I discuss and illustrate the hegemony of English in high-learning institutions and the post-apartheid mainstream education system. Alongside my previous work in the language field, I interrogate the impasse of language policy in high education and South African schools. This paper is an ethnographic study congruent with the interpretivism paradigm, employing the semi-structured interview for data collection. The third space supports it as a theoretical framework. It affords the provision and guidance for classroom instruction and autonomous learning modes balance, where developing new knowledge is heightened, allowing students’ voices. It is a response to the 2015-2016 student protests on South African university campuses, where several were perplexed on how to respond to the demands of the students to end violent protests against western disciplinary norms that devalue non-centre practices and themes. Biliteracy and translingualism are empathised as the concepts against ownership of language and culture, and its territorialisation, challenging the traditional contrast of ‘native’ and ‘non-native’ speakers and its connection to a particular nation-state.

Keywords: Biliteracy, Curriculum, Decolonisation, Essentialist view, Hybrid Literacies, Language Policy in Higher Education- South Africa, Third Space, Translingualism

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Assimilation of the Anglo-Saxon System of Education in the Conflicted Ambazonia: Delinking from Colonial Language Ideologies

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580 views

John Wankah Foncha1 & Jane-Francis Afungmeyu Abongdia2
1,2 The Cape Peninsula University of Technology. Email: fonchaj@cput.ac.za/ Jane-francisa@cput.ac.za

Rupkatha Journal, Vol. 14, Issue 4, December, 2022. https://doi.org/10.21659/rupkatha.v14n4.18 
Abstract Full-Text PDF Issue Access

Abstract

Education is a mind builder and should be taken as a matter of importance in any nation. Following this, the curriculum designer is responsible for building learners’ minds. Seen through this lens, this theoretical article intends to project the importance of community schools in conflict-stricken Ambazonia against the backdrop of the French curriculum. Education guidelines are addressed with reference to language planning, policy, and implementation. Additionally, the paper seeks to explain the current situation in Ambazonia and make arguments regarding the community schools’ guidelines that aspire for multilingualism, where indigenous languages are taken seriously in teaching and learning. Another point discussed is the transitional authority (Ambazonia Transitional Authority), which was put in place to deal with implementing education guidelines and administrative issues. The paper concludes with the argument that what we think must be transformed into what we do and be shown by what we have done.

Keywords: Colonial Language Ideologies, multilingual, Ambazonia Transitional Authority, education

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What is Performance Studies?

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An Investigation into Teacher Preparedness for Emergency Remote Teaching in the Context of Vietnam

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612 views

Dao Nguyen Anh Duc
Ho Chi Minh City University of Banking, Vietnam. ORCID ID: 0000-0001-6349-8190. Email id: ducdna@hub.edu.vn

Rupkatha Journal, Vol. 14, Issue 4, December, 2022. https://doi.org/10.21659/rupkatha.v14n4.17 
Abstract Full-Text PDF Issue Access

Abstract

This study examined the preparation English teachers in Vietnam had for Emergency Remote Teaching (ERT) during the COVID-19 pandemic. Specifically, it investigated the levels of confidence teachers had about their pedagogical and technological knowledge. It also looked at their attitudinal readiness and the institutional support offered to them. Ninety-seven teachers of English in the southern areas of the country, which were severely hit by the fourth wave of the pandemic from May to September 2021, were invited to complete an online survey. The responses were analyzed descriptively, and item-level means were calculated to identify teachers’ greatest challenges and the instructional aspects they found most confident about during ERT. Cross tabulations were also employed to compare different groups of teachers’ readiness to teach online. The results showed that English teachers in the affected areas perceived themselves to be relatively prepared for the swift transition to online teaching and substantially positive about their pedagogical approach to lesson delivery in the virtual environment. Regarding technological know-how, they exploited various ready-made resources but were unknowledgeable about authoring software and uncertain of how to use technological tools effectively. They also reported receiving little support from their superiors and authorities.

Keywords: teacher preparedness, teacher readiness, ERT, pedagogical knowledge, technological knowledge

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