Social Studies

ILO protocols contain fundamental values of labor laws. Since labor laws are devised by human identity and non-ideological to support workers and to mitigate real inequalities in legal relationship between client and workers, such protocols can be used as efficient criteria to measure and value labor laws domestic norms. In this vein, radical ILO protocols on labor associations and their negotiations with clients are highly important due to their natures. Studying radical protocols on “collective negotiations and treaties” and “expanding collective negotiations” indicates that it is sufficiently attempted in Iranian legal system to execute general principles of such documents in labor laws related issues. Some attempts have come to conclusions while others are yet far from achieving relevant standards

The present paper intends to bring forward the impact of T.V programs on Indian College Students’ behavior. The progress of the human civilization is demarcated with district eras; these eras have been characterized by technological advances and innovation that changed the human life. The latest innovation to multiple satellite TV channels into the drawing of urban Indian is greatly determining the TV viewing behavior. The present study is conducted with the following objectives: 1.To find out the TV viewing behavior of Arts College Students in terms of various TV channels and types of programs . 2. To assess the perception of college youth regarding to TV programs and their influences both positive and negative. 3. To find out whether there is any association between certain demographic variables pertaining to College youth and their perception of TV programs. Keeping these objectives of the studying in view, the following questions have been formulated for variation: 1.Are the respondents, (College Students of Art College) likely to perceive the foreign program as source of negative influences? 2.Do the respondents watch Foreign Programs more than Indian programs? 3.Do the respondents watch documentaries less than the other type of films? The Sample is 120 Native Students from the Art College of Osmania University, (Hyderabad. India) which selected randomly from different departments. Keeping the study objectives in view, a questionnaire in English was developed pretested.

There is lack of shared vision among the employee and employed. By referring to the Ministry of Education of Malaysia, there is mismatch between keeping the quality management techniques and education process. Current realities on education in Malaysian education is those who control (Education Ministry), there is a crisis of confidence in the ability for institution as school, college and University.

A major gap outspokenly voiced by leading scholars in the context of L2 testing concerns the lack of diagnostic tests that aim at surfacing learners’ underlying abilities (Alderson, 2005; Poehner, 2009). Dynamic assessment (henceforth DA) armed with the interaction tool which is construed as a pivotal mainstay of Vygotsky’s Socio-cultural Theory of Mind has been recently introduced to function as a robust diagnostic procedure to feed back into educational practices (Aljaafreh & Lantolf, 1994; Poehner, 2005; Ableeva, 2008). However, as for diagnostic assessment of L2 listening in the classroom, no worthwhile attempt has been made thus far (Buck, 2003; Vandergrift, 2006; Ableeva, 2010); hence, the need to undertake the present study. This paper has set out to explore the feasibility of group dynamic assessment (G-DA) in the classroom context as a diagnostic procedure to identify the intermediate L2 learners’ listening difficulties and the effects of G-DA on their listening development. In so doing, a group of intermediate L2 learners were recruited and instructed for a time span of two months. An interactionist, concurrent G-DA methodology guided the research design of this study. The results of qualitative analysis of G-DA protocols revealed that through continent, graduated and dialogic interactions with the learners in their Zone of Proximal Development G-DA can microgenetically uncover the learners’ sources of listening difficulties. The analysis brought to surface phonological, lexical and grammatical as the most rampant sources of difficulties during listening comprehension. The G-DA interactions also revealed how collective scaffolding (Donato, 1994) could help establish a state of intersubjectivity (Platt & Brooks, 1994) within the social space of the class during which secondary interactants benefited from the contributions of primary interactants (Poehner, 2009). Finally, on implication side, this paper recommends the use of G-DA methodology as an efficient and student/mediator-friendly procedure in the social microcosm of the classroom context to truly assess L2 learners’ listening comprehension processes and help promote the abilities which are in the state of maturation.

Assessing the requirements of using the mechanisms of power transition from state to citizens and introducing the implication of such process is the focus of current paper. It believes that in addition to theoretical justifications, power transition is necessary based pragmatic considerations. It is for the same reason that law and politics philosophers acknowledge the necessity of public administration and the realization of resilient and citizen – based state in their synchronized orientations toward today contingencies of humanistic laws. Thus, in the format of present paper, the necessity of power transition is initially studied and then peaceful and democratic techniques of power transition for state to citizens are introduced and, ultimately, the legal implications of power transition are identified in the framework of local and global legal evidences in order to confirm research hypothesis.

This study aims to identify the pedagogical practices of the teacher trainees of Design and Technology option in conducting lessons in mock teaching practice in order for the trainees to become excellent teachers. In addition, this study aims to see whether there is a relationship between the trainee teachers' perceptions to the mock teaching practices experienced during teaching in schools. The samples of this study are 81 teacher trainees taking Design and Technology option of Institut Pendidikan Guru Kampus Tun Hussein Onn, Batu Pahat, Johor January 2010 intake . The study was conducted through a quantitative approach using questionnaires. The results showed that the level of the teacher trainees’ pedagogical practices is medium in the teaching and learning process . The results also indicated positive perceptions of trainee teachers toward the third phase mock teaching practice gives a very good exposure.

Under the Cluster Schools program, the guided autonomy through School Based Management (SBM) encourages and welcomes involvement and contribution from stakeholders in order to enhance quality of education and produce excellent students. The purpose of the study was to identify the direct effects of stakeholders on SBM practices in cluster schools. Secondly, the aim was to explore the moderating effects of stakeholders’ on the relationship between cluster school’s backgrounds factors with the SBM practice. Data for this study was collected using as set of questionnaire from 788 trained teachers from 60 cluster schools (25 from high performance cluster schools, 20 from Cohort 1 cluster schools and 15 from Cohort 2 schools) across the 14 states of Malaysia. The findings revealed that the level of stakeholders’ involvement in School Based management practices in the Malaysian cluster school was high. Apart from that, the findings also showed that stakeholders’ such as Ministry of Education, school administrators, local community, and school related bodies’ involvement has direct significant effects on the SBM practices. Meanwhile, stakeholders’ involvement was identified as the moderator on the relationship between school categories factor and SBM practices in cluster school, leadership effectiveness. As conclusion, this study recommends that school administrators should fully exploit the role of stakeholders’ involvement through SBM practices in order to increase schools’ performance.

Country’s development is in the hands of future generation. Obesity is the biggest threat to the children’s health. The hidden risks of fast food such as obesity and food borne illnesses are not a simple complication. The fast food industry is a complicated web of growing problems. This threat is nowadays common among urban areas as they have more exposure to modern life style. The extension of fast food culture and its dreadful consequences even in rural areas is to be prevented

Mutual Funds are dynamic Financial Institutions which play a crucial role in an economy by mobilizing savings and investing in the Capital Markets thus establishing a link between the savers and the users. Mutual Funds are used as a medium-to-long term investment option by the investors. Indian Mutual Fund industry has two distinct types of sponsors Viz., Public-Sector and Private-Sector. The present study aims to evaluate and compare the performance of select Growth Schemes of both Private Sector and Public Sector Mutual Funds in India. This study covers a period of ten years from 2003-04 to 2012-13 for the purpose of evaluation of performance. A majority of the schemes had Mean Returns and Beta above their corresponding Benchmark. Further, it has significant difference between the mean returns of Private Sector and Public Sector Mutual Funds in India. Mutual Funds Companies have to strengthen their R&D, focus on reducing load fee and expenses ratio depending on market conditions to have better future performance.

Education is vital for sustainable economic development and empowerment of people. Subsequently, the role of education especially for the emancipation of the poor and marginalized cannot be underscored. Realizing this fact, the Government of Kenya has invested immensely in education by providing free primary and free tuition in secondary education. Public university education is also subsidized. Despite these initiatives, investment in basic education in Kenya represents a largely unequal distribution of resources. The most deprived area is North Eastern province of Kenya partly due to its arid and semi-arid nature that make development a theoretical and a practical challenge. This paper applies human capital theory and human rights theory to advocate and promote education for all especially for children of pastoralist communities in Kenya. By applying the human capital theory, the paper argues that the rate of returns to education, both private and social, justify a greater investment in educational initiatives in North Eastern province. The argument is supplemented by the human rights theory that argues that even if there would be no significant returns to education in arid areas, the Government has an obligation to ensure that all children, regardless of their socio-economic and political context, attain quality education as a human right that has to be respected.