Persons with Disabilities have problem with the development of appropriate social skills. However, social skill is essential to initiate and maintain positive social relationship among all. Previous studies focused largely on enhancing other skills areas among persons with Disabilities while functional skills development is not well researched. This study therefore, investigated Teachers’ perspectives on personality traits and social skills development among persons with Disabilities in Ibadan. Bandura’s social learning theory formed the bases and framework for the study. Four schools were purposively selected for the study. Forty (40) persons with various fiorms of disabilities were the respondents. The instruments used were Pupils Social Development Checklist (r=0.80), Neuroticism Scale for Children (0.73) and Personality Inventory for Children (Extroversion) (0.73) Scales. Data were analyzed using the descriptive statistics of mean and standard deviations at 0.05 level of significance. There is a significant positive relationship between the social skills development of persons with disabilities and extraversion (r=.368, p (.019) <.05), but there was no significant relationship between social skills development of persons with disabilities and neuroticism (r=-.141, p (.386)>.05) respectively. It was therefore concluded that persons with disabilities are predisposed to display unacceptable social characteristics as a result of peculiar personality traits of an individual persons. It was therefore recommended that teachers and care givers of persons with disabilities should note and pay attention to the fact that most people behave the way they do simply because of their peculiar personality trait as there are significant impact of personality traits on social skills development.
{"title":"Teachers’ Perception on Personality Traits and Social skills Development of Persons with Disabilities","authors":"Oyeyemi Omolayo Oladimejio, Toyin Racheal Ogunwale","doi":"10.59231/edumania/9048","DOIUrl":"https://doi.org/10.59231/edumania/9048","url":null,"abstract":"Persons with Disabilities have problem with the development of appropriate social skills. However, social skill is essential to initiate and maintain positive social relationship among all. Previous studies focused largely on enhancing other skills areas among persons with Disabilities while functional skills development is not well researched. This study therefore, investigated Teachers’ perspectives on personality traits and social skills development among persons with Disabilities in Ibadan. Bandura’s social learning theory formed the bases and framework for the study. Four schools were purposively selected for the study. Forty (40) persons with various fiorms of disabilities were the respondents. The instruments used were Pupils Social Development Checklist (r=0.80), Neuroticism Scale for Children (0.73) and Personality Inventory for Children (Extroversion) (0.73) Scales. Data were analyzed using the descriptive statistics of mean and standard deviations at 0.05 level of significance. There is a significant positive relationship between the social skills development of persons with disabilities and extraversion (r=.368, p (.019) <.05), but there was no significant relationship between social skills development of persons with disabilities and neuroticism (r=-.141, p (.386)>.05) respectively. It was therefore concluded that persons with disabilities are predisposed to display unacceptable social characteristics as a result of peculiar personality traits of an individual persons. It was therefore recommended that teachers and care givers of persons with disabilities should note and pay attention to the fact that most people behave the way they do simply because of their peculiar personality trait as there are significant impact of personality traits on social skills development.","PeriodicalId":479772,"journal":{"name":"Edumania-An International Multidisciplinary Journal","volume":"236 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140758438","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The transformational leadership approach emphasizes the leader`s ability to inspire and persuade individuals towards a shared vision, fostering a sense of commitment and empowerment within the organization. In the context of Christian missions, this leadership style is particularly relevant as it aligns with the principles of servant leadership and the mission to bring about positive change in communities. Transformational Leadership in Christian Mission Engagement involves four crucial components: idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. By inspiring and empowering individuals, leaders can foster a sense of ownership and commitment among team members, leading to increased motivation and dedication to the mission. Moreover, sustaining a transformational leadership approach requires ongoing effort and vigilance to ensure that the values and vision remain central to the mission`s activities. Therefore, the transformational leadership approach is instrumental in driving sustainable Christian mission engagement. By embodying fundamental principles such as inspiration, empowerment, and individualized support, leaders can cultivate a culture of commitment and resilience within their organizations. While challenges exist, the potential for a positive impact on mission outcomes makes transformational leadership an essential consideration for those involved in Christian missions.
{"title":"Transformational Leadership Approach for Sustainable Christian Mission Engagement in the Community","authors":"Gabriel Oluwaseyi Abolade","doi":"10.59231/edumania/9038","DOIUrl":"https://doi.org/10.59231/edumania/9038","url":null,"abstract":"The transformational leadership approach emphasizes the leader`s ability to inspire and persuade individuals towards a shared vision, fostering a sense of commitment and empowerment within the organization. In the context of Christian missions, this leadership style is particularly relevant as it aligns with the principles of servant leadership and the mission to bring about positive change in communities. Transformational Leadership in Christian Mission Engagement involves four crucial components: idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. By inspiring and empowering individuals, leaders can foster a sense of ownership and commitment among team members, leading to increased motivation and dedication to the mission. Moreover, sustaining a transformational leadership approach requires ongoing effort and vigilance to ensure that the values and vision remain central to the mission`s activities. Therefore, the transformational leadership approach is instrumental in driving sustainable Christian mission engagement. By embodying fundamental principles such as inspiration, empowerment, and individualized support, leaders can cultivate a culture of commitment and resilience within their organizations. While challenges exist, the potential for a positive impact on mission outcomes makes transformational leadership an essential consideration for those involved in Christian missions.","PeriodicalId":479772,"journal":{"name":"Edumania-An International Multidisciplinary Journal","volume":"260 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140782997","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In recent years, the accounting profession has undergone a transformative revolution with the help of rapid advancement in Deep Learning (DL) technologies. Deep Learning, a subset of Artificial Intelligence (AI) has emerged as a powerful tool in the world of finance and accounting, offering unprecedented opportunities for automating tasks, improving accuracy and uncovering valuable insights. This groundbreaking technology has found a multitude of applications in accounting, ranging from automating repetitive data entry tasks to enhancing fraud detection, financial forecasting and risk management. Deep Learning driven by Artificial Intelligence Neural Networks (AI-NN), Recurrent Neural Networks (RNN), Convolutional Neural Networks (CNN) and more is reshaping the landscape of financial analysis, auditing, prevention of frauds, risk management and much more. Through these advancements, we gain not only efficiency but also a new perspective on the role of accountants in an increasingly data-driven and digitally interconnected world.
{"title":"RECENT ADVANCES AND APPLICATIONS OF DEEP LEARNING (DL) IN THE ACCOUNTING PROFESSION","authors":"Venkatasubramanian Ganapathy","doi":"10.59231/edumania/9020","DOIUrl":"https://doi.org/10.59231/edumania/9020","url":null,"abstract":"In recent years, the accounting profession has undergone a transformative revolution with the help of rapid advancement in Deep Learning (DL) technologies. Deep Learning, a subset of Artificial Intelligence (AI) has emerged as a powerful tool in the world of finance and accounting, offering unprecedented opportunities for automating tasks, improving accuracy and uncovering valuable insights. This groundbreaking technology has found a multitude of applications in accounting, ranging from automating repetitive data entry tasks to enhancing fraud detection, financial forecasting and risk management. Deep Learning driven by Artificial Intelligence Neural Networks (AI-NN), Recurrent Neural Networks (RNN), Convolutional Neural Networks (CNN) and more is reshaping the landscape of financial analysis, auditing, prevention of frauds, risk management and much more. Through these advancements, we gain not only efficiency but also a new perspective on the role of accountants in an increasingly data-driven and digitally interconnected world.","PeriodicalId":479772,"journal":{"name":"Edumania-An International Multidisciplinary Journal","volume":"82 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139454647","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Joseph Moyinoluwa Talabi, Obe Olubunmi Oyewusi, Exradallenum Olusegun Akinsanya, Samuel Oludare Okusanya, Taiwo Rebacca Oyetoro
This study explores the Jewish concept of slavery and compares it to the 21st Century African sojourners in Diasporas, with a focus on Nigerian professionals who have migrated to other countries in search of better opportunities. In contemporary affairs, Jews and African-Americans have cooperated in the Civil Rights Movement, motivated partially by the common background of slavery. The three types of slavery Africans have engaged in which are: 1. Colonial or force slavery by the European 2. Leadership slavery and, 3. Self slavery, (Talabi, 2021). Individual migrating in search of greener pastures shall be adequately discussed in this paper with empirical evidences. Drawing on historical and religious texts, the paper analyzes the Jewish understanding of slavery and the ethical considerations that arise from it. It also examines the experiences of Nigerian professionals in diasporas, highlighting their contributions to their host countries and the challenges they face as immigrants. Finally, this qualitative study discusses the implications of these experiences for contemporary discussions on migration and global citizenship, arguing that the Jewish concept of slavery offers a useful framework for re-thinking about the ethical dimensions of immigration policies and practices in the 21st Century due to the failures of African leaders in developing their respective societies and followership inability to lead peaceful protest that will propel rebuilding or happen African Governance.
{"title":"JEWISH CONCEPT OF SLAVERY AND THE 21ST CENTURY OF AFRICAN SOJOURNERS IN DIASPORAS: NIGERIAN’ BEST BRAINS IN DIASPORAS","authors":"Joseph Moyinoluwa Talabi, Obe Olubunmi Oyewusi, Exradallenum Olusegun Akinsanya, Samuel Oludare Okusanya, Taiwo Rebacca Oyetoro","doi":"10.59231/edumania/9031","DOIUrl":"https://doi.org/10.59231/edumania/9031","url":null,"abstract":"This study explores the Jewish concept of slavery and compares it to the 21st Century African sojourners in Diasporas, with a focus on Nigerian professionals who have migrated to other countries in search of better opportunities. In contemporary affairs, Jews and African-Americans have cooperated in the Civil Rights Movement, motivated partially by the common background of slavery. The three types of slavery Africans have engaged in which are: 1. Colonial or force slavery by the European 2. Leadership slavery and, 3. Self slavery, (Talabi, 2021). Individual migrating in search of greener pastures shall be adequately discussed in this paper with empirical evidences. Drawing on historical and religious texts, the paper analyzes the Jewish understanding of slavery and the ethical considerations that arise from it. It also examines the experiences of Nigerian professionals in diasporas, highlighting their contributions to their host countries and the challenges they face as immigrants. Finally, this qualitative study discusses the implications of these experiences for contemporary discussions on migration and global citizenship, arguing that the Jewish concept of slavery offers a useful framework for re-thinking about the ethical dimensions of immigration policies and practices in the 21st Century due to the failures of African leaders in developing their respective societies and followership inability to lead peaceful protest that will propel rebuilding or happen African Governance.","PeriodicalId":479772,"journal":{"name":"Edumania-An International Multidisciplinary Journal","volume":"13 16","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139539980","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The landscape of higher education in India has undergone a remarkable transformation with the introduction of digital initiatives. The proliferation of cutting-edge technologies and widespread internet connectivity has facilitated a significant evolution in the traditional educational paradigm. This paper explores the pivotal role played by digital initiatives in addressing the challenges faced by higher education in India while fostering innovation and leveraging technology to enhance the overall learning experience. The challenges confronting the Indian higher education system are multifaceted, encompassing limited access to quality education, inadequate infrastructure, shortage of skilled educators, and the need for inclusivity to cater to diverse learners. Digital initiatives have emerged as powerful solutions to bridge these gaps and democratize education. Online learning platforms, Massive Open Online Courses (MOOCs), and virtual classrooms have effectively transcended geographical boundaries, making education accessible even in remote regions. Additionally, these initiatives have enabled personalized learning pathways, accommodating individual learning styles and paces, thereby promoting a more inclusive and diverse educational ecosystem. The integration of advanced technologies such as artificial intelligence (AI), machine learning (ML), virtual reality (VR), and augmented reality (AR) has further revolutionized higher education by fostering experiential and immersive learning. These technologies facilitate hands-on training, simulations, and practical skill development, significantly enhancing the employability of graduates and addressing the demand for industry-relevant skills. Furthermore, digital initiatives have empowered educators to employ innovative pedagogical approaches, creating engaging and interactive learning experiences that prioritize the needs of the students. However, the rapid adoption of digital initiatives also brings challenges that must be addressed, including the digital divide, concerns over data security, and the assurance of quality and credibility of online resources. Overcoming these challenges necessitates collaborative efforts between government bodies, educational institutions, and technology providers to establish robust infrastructure and effective policies. This paper presents a comprehensive analysis of the impact of digital initiatives on higher education in India, incorporating successful case studies and best practices. It emphasizes the transformative potential of technology in redefining educational paradigms and equipping higher education institutions to embrace innovation, catering to the evolving needs of learners and the job market. This abstract emphasizes the urgent need for India’s higher education system to embrace digital initiatives and innovative technologies to revolutionize the way knowledge is imparted, accessed, and utilized. By proactively tackling challenges and promoting a culture
{"title":"Revolutionizing Higher Education: Role of Digital Initiatives in India for Tackling Challenges with Innovation and Technology","authors":"Sumadevi S","doi":"10.59231/edumania/9030","DOIUrl":"https://doi.org/10.59231/edumania/9030","url":null,"abstract":"The landscape of higher education in India has undergone a remarkable transformation with the introduction of digital initiatives. The proliferation of cutting-edge technologies and widespread internet connectivity has facilitated a significant evolution in the traditional educational paradigm. This paper explores the pivotal role played by digital initiatives in addressing the challenges faced by higher education in India while fostering innovation and leveraging technology to enhance the overall learning experience. The challenges confronting the Indian higher education system are multifaceted, encompassing limited access to quality education, inadequate infrastructure, shortage of skilled educators, and the need for inclusivity to cater to diverse learners. Digital initiatives have emerged as powerful solutions to bridge these gaps and democratize education. Online learning platforms, Massive Open Online Courses (MOOCs), and virtual classrooms have effectively transcended geographical boundaries, making education accessible even in remote regions. Additionally, these initiatives have enabled personalized learning pathways, accommodating individual learning styles and paces, thereby promoting a more inclusive and diverse educational ecosystem. The integration of advanced technologies such as artificial intelligence (AI), machine learning (ML), virtual reality (VR), and augmented reality (AR) has further revolutionized higher education by fostering experiential and immersive learning. These technologies facilitate hands-on training, simulations, and practical skill development, significantly enhancing the employability of graduates and addressing the demand for industry-relevant skills. Furthermore, digital initiatives have empowered educators to employ innovative pedagogical approaches, creating engaging and interactive learning experiences that prioritize the needs of the students. However, the rapid adoption of digital initiatives also brings challenges that must be addressed, including the digital divide, concerns over data security, and the assurance of quality and credibility of online resources. Overcoming these challenges necessitates collaborative efforts between government bodies, educational institutions, and technology providers to establish robust infrastructure and effective policies. This paper presents a comprehensive analysis of the impact of digital initiatives on higher education in India, incorporating successful case studies and best practices. It emphasizes the transformative potential of technology in redefining educational paradigms and equipping higher education institutions to embrace innovation, catering to the evolving needs of learners and the job market. This abstract emphasizes the urgent need for India’s higher education system to embrace digital initiatives and innovative technologies to revolutionize the way knowledge is imparted, accessed, and utilized. By proactively tackling challenges and promoting a culture","PeriodicalId":479772,"journal":{"name":"Edumania-An International Multidisciplinary Journal","volume":"43 14","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139540115","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A new era of unparalleled global challenges, including poverty and inequality as well as economic instability and climate change, began at the turn of the twenty-first century. The international community looked for ways to coordinate and take collective action globally in response to these complex challenges. The Group of Twenty (G20) has gained recognition as a key participant in the quest of sustainable development among the several conferences and organizations that arose to address these issues. The G20 was first held in reaction to the world financial crises of the late 20th century, but it has since developed into a preeminent forum for discussion and collaboration between the most significant economies in the world. Its scope has broadened to include a variety of socioeconomic and environmental issues, having previously been limited to financial stability and economic growth. The G20 is a crucial player in the effort to accomplish the Sustainable Development Goals (SDGs) because of its broad membership and significant economic influence, which have allowed it to take center stage in determining the global agenda. As part of the 2030 Agenda for Sustainable Development, the Sustainable Development Goals were adopted by all UN Member States in 2015 and offer an ambitious and comprehensive vision for a future that is more wealthy, equitable, and environmentally sustainable. The SDGs, which are made up of 169 objectives and 17 interconnected goals, tackle a variety of global issues, such as ending poverty, promoting gender equality, combating climate change, and providing high-quality education. It will take coordinated global initiatives in addition to political will to accomplish these goals.
{"title":"ROLE OF G20 IN ATTAINING SUSTAINABLE DEVELOPMENT GOALS: A REVIEW","authors":"Lima Roy","doi":"10.59231/edumania/9019","DOIUrl":"https://doi.org/10.59231/edumania/9019","url":null,"abstract":"A new era of unparalleled global challenges, including poverty and inequality as well as economic instability and climate change, began at the turn of the twenty-first century. The international community looked for ways to coordinate and take collective action globally in response to these complex challenges. The Group of Twenty (G20) has gained recognition as a key participant in the quest of sustainable development among the several conferences and organizations that arose to address these issues. The G20 was first held in reaction to the world financial crises of the late 20th century, but it has since developed into a preeminent forum for discussion and collaboration between the most significant economies in the world. Its scope has broadened to include a variety of socioeconomic and environmental issues, having previously been limited to financial stability and economic growth. The G20 is a crucial player in the effort to accomplish the Sustainable Development Goals (SDGs) because of its broad membership and significant economic influence, which have allowed it to take center stage in determining the global agenda. As part of the 2030 Agenda for Sustainable Development, the Sustainable Development Goals were adopted by all UN Member States in 2015 and offer an ambitious and comprehensive vision for a future that is more wealthy, equitable, and environmentally sustainable. The SDGs, which are made up of 169 objectives and 17 interconnected goals, tackle a variety of global issues, such as ending poverty, promoting gender equality, combating climate change, and providing high-quality education. It will take coordinated global initiatives in addition to political will to accomplish these goals.","PeriodicalId":479772,"journal":{"name":"Edumania-An International Multidisciplinary Journal","volume":"7 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139458337","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Have diverse purposes such as education, research, and social services, which are made up of different academic fields. It is a complex organization due to its complexity not only in higher education policy but also in science, technology, and innovation. Apart from being influenced by social and industrial policies, it is one of the important factors that influence the realization of policies. Therefore, how to qualitatively upgrade universities is an important issue while considering national strategies. This research paper first summarizes the role of universities in science, technology, and innovation policy, changes the environment around university systems, and reflects on innovation in university systems and organizations.
{"title":"Relevance of Innovations in Educational Research Technology of Universities","authors":"Ajay Krishna Tiwari","doi":"10.59231/edumania/9029","DOIUrl":"https://doi.org/10.59231/edumania/9029","url":null,"abstract":"Have diverse purposes such as education, research, and social services, which are made up of different academic fields. It is a complex organization due to its complexity not only in higher education policy but also in science, technology, and innovation. Apart from being influenced by social and industrial policies, it is one of the important factors that influence the realization of policies. Therefore, how to qualitatively upgrade universities is an important issue while considering national strategies. This research paper first summarizes the role of universities in science, technology, and innovation policy, changes the environment around university systems, and reflects on innovation in university systems and organizations.","PeriodicalId":479772,"journal":{"name":"Edumania-An International Multidisciplinary Journal","volume":"17 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139457361","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Education philosophy plays a critical role in shaping educational practices and approaches. Humanism as philosophy has gained popularity recently, particularly in secular schools and institutions. However, its implications for Christian education and training are poorly understood, so in this paper, we will explore the critical tenets of Humanism in education and their implications for Christian educators and practitioners. This paper explores the concept of Humanism in education philosophy and its implications for Christian education and practice. Humanism in education philosophy is rooted in the belief that education should focus on the holistic development of individuals and place the individual at the centre of the learning process, emphasizing the development of human potential and fostering a well-rounded education. This approach focuses on critical thinking, creativity, and personal growth, empowering students to participate in their learning process actively. The implications of Humanism in education philosophy for Christian education and practice are significant, as they raise questions about the integration of faith and secular knowledge, the role of moral values, and the purpose of education within a Christian context.
{"title":"Humanism In Education Philosophy and Its Implication to Christian Education and Practice","authors":"Gabriel Oluwaseyi Abolade","doi":"10.59231/edumania/9032","DOIUrl":"https://doi.org/10.59231/edumania/9032","url":null,"abstract":"Education philosophy plays a critical role in shaping educational practices and approaches. Humanism as philosophy has gained popularity recently, particularly in secular schools and institutions. However, its implications for Christian education and training are poorly understood, so in this paper, we will explore the critical tenets of Humanism in education and their implications for Christian educators and practitioners. This paper explores the concept of Humanism in education philosophy and its implications for Christian education and practice. Humanism in education philosophy is rooted in the belief that education should focus on the holistic development of individuals and place the individual at the centre of the learning process, emphasizing the development of human potential and fostering a well-rounded education. This approach focuses on critical thinking, creativity, and personal growth, empowering students to participate in their learning process actively. The implications of Humanism in education philosophy for Christian education and practice are significant, as they raise questions about the integration of faith and secular knowledge, the role of moral values, and the purpose of education within a Christian context.","PeriodicalId":479772,"journal":{"name":"Edumania-An International Multidisciplinary Journal","volume":"113 22","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139538140","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The practice of arbitration, in India, traces its origins back to ancient legal systems like the Mitakshara School of Law and further evolved under British colonial enactments, notably the inception of the India Arbitration Act of 1899. This historical continuum has been punctuated by significant developments marked by amendments in 1996, 2015, 2019 and 2021, indicative of India’s unwavering commitment to cultivating a robust arbitration culture. Strengthened by this historical foundation and fortified by British legal influences, India, the world’s fifth-largest economy, harbors the aspiration to firmly establish itself as a global arbitration hub. The development has been gradual and ongoing with various initiatives, reforms and pivotal judicial decisions being implemented. This paper critically scrutinizes India’s potential within the evolving legal landscape, examining its legislative foundation and contemporary ambitions in the global arbitration arena.
{"title":"A New Epoch: Charting India’s Path to Global Arbitration Prominence","authors":"Fanuel Rudi","doi":"10.59231/edumania/9024","DOIUrl":"https://doi.org/10.59231/edumania/9024","url":null,"abstract":"The practice of arbitration, in India, traces its origins back to ancient legal systems like the Mitakshara School of Law and further evolved under British colonial enactments, notably the inception of the India Arbitration Act of 1899. This historical continuum has been punctuated by significant developments marked by amendments in 1996, 2015, 2019 and 2021, indicative of India’s unwavering commitment to cultivating a robust arbitration culture. Strengthened by this historical foundation and fortified by British legal influences, India, the world’s fifth-largest economy, harbors the aspiration to firmly establish itself as a global arbitration hub. The development has been gradual and ongoing with various initiatives, reforms and pivotal judicial decisions being implemented. This paper critically scrutinizes India’s potential within the evolving legal landscape, examining its legislative foundation and contemporary ambitions in the global arbitration arena.","PeriodicalId":479772,"journal":{"name":"Edumania-An International Multidisciplinary Journal","volume":"33 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139455003","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study is centralized on the significance of post-colonial criticism implanted in Edward Morgan Forster’s A Passage to India and Mulk Raj Anand’s Untouchable employing varying quintessential post-colonial theories coined by important post-colonial theorists. The following research involves scrutinizing the post-colonial space and the major critics in it corresponding with the horrifying ramifications of imperialism that alters the socio-political, cultural, and economical dogmas of a nation including the linguistic approach which plays an important role in the development of the literary canon. This research explores the subject of colonial implications presented by two different writers originating from far away poles which conclusively examines how two distinct categories of colonial exploitation work one being triggered by foreign agents and another being planted inside the premises of a nation making a distinction between the mechanism of oppression. The two primary texts’ projects justify the outlook on the aftermath colonialism and also portray important theories of Hybridity, Oppression, and Othering.
本研究集中探讨了爱德华-摩根-福斯特（Edward Morgan Forster）的《印度游记》和穆尔克-拉吉-阿南德（Mulk Raj Anand）的《贱民》中所体现的后殖民批评的意义，并运用了重要的后殖民理论家所提出的各种典型的后殖民理论。帝国主义改变了一个国家的社会政治、文化和经济教条，包括在文学发展中发挥重要作用的语言方法。本研究探讨了来自遥远两极的两位不同作家所呈现的殖民影响主题，并对两种截然不同的殖民剥削是如何运作的进行了确凿的研究，一种是由外国代理人引发的，另一种是在一个国家的内部植入的，并对压迫机制进行了区分。两个主要文本的项目证明了对殖民主义后果的展望，也描绘了混合、压迫和他者化的重要理论。
{"title":"A Post-Colonial critique on A Passage to India by Edward Morgan Forsterand Untouchable by Mulk Raj Anand","authors":"Aditi Sharma","doi":"10.59231/edumania/9033","DOIUrl":"https://doi.org/10.59231/edumania/9033","url":null,"abstract":"This study is centralized on the significance of post-colonial criticism implanted in Edward Morgan Forster’s A Passage to India and Mulk Raj Anand’s Untouchable employing varying quintessential post-colonial theories coined by important post-colonial theorists. The following research involves scrutinizing the post-colonial space and the major critics in it corresponding with the horrifying ramifications of imperialism that alters the socio-political, cultural, and economical dogmas of a nation including the linguistic approach which plays an important role in the development of the literary canon. This research explores the subject of colonial implications presented by two different writers originating from far away poles which conclusively examines how two distinct categories of colonial exploitation work one being triggered by foreign agents and another being planted inside the premises of a nation making a distinction between the mechanism of oppression. The two primary texts’ projects justify the outlook on the aftermath colonialism and also portray important theories of Hybridity, Oppression, and Othering.","PeriodicalId":479772,"journal":{"name":"Edumania-An International Multidisciplinary Journal","volume":"121 42","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139537928","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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