A Critical Analysis of Emotional Intelligence-Throwers and Jumpers

The purpose of the present study was to investigate the emotional intelligence- between throwers and jumpers. To attain the purpose of the study inter-collegiate level 50 throwers and 50 jumpers were selected as sample from different colleges under Bangalore University- Bangalore in the year of 2017-18. The subject’s age ranges from 20-25 years. The data for the study were collected by using closed ended questionnaire method.. The scores on Emotional intelligence were collected by Emotional intelligence Inventory prepared by Dr Sam Sunanda Raj & Jayaraj B (1998). To find out the significance of Mean difference between throwers and jumpers, Statistical technique ‘t’ test was used to compare the emotional intelligence between selected groups. The results revealed that there was no significant difference found in throwers and jumper

Governing nutrition, performing state: workers of the Integrated Child Development Services (ICDS) programme, India

The failures of state implemented development programmes have been largely attributed to governance issues. I study one of the largest child development programmes in the world, the Integrated Child Development Services (ICDS) programme of India to understand how its governance is determined and gaps between design and practice produced. Building on a non-normative concept of governance, my research ethnographically examines the everyday processes and practices of the ICDS, through ten months of fieldwork in a community development block of Aurangabad District, Maharashtra. State practices have been studied but the role of state functionaries has not been adequately addressed. I research everyday state practices as performative - negotiated and constructed by ICDS functionaries in interaction with the local politics of caste, vertical systems of ‘corruption’ and initiatives of bureaucratic reform. I find that ICDS functionaries use state practices to: (a) perform caste, exercising dominance but also contesting caste-based subordination, (b) develop and manage informal systems of financial practices, and (c) stage performance to make it appear as if targets have been met and rules followed. The improvisation of programme practices by ICDS functionaries generates gaps and variations from programme design including the dominant caste capture of field level ICDS positions, exclusion of Scheduled Caste beneficiaries and localities from programme benefits and manipulation of programme records and performance audits. But such improvisation is also facilitative providing sites for challenging the dominant political and social order and enabling the delivery of ICDS services despite resource poor contexts and unsuitable programme rules. These findings suggest that ICDS governance at the sub-district or implementation level is determined in interaction with the politics of caste and the un-implementability of bureaucratic rules. Additionally, I highlight that implementation gaps do not always reflect the incapacity of state functionaries but may also represent their ingenuity in constrained circumstances

Mediated Empowerments: An Ethnography of Four, All-Girls' "Public Schools" in North India

This ethnography takes place at four of northern India’s most renowned, all-girls’ private boarding schools, established in reference to the British Public Schooling model mainly during the tail ends of colonialism by Indian queens and British memsahibs on the sub-continent. It is a story told from the points of view of founders, administrators, and teachers, but primarily from that of students, based on fieldwork conducted from July 2013 through June 2014. Schools heralded as historic venues of purported upper-caste girls’ emancipation, this study interrogates the legacies of this colonial-nationalist moment by examining how these institutions and their female students engage in newer processes and discourses of class formation and gendered empowerment through schooling. For one, it considers the dichotomous (re)constructions of gendered and classed personhoods enacted through exclusionary modernities, particularly in terms of who gains access to these schools, both physically and through symbolic forms of belonging. It then examines the reclamation of these constructs within (inter)national development discourses of girls’ empowerment and the role of neoliberal privatization in reconstituting elite schooling experiences with gender as its globalizing force. Here, seemingly paradoxical relationships between such concepts as discipline and freedom, duties and rights, collective responsibility and individual competition are explored, arguing that the pressures of academic success, tensions over the future, and role of high stakes examinations and privatized tutoring are contributing to student experiences of performative or fatiguing kinds of empowerment. Through such frames, extreme binary constructions of empowerment are complicated, demonstrating how female Public School students exist more within middling spaces of “betweenness,” of practiced mediation. Empowerment in this sense is not an achievable status, nor unidirectional process, but a set of learned tools or skills deployed in recurring moments of contradiction or in difficult deliberations, whereby students variously buy in, (re)create, opt-out of, or reject proposed models of “successful” or “legitimate,” female personhood. Overall, this ethnography problematizes assumed relationships between empowerment and privilege, questions the alignments between school and the (upper-)middle class home, and suggests that as the reproductive capabilities of elite schooling are challenged in the face of newer venues of capital, these all-girls’ Public Schools and their students are finding unique ways to remain or become the elite of consideration

Disco Jalebi : an ethnographic exploration of Gay Bombay

Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Comparative Media Studies, 2005.Includes bibliographical references (p. 368-401).Gay Bombay is an online-offline community (comprising a website, a newsgroup and physical events in Bombay city), that was formed as a result of the intersection of certain historical conjectures with the disjunctures caused via the flows of the radically shifting ethnoscape, financescape, politiscape, mediascape, technoscape and ideoscape of urban India in the 1990. Within this thesis, using a combination of multi-sited ethnography, textual analysis, historical documentation analysis and memoir writing, I attempt to provide various macro and micro perspectives on what it means to be a gay man located in Gay Bombay at a particular point of time. Specifically, I explore what being gay means to the members of Gay Bombay and how they negotiate locality and globalization, their sense of identity as well as a feeling of community within its online/offline world. On a broader level, I critically examine the formulation and reconfiguration of contemporary Indian gayness in the light of its emergent cultural, media and political alliances. I realize that Gay Bombay is a community that is imagined and fluid; identity here is both fixed and negotiated, and to be gay in Gay Bombay signifies being 'glocal' - it is not just gayness but Indianized gayness. I further realize that within the various struggles in and around Gay Bombay, what is being negotiated is the very stability of the idea of Indianness. I conclude with a modus vivendi - my draft manifesto for the larger queer movement that I believe Gay Bombay is an integral part of, and a sincere hope that as the struggle for queer rights enters its exciting new phase, groups like Gay Bombay might be able to cooperate with other queer groups in the country, and march on the path to progress, together.by Parmesh Shahani.S.M

Administration of International Instruments on Human Rights in India to Ensure Elimination of Discrimination Against Women with Special Reference to Cedaw

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