Gender Exploitation: from Structural Adjustment Policies to Poverty Reduction Strategies

The aim of this paper is to review the existing empirical research concerning women’s exploitation as a result of policy measures imposed by the World Bank and the IMF, particularly under Structural Adjustment Policies (SAPs). The central argument here is that SAPs have not been successful in achieving their basic objectives of ‘adjusting’ the economies instead, these policies have created severe social problems for the human beings, particularly for the poor and middle-income groups, in the countries where they (SAPs) have been implemented [Beneria and Feldman (1992); Cornia, Jolly and Stewart (1987); Floro (1995); Messkoub (1996) Moser (1989)]. Among these groups, although all members have to mobilise their efforts to support households so as to cope with the economic crisis, women have to bear an unequal share of this burden.

Gender Exploitation: from Structural Adjustment Policies to Poverty Reduction Strategies

The aim of this paper is to review the existing empirical research concerning women’s exploitation as a result of policy measures imposed by the World Bank and the IMF, particularly under Structural Adjustment Policies (SAPs). The central argument here is that SAPs have not been successful in achieving their basic objectives of ‘adjusting’ the economies instead, these policies have created severe social problems for the human beings, particularly for the poor and middle-income groups, in the countries where they (SAPs) have been implemented [Beneria and Feldman (1992); Cornia, Jolly and Stewart (1987); Floro (1995); Messkoub (1996) Moser (1989)]. Among these groups, although all members have to mobilise their efforts to support households so as to cope with the economic crisis, women have to bear an unequal share of this burden [Agrawal (1992); Ali (2000); Beneria (1992, 1995); Cagatay (1995); Chant (1991); Elson (1991, 1992a); Feldman (1992); Floro (1995); Reilly and Gorden (1995); McFarren (1992); Moser (1992); Perez-Aleman (1992); Sahn and Haddad (1991); Safa and Antrobus (1992); Stewart (1992); Trip (1992)]

Somalia’s Integration into the East African Community (EAC): Benefits and Potential Challenges

This paper aims to explore the benefits and potential challenges of Somalia's integration into the East African Community (EAC). The EAC is a regional intergovernmental organization consisting of six member states, including Kenya, Tanzania, Uganda, Rwanda, Burundi, and South Sudan. Somalia has expressed interest in joining the EAC and has taken steps towards integration, including participating in EAC meetings and harmonizing its policies with those of the community. The paper will examine the potential benefits of Somalia's integration into the EAC, such as increased trade opportunities, economic growth, and political stability. It will also analyze the potential challenges, including concerns around security and political instability in Somalia, as well as issues related to infrastructure development and trade imbalances. Additionally, the paper will discuss the impact of Somalia's integration on the existing EAC member states, particularly in relation to trade and security. The research for this paper will be conducted through a desktop literature review. The paper will provide recommendations for policymakers in Somalia on how to address potential challenges and maximize the benefits of Somalia's integration into the community. Overall, the paper aims to contribute to the ongoing debate on the role of regional integration in promoting economic and political development in Africa

Feminist Postdigital Inquiry in the Ruins of Pandemic Universities

During Covid-19, higher education made an unprecedented entry into the domestic sphere. However, not all students welcomed the emergency delivery of online courses. Consequently, some learners have been developing resistant practices to technology-driven learning, including being on mute and turning off cameras, but these silences, gaps and evasions are difficult to grasp through normative perspectives. Meanwhile, big tech continues to profit significantly from its encroachment on pedagogy. Conversely, we need alternate conceptions of learners’ varying responses to technologies. To develop a novel perspective, the study considers the Middle East’s traditional mashrabiyya windows, which are carved through an elaborate wooden latticework screen of geometric patterns and designed to deflect rather than let in the light. This mashrabiyya structure is applied as a theoretical metaphor to consider Arab women learners’ technological veiled affordances of filters, avatars and not replying. The mashrabiyya feminist postdigital framework develops unique inquiry into learners’ subtle practices; the authors’ self-reflexivity; and analysis of a (silent) email exchange and a Twitter avatar. Theorising suggests silences, invisibilities and disconnection are not necessarily a deficit but refractive responses enabling students and educators to stay below the radar

“…they feel that they have a voice and their voice is heard”: Towards Participatory Forms of Teachers’ CPD in Oman

The area of teachers’ continuing professional development (CPD) is of growing interest internationally. In Oman, where this issue is given a lot of attention, the Ministry of Education spends a lot of money each year to provide many CPD opportunities for in-service TESOL teachers. However, the effectiveness of these initiatives and the impact they have on teaching and learning is questionable. This has been reflected in a number of research studies which have been conducted locally and which focus on various issues relating to teachers’ CPD but these studies have not addressed the issue critically. Given this, the current study attempts to critically examine the CPD system in the in-service TESOL context in Oman, and to improve the Government’s applied CPD strategy through suggesting a participatory model of CPD in Education. The study is situated in the critical paradigm and followed a multi-methodology transformative design using mixed methods to develop an understanding of the investigated issues from a macro and micro level. The study started with a quantitative phase using an online questionnaire and 331 English teachers and Senior English teachers responded to it. Phase two of the study was comprised of a case study to look in detail at the CPD system in Oman. Three schools were chosen for the case study with 18 participants/teachers. Semi-structured and focus group interviews as well as observations were used to collect data at this stage. The same 18 participants joined the action research (phase three) stage of the study to introduce them to the participatory model of CPD. This phase included three workshops and online discussion sessions, following this one focus group interview and 6 individual semi-structured interviews were conducted to see teachers’ reaction to the intervention; the participatory model. The findings showed that in-service TESOL teachers in Oman who participated in this study hold different beliefs about teaching as a profession and have different reasons for becoming teachers. The findings revealed that a key source influencing teachers’ CPD participation is their beliefs, and that participants’ hold a wide range of beliefs about CPD. Moreover, the findings disclosed that participants have experienced different types of activities which were mostly offered to them through the Ministry of Education in structured ways (e.g. INSET courses); yet, these did not respond to teachers’ individual needs.The study further indicated that the centralised top-down nature of the current CPD system seems to negatively affect the success of CPD in the in-service TESOL context in Oman. The study recommends that the role of teachers themselves in the provision of CPD is significant; the way teachers are currently marginalized and seen as grateful recipients of CPD do not provide the conditions for intelligent and responsive teaching profession. Furthermore, the evaluation of the participatory model of CPD adopted in this study showed that this model has positively impacted on participant teachers’ CPD and three aspects of change were noticed: teachers’ beliefs, their practices about CPD, and change in students (e.g. their reading habits). The findings revealed that this model has enabled participant teachers to make decisions regarding their CPD and encouraged them to play the role of critical reflective practitioners as well as prepared them to be future transformative intellectuals. Therefore, recommendations include the need for more informal, participatory and collaborative forms of CPD to be added to the current CPD system in Oman. The study further calls for new policies and practices to improve the teaching force in the country. These include stringent criteria for teachers’ selection and recruitment, developing strong educational policies regarding the initial teacher formation, considering teachers’ beliefs in any in-service CPD initiative, and raising teachers’ awareness to become responsible for their life-long career development. Most significantly, on the basis of the study findings, there is a need to reform teachers’ CPD in Oman to include dedication to building character, community, humanitarianism and democracy in young people

Culturally Responsive Practices in Graduate Training: Challenges, Strategies, and Recommendations

This paper examines three women of color perspectives on the relevance of incorporating culture and race discussions, activities, and assignments into graduate courses. The authors provide a description of their upbringing to highlight how their personal experiences shaped their perspective on culture and race in educational settings. The challenges of delivering instruction to encompass culture are discussed alongside a student’s evaluation of these barriers. In addition, instructors outline strategies they have implemented to incorporate a culturally responsive practice. Lastly, the authors present recommendations to urge other faculty members and students to use and advocate for culturally responsive practices

Risk of Ovarian Cancer After Treatment for Infertility

Background: Ovarian cancer is the most frequent cause of death from gynecologic malignancies in the world. Ovarian cancer is predominantly a disease of postmenopausal period, with a median age at diagnosis of 59 years. In recent years, there have been many debates about the relationship between fertility medication and cancer. Due to the lack of comprehensive study of this matter, and as understanding the relationship between the use of fertility drugs and cancer is of importance, the present study was conducted to investigate the relationship between infertility drugs and cancer in women. Objective: To determine the risk of ovarian cancer after treatment of infertility.  Study Selection: Multiple articles were reviewed. Prospective studies and case reports were excluded from the data. Retrospective studies were included in the study. Methods and Materials: A review of the scientific literature concerning the association between the use of fertility treatments and the risk of ovarian cancer was done. In this study, digital databases including PubMed, EMBASE and Google scholar were searched. The survey was carried out using keywords such as “infertility”, “ ovarian cancer risk”, “gynecological cancer”, “gynecological cancer risk”, “cancer risk”, “in vitro fertilization”, “progesterone”, “fertility drugs”, “infertility treatment”, variously associated together. Results: Using the search criteria, 25 researches were examined based on the title and abstract. All the 25 studies were considered in their full versions. Of these works, including literature reviews or meta-analysis reports, it was concluded that infertility treatment has a positive relationship with ovarian cancer. Conclusion: The results of this study suggest that fertility drug usage significantly contribute to overall risk of ovarian cancer when adjusting for known confounding factors. In the next years, the incidence of female infertility is expected to increase. A lot of new drugs are under investigation while other recent drugs are already in current use. More study can be done so that the mortality and mobility could be reduced in the society. Keywords: infertility, fertility drugs, ovarian cancer, infertility treatment DOI: 10.7176/JHMN/82-09 Publication date: November 30th 202

Juggling Work and Studies: A Focused Study on Work-Life Balance and Well-being of Part-Time Student Workers

In Lebanon, where social unrest, economic downturn, and political instability coexist, part-time workers and students have difficulties in balancing their personal, professional, and academic commitments. To understand how part-time students achieve work-life balance, this study examines work-related stress, flexible work schedules, productivity while working from home, supervisor and coworker support, and work-related characteristics among part-time employees who are also students in Lebanon. Data from a sample of part-time employees who are also students will be gathered using a quantitative survey approach in order to examine how these characteristics interact. In order to improve the academic performance and general well-being of part-time employees who are also students in Lebanon, the findings are intended to influence organizational practices, inform policy interventions, and contribute to the corpus of existing research on work-life balance