Towards Social Justice in Institutions of Higher Learning: Addressing Gender Inequality in Science & Technology through Capability Approach

The focus of the study is to examine and relocate gender equality in higher education using Capability Approach as the background frame. The paper discusses how gender relations are rooted in the socio-cultural matrix in India. It attempts to explore the factors prevalent in the structure which impacts woman’s opportunities and functionalities in the higher education. The database includes faculty from one of the central universities of South India, the study deals with the dynamics of constructs in Science and Technology indicating socio-psychological obstructions faced by women. Based on thorough analysis, the oppressed capabilities are conceptualized thereby enabling the researchers to relocate the gender equality and the capabilities that need to be enriched for women can be contemplated which helps in reducing the existing disparity. The intention of the study is essentially not to quantify the attributes of inequality to make them measurable but to choose attributes which enable an effective comparative basis to address inequality. The empirical study reveals an existence of the element of stereotyping as a single entity and capability approach restores the uniqueness by the fractional combination of capabilities liste

Can head teacher autonomy mitigate the effects of COVID-19 school closures in India?

This paper uses data from India to examine how school leaders have reacted to school closures due to COVID-19. We consider how differences in the decision-making autonomy of school leaders affect their confidence and coping strategies, and explore how this may help mitigate the otherwise unequalising effects of the pandemic

Social proximity and misinformation: Experimental evidence from a mobile phone-based campaign in India

We study how social proximity between the sender and the receiver of information shapes the effectiveness of preventive health behaviour campaigns and the persistence of misinformation. We implement a field experiment among a representative sample of slum residents in two major Indian cities characterized by Hindu-Muslim tensions. We show that informative messages are effective at improving evidence-based behavior, but not non-evidence-based behavior. These findings do not differ by social proximity, signalled by religion. However, when sender and receiver share the same religion, the intervention significantly reduces misinformation carrying in-group salience, highlighting the role of social proximity in fighting misinformation. (JEL codes: C93; D91; I12; I15; O12

3-Substitued indoles: One-pot synthesis and evaluation of anticancer and Src kinase inhibitory activities

An efficient and economical method was developed for the synthesis of 3-substituted indoles by one-pot three-component coupling reaction of a substituted or unsubstituted benzaldehyde, N-methylaniline, and indole or N-methylindole using Yb(OTf)3–SiO2 as a catalyst. All the synthesized compounds were evaluated for inhibition of cell proliferation of human colon carcinoma (HT-29), human ovarian adenocarcinoma (SK-OV-3), and c-Src kinase activity. The 4-methylphenyl (4o and 4p) and 4-methoxyphenyl (4q) indole derivatives inhibited the cell proliferation of SK-OV-3 and HT-29 cells by 70–77% at a concentration of 50 μM. The unsubstituted phenyl (4d) and 3-nitrophenyl (4l) derivatives showed the inhibition of c-Src kinase with IC50 values of 50.6 and 58.3 μM, respectively. [Refer to PDF for graphical abstract

The double pendulum

Policy discourses posit an accountability deficit as an underlying cause of a “learning crisis” in many low-income countries. Many studies understand this perceived deficit from a principal-agent perspective, arguing that incentives facing teachers and schools often do not align to the interests of parents and students. Such perspectives underlie many randomized controlled trials, which associate interventions with outcomes, but which also produce varying or inconsistent results across contexts. This paper seeks to study the accountability of schools and teachers more directly, looking at how it varies across public and private schools and how it relates to students’ literacy and numeracy abilities. We report results from a mixed methods study conducted in Mumbai and Kathmandu. Our results show that there are some relationships between accountability and learning outcomes, but these appear to be specific to the context. Quantitative data also show that differences between public and private models of schooling are negligible when students’ social backgrounds and school composition are considered. Qualitative data show that accountability processes create a significant burden on staff time and embed complex power dynamics that are not always productive. Taken together, these results problematize policies that seek to improve learning through “demand-side” approaches such as privatization. They show that the dynamics of accountability are a complex system, like the motion of a “double pendulum,” and therefore simple conceptual approaches such as the principal-agent model are of limited academic and practical utility

Synthesis and antiproliferative activities of quebecol and its analogs

Simple and efficient synthesis of quebecol and a number of its analogs was accomplished in five steps. The synthesized compounds were evaluated for antiproliferative activities against human cervix adenocarcinoma (HeLa), human ovarian carcinoma (SK-OV-3), human colon carcinoma (HT-29), and human breast adenocarcinoma (MCF-7) cancer cell lines. Among all the compounds, 7c, 7d, 7f, and 8f exhibited antiproliferative activities against four tested cell lines with inhibition over 80% at 75 μM after 72 h, whereas, compound 7b and 7g were more selective towards MCF-7 cell line. The IC50 values for compounds 7c, 7d, and 7f were 85.1 μM, 78.7 μM, and 80.6 μM against MCF-7 cell line, respectively, showing slightly higher antiproliferative activtiy than the synthesized and isolated quebecol with an IC50 value of 104.2 μM against MCF-7. [Refer to PDF for graphical abstract

Survey data on the impact of COVID-19 on parental engagement across 23 countries

This data article describes the dataset of the International COVID-19 Impact on Parental Engagement Study (ICIPES). ICIPES is a collaborative effort of more than 20 institutions to investigate the ways in which, parents and caregivers built capacity engaged with children's learning during the period of social distancing arising from global COVID-19 pandemic. A series of data were collected using an online survey conducted in 23 countries and had a total sample of 4,658 parents/caregivers. The description of the data contained in this article is divided into two main parts. The first part is a descriptive analysis of all the items included in the survey and was performed using tables and figures. The second part refers to the construction of scales. Three scales were constructed and included in the dataset: 'parental acceptance and confidence in the use of technology', 'parental engagement in children's learning' and 'socioeconomic status'. The scales were created using Confirmatory Factor Analysis (CFA) and Multi-Group Confirmatory Analysis (MG-CFA) and were adopted to evaluate their cross-cultural comparability (i.e., measurement invariance) across countries and within sub-groups. This dataset will be relevant for researchers in different fields, particularly for those interested in international comparative education

Survey Data on the Impact of COVID-19 on Parental Engagement Across 23 Countries

This data article describes the dataset of the International COVID-19 Impact on Parental Engagement Study (ICIPES). ICIPES is a collaborative effort of more than 20 institutions to investigate the ways in which, parents and caregivers built capacity engaged with children's learning during the period of social distancing arising from global COVID-19 pandemic. A series of data were collected using an online survey conducted in 23 countries and had a total sample of 4,658 parents/caregivers. The description of the data contained in this article is divided into two main parts. The first part is a descriptive analysis of all the items included in the survey and was performed using tables and figures. The second part refers to the construction of scales. Three scales were constructed and included in the dataset: ‘parental acceptance and confidence in the use of technology’, ‘parental engagement in children's learning’ and ‘socioeconomic status’. The scales were created using Confirmatory Factor Analysis (CFA) and Multi-Group Confirmatory Analysis (MG-CFA) and were adopted to evaluate their cross-cultural comparability (i.e., measurement invariance) across countries and within sub-groups. This dataset will be relevant for researchers in different fields, particularly for those interested in international comparative education