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Tuesday, 18 August 2015

Public Transportation: Facility or Problem for Female Students

Muhammad Arslan Sohail and Dr. Farkhanda Anjum

Education is one of the basic tools to compete the world. It has a profound effect on women’s ability to claim other rights and achieve status in society, such as economic independence and political representation. It not helps in heisting up the economic condition of a country, but also plays an important role in the building up of an individual's personality and the status of a nation as whole. But there are many problems that females have to face in society when they dream for higher education; one of them is Family values, early marriage and poor infrastructure of transportation. Students live in far off areas from university, travel through public transport. The study is more concerned with identifying the problems and suggesting all the possible remedies facing by female students while using public transport in reaching their institutions. The miserable condition of public transport and its environment strongly effect the decision of getting admission in university. So a survey was conducted to evaluate all the problems that female students have to face during travelling and how their studies and health affected by transportation problem. If we confiscate above said hurdles to the maximum possible extent, we will see remarkable changes in the literacy rate and contribution of female to this country and society. When the females which occupies more than half of our population, is empowered, educated and feel secured and confident then undeniably Pakistan will be able to get a better society and a better nation. On the same side, we can save our natural resources and ultimately benefit national economy as well as the family income. As Napoleon said
“Give me good mothers I will give you good nation”
Need of this hour is to provide a good transport infrastructure at affordable fares and enforcement of laws by the Govt. of Pakistan. By this we can get long-term benefits. These things definitely will be a sigh of relief for the whole nation especially for female and a better representation of being a civilized nation in world
This piece was co-authored by Laura Bates

Ask a man his number one priority when it comes to public transport. Most likely he will  say ‘speed’. Ask a woman the same question and chances are that she will answer ‘safety’.

Sexual harassment on public transport is an everyday occurrence for millions of girls and women living in Pakistan. From verbal abuse to being followed, from unwanted sexual comments to physical assault, the stories are strikingly similar, regardless of the geography. Sexual harassment in public spaces remains a largely neglected issue.

A poll released by the reveals that 32% of women in Pakistan say they have been verbally harassed on public transport; 19% were victims of direct physical abuse. These numbers are worrying, especially because women are the main users of public transport in most metropolitan areas. The figures are also particularly alarming because fear has dramatic consequences for women’s behavior: if they feel that going somewhere would put them at risk, in many cases, women won’t go. In some rural areas, this translates into girls missing higher education.

According to survey 75% females of university face harassment during travel towards to reach the educational institute but 71% did not inform their family about this incidence while 28% inform their family, The reason behind these results families not allow female to get higher education in the price of their safety.
Drivers of public transport buses and vans have numerous back mirrors in front of their driving seat. The drivers set those mirrors in such a way that they could see the ladies sitting behind him from every angle, upside down and left-side right, and right-side left. In Pakistani public transport, normally the section behind the driver seat is allocated for the female passengers. It is common, very common occurrence in the buses that drivers keep winking, smiling and making faces at the girls in those mirrors. It has become such a routine that ladies have learned to not look into those mirrors at all and if it becomes avoidable, they just ignore it, suffering and fuming inside. The conductors, the fare collector boy prefers to stand in that ladies compartment all the time, jostling him forward and falling purposefully on the girls and poking his dirty fingers here and there. Most of the girls suffer in silence, trying to save themselves.

There are not just these two goons. In rush hours, men climb from the front door into the buses and make every effort to stand as close to girls section as possible, or even some of them ram into that section and stubbornly remain there, and even fight. I have myself seen person giving extra money to the conductor so that he could stand in female section, and conductor turns a blind eye. For girls, walk from home to the bus stop, waiting for bus, boarding the bus, and then completing bus journey and then walk to their colleges or offices is a hellish experience every day. Boys follow them, tease them and spank them all along the way. Same happens at the bus stop, and while boarding frenzy due to rush and lack of transport and tension of reaching offices and colleges on time, girls suffer through pinching, slapping, name calling, fingers, hands and even bites. Same story happens after alighting from bus and reaching the destination and then facing the dirty eyes and other harassment all day, and then same story gets repeated in journey back home.

The government must establish different complaint cells near different local bus stops, so that the women can feel free to register their complaints and so that these cells act as a deterrent for unruly element. Women-only public transport will also help working women and might be necessary till attitudes and practices on the ground change for the better. But attitudes must change if any measure is to be effective. If people will not respect the right of women to work about freely, no measures will amount to anything. Therefore, we must strive to change our attitudes and educate others as well. Like Metro bus service, increased use of Bus Rapid Transit, which is an “express bus service that can be implemented at relatively low cost and provide students with more comfort, faster travel times, and increased reliability compared to typical city transit bus service” Higher authorities should discuss the importance of capacity building, public participation, and enforcement for improving women’s safety. Police, transport agencies, and advocacy organizations need to collaborate and coordinate with one another to reduce sexual harassment and violence in public transport, because individual and isolated initiatives like CCTV cameras are not enough on their own. Instead, transport agencies need to measure, plan, implement, monitor, evaluate, and share insights in order to make long-term progress and deliver concrete improvements. This requires clearly allocating responsibilities and identifying individuals so that ideas and initiatives are successfully implemented. Transport should equitably serve all students, regardless of gender. Women don’t have genuine access to transport if transport systems aren’t designed to meet their distinct mobility needs, and if public spaces aren’t safe or even perceived as safe. Otherwise the only solution to this is that either the girls stop getting out of their homes or die ignorant or government runs ample public transport just allocated for girls, driven by the women. This would not eliminate their woes but would lessen the pain and agony.

Monday, 25 November 2013

Urban Sociology Assignment Groups details and Author Name

Urban Sociology Assignment Groups details and Author Name 

Group A

Authors: 
1.     ROBERT PARK (رابرٹ پارک)
2.     R. R. McKENZIE (R. R. mih-KIN-zee)

Miss Ayesha
Mr. Rizwan Noor
Mr. Ajwad Hussain
Mr. Adeel Subhani
Miss Aymen
Miss Bakhtawar


Group B

Authors: 
1.     ERNEST BURGESS
2.     HOMER HOYT

Miss Rabia
Miss Shumaila
Miss Ferzana
Mr. Saleeem
Mr. Babar
Mr. Zafar Iqbal


Group C

Authors: 
1.     HARVEY W. ZORBAUGH
2.     AMOS HAWLEY

Miss Nabeela
Miss Faiq Mubeen
Miss Ayesha Ashraf
Miss Gulshan
Miss Hina
Miss sidra


Group D

Authors: 
1.     LEO SCHNORE
2.     OTIS DUNCAN

Mr Subha Sadiq
Mr Rashid Ali
Mr Imran Asghar
Miss Ayeza Shbir
Miss Sidra butt
Mr. Rizwan Fasial


Group E

Authors: 
1.     WALTER FIREY
2.     E. FRANKLIN FRAZIER

Mr. Zeeshan
Mr. Arslan
Mr. Abid
Miss Anum
Miss Ayesha
Mr. Baber jameel


Group F

Authors: 
1.     KATHERINE BRADBURY
2.     PAUL PETERSON

Mr. Imtiaz
Mr. Irfan
Mr. Shafiq Abid
Mr. Javeed Mehmod
Miss Uzma
Miss Anam Shahzadi

Saturday, 12 October 2013

CHAPTER 3 BASIC ELEMENTS OF RESEARCH RS-701

CHAPTER 3

BASIC ELEMENTS OF RESEARCH

Research Problems
A problem is an intellectual (دانشورانہ,علمی logical, debatable) stimulus (Idea) calling for an answer in the form of scientific inquiry.

Such preferences are not empirically (علمی) verifiable and thus they do not constitute scientific knowledge

Units of Analysis
I this formulation of a research problem serious consideration (غور,زیر غور) also has to be given to the units of analysis. These are entities to which to our concepts pertain and which influence (اثر انداز) subsequent research design, data collection and data analysis decisions

Variables
There are five types of variables
  • Independent variables
  • Dependent variables
  • Control Variables
    • Spurious
    • Non spurious 
  • Continuous Variables
  • Discrete variable
Independent Variables: The independent variables that bring change in dependent variables

Dependent Variables: The dependent variables where the change comes from independent variables 

Control Variable: A control variable is a factor that remains unchanged during a comparison between two other variables the factor will also typically influence values. 
  • Spurious Variable: The relation between independent and dependent variable is explained by the third variable (Control variable) is called spurious variable
  • Noon Spurious Variable: The relation between independent and dependent variable is not explained by the third variable (Control variable) is called noon spurious variable
Continuous Variables: Continuous variable can take any of an infinite number of values, for example distance could be 2 km, 2.5 km etc.

Discrete Variable: A discrete variable is a variable that can may be take particular set of options like eye color. For example
  • Must be brown, blue, green or gray
Relations
Scientific explanations and predictions (پیشن گوئی) involve relating the phenomena (مظاہر) to be explained (dependent variable) to other explanatory (وضاحتی) phenomena (dependent variable) by means of general laws or theories. But what is a relation.

A relation we say that always means a relation between two or more variables. When we say that variable X and variable Y are related, we mean that there is something common to both variables.

Kinds of Relations: We say that two variables are related when changes in the values of one systematically bring changes in the values of the other.

Either the relation is positive or negative

There are two types of relation
  • Direction (سمت,کی سمت)
  • Magnitude (شدت,حجم)
Direction: When we speak of direction we mean that the relations between variables are either positive or negative. A positive relation means that as values of one variable increase, values of the other also increase.

A negative relation indicates that as values of one variable increase values of the other decrease. High values for one variable are associated with low values for the other.

Magnitude: Relation between variables is characterized (خصوصیات) not only by direction, but also by magnitude. The magnitude of a relation is the extent (level) to which variables covary positively. The highest magnitude of relation is a perfect relation, in which knowledge of the value of one or more independent variables determines (کا تعین کرتا ہے) exactly the value of the dependent variables.

Hypotheses
Hypotheses are tentative (عارضی, Temporary) answers to research problems. They are expressed in the form of a relation independent and dependent variables Hypotheses are tentative conjectures because their veracity can be evaluated only often they have been tested empirically.

H0: Nil                 Higher the education of parents lower the Child labor
H1: Alternative Lower education of parents higher the Child labor  

Tentative relationship between individual and dependent variable   

When a researcher suggests a hypotheses, he or she has no assurance that it will be verified A hypothesis is contracted and if it is rejected, another one is put forward, if it is accepted, it is incorporated into the scientific body of knowledge.

Hypotheses Must Be Clear: Clarity is achieved by means of conceptual and operational.

Hypotheses Are Specific: The investigator has to explicate the expected relations among the variables in terms of direction (that is. positive or negative).

Hypotheses Are Testable with Available Methods: One can arrive at clear, value-free and specific hypothesis and find that there are no research methods to test them.

Monday, 7 October 2013

CHAPTER 1 Method in Sociological Research RS-701

CHAPTER 1

THE SCIENTIFIC APPROACH


What is Science?
Unfortunately, science cannot be easily defined laypersons (?), Journalists (صحافیوں), policymakers (پالیسی سازوں), Scholars (علماء کرام, سکالرز) and Scientists (سائنسدانوں) themselves define the term science in different ways and apply it in different context.

Science denotes a body of true knowledge; to still others its means an objective investigation of empirical (عملی تجربہ) phenomena (واقعہ,مسلہ).

  • Science has no special subject matter of its own, we do not view every study of phenomena (واقعہ,مسلہ) as science.
  • Science is constantly changing; knowledge (شمار,سمجھا) regarded as scientific at present may become unscientific in the future. 
  • Science is united not by its subject matter; but by its methodology (طریقہ کار).

For these reasons we shall use the term science throughout this book to mean all knowledge collected by the means of the scientific methodology (طریقہ کار).

Approaches to Knowledge
The scientific approach (نقطہ نظر) is by no means the only mode by which people have attempted to understand their environment and themselves. There are three other general modes that have served the purpose of acquiring (حاصل کرنے, حصول) knowledge 

  • The Authoritarian (آمرانہ) mode
  • The mystical (صوفیانہ) mode
  • The Rationalistic mode

Authoritarian Mode: In the authoritarian (آمرانہ) mode, knowledge is looked for by referring to those who are socially or politically defined.

  • Qualified Producers of knowledge
  • Oracles in tribal societies  
  • Kings in monarchical societies 
  • Individuals occupying scientific roles in technocratic societies

Mystical Mode: In the mystical mode, knowledge is solicited form prophets, divines, Gods, Mediums and other Supernaturally knowledgeable authorities. 

However, it differs from the latter in its dependence on manifestations (توضیحات,اظہار) of supernatural signs and on the psychophysical (نفسی طبیعیات ۔ مہیجوں اور حسیت کے درمیانی رابطے کا تجرباتی مطالعہ ۔) state of the knowledge-consumer.

Under conditions of depression, helplessness and intoxication, the knowledge-consumer is most willing to accept items of knowledge produced by the mystical mode.

Rationalistic Mode: The concern of the rationalistic mode is with must be true in principle and what is logically possible and permissible.

The Assumption of Science 
The Scientific approach is grounded on a set of fundamental assumption (مفروضہ) that are unproved and unprovable. They are necessary prerequisites for the conduct of scientific discourse and represent those issues in the area the conduct of scientific discourse (گفتگو) and represent those issues in the area of the philosophy of science that is termed epistemology.

Nature is orderly and Regular: Events do not occur haphazardly (اتفاقیہ طور پر). Even within a rapidly changing environment, it is assumed that there is a degree of order and regularity and that change itself displays patterns that can be understood.
The laws of nature do not prescribe, but rather desirable, what actually is happening.

For example, there is no logically compelling reason why spring should follow winter, winter follow autumn, autumn follow summer and summer follow spring. But they do and regularly so and this regularity underlies observable conditions and phenomena, such as growing seasons.

We Can Know Nature: The assumptions (مفروضات) that we can know nature is no more provable than is the assumption that nature is orderly and that there are laws of nature.

Knowledge is Superior to Ignorance: The contention that knowledge us superior to ignorance dose not mean that everything in nature can or will be known. Rather it is assumed that scientific knowledge is tentative and changing.

All Natural Phenomena Have Natural Causes: The assumption that all natural phenomena have natural causes epitomizes the scientific revelation. 

Nothing is Self-evident: Tradition, subjective belief and common sense could not be exclusively relied upon in the verification of scientific knowledge. Possibilities for error are always present and even the simplest notions call for objective verification, that scientific thinking is skeptical and critical.


Aims Of Social Science 
The ultimate goal  of  the  social  sciences  is to produce an accumulating (جمع) body of reliable knowledge (قابل اعتماد علم). Such knowledge would enable us to explain, predict and understand empirical  phenomena (عملی مظاہر).


The Role of Methodology 
Science is not united by its subject matter but rather by its methodology. 
The scientific methodology is a system of explicit rules and procedures upon which research is based and against which claims for knowledge are evaluated. Rather, the rules and procedures are constantly improved; scientists look for new methods and techniques of observation, inference, generalization, analysis.

THE RESEARCH PROCESS 
Scientific knowledge is knowledge provable by both reason and experience (observation). Logically validity and empirical (علمی) verification are the criteria employed by scientists to evaluate claims for knowledge. These two criteria are translated into the research activities of scientists through the research process. The research process can be viewed as the overall scheme of scientific activities in which scientists engage in order to produce knowledge, it is the paradigm of scientific inquiry.

The generalization ending one cycle is the beginning of the next cycle. 
The research process is also self-correcting, tentative generalizations to research problems are tested logically and empirically.


THE PRINCIPAL STAGES OF THE RESEARCH PROCESS


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