Artha Journal of Social Sciences

Editorial

2024-04-15T04:59:15+00:00

Break on Through to the Other Side: A Discerning Discourse for the Youth

2023-12-18T05:07:16+00:00

The quest for the United Nations’ sustainable development agenda for youth and by youth is incompatible with the unfolding worldwide discontents of capitalism. This paper addresses the resolution of this contradiction by reviewing some non-mainstream ideas which the youth may embrace for promoting socio-economic and environmental wellbeing.

Differences in Russian and English Pronunciation

2024-02-20T04:43:49+00:00

It might be difficult for English speakers to learn Russian since there are significant phonetic discrepancies between the two languages. The vowel system is one of the biggest distinctions between the two languages; Russian has 10 vowels while English only has five. Compared to English vowels, Russian vowels are uttered more clearly and for longer periods of time, which frequently produces a more nasalized sound. In contrast, diphthongs are found in English but not in Russian. Several Russian consonant sounds, including "Ж" and "Ш" are absent from the English language when it comes to consonants. In contrast to English consonants, which include a little puff of air following pronunciation, Russian consonants can also be either harsh or soft with no aspiration. The second syllable of a word is nearly always where stress is put in Russian due to the language's set pattern of stress. In contrast, the stress patterns in English change based on the portion of speech and the situation. In Russian pronunciation, intonation is important because it conveys meaning, emotion, and purpose. English speakers can better prepare themselves for successfully learning Russian by recognising the distinctions in pronunciation between these two languages. In order to fill the gap left by previous research in this field, we aim to examine the most significant issues frequently faced by foreign students of Russian and English.

Immanuel Wallerstein's World-System Theory and the Disaster Relief Action: A Mixed-Method Empirical Study of the 2015 Earthquake in Nepal

2024-02-20T05:24:56+00:00

Disaster is an unexpected natural or human-generated catastrophe that ensues calamitous events and disrupts the functioning of the social spheres of individuals. It creates predicaments and vulnerability, damages lives and infrastructures, manifests the negative consequences as hazards and requires social resilience for recovery. Nepal is susceptible to natural disasters, and the genesis of emergencies in a specific time frame has transformed the social semblance in execrable circumstances. This article explores the disciplinary context of disaster studies. It examines whether Immanuel Wallerstein's World-System Theory fits into studying disaster relief action policy at the time of the massive earthquake in 2015 in Nepal, with empirical references. The research is conducted through mixed methods incorporating secondary data with a literature review. The significant findings present that earthquake management strategies and relief action policies are constructed in the aftermath of disasters, lacking preliminary preparedness—the dilemma and coordination between national agencies' dearth in great quantity during the post-disaster phase. As an underdeveloped country, the government of Nepal has sought international assistance due to the preliminary assessment that the Central Natural Disaster Relief Committee facilitated to manage the critical predicament fabricated by the devastating earthquake. After the seismic event, international support was immediately provided as humanitarian aid, but later, the pledge donation was delivered in the form of grants and loans from developed nations. Furthermore, the consequences conclude that an underdeveloped nation, Nepal, as a periphery country, depended upon other semi-developed and developed nations acknowledged as semi-periphery and core countries, respectively. Hence, Wallerstein's World-System Theory matches the disaster relief action policy in the 2015 earthquake in Nepal to prevent the problematic appearance of an earthquake-victimized population.

Exploring the Transition to the Fourth Industrial Revolution: Implications on South African Education

2024-02-13T02:19:22+00:00

This qualitative paper examines the transition from 21^st century to the Fourth Industrial Revolution (4IR). It is a literature review of articles relating to 4IR and education in the past three years. Reading and re-reading of these articles informed the researcher to form themes that will be analysed based on South African education and the implication the era has on education. The paper was structured in such a way that it enhanced flow and readability. Then, the common core elements and themes were identified: 4IR leads to increased job creation; prepares students for future employment; it endorses use of learner-centred teaching; it builds peer-to-peer and student-to teacher interactions-peer. However, students do not have devices for communication; there is lack of technical understanding among teachers and lastly that students will misuse these devices and software for the other purposes other than learning. This era have the following implications on South African education: disruptions of jobs; cause income inequalities; policy-makers will have to design curricula that match employment demands; it will increase education expenditure and enrolment levels and lastly. Lecturers and teachers will need to be empowered with knowledge and competencies for relevance.

Book Review: The Courage to be Disliked

2024-03-21T07:13:03+00:00