DOCSLIB.ORG

MBA Agenda 2016 2017 INSIDE PAGES (FINAL)

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
MBA Agenda 2016 2017 INSIDE PAGES (FINAL) MADRESATUL BANAAT ALMUSLIMAAT & MADRESATUL ATFAAL ALMUSLIMEEN 10 Vulcan St., Etobicoke, ON M9W 1L2 TEL: (416) 244-8600 FAX: (416) 244-0059 Student Agenda Book 2016-2017 This Agenda Belongs to: _____________________________ Grade: _____________________________ Address: _____________________________ _____________________________ Phone Number: _____________________________ CONTENTS Designer’s Message How to Use This Agenda Book About Us Mission Our History School Code of Behaviour Earning Your Ontario Secondary School Diploma (OSSD) Timetable M.B.A & M.A.A Timetable M.B.A 2016-2017 School Calendar M.A.A 2016-2017 School Calendar Good Deeds & Good Habits Checklist M.B.A/M.A.A. Agenda/Planner September M.B.A Semester I Timetable M.A.A Term I Timetable Back to School Checklist October November December January M.B.A Study Plan for Final Exams Exam Writing Tips M.A.A Study Plan for Term 1 Exams Study Tips M.B.A Semester I Academic Progress M.A.A Term 1 Progress M.B.A Semester 2 Timetable M.A.A Term 2 Timetable February March April May June M.B.A Study Plan for Final Exams M.A.A Study Plan for Final Exams M.B.A Semester II Academic Progress M.A.A Academic Progress for the Year Religious Practice Yearly Reflection Look Back…Look Forward July August Reference Section Memories Section DESIGNER’S MESSAGE لا حمد لله رب لعالمين و الصﻻ ة و السﻻ م على أشرف المرسلين محمد صلى الله عليه و سلم و على أله و أصحابه أجمعين Dear Brothers and Sisters, السﻻم عليكم ورحمة الله وبركاته Asalaam Alaikum Warahmatullaahi Wabarakaatuh :who has bestowed us with this Kalimah سبحانه وتعالى All praise and thanks is due to Allah ﻻإلله إﻻ الله محمد رسول الله Firstly, I would like to thank our school’s Principal Brother Qadri for yet again giving me the opportunity to continue designing and customizing our school’s agenda/yearly planner book. Alhamdulillah, this is our tenth edition and we are very pleased to see the continuation of the combined format of ONE agenda book for both Madresatul Banaat Almuslimaat’s (M.B.A) and Madresatul Atfaal Almuslimeen’s (M.A.A) students. First and fore mostly the main purpose of the agenda book is to be used as a planner, to aid the student with time management, organization and study skills. It must be emphasized once again however that for our M.A.A students, parents and/or guardians must first look over the agenda book and then assist their children in completing the books on a daily basis. It would be beneficial for parents to take a few minutes each day to go over and explain the weekly hadith or quote with their children as well as review their homework assignments. At the end of the week, parents can sign and write comments in the agenda books after reviewing their children’s progress. The M.B.A/M.A.A agenda is not only meant to be an academic planner, but it is also meant to be an “Islamic planner” as well, as it also has very useful features in it such as ahadith and tips pertaining to both religious and worldly matters. We kindly ask that you carefully read the next page to guide you on the proper use of this agenda book as both an academic and Islamic planner, Insha Allah. On closing, I would like to ask Allah (SWT) to forgive me for any mistakes that I may have made and humbly request the readers to forgive me as well. May Allah (SWT) guide us all on the right path-to achieve success in this life so we can be successful in the life in the Hereafter Insha Allah. We are always open to feedback so if there is anything you would like to see changed or included in next year’s agenda edition, please contact us and we will be happy to discuss it in further detail Insha Allah. I sincerely hope that our dear Banaat and Atfaal students will benefit from this agenda book yet again and that it will motivate them and help them improve their study, time management, and organization skills, and more importantly also help improve themselves to become the best Muslims they can ever be. It is my heartfelt wish that our students can benefit from the Islamic knowledge contained within this agenda book, as I myself have once again learned so much while designing it. May Allah (SWT) give us all the taufeeq to increase our Islamic knowledge, and more importantly, practice it and act upon it in our everyday lives so we can become the best Muslims in the sight of our Creator, Almighty Allah (SWT). Ameen. Enjoy and best wishes for another successful academic year! Jazak Allah Khayran Sister Noreen January 2016 Vice Principal and Agenda Designer Rabi Al Thani 1437 HOW TO USE THIS AGENDA BOOK Listed below are the main sections and features of this agenda book, and how each can help for a well organized, successful school year and also help in developing good habits to become the best Muslims we can be, Insha Allah! ACADEMIC PLANNER Students will find the following customized features useful and should use all of these to receive the full benefit of the agenda book: A section at the beginning of the agenda that contains the history, mission and facts about our school which are especially useful to new students; A section containing the school code of behaviour, including all relevant school policies (discipline, dress code, attendance, etc.) which all students, and their parents, should read carefully in the beginning of the school year and follow Insha Allah; A reference section at the end of the agenda book which contains 1) useful information (i.e. equations and facts) to help students in subjects such as science, mathematics, geography and English and 2) note taking, binder, assignment preparation, bibliography and lab report tips A monthly and weekly calendar which have useful features (described below); A page for students to note down their timetable (which includes the subject, teacher and room number) can be found at the beginning of each term or semester for both M.A.A and M.B.A students (September and end of January); For each month, students can keep track of their assignments, tests and quizzes in tracking tables so that they can remember due dates and start preparing well in advance; An important dates reminder each month, which reminds students of important dates such as holidays and exam periods; Space for writing assigned homework everyday; Exam week alerts and study tips are included to help the students prepare for term/final exams; A section for making a study plan before each set of exams can be found a few weeks before the exams start; A weekly page that has a weekly progress section where teachers can write comments on the students’ progress and a parents section, where parents can review the teacher comments, write their own comments and sign it to ensure they are aware of their child’s progress; For M.B.A and M. A. A students, a section for noting midterm and final marks can be found at the end of each semester/term (January and June) to allow the students and their parents to see the students’ progress from midterms to the final term; There is also a section at the end which students can use to note down their special memories for the year such as special achievements, class mates names. ISLAMIC PLANNER The agenda also has the following features relating to Islam: Continuing to following previous years’ agenda format, each monthly calendar page has both Gregorian and Islamic Hijri calendar dates and contains a useful hadith which introduces the student to the focus for the month; Each weekly page contains a valuable hadith or quote that, if pondered upon, should no doubt bring great benefit to the student; Each weekly page also has special tips/advice relating to the topic of focus for the month; A “My Religious Practice (R. P) Check” section can be found at the end of each day, where students are encouraged to check and reflect on their religious practice as Muslims with respect to the following: Performing salah-students should check off each salah as they pray it throughout the day; this will help them keep track of all prayers and motivate them to pray regularly and not miss any prayers Insha Allah; Reading the Quran-students should check off the Quran box if they read the Holy Quran that day; this is meant to encourage students to develop the practice of reading our holy book everyday, even for a few minutes, even if it is a few ayahs or a page; Doing dhikr-remembrance of Allah (SWT)- students should check off this box if they did dhikr during the day-even for a few minutes; this is meant to encourage students to develop the habit of remembrance of Allah on a daily basis by doing dhikr such as tasbeehat and astaghfar; students will learn the age appropriate types of dhikr for each grade from their Islamic Studies teachers Insha Allah; Doing good deeds-students should check off this box if they did good deeds. If they did any bad deeds, the good deeds box should NOT be checked off and they should note that they did a bad deed; this is meant to encourage students to be aware of their actions and do many good deeds and avoid bad deeds on a regular basis, to develop the habit of enjoining good and forbidding evil Insha Allah; Reciting Durood Shareef-sending blessings on our Holy Prophet (SAW)- students should check this box off if they read any durood shareef that day; this is meant to help students develop the practice of remembering and having love and respect for our Holy Prophet (SAW) and sending salams and blessings on him, Insha Allah.
Load more

Recommended publications
  • Visual Development Processes for a Multicultural Storytelling Tool
    348 CONFIA . International Conference on Ilustration & Animation Viana do Castelo . Portugal . June 2019 . ISBN: 978-989-54489-1-3 Visual Development Processes for a Multicultural Storytelling Tool Gabriela Sá1, Douglas Menegazzi2, Ana Paula Caruso3, and Cristina Sylla4 {gabrielasa, douglasmenegazzi, anapaulacaruso, cristinasylla}@mobeybou.com [Drawing and Video Games / Desenho e Videojogos] Abstract Keywords Visual Development, This paper presents the evolution of the visual development process for Multiculturalism, Mobeybou, a digital manipulative that aims at promoting multicultural Representation. awareness through creative storytelling. It presents children with a variety of characters, objects and landscapes from various cultures around the world. Here, we refect on three diferent approaches of the visual devel- opment, and on how to efectively create visual elements that represent a given culture, which have the potential to foster the children’s imagination and creativity. The frst approach was carried out by a single illustrator and was mainly informed by research on the web. It was time efcient and resulted in the creation of visual elements that may have been too obvious. The second one took longer, had more input from other team members and often resorted to pop culture as reference; the resulting visual elements were easily identifed by the children, probably because they depicted somewhat stereotyped representations. The third approach was a collabo- rative process from the start, that relied heavily on the opinions and insight of people who were born and raised in the country being represented. It resulted in a more complex relationship between the visuals and the culture they portrayed, which was potentially enriching for the viewer but may hamper the immediate identifcation of the culture.
    [Show full text]
  • No Words, No Problem, P.15 Genre Legends: 8Pm, Upfront Theatre
    THE GRISTLE, P.06 + ORCHARD OUTING, P.14 + BEER WEEK, P.30 c a s c a d i a REPORTING FROM THE HEART OF CASCADIA WHATCOM SKAGIT ISLAND COUNTIES 04-25-2018* • ISSUE:*17 • V.13 PIPELINE PROTESTS Protecting the Salish Sea, P.08 SKAGIT STOP Art at the schoolhouse, P.16 MARK LANEGAN A post- Celebrate AGI grunge SK T powerhouse, P.18 No words, no problem, P.15 Genre Legends: 8pm, Upfront Theatre Paula Poundstone: 8pm, Lincoln Theatre, Mount 30 A brief overview of this Vernon Backyard Brawl: 10pm, Upfront Theatre FOOD week’s happenings THISWEEK DANCE Contra Dance: 7-10:30pm, Fairhaven Library 24 MUSIC Dylan Foley, Eamon O’Leary: 7pm, Littlefield B-BOARD Celtic Center, Mount Vernon Skagit Symphony: 7:30pm, McIntyre Hall, Mount Vernon 23 WORDS FILM Book and Bake Sale: 10am-5pm, Deming Library Naomi Shihab Nye: 7pm, Performing Arts Center, Politically powered standup WWU 18 comedian Hari Kondabolu COMMUNITY MUSIC Vaisaikhi Day Celebration: 10am-5pm, Guru Nanak stops by Bellingham for an April Gursikh Gurdwaram, Lynden 16 GET OUT ART 29 gig at the Wild Buffalo Have a Heart Run: 9am, Edgewater Park, Mount Vernon 15 Everson Garden Club Sale: 9am-1pm, Everson- Goshen Rd. Native Flora Fair: 10am-3pm, Fairhaven Village STAGE Green 14 FOOD Pancake Breakfast: 8-10am, American Legion Hall, Ferndale GET OUT Pancake Breakfast: 8-10:30am, Lynden Community Center Bellingham Farmers Market: 10am-3pm, Depot 12 Market Square WORDS VISUAL Roger Small Reception: 5-7pm, Forum Arts, La WEDNESDAY [04.25.18] Conner 8 Spring has Sprung Party: 5-9pm, Matzke Fine Art MUSIC Gallery, Camano Island F.A.M.E.
    [Show full text]
  • Classifying Textile
    Classifying textile In this detailed guide you can find definitions of common garments, clearly explained. While it may seem complex at first glance, you should check the attributes of the garments to ensure that they are being correctly classified. Often a small feature or point of difference will mean classifying your garments in a different classification code than you may otherwise assume. Classifying garments for the upper parts of the body ..............................................................................................1 Classifying garments for the lower parts of the body...............................................................................................5 Classifying dresses..................................................................................................................................................5 Classifying suits and ensembles ..............................................................................................................................6 Classifying clothing accessories...............................................................................................................................7 Classifying specialist clothing..................................................................................................................................7 Classifying garments for the upper parts of the body Blouses and shirt-blouses Shirts and shirt blouses are classified under heading codes 6106 (if knitted or crocheted) or 6206. They are defined as garments: • designed
    [Show full text]
  • Rise of the Veil: Islamic Modernity and the Hui Woman Zainab Khalid SIT Study Abroad
    SIT Graduate Institute/SIT Study Abroad SIT Digital Collections Independent Study Project (ISP) Collection SIT Study Abroad Spring 2011 Rise of the Veil: Islamic Modernity and the Hui Woman Zainab Khalid SIT Study Abroad Follow this and additional works at: https://digitalcollections.sit.edu/isp_collection Part of the Asian Studies Commons, Comparative Methodologies and Theories Commons, Family, Life Course, and Society Commons, History of Religions of Eastern Origins Commons, and the Women's Studies Commons Recommended Citation Khalid, Zainab, "Rise of the Veil: Islamic Modernity and the Hui Woman" (2011). Independent Study Project (ISP) Collection. 1074. https://digitalcollections.sit.edu/isp_collection/1074 This Unpublished Paper is brought to you for free and open access by the SIT Study Abroad at SIT Digital Collections. It has been accepted for inclusion in Independent Study Project (ISP) Collection by an authorized administrator of SIT Digital Collections. For more information, please contact [email protected]. Rise of the Veil: Islamic Modernity and the Hui Woman Zainab Khalid SIT FALL 2011 5/1/2011 1 Introduction: Assimilation/Dissimilation The Hui are a familiar sight in most cities in China; famed for their qingzhen restaurants and their business acumen. Known usually as the “Chinese speaking Muslims,” they are separated from the nine other Muslim xiaoshu minzu by a reputation for assimilation and adaptability that is a matter of pride for Hui in urban areas. A conversation with Hui women at Nancheng Mosque in Kunming revealed that they believed Hui to be at an advantage compared to other xiaoshu minzu because of their abilities to adapt and assimilate, “we are intelligent; we know what to do in order to survive in any environment.” Yet, the Hui of Yunnan also have a history of dissimilation- the Panthay Rebellion of 1856 took the shape of a Sultanate in Dali as Hui forces led a province-wide revolt against the Qing Empire.
    [Show full text]
  • Journal 33.Pdf
    1 GOVERNMENT OF INDIA GEOGRAPHICAL INDICATIONS JOURNAL NO. 33 APRIL 30, 2010 / VAISAKHA 2, SAKA 1932 2 INDEX Page S.No. Particulars No. 1. Official Notices 4 2. G.I Application Details 5 3. Public Notice 11 4. Sandur Lambani Embroidery 12 5. Hand Made Carpet of Bhadohi 31 6. Paithani Saree & Fabrics 43 7. Mahabaleshwar Strawberry 65 8. Hyderabad Haleem 71 9. General Information 77 10. Registration Process 81 3 OFFICIAL NOTICES Sub: Notice is given under Rule 41(1) of Geographical Indications of Goods (Registration & Protection) Rules, 2002. 1. As per the requirement of Rule 41(1) it is informed that the issue of Journal 33 of the Geographical Indications Journal dated 30th April 2010 / Vaisakha 2, Saka 1932 has been made available to the public from 30th April 2010. 4 G.I. Geographical Indication Class Goods App.No. 1 Darjeeling Tea (word) 30 Agricultural 2 Darjeeling Tea (Logo) 30 Agricultural 3 Aranmula Kannadi 20 Handicraft 24, 25 & 4 Pochampalli Ikat Textile 27 5 Salem Fabric 24 Textile 6 Payyannur Pavithra Ring 14 Handicraft 7 Chanderi Fabric 24 Textile 8 Solapur Chaddar 24 Textile 9 Solapur Terry Towel 24 Textile 10 Kotpad Handloom fabric 24 Textile 24, 25 & 11 Mysore Silk Textile 26 12 Kota Doria 24 & 25 Textile 13 Mysore Agarbathi 3 Manufactured 14 Basmati Rice 30 Agricultural 15 Kancheepuram Silk 24 & 25 Textile 16 Bhavani Jamakkalam 24 Textile 17 Navara - The grain of Kerala 30 Agricultural 18 Mysore Agarbathi "Logo" 3 Manufactured 19 Kullu Shawl 24 Textile 20 Bidriware 6, 21 & 34 Handicraft 21 Madurai Sungudi Saree 24 & 25
    [Show full text]
  • Arts-Integrated Learning
    ARTS-INTEGRATED LEARNING THE FUTURE OF CREATIVE AND JOYFUL PEDAGOGY The NCF 2005 states, ”Aesthetic sensibility and experience being the prime sites of the growing child’s creativity, we must bring the arts squarely into the domain of the curricular, infusing them in all areas of learning while giving them an identity of their own at relevant stages. If we are to retain our unique cultural identity in all its diversity and richness, we need to integrate art education in the formal schooling of our students for helping them to apply art-based enquiry, investigation and exploration, critical thinking and creativity for a deeper understanding of the concepts/topics. This integration broadens the mind of the student and enables her / him to see the multi- disciplinary links between subjects/topics/real life. Art Education will continue to be an integral part of the curriculum, as a co-scholastic area and shall be mandatory for Classes I to X. Please find attached the rich cultural heritage of India and its cultural diversity in a tabular form for reading purpose. The young generation need to be aware of this aspect of our country which will enable them to participate in Heritage Quiz under the aegis of CBSE. TRADITIONAL TRADITIONAL DANCES FAIRS & FESTIVALS ART FORMS STATES & UTS DRESS FOOD (ILLUSTRATIVE) (ILLUSTRATIVE) (ILLUSTRATIVE) (ILLUSTRATIVE) (ILLUSTRATIVE) Kuchipudi, Burrakatha, Tirupati Veerannatyam, Brahmotsavam, Dhoti and kurta Kalamkari painting, Pootha Remus Andhra Butlabommalu, Lumbini Maha Saree, Langa Nirmal Paintings, Gongura Pradesh Dappu, Tappet Gullu, Shivratri, Makar Voni, petticoat, Cherial Pachadi Lambadi, Banalu, Sankranti, Pongal, Lambadies Dhimsa, Kolattam Ugadi Skullcap, which is decorated with Weaving, carpet War dances of laces and fringes.
    [Show full text]
  • India Family Kit For
    Family Kit: India Produced by: The Salvation Army World Missions Department 5550 Prairie Stone Pkwy Hoffman Estates, IL 60192 centralmissions.org • [email protected] • 847-294-2108 Family Kit Objectives: • Increase global and cultural awareness • Develop an understanding of God’s love for the nations • Foster a spirit of generosity and compassion toward others How does the Family Kit work? The Family Kit includes a Bible story or lesson based on a missions- related topic, a culture card, several story cards, a summary activity, and “Learn More” activities. At the bottom of each culture and story card is a list of related “Learn More” activities. Detailed instructions and information for each activity is in the “Learn More” appendix at the end of this booklet. There are many resources included in the Family Kit but don’t feel like you need to use them all! Choose the activities that are best suited to your family structure and needs. You might make the Family Kit a part of your family devotions or designate a certain day of the week as Family Kit Day and share one element together each week. Encourage your family to share what they're learning through the Family Kit! Talk about the different lessons and insights with your friends and share photos of projects and activities on social media using #20NewCorps . Suggestions for adapting the Family Kit: Consider adapting Family Kit resources to use in character building programs, music forces, Sunday School, Junior Church, children’s sermon lessons, missionary minutes or as bulletin
    [Show full text]
  • ESL NEWSLETTER a Publication from Fall Semester 2007 English As a Second Language Students
    Black Hawk COLLEGE ESL NEWSLETTER A publication from Fall Semester 2007 English as a Second Language Students Students’ View of the ESL at BHC part of the world have enrolled since the By Ekue Ayika program’s inception in 1991. The beginning There is a story of soldier who joined and the continuation of this program have the Allied army. On the battlefield, there not been easy for the program’s builders, wasn’t any possibility of the soldier the instructors, and the students. This essay expressing his thoughts is an insight into the ESL program, telling of because he couldn’t its impact on my life, emphasizing the understand any of the advantages of such a curriculum. It is also languages that were spoken, the opportunity for students to express their and nobody could understand concerns about what they think could be his language. Unable to share his fear of improved. death, his desire to see his family, his need In reality, the ESL program has gone to talk to someone about all that he left through a number of changes, mostly to behind and loved, he began to decline keep the program updated. “We always mentally. When his situation got worse, and want to make it modern so that students can his case was reported, he was finally face the common challenges,” declared removed from the battlefield. A linguist Anne Bollati, Program Coordinator. She eventually found someone who spoke the continued saying that “Moving into soldier’s language. It was the end of his classes online has been one of the trouble because he had someone whom he numerous changes we could speak to, and who could listen and have had to make.” It understand him.
    [Show full text]
  • 世界の伝統衣装一覧表 YIEA Collection of Traditional Dress from Around the World
    世界の伝統衣装一覧表 YIEA Collection of Traditional Dress from Around the World ２０２１年２月９日現在 （※１）小さいシミ、傷等あり（※２）取り扱い特別注意（※３）修繕中（※４）アンティークのため汚れ、傷あり 国別 番号 性別 衣装名 男子韓服 ナムジャ・ハンボック Hanbok （ブルー） 1 男 男子韓服 ナムジャ・ハンボック Hanbok （臙脂）※１ L サイズ 2 男 男子韓服 ナムジャ・ハンボック Hanbok (濃ピンク） 韓国 3 男 Korea 女子韓服 ヨジャ・ハンボック Hanbok （ﾋﾟﾝｸ） ※１ 4 女 女子韓服 ヨジャ・ハンボック Hanbok （赤） 5 女 女子韓服 ヨジャ・ハンボック Hanbok （白ｘ青） 6 女 女子韓服 ヨジャ・ハンボック Hanbok （水色） 7 女 女子韓服 ヨジャ・ハンボック Hanbok (ｴﾒﾗﾙﾄﾞｸﾞﾘｰﾝ） 8 女 女子韓服 ヨジャ・ハンボック Hanbok （橙×緑）※１ 9 女 韓国 Korea 女子韓服 ヨジャ・ハンボック Hanbok （ﾋﾟﾝｸ×水色） 10 女 男児韓服 ナムア・ハンボック Hanbok （柄/1-2 歳用） 11 男児 男児韓服 ナムア・ハンボック Hanbok （紺/10～12 歳用） ※１ 12 男児 女児韓服 ヨア・ハンボック Hanbok （黄/６－７歳用） 13 女児 男児韓服 ナムア・ハンボック Hanbok（ピンク/7-8 歳用） 14 男児 女児韓服 ヨア・ハンボック Hanboku（黄ｘ赤/12 歳用） 15 女児 女子韓服 ヨジャ・ハンボック Hanbok（深紅ｘ茶） 16 女 韓国 Korea 女児韓服 ヨア・ハンボック Hanboku（紫/3-4 歳用） 17 女児 女児韓服 ヨア・ハンボック Hanboku（オレンジ/7-8 歳用） 18 女児 女児韓服 ヨア・ハンボック Hanboku（緑ｘ赤/11-12 歳用） 19 女児 マンダリンジャケット Mandarin jacket 1 男 中国 China マンダリンジャケット Mandarin jacket （黒地花柄） 2 女 マンダリンジャケット Mandarin jacket （赤地花柄） 3 女 長衫/旗袍 ﾁｬﾝｼｬﾝ/ﾁｰﾊﾟｵ Cheonsam/Qipao （赤） 4 女 長衫/旗袍 ﾁｬﾝｼｬﾝ/ﾁｰﾊﾟｵ Cheonsam/Qipao （水色） 5 女 長衫／旗袍 ﾁｬﾝｼｬﾝ/ﾁｰﾊﾟｵ Cheonsam/Qipao （ピンク） ※１ 6 女 中国 China 長衫／旗袍 ﾁｬﾝｼｬﾝ/ﾁｰﾊﾟｵ Cheonsam/ Qipao （薄緑）※１ 7 女 長衫／旗袍 ﾁｬﾝｼｬﾝ/ﾁｰﾊﾟｵ Cheonsam/Qipao （花柄） 8 女 長袍 チャンパオ Changpao (黒） 9 男 長袍 チャンパオ Changpao （赤） ※１ 10 女 デール Deel （青/モンゴル族 Mongolian） ※１ 11 男 デール Deel （赤/モンゴル族 Mongolian) 12 女 トン族衣装 Dong dress 13 女 チュバ Chuba （チベット族 Tibettan） 14 女 中国 China マンダリンジャケット/唐服 タンフー Mandarin jacket/Tanfu 15 女 漢服 ハンフー Hanfu 16 男 漢服 ハンフー Hanfu 17 女 長衫/旗袍 ﾁｬﾝｼｬﾝ/ﾁｰﾊﾟｵ Cheonsam/Qipao （赤） 18 女 深衣 シェンイ Shenyi（青 13 歳～14
    [Show full text]
  • Homebased Work in 21St Century India
    HOMEBASED WORK IN 21ST CENTURY INDIA Indrani Mazumdar Occasional Paper No.64 (May 2018) CENTRE FOR WOMEN’S DEVELOPMENT STUDIES An autonomous research institute supported by the Indian Council of Social Science Research 25, BHAI VIR SINGH MARG, NEW DELHI-110001. HOMEBASED WORK IN 21ST CENTURY INDIA Indrani Mazumdar Occasional Paper No.64 (May 2018) CENTRE FOR WOMEN’S DEVELOPMENT STUDIES An autonomous research institute supported by the Indian Council of Social Science Research 25, BHAI VIR SINGH MARG, NEW DELHI-110001. © Centre for Women’s Development Studies, 2018 Published by: Centre for Women’s Development Studies, New Delhi HOMEBASED WORK IN 21ST CENTURY INDIA Indrani Mazumdar A Perspective view on approaches to Homebased Work in India Any review study on homebased work in India today must necessarily be located in the context of several advances in understanding developments in homebased work that have taken place across the two decades preceding the adoption of the ILO Convention on Home Work (1996) and the two decades since then. Through this period which spans almost half a century, substantive and wide ranging research has generated a fairly detailed picture of the varied nature and forms of homebased work, and the conditions of piece rated home workers in particular. Considerable progress has been made towards bringing homebased workers ‘out of the shadows’ through mobilization/organization/lobbying at national and international levels. Advances have been made in defining and including them in macro-level employment surveys and counting them, as also in documentation of a range of experiences through micro-studies. Theorizing around the role of homebased work in global production networks and in women’s employment have also contributed to widening the field, and global networking among scholars and organizations involved with women homebased workers has additionally facilitated solidarities across several countries.
    [Show full text]
  • Indian Sari As a Form of Tacit Communication
    Introduction INTRODUCTION India is emerging as a strong knowledge economy therefore globally people have been intrigued by India; be it the Taj Mahal (Tourists’ delight), Yoga (holistic fitness), Ayurveda (natural healing), Bollywood (Kitsch entertainment). Where each signifies the favored fashion and lifestyle trends; notably towards Indian fashions, apparel and textiles. India has a rich legacy of heritage textile traditions and wide range of ethnic costume traditions comprising versatile draped silhouettes and classic tailoring techniques; across the subcontinent, suitable to the terrain, weather and the regional socio-cultural influences due to various invasions and the colonial past. Indians have always taken great pride in adorning themselves and have always expressed their aesthetics through the clothes they wear, the homes they reside in, the products they use in day to day living. Besides aesthetics the products are a good example of design where form follows function. The use of indigenous materials to make all products has been the way of life. The shepherds have used wool from their livestock to spin superfine yarn. Learning to innovate further they weaved it into a fabric, used innovatively as shawls/mantles/kambals to keep them warm. This is the kind of innovation that is also the need of the hour in form of efficient supply chains and sustainable product life cycles. Innovations like these have been a part of daily life since generations. There is continued interest for classical Indian dress silhouettes, heritage textile crafts, accessories, and grooming practices among the western ateliers ever since the colonial past; where Indian cotton was the raw material for feeding the British mills during industrial revolution in the early 20th century & Pashmina wool shawls are a luxury fashion classic.
    [Show full text]
  • Factors Influencing Men's Choice for Eastern Wear
    Munich Personal RePEc Archive Factors Influencing men’s choice for Eastern Wear Hasan, Syed Akif and Subhani, Muhammad Imtiaz and Osman, Ms. Amber Iqra University Research Centre (IURC), Iqra university Main Campus Karachi, Pakistan, IQRA UNIVERSITY 2012 Online at https://mpra.ub.uni-muenchen.de/39100/ MPRA Paper No. 39100, posted 29 May 2012 14:15 UTC Accepted in European Journal of Scientific Research (EJSR), 2012 Factors Influencing men’s choice for Eastern Wear Muhammad Imtiaz Subhani Iqra University Research Centre-IURC , Iqra University- IU, Defence View, Shaheed-e-Millat Road (Ext.) Karachi-75500, Pakistan E-mail: [email protected] Tel: (92-21) 111-264-264 (Ext. 2010); Fax: (92-21) 35894806 Syed Akif Hasan Office of Vice President, Iqra University- IU, Defence View, Shaheed-e-Millat Road (Ext.) Karachi-75500, Pakistan E-mail: [email protected] Tel: (92-21) 111-264-264 (Ext. 1513); Fax: (92-21) 35894806 Uzair Ahmed Siddiqui Iqra University Research Centre-IURC , Iqra University- IU, Defence View, Shaheed-e-Millat Road (Ext.) Karachi-75500, Pakistan Tel: (92-21) 111-264-264 (Ext. 2010); Fax: (92-21) 35894806 Amber Osman Iqra University Research Centre-IURC , Iqra University- IU, Defence View, Shaheed-e-Millat Road (Ext.) Karachi-75500, Pakistan E-mail: [email protected] Tel: (92-21) 111-264-264 (Ext. 2010); Fax: (92-21) 35894806 Abstract Culture is pivotal in shaping the behavior of an individual. Clothing is one way looking at the culture of one and this research in specific investigates about eastern clothing of men. The origin comes from South Asia i.e.
    [Show full text]