Volume-1, Issue-1, September 2025

Abstract

The research carefully examines whether the text provides enough evidence to support its main hypothesis. It focuses on male homosociality and masculinity as a response to the crisis in masculinity caused by rising feminist movements, changing gender roles, and the capitalist nature of Western society. The novel portrays dominant male characters and the crime world, making it seem like a typical masculine text. On one side, there are strong, macho men, while on the other, female characters are submissive and insignificant. The plot mainly highlights masculine virtues and vices, while women are confined to minor domestic roles. Each male character exhibits a desire for homosocial bonding, which helps them reaffirm their masculinity, which the study suggests is in crisis. The traditional idea of masculinity and the patriarchy that supported it lost its power as the century turned, influenced by rapid technological changes and evolving ideologies. As women questioned femininity, they crossed gender boundaries and explored new territories, often leaving men feeling confused. In "The Godfather," the depiction of male camaraderie and the story of a charismatic patriarch address this male anxiety of feeling threatened.

Keywords: Masculine, Patriachy, West, East, Homosociality.

References

1. Adam, Rachel, and David Savran, editors. The Masculinity Studies Reader. Oxford: Blackwell Publishers, 2002.
2. Brid, Sharon R. “Men’s Club: Homosociality and the Maintenance of Hegemonic Masculinity.” Gender and Society, Sage Publications, 1996.
3. Britton, Dana M. “Homophobia and Homosociality: An Analysis of Boundary Maintenance.” Midwest Sociological Society, Blackwell Publishing, 1990.
4. Cawelti, John G. “The New Mythology of Crime.” Boundary 2, vol. 3, 1975, pp. 325–57.
5. Chiampi, James Thomas. “Resurrecting The Godfather.” MELUS: Multi-Ethnic Literature of the United States, Oxford: Blackwell Publishers, 1978.
6. Frackman, Kyle. Boy Interrupted: Male Homosociality and Anxieties of Intrusion in Nordic Visual Art. University of Massachusetts, 2006.
7. Gardaphé, Fred. “Re-Inventing Sicily in Italian American Writing and Film.” MELUS: Multi-Ethnic Literature of the United States, 2003.
8. Kimmel, Michael S. “Men’s Response to Feminism at the Turn of the Century.” Gender and Society, Sage Publications, 1987.
9. Eisler, Richard M., and Jay R. Skidmore. “Masculine Gender Role Stress: Scale Development and Component Factors in the Appraisal of Stressful Situations.” Journal of Personality Assessment, vol. 11, no. 2, 1987, pp. 123–36.
10. Sedgwick, Eve Kosofsky. Between Men: English Literature and Male Homosocial Desire. Columbia University Press, 1992.
11. Simerka, Barbara. Homosociality and Dramatic Conflict: A Reconsideration of Early Modern Spanish Comedy. University of Pennsylvania Press, 2002.
12. Oliver, Eduardo Esteban. “Male Homosociality in Mario Puzo’s The Godfather.” 2011. 

Keywords: Masculine, Patriachy, West, East, Homosociality.

Abstract

The foreign relations between Iran and the Ottoman Empire have had profound effects on the border regions, especially on the city of Echmiadzin in Armenia, during different historical periods. The documents available in Matenadaran, the National Library of Armenia, as a reliable source, represent the political, economic, and cultural interactions between these two empires. This research examines how these relations affected the social and religious situation of Echmiadzin. According to the available documents, it can be seen that the political and military competitions between Iran and the Ottoman Empire have affected not only the geographical borders but also the cultural and religious identity of the region. Also, these relations have led to the formation of new religious and social institutions in Echmiadzin. This research seeks to answer the following questions using an analytical-documentary method: 1. How have the political competitions between Iran and the Ottoman Empire affected the social and religious situation of Echmiadzin? 2. What roles did religious institutions play in Echmiadzin in response to changes in Iranian-Ottoman relations? The research findings suggest that 1. The changing relations between Iran and the Ottomans led to significant changes in the social and religious structure of Echmiadzin. 2. Religious institutions in Echmiadzin acted as intermediaries that not only helped preserve the region's cultural identity but also resisted political pressures from the two empires.

Keywords: Foreign relations, Iran, Ottoman, Echmiadzin, Matenadaran.

References

1. Mohammad Amin Riyahi(1989), Diplomatic Letters of Iran, Tehran, Tous.
2. Rahimzadeh Safavi, Ali Asghar (1962), The Life of Shah Ismail, Tehran, Khayyam Publishing.
3. Petrushevsky, Pigolskaya (1984), History of Iran, translated by Karim Keshavarz, Tehran, Payam. 
4. Abdolreza Houshang Mahdavi (1980), History of Iran's Foreign Relations, Tehran, Amir Kabir.
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Keywords: Foreign relations, Iran, Ottoman, Echmiadzin, Matenadaran.

Abstract

Ethics and teaching practice are inseparably linked, as education is not merely a process of knowledge transmission but also a moral endeavour that shapes the character and values of learners. A teacher’s ethical behaviour establishes the foundation for trust, respect, and fairness in the classroom. This article examines the meaning and importance of ethics in teaching, emphasizing how moral values influence the attitudes, decisions, and professional conduct of educators. It explores the historical and philosophical roots of educational ethics and identifies key ethical principles such as honesty, justice, equality, and compassion that guide effective teaching practices. The study further discusses the ethical responsibilities of teachers toward students, colleagues, and society, along with the challenges they face in maintaining integrity within diverse educational contexts. Strategies for fostering ethical awareness, reflective practice, and value-based decision-making are also presented. Through global and Indian perspectives, the article highlights how ethical teaching nurtures responsible citizenship, strengthens school culture, and contributes to the overall quality of education.

Keywords: Ethics, Teaching Practice, Moral Values, Professional Conduct, Educational Integrity, Teacher Responsibility, Ethical Challenges, Classroom Ethics, Value-Based Education.

References

1. Strike, K. A., & Soltis, J. F. (2009). The Ethics of Teaching. New York: Teachers College Press.
2. Campbell, E., & Groundwater-Smith, S. (2010). Ethics in Teaching: Perspectives and Practices. London: Routledge.
3. Noddings, N. (2006). Educating Moral People: A Caring Alternative to Character Education. New York: Teachers College Press.
4. UNESCO. (2015). Global Education Monitoring Report: Ethics in Education. Paris: UNESCO.
5. Government of India. (2020). National Education Policy (NEP) 2020. New Delhi: Ministry of Education. 

Keywords: Ethics, Teaching Practice, Moral Values, Professional Conduct, Educational Integrity, Teacher Responsibility, Ethical Challenges, Classroom Ethics, Value-Based Education.

Abstract

This article summarizes author’s fieldwork and observations related to floods conducted during my doctoral studies at Gauhati University between 2010 and 2016. The information, ideas, and insights presented are primarily based on research conducted in the Dhemaji district of Assam. For detailed investigation, two flood-affected villages were selected at random: Bahir Tapit (Sissimukh Gram Panchayat of Machakhowa Development Block) and Sunarigaon (Muktiar Gram Panchayat of Sissiborgaon Development Block). The central focus of this study is the impact of flooding on the Mising society in Dhemaji, which is one of the most severely flood-affected districts in Assam. The paper aims to explore several key objectives, including the impact of flooding on village settlement and migration patterns, occupational and economic stability, educational institutions and learning opportunities, material culture and cultural heritage, family structures and dynamics, and the role of kinship networks in providing emergency support. It also examines community strategies for mitigating flood effects.

Keywords: Economic, Flood, Migration, Mitigating, Occupational.

References

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Keywords: Economic, Flood, Migration, Mitigating, Occupational.

Abstract

Gender in literature has long been a site of cultural reflection, resistance and transformation. This article examines the representation of gender across classical, modern, postcolonial and contemporary literatures, highlighting how texts encode, reproduce and challenge prevailing gender ideologies. Using a qualitative textual analysis grounded in feminist literary criticism, queer theory and intersectionality, the study traces the evolution of gendered voices in literary traditions from ancient epics to contemporary narratives. Findings reveal that classical literatures, including Greek tragedies, Roman epics and South Asian texts, predominantly reinforce patriarchal hierarchies, with women depicted as loyal, passive, or dangerous and resistance often resulting in punishment. However, seeds of defiance appear in figures such as Antigone and Draupadi, signaling early critiques of gendered power. Modern and feminist literature marked a paradigm shift, with authors such as Virginia Woolf, Simone de Beauvoir and Margaret Atwood challenging systemic inequalities and foregrounding women’s autonomy. Feminist fiction expanded the scope of women’s voices while later movements incorporated intersectional and postcolonial perspectives, as seen in the works of Toni Morrison, Arundhati Roy and Tsitsi Dangarembga. Contemporary global literature further diversifies gender representation by embracing queer, non-binary and trans identities, with authors such as Jeanette Winterson and Ocean Vuong interrogating heteronormative and binary constructions. Across these periods, literature emerges as both a mirror of societal norms and a medium for cultural resistance, with narrative strategies such as symbolism, non-linear structures and hybrid language enabling the articulation of marginalized perspectives. Literature thus remains central to global gender studies as a tool for critique, empowerment and redefinition.

Keywords: feminist criticism, gender, intersectionality, representation, resistance.

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Keywords: feminist criticism, gender, intersectionality, representation, resistance.

Abstract

This Research dismantles the paradigm of innate, universal grammar, arguing instead that linguistic competence is a conscious performance of “Socio-Cultural Consciousness”. Employing comparative ethnography across Nepali speech communities, this study analyzes cross-ethnic accent acquisition and socio-professional lexicons. Findings reveal that individuals consciously acquire, perform, and reform their language, demonstrating profound neuroplasticity and agency that falsify nativist predictions. This model is bolstered by primate language studies, where apes like Kanzi demonstrate conscious symbolic learning, dismantling the premise of the human-unique language module. Synthesizing ethnographic and comparative evidence, this anthropological perspective states that language is not a pre-wired biological inheritance but a pliable tool mastered through conscious socio-cultural practice. The study demands a paradigm shift toward investigating the neuroscientific correlates of this consciousness, forging a new interdisciplinary science of language.

Keywords: Socio-Cultural Consciousness, Universal Grammar, Language Performance, Primate Language Studies, Neuroplasticity.

References

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Keywords: Socio-Cultural Consciousness, Universal Grammar, Language Performance, Primate Language Studies, Neuroplasticity.