Interaction of Household Wealth and Women’s Working Status on Child Malnutrition: Evidence from PDHS-2013

Theoretically, it is supposed that women’s working status and household wealth independently contribute towards the children’s dietary status. The working women of the inferior socio-economic class are generally engaged in the informal sector or low paid work. It may be argued that such kinds of service cannot contribute to the nutritious prestige in children. To solve this puzzle whether woman's working status in all socio-economic setups is contributing to children’s nutritional status or not? This is the main focus of the research. A sample data of 1169 households from PDHS (2012-13) are used to explore the influencing factors of child malnutrition. The study employed the binary logistic regression which observes the likelihood of malnutrition in the children. Malnutrition is measured through CIAF. The interaction terms of the woman’s working status and five quintiles of wealth index have been created. The results disclose that working women belonging to the household of the first two quintiles of the wealth index and the fourth quintile of the wealth index are not contributing to the nutritious prestige of the children. Furthermore, in the third quintiles, the working status of women contributes to the nutritional prestige of children. It may be inferred that the socioeconomic status of the household is important for the nutritional welfare of the children, not the woman's employment. However, it may be concluded that women’s employment should be of the level that can support the socio-economic status of the household.

Teaching English Idioms Trough Animated Flash Videos at Secondary Level

Teaching English Idioms Trough Animated Flash Videos at Secondary Level Researchers and practitioners, in the field of natural and applied sciences, generally acknowledge the worth of modern animation as an aid in teaching-learning process. Similarly, in the area of linguistics, teachers are using animation for teaching different aspects of language. English teachers, in many parts of the world, are teaching phonology, vocabulary and other language skills through animation. Idioms are abundantly found in spoken and written English discourse. Lack of idioms' knowledge can lead to communication barriers. Previous studies suggest that material for teaching of idioms should be specifically devised in accordance with learners' age, level of proficiency and cultural background.The study investigates, from both empirical and practical perspective, the effectiveness of specifically designed animated flash videos for teaching idioms. It studies the effect of animation on students' scores, their behaviour and their motivational level while teaching through animation. It also explores the English teachers' views about the possibility of implementing animation technology in secondary level English language classrooms at federal government schools. In order to meet all these objectives, the study was conducted under the umbrella of pragmatic paradigm using variety of methods, both qualitative and quantitative. The results drawn from the study suggest that animations, prepared and presented according to learners' needs and cognitive psychology, have potentials to help teachers in overcoming the problems associated with idiom teaching. Animation attracts and motivates them to learn English idioms. The study, based on its results, recommends the use of animation for teaching English idioms to secondary level English language learners. It identifies the issues associated with teaching through animation. Moreover, the study also suggests how to address these issues.