या छ्ळवाद्यांचे काय करायचे?

नवीन आलेल्या सुनेला त्रास दिला नाही तरी ती त्रास करून घेणार नाही याची खात्री काय?

आणि समजा, नवीन आलेल्या सुनेला सासूने जरी त्रास दिला नाही तर सुनही त्रास देणार नाही याची गॅरंटी काय? :)

इथे मुख्यत:नवरा आणि बायको यांच्या एकमकावर असलेल्या विश्वासाचा आणि आदराचा प्रश्ना आहे. हे जर नसेल तर बायको ला त्याच्या आई वडिलांना छळ करायला काही वाटणार नाही आणि नवरा देखील त्या बद्दल काही करू शकणार नाही. तुम्हाला काय वाटते?

६४ टक्के सुना जवाबदार तर ४४ टक्के मुलं जवाबदार आहेत, दोन्ही मिळून १०८ टक्के होतात... का कदाचित ८ % मध्ये दोघेही जबाबदार असतील..

Women’s movements all over the world have always given primacy to the role of education in achieving women’s equality. But attempts to operationalise the relationship most often focussed only on the issue of women’s access to education. Even at the international level, most reviews on women and education has suffered from this narrow focus. While developing countries perceived education as one of the fruits of development from which the large majority of women were being deprived, the focus in developed countries has so far been on poor or non-representation of women in the newly emerging more prestigious sectors of education like technology and the sciences. Philippines, Sri Lanka and Thailand where access to education is determined, with exceptions in a few communities, by socio-economic factors rather than by gender. These countries have not reached the target of universal primary education; but gender disparities are minimal. Malaysia and Indonesia, where expansion in education has accelerated in recent years without gender differentiation so that gender disparities have rapidly diminished; Bangladesh, India, Nepal and Pakistan, where urban participation is relatively high but where overall enrolment rates are low, gender disparities are wide and the pace of change slow China : Intellectual families’ accept gender equality, though some of them “continue to hold to the traditional idea that education is more important for boys than girls, and while they expect their sons to attend the university, they may expect their daughters to work for senior high school”. Japan : One of the earliest countries to introduce compulsory elementary education for both boys and girls (1886) - “in an effort to catch up with the West”, women’s education in Japan received additional policy support from the post-war Constitution, which increased the duration of compulsory education to nine years, and made public schools co-educational. The result is fairly unique in the Asian context. In 1986, 94.7% of all girls were going beyond the compulsory schooling level, while fewer boys (92.8%) were doing so.