The Necessity Of Vocational Training As A Tool For Empowering Rural .

1y ago
8 Views
2 Downloads
527.08 KB
7 Pages
Last View : 1m ago
Last Download : 2m ago
Upload by : Elise Ammons
Transcription

International Journal of Research and Innovation in Social Science (IJRISS) Volume V, Issue III, March 2021 ISSN 2454-6186The Necessity of Vocational Training as a Tool forEmpowering Rural Women in Ward Five,Mashonaland East, ZimbabweFlorence JuraZimbabwe Open University, ZimbabweAbstract: The study evaluated the necessity of vocational trainingas a tool for rural women empowerment. Specifically, the studytargeted women in Ward 5 of rural areas in Mashonaland East.The research adopted an interpretivist research philosophy and aqualitative research approach with which case study researchdesign was used. Data was generated through face-to-faceinterviews and questionnaire using convenience sampling. Thetargeted population were the women in one of MashonalandEast s rural constituencies. The study found that rural womenremain side lined from participating in vocational training due todistance barriers, socio-economic status, education, beliefssystems and socialisation systems. Results also show thatvocational training was of much significance in theirempowerment as rural women. Acquiring skills like gardeningskills had helped women to start their own livelihood projects tothe benefit of the country. One of the main recommendations ofthe study was that there was need to move away from the donorsyndrome to a more sustainable paradigm which has long lastingbenefits.Key Words: vocational training, tool, rural women empowermentI. BACKGROUND TO THE STUDYEconomic development has been and is still a globalchallenge which seeks to be addressed globally.Responding to these challenges UNDP Global Conference onWomen Empowerment (2016) suggested vocational trainingas a weapon to achieve economic empowerment, since mostof the rural women are illiterate. Rural women makesignificant contributions to the rural economy leading totransformational sustainable economic development in allregions of the world (FAO, 2014). As such rural womeneducation and training are regarded as powerful tools for ruralwomen's empowerment, (ILO, 2009). In addition, ruralwomen participation and empowerment are fundamental ruralwomen's rights which enable them to have control over theirlives and become influential in the society (Pillary, 2005).However, FAO (2014) indicated that globally, rural womenoften face exclusion from attaining vocational trainingbecause of factors such as background, cultural and religiousbeliefs whilst they constitute over two-third of the world'silliterate people.After realising challenges being encountered by rural women,United Nations Educational Scientific and CulturalOrganisation (UNESCO) came up with a strategy forTechnical and Vocational Education and Training (TVET)www.rsisinternational.org2016-2021. The approach supports measures that enhancerural women's access to relevant vocational trainingprogrammes which aim at reducing gender disparities onissues to do with vocational education and training. GlobalCampaign for Education (2018) indicated that the strategy isexpected to yield more results in developing countriesespecially in sub-Saharan Africa and some Arab States whoserates of rural women illiteracy is high.In Asia, it is reported that there is limited mobility and lack ofexposure of information by women as compared to men (ILO,2009). This has resulted in rural women failing to acquireeconomic empowerment skills, through vocational trainingeven though they are interested. According to a study carriedout by Akoojee et al. (2007) indicated that there was a sharpdecline in international support in vocational training inAfrica after the Jomtien World Conference on Education forAll (EFA) of 1990. The donors changed their focus fromvocational training to basic education and this was reinforcedby the Millennium Developmental Goal (MDG) number twoin 2000, which supported the achievement of UniversalPrimary Education. This has caused a delay in thedecentralization of vocational training centres to rural areasaffecting the already disadvantaged rural women in attainingvocational training (Akoojee & McGrath, 2007).Rural women vocational training is regarded as the mostinfluential initiative meant to develop entrepreneurial skills toimprove rural women employability in both formal andinformal sectors (IFAD, 2010). The prevailing conditions onvocational training programme accords a second chance tomost illiterate rural women to be self-employed or beemployable. For example, a study carried out in Burkina Fasoindicated that about 78% rural women cannot read and write,and they benefited from vocational training project offered byFood Agricultural Organization (FAO, 2014).In Egypt, most of rural adults are women and about 30% ofrural households are headed by women, yet they endure worstliving conditions due to lack of economic empowerment(Sacko, 2018). In a bid to achieve a comprehensivedevelopment, community based rural women vocationaltraining programmes were introduced in the country byNeqdar Nesharek organisation which provided poor ruralwomen with hands on skills for them to be self-employed.This has been supported by Sacko (2018) that the initiativePage 225

International Journal of Research and Innovation in Social Science (IJRISS) Volume V, Issue III, March 2021 ISSN 2454-6186has managed to change the economic status of most ruralwomen in the country and further reduced the rate of domesticviolence cases.In Zimbabwe, the situation presents a different scenario.Vocational training was introduced soon after independenceas a way of rehabilitating ex-combatants and youths who hadbeen deprived of their right to education during the colonialera. This initiative was not only meant to develop anentrepreneurial culture among the youths and war veterans butto improve their employability. Having realised thatvocational training was bearing fruits, the governmentintroduced more training centres to increase the number ofparticipants regardless of social class (Mutambanengwe,2014). Such an expansion was meant to ensure that povertyand marginalization are eradicated by making all individualseconomically productive. Therefore, vocational training doorswere opened to everyone interested. To date, there are 43vocational training centres across the country (McGrawth,2004). However, many as they are, these vocational trainingcentres have failed and are still failing to cater forempowerment needs of rural women contrary to their statedmandate of ensuring empowerment for all marginalizedgroups. This has been attributed to issues of their location,cultural and religious beliefs, among others. In other countrieslike Egypt, vocational training has achieved positive results inas far as the empowerment of rural women is concerned. Inthe period 2014 to 2015, the percentage of rural women whohave attained vocational education rose from 39% to 56%.Even though Zimbabwe is a signatory of several internationalinstruments such as the Convention on Elimination of allForms of Discrimination against Women, Beijing Platform forAction and the Millennium Development Goals, rural womenhave not benefited a lot from these empowerment policies.From a Zimbabwean perspective, the necessity of vocationaltraining on rural women empowerment has not been given themuch-needed attention by both academicians anddevelopment practitioners (Muchena, 2006). As such, there isa dearth of both local empirical and theoretical studies on thesubject. Therefore, this study sought to make up for thisgeographical gap institutions.II. STATEMENT OF THE PROBLEMWith most Third World countries struggling for economicdevelopment and most of these countries having a womenpopulation exceeding that of men, this might be an indicationthat there is need to involve the women in the economicdevelopment of these countries. One way to achieve that is toprovide some form of education to the women folk. Thisstudy, therefore, aimed at shedding light to governments onthe necessity to economically empower the women throughthe provision of vocational training.III. LITERATURE REVIEW3.1 The relationship between vocational training and ruralwomen empowermentwww.rsisinternational.orgThe vocational training programme for rural women aims todevelop entrepreneurial skills among rural women. Ahamad(2016) states that skill development gained through vocationaltraining is an agent of change in promoting rural womenemployment. Rural women have been seen in the context ofadult women who at most, are female married or not marriedbut having to fend for themselves or their families andresiding out of urban centres (William, 2005). As such theseneed to be empowered. This implies providing the womenwith survival skills so that they are economically prepared forthe role they play in the sustenance of their families andeventually translating to community advancement. William(2005) posits that when women have access to entrepreneurialdevelopment training opportunities, they become confidentand can speak up against every abuse and violence and theybecome voices of positive change and advocacy for equality,justice, and progress. This has been also supported byUNICEF (2007) which states that educating rural womendevelops self-confidence, protection from sexual exploitation,improved health care and poverty reduction for futuregenerations.Becker (1993) conducted a study in India for fifteen ruralwomen on handicrafts, embroidery had a positive impact onthe employment skill and income generation gain by ruralwomen and proposed that such training programs should bedone in all rural areas so that the rural women can increasetheir socio-economic status. This was supported by Haruna(2015) that providing vocational training to rural women,makes them self-reliant. This, however, has support ininstitutes of higher learning in Zimbabwe Education 5.0model, where innovativeness and industrialisation has taken alead.The introduction of rural women vocational training issupported by the human capital theory of Becker (1993)which argues that an educated population is a productivepopulation. As such the provision of education throughvocational training to rural women is seen as an investment inhuman capital, which Becker (1993) considered as equal as oreven more worthwhile than that of physical capital. Thosewho received both training and inputs had a bumper harvest,they got sixty-seven bags whilst their counterparts got fortytwo bags (FAO, 2014). The benefits which come throughhuman capital development has motivated the researcher tocarry out this research of developing the human capital inrural areas, specifically women.According to a study carried out by Chenoy (2011) in AsiaPacific region, highlighted that there is clear and tangibleevidence that vocational education for women plays anessential role in promoting sustainable economic growth of anation, with benefits for individuals, their families, localcommunities, and the society in general. The concept is saidto have improved the income of poverty-stricken citizens.This has empowered individuals who were marginalised likerural women. Therefore, vocational training has played aPage 226

International Journal of Research and Innovation in Social Science (IJRISS) Volume V, Issue III, March 2021 ISSN 2454-6186major role in achieving inclusive and sustainable growth inAsia-Pacific region.3.2 Barriers faced by rural women in attaining vocationaltrainingThere are barriers faced by rural women in attainingvocational training. Among these are cultural, societal,economic, and educational qualifications. These barriers haveinhibited women development globally leaving more space formen development (Ngugi & Muthima, 2017).3.3 Failure of existing vocational training centres to cater forwomen’s needsIn Zimbabwe, the minimum entry requirements for enterpriseprograms offering certificates and diplomas are at least anordinary level certificate or the ability to read, write andunderstand English. At the end of the course, they have to sitfor an examination with Higher Education ExaminationsCouncil (HEXCO). These have become some of the obstaclesfor most rural women since most of them were not accordedthe opportunity to finish either primary or secondaryeducation and in some cases, they did not even go to school.(www.danhikoproject.org.zw/voc)The enterprise programme duration is at least one year in mostof the vocational training centres in Zimbabwe. Most of thesetraining centres are in towns and peri-urban areas. This hasmade rural women unable to leave their families for so long toattend the courses, (Mandinyenya & Nyandoro, 2017). Thishas been also supported by a study which was done inHurungwe District which revealed that offices of programmecoordinators are in Karoi and Magunje, away from the ruralcommunity where the beneficiaries stay. This has resulted inpoor coordination of training programmes (Mutanana et al.,2015). As alluded by Mandinyenya (2017), most of thesevocational centres in Zimbabwe are in a dilapidated state dueto government poor funding which then hinders the womenhabitation. The fee structure for most vocational trainingcentres includes boarding fees to cater for those coming fromdistant places and local could commute to the training centres.The fee structure differs depending on the duration tc.gov.zw). This has been a great challenge forrural women to raise the fees needed.3.4 Interventions to support rural women vocational trainingThere are many strategies put in place at global, regional, andnational level to support rural women training. After realisingthe high rate of discrimination against women, in 1979 theUnited Nations General Assembly adopted an internationaltreaty called the Convention on the Elimination of all Formsof Discrimination Against Women (CEDAW). Since itsadoption, more attention has been given to the situation ofrural women. Muchena (2006) highlighted that in Zimbabwean initial report was submitted to the board showingprogrammes that have been put in place aimed atdomesticating the provisions of CEDAW in 1995. Thiswww.rsisinternational.orgincluded the development of the gender policy to guidevarious sectors in mainstreaming gender in all programmes.This has assisted rural women's recognition in programmeslike vocational training. However, despite all this effort by thegovernment of Zimbabwe rural women uptake to vocationaltraining remained very low.At the Fourth World Conference on Women (BeijingConference) held in 1995, the international communityacknowledged the concept of gender mainstreaming as amethod of incorporating women into the development cycles.The goal was to achieve gender equality in all fields ofsociety. As such this approach assisted rural women especiallyin developed nations where patriarchal systems have sincebeen diluted in achieving vocational training (Malhotra,Schuller & Boender, 2002).In 2012, the United Nations came up with a strategy ofintroducing training that offers hands on skills throughvocational training to rural women. It launched theAccelerating Progress towards the Empowerment of RuralWomen (RWEE) offering vocational training in Ethiopia,Guatemala, Kyrgystan, Liberia, Nepal, Niger, and Rwanda(UN, 2015). This initiative managed to empower rural womenwith vegetable drying and gardening skills to such an extentthat they managed to start their own livelihood projects.In addition, the United Nations launched an International Dayfor Rural Women, commemorated on the 15th of Octoberevery year. This was put in place as an opportunity to joinhands at global level in supporting all rural women to claimtheir rights through education and training (UN, 2015). Thishas promoted rural women vocational training, since it exertedpressure to member states to assist rural women so that duringthe commemoration day there will be something meaningfulto share (UN, 2015).ILO (2012a) highlighted that to achieve an all-inclusivedevelopment approach, he providers of vocational educationin Asia made a concerted effort to reach out to rural womenwith all resources needed and impart them with hands onskills such as sewing and baking. This has been put in place tofight against the barrier of travelling long distances to trainingcentres and lack of appropriate resources (Adelakun, Oviawe& Barfa, 2015). Furthermore, ILO (2012) indicated that thereis also Training for Rural Economic Empowerment (TREE) acommunity-based training programme implemented in Asia,which promotes income generation and employmentopportunities for disadvantaged women mainly in ruralcommunities. The strategy involves planning with localpartner institutions, careful identification of economicopportunities and training needs assessment in thecommunity, designing and delivering relevant skills trainingand post-training support to facilitate trainees’ access to wageor self-employment. In Bangladesh, the methodology has beenused to harness the power of solar energy through trainingsolar home system servicing personnel and this has seen ruralwomen being trained as skilled servicing solar energypersonnel to earn a living (ILO, 2012).Page 227

International Journal of Research and Innovation in Social Science (IJRISS) Volume V, Issue III, March 2021 ISSN 2454-6186According to a research carried out in Egypt, Elsayed andRoushdy (2017) alluded that the engagement of localcommunity leadership is an indispensable factor in creatingenabling environments for rural women’s empowerment. Theinvolvement of community leaders in the rural villages inrural women’s livelihood programmes results in rural womengaining the community’s support in implementing sustainablevocational training programmes. For example, vocationaltraining promoters in Egypt rural areas made home visits tohusbands with the company of traditional leaders whenbeneficiaries failed to attend or when they faced familyconstraints. This has managed to raise the attendance levels ofrural women to vocational training programmes (Elsayed andRoushdy, 2017). A study done in low-income countriesMalawi and Sri Lanka indicated that there are organizationssupporting women to reduce gender gap. For example, theGrowth and Economic Opportunities for WomenOrganization (GEOWO). It supports projects that addressbarriers to women's economic empowerment and gender gapsin earnings and productivity (Schuller, 2012). This has actedas proof that there is a problem of gender inequality highlyaffecting especially rural women.FAO (2017) indicated that Zimbabwe as a nation has signedmany conventions and protocols concerning gender issues.These include the Convention on the Elimination of all formsof Discrimination against Women (CEDAW), the SouthernAfrican Development Community Protocol on Gender andDevelopment and the Protocol to the African Charter on theRights of Women in Africa, a signal for the country'scommitment on women empowerment. However, a studycarried out in Hurungwe district by UNICEF indicated thatgovernment policies on women empowerment are just policieson paper, as most women in rural areas are lagging behind interms of economic empowerment. This has also derailed theimplementation and support of vocational training for ruralwomen, (UNICEF Strategy Paper, 2008-2011).As indicated by Padare/Enkundleni (2018) in Zimbabwe thereare many organizations representing women rights in trying tocome up with solutions to women empowerment. Theseincludes the Campaign for Female Education (CAMFED)which focuses on rural areas of Africa where poverty iswidespread, and girls and young women face massiveexclusion from education and the opportunities that areafforded by education. The organization works to buildaround girls a supportive environment in which they canattend primary and secondary school, which are basicrequirements for one to attain vocational education in trainingcentres dotted around the country. Furthermore, there isWomen's Coalition of Zimbabwe (WCoZ) which is a networkof women rights activists and women's organizations withnational structures.www.rsisinternational.orgIV. RESEARCH QUESTIONSThe study was aimed at addressing the following researchquestions:1.2.3.4.What is the significance of rural women vocationaltraining to rural women empowerment?What are the barriers faced by rural women inattaining vocational training?How effective are the available vocational trainingcentres in imparting vocational training to ruralwomen?What interventions put in place to support ruralwomen vocational training?V. POPULATION AND SAMPLEThe research study population was that of all women inparticipants from Ward 5 in Mashonaland East rural. Thesewere targeted because of convenience and that they could beable to provide the much-needed data to answer the researchproblem at hand. whose educational credentials weredifferent. The researcher selected 10 participants from wheredata was collected. In this study, the researcher usedpurposive sampling to select the ten research participants.This afforded the researcher to find a credible and richinformation (Denzin & Lincoln, 1994).VI. RESEARCH METHODOLOGYThe study adopted the interpretivist philosophy and thequalitative approach. The case study design was used, anddata was collected using questionnaire and in-depthinterviews.The participants were asked to provideinformation on the necessity of rural women vocationaltraining as a tool empowering rural woman. Wahyuni (2012)notes that the case study method has strength in investigatingthe present status of a phenomena. Questionnaires were selfadministered and distributed. Data was also generated fromthe various face to face interviews conducted. Tables wereused to present the responses from the research participants ina manner that was easy to interpret.VII. DATA COLLECTION METHODThe researcher explained the importance of carrying out theresearch study since the onset of the research study. This wasdone to guard against the ethical considerations which are keyin research. Appointments were done through the headmanand the purposively selected participants were always keptabreast with the research progress.VIII. PRESENTATION AND DISCUSSION OF RESULTSAfter data was collected from the participants, it waspresented and analysed. Tables and figures were used topresent and interpret data that was gathered from respondentsusing the interview guides. Detailed analysis of some ofrespondents’ opinions on questions posed to them during theinterviews conducted is also given. The study evaluated thenecessity of vocational training as a tool for rural womenempowerment. Specifically, it targeted 10 women in Ward 5Page 228

International Journal of Research and Innovation in Social Science (IJRISS) Volume V, Issue III, March 2021 ISSN 2454-6186in Mashonaland East rural constituency. Data was generatedthrough face-to-face interviews using convenience samplingand research questions generated provide the followingsubtopics presented as follows.Out of the 6 (60%) who have reached Ordinary level, onlytwo had 5 Ordinary level passes. This meant that as pervocational training requirements, not all were eligible forentry into the vocational training centres.8.1 Demographic distribution of participants8.2 The significance of vocational training to rural womenempowermentTable I: Distribution of participants by gender (N tal10100Table 1 shows that all, 10 (100%) participants are females.Table 2: Distribution of participants by age (N 10)Age rangeFrequencyPercentage19-3022031-4044041 and above440Total10100From Table 2, it is noted that the age range 31-40 and 41 andabove had most participants. These age ranges had 4 (40%)each while the 19-30 age range had 2 (20%). Most of theparticipants were mature to provide data for the study.Table 3: Distribution of respondents by marital status (N e550Divorced220Widowed110Total10100The distribution of respondents by their marital status asshown in Table 3 above, shows that the study was dominatedby single women (50%) and the least percentage was made upof widowed with a paltry 10%. This shows that most of thewomen were self-sustaining as they were not married and thuscould grasp any available opportunity for better livelihoods.Table 4: Distribution by educational level (N 10)HighestqualificationsFrequencyPercentageGrade ational.orgFrom the findings it was noted that vocational training gavewomen skills to be able to navigate the turbulent maledominated work and business environment. Most (80%)participants concurred that vocational training was of muchsignificance in their empowerment as rural women. Some saidthat acquiring skills like gardening skills had helped them tosuch an extent that they managed to start their own livelihoodprojects.8.3 Barriers faced by rural women in attaining vocationaltrainingThe results also showed that 80% of the participants indicatedthat there were many barriers encountered by rural women inattaining vocational training. These inhibit their opportunitiesfor empowerment. Among the barriers are cultural, societal,and economic as well as academic qualifying criteria. Thesebarriers have inhibited women development globally leavingmore space for men development. Poorly resourced vocationaltraining centres have below standards facilities for womenhabitation especially those from distant communities. Somelamented lack of financial resources to get enrolled forvocational training with majority complained of the durationwhich they said without government support they could notattend because of other pressing household commitments.There was also evidence that several factors affected theirparticipation in vocational training. There were sociallyinclined barriers as expressed by all the 10 (100%)participants. Other barriers linked to economic factors werealso mentioned by 6 out of 10 (60%). The level of educationwas also stated as another barrier by 7 (70%) participants.8.4 The effectiveness of the available vocational trainingcentres in imparting vocational training to rural womenTable 5 shows how the participants perceived the vocationalcentres in terms how effective they were in impartingvocational training skills to rural women.Table 5: The effectiveness of available vocational training centres inimparting vocational training to rural women(N 10)ResponseFrequencyPercentageEffective990Not effective110Total10100It was noted that 9 (90%) participants did acknowledge theeffectiveness of vocational training. This, therefore, couldhave detrimental effects on the developing of the country.Page 229

International Journal of Research and Innovation in Social Science (IJRISS) Volume V, Issue III, March 2021 ISSN 2454-61868.5 Interventions put in place to support rural womenvocational trainingSome 75% of the participants indicated that mostinterventions seemed to have yielded no positive outcomes.Responses from participants indicated that governmentpolicies on women empowerment were just policies on paper,as most women in rural areas were lagging in terms tion and support of vocational training for ruralwomen. These views were echoed by UNICEF (2011) whichindicated that government policies on women empowermentwere just there on paper, since most women in rural areaswere not economic empowered (UNICEF Strategy Paper,2008-2011).There are several interventions in Zimbabwe. FAO (2017)indicated that Zimbabwe as a nation has signed manyconventions and protocols concerning gender issues. Theseinclude the Convention on the Elimination of all forms ofDiscrimination against Women (CEDAW), the SouthernAfrican Development Community Protocol on Gender andDevelopment and the Protocol to the African Charter on theRights of Women in Africa, a signal for the country'scommitment on women empowerment. Furthermore, there isWomen's Coalition of Zimbabwe (WCoZ) which is a networkof women rights activists and women's organizations withnational structures. Despite the presence of CEDAW,CAMFED, WCoZ as well the Southern African DevelopmentCommunity Protocol on Gender and Development and theProtocol to the African Charter on the Rights of Women inAfrica, there seems to be little in terms of visible womenempowerment results. REFERENCES[1][2][3][4][5]IX. CONCLUSION AND RECOMMENDATIONSThis study focused on the evaluation of the necessity ofvocational training as a tool for rural women empowerment.Specifically, the study targeted women in Ward 5 of ruralareas in Mashonaland East. The motive behind the carryingout of the study was embedded in the belief that vocationaltraining is an empowerment tool. Hypothetically, one waspersuaded to think that vocational training for rural womenwould automatically bring desired results. However, theresearch study showed mixed feelings about vocationaltraining as can be noted from the following: Vocational training is of much significance in theempowerment of rural women.Acquiring skills like gardening skills had helped therural women to such an extent that they can start theirown livelihood projects.Literature reflects that many organizations wereworking tirelessly to build around girls and women, asupportive environment in which they can attendprimary and secondary school, which are basicrequirements for one to attain vocational education intraining centres dotted around the country. This nternational.orghas been seen not as the panacea to gendersocioeconomic imbalance.The study found out that rural women remain sidelined from participating in vocational training due todistance barriers, socio-economic, education, beliefssystems and socialisation systems.This study helps in influencing policy change andshifts focus from the perspective of women and thegeneral populace. The study was important as ittouched on pertinent issues normally reserved for

3.1 The relationship between vocational training and rural women empowerment The vocational training programme for rural women aims to develop entrepreneurial skills among rural women. Ahamad (2016) states that skill development gained through vocational training is an agent of change in promoting rural women employment.

Related Documents:

May 02, 2018 · D. Program Evaluation ͟The organization has provided a description of the framework for how each program will be evaluated. The framework should include all the elements below: ͟The evaluation methods are cost-effective for the organization ͟Quantitative and qualitative data is being collected (at Basics tier, data collection must have begun)

Silat is a combative art of self-defense and survival rooted from Matay archipelago. It was traced at thé early of Langkasuka Kingdom (2nd century CE) till thé reign of Melaka (Malaysia) Sultanate era (13th century). Silat has now evolved to become part of social culture and tradition with thé appearance of a fine physical and spiritual .

On an exceptional basis, Member States may request UNESCO to provide thé candidates with access to thé platform so they can complète thé form by themselves. Thèse requests must be addressed to esd rize unesco. or by 15 A ril 2021 UNESCO will provide thé nomineewith accessto thé platform via their émail address.

̶The leading indicator of employee engagement is based on the quality of the relationship between employee and supervisor Empower your managers! ̶Help them understand the impact on the organization ̶Share important changes, plan options, tasks, and deadlines ̶Provide key messages and talking points ̶Prepare them to answer employee questions

Dr. Sunita Bharatwal** Dr. Pawan Garga*** Abstract Customer satisfaction is derived from thè functionalities and values, a product or Service can provide. The current study aims to segregate thè dimensions of ordine Service quality and gather insights on its impact on web shopping. The trends of purchases have

Chính Văn.- Còn đức Thế tôn thì tuệ giác cực kỳ trong sạch 8: hiện hành bất nhị 9, đạt đến vô tướng 10, đứng vào chỗ đứng của các đức Thế tôn 11, thể hiện tính bình đẳng của các Ngài, đến chỗ không còn chướng ngại 12, giáo pháp không thể khuynh đảo, tâm thức không bị cản trở, cái được

Le genou de Lucy. Odile Jacob. 1999. Coppens Y. Pré-textes. L’homme préhistorique en morceaux. Eds Odile Jacob. 2011. Costentin J., Delaveau P. Café, thé, chocolat, les bons effets sur le cerveau et pour le corps. Editions Odile Jacob. 2010. Crawford M., Marsh D. The driving force : food in human evolution and the future.

ANSI A300 (Part 1)-2001 Pruning Glossary of Terms . I. Executive Summary Trees within Macon State College grounds were inventoried to assist in managing tree health and safety. 500 trees or tree groupings were identified of 40 different species. Trees inventoried were 6 inches at DBH or greater. The attributes that were collected include tree Latitude and Longitude, and a visual assessment of .