International Research Journal of Interdisciplinary & Multidisciplinary Studies (IRJIMS)

29-33

Authors: Dr. Mahbubur Rahman

The modern drama what we know today was not seen in classical Arabic literature. Instead it is observed that pre modern Arabic literary tradition followed dramatic elements and there existed some forms of drama including Taziya, Khayl al-Zill, Mimicry etc. But it did not bring full-fledged dramatic quality rather it was developed in an unpolished manner. In fact drama was introduced into the Arab lands in the 19th century when Arabic speaking people came into direct contact with European literature and culture. And in the first decade of 20th century Arabic drama entered new stage of its development. The important role played by the different dramatists such as Lebanese, Syrian and Egyptian along with their various groups in the development of Arabic theatre in Egypt was noticeable. As a result of it there appeared so many brilliant writers such as Farah Antun, Ibrahim Ramzi, Muhammad Taymur, Antun Yazbak and Tawfiq al-Hakim who contributed a lot and fulfilled the demands of the public. Key Words: Arabic drama, Taziya, Khayl al-Zill, Tawfiq al-Hakim, Ahmad Shawqi etc.

42-46

Authors: Mofidul Islam Sikdar

In this paper, our attempt is to present a result on commutative cancellative principal subgroup near-ring. We show if N is a commutative cancellative principal subgroup near-ring in which sum of two N-subgroups is again an N-subgroup, then for every pair of non-zero elements a and b of N, ab = (a,b)[a,b] Where (a,b) denotes the greatest common divisor (g.c.d.) of a and b & [a,b] denotes the least common multiple (l.c.m.) of a and b. Key Words: Cancellative principal subgroup near-ring, Commutative near-ring, N-subgroup, g.c.d. & l.c.m.

56-60

Authors: Nipan Haloi

Women are the indispensible part of a society. Education has been recognized as an essential agent of social change and development in any society. Hence, to think of harmonious development without educating women is impossibility. Moreover it can be rightly said that to educate a women is to educate the whole family. There is a Chinese saying, “If you wish to plan for a year, plant wheat, if you wish to plant for 10 years, grow trees, if you wish to plan for 100 years educate your women*. This indicates the importance of women education. But in India higher education is still at its initial stage as far as women are concerned and it would be too early to predict that higher education releases the road to empowerment of women. Many a times, we have witnessed women having a healthy educational background and a wealthy economic status in society subjected to gender-based violence- physical or mental. The Government in India has introduced multiple policies and schemes to accommodate women in its much hyped inclusive development. The newest amongst it is Beti Bachao Beti Parhao. It is aimed at spreading awareness amongst the people in India towards protecting the daughters from social evils and to empower them through education. However, the research studies indicate relative performance of Assam in women’s educational attainment. So, through this studies attempt has been made to understand about the higher education and women empowerment in the context of Assam. Key Words: Higher Education, Women Empowerment, Stereotypes, Double Burden, Assam.

68-72

Authors: Nousheen Baba Khan

Gandhism can be loosely described as the principles and contributions of Mahatma Gandhi to the philosophical thought. Gandhi swayed the entire nation with his principles and ideals and never hesitated to mention how he derived these ideas by getting influenced from different religions. The author here made an attempt to show how, some of his major ideals, got influenced by the major Islamic ideas. Firstly, Gandhi was more of a spiritually driven political leader which the nation has witnessed and it may be because of this reason he could win the hearts of the ‘culturally fused’ Indians. Gandhi not only believed in renunciation he rather practiced it in his ashram. The author, here, tried to relate Gandhi’s form of renunciation with the Sufi form of renunciation. Secondly, even a lay person would know the importance of fasting in the religion of Islam and again the importance laid by Gandhi on fasting. That is why the author tried to figure out what Gandhi had to say about fasting and what the Islamic traditions or Hadith say about fasting. Thirdly, Gandhi’s ideal of non-violence, here, is compared with one of the two parts of Iman i.e, faith. Therefore, it would be interesting to discover more such commonalities between Gandhism and Islam.