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{
"HText1":"Team Change Leader (TCL)",
"HText2":"Working to build a brighter, braver and more gender equitable tomorrow.",
"HText3":"Language",
"HText4":"अंग्रेज़ी/ Hindi ",
"HText5":"Duration",
"HText6":"Hours",
"HText7":"Certificate",
"HText8":"Yes",
"HText9":"About",
"HText10":"Curriculum",
"HText11":"How it works",
"HText12":"FAQs",
"HText13":"About Breakthrough",
"HText14":"Breakthrough makes gender-based violence unacceptable by transforming the culture that permits violence. We work with nearly 1.5 million adolescents in schools and communities to mould gender norms and beliefs before they solidify into behaviour. As we build their capacity by fostering aspiration, leadership, agency and negotiation skills, we enable a generational shift towards a gender-equal culture. Our mission is led by young people aged 11 to 24. As they rise against gender-based violence.",
"HText15":"About the Course",
"HText16":"This course aims to enable learners to start to build understanding about Self, Gender, Sexuality, Masculinity and Human Rights. As a learner, you will be able to identify the systems and structures which exist in our society and in your lives, and the role they play in maintaining the status quo. The course will shed light on some ways in which this can be challenged to bring change through examples. You will also learn about Breakthrough’s approach of working with people, systems, structures and institutions to address gender based discrimination and violence in order to create a gender equitable and just world.",
"HText17":"Learning Objectives:",
"HText18":"After successful completion of this course learners will be able to:",
"HText19":"Develop a deeper understanding of their self and how it connects to their decisions and actions in the society",
"HText20":"Develop an understanding of Gender, Sexuality, Masculinity and Human Rights, recognise how it plays out in their own lives and in society",
"HText21D":"Identify and Analyse how the structures and systems perpetuate gender based discrimination and violence",
"HText22":"Identify and Analyse how the structures and systems perpetuate gender based discrimination and violence",
"HText23":"Learn about Breakthrough’s approach of working with young people, communities and the larger ecosystem for gender equity and justice.",
"HText24":"Plan and organise actions against gender based violence and discrimination, and for gender equity and justice",
"HText25":"Curriculum",
"HText26":"It consists of 6 modules with different chapters covering various aspects of the module.",
"HText27":"Module 1: Understanding Self",
"HText28":"What is my Identity?",
"HText29":"Understanding Values and Decision making",
"HText30":"Understanding Effective communication",
"HText31":"Understanding Leadership",
"HText32":"Module 2: Understanding Gender",
"HText33":"What is Gender?",
"HText34":"What is Gender Socialisation?",
"HText35":"What is Patriarchy?",
"HText36":"Gender and Media",
"HText37":"What is Gender Based Violence?",
"HText38":"Module 3: Understanding Sexuality",
"HText39":"What is Sexuality?",
"HText40":"Sexual and Gender Diversity",
"HText41":"Expressions of Sexuality",
"HText42":"Understanding Risks and Rights",
"HText43":"Module 4: Understanding Masculinities",
"HText44":"What is Masculinity?",
"HText45":"Understanding Multiple Masculinities",
"HText46":"Role of Media in creating notions of Masculinities",
"HText47":"Impact of Hegemonic/Patriarchal Masculinity on society",
"HText48":"Need of Inclusive and gender equitable masculinities",
"HText49":"Module 5: Understanding Human Rights",
"HText50":"What are Human Rights?",
"HText51":"Fundamental Duties and Responsibilities",
"HText52":"Understanding Intersectionality",
"HText53":"How can we ensure Human Rights for all?",
"HText54":"Module 6: Understanding Breakthrough’s Approach",
"HText55":"Breakthrough’s Journey",
"HText56":"Vision, Mission and Theory of Change",
"HText57":"Programs and Impact (Part I)",
"HText58":"Programs and Impact (Part II)",
"HText59":"Step 1",
"HText60":"Create an account",
"HText61":"Sign up using your email id and set your password. Once you have signed up you can always sign back in using the same credentials.",
"HText62":"Step 2",
"HText63":"Start",
"HText64":"Start your journey by clicking on Module 1",
"HText65":"Step 3",
"HText66":"Engage and earn stars",
"HText67":"Complete each module by engaging with all the content, activities, quizzes, videos and articles. For each completed activity you will earn stars. In case of quizzes you will earn stars on the right answers. The cumulative of these stars will reflect in your overall score for the module.",
"HText68":"Step 4:",
"HText69":"Completion and Certificate",
"HText70":"After finishing all the modules, you will receive a course completion certificate.",
"HText71":"Q. How do I access the courses?",
"HText72":"After login/Sign up you can access the course. Please fill correct details while sign up.",
"HText73":"Q. How long do I have access the course?",
"HText74":"After registration you can access the course till the portal is alive. Also if you want to delete your account you have to send us request and we will delete your account in seven working days.",
"HText75":"Q. Do I have to complete a course in one go?",
"HText76":"Yes, you can visit it at any time, wherever you are. Each course is made up of a number of individual modules which enables you to complete it in your own time and at times convenient to you. If you wish to return to the course at the point you last left it at, please ensure you use the same credentials to access the course and do not clear your cache in between visits.",
"HText77":"Q. Is my registered course transferable?",
"HText78":"No. Your course cannot be transferred to anyone else.",
"HText79":"Q. What if I forget my login details?",
"HText80":"If you forget your login details please go to the forgot password and create new password.",
"HText81":"Q. I have registered the course online but cannot access the course?",
"HText82":"Please contact the Breakthrough support team on: contact@inbreakthrough.org.",
"HText83":"Q. Can I download or print a copy of the course material?",
"HText84":"Although it is allowed under our Terms and Conditions to have a personal printed copy of the material, the software that we use for our TCL does not have a download or print function, so there is no easy way to obtain this. For this reason, once you have registered individual TCL courses with us you have indefinite access to them so that you may return to the information and review it at any time.",
"HText85":"Q. Do I receive a certificate?",
"HText86":"Yes. You will get the certificate after completing the full course.",
"M1Name": "Understanding Self",
"M2Name": "Understanding Gender",
"M3Name": "Understanding Sexuality",
"M4Name": "Understanding Masculinity",
"M5Name": "Understanding Human Rights",
"M6Name": "Understanding Breakthrough's Approach",
"M1chapter01introscreenTitle": "In this module you will learn the following through four chapters:",
"M1chapter01introscreenText1": "Chapter 1: What is My Identity?",
"M1chapter01introscreenText2": "You will learn about the various aspects which form your identity",
"M1chapter01introscreenText3": "Chapter 2: Understanding Values and Decision Making",
"M1chapter01introscreenText4": "You will learn to see the linkage between values and decision making",
"M1chapter01introscreenText5": "You will learn to reflect on which value to prioritise when making decisions",
"M1chapter01introscreenText6": "Chapter 3: Understanding Effective Communication?",
"M1chapter01introscreenText7": "You will be able to assess your own communication qualities and which qualities are important for effective communication",
"M1chapter01introscreenText8": "You will learn the importance of necessary components which should be part of effective communication and be able to practice it",
"M1chapter01introscreenText9": "Chapter 4: Understanding Leadership?",
"M1chapter01introscreenText10": "You will be able to reflect on and identify leadership qualities you admire and why",
"M1chapter01introscreenText11": "You will be able to identify and reflect on your own leadership abilities including the gaps and make a plan to address them.",
"M1chapter01screen01": "What is my Identity?",
"M1hapter01screen02Text1": "Reflect",
"M1hapter01screen02Text2": "Who am I?",
"M1hapter01screen02Text3": "Look in the mirror and ask - 'Who am I?', as many times as you can, and each time think of a new response. Try doing this in a private space with no or minimal disturbance so you can reflect. How did you feel reflecting on the question 'Who am I?' was it easy or difficult, did you get many or a few responses to this question from your Self? Share any other reflections while doing this activity.",
"M1chapter01screen03Title": "Engage",
"M1chapter01screen03Des" : "Think of the identities which were given to you when you were born. For example: your gender, religion, caste, class, name, relationship etc. Think of the identities that you chose for yourself as you were growing up- appearance, hobbies, interests, Education, career, relationships and others. List all of them down below",
"M1chapter01screen03Given": "Given",
"M1chapter01screen03Chosen": "Chosen",
"M1chapter01screen04Paragraph": "Bring a pen and a paper. Draw a circle with me written in the centre. Now think out of all these identities which ones are currently close to you and which ones are distant to you. Write them on your Identity map keeping the ones close to you closer to ‘me’ and the ones distant from you distant from ‘me’. As shown in the given image ",
"M1chapter01screen04ParagraphN": "Upload your identity maps in the space given below.",
"UploadBtn": "Upload File",
"M1chapter01screen05Title": "Reflect",
"M1chapter01screen05Des": "Share in the space below why certain identities are close to you and why certain identities are distant from you currently. Share any insights you have in the space below",
"Learn": "Learn",
"M1chapter01screen06Text1": "All the experiences we live through in our family, education, career and in society at large, and what we make of them, form our identity. There are some identities we are proud of, those are close to us and we like to show them to others. There are other identities we may not feel good about, they become distant to us and we do not like to show those in front of/to others. There are also some identities which are given to us and we live those identities more than the others and some which we want to choose but we are not able to live them as much. There are also identities in which we are unable to live freely such as gender other than what was assigned to us at birth.This is a continuous process which can keep changing throughout our lives as we learn, grow, and change as individuals. Social identities like Caste, Class, Gender, Religion, Nationality etc. are also responsible for how we are perceived in the society and how we perceive society at large. We will learn more about some of these identities in the other modules and their linkages to rights, resources and opportunities.",
"M1chapter01screen06Text2": "Reflect and Apply",
"M1chapter01screen06Text3": "What is one identity that you would like to be closer to for yourself? Think about 2 steps or actions you can take to be closer to that identity or make it a reality for yourself.",
"M1chapter01screen06Text4": "In the next chapter we will delve deeper into what are other things that make us !",
"M1chapter01screen07Title":"Additional Resources",
"M1chapter01screen07Text1": "Who am I? A philosophical inquiry - Amy Adkins",
"M1chapter01screen07Text2": "Use Word Art to create and visualise your Identities",
"M1chapter01screen07Text3": "Self Identity: Theory & Definition",
"M1chapter02screen01Title": "Understanding Values",
"engage":"Engage",
"M1chapter02screen02Text1":"Highlight the first 3 values you see:",
"love": "Love",
"peace": "Peace",
"freedom": "Freedom",
"courage": "Courage",
"authenticity": "Authenticity",
"accountability": "Accountability",
"justice": "Justice",
"gratitude": "Gratitude",
"forgiveness": "Forgiveness",
"compassion": "Compassion",
"commitment": "Commitment",
"creativity": "Creativity",
"integrity": "Integrity",
"equality": "Equality",
"dignity": "Dignity",
"inclusion": "Inclusion",
"trust": "Trust",
"joy": "Joy",
"diversity": "Diversity",
"respect": "Respect",
"patience": "Patience",
"leadership": "Leadership",
"wellBeing": "Well-Being",
"truth": "Truth",
"wealth": "Wealth",
"safety": "Safety",
"success": "Success",
"kindness": "Kindness",
"faith": "Faith",
"leisure": "Leisure",
"M1chapter02screen02NText": "Icebergs, which are large pieces of ice broken from glaciers, float in the ocean. It is known that one can only see the tip of the iceberg which is 10 percent and most of it around 90 percent remains submerged under water. Similarly, when we meet a person we only see what’s on the surface like their appearance, their language, their behaviour- body language, gestures, facial expression etc. but what we don’t see and what’s important is all underneath – their values, their perceptions, their experiences, their fears etc.",
"reflect":"Reflect",
"reflectandapply":"Reflect and Apply",
"M1chapter02screen03Text1":"In the previous chapter you mapped your identity and the next step to bring deeper self-awareness is to map what’s underneath in you that’s not visible to others. Draw your iceberg and upload it in the space below.",
"M1chapter02screen03Text2": "You have to pick only one thing out of 2 for each option",
"pencil":"Pencil",
"pen":"Pen",
"butter":"Butter",
"jam": "Jam",
"smartphone": "Smartphone",
"laptop": "Laptop",
"M1chapter02screen04Text1": "Do you know the reasons behind each option you picked?",
"M1chapter02screen04Text2": "Is it easy or difficult to think about the reason?",
"M1chapter02screen04Text3": "Sometimes it is easy to know and choose what we like and want when we are presented with simple choices in life. However, it could be difficult to share why we made that choice or decision. However, life is complex and we are oftentimes presented with complex choices and decisions. What’s important is to understand what makes us make those decisions and choices and therefore, starting this reflection with even small things can help with knowing the reasons behind important choices and decisions.",
"M1chapter02screen04Text4": "For example in the above activity someone could have picked rice over roti because they are allergic to wheat in roti which means that they prioritised their health. However, if a person really likes roti and not rice then it will be difficult for them to choose because choosing roti will be harmful for them and rice they will not enjoy eating. ",
"flatbread": "Flatbread",
"rice": "Rice",
"karaoke": "Karaoke",
"dance": "Dance",
"easy": "Easy",
"difficuilt": "Difficuilt",
"learn": "Learn",
"or": "or",
"circle_red": "Circle Red",
"black_circle": "black_circle",
"yes": "Yes",
"no": "No",
"M1chapter02screen05Text1":"Let’s see what you will do in some of the situations given below-",
"M1chapter02screen05Text2": "you can choose only one option.",
"M1chapter02screen05Text3" : "Your best friend is stalking someone from their class. They get offended on being told what to do, by others. What will you do?",
"M1chapter02screen05Text4": "a. You will tell them that they shouldn’t do it",
"M1chapter02screen05Text5": "b. You value your friendship with them a lot and do not want to offend them so you will not say anything",
"M1chapter02screen05Text6" : "You have a friend’s birthday party which involves a night stay, they really want you to be at the party but your parents have not allowed you to go. A friend of yours offered to help you sneak out of the house at night but there is a risk that your parents might find out and punish you. What will you do?",
"M1chapter02screen05Text7": "a. You will sneak out with your friend at night to be at the party and sneak back in early before your parents wake up",
"M1chapter02screen05Text8": "b. You will respect your parents decision and not go to the party",
"M1chapter02screen06Text1": "Your romantic partner has made a sexist joke in front of a group of friends, all their friends are laughing at the joke but you recognise that the joke is sexist- will you laugh at the joke or tell your partner about its sexist nature at the cost of offending them?",
"M1chapter02screen06Text2": "a.You will laugh at the joke to maintain your partner’s image in front of their friends and maybe tell them later",
"M1chapter02screen06Text3": "b. You will not laugh at the joke and share with your partner about the sexist nature of the joke so they and their friends are informed",
"M1chapter02screen06Text4": "You are on your way to your interview for a job that you really look up to, just when you are getting down at your stop, a person with visual disability asks for your help to cross a very busy road which will take time. You are already running late for your interview, what will you do?",
"M1chapter02screen06Text5": "a. You will apologise to them and run for your interview",
"M1chapter02screen06Text6": "b. You will help them at the risk of reaching late for the interview with the risk of ruining your first impression.",
"M1chapter02screen06Text7": "You are travelling on an overnight train journey and at night you see that your fellow passenger is inappropriately touching another passenger in the train while they are sleeping. You are alone in the train and everyone around is sleeping so there is a risk of violence towards you. What will you do?",
"M1chapter02screen06Text8": "a. You will call them out irrespective of the risk of violence",
"M1chapter02screen06Text9": "b. You will ensure your own safety for the sake of your family and friends and not speak up.",
"M1chapter02screen07Text1": "Was it easy or difficult to choose?",
"difficult":"Difficult",
"M1chapter02screen07Text2": "If it was difficult, why do you think that was?",
"M1chapter02screen07Text3": "What are the reasons behind the choices you selected? Please share in the space below.",
"M1chapter02screen08Text1": "Behind every decision we make which is visible there is an underlying value which is not visible. For example in the first situation someone could choose option 1 because for them justice or safety is a value which is important and choosing option 1 could ensure this value is fulfilled. Someone else could choose option 2 because for them friendship, connection and love is an important value and they may feel that they want to prioritise this value in this situation. However, oftentimes both values could be important to people and in such a scenario it could be difficult for them to choose because they will have to think hard before making their decision and being true to themselves. Their decision could also impact their relationship with other people which makes their choice tougher. Their decision will reflect which value they have prioritised in the given situation. This is an internal and personal process which takes place when an individual is faced with a dilemma situation because both values are important to them but they have to prioritise only one to make a decision.",
"M1chapter02screen08Text2": "Values are not negative or positive however, the decisions we make and how others see them could have positive and negative impact on ours or other people’s lives and so it is important for us to understand and check all the pros and cons before we make decisions which are difficult.",
"apply": "Apply",
"M1chapter02screen08Text3": "Share about a dilemma situation you faced in your life recently- the decision you made and the value behind that decision in the space below.",
"M1chapter02screen09Title": "Additional Resources",
"M1chapter02screen09Text1": "Personal Values Assessment - Find your top 5 values",
"M1chapter02screen09Text2": "Decision Focus 04 - Clear Values #decisionmaking",
"M1chapter02screen09Text3": "The Iceberg Model",
"values": "Values",
"M1chapter03screen01Title": "Understanding Effective Communication",
"M1chapter03screen02Text1": "We learnt in the previous chapter that to better understand our decisions we need to see what’s underneath which is the value behind that decision. In this chapter we will learn about how we can work on our communication skills if we better understand the values and feelings of people we engage with along with our own values and feelings. Effective communication leads to better relationships and collaboration.",
"M1chapter03screen02Text2": "Think of your closest relationships and one decision that someone made which you disagreed with. Share the decision below",
"M1chapter03screen02Text3": "How did the communication between the two of you play out given that you were not happy with the decision? Share in the space below. ",
"M1chapter03screen02Text4": "Now think about the value and feeling behind that decision for the other person. Share in the space below",
"M1chapter03screen02Text5": "What was the operating value and feeling for you connected with that decision?(Refer to the feelings wheel in additional resources to identify yours and other persons feeling)",
"M1chapter03screen03Text1": "After this reflection you may still disagree with the decision but you may understand better why this decision was made by your close one. Understanding the value and feeling behind a person’s decision also leads to better understanding about them as a person, it builds empathy. This also applies to you sharing about the value and feeling behind your decision/stance and creating empathy in the other person for your own self. This understanding leads to better communication and collaboration. Both of these qualities are key to strengthening your relationships. ",
"M1chapter03screen03Text2": "To ensure this, it is important to know how we communicate in difficult situations.",
"M1chapter03screen04Text1": "Let’s take this Quiz",
"M1chapter03screen04Text2": "I express myself clearly and objectively when I am angry without losing my temper.",
"always": "Always",
"often_sometimes": "Often",
"rarely": "Rarely",
"never": "Never",
"M1chapter03screen04Text3": " In an argument, I'm generally able to listen to and understand what another person is communicating.",
"M1chapter03screen04Text4": "I am good at gauging how others are feeling.",
"M1chapter03screen05Text1": "I don’t get defensive and/ or offensive in challenging conversations or arguments",
"M1chapter03screen05Text2": "I am willing to consider that I might be wrong about my understanding or perceptions",
"M1chapter03screen05Text3": "I am willing to apologise to others when I’ve been wrong or when I hurt someone",
"M1chapter03screen06Text1": "I can usually understand why a person is angry even when I don’t agree with them.",
"M1chapter03screen06Text2": "I am able to practice compassion and empathy with people who I may not agree with",
"M1chapter03screen06Text3": "I am able to share my feelings and expectations easily with people when I am hurt.",
"M1chapter03screen06Text4": "I do not run away from conflicts and wish to resolve them.",
"M1chapter03screen07Text1N":"Design instructions: Where all or more than 5 selected options are either a and b given below result will appear on the screen",
"M1chapter03screen07Text1": "You are mostly able to keep calm, remain objective and level-headed during disagreements, in conflict situations and when you are angry. You try to keep an open-mind about others in challenging situations and practice active listening. You are perceptive about others feelings and you are also self-aware about your own. You are understanding, compassionate and empathetic towards others and you are also humble about sharing your own feelings and expectations if need be. These are great qualities for effective communication which is key to becoming a good leader and collaborating. The next activity will enable you to strengthen your skills for the same. ",
"M1chapter03screen07Text2": "You have scope of learning how to communicate in a way which is more compassionate, empathetic, objective and effective. Being more open-minded about the other person and the situation to prevent yourself from getting overwhelmed such that you are able to actively listen to the other person even when you disagree with them. This allows you to perceive how the other person is feeling along with being perceptive about your own feelings and being able to share it effectively and constructively. These are important qualities for effective communication which is key to becoming a good leader and collaborating. The next activity will enable you to strengthen your skills for the same.",
"results": "Results",
"M1chapter03screen08Text1": "Let’s look at the situation we discussed in the previous chapter.",
"M1chapter03screen08Text2": "In the situation where your best friend is stalking someone from their class you have decided to let them know that they shouldn’t do it. How will you communicate the same? Please select one of the given below options that applies to you the most.",
"M1chapter03screen08Text3": " Don’t you know that stalking is a crime and you could be reported for it. Please stop following her around.",
"M1chapter03screen08Text4": "I saw that you have been following Anita from our class. I feel concerned and scared when I see that because you are my best friend and I do not want you to get in trouble. Besides, I think we should respect women and stalking is an invasion of their privacy Would you be willing to stop following her?",
"M1chapter03screen08Text5": "You have decided to negotiate with your parents about wanting to go to your friend’s birthday party and a night stay after they have refused to let you go. Pick one option of how you will communicate the same.",
"M1chapter03screen08Text6": "I have heard that you do not want me to go, is it because you feel worried for me? Are you worried because you do not trust I will be safe there. Would you be willing to trust me for my safety? I promise to keep you informed through calls or messages.",
"M1chapter03screen08Text7": "You never allow me to meet my friends, it makes me feel so isolated. If you do not allow me this time I will know for sure that you don’t love me.",
"M1chapter03screen09Text1": "In the first situation option b is the most effective to communicate since it involves being able to express yourself clearly based on facts, sharing your feelings, your need or value and eventually requesting for an action.",
"M1chapter03screen09Text2": "In option a communication reflects judgement and criticism towards the other person and demanding instead of requesting. It also has no mention of feeling, need or value. This way of communication will most likely not be received by the other person with an open heart and they will most likely be defensive, deflect or be offended.",
"M1chapter03screen09Text3": "In the second situation, option a is the most effective way to communicate since as a receiver of what your parents told you, you have been empathetic towards them by keeping an open mind and understanding their feelings and needs. You have reflected that back clearly in your communication and tried to request them by ensuring their needs are fulfilled through your promise.",
"M1chapter03screen09Text4": "In option b, information/communication from parents have not been received empathically which has resulted in not understanding their feelings and needs and instead blaming them and judging them for not fulfilling your feelings and needs.",
"M1chapter03screen10Text1": "It is important to remember that you may not always get the desired results even after practicing effective communication, however, it will ensure that you better understand the people around you and are able to maintain healthy relationships even if you disagree with them.",
"M1chapter03screen10Text2": "Think about the decision you disagreed with that you shared earlier in this chapter and how the communication played out. Now think about how you could have communicated differently and share in the space below",
"M1chapter03screen11Text1": "Feeling Wheel | Source unknown | Hrag Vartanian | Flickr",
"M1chapter03screen11Title": "Additional Resources",
"M1chapter04screen01Title": "Understanding Leadership",
"M1chapter04screen02Text1": "Let’s take this Quiz",
"M1chapter04screen02Text2": "Write down the names of three people you admire or look up to.",
"M1chapter04screen02Text3": "What is the quality or characteristic you admire most about each of them?",
"M1chapter04screen02Text4": "Why do you think you admire the 3 characteristics mentioned above? Why are you drawn to these qualities?",
"M1chapter04screen03Text1": "Oftentimes we admire the people for their qualities which can be seen in their actions and behaviours like Mahatma Gandhi for his contribution to this nation and values on non-violence. These are driven by their values. On reflection we can find that these values are also important to us and therefore, we admire certain people and are drawn to their qualities. Many leaders are able to affect positive change because they are aligned with their core values and are able to live them each day in their decisions, behaviours and actions. This self awareness along with the ability to communicate are key factors for effective leadership and bringing positive change.",
"M1chapter04screen04Text1": "What will you do in these situations?",
"M1chapter04screen04Text2": "Your father has shared this image as a joke with your family",
"M1chapter04screen04Text3": "You will ignore the joke and move on",
"M1chapter04screen04Text4": "You will block him or fight with him",
"M1chapter04screen04Text5": "You will have a conversation with him about why this is not funny",
"M1chapter04screen05Text1": "What will you do in this situation if you saw 2 men taking a photo/video of a woman on the street.",
"M1chapter04screen05Text2": "You will ignore",
"M1chapter04screen05Text3": "You will let the woman know and talk to them with her",
"M1chapter04screen05Text4": "You will yell at them and threaten them",
"M1chapter04screen06Text1": "Your friend is bullying someone because of their weight and because they have less hair on their head.",
"M1chapter04screen06Text2": "You will have a conversation with your friend",
"M1chapter04screen06Text3": "You will fight with them or stop talking with them",
"M1chapter04screen06Text4": "You will ignore and not say anything",
"M1chapter04screen06Text5": "Your mother keeps separate utensils for your domestic worker.",
"M1chapter04screen06Text6": "You will fight with her or stop talking to her",
"M1chapter04screen06Text7": "You will have a conversations with her",
"M1chapter04screen06Text8": "You will ignore and carry on",
"M1chapter04screen06Text9": "Transphobic or homophobic Video.",
"M1chapter04screen06Text10": "Short Film - Bus Stop | Support For Transgender Community - A Touching Move",
"M1chapter04screen06Text11": "You will shout at the people",
"M1chapter04screen06Text12": "You will ignore and move on",
"M1chapter04screen06Text13": "You will sit next to them yourself and speak to others about it",
"M1chapter04screen06Text14": "In the above given situations you could be aggressive, assertive or passive but you can only hope for positive change if you are being assertive. Leadership requires taking initiative and being assertive to affect positive change. ",
"M1chapter04screen07Text1": " Please fill this table below to reflect on why you are assertive with some people and are not assertive with others. Write Yes/No as applicable.",
"parents": "Parents",
"siblings": "Siblings",
"friends": "Friends",
"relatives": "Relatives",
"strangers": "Strangers",
"teacherOrSeniorsInOffice": "Teacher/Seniors in office",
"collegeOrWorkplace": "College/Workplace",
"M1chapter04screen07Text2": "I do not have the permission to share my thoughts and opinions",
"M1chapter04screen07Text3": "I just quietly listen",
"M1chapter04screen07Text4": "I can only respond when asked a question",
"M1chapter04screen07Text5": " I can have a conversation and share my thoughts but decisions are taken by elders",
"M1chapter04screen07Text6": " I can express myself without any hesitation and decisions are taken with my participation",
"M1chapter04screen08Text1": "In the previous table where you have found yourself answering yes to statements 1, 2 and 3 do you think you are not/less assertive with them?",
"M1chapter04screen08Text2": "In the previous table where you have found yourself answering yes to statements 4 and 5, do you think you are assertive with them?",
"M1chapter04screen08Text3": "Oftentimes, we are conditioned to ‘respect’ elders in a way that we are not allowed to be assertive and share our opinions with them be it in family, workplace, place of education or public places. They are also responsible for taking decisions for our lives oftentimes without our participation in them. However, it is important to note that being assertive by sharing our thoughts, opinions and being part of decision making does not take away from respecting our elders, it is in fact the first step to ensuring taking charge of our lives and building leadership.",
"M1chapter04screen09Text1": "Let’s look at an example to see how to take charge of your own life with assertive conversation",
"M1chapter04screen09Text2": "Oxfam India",
"M1chapter04screen09Text3": "Let’s look at an example to see how to take leadership for bringing positive change",
"M1chapter04screen09Text4": "Making Sanitary Napkins During Lockdown: Aditya’s Story",
"M1chapter04screen09Text5": "Think of a situation where you could not take initiative and be assertive, also think about the person/people involved in that situation. What can you do differently to take initiative and be assertive, share two steps you can take.",
"M1chapter04screen10Text1": "Additional Resources",
"M1chapter04screen10Text2": "'I Am a Girl Icon'",
"M1chapter04screen10Text3": "महिलाओं के खिलाफ हिंसा और भेदभाव मिटा 19 साल के इस युवा ने कायम की मिसाल, जानिए कैसे!",
"M1chapter04screen11Title": "Quiz for the Module",
"M1chapter04screen11Text1": "Which of the following are usually the identities given to a person when they are born select all that apply.",
"M1chapter04screen11Text2": "Hindu",
"M1chapter04screen11Text3": "Female",
"M1chapter04screen11Text4": "Athlete",
"M1chapter04screen11Text5": "Name-Aksa",
"M1chapter04screen12Text1": "Which of the following are usually the identities chosen by a person as they are growing up",
"M1chapter04screen12Text2": "Brahmin",
"M1chapter04screen12Text3": "Lesbian",
"M1chapter04screen12Text4": "Singer",
"M1chapter04screen12Text5": "Dark skinned",
"M1chapter04screen12Text6": "You can tell about a person’s values (honesty, integrity etc.) by meeting them for the first time.",
"M1chapter04screen12Text7": "Behind every decision there is an underlying value.",
"true": "True",
"false": "False",
"M1chapter04screen13Text1": "Understanding the values and feeling behind a decision helps to________the person",
"M1chapter04screen13Text2": "Argue with",
"M1chapter04screen13Text3": "Empathise with",
"M1chapter04screen13Text4": "Challenge",
"M1chapter04screen13Manipulate": "Manipulate",
"M1chapter04screen13Text5": "Which of the following statements are true",
"M1chapter04screen13Text6": "Effective communication requires one to demand what they want from the other person",
"M1chapter04screen13Text7": " Values, feelings and needs are not important when it comes to effective communication.",
"M1chapter04screen13Text8": "When communication reflects judgement and criticism towards the other person they will most likely be defensive and not receptive.",
"M1chapter04screen13Text9": " Effective communication is based on facts and involves sharing your feelings, your need or value and requesting for an action.",
"M1chapter04screen14Text1": "Leaders are able to bring positive change because",
"M1chapter04screen14Text2": "Effective communication requires one to demand what they want from the other person",
"M1chapter04screen14Text3": "they are aligned with their core values and are able to live them each day in their decisions, behaviours and actions",
"M1chapter04screen14Text4": "they aggressively apply their strategy",
"M1chapter04screen14Text5": "They are self-aware and can communicate effectively by being assertive",
"M1chapter04screen14Text6": "Which of the following statements are true",
"M1chapter04screen14Text7": "Being assertive by sharing our thoughts, opinions and being part of decision making does not take away from respecting our elders",
"M1chapter04screen14Text8": "Being assertive by sharing our thoughts, opinions and being part of decision making is the first step to ensuring taking charge of our lives and building leadership.",
"M1chapter04screen14Text9": "We are being disrespectful to our elders if we are being assertive by sharing our thoughts, opinions and wanting to be part of the decision making",
"M1chapter04screen14Text10": "Taking initiative in not a sign of leadership",
"score": "you scored",
"M2chapter01IntroscreenText1":"In this module, you will be introduced to the concept of Gender and Patriarchy.",
"M2chapter01IntroscreenText2": "This module has been divided into different chapters that",
"M2chapter01IntroscreenText3": "unpack the meaning of gender,",
"M2chapter01IntroscreenText4": "how we are taught to perceive and follow gender ‘norms’, roles and expected behaviours,",
"M2chapter01IntroscreenText5": "the effect these have on our daily lives and the role of society and media in it,",
"M2chapter01IntroscreenText6": "the system of Patriarchy under which all of this operates",
"M2chapter01IntroscreenText7": "Objectives of the module:",
"M2chapter01IntroscreenText8": "Explain the differences between various terminologies related to gender",
"M2chapter01IntroscreenText9": "Recognise how gender norms unfolds when it comes to traits, expression, behaviour, cultural practices in our own lives and in the larger society",
"M2chapter01IntroscreenText10": "Analyse how the structures and systems perpetuate gender based violence and discrimination",
"M2chapter01IntroscreenText11": "Plan and implement small actions in their own lives and in society against GBDV",
"M2chapter01screen01Title": "What is Gender?",
"M2chapter01screen02Text1": "There are no right or wrong answers here but we could do scoring for attempting each question",
"M2chapter01screen02Text2": "Why did you choose these objects for Samar?",
"M2chapter01screen02Text3": "Why did you choose these objects for Sahas?",
"M2chapter01screen02Text4": "Did you think about their gender when choosing?",
"M2chapter01screen02Text7": "Was it difficult or easy to know their gender ?",
"M2chapter01screen02Text8":"Why was it difficult or easy?",
"M2chapter01screen02Text5": "Did you think about what they may need or want for their trip based on their gender?",
"M2chapter01screen02Text6": "Why do you think that happened?Please share any other reflections in the space below",
"M2chapter01screen03Text1": "Why do you think that happened?",
"M2chapter01screen04Text1": "Many times when we hear or read names we try to assume the gender of the person and based on that we imagine what that person may look like. In this activity too one could choose objects based on what they think a person wears, eats, does etc. based on their gender and that would be easy, but if we didn’t know their gender it would be difficult to imagine what that person could need. Why does it happen? This happens due to the process of socialisation where each gender is expected to appear, behave and play certain roles and responsibilities based on the set gender norms in the society.",
"M2chapter01screen04Text2": " Overall socialization is the process of internalizing the common norms and ideologies of society. Socialization encompasses both learning and teaching and is thus 'the means by which social and cultural continuity are attained'. Socialization essentially represents the whole process of learning throughout the life course and is a central influence on the behavior, beliefs, and actions of adults as well as of children. ",
"M2chapter01screen04Text3": " The names are also given based on the sex or gender of the person. We will learn more about this going forward.",
"M2chapter01screen05Text1": "Self-Reflect",
"M2chapter01screen05Text2": "Think about your earliest memory of when you were told ‘this is not for you’/ ‘this is not how you should behave’ because you were a girl or a boy. Share how you felt in that moment. How old were you and how did you feel about this comment? For example: Ravi was told to not play with dolls because he was a boy and ‘boys are not supposed to play with dolls.’",
"M2chapter01screen05Text3": "Thank you for sharing your personal experience. Now let’s watch a video to find out when this process of socialisation begins and what is the difference between gender and sex.",
"M2chapter01screen06Text1": "Sex Assigned at Birth and Gender Identity:",
"M2chapter01screen06Text2": "What Is The Difference?",
"M2chapter01screen07Text1": "Now let’s take a small quiz to see what have you understood from this video",
"M2chapter01screen07Text2": "Read the statements and select true or false for each of the statement",
"M2chapter01screen07Text3": "Sex assigned at birth is usually either female or male",
"M2chapter01screen07Text4": "Gender identity is always based on the sex assigned at birth",
"M2chapter01screen07Text5": "There are 2 types of gender identities- female-girl/woman and male- boy/man",
"M2chapter01screen07Text6": "Transgender is an identity where the person does not identify with the sex & gender assigned at birth",
"M2chapter01screen07Text7": "Gender refers to the socially constructed characteristics for women and men such as norms, practices, expressions, behaviour, roles and responsibilities, relationships etc.",
"M2chapter01screen07pop1": "Most medical practitioners assign the sex of the child based on their external sexual and reproductive anatomy and it is usually assigned in binary as female or male. When someone’s sexual and reproductive anatomy doesn’t seem to fit the binary definitions of female or male, they may be described as intersex.",
"M2chapter01screen07pop2": "Gender identity is how one feels inside which could lead to what they do and do not identify as- this does not have to be in binary and align with the sex assigned at birth.",
"M2chapter01screen07pop3": "While many societies see gender from a binary lens based on the binary definitions of sex assigned at birth, many individuals may not necessarily identify as the sex and gender they were assigned at birth or/and in binary. Such individuals identify as gender non-binary, gender fluid or gender queer. Individuals who identify with the sex and gender assigned at birth are called cisgender.",
"M2chapter01screen07pop4": "An umbrella term for people whose gender identity is different from the sex assigned to them at birth. These will include transwomen, transmen, gender non-conforming, genderqueer, gender non-binary, etc..",
"M2chapter01screen07pop5": "Above statement is true. To add further- Gender is socially constructed on the basis of sex assigned at birth. It is a learnt behaviour, thought process, role expectation that can change and varies based on society, culture and time periods. It is a process of socialization and refers to the ways in which children are raised and encouraged to behave, act and dress in order to be categorized as “men” and “women”.",
"M2chapter01screen08Text1": "Do not worry if you did not get it all right",
"M2chapter01screen08Text2": "Here’s a glossary of all the terms that have been used in this chapter for you to refer to",
"glossary": "Glossary",
"M2chapter01screen08Text3": "Reflect and Apply",
"M2chapter01screen08Text4": "Share the glossary with at least 3 friends and plan a meeting/discussion with them. Based on the discussion with your friends, share in the space below at least 2 misconceptions that you held which were challenged or broken and at least 2 new learning for you and how you will apply them.",
"M2chapter01screen09Text1": "Additional Resources",
"M2chapter01screen09Text2": "“Once Upon a Boy” (Promundo)",
"M2chapter01screen09Text3": "30+ Examples of Cisgender Privileges",
"M2chapter01screen09Text4": "Once Upon a Girl (Promundo)",
"M2chapter01screen022Text1": "Samar and Sahas are going for a trip.For their travel they need to pack their bags. What are the things Samar and Sahas will pack in their bags? Please devide & drag the things given in the list based on what you think Samar and Sahas will pack for their trips.",
"M2chapter01screen022Text2": "",
"sanitary_napkins": "Sanitary Napkins",
"shirt": "Shirt",
"film_magazine": "Film Magazine",
"skipping_rope": "Skipping Rope",
"running_shoes": "Running Shoes",
"lip_bam": "Lip Bam",
"skirt": "Skirt",
"football": "Football",
"condoms": "Condoms",
"face_wash": "Face Wash",
"sling_bag": "Sling Bag",
"saving_razor": "Saving Razor",
"wallet": "Wallet",
"sahas": "Sahas",
"samar": "Samar",
"M2chapter02screen01Title": "What is Gender Socialization?",
"M2chapter02screen02Text1": "Please mark true or false for the following statements.",
"M2chapter02screen02Text2": "Men don’t cry:",
"M2chapter02screen02Text3": "Women cannot be good leaders:",
"M2chapter02screen02Text4": "Women are physically weak:",
"M2chapter02screen02Text5": "Women need to be protected by men:",
"M2chapter02screen02Text6": "Childcare is a woman’s role:",
"M2chapter02screen02Text7": "Cooking is a woman’s role/ Kitchen is no place for a man:",
"M2chapter02screen02Text8": "Mathematics is for men: ",
"M2chapter02screen02Text9": "Pink is for girls:",
"M2chapter02screen02Model1": "Men don’t cry :",
"M2chapter02screen02Model2": "Indian Cricketer S. Sreesanth in tears",
"M2chapter02screen02Model3": "Women cannot be good leaders :",
"M2chapter02screen02Model4": "Kamla Harris- the first female vice president and the highest-ranking female official in U.S. history, as well as the first African American and first Asian American vice president",
"M2chapter02screen02Model5": "Women are physically weak :",
"M2chapter02screen02Model6": "SaikhomMirabaiChanu- Indian Weightlifter - Tokyo Olympic Silver Medallist|",
"M2chapter02screen02Model7": "Women need to be protected by men :",
"M2chapter02screen02Model8": "Mathematics is for men:",
"M2chapter02screen02Model14": "Inidan Olympic boxer- Mary Kom",
"M2chapter02screen02Model9": "Childcare is a woman’s role:",
"M2chapter02screen02Model10": "Man changing baby’s diaper",
"M2chapter02screen02Model11": "Cooking is a woman’s role/ Kitchen is no place for a man:",
"M2chapter02screen02Model12": "Shakuntala Devi was an Indian mathematician, writer and mental calculator, popularly known as the 'Human Computer' Creative Commons Licensed.",
"M2chapter02screen02Model13": "Pink is for girls:",
"M2chapter02screen02Model19": "If you marked true in any of the statements, you must have seen an image proving it otherwise.",
"M2chapter02screen03Text1": "We have all heard these messages throughout our lives from different people at different places. This is part of the gender socialization process which reinforces the idea of gender binary and within that, the idea of masculinity for men and femininity for women. This socialisation process conditions us to remain in boxes of male (men) and female (women) as defined by the gender norms in the society and perform roles accordingly. These norms inform what we should wear, how we should sit, eat, walk, what sports we play, what we study, where we work, who we become friends with, who and when we marry, what values we should hold among other things, our entire personality and our decisions are influenced by this socialisation process. It creates a belief system which sees the above statements as true even when they are not. ",
"M2chapter02screen03Text2": "Gender socialization is the process through which children learn about the social expectations, attitudes and behaviours typically associated with boys and girls. Like girls learn to cook and do carework from their mothers and boys learn to not do household chores as these are women's work. another example of this is clothing, boys and girls are given certain kind of clothes which becomes markers of their gender.",
"M2chapter02screen04Text1": "Reflect and Share",
"M2chapter02screen04Text2": "Think of 5 such statements that you have heard from society for your gender but have seen examples proving them to be false. Share them in the space below with examples- you can also upload photos.",
"M2chapter02screen05Text1": "Let’s watch a video to see society's expectations based on gender norms and practices and how they react when they are not fulfilled or followed",
"M2chapter02screen05n1Text1": "Reflect and Share",
"M2chapter02screen05n1Text2": "What are the expectations from girls and women in this video on which they were judged and discriminated against? Share at least 3 things/ actions. Think about the expectations society has from boys and men and list down 3 of them in the space below.",
"M2chapter02screen05n1Text3": "Girls/ Women",
"M2chapter02screen05n1Text4": "Boys/ Men",
"M2chapter02screen06Text1": "So why are we judged and discriminated against if we do not follow the gender norms and expectations of society? The system of Patriarchy ensures that gender norms and expectations are constantly followed in society by girls and boys, women and men by only adhering to the behaviours, expressions, roles and responsibilities which are prescribed for their respective gender. Any deviation from it results in judgment, discrimination and violence because these norms, practices and narratives are important to maintaining the system of Patriarchy. We will learn more about it in the next chapter but before that let’s watch a video to see how these girls broke the gender norms in their family and community.",
"M2chapter02screen06nText1": "Reflect on your own personal experience of being judged or discriminated against because you did not fulfill society’s expectations based on gender norms, perceptions and practices. Share in the space below 1 such experience and how did it make you feel? How did you deal with it or what was your response?",
"M2chapter02screen07Text1": "Think about 2 gender norms and practices that are being followed in your family that you would like to change or challenge and how? Share your thoughts in the space below",
"M2chapter02screen07Text2": "Thank you for sharing your experience. In the next chapter we will learn more about Patriarchy.",
"additional_resources": "Additional Resources",
"M2chapter02screen08Text1": "Gender Roles in Society",
"M2chapter02screen08Text2": "Cycle of Socialization, Gender",
"M2chapter02screen08Text3": "Film juice and write up on it",
"M2chapter02screen08Text4": "#GrownUpGirls: Parvati- reimagine Work",
"M2chapter02screen08Text5": "10 Questions You Always Wanted to Ask a Gender Fluid Person",
"M2chapter02screen08Text6": "What Are Gender Pronouns And Why Should We Use Them Accurately?|Feminism In India",
"M2chapter03screen01Text1": "What is Patriarchy?",
"M2chapter03screen02nText1": "In the video, why did Jyoti’s father refuse her to pursue medical studies and wanted her to do stitching instead?",
"M2chapter03screen02nText2": "Why do you think Jyoti’s brother Hari was allowed to pursue medical studies and become a doctor but not Jyoti?",
"M2chapter03screen02nText3": "Why did Hari speak to their father alone about Jyoti, why didn’t Jyoti join?",
"M2chapter03screen02nText4": "Who is the decision maker in this video?",
"M2chapter03screen02nText5": "Can you relate to this video, have you faced similar experiences in your life? Share in the space below",
"M2chapter03screen03Text1": "Jyoti’s father being the decision maker in the family and supporting the son to pursue his aspiration but not daughter (initially) is rooted in Patriarchy.",
"M2chapter03screen03Text2": "Let’s watch a video to understand what is Patriarchy",
"M2chapter03screen03Text3": "आसान भाषा में समझिए पितृसत्ता (Patriarchy) क्या है? I फेमिनिज़म इन इंडिया",
"M2chapter03screen03n4Text1": "Please mark which of the following statements are true.",
"M2chapter03screen03n4Text2": "a. Patriarchy is a social system where men have more power and privileges than women",
"M2chapter03screen03n4Text3": "b. Patriarchy is a social system where both women and men have equal power and privileges",
"M2chapter03screen03n4Text4": "c. Patriarchy is a social system where women have more power and privileges than men",
"M2chapter03screen03n4Text5": "a. In a patriarchal society men are responsible for household work, childcare and taking care of elders",
"M2chapter03screen03n4Text6": "b. In a patriarchal society women are responsible for household work, childcare and taking care of elders",
"M2chapter03screen03n4Text7": "c. In a patriarchal society both women and men are responsible for household work, childcare and taking care of elders",
"M2chapter03screen03n4Text8": "a. Patriarchy is a system where both women and men are considered equal and enjoy equal access to resources and decision making",
"M2chapter03screen03n4Text9": "b. Patriarchy is a system where women are considered superior and they enjoy dominance over resources and decision making",
"M2chapter03screen03n4Text10": "c. Patriarchy is a system where men are considered superior and they enjoy dominance over resources and decision making",
"M2chapter03screen03n4Text11": "a. In the system of Patriarchy men are considered to be women’s property and kept subordinate by depriving them of resources and financial independence",
"M2chapter03screen03n4Text12": "b. In the system of Patriarchy women are considered to be men’s property and kept subordinate by depriving them of resources and financial independence",
"M2chapter03screen03n5Text1": "a. Patriarchy is dangerous for women",
"M2chapter03screen03n5Text2": "b. Patriarchy is dangerous for both women and men",
"M2chapter03screen03n5Text3": "c. Patriarchy is dangerous for men",
"M2chapter03screen03n5Text4": "a. Patriarchy within the caste system in Indian society ensures all men and all women are equal",
"M2chapter03screen03n5Text5": "b. Patriarchy within the caste system in Indian society gives most power to Dalit women",
"M2chapter03screen03n5Text6": "c. Patriarchy within the caste system in Indian society gives most power to Brahmin men",
"M2chapter03screen03n5Text7": "a. Patriarchy could be perpetuated by all genders in the society",
"M2chapter03screen03n5Text8": "b. Patriarchy is only perpetuated by men",
"M2chapter03screen03n5Text9": "c. Patriarchy is only perpetuated by women",
"M2chapter03screen03n5Text10": "a. The opposite of Patriarchy is Matriarchy",
"M2chapter03screen03n5Text11": "b. The opposite of Patriarchy is a gender just, equal, diverse and inclusive society",
"M2chapter03screen03n5Text12": "c. The opposite of Patriarchy is submission of all men",
"M2chapter03screen04Text1": "Patriarchy for men and women",
"men": "Men",
"power": "Power",
"women": "Women",
"privileges": "Privileges",
"M2chapter03screen04Text2": "Purity- considered superior",
"M2chapter03screen04Text3": "Property inheritance",
"M2chapter03screen04Text4": "Head of the family ",
"M2chapter03screen04Text5": "Highest positions across all spheres ",
"M2chapter03screen04Text6": "Are considered strong ",
"M2chapter03screen04Text7": "Enjoy freedom of mobility ",
"M2chapter03screen04Text8": "Considered Protectors ",
"M2chapter03screen04Text9": "Preferred choice of gender when a child is born ",
"M2chapter03screen04Text10": "Parents support their education and career",
"M2chapter03screen04Text11": "Breadwinners of their families",
"M2chapter03screen04Text12": "Could practice patriarchy and maintain the system",
"M2chapter03screen04Text13": "Subordinated",
"M2chapter03screen04Text14": "Lack Of rights",
"M2chapter03screen04Text15": "Considered Inferior",
"M2chapter03screen04Text16": "Considered property to be given away ",
"M2chapter03screen04Text17": "Responsible for all reproductive labour- household chores, childcare, elderly care without pay",
"M2chapter03screen04Text18": "Are structurally prevented from taking higher positions",
"M2chapter03screen04Text19": " Are considered weak ",
"M2chapter03screen04Text20": " Restricted Mobility",
"M2chapter03screen04Text21": " Considered property to be protected",
"M2chapter03screen04Text22": " Girl child is not preferred by many expecting parents ",
"M2chapter03screen04Text23": "Many parents do not support career and education",
"M2chapter03screen04Text24": "Girl child is not preferred by many expecting parents",
"M2chapter03screen04Text25": "Dependant on the breadwinners",
"M2chapter03screen04Text26": "Could practice patriarchy and maintain the system ",
"M2chapter03screen05Text1": "The system of Patriarchy is maintained through various social, cultural, economic and political structures and institutions- Family, Education, Media, Religion/Culture,Caste, Workplaces, Military, Law and the State. We saw in the video in the last chapter, how family and community expected young women to follow gender norms like wearing long clothes covering their bodies, not going out, not talking to guys etc. to control their sexuality, hence perpetuating Patriarchy. In a patriarchal society boys and men are also expected to be physically strong, not express emotions, be the primary earners in the family, protectors of their family especially their wives and daughters and so on. We will explore more about this in another module about Understanding Masculinities. It is important to note that both men and women could practice and perpetuate patriarchy in a society and maintain the oppressive structure. It is crucial to note that while there are set norms and expectations for individuals who fit into the gender binary definitions, gender non-binary or non-conforming and trans people are usually punished and ostracised in a patriarchal society.",
"M2chapter03screen06Text1": "Reflect and share",
"M2chapter03screen06Text2": "Share similar examples of how other institutions practice Patriarchy. You can pick any 2 institutions and share one example each. You can include links of articles/blogs/videos/stories along with your reflection. (word limit- 200 words)",
"M2chapter03screen07Text1": "Let’s watch a video to see how Rupam is breaking the barriers of Patriarchy to fulfill her dream.",
"M2chapter03screen07Text2": "#GrownUpGirls: Rupam- reimagine Goals",
"M2chapter03screen07Text3": "What are some of the patriarchal norms that you find difficult to challenge? What is one thing that you can do to change that? Share in the space below.",
"M2chapter03screen08Text1": "Patriarchy Dehumanises Men | Kamla Bhasin",
"M2chapter03screen08Text2": "पितृसत्ता क्या है? – आइये जाने",
"M2chapter03screen08Text3": "A Brief History Of Sexism In The Olympics",
"M2chapter03screen08Text4": "Moustaches Unlimited",
"M2chapter03screen08Text5": "शादी की संस्था और हमारा पितृसत्तात्मक समाज",
"M2chapter03screen08Text6": "Sorry Thank You Tata Bye-Bye! #EmpowermentNotAge",
"M2chapter04screen01Title": "Gender & Media",
"M2chapter04screen02Text1": "In the last chapter we learnt about Patriarchy and the various institutions through which the patriarchal structures and culture in our society is maintained. In this chapter we will explore more about Media as one of the institutions.",
"M2chapter04screen02Text2": "शादी की संस्था और हमारा पितृसत्तात्मक समाज | फेमिनिज़म इन इंडिया",
"M2chapter04screen02Text3": "What are some of the patriarchal practices related to marriage that you have seen in the media- films, series, songs, ads etc.?",
"M2chapter04screen02Text4": "Does this remind you of any personal experiences in your family or extended family around the patriarchal practices in marriage? Please share in the space below.",
"M2chapter04screen03Text1": "There are many reality shows on television and online streaming platforms which are reflective of the Patriarchal society, however fictional shows, movies and other content too have been reinforcing Patriarchy by instilling the viewers with gender biased, stereotypical and sexist content. The representation is also limited to the binary definitions of gender. There is hardly any representation of trans, gender non-binary and queer people and whatever minimal representation can be seen is stereotypical and biased.",
"M2chapter04screen03Text2": "Let’s watch a video to understand how ads have been promoting gender stereotypes.",
"M2chapter04screen03Text3": "आखिर विज्ञापनों में औरतों को स्टीरियोटाइप क्यों किया जाता है?",
"M2chapter04screen04Text1": "Reflect and Share",
"M2chapter04screen04Text2": "Share one example of any 2 of these media given below which have been promoting a Patriarchal mindset through their content.",
"film": "Film",
"advertisement": "Advertisement",
"M2chapter04screen04Text3": "TV or online streaming platform show",
"M2chapter04screen04Text4": "News- Print/ Digital",
"M2chapter04screen04Text5": "Podcast/ Radio show",
"M2chapter04screen05Text1": "Let’s watch a scene from a mainstream bollywood film Dil Dhadakne Do",
"M2chapter04screen05Text2" :"Sunny And Manav Argue",
"M2chapter04screen05Text3": "Which character made comments rooted in Patriarchy, Sunny or Manav?",
"M2chapter04screen05Text4": "What message around Patriarchy is communicated through this scene?",
"M2chapter04screen05Text5": "Earlier in this chapter we spoke about how the media is responsible for perpetuating and continuing the regressive norms and practices of Patriarchy in our society, however, as we saw in this clip, the media can also break the narrative of Patriarchal norms and culture and promote equality. Pop culture which is propagated through mass media has a huge influence in society. Therefore, it is imperative that it shows progressive content promoting gender equality and inclusivity.",
"M2chapter04screen05nText1": "Why is it important to have such content in the popular media?",
"reflet_share": "Reflect and Share",
"M2chapter04screen06Text1": "Share examples of any 2 of the media given below where you have seen Patriarchal mindset being challenged.",
"M2chapter04screen06Text2": "TV or online streaming platform show",
"M2chapter04screen06Text3": "News- Print/ Digital",
"M2chapter04screen06Text4": "Podcast/ Radio show",
"M2chapter04screen07Text1": "Let’s learn about what we can do when we engage with the media which is perpetuating patriarchy.",
"M2chapter04screen07nText1": "Reflect and Apply",
"M2chapter04screen07nText2": "Do these films pass the Bechdel-Wallace test?",
"raazi": "Raazi",
"highway": "Highway",
"badhai_ho": "Badhai Ho",
"M2chapter04screen08Text1": "In case you haven’t seen one or more of these films, think about the films you have seen and whether they pass the Bechdel-Wallace test. Share in the space below. Think about a total of 3 films you have seen including the ones mentioned above for the test.",
"M2chapter04screen08Text2": "Here’s another example of how we can challenge Patriarchal content in popular songs",
"M2chapter04screen08Text3": "Gaana Rewrite | Breakthrough",
"M2chapter04screen08Text4": "Rewrite the lyrics of one song which you feel promotes a regressive patriarchal mindset. Please mention the original song in the space below as well. For example, Breakthrough rewrote feminist lyrics to the song- Urvashi Urvashi by AR Rahman Urvashi Feminist Remix | Breakthrough",
"M2chapter04screen09Text1": "The original lyrics are:",
"M2chapter04screen09Text2": "उर्वशी, उर्वशी, टेक इट ईज़ी उर्वशी",
"M2chapter04screen09Text3": "उंगली जैसी दुबली को नहीं चाहिए फार्मसी",
"M2chapter04screen09Text4": "उर्वशी, उर्वशी...",
"M2chapter04screen09Text5": "जीत का मंत्र है, टेक इट ईज़ी पॉलिसी",
"M2chapter04screen09Text6": "उर्वशी, उर्वशी...",
"M2chapter04screen09Text7": "जानती हो, हिंदी में, प्यार के कितने अक्षर",
"M2chapter04screen09Text8": "बोल दो मेरी ख़ातिर, प्यार के दो ही अक्षर",
"M2chapter04screen09Text9": "जीत का मंत्र...",
"M2chapter04screen09Text10": "चित्रहार में बिजली उड़ गई, टेक इट ईज़ी पॉलिसी",
"M2chapter04screen09Text11": "पढ़ने पर भी फेल हो गए, टेक इट ईज़ी पॉलिसी",
"M2chapter04screen09Text12": "बाप ने बोला, अम्मा का दुश्मन, टेक इट ईज़ी पॉलिसी",
"M2chapter04screen09Text13": "पाप करे और गंगा नहाये, टेक इट ईज़ी पॉलिसी",
"M2chapter04screen09Text14": "उर्वशी, उर्वशी, टेक इट ईज़ी उर्वशी",
"M2chapter04screen09Text15": "जानती हो, इतना तो, बदन में लाखों नाड़ी",
"M2chapter04screen09Text16": "बता दो मुझ को इतना, कहाँ है प्यार की नाड़ी",
"M2chapter04screen09Text17": "जीत का मंत्र...",
"M2chapter04screen09Text18": "नज़र के मिल जाने से ही, शील तो भंग नहीं होता",
"M2chapter04screen09Text19": "बिल्लियाँ ना शाकाहारी, हर कोई राम नहीं होता",
"M2chapter04screen09Text20": "भलाई कभी औरतों की, क्रांति के बिना नहीं होगी",
"M2chapter04screen09Text21": "ज़माना बदल गया प्यारे, पुरानी बात नहीं होगी",
"M2chapter04screen09Text22": "फ़िलम देखने वो नहीं आई, टेक इट ईज़ी पॉलिसी",
"M2chapter04screen09Text23": "बगल सीट पर बुड्ढी हो तो, टेक इट ईज़ी पॉलिसी",
"M2chapter04screen09Text24": "संडे को भी छुट्टी न हो, टेक इट ईज़ी पॉलिसी",
"M2chapter04screen09Text25": "प्यार करे और नोट भी मांगे, टेक इट ईज़ी पॉलिसी",
"M2chapter04screen09Text26": "उर्वशी, उर्वशी...",
"M2chapter04screen09Text27": "अगर लड़की को अंधेरे में, आँख मारी तो होगा क्या",
"M2chapter04screen09Text28": "अगर आज़ादी न हो तो, स्वर्ग मिलने से होगा क्या",
"M2chapter04screen09Text29": "क्लास में फिगर नहीं हो तो, वहाँ पढ़ने से होगा क्या",
"M2chapter04screen09Text30": "बीस की उमर का जो है खेल, साठ में खेल के होगा क्या",
"M2chapter04screen10Text1": "What is one step you will take to ensure that you are not buying into the regressive Patriarchal mindset propagated by pop culture through mass media? What is one step you will take to make others around you aware about the same?",
"M2chapter04screen11Text1": "REDRAW MISOGYNY: CHANGE THE NARRATIVE.",
"M2chapter04screen11Text2": "शादी के रूढ़िवादी और पितृसत्तामक ढांचे को बढ़ावा देते मैट्रिमोनियल विज्ञापन",
"M2chapter04screen11Text3": "पर्दे पर दिखनेवाली ‘आदर्श’ औरत के खांचे को तोड़ना ज़रूरी है",
"M2chapter04screen11Text4": "What Is Pop Culture? | Breakthrough India - YouTube",
"M2chapter05screen01Text1": "Trigger Warning:",
"M2chapter05screen01Text2": "This chapter contains content with reference to Gender Based Violence and may contain graphic references in the form of images, text and videos. Participant discretion is advised.",
"M2chapter05screen02Text1": "In the last chapter we learnt about Patriarchy and how it is maintained through the various social structures and institutions. As laid out in the previous chapters Patriarchy leading to the whole gender socialisation process expects men and women to follow a set of norms and expectations in any society and when these are not followed it leads to gender based violence. It is also important to note that since this system largely operates in gender binary, it denies the very existence and rights of all the people who are trans and gender non-binary or gender queer.",
"M2chapter05screen02Text2": "What comes to your mind when you hear the term violence?",
"M2chapter05screen02Text3": "What do you understand by the term Gender based Violence?",
"M2chapter05screen02Text4": "Where do you see gender based violence happening?",
"home": "Home",
"office": "Office",
"public_spaces": "Public Space",
"any_other": "Any Other",
"educational_institutions": "Educational Institutions",
"M2chapter05screen03Text1": "What is Violence?",
"M2chapter05screen03Text2": " WHO defines violence as the intentional or unintentional use of physical force, power and threat against oneself, another person, or against a group or community that either results in, or has a likelihood of, resulting in injury, death, psychological harm, maldevelopment or deprivation. Violence has many forms including economic, sexual, verbal, psychological, emotional and physical. It can be propagated in a structural way through various institutions. It is a form of aggression where the abuser uses fear, bullying, and threats to gain power and control over the other person",
"M2chapter05screen04Text1": "What is Gender-based Violence? ",
"M2chapter05screen04Text2": "UNWomen defines Gender-based violence (GBV) as harmful acts directed at an individual or a group of individuals based on their gender. It is rooted in gender inequality, the abuse of power and harmful norms. The term is primarily used to underscore the fact that structural, gender-based power differentials place women and girls at risk for multiple forms of violence. While women and girls suffer disproportionately from GBV, men and boys can also be targeted. The term is also sometimes used to describe targeted violence against LGBTQI+ populations, when referencing violence related to norms of masculinity/femininity and/or gender norms. GBV can be physical, sexual, verbal, emotional, psychological, economic and structural. Different types of GBV are Child, Early and Forced marriage, Domestic Violence, Dowry, Female Genital Mutilation, Femicide, Gender biased sex selection, Gender based discrimination, Sexual Violence- Harassment, Assault or Rape, Human Trafficking, Online or Digital Violence etc.",
"M2chapter05screen05Text1": "Payal was born into a family of five children- two boys and three girls. She was the first child and the eldest amongst her siblings. After her mother gave birth to 3 girls, her father and his family wanted her mother to give birth to a son. They stopped after she had 2 younger brothers. Her father worked on a farm and sometimes her mother supported him too along with taking care of all the household chores. Her father’s income wasn’t enough to ensure sufficient food for everyone in the family. As in most families in her community, her father and brothers were fed first, then she and her sisters ate what was left, and her mother ate last. Payal grew slowly, but this was considered normal. She studied in a government school near her house and after finishing education in class 8 she had to stop because her school was only till class 8 and her parents told her that it wasn’t safe for young girls to go to a school far from home, alone. They also did not have money to support her education any further. Her brothers and younger sisters continued, while Payal stayed home to help their mother with the livestock, household chores and caring for her younger siblings. By the time Payal was 16, the family was better off financially. They had learnt some new agricultural techniques and were selling more crops. Payal wanted to return to school, but her father would not let her because his family kept telling him it was inappropriate for a girl to be educated. The school was far away, and he was concerned about her travelling that distance. Also, there was only one female teacher at the school, and he did not find it appropriate that his daughter, who had reached puberty, be taught by men. Besides, he explained to his wife, Payal would be getting married soon – there was no need for her to go back to school, and no need to risk her being spoiled before marriage.",
"M2chapter05screen05Text2": "Payal was soon married to Sunil, a truck driver, and went to live with his family. Within four months she was pregnant. By the time she was 20, she had three daughters. She was always tired, her health was poor, and she often felt isolated and depressed. Though she couldn’t read, she had heard about family planning and suggested to her husband that they consider it so she could have a rest. Sunil became furious and beat her. He pointed out that she had not yet provided him with a son and that family planning was unnatural, anyway. His mother agreed. Payal, feeling that she had been appropriately reprimanded for her bold and presumptuous behaviour, did not bring up the subject again. Payal’s health continued to deteriorate. She was treated several times at the health clinic for itchiness and discharge in her genital area. Each time, the nurses at the clinic told her she should use condoms to prevent this sickness. They would become quite annoyed that she had not used them. But Payal knew that Sunil would refuse them. Payal’s fourth child was a son and Sunil was very pleased. He looked forward to his second and third sons. Meanwhile, Payal became sadder and more tired.",
"M2chapter05screen06Text2": "Payal was soon married to Sunil, a truck driver, and went to live with his family. Within four months she was pregnant. By the time she was 20, she had three daughters. She was always tired, her health was poor, and she often felt isolated and depressed. Though she couldn’t read, she had heard about family planning and suggested to her husband that they consider it so she could have a rest. Sunil became furious and beat her. He pointed out that she had not yet provided him with a son and that family planning was unnatural, anyway. His mother agreed. Payal, feeling that she had been appropriately reprimanded for her bold and presumptuous behaviour, did not bring up the subject again. Payal’s health continued to deteriorate. She was treated several times at the health clinic for itchiness and discharge in her genital area. Each time, the nurses at the clinic told her she should use condoms to prevent this sickness. They would become quite annoyed that she had not used them. But Payal knew that Sunil would refuse them. Payal’s fourth child was a son and Sunil was very pleased. He looked forward to his second and third sons. Meanwhile, Payal became sadder and more tired.",
"M2chapter05screen07Text1": "Do you think Payal faced gender based discrimination and violence in her life?",
"M2chapter05screen07Text2": "If yes, what forms of gender based discrimination and violence did she face? Select all that apply.",
"economic": "Economic",
"sexual": "Sexual",
"verbal": "Verbal",
"psychological": "Psychological",
"emotional": "Emotional",
"physical": "Physical",
"M2chapter05screen07nText1": "What types of Gender based discrimination and violence did she face? Select all that apply",
"M2chapter05screen07nText2": "Early and Forced marriage",
"M2chapter05screen07nText3": "Domestic Violence",
"M2chapter05screen07nText4": "Trafficking",
"M2chapter05screen07nText5": "Dowry",
"M2chapter05screen07nText6": "Female Genital Mutilation",
"M2chapter05screen07nText7": "Femicide",
"M2chapter05screen07nText8": "Gender biased sex selection",
"M2chapter05screen07nText9": "Online or Digital Violence",
"M2chapter05screen07nText10": "Maltreatment and discrimination",
"M2chapter05screen07nText11": "Restrictions on mobility and sexuality",
"M2chapter05screen07nText12": "Do you think the different types of gender based discrimination and violence she faced are connected?",
"M2chapter05screen08Text1": "If yes, how are they connected? Share in 100-200 words.",
"M2chapter05screen08Text2": "Do you think Gender based violence in her lifecycle could be stopped?",
"M2chapter05screen09Text1": "Why don’t Payal and other women like her raise their voice against violence?",
"M2chapter05screen09Text2": "Choose as many as you think apply",
"M2chapter05screen09Text3": "They are economically dependent",
"M2chapter05screen09Text4": "They derive their position in society through marriage and therefore, don’t want to sabotage it",
"M2chapter05screen09Text5": "They fear backlash in the form of assault, alienation, mistreatment, financial implication etc.",
"M2chapter05screen09Text6": "They will get little or no support from their family if they choose to raise their voice against violence",
"M2chapter05screen09Text7": "They have children together so they fear being separated from their children",
"M2chapter05screen09Text8": "It is a taboo to publicly speak about abuse and violence at home",
"M2chapter05screen09Text9": "They will be jeopardizing their family’s position in society",
"M2chapter05screen09Text10": "They have lower self-esteem and feel helpless",
"M2chapter05screen09Text11": "Society teaches them to view violence as a form of discipline",
"M2chapter05screen09Text12": "Society teaches them to view violence as a form of discipline",
"M2chapter05screen09Text13": "They are socialized to believe that violence at home is “normal”",
"M2chapter05screen09Text14": "They believe that as women they “deserve” to be abused by their male partners as they are the “weaker sex”",
"M2chapter05screen09Text15": "They are emotionally attached to their violent partners",
"M2chapter05screen09Text16": "They fear being ex-communicated by their peers",
"M2chapter05screen09Text17": "Men play a crucial role in women’s lives and often decide their fate",
"M2chapter05screen10Text1": "Why don’t Payal and other women like her raise their voice against violence?",
"M2chapter05screen10Text2": "Choose as many as you think apply",
"M2chapter05screen10Text3": "They have lower self-esteem and feel helpless",
"M2chapter05screen10Text4": "Society teaches them to view violence as a form of discipline",
"M2chapter05screen10Text5": "Society teaches them to view violence as a form of discipline",
"M2chapter05screen10Text6": "They are socialized to believe that violence at home is “normal”",
"M2chapter05screen10Text7": "They believe that as women they “deserve” to be abused by their male partners as they are the “weaker sex”",
"M2chapter05screen10Text8": "They are emotionally attached to their violent partners",
"M2chapter05screen10Text9": "They fear being ex-communicated by their peers",
"M2chapter05screen10Text10": "Men play a crucial role in women’s lives and often decide their fate",
"M2chapter05screen11Text1": "Payal faced many types and forms of gender based discrimination and violence in her family many of which are considered normal in the society. Since her childhood, her parents favoured her brothers over her and discriminated against her- as she, her sisters and her mother being the girls and woman in the family ate less (leftovers) and last in the family. This led to her under and slower growth. She was also discriminated against when it came to Education. Her education was stopped at an early age owing to multiple reasons- finances, control over her mobility and sexuality and a cultural patriarchal norm that girls should not be educated and be married off soon.",
"M2chapter05screen11Text2": "Another GBV she faced was getting married off early, before the legal age and by force. In her marital home she faced many forms of domestic violence including physical, emotional, psychological and sexual. This happened because she was forced to keep giving birth even when she was not physically fit and her husband refused to use condoms, was violent towards her hence further deteriorating her physical and mental health.",
"M2chapter05screen11Text3": "It is important to note the context, spaces and culture within which Payal grew up and lived. Her family being poor and patriarchal led to her being undernourished, uneducated, financially dependent and ending up in an abusive household which followed the same cycle of violence leading to her physical, psychological and emotional deterioration. In the context of Covid, as many people had no source of livelihood, pushing them further into poverty, all these forms and types of gender based violence increased manifold leading to increase in the number of- girls dropping out of school and child, early and forced marriages, leading to more discrimination against girls as they are not trusted with digital devices for school education and are burdened with household chores and livelihood generation. In many households due to lockdown people couldn’t go out, work and earn- many women faced the brunt of it in the form of domestic violence by their partners.",
"M2chapter05screen12Text1": "Let’s watch a video with real life examples to see what happened when women in India tried to fight back against GBV",
"M2chapter05screen12Text2": "Being trans and gender non-binary has many challenges when it comes raising their voice against gender based violence against them.",
"M2chapter05screen12Text3": "On Transgender Day of Remembrance, the Screams That India Ignored",
"M2chapter05screen13Text1": "How can one come out of a violent situation/ deal with violence? Role of individuals in violence prevention.",
"M2chapter05screen13Text2": "Mann Ke Manjeere | Breakthrough India",
"M2chapter05screen13Text3": "Mann Ke Manjeere-Story",
"M2chapter05screen14Text1": "Have you faced GBV in your life? Please describe",
"M2chapter05screen14Text2": "Have you inflicted GBV on others? Please describe",
"M2chapter05screen14Text3": "What can you do to address GBV in your life? Share one step you can take.",
"reflect_apply": "Reflect and Apply",
"M2chapter05screen15Text1": "What can you do to address GBV in your life? Share one step you can take.",
"M2chapter05screen16Text1": "What Is Bystander Intervention? | Breakthrough India - YouTube",
"M2chapter05screen16Text2": "Decoding Bystander Behaviour | Breakthrough India",
"M2chapter05screen16Text3": "Detailed report can be found here in both English and Hindi",
"M2chapter05screen16Text4": "Episode 3: घरेलू हिंसा को रोके कानून की मदद से :",
"M2chapter05screen16Text5": "Decoding Bystander Behaviour | Breakthrough India",
"M2chapter05screen16Text6": "HINDI VIOLENCE BRO-FINAL (creaworld.org)",
"M2chapter05screen16Text7": "Soch Badlein Baat Badlegi - Hindi, cricket- Swayam:",
"M2chapter05screen16Text8": "Satyamev Jayate S3 | Unsung Heroes | Ep on LGBT Issues | Part of the family:",
"M2quizscreen01Text1": "Final Quiz for the Module",
"M2quizscreen01Text2": "Read the statements below and mark Yes or No based on what you think is the response.",
"M2quizscreen01Text3": "Colour pink is for girls and blue is for boys",
"M2quizscreen01Text4": "Women are naturally caring, nurturing and physically weak",
"M2quizscreen01Text5": "Men are naturally aggressive, practical and physically strong",
"M2quizscreen01Text6": "Women are better at jobs like nursing and teaching",
"M2quizscreen01Text7": "Men are better at jobs like engineering and architecture",
"M2quizscreen01Text8": "Gender identity and the sex one is born with are the same",
"M2quizscreen01Text9": "Transgenders people enjoy equal status and rights as other genders in our society",
"M2quizscreen01Text10": "We are now progressive enough and there is gender equality in all aspects in our society",
"M2quizscreen01Text11": "The most important job of a woman is to be a good homemaker",
"M2quizscreen01Text12": "Marriage is the most important event in a woman’s life",
"M2quizscreen01Text13": "All men are respected in the society when they choose to stay at home and take care of their children while their female spouses earn.",
"M2quizscreen02Text1":"India is largely a Patriarchal society where males as husbands or fathers are in charge and heads of households. They control all the resources and are the decision makers in their households.",
"M2quizscreen02Text2": "It is important to have a boy in the family to keep the lineage and the legacy going",
"M2quizscreen02Text3": "There is no such thing as Gender fluidity, one can either be a male or a female.",
"M2quizscreen02Text4": " Media has a huge impact on how society perceives and interacts with gender.",
"M2quizscreen02Text5": "A husband hitting his wife is a family matter and not gender based violence.",
"M2quizscreen02Text6": "Gender non-binary and gender queer people often face violence because their gender identity is not accepted by the society.",
"M2quizscreen02Text7": "Only physical violence can be considered gender based violence",
"M2quizscreen02Text8": "If a woman faces violence in her marriage she should not think about divorce which is unacceptable in our culture, she must keep the family together.",
"M2quizscreen02Text9": "Forced Sex within marriage is not rape, it is a woman’s duty.",
"M3Chapter01Screen01NText1N": "In this module you will be introduced to the concept of Sexuality, the diverse identities, interlinkages between gender, sexuality and society, desire and the importance of consent and boundaries, and sexual violence",
"M3Chapter01Screen01NText1": "Objectives of the module:",
"M3Chapter01Screen01NText2": "Defining sexuality, what it encompasses, the various dimensions, influences and linkages",
"M3Chapter01Screen01NText3": "Understanding sexual diversity and the use of terminology associated with it.",
"M3Chapter01Screen01NText4": "Learn about the impact of different institutions on sexuality, its expression and bodies",
"M3Chapter01Screen01NText5": "Learn about the dimensions of desire and understand the importance of practicing consent and setting boundaries for healthy relationships. ",
"M3Chapter01Screen01NText6": "Understand the ways in which sexual violence is perpetrated and its impact. And how it's linked to sexual and reproductive rights.",
"M3hapter01IntroScreenText1": "Note on the usage of language:",
"M3hapter01IntroScreenText2": "The language around gender and sexuality is complex and constantly evolving. For example, the words natural/unnatural, normal/abnormal, healthy/unhealthy, etc. are subjective and cultural. In the context of gender and sexuality, society has often used words like unnatural, abnormal, unhealthy, etc. to dismiss gender identities and sexualities that do not fit “norms as prescribed” by society at large. We will explore these aspects in this module.",
"M3hapter01IntroScreenText3": "We will refrain from using this kind of binary and value laden language and encourage you to do the same since the usage of it promotes and perpetuates stereotypes that further discriminate against and marginalise people who don’t fit the perceptions of “normal and/ or natural”.",
"M3hapter01IntroScreenText4": "Moreover, we actively need to question what we consider natural, normal, and healthy. Are the spectacles we wear, cars we drive, computers we use natural? There is no fixed definition of these words. What one person may consider normal may not be for someone else. It may also change according to cities, culture, different groups of people, and time.",
"M3chapter01Screen1Text": "What is Sexuality?",
"M3chapter01Screen02Text1": "Select the words that you think are associated with sexuality. You can select as many as you want.",
"pleasure": "Pleasure",
"attraction": "Attraction",
"culture": "Culture",
"self_esteem": "Self-esteem",
"rights": "Rights",
"kissing": "Kissing",
"feelings": "Feelings",
"gender": "Gender",
"media": "Media",
"health": "Health",
"M3chapter01Screen02Text2": "We often associate sexuality only with our bodies and sexual relationships. In reality, sexuality is a broad concept that includes many aspects of our lives. Let’s get into this!",
"M3chapter01Screen03Text1": "Sexuality is a central aspect of being human throughout life and encompasses sex, gender identities and roles, sexual identity, eroticism, pleasure, intimacy, and reproduction. Sexuality is experienced and expressed in thoughts, fantasies, desires, beliefs, attitudes, values, behaviours, practices, roles, and relationships. While sexuality can include all of these dimensions, not all of them are always experienced or expressed. Sexuality is influenced by the interaction of biological, psychological, social, economic, political, cultural, ethical, legal, historical, religious and spiritual factors.",
"M3chapter01Screen03Text2": "[World Health Organization (WHO) working definitions 2002. They do not represent an official position of WHO]",
"M3chapter01Screen04Text1": "Sexuality is a Central Aspect of Our Lives",
"M3chapter01Screen04Text2": "Influenced by the interaction of:",
"M3chapter01Screen04Text3": "biological, psychological, social, economic, political, cultural, ethical, legal, historical, religious and spiritual factors.",
"M3chapter01Screen04Text4": "Experienced and expressed in:",
"M3chapter01Screen04Text5": "Thoughts, fantasies, desires, beliefs, attitudes, values, behaviours, practices, roles, and relationships",
"M3chapter01Screen04Text6": "Encompasses: sex",
"M3chapter01Screen04Text7": "gender identities and roles, sexual orientation, eroticism, pleasure, intimacy reproduction",
"M3chapter01Screen04Text8": "While sexuality can include all of these dimensions, not all of them are always experienced or expressed. Further, these dimensions are dynamic, ever-changing, overlap and interact with each other.",
"M3chapter01Screen05Text1": "Let us look at this video to understand this better.",
"M3chapter01Screen05Text2": "What is sexuality:",
"M3chapter01Screen05Text3": "From what you have seen, are these statements true or false?",
"M3chapter01Screen05Text4": "A. A person’s sexuality starts before they are born",
"M3chapter01Screen05Text5": "B. Sexuality is linked to sexual activity and behaviour only.",
"M3chapter01Screen05Text6": "C. Our sexual attitudes and behaviour are influenced by many things in our lives.such as parents, school, religion, friends, tv and more.",
"M3chapter01Screen05ModelText1": "True. A person’s sexuality develops throughout their life, from childhood and teen years into adulthood. Even before one is born people start asking and/ or assigning gender and/ or sexual identities. ",
"M3chapter01Screen05ModelText2": "False. Sexuality is a broad term covering multiple aspects of our lives as you would have seen in the WHO’s draft definition.",
"M3chapter01Screen05ModelText3": "Yes, this is true! We will discuss these influences in more detail later in the chapter",
"M3chapter01Screen06Text1": "Look at these statements below. Has this ever happened to you? Mark yes/no.",
"M3chapter01Screen06Text2": "You’ve watched a movie or TV serial recently and wished for a partner or relationship like the one you saw in them.",
"M3chapter01Screen06Text3": "During your childhood, a relative or an older person commented on what you were wearing, “this is not for you/ this is not appropriate”.",
"M3chapter01Screen06Text4": "When and if you decide to marry, your family will choose the person you will marry.",
"M3chapter01Screen06Text5": "Sexuality is a deeply personal aspect of who we are, shaping how we view ourselves, our bodies, our relationships, and our experiences. It's influenced by many factors, including our upbringing, culture, media, and the people around us. As you reflected on the scenarios above, you may have noticed how your thoughts and experiences around relationships, self-expression, and family expectations are connected to your sense of sexuality. Whether it’s the way the media portrays relationships or how cultural norms dictate what’s “appropriate,” these influences play a significant role in shaping our understanding of sexuality. Remember, sexuality is not just about sexual activity; it's about how you connect with yourself and others, your feelings, and your desires. It’s an integral part of being human and evolves throughout your lives, regardless of whether one is sexually active.",
"M3chapter01Screen07Text1": "Glossary",
"sex": "Sex",
"M3chapter01Screen07Text2": "Either of two categories, male or female, that individuals are assigned at birth based on their sex organs. Some people may have both or either male and female organs that may be indeterminate. They are called intersex. ",
"M3chapter01Screen07Text3": "Sexual orientation",
"M3chapter01Screen07Text3N": "To understand sexuality better, we must understand a few more terms. Before that refer to the glossary given in the gender module.",
"M3chapter01Screen07Text4": " Sexual orientation is about who you’re attracted to and who you feel drawn to romantically, emotionally, and sexually. You could be attracted to someone who is the same gender as you or a different gender or both or even neither. One’s sexual orientation is a part of our identity, it can be fluid and expressed in multiple ways. As we go deeper into the module, we will learn more about the different types of sexual orientations.",
"M3chapter01Screen07Text5": "Gender identity",
"M3chapter01Screen07Text6": "A person’s self-identification as male, female, both, or none. Gender identity can be same or different from sex assigned at birth as you learnt in the gender module.",
"M3chapter01Screen07Text7": "Gender expression",
"M3chapter01Screen07Text8": "How a person presents their gender identity. This can be pronouns, appearance, behaviour, dressing, mannerisms etc. Recall from the gender module, this may or may not be aligned to what is considered a norm in society.",
"M3chapter01Screen07Text9": "Sexual behaviour",
"M3chapter01Screen07Text10": " How a person experiences and expresses sexuality physically - kissing, holding hands, sexual touch, sex, self-pleasure. Not every person expresses their sexual behavior in a similar manner. It is different for different people.",
"M3chapter01Screen07Text11": "Self-image",
"M3chapter01Screen07Text12": "It refers to the idea, conception, or mental image one has of oneself. It is how you perceive yourself. It is about how you feel about your appearance and personality.",
"M3chapter01Screen07Text13": "Social norms",
"M3chapter01Screen07Text14": "Social norms are the perceived informal, mostly unwritten, rules that define acceptable and appropriate actions within a given group or community. They consist of what we do, what we believe others do, and what we believe others approve of and expect us to do. It is these social norms that often decide what is 'normal', 'healthy' and 'natural' in a given society.",
"M3chapter01Screen07Text15": "Socialization",
"M3chapter01Screen07Text16": "Socialization is the process through which every person in a society learns to adapt and behaves in a manner approved by that society. It plays a crucial role in shaping our perceptions, behaviors, beliefs, and actions throughout our lives. For instance, we are socialized into believing that men always and only want sex whereas women should not desire sex. Another example is a belief that lesbian women are all masculine and gay men are feminine. ",
"M3chapter01Screen07Text17": "Institutions",
"M3chapter01Screen07Text18": "An institution is a humanly devised structure of rules and norms that shape and constrain individual behavior. For example, the judiciary is an institution that protects the rights of the citizens. Media, religion, legal system, political bodies, education, family and peers (social institutions) – these are some of the institutions that impact our sexuality. They decide and influence what is ‘allowed’ - our sexual rights, the freedom we have, what behaviour is rewarded and what is punished.",
"M3chapter01Screen08Text1": "Engage",
"M3chapter01Screen08Text2": "Here are two scenarios for you. Go through them and answer the questions after.s",
"M3chapter01Screen08Text3": "Scenario 1: Ananya is a 16-year-old who is starting to explore her feelings. She finds herself attracted to both boys and girls and enjoys conversations about relationships and feelings. She feels comfortable with her body and is curious about love and intimacy.",
"M3chapter01Screen08Text4": "Scenario 2: Rohan is an 18-year-old who identifies as male. He has always been attracted to girls and dreams of being in a romantic relationship. He is also interested in understanding how people express their feelings and build relationships.",
"M3chapter01Screen08Text5": "Exploring one’s feelings is a part of our sexuality",
"M3chapter01Screen08Text6": " Ananya being attracted to both boys and girls is an indicator of her sexual orientation.",
"M3chapter01Screen08Text7": "Rohan’s interest in understanding how people express their feelings is a part of his sexual orientation.",
"M3chapter01Screen09Text1": "Learn",
"M3chapter01Screen09Text2": "Understanding the difference between sexuality and sexual orientation is important as you grow and explore your own identity. Sexuality is about how you experience and express yourself as a person who feels love, attraction, and connection.",
"M3chapter01Screen09Text3": "On the other hand, sexual orientation is more specific—it’s about who you are attracted to, whether that’s people of the same gender, a different gender, or both. By recognizing these differences, you can better understand yourself and others.",
"M3chapter01Screen09Text4": "Remember, everyone’s journey is unique, and learning about these concepts is a step towards embracing who you are and respecting the diversity around you.",
"M3chapter01Screen10Text1": "We know that sexuality is a much broader concept and sexual orientation is more specific. However, are there multiple sexual orientations? Have you heard of the acronym “LGBTQIA+”? Let’s try to understand this better, to begin, let's watch a video together - ",
"M3chapter01Screen10Text2": "Sexual Orientation: A spectrum of Attraction",
"M3chapter01Screen10Text3": "सेक्सुअल ओरिएंटेशन: आकर्षण का एक स्पेक्ट्रम",
"M3chapter01Screen10Text4": "Dinesh has been trying to get the perfect picture for hours. He is struggling and feels unattractive. After deleting many pictures, he finally takes one he is happy with and posts it online! He feels nervous about the reactions of his friends and keeps checking his phone.",
"M3chapter01Screen10Text5": "Fahad looks at Dinesh’s photo. He doesn’t like or comment. He thinks “Dinesh always looks better than me, he is just showing off. I wish I also looked better. I wish I had more confidence to post my own photos online.”",
"M3chapter01Screen10Text6": "Mansi is Dinesh’s friend. She thinks it would be funny to make a joke about Dinesh’s photo. Soon other friends join in. Dinesh feels hurt and thinks he won’t post photos of himself anymore. He deletes the photo.",
"M3chapter01Screen11Text1": "Which of these are true, from what we have seen in the video?",
"M3chapter01Screen11Text2": "Does he get affected by what other people think of his photos?",
"Doubtful": "Boys and men can only be attracted towards girls and women and vice versa.",
"Insecure": "A person can be attracted to any gender",
"Worried": "A person who is attracted to the same gender as them is confused or going through a phase ",
"Pressured": "A person can discover their sexual orientation at any point in their life",
"Negative": "Asexuality is a sexual orientation where a person does not experience sexual attraction toward individuals of any gender.",
"M3chapter01Screen12Text1": "LGBTQIA+ is an umbrella term for individuals with diverse sexual and gender identities. LGBTQIA+ includes a range of identities – lesbian, gay, bisexual, transgender, queer, intersex, asexual and more. We add a (+) sign to signify that gender and sexual identities are evolving and there are several other identities for which we might not yet have terms for and are not covered in the above acronym. ",
"M3chapter01Screen12Text2": "Categories and identities are not strictly defined and can be added and substituted, as our understanding and people’s experiences evolve.",
"M3chapter01Screen12Text3": "In the context of gender and sexuality, it is important to use language that is respectful to the individuals and community we are addressing. For instance, our use of pronouns like “he/she” should not be based on our own assumption of someone’s gender. Instead it might be better to use pronouns that a person identifies with to create inclusive spaces for people of all genders and sexualities. For more information on pronouns, we can look at this page - https://pronouns.org/:",
"M3chapter01Screen12Text4": "Disability and Sexuality",
"M3chapter01Screen12Text5": "Transman (Hindi)",
"M3chapter01Screen12Text6": "Harnam Kaur",
"M3chapter01Screen13Text1": " Below we are expanding on some of the terms that we learnt about in the Amaze video (Sexual Orientation: A Spectrum Of Attraction) along with the sexual identities which are part of the LGBTQIA+ acronym.",
"M3chapter01Screen13Text2": "<b>Heterosexuality –</b> I feel romantic and/or sexual attraction to people of a gender other than my own.",
"M3chapter01Screen13Text3": "<b>Homosexuality –</b> I feel romantic and/or sexual attraction to people of the same gender as mine.",
"M3chapter01Screen13Text4": "<b>Lesbian – </b>I identify as a woman and I feel sexually and/or romantically attracted to other women",
"M3chapter01Screen13Text5": "<b>Gay -</b> I identify as a man and I feel sexually and/or romantically attracted to other men",
"M3chapter01Screen13Text6": "<b>Bisexuality –</b> I feel sexual and/or romantic attraction towards those of my own gender as well as those of other genders.",
"M3chapter01Screen13Text7": "<b>Pansexuality –</b> I feel attraction to people of all genders and sex. Sometimes I also feel that gender does not play any role in sexual attraction in my experiences.",
"M3chapter01Screen13Text8": "<b>Asexuality –</b> I feel no sexual attraction towards others, irrespective of their gender and sex. I have a low desire to engage in sexual and physical activities with other people. But I am capable of loving, showing affection, and establishing romantic ties with other people.",
"M3chapter01Screen13Text9": "<b>Queer -</b> Queer is a word that describes sexual and gender identities other than straight and cisgender. Lesbian, gay, bisexual, and transgender people may all identify with the word queer. Queer is sometimes used to express that sexuality and gender can be complicated, change over time, and might not fit neatly into either/or identities, like male or female, gay or straight. (Source: Planned Parenthood) ",
"M3chapter01Screen14Text1": "Let’s reflect on some of these statements. Tara’s low self-esteem and body image keep her in an unhappy relationship. Her boyfriend keeps putting her down, and she internalises the ideas on her appearance. We can see how Tara’s sense of self is affecting how she is accepting of relationships where she is criticised and disrespected.",
"M3chapter01Screen14Text2": "Low self-esteem can lead a person to accept kinds of behaviours that they may not be comfortable with and might violate their boundaries.",
"M3chapter01Screen14Text3": "In the discussion above, we talked about certain appearances and behaviours that are conditioned into us as attractive or correct by the surrounding influences. This is a way of stereotyping bodies. Many gender and/ or sex stereotypes impact our understanding of sexuality.",
"M3chapter01Screen14Text4": "A stereotype is a belief that is held by anybody or a group of people about certain ways of being/ doing things which may not necessarily be true for everybody. Stereotypes are usually formed without complete knowledge about a topic, issue, individual and/or group/s",
"share": "Share",
"M3chapter01Screen15Text1": "Think of one thing you’ve learned about sexuality in this chapter. How could it help you understand yourself or someone else better? Write your response in the space given below.",
"M3chapter01Screen15Text2": "Girls should be thin and fair to be attractive",
"M3chapter01Screen15Text3": "Muscular men are attractive",
"M3chapter01Screen16Text1": "Stereotypes and norms around relationships also influence us and our interactions in relationships. Let’s think of at least 3 examples of this you have heard of, two are given:",
"M3chapter01Screen16Text2": "Men must pay for everything in a relationship",
"M3chapter01Screen16Text3": "Women should not make the first move in relationships",
"M3chapter01Screen17Text1": "What we practice and/ or experience in our lives is influenced by messages around sexuality that come from different institutions like the ones mentioned earlier such as media. It’s important to remember that media plays a key role in our perceptions of body image, and may influence how we think, our beliefs, attitudes, and behaviours.",
"M3chapter01Screen18Text1": "Let’s see if what we said above is true with a game. Pick any form of media (a TV show or film) which has characters your age. Think of how their life is shown on the screen. How is this similar or different to your experiences? What is not shown? Upload a photo for each of the aspects of your life and the one seen in media given below",
"M3chapter01Screen18Text2": "NAME",
"M3chapter01Screen18Text3": "TV / FILM",
"M3chapter01Screen18Text4": "My day at college/ work/ home",
"M3chapter01Screen18Text5": "TV day at college/ work / home",
"M3chapter01Screen18Text6": "My friends",
"M3chapter01Screen18Text7": "TV friends",
"M3chapter01Screen18Text8": "My parents / or other family members",
"M3chapter01Screen18Text9": "TV parents / or other family members",
"M3chapter01Screen18Text10": "My relationships",
"M3chapter01Screen18Text11": "TV relationships",
"M3chapter01Screen18Text12": "My sexual experience",
"M3chapter01Screen18Text13": "TV sexual experience",
"M3chapter01Screen18nText1": "It is good to question the messages we receive from the media. Moreover, with social media, there is added pressure related to body image and sexuality. Our self-esteem is affected by the images of beauty and ideas of love/ sex we see. Similarly, the media also promotes sexuality and relationship messages that may be playing to existing norms, and imposing certain stereotypes and myths.",
"M3chapter01Screen18tText1": "Let’s decode some media messages found in these popular Bollywood songs!",
"M3chapter01Screen18tText2": "In the first two short clips, look at the visualisation of these songs. Think of how bodies are shown? Whose body are we seeing? How is another gender responding to this display?",
"M3chapter01Screen18tText3": "Chikni Chameli",
"M3chapter01Screen18tText4": "Hawkins ad",
"M3chapter01Screen18tText5": "Baby Doll",
"M3chapter01Screen18tText6": "Is there a sexual presentation of the actresses’ body in these videos",
"M3chapter01Screen18tText7": "Is it shown to be an object of male desire / enticing them?",
"M3chapter01Screen18tText8": "Do the women’s bodies in these clips fit conventional ideas of sexiness / beauty (thin, fair, revealing clothing etc.)",
"M3chapter01Screen18thText1": "Now, we come to the second part of this exercise. Listen to the chorus of these songs, and think of the questions below. What ideas of dating and relationships are we seeing?",
"M3chapter01Screen18thText2": "Haseena Maan Jayegi (chorus audio)",
"M3chapter01Screen18thText3": "Gandi Baat (chorus audio)",
"M3chapter01Screen18thText4": "Do these songs make it okay to force our will on a partner?",
"M3chapter01Screen18thText5": "Are men exerting power / dominance over their partner?",
"M3chapter01Screen18thText6": "Does it tell us that it is the will of men to do as they please with women’s bodies?",
"M3chapter01Screen19Text1": "Difference between gender and sexual orientation- Gender and Sexuality 101: Featuring, Rainbow the parrot! (youtube.com)",
"M3chapter01Screen19Text2": "Understanding Gender Beyond the Binaries by YP Foundation - Understanding Gender Beyond The Binaries – The YP Foundation",
"M3chapter01Screen19Text3": "What even are labels by Gaysi - What Even Are Labels? - A Gaysi Guide On Labels And How To Use Them - Gaysi (gaysifamily.com)",
"M3chapter01Screen19Text4": "Body Image house of mirrors",
"M3chapter01Screen19Text5": "42 Degrees Glossary and Lexicon",
"M3chapter02Screen01Title" : "Gender, Sexuality and Society",
"M3chapter02Screen02Text1": "In the previous chapter we learnt that there is a much broader definition of sexuality. We learnt about how it’s expressed and experienced. We also learnt about what all influences it and how. In this chapter, we will learn the impact of different institutions on one’s sexuality. We will also look at body image and the impact of non-acceptance for diverse sexual and gender identities. ",
"M3chapter02Screen02Text2": "Recall the sexuality definition and the video that we watched (hyperlink to the definition above, and make the video What is sexuality: available for anyone who wants to watch it again). ",
"M3chapter02Screen02Text3": "Now let’s try out an activity.",
"M3chapter02Screen02Text4": "Dinesh, Mansi and Fahad are classmates in college. They are friends with each other on social media and regularly see each other’s posts.",
"M3chapter02Screen02Text5": "Dinesh has been trying to get the perfect picture for hours. He is struggling and feels unattractive. After deleting many pictures, he finally takes one he is happy with and posts it online! He feels nervous about the reactions of his friends and keeps checking his phone. ",
"M3chapter02Screen02Text6":"Fahad looks at Dinesh’s photo. He doesn’t like or comment. He thinks “Dinesh always looks better than me, he is just showing off. I wish I also looked better. I wish I had more confidence to post my own photos online.” ",
"M3chapter02Screen02Text7": "Mansi is Dinesh’s friend. She thinks it would be funny to make a joke about Dinesh’s photo. Soon other friends join in. Dinesh feels hurt and thinks he won’t post photos of himself anymore. He deletes the photo.",
"M3chapter02Screen02NText1": "How does Dinesh feel about posting his photo online? ",
"M3chapter02Screen02NText2": "Doubtful ",
"M3chapter02Screen02NText3": "insecure ",
"M3chapter02Screen02NText4": "worried",
"M3chapter02Screen02NText5": "pressured",
"M3chapter02Screen02NText6": " negative",
"M3chapter02Screen02NText7": "Does he get affected by what other people think of his photos? ",
"M3chapter02Screen02NText8": "Yes",
"M3chapter02Screen02NText9": "No",
"M3chapter02Screen02NText10": "How does Fahad feel when he sees Dinesh’s photo?",
"M3chapter02Screen02NText11": "Insecure",
"M3chapter02Screen02NText12": "jealous",
"M3chapter02Screen02NText13": "envious",
"M3chapter02Screen02NText14": "dejected",
"M3chapter02Screen02NText15": "negative ",
"M3chapter02Screen02NText16": "The notions we have of our body and the way we feel about it is called body image! ",
"M3chapter02Screen02NText17": "The way we see ourselves",
"M3chapter02Screen02NText18": "The way we feel about how we look ",
"M3chapter02Screen02NText19": "Our thoughts and beliefs of how we should look ",
"M3chapter02Screen02NText20": "The things we do in relation to how we feel we look",
"M3chapter02Screen03Text1": "Our body image—how we see ourselves—and our self-esteem, or how we feel about ourselves, are big parts of our identity. These days, there’s a lot of pressure to look a certain way or to have an “ideal” body. Sometimes, these expectations go beyond looks and include beliefs about how our bodies “should” work. For example, people might assume that women with wider hips are better suited for childbirth, or that muscular men are always strong and tough. These ideas are shaped by social norms and reinforced by things we see in the media, hear from family, or even learn in school. They often tell us what’s “normal,” “healthy,” or “natural,” which can make it hard to just be ourselves.",
"M3chapter02Screen03Text2": "It’s important to remember that bodies come in all shapes, sizes, and abilities, and there’s no single “right” way to look or feel. Some people choose to make changes to their bodies through surgeries. For example, some may choose cosmetic surgery to feel more confident, while others may have gender-affirming surgery to feel more at home in their bodies. These decisions are personal, and there’s no one-size-fits-all answer.",
"M3chapter02Screen03Text3": "We may not always love every part of our bodies, but it’s good to remember that our worth and identity are about so much more than just our appearance. When we can look past these “ideals,” it’s easier to appreciate ourselves for who we really are. Let’s see some examples.",
"M3chapter02Screen03Text4": "Amaze: Disability and Sexuality:",
"M3chapter02Screen03Text5": "Harnam Kaur:(Hindi)",
"M3chapter02Screen03Text6": "Transman (Hindi): ",
"M3chapter02Screen03NText1": "Some scenarios are given below, which of these show a self-assuring body image? Place a thumbs up/ thumbs down by the statement.",
"M3chapter02Screen03NText2": "Reema’s brother tells her she looks fat in a dress, but she feels good about her body and wears it anyway",
"M3chapter02Screen03NText3": "Mohit’s friends in the gym make fun of him for being so thin and call him “sukda” (a derogatory word used for very thin people). Now he goes only when no one is there",
"M3chapter02Screen03NText4": "Tara’s boyfriend keeps criticizing her looks and it makes her feel sad. She starts to believe what he says and feels unworthy. She doesn’t tell him to stop because she is just glad that she still has a boyfriend.",
"M3chapter02Screen03NText5": "Afreen’s mother keeps telling her that she is putting on too much weight for a 13 year old. Her aunt noticed her being upset, and assured her that this happens during puberty. This makes Afreen feel more confident about herself",
"M3chapter02Screen03Model1": "In the context of sexuality, it is important to use language that is respectful to the individuals and community we are addressing. For instance, our use of pronouns like “he/she” should not be based on our own assumption of someone’s gender. Instead it might be better to use pronouns that a person identifies with to create inclusive spaces for people of all genders and sexualities. For more information on pronouns, we can look at this page -",
"M3chapter02Screen04Text1": "Let’s reflect on some of these statements.",
"Heterosexuality":"Heterosexuality",
"M3chapter02Screen04Text2":"Tara’s boyfriend's constant criticism leads to her low self-esteem and her accepting and believing in the criticism of her appearance. We can see how Tara’s sense of self is affecting how she is accepting of relationships where she is criticised and disrespected. Whereas, Reema feels good about her body despite her brother’s comment and wears the dress anyway.",
"Homosexuality": "Homosexuality",
"M3chapter02Screen04Text3":"With Afreen we see that her mother is critical about her weight which upsets her. But her aunt’s support is critical in helping Afreen feel more self-assured about herself and her body. Whereas Mohit is isolated when he is being made fun of for not being muscular enough.",
"Lesbian":"Lesbian",
"M3chapter02Screen04Text4":" In the above activity we learnt how one’s self-esteem and body image are impacted by surrounding influences like our peers, family, friends and so on. This perpetuates certain stereotypes around one’s body and what it should look like. However, surrounding influences can also be helpful in building our self-esteem and making us more self-assured in spite of the stereotypes that others may perpetuate around us. A self-assured body image means feeling confident and positive about your body, regardless of how others might judge or comment on it. It’s about trusting and accepting yourself, and not letting outside criticism or stereotypes affect how you feel about your own appearance.",
"M3chapter02Screen04Text5":" A stereotype is a belief that is held by anybody or a group of people about certain ways of being/ doing things which may not necessarily be true for everybody. Stereotypes are usually formed without complete knowledge about a topic, issue, individual and/or group/s",
"Gay":"Gay",
"Bisexual": "Bisexual",
"Pansexual": "Pansexual",
"Asexuality": "Asexuality",
"M3chapter02Screen04NText1":"Can you share at least 3 beauty stereotypes you have heard of for women and men? We have given an example of each. ",
"M3chapter02Screen04NText2":"Girls should be thin and fair to be attractive ",
"M3chapter02Screen04NText3":" Muscular men are attractive ",
"M3chapter02Screen04N1Text1":" What we practice and experience in our lives is influenced by messages about sexuality from different institutions, including the media. The media plays a big role in shaping how we see our bodies by promoting stereotypes about how people should look and act. These portrayals often create unrealistic standards for beauty, which can affect how we think about ourselves and others. Because of this, the media can influence our beliefs, attitudes, and behaviors, making it important to think critically about the messages we see and remember that these images don’t determine our worth or how we should feel about our bodies.",
"M3chapter02Screen04N2Text1":" Let’s see if what we said above is true with a game. Pick any form of media (a TV show or film) which has characters your age. Think of how their life is shown on the screen. How is this similar or different to your experiences? What is not shown? You could write or upload a photo for each of the aspects of your life and the one seen in the media given below.. ",
"M3chapter02Screen04N2Text2":"NAME",
"M3chapter02Screen04N2Text3":"TV / FILM",
"M3chapter02Screen04N2Text4":"My day at college/ work/ home ",
"M3chapter02Screen04N2Text5":"TV day at college/ work / home",
"M3chapter02Screen04N2Text6":"My friends ",
"M3chapter02Screen04N2Text7":"TV friends ",
"M3chapter02Screen04N2Text8":"My parents / or other family members ",
"M3chapter02Screen04N2Text9":"TV parents / or other family members ",
"M3chapter02Screen04N2Text10":"My relationships",
"M3chapter02Screen04N2Text11":"TV relationships ",
"M3chapter02Screen04N2Text12":"My sexual experience",
"M3chapter02Screen04N2Text13":"TV sexual experience ",
"M3chapter02Screen04N3Text1":"Not only do media platforms shape our body image, but they also reinforce stereotypes about sexuality and sexual orientation. For example, media often portrays specific looks or behaviors as 'normal' or 'ideal,' leaving little room for diversity. This can make people feel pressured to fit into these narrow definitions, leading to feelings of inadequacy or confusion about their own identities. ",
"M3chapter02Screen04N3Text2":"It's important to remember that these images and messages don’t define who we are. We should focus on celebrating our unique selves and understanding that everyone’s body and identity are valid, regardless of what we see in the media. ",
"M3chapter02Screen04N4Text1":"What does a positive body image mean to you? How can you practice self-acceptance and love for your body? Mention any two steps.",
"M3chapter02Screen04N4Text2":"Please mention two stereotypes around sexuality that you have observed in your daily life and would like to change",
"M3chapter02Screen04N5Text1":"Now that we’ve explored how the media influences us, think about how other institutions, like family, friends, schools, and the legal system, can also impact our lives. These institutions shape not just our daily experiences, but also how we understand and experience sexuality. Just like the media creates stereotypes about what an acceptable body looks like, these other institutions can reinforce ideas about what is considered “normal” for different sexual orientations and gender identities. Let’s take a closer look at this together.",
"M3chapter02Screen04N6Text1":"Think back to the previous chapter where we looked at the definitions of different sexual orientations. Out of those sexual orientations, which would be more easily accepted by most families and community members?",
"M3chapter02Screen04N6Text2":"Heterosexuality",
"M3chapter02Screen04N6Text3":"Homosexuality",
"M3chapter02Screen04N6Text4":"Lesbian",
"M3chapter02Screen04N6Text5":"Gay",
"M3chapter02Screen04N6Text6":"Bisexuality",
"M3chapter02Screen04N6Text7":"Pansexuality",
"M3chapter02Screen04N6Text8":"Asexuality",
"M3chapter02Screen05Text1": "Typically, cisgender and heterosexual identities are privileged,valued and accepted in society. Sexualities that challenge societal ideals and patriarchal norms are discouraged and discriminated against.",
"M3chapter02Screen05Text2": "Let’s look at some examples. Read these real life experiences to see how schools and teachers limit students’ diverse sexualities. ",
"M3chapter02Screen05Text2N": "Source",
"M3chapter02Screen05Text3": " A cisgender person is someone whose own sense of gender matches the gender assigned to them at birth. Thus a cisman is a person assigned gender male at birth who identifies as man, and a ciswoman is a person assigned gender female at birth who identifies as woman. To be cisgender, then, is to enjoy cisgender privilege, which a trans* person lacks in a world based on the gender binary",
"M3chapter02Screen05nText1": "What were some of your early ideas on sexuality? Where did they come from? (For example, romantic relationships can only be between a man and a woman; women with short hair are lesbians; men’s sex drive is greater than women’s and so on)",
"M3chapter02Screen06Text1": "Straight relationships are often seen as more privileged in our society because social norms define them as the “normal” and acceptable way to love and build families. Many cultures view anything outside of heterosexuality as “unnatural” or “abnormal.” This creates a belief that being straight is the only acceptable way to be.",
"M3chapter02Screen06Text2": "As we discussed our surroundings—like family, friends, and community—strongly influence how we understand and express our sexuality. These influences shape our views on what relationships are considered acceptable. Unfortunately, this often leads to stereotypes and misconceptions about same-sex relationships, making it harder for people who love someone of the same gender to be accepted and respected. ",
"M3chapter02Screen06Text3": " (Only 00:40 – 1:20). This video shines a light on this perception of same sex relationships and orientations. ",
"M3chapter02Screen07Text1": "What are some of the social and culutral norms you have heard of that make it hard to accept diverse sexualities?",
"M3chapter02Screen07Text2": "We/ everyone must always be attracted to a gender other than our own",
"M3chapter02Screen07Text3": "People attracted to the same gender or multiple genders need to be “cured”",
"M3chapter02Screen07Text4": "Homosexuality is “unnatural”",
"M3chapter02Screen07Text5": "Homosexuality might be acceptable in the West, but it is not a part of Indian culture/ society",
"M3chapter02Screen07Text6": "Homosexuality is illegal",
"M3chapter02Screen07Text7": "Marrying and having children is everyone’s responsibility and is the ‘normal’ thing to do",
"M3chapter02Screen07Text8": "If we don’t have children then who will take care of us in our old age",
"M3chapter02Screen07Text9": "Cultural values and attitudes that reject queerness can lead to serious discrimination against LGBTQIA+ individuals. When people come out as LGBTQIA+, they often face challenges that affect their education and job prospects. For example, they may experience bullying or rejection from peers and teachers, which can lead to lower grades in school. This emotional and psychological stress can make it harder for them to focus on their studies and achieve their academic goals.",
"M3chapter02Screen07Text9N": "In the job market, LGBTQIA+ individuals may face discrimination from employers who hold biases against their sexual orientation or gender identity. As a result, they are more likely to be unemployed or underemployed, struggling to find a job that respects their identity. Many also struggle to access important health services and face ongoing stigma and homophobia. This lack of acceptance can take away their freedom and rights. Until recently, Indian laws even criminalized homosexuality, making it even harder for LGBTQIA+ people to live openly and authentically.",
"M3chapter02Screen07Text10": "In the job market, LGBTQIA+ individuals may face discrimination from employers who hold biases against their sexual orientation or gender identity. As a result, they are more likely to be unemployed or underemployed, struggling to find a job that respects their identity. Many also struggle to access important health services and face ongoing stigma and homophobia. This lack of acceptance can take away their freedom and rights. Until recently, Indian laws even criminalized homosexuality, making it even harder for LGBTQIA+ people to live openly and authentically.",
"hyperlink": "Hyperlink",
"M3chapter02Screen07Text11": "Currently, homosexuality is illegal in 64 countries around the world",
"M3chapter02Screen24Text1": "Sexuality definitions ",
"M3chapter02Screen24Text2": "Gender and Sexuality Galaxy ",
"M3chapter02Screen24Text3": "Myths around LGBTQ+ identities ",
"M3chapter02Screen24Text4": "Heteronormativity and normalcy",
"M3chapter02Screen24Text5": "Bollywood and sexual/gender representation ",
"M3chapter02Screen24Text6": "Sexuality and disability:",
"M3chapter02Screen24Text7": "Body Image house of mirrors ",
"M3chapter02Screen24Text8": "42 Degrees Glossary and Lexicon: ",
"M3chapter03Screen01Title": "Desire, Consent and Boundaries",
"M3chapter03Screen02Text1": "Let’s think about some emotions and thoughts we all know: desire, attraction, fantasy, pleasure, connection, and intimacy. What do these words mean to us? Are they just about sex, or do they cover a wider range of feelings? Do we all feel these emotions the same way, or does our personal background influence how we experience them?",
"M3chapter03Screen02Text2": "Understanding sexuality goes beyond just physical attraction or sexual activity. It includes our thoughts, fantasies, and the ways we connect with others. Our ideas about pleasure and intimacy, along with our feelings, are important in how we feel desire. For example, intimacy can take many forms—emotional, physical, or even intellectual—and everyone’s experience can differ based on their values, culture, and personal history.",
"M3chapter03Screen02Text3": "As we explore our desires, we learn more about ourselves and our sexuality. This process helps us think about what we prefer and value in relationships. It reminds us that our sexuality is a unique part of who we are. By reflecting on these feelings, we can better understand our own experiences and those of others, leading to healthier relationships built on respect, consent, and understanding. Let’s dive deeper into these emotions and see how they shape our identities and connections with others.",
"M3chapter03Screen02Text4": "Desire: a strong feeling of wanting to have something or wishing for something to happen.",
"M3chapter03Screen02Text5": "Pleasure: a feeling of happy satisfaction and enjoyment",
"M3chapter03Screen02Text6": "Attraction: the action or power of evoking interest in or liking for someone or something ",
"M3chapter03Screen02Text7": " Fantasy: the faculty or activity of imagining impossible or improbable things Connection:a relationship in which a person or thing is linked or associated with something else ",
"M3chapter03Screen02Text8": "Connection: a relationship in which a person or thing is linked or associated with something else .",
"M3chapter03Screen02Text9": "Intimacy: close familiarity or friendship",
"M3chapter03Screen02nText1": "Let us look at two dimensions of desire - physical/sensuality and emotional/intimacy - and what they include. ",
"M3chapter03Screen03Text1": "What are your thoughts on desire and pleasure? Read the statements below and from your own experience, say yes / no / unsure. There are no right or wrong responses. ",
"M3chapter03Screen03Text2": "I think I understand my own pleasure and sexual desires",
"M3chapter03Screen03Text3": "I feel relaxed at the thought of talking about sex and pleasure with my partner",
"M3chapter03Screen03Text4": "I feel relaxed at the thought of talking about sex and pleasure amongst my peers",
"M3chapter03Screen03Text5": "To want and fantasize about sexual pleasure is a bad thing ",
"M3chapter03Screen03Text6": "Sexual pleasure matters more to for men than to women ",
"M3chapter03Screen03Text7": "Having sexual desires makes young people engage in risky sexual behaviour ",
"M3chapter03Screen04Text1": "Most people feel sexual desires and want to experience pleasure. But when we talk about sexuality, we often forget to include the positive side of pleasure and desire! Instead, discussions usually focus on the negative aspects, like the risks of unwanted pregnancies, sexually transmitted diseases, or judgments about promiscuity for girls. We also see ideas about what’s considered “normal” or “abnormal,” especially regarding LGBTQIA+ individuals.",
"M3chapter03Screen04Text2": "But sexual activity—whether with a partner or on your own—can be fun and satisfying when you feel ready. Experiencing sexual pleasure has both physical and emotional benefits, helping us connect more deeply with ourselves and others. It's important to embrace this positive side of sexuality and recognize that it can be a healthy part of our lives!",
"M3chapter03Screen04Text3": "The different parts of pleasure are grounded in sexual rights and better sexual health (more in the next chapter). It is not just about saying no, but also enthusiastically saying yes to what we want and like! ",
"M3chapter03Screen05Text1": "We experience pleasure right from childhood from many things in our daily lives. Many of these are non-sexual in nature. As we grow up, ideas of pleasure extend to sexual activities and intimacy. ",
"M3chapter03Screen05Text2": "Can you give us some examples of what pleasure would be in these situations? The first is done as an example.",
"M3chapter03Screen05Text3": "As a child, I found eating an ice cream on a hot day pleasurable.",
"M3chapter03Screen05Text4": "Experiencing pleasure with friends doing",
"M3chapter03Screen05Text5": "Sexual behaviour that is pleasurable in an intimate relationship",
"M3chapter03Screen05Text6": "Emotional behaviour that is desirable in an intimate relationship",
"M3chapter03Screen05Text7": "Any other example you can think of",
"M3chapter03Screen06Text1": "How we feel about pleasure and desire, what we find desirable, what we don’t, the kinds of pleasure we seek - these are a product of our values and beliefs. Values are a list of what a person thinks is most important. What we value influences how we act and how we expect others to act in relation to us. There are some statements given below. What are your thoughts on them? ",
"M3chapter03Screen06Text2": "Drag the statement into the box you think fits best!",
"agree": "Agree",
"disagree": "Disagree",
"unsure": "Unsure",
"M3chapter03Screen06Text3": "It is okay to have sex before marriage",
"M3chapter03Screen06Text4": "Teenagers should be given information on sexual health",
"M3chapter03Screen06Text5": "Sex is for physical pleasure only",
"M3chapter03Screen06Text6": "My family plays a role in how I think of sexual relationships",
"M3chapter03Screen06Text7": "The media affects my body image and self-esteem",
"M3chapter03Screen06Text8": "There is nothing wrong with same sex relationships",
"M3chapter03Screen06Text9": "Girls are allowed lesser sexual expression than boys",
"M3chapter03Screen06Text10": "You should love someone before you have sex with them",
"M3chapter03Screen09Text1": "This exercise offers us a valuable insight into our values surrounding sexuality. Each person has their own unique set of values and preferences, which shape their understanding of what is normal, acceptable, or even desirable in terms of sexual experiences. What feels right for one person may not be the same for someone else, and that’s perfectly okay. ",
"M3chapter03Screen09Text2": "Our individual ideas about limits and boundaries are deeply influenced by our personal values and experiences. For example, some people may feel comfortable discussing their desires openly, while others may prefer to keep things private. This becomes an issue when we try to force our own ideas on someone else. For example, often homophobia arises due to ignorance and discomfort that people have around homosexuality and then they try to force people to follow their own idea of what is “normal”. ",
"M3chapter03Screen09Text3": "Let’s connect this to what we learned in Chapter 2 about self-image and self-esteem. Just like how our self-esteem affects how we view ourselves, it also plays a significant role in our sexual behavior and preferences. When we feel good about ourselves, we are more likely to explore our desires confidently and set healthy boundaries in our relationships. This connection helps us understand that our values and feelings about ourselves can shape our sexual experiences and how we connect with others.",
"M3chapter03Screen09Text4": "Let’s do an activity to understand this better.",
"M3chapter03Screen10Text1": "Take a moment to connect with this image. Picture yourself in it.",
"M3chapter03Screen10Text2": "Breathe in deeply and then exhale slowly through your mouth.",
"M3chapter03Screen10Text3": "Gently observe your body.",
"M3chapter03Screen10Text4": "On the image, mark the different body parts where you feel the following emotions:",
"M3chapter03Screen10Text5": "Use P for Pleasure",
"M3chapter03Screen10Text6": "Use S for Shame",
"M3chapter03Screen10Text7": "Use PW for Power",
"M3chapter03Screen10Text8": "Use I for Insecurity",
"M3chapter03Screen10Text9": "Let your feelings guide you as you explore these different aspects of your body.",
"M3chapter03Screen11Text1": "How we feel about our bodies and our past experiences can really influence what we find attractive and where we enjoy being touched. It also affects the kinds of sexual experiences we like. Everyone has their own unique preferences and feelings, which makes our experiences different from one another.",
"M3chapter03Screen11Text2": "In healthy relationships, when people respect each other’s feelings and understand each other’s values, it creates a safe and happy environment. This kind of respect helps us feel good about ourselves and builds our self-esteem.",
"M3chapter03Screen11Text3": "Think about the little things that show support in a relationship. What are some ways a partner can make you feel valued? Maybe it’s through kind words, listening when you talk, or simply spending quality time together. These affirming behaviors help strengthen the bond between you and your partner, making the relationship more fulfilling.",
"M3chapter03Screen12Text1N": "Let’s take a look!",
"M3chapter03Screen12Text1N1": "Action",
"M3chapter03Screen12Text1N2": "Affirming Behaviors in a Relationship",
"M3chapter03Screen12Text1N3": "Concerning Behaviors in a Relationship",
"M3chapter03Screen12Text1": "Partners feel safe, comfortable and strong enough to say how they feel",
"Feelings": "Feelings",
"Communication": "Communication",
"Disagreements": "Disagreements",
"Arguments": "Arguments",
"Intimacy": "Intimacy",
"M3chapter03Screen12Text2": "One person feels uncomfortable or is afraid to say how they feel",
"M3chapter03Screen12Text3": "Partners listen to each other’s point of view and make decisions together",
"M3chapter03Screen12Text4": "One person ignores the other and does not respect their opinion",
"M3chapter03Screen12Text5": "Partners have an equal say when they disagree and try to work out a solution together",
"M3chapter03Screen12Text6": "Disagreements turn into fights, yelling, criticism and harsh words",
"M3chapter03Screen12Text7": "Partners try not to talk harshly and respect differences",
"M3chapter03Screen12Text8": "Arguments escalate as either partners belittle and talk to each other harshly",
"M3chapter03Screen12Text9": "Partners are honest about how they feel about intimacy with each other No one is pressured to do anything they do not want to do",
"M3chapter03Screen12Text10": "One partner’s needs and wants and more important than the others One partner goes along with things they may not be comfortable with",
"M3chapter03Screen12Text11": "We may have seen or know of, in real life or in films/TV, cases where individuals are in relationships that do not have the characteristics we discussed above! Relationships between partners are often disrespectful, toxic, unequal and even abusive.",
"M3chapter03Screen12Text12": "You can watch a video to understand this better - The fine line - ",
"M3chapter03Screen12Text13": "We’ve likely seen or heard about relationships in real life or in films and TV shows that don’t reflect the healthy characteristics we’ve talked about. Instead of being supportive and respectful, these relationships can be disrespectful, toxic, and unequal. In some cases, they may even become abusive, where one partner tries to control or hurt the other. It’s important to recognize these signs so we can better understand what a healthy relationship looks like and why it matters.",
"M3chapter03Screen13Text1": "Disrespectful and toxic relationships often revolve around power and control rather than equality and respect. In these situations, one partner may dominate or manipulate the other, leading to feelings of insecurity and unhappiness. In abusive relationships, partners might ignore or dismiss your boundaries, which makes the relationship even more toxic and damaging.",
"M3chapter03Screen13Text2": "It’s essential to learn how to set boundaries that reflect our values, as this is crucial for our well-being in any relationship. When partners establish clear boundaries, they create a space where both individuals can communicate openly about their needs and feelings. This helps them understand each other better and fosters a healthier relationship dynamic.",
"M3chapter03Screen13Text3": "However, if your boundaries are consistently ignored, it’s a sign that the relationship is not healthy. In such cases, it’s important to prioritize your safety and well-being. Protecting yourself might mean walking away from the relationship entirely. Remember, you deserve to be in a relationship where your feelings and boundaries are respected.",
"M3chapter03Screen15Text1": "This is a list of conversational topics. Drag and place them into the boundary circle you would feel comfortable discussing them in. Drag the statement into the box you think fits best!",
"Me": "Me",
"Family": "Family",
"Friends": "Friends",
"Acquaintance": "Acquaintance",
"Interaction": "Interaction",
"Strangers": "Strangers",
"M3chapter03Screen15Text2": "The weather",
"M3chapter03Screen15Text3": "People you don’t like",
"M3chapter03Screen15Text4": "Your address",
"M3chapter03Screen15Text5": "Your sexual likes and dislikes",
"M3chapter03Screen15Text6": "Books/ movies you like",
"M3chapter03Screen15Text7": "Discomfort in your private parts",
"M3chapter03Screen15Text8": "Being sick",
"M3chapter03Screen15Text9": "Your family arguments",
"M3chapter03Screen15Text10": "Underwear",
"M3chapter03Screen15Text11": "Your sexual experiences",
"M3chapter03Screen15Text12": "About your work",
"M3chapter03Screen15Text13": "A sexual fantasy you have",
"M3chapter03Screen16Text1": "From all that we have learnt until now, can you think of some values around sexuality that are important to you? Have these ever been neglected in relationships? ",
"M3chapter03Screen16Text2": "Have you had any experiences communicating your boundaries to others? – this can be in sexual relationships or with friends/ family. ",
"M3chapter03Screen16Text3": "You can also discuss with your peers on their values and boundary setting experiences. ",
"M3chapter03Screen17Text1": "Let’s think back to our module on self. We learned that assertive communication is essential for setting boundaries in close relationships. When partners clearly share their needs and limits, it helps build stronger connections.",
"M3chapter03Screen17Text1N": "Being assertive means expressing your feelings and what you need in a confident way while also respecting the other person. However, girls and women often learn to put others first, which can make it hard for them to recognize and communicate their own needs.",
"M3chapter03Screen17Text1N2": "Open and honest communication is very important in relationships. It helps both partners understand each other better, making sure everyone feels heard and valued. By focusing on what you need and sharing it clearly, you can create a healthier and happier relationship. Let’s have a look!",
"PASSIVE":"PASSIVE",
"ASSERTIVE":"ASSERTIVE",
"AGGRESSIVE": "AGGRESSIVE",
"M3chapter03Screen17Text2": "Giving in and saying yes ",
"M3chapter03Screen17Text2N": " Putting others’ feelings and concerns before our own ",
"M3chapter03Screen17Text2N1": " Not voicing our feelings/ wants adequately",
"M3chapter03Screen17Text3": "Standing up for our rights while respecting others ",
"M3chapter03Screen17Text3N": " Asking for what we want in a straightforward manner ",
"M3chapter03Screen17Text3N1": " Expressing our emotions and listening to others’",
"M3chapter03Screen17Text4": "Thinking of ourselves first at others’ expense ",
"M3chapter03Screen17Text4N": " Dominating others ",
"M3chapter03Screen17Text4N1": " Using threats, intimidation or force to get our way ",
"M3chapter03Screen17Text5": "When we are assertive, we can stand up for how we feel and express what we want. In practice, this also means respecting others.",
"M3chapter03Screen18Text1": "Write an assertive way to deal with each situation using what we read above. Try using this sentence:",
"M3chapter03Screen18Text2": "I feel",
"M3chapter03Screen18Text3": "when",
"M3chapter03Screen18Text4": "and I want",
"M3chapter03Screen18Text5": "Example: Your friend tells you to shut up.",
"M3chapter03Screen18Text6": "I feel hurt when you tell me to “shut up” and I want us to talk without being harsh",
"M3chapter03Screen18Text7": "Your parents are arguing a lot and it is upsetting you",
"M3chapter03Screen18Text8": "You worry a friend likes you in a romantic way but you do not feel the same way",
"M3chapter03Screen18Text9": "Your partner wants to be in a physical relationship. You like them but are not ready yet",
"M3chapter03Screen18Text10": "You have concerns about your friend’s relationship and want to ask them how they feel without being pushy.",
"M3chapter03Screen20Text1": "Understanding our values, communicating effectively, setting boundaries – are all parts of exercising our rights and expressing our sexuality. In this context,<b> consent i.e. permission or voluntary agreement for something to happen/ to do something</b> becomes most important in sexual relationships",
"M3chapter03Screen20Text2": "Any kind of coercive behaviour, like pestering, intimidating, manipulating, controlling means lack of consent. If communication is confusing or unclear, it is not consent. If there is any uncertainty that someone is agreeing to do something, it is not consent. Consent has to be direct, it cannot be assumed. It can be withdrawn at any point from any partner.",
"M3chapter03Screen20Text3": "Do the consent quiz to learn more!",
"M3chapter03Screen21Text1": "What are some of the words that describe consent?",
"M3chapter03Screen21Text2": "Coercion, confusion, assumptions",
"M3chapter03Screen21Text3": "Manipulation, fear, threats",
"M3chapter03Screen21Text4": "Mutual, voluntary, clear",
"M3chapter03Screen21Text5": "All of the above",
"M3chapter03Screen21Text6": "Which statements are an example of coercion?",
"M3chapter03Screen21Text7": "If you loved me, you would kiss me",
"M3chapter03Screen21Text8": "If you do not kiss me, I will break up with you",
"M3chapter03Screen21Text9": "I want to kiss you. How do you feel about that? ",
"M3chapter03Screen21Text10": "Consent is voluntary and a mutual agreement to do something. Permission to engage in any type of sexual contact needs to be clearly asked for and given.",
"M3chapter03Screen21Text11": "For consent to occur, a person has to have complete space to say “no”. If there is threat, blackmail, intimidation, guilt-tripping someone, consent cannot happen",
"M3chapter03Screen22Text1": "Arjun tells Radhika that he wants to have sex with her as they have been together for a long time. Which of these is a clear example of consent?",
"M3chapter03Screen22Text2": "Radhika stays silent",
"M3chapter03Screen22Text3": "Radhika says yes because she does not want to upset Arjun",
"M3chapter03Screen22Text4": "Radhika says no, she is not ready for that",
"M3chapter03Screen22Text5": "Radhika says yes, because she wants to",
"M3chapter03Screen22Text6": "Giving consent in the past means you have given consent to all sexual activity now or in the future. True or False",
"M3chapter03Screen22Text7": " Prior consent does not apply to activities that happen later. The consent conversation is continuous in any relationship",
"M3chapter03Screen23Text1": "Which of these means someone is consenting to sexual activity?",
"M3chapter03Screen23Text2": "They are wearing revealing clothes",
"M3chapter03Screen23Text3": "They ask us to spend time alone with them ",
"M3chapter03Screen23Text4": "We chat and flirt on text messages ",
"M3chapter03Screen23Text5": "None of the above",
"M3chapter03Screen23Text6": "When there is consent, both people feel:",
"M3chapter03Screen23Text7": "All of the above",
"M3chapter03Screen23Text8": "Consent cannot be assumed or implied. Flirting, how a person dresses, sexual texts or social media communication are not consent.",
"M3chapter03Screen23Text9": "Feelings of confidence, safety and comfort create an environment where people are able have sexual relationships that are affirmative and maintain a good sense of self",
"Safe": "Safe",
"Comfortable": "Comfortable",
"Confident": "Confident",
"M3chapter03Screen24Text1": "We will revisit consent in more depth later on in Chapter 4 – Risks and Rights.",
"M3chapter03Screen24Text2": "Advanced Version",
"M3chapter03Screen24Text3": "Pleasure and Desire – different for men and women",
"M3chapter03Screen24Text4": "Power in sexual relationships",
"M3chapter03Screen25Text1": "In our society, pleasure and desire have been constructed differently for men and women. Men have historically been allowed more freedom, choice and leeway in their sexuality and sexual activity/ behaviour.",
"M3chapter03Screen25Text2": "From an early age, girls are judged for their appearance, conduct and behaviour. Sexual expression is mostly absent. Girls are shamed for having or expressing sexual desires. They are taught that sexual activity is for the purpose of procreation and providing pleasure to only their partners thereby performing their “wifely duty”. Ideas of purity and virginity are found everywhere. Families, media and other influences socialise women to be docile, passive, and modest in their own sexuality; while catering to partners’ needs and wants. Pleasure and desire is rarely ever mutual.",
"M3chapter03Screen26Text1": "Write down all the words that are used to describe a woman and/ or girl who is believed to have had sexual interactions including those who are unmarried.",
"M3chapter03Screen26Text2": "Write down all the words that are used to describe men and/or boys who have had sexual interactions including those who are unmarried.",
"M3chapter03Screen27Text1": "Think of the following questions while you do this exercise",
"M3chapter03Screen27Text2": "Are there different standards for sexuality for men/ boys and women/ girls?",
"M3chapter03Screen27Text3": "Are terms used for women more negative and derogatory while for men they are aggressive and positive?",
"M3chapter03Screen28Text1": "Women who express their sexuality or engage in sexual behaviour/ relationships are labelled in derogatory ways. Both men and society impose various ideas on women – how they should dress, speak, act, conduct themselves etc. to be acceptable and seen as “good” girls/ and not as loose/ easy/ promiscuous",
"M3chapter03Screen28Text2": "Let’s look at an example of this!",
"M3chapter03Screen28Text3": "Stereotyping women:",
"M3chapter03Screen28Text4": "Deepika Padukone wants to be an Indian bahu",
"M3chapter03Screen28Text5": "In the film Cocktail, Veronica is shown as an empowered, sexy woman in charge of her own sexuality and having casual relationships. In these videos, we see how she tries to change and fit herself into society’s ideas of what kind of women are agreeable to marry.",
"M3chapter03Screen28Text6": "What do you think the man means in the first video – is there a perception that women that are sexually free are not for marriage but only for fun?",
"M3chapter03Screen28Text7": "What does the second video tell us – about how “single” women are conditioned to behave?",
"M3chapter03Screen29Text1": "Girls and women desire pleasure, feel attraction, and want sexual and physical gratification in their own right. We have to challenge the idea wanting sex or engaging in physical relationships by women is “bad” and fight the stigma attached to it. This will make it possible for women to form, articulate and experience their own desires and pleasures. Desire and pleasure has to be understood from the lens of consent, equality and mutuality. ",
"M3chapter03Screen30Text1": "Dil Dhadakne Do",
"M3chapter03Screen30Text2": "What are the ideas of sexual relationships we see in this video? Between the 3rd couple, the man is shown to want sexual activity. We see that she does not want to. Finally, we see he reacts poorly, annoyed and aggressive. Recall the discussions on power and patriarchy we had in the gender module. These are very important in understanding how sex and sexuality are different based on gender.",
"M3chapter03Screen31Text1": "There is no single definition of power, it takes different forms in different times. Broadly, power is the ability to do, act or exert influence and authority in a particular way we want. Unequal power dynamics between men and women affect women’s position in their sexual and intimate relationships. In any male-female equation, when men command power over women it can quickly slip into domination, control and violence.",
"M3chapter03Screen32Text1": "Read this case study. Examine the relationship dynamics between Rita and her boss based on the questions below!",
"M3chapter03Screen32Text2": "Rita works in a garment factory and was on her feet the entire day. Although, she was physically strong and a hockey player when in college, now Rita would get tired at the end of the day.",
"M3chapter03Screen32Text3": "Rita’s boss was a thin and tiny person. The girls all thought he was a bit of a creep. He was always bullying them and exerting his dominance. All the girls stayed quiet because he was their boss.",
"M3chapter03Screen32Text4": "One evening when everyone had worked late, the boss told Rita and her workmates that he would give them a lift home. They did not want the ride, but he kept pestering them. After dropping off the others, he told Rita he would show her the view from India Gate. She did not want to go, but she did not want to be rude.",
"M3chapter03Screen32Text5": "There were very few people at India Gate. Rita’s boss parked the car in a dark place, under a big tree where they were hidden from sight.",
"M3chapter03Screen32Text6": "Rita’s’ boss began to touch and kiss Rita and soon was able to overpower her. Rita was very shocked and could not react at first. He held her down even more forcefully, while touching her despite her protests. Rita was cowered against the door, trying to get out. Finally, she managed to open the lock and ran out of the car. ",
"M3chapter03Screen32Text7": "As she caught an auto home, she was overcome with guilt. She was worried about what her family and friends would think. They would blame her for working late and say, “We know men will do what they want”. She felt alone and ashamed. She did not tell anyone what had happened. She quit her job. She was worried her boss would do the same again and she had no way out.",
"M3chapter03Screen33Text1": "Pick a sentence that demonstrates Rita’s boss has power over her",
"M3chapter03Screen33Text2": "There were very few people at India Gate,probably because it was close to Republic Day celebrations and traffic was diverted",
"M3chapter03Screen33Text3": "He was always bullying them and exerting his dominance. All the girls stayed quiet because he was their boss",
"M3chapter03Screen33Text4": "They didn’t want the ride, but he kept pestering them",
"M3chapter03Screen33Text5": "Pick sentences where there is a violation of body and rights",
"M3chapter03Screen33Text6": "Rita’s boss began to touch and kiss Rita and soon was able to overpower her",
"M3chapter03Screen33Text7": "He held her down even more forcefully, while touching her despite her protests",
"M3chapter03Screen33Text8": "Rita’s boss parked the car in a dark place, under a big tree where they were hidden from sight.",
"M3chapter03Screen34Text1": "The overall belief that woman do not want/ need pleasure and should not have/ express desires is connected to a deep existing patriarchy in sexual relations. Within this, women are not their own agents and only providers of men’s pleasure and needs.",
"M3chapter03Screen35Text1": "Read this story of Vicky’s parents. There are many instances in this case which show us patriarchy and unequal power. Mark the sentences you feel best signify these based on the questions below.",
"M3chapter03Screen35Text2": "Vicky heard the car in front of his home, and saw it was Dad. He threw the book in his hands and ran to the door. “Vicky, pick up the book. How many times have I told you your father does not like untidiness?” his mother said. Vicky sneered and ignored his mother’s instructions.",
"M3chapter03Screen35Text3": "Vicky’s father said he had a bad day at work and Vicky could smell the alcohol on him. Immediately he realised to not test his father and be careful with his behaviour. As his father walked into the living room, he saw the book on the floor and yelled – “Vicky come and pick this I hate mess, you just do this to make me angry”. As he picked up the book, his father hit him on the head and said, “Don’t make me tell you again”.",
"M3chapter03Screen35Text4": "Vicky rubbed where his father had hit him, feeling a little bubble of anger in him. When he got married, he thought he would find a wife to clean up after him just like his friends’ mothers did. His mother would look tired all day and for what reason? What did she even do? Vicky thought to himself. They had a great house. She had her own car and Dad was good to them. She just had to do a bit of washing and stuff.",
"M3chapter03Screen35Text5": "But she was stupid. Vicky’s father often mocked his mother. ‘Don’t know how such a stupid woman could give birth to such a smart kid. Dad would tell Vicky about “stupid women” everywhere. Vicky was fourteen and he knew all about them. “Never trust them, Vicky Never trust a woman,” his dad would say.",
"M3chapter03Screen35Text6": "Dad had had a few drinks. Sometimes he let Vicky have a glass of beer as well. It made him feel important. Sometimes he felt like Superman when he had had a bit to drink. Vicky guessed it made his dad feel that way too. ‘Where’s the bloody dinner?’ said his father. His mother started to get up from the couch. His father pushed his finger into her ribs. “Move it Madam Cow, move towards the kitchen...” Vicky smiled and went to put the book in his room.",
"M3chapter03Screen36Text1": "Pick sentences that shows Vicky’s adoption of patriarchal ideas from his parents relationship",
"M3chapter03Screen36Text2": "When he got married he thought he would find a wife to clean up after him just like his friends’ mothers did ",
"M3chapter03Screen36Text3": "Dad would tell Vicky about “stupid women” everywhere. Vicky was fourteen and he knew all about them. “Never trust them, Vicky Never trust a woman,” his dad would say",
"M3chapter03Screen36Text4": "Vicky’s father said he had a bad day at work and Vicky could smell the alcohol on him. Immediately he realised to not test his father and be careful with his behaviour",
"M3chapter03Screen36Text5": "Pick a sentences which shows Vicky’s father exerting his power over his wife",
"M3chapter03Screen36Text6": "Where’s the bloody dinner?’ said his father. His mother started to get up from the couch. His father pushed his finger into her ribs. “Move it Madam Cow, move towards the kitchen...”",
"M3chapter03Screen36Text7": "Vicky’s father often mocked his mother. ‘Don’t know how such a stupid woman could give birth to such a smart kid",
"M3chapter03Screen36Text8": "Immediately he realised to not test his father and be careful with his behaviour",
"M3chapter03Screen37Text1": "Addressing power dynamics is important to create relationships where pleasure and safety are prioritised and never compromised. Unlearning ideas of patriarchy and power can help give us more agency, correct myths and discard our prejudices, understand risks and stand up for our rights – <b>covered in detail in our next chapter.</b>",
"M3chapter03Screen38Text1": "Sex in Indian society",
"M3chapter03Screen38Text2": "Sexual needs in Indian women",
"M3chapter03Screen38Text3": "The story of consent ",
"M3chapter03Screen38Text4": "Parents and children discuss sex – Netflix India ",
"M3chapter03Screen38Text5": "Taboo around female sexuality",
"M3chapter03Screen38Text6": "For many resources on sex and pleasure visit",
"M3chapter04Screen01Text1": "Understanding Sexual Violence",
"M3chapter04Screen02Text1": "Drag the given below words/statements into the box you think fits best!",
"M3chapter04Screen02Text2": "Sexual Activity",
"M3chapter04Screen02Text3": "Sexual Behaviour",
"M3chapter04Screen02Text4": "In the final chapter of this sexuality module, we turn our attention to sexual activities and behaviours. We think of the risks that come with being sexually active, our responsibilities and the sexual rights we have.",
"M3chapter04Screen02Text5": "Vaginal Sex",
"M3chapter04Screen02Text6": "Masturbation",
"M3chapter04Screen02Text7": "Being a Virgin",
"M3chapter04Screen02Text8": "Sexual Health awareness",
"M3chapter04Screen02Text9": "Kissing",
"M3chapter04Screen02Text10": "Orgasm",
"M3chapter04Screen02Text11": "Using contraceptives",
"M3chapter04Screen03Text1": "When we think of sexual relationships, what are some of the consequences of sexual activity? What are our responsibilities as sexually active individuals? Pick all the options that apply!",
"M3chapter04Screen03Text2": "Drag the statement into the box you think fits best!",
"M3chapter04Screen03Text3": "Consequences",
"M3chapter04Screen03Text4": "Responsibilities",
"M3chapter04Screen03Text5": "asserting boundaries and preferences",
"M3chapter04Screen03Text6": "choice to be open about sexual history",
"M3chapter04Screen03Text7": "closer relationship to partner",
"M3chapter04Screen03Text8": "communicating with partner",
"M3chapter04Screen03Text9": "feeling good about self",
"M3chapter04Screen03Text10": "feelings of shame/guilt",
"M3chapter04Screen03Text11": "fulfilment of desires",
"M3chapter04Screen03Text12": "privacy",
"M3chapter04Screen03Text13": "receiving pleasure",
"M3chapter04Screen03Text14": "responsive to partner’s needs",
"M3chapter04Screen03Text15": "safer sex practices",
"M3chapter04Screen03Text16": "seeking consent",
"M3chapter04Screen03Text17": "sexual gratification",
"M3chapter04Screen03Text18": "sexual violence or coercion",
"M3chapter04Screen03Text19": "using contraception",
"M3chapter04Screen03Text20": "worries about pregnancy/STIs",
"M3chapter04Screen03Text21": "worries about reputation",
"M3chapter04Screen04Text1": "When partners are aware of consequences and share sexual responsibility, sexual activities can be fulfilling, pleasurable experiences. In the last chapter, we discussed consent as one part of such relationships. For a quick refresh, watch this video and then look at the table below!",
"M3chapter04Screen04Text2": "Tea Consent (Clean)",
"M3chapter04Screen05Text1": "Tell us which of these behaviours are consensual and which are “not consent”. The first is done as an example!",
"M3chapter04Screen05Text2": "Is this consent?",
"M3chapter04Screen05Text3": "Element of Consent",
"M3chapter04Screen05Text4": "Not Consent",
"M3chapter04Screen05Text5": "Your partner didn’t say no but didn’t say yes either",
"M3chapter04Screen05Text6": "You say yes without feeling pressured or threatened",
"M3chapter04Screen05Text7": "Your partner said yes last time",
"M3chapter04Screen05Text8": " You are tired of saying no so you say yes",
"M3chapter04Screen05Text9": "Your classmate suddenly messages you on internet apps with pornographic links",
"M3chapter04Screen05Text10": "Both partners feel safe and comfortable",
"M3chapter04Screen05Text11": "You were flirting and it was an invitation",
"M3chapter04Screen05Text12": "You push the other person away",
"M3chapter04Screen05Text13": "Your partner says yes enthusiastically",
"M3chapter04Screen05Text14": "You can change your mind and say no to sexual activity",
"M3chapter04Screen05Text15": "Your partner shared intimate photos of you with friends",
"M3chapter04Screen06Text1": "Today, many experiences and behaviors related to sexuality happen online, whether through dating apps, internet searches, or social media platforms. It's essential to remember that concepts like communication, setting boundaries, and establishing consent are just as important in digital spaces as they are in our everyday lives.",
"M3chapter04Screen06Text2": "Let’s look at an example.",
"M3chapter04Screen06Text3": "19 year old Diksha and 20 year old Akshay have been dating for two months. They go to the same college and have been friends for a while. They often stay up late texting or on calls. They are up late texting one night and Akshay starts flirting with Diksha. She likes him a lot and feels flattered. Akshay heard from his older brother that to take it to the next level, he should tell Diksha to send him something personal. ",
"M3chapter04Screen06Text4": "Sexting is the digital sharing of intimate images or videos with another person. It is a private type of self-disclosure. While it can bring partners closer, it also carries risks.",
"A": "A",
"D": "D",
"M3chapter04Screen07Text1": "You were looking so good today! Sab bol rahe the class mein!",
"M3chapter04Screen07Text2": "Haha thanks!",
"M3chapter04Screen07Text3": "Abhi kya pehna hai tumne?",
"M3chapter04Screen07Text4": "Haha kyu pooch rahe ho?",
"M3chapter04Screen07Text5": "Batao na, why are you being shy?",
"M3chapter04Screen07Text6": "Bas pajamas. I’m about to go to bed.",
"M3chapter04Screen07Text7": "arre, use pehle send me a photo na. Without clothes. You are so beautiful.",
"M3chapter04Screen07Text8": "Ummm, No! Yeh kaha se aa gaya?",
"M3chapter04Screen07Text9": "Kyu? Do you not trust me? Tumse toh pooch sakta hoon na, you are my girlfriend.",
"M3chapter04Screen07Text9N": "Umm, I'm not sure about this.",
"M3chapter04Screen07Text10": "Akshay keeps telling her to send him pictures and they have a fight at the end of the night.",
"M3chapter04Screen08Text1": "Is there any coercive behaviour in this case",
"M3chapter04Screen08Text2": "Is consent clearly asked for?",
"M3chapter04Screen08Text3": "Is consent clearly given?",
"M3chapter04Screen08Text4": "Which of these is a good way for Diksha to respond, in your opinion? (Recall what we discussed about passive, assertive and aggressive communication)",
"M3chapter04Screen08Text5": "I am so sorry I am a bad girlfriend for not sending you pictures.",
"M3chapter04Screen08Text6": "I do not feel comfortable sharing intimate photos. I would appreciate it if you didn’t ask until I am ready",
"M3chapter04Screen08Text7": "How dare you ask me for something like this? You are the worst boyfriend ever.",
"M3chapter04Screen09Text1": "In this example and some others we have seen in this module, there is a clear lack of consent and even domination of one partner over another. In terms of sexual behaviour, when sexual are unwanted, done by one person to another without agreement – it is called sexual assault. Sexual assault happens not as a result of desire or pleasure, but it is a form of power/ control over another person.",
"M3chapter04Screen10Text1": "Due to our cultural attitudes towards sex, there are several myths about sexual assault that are often believed. Things such as why it happens, who is to blame etc. are norms communicated to us as part of our socialization. Let’s look at some such statements, and see if they are a myth or a fact! ",
"M3chapter04Screen11Text1": "Sexual assault and rape are crimes of passion.",
"M3chapter04Screen11Text2": "Only pretty and young women are assaulted. Men are always the ones doing the assault.",
"M3chapter04Screen11Text3": "Drinking, dressing, or acting in certain ways are never an invitation to assault.",
"M3chapter04Screen11Text4": "Sexual assault is an impulsive act, and usually perpetrators are strangers.",
"M3chapter04Screen11Text5": "It is assault even when one person does not struggle or use physical force to resist.",
"M3chapter04Screen11Text6": "It is not assault if two people are dating or married to each other. Someone who is married, or in a relationship will not assault another person.",
"M3chapter04Screen11Text7": "Sexual assault and rape are about power, control and lack consent",
"M3chapter04Screen11Text8": "There is no one type of person who can be a victim or perpetrator of sexual violence. Individuals of all genders can be both victims and perpetrators, regardless of their gender, class, caste, or social background",
"M3chapter04Screen11Text9": "Responsibility for assault lies only with the perpetrator, nothing about the victim can be seen as an invitation for sexual behaviour",
"M3chapter04Screen11Text10": "75% assaults are planned. It is estimated that 80-85% assaulters (in case of rape) are known to the individual they attack",
"M3chapter04Screen11Text11": "If it is sexual activity which is forced and is without consent it is assault. There is no typical behaviour or emotions of a victim in conditions of assault",
"M3chapter04Screen11Text12": "Unwanted sexual activity, in any relationship or involving persons of any relationship status qualifies as sexual assault",
"fact": "Fact",
"myth": "Myth",
"M3chapter04Screen12Text1": "Sexual assault is one part of an umbrella term called “abuse”. There is a range of behaviours in intimate relationships that can be classified as “abusive”. Any kind of behaviour or acts in a relationship used to control another person’s actions or impose our own will on them counts as abusive.",
"M3chapter04Screen12Text2": "Sexting is the digital sharing of intimate images or videos with another person. It is a private type of self-disclosure. While it can bring partners closer, it may also carry some risks.",
"M3chapter04Screen13Text1": "Based on all that we have learnt, can we identify which of these relationship behaviours are abusive? Which are affirming and positive? Drag the statement into the box you think fits best!",
"AFFIRMING": "AFFIRMING",
"ABUSIVE": "ABUSIVE",
"M3chapter04Screen13Text2": "When you refuse to do certain sexual acts, your partner puts you down and threatens to break up.",
"M3chapter04Screen13Text3": "You are afraid of your partner so you avoid saying/ doing things that could make them angry.",
"M3chapter04Screen13Text4": "You feel safe being completely honest and open about your sexual feelings with your partner.",
"M3chapter04Screen13Text5": "Your partner threatens to hurt themselves during arguments.",
"M3chapter04Screen13Text6": "Your partner and you decide together how you spend your time and what you do.",
"M3chapter04Screen13Text7": "Your partner gets jealous of you spending time with friends and makes you feel guilty.",
"M3chapter04Screen13Text8": "You and your partner are protected against STIs/ unplanned pregnancies.",
"M3chapter04Screen14Text1": "We said in the earlier module that individuals’ sexuality experience is differentiated by gender. The same societal and media messaging can be seen in abusive behaviour. Let’s see two examples of this. Think back to the film – “Badrinath Ki Dulhaniya”.",
"M3chapter04Screen14Text2": "Tujhko Dekhe Bin Main",
"M3chapter04Screen14Text3": "When a man can casually threaten a woman that he would beat her in the middle of the street, is that abusive behaviour?",
"M3chapter04Screen14Text4": "Does this kind of behaviour come from power and dominant status of men in intimate/sexual relationships?",
"M3chapter04Screen14Text5": "Is loving someone the right justification to stop from physically/ sexually abusing them?",
"M3chapter04Screen14Text6": "Sexting is the digital sharing of intimate images or videos with another person. It is a private type of self-disclosure. While it can bring partners closer, it may also carry some risks.",
"M3chapter04Screen15Text1": "Unboxing Consent: Kavya (youtube.com)",
"M3chapter04Screen15Text2": "Is the male character a victim of assault in this clip?",
"M3chapter04Screen15Text3": "Is there something different about how the event is shown – the music and comedy angle?",
"M3chapter04Screen15Text4": "Due to our notions of masculinity, does it become difficult to take abuse against men seriously?",
"M3chapter04Screen15Text5": "Sexting is the digital sharing of intimate images or videos with another person. It is a private type of self-disclosure. While it can bring partners closer, it may also carry some risks.",
"M3chapter04Screen16Text1": "A lot of the safer sex behaviour related to our sexuality are actual physical measures to be undertaken when sexually active. The most important of these is the use of contraception during sexual activity to protect from unintended pregnancies and STIs. ",
"M3chapter04Screen16Text2": "Various undesirable, unsafe consequences of sexual activity can all be prevented by using a contraceptive method. Especially in our society, where unintended pregnancies and abortions are a huge taboo, preventing pregnancy is a responsibility of every person that is sexually active.",
"M3chapter04Screen16Text3": "We will discuss abortion stigma and contraception inequality, in more detail in the advanced section of this chapter",
"M3chapter04Screen17Text1": "How much do we know of sexual behaviours related to pregnancy and STIs? Take this quiz to find out!",
"M3chapter04Screen17Text2": "A person can become pregnant without penetrative vaginal sex.",
"M3chapter04Screen17Text3": "A person cannot get pregnant if they have sex during their period.",
"M3chapter04Screen17Text4": "A female must orgasm to become pregnant.",
"M3chapter04Screen17Text5": "Talking about birth control before having sex is an important part of healthy relationships.",
"M3chapter04Screen18Text1N": "Next, let’s find out what STIs are?",
"M3chapter04Screen18Text1": "During sexual activity, individuals are at risk of sexually transmitted infections or STIs that spread through close sexual contact, intercourse, and sometimes even sharing an infected needle. Some methods of contraception, such as condoms, provide additional protection against STIs.",
"M3chapter04Screen18Text2": "STI’s are rarely talked about in society, when they are it is through a lens of shame and discrimination. There are several misconceptions perpetuated around STIs that can make affected individuals shy away from treatment, continue risky sexual behaviour and have many other impacts on their life.",
"M3chapter04Screen18Text3": "Sexting is the digital sharing of intimate images or videos with another person. It is a private type of self-disclosure. While it can bring partners closer, it may also carry some risks.",
"M3chapter04Screen19Text1": "Let’s see what we know about STIs – whether it’s a myth or a fact!",
"M3chapter04Screen19Text2": "People can have STIs without any symptoms.",
"M3chapter04Screen19Text3": "You can get an STI only once in a lifetime.",
"M3chapter04Screen19Text4": "Condoms and other barrier methods are the most effective in preventing STIs.",
"M3chapter04Screen19Text5": "STIs are cured if an infected person has sex with another person.",
"M3chapter04Screen19Text5N": "While sexual rights should be equal for everyone, this hardly happens in reality. We have seen examples of this throughout the module. Those that conform to society’s ideas of sexual behaviour and identity gain acceptance and freedom. These attitudes become a part of laws and institutions. LGBTQIA+ persons, women, people with disabilities – are not protected equally by law or given equal rights. It is all our responsibility to not just stand for our own rights, but also those around us. ",
"M3chapter04Screen19Text6": "Often in many STIs people will not have symptoms. Getting regularly checked and using contraception are the only way to be safe",
"M3chapter04Screen19Text7": "Even if you have been treated for an STI once, you can get it from another partner.",
"M3chapter04Screen19Text8": "Condoms help prevent STIs by acting as a barrier that reduces the exchange of bodily fluids during sexual activity, thereby lowering the risk of transmission",
"M3chapter04Screen19Text9": "STIs require medical treatment. Having sex with any other person only puts them at risk.",
"M3chapter04Screen20Text1": "We are now in the final part of this chapter. Think back to when we discussed abuse, assault, power etc. for example, the case of Vicky’s parents, the video on consent and the story of Rita and her boss - what are some rights of individuals that are violated when they are abused? Pick as many as apply!",
"M3chapter04Screen20Text2": "What is violated?",
"M3chapter04Screen20Text3": "The right to say no.",
"M3chapter04Screen20Text4": "The right to one’s body.",
"M3chapter04Screen20Text5": "The right to control one’s sexual experience",
"M3chapter04Screen20Text6": "The right to state one’s sexual limits",
"M3chapter04Screen20Text7": "The right to say yes",
"M3chapter04Screen20Text8": "All of us have some universal sexual rights. Safer sex practices, reduced violence and coercion, better sexual health – all of this is possible to achieve in an environment where our sexual rights are recognised and respected.",
"M3chapter04Screen20Text9": "While sexual rights should be equal for everyone, this hardly happens in reality. We have seen examples of this throughout the module. Those that conform to society’s ideas of sexual behaviour and identity gain acceptance and freedom. These attitudes become a part of laws and institutions. LGBTQ+ persons, women, people with disabilities – are not protected equally by law or given equal rights. It is all our responsibility to not just stand for our own rights, but also those around us.",
"M3chapter04Screen20Text10": "A list of sexual rights and their meanings are in the additional resources at the end of the chapter",
"M3chapter04Screen22Text1": "We have now come to the end of our learning on sexuality! Let us summarise quickly some of the things we learnt:",
"M3chapter04Screen22Text2": "It is a broad concept covering many aspects and dimensions of our life and self",
"M3chapter04Screen22Text3": "It is influenced by things around us, norms, institutions, media, the environment we live in",
"M3chapter04Screen22Text4": "There are many kinds of sexual identities whose sexual experiences are all unique",
"M3chapter04Screen22Text5": "There are societal ideals on what sexual behaviour is acceptable and what is not",
"M3chapter04Screen22Text6": "Pleasure, desire, boundaries and consent are very important to our experiences of sexuality",
"M3chapter04Screen22Text7": "There are many kinds of safer sex and communication behaviours to be mindful of if we are sexually active",
"M3chapter04Screen22Text8": "And so much more!",
"M3chapter04Screen22Text9": "When the topic of sexuality is this vast and has so many parts, how do we make our own meaningful choices, access comprehensive information and enjoy an affirmative sexuality experience?",
"M3chapter04Screen22Text10": "<b>comprehensive sexuality education</b> can help!",
"M3chapter04Screen22Text11": "The word “comprehensive” is used to suggest a positive view of sexuality focused on well-being and safety, not morality and norms",
"M3chapter04Screen23Text1": "A <b>Comprehensive Sexuality Education (CSE)</b> is a process of learning about the many, interconnected aspects of sexuality. As we said in this module, being curious about and exploring our sexuality and body is a commonly found human experience. Learning about sexuality helps understand our values, boundaries, self-image and attitudes to sex and relationships.",
"M3chapter04Screen23Text2": "It encourages more information about sexual health and safe sex practices. It helps us develop responsibilities as sexually active individuals. We can question and challenge expectations/ pressures that do not fit with our individual experience and/ or are discriminatory towards anyone who is perceived to not ‘adhere to norms’. We are more aware of our rights and how we can exercise them to live a happier, freer and affirmative sexual life!",
"M3chapter04Screen23nText1": "From all that you learnt in this module, what are some things any sexuality education should include? Three examples are given, try and fill in another three.",
"M3chapter04Screen23nText2": "Different kinds of sexual identities and orientations",
"M3chapter04Screen23nText3": "Safer sex practices",
"M3chapter04Screen23nText4": "How to communicate sexual wants and boundaries",
"M3chapter04Screen23nText5": "Is there anything we missed out on that should be included while discussing sexuality?",
"M3chapter04Screen24Text1": "Advanced Version",
"M3chapter04Screen24Text2": "Gender in Sexual Behaviour",
"M3chapter04Screen24Text3": "Contraception inequality",
"M3chapter04Screen24Text4": "Abortion and stigma",
"M3chapter04Screen24nText1": "Sexual activities can have serious effects on women's bodies and lives, especially because they can get pregnant. However, women often don't have much control over these situations. For example, a woman might feel pressured to have sex because her partner wants to, even if she's not ready. This can lead to unintended pregnancies or health risks. Another example is when women are taught that it's not okay to say no, making it hard for them to express their own boundaries. In both cases, women may not feel they can make important choices about their own bodies.",
"M3chapter04Screen25Text1": "Let us unpack the relationship between use of contraceptives, and gender relations through an exercise! Read the statements below, and mark them as true or false based on your thoughts.",
"M3chapter04Screen25Text2": "Using contraception and other safer sex behaviours to prevent pregnancy is a woman’s responsibility.",
"M3chapter04Screen25Text3": "Being open and honest with sexual partners about the use of birth control is ethical behaviour in relationships.",
"M3chapter04Screen25Text4": "Easy access to contraception and birth control makes women promiscuous.",
"M3chapter04Screen25Text5": "Pressuring your partner to have unprotected sexual relations, promising to ‘pull out’ with no intention of doing so, or removing a condom without your partner’s knowledge, are some examples of unethical behaviour in sexual relationships.",
"M3chapter04Screen25Text6": "Safer sex behaviours and preventing STIs/pregnancy is the equal shared responsibility of partners in a sexual relationship. While the outcomes for women may require that, they be the source of decision-making – male partners must be aware, engaged and affirming of contraception use",
"M3chapter04Screen25Text7": "Open and honest communication helps to strengthen a relationship and build trust among partners. However, there could be situations where taboo, stigma and/ or the fear of violence might stop a person especially women from sharing about her contraceptive choices and practices with her sexual partner",
"M3chapter04Screen25Text8": "Access and information on contraception promotes safer sexual health practices, strengthens the agency for women to decide about her body and life. It does not make women “promiscuous”, this is a stereotype which promotes discrimination against women, and is used curb her affirmative sexual experiences",
"M3chapter04Screen25Text9": "Practices like these create distrust among partners and weakens the relationship. Practices like this could make the other partner vulnerable to abuse, unwanted pregnancies, and STIs.",
"M3chapter04Screen26Text1": "What does this image tell us?",
"M3chapter04Screen26Text2": "It provides evidence of the double standards around us. Women have to make sure they do not get pregnant yet their husbands decide if contraception will be used, and what kind. The consequences and responsibilities of sexual activity are women’s – but the power, access to resources, decision-making rests in the hands of men. The same holds true in dating relationships. Male partners exert their power and decision making over women when deciding contraception use, sexual activity etc.",
"M3chapter04Screen26Text3": "Most forms of birth control in our cultural context are to control population and not enhance female reproductive choice / agency. Hence, the female body is more likely to be the intervention object.Despite the fact that less harmful and most easily availble contraception, condoms, is for men. ",
"M3chapter04Screen26Text4": "In India, the most common means of contraception promoted and practiced is female sterilization (more than 1/3rd of sexually active population. Condom use in India reduced by almost half till 2018 and vasectomies fell by 73% - showing a rising reluctance among men to use birth control. The use of emergency contraceptives like IPill increased by over 100% in the same period",
"M3chapter04Screen28Text1": "How can partners discuss contraception? Read this conversation and fill in the blanks. Rahul wants to use condoms and visit a doctor for an STI test. How can she bring this up? How can Raj respond that is considerate of Rahul and the risks involved?",
"M3chapter04Screen28Text2": "Rahul and Raj recently become sexually active with each other. They are slowly moving towards having sex for the first time. But they have not yet talked about contraception. ",
"M3chapter04Screen28Text3": "Rahul: Before we have sex, I think we should talk about contraception. I like you a lot but I am concerned about our safety.",
"M3chapter04Screen28Text4": "Raj: Arre but nothing will happen. It’s so not romantic to talk about these things. Sex is about passion, I promise I am fine.",
"M3chapter04Screen28Text5": "Rahul: I am not comfortable with this. Instead, we can think of",
"M3chapter04Screen28Text6": "Raj: You are right we should use condoms, but why get an STI test, that seems unnecessary.",
"M3chapter04Screen28Text7": "Rahul: I think we should because",
"M3chapter04Screen28Text8": "I appreciate that we talked about this.",
"M3chapter04Screen29Text1": "When certain groups, like women and LGBTQIA+ individuals, don't have control over their own bodies and sexual choices, it can lead to serious problems. Think back to how different institutions perpetuate social norms of what is “acceptable” and “normal”. Often, LGBTQIA+ people and unmaaried women having sex falls under the category of “abnormal”.For example, LGBTQIA+ people who have sexually transmitted infections (STIs) often feel isolated or ignored. They may face discrimination from the law and have difficulty accessing healthcare services. This can make it harder for them to get the support they need.",
"M3chapter04Screen29Text2": "Similarly, unmarried women who engage in sexual activities may face judgment and stigma if they become pregnant. Society often shames them, which can lead to feelings of isolation and fear. In both cases, the lack of autonomy and support can have negative impacts on their health and well-being.",
"M3chapter04Screen30Text1": "In this next section, we discuss attitudes to abortion and pregnancy options for women. Before we go into this, consider the following statements. Based on your thoughts and experiences, drag them into the box closest to how you feel?",
"M3chapter04Screen30Text2": "Very Comfortable",
"M3chapter04Screen30Text3": "Somewhat Comfortable",
"M3chapter04Screen30Text4": "Not Comfortable",
"M3chapter04Screen30Text5": "How comfortable are you discussing abortion with friends?",
"M3chapter04Screen30Text6": "How comfortable are you discussing abortion with family members?",
"M3chapter04Screen30Text7": "How comfortable are you with a married woman who already has children deciding to end an unintended pregnancy?",
"M3chapter04Screen30Text8": "How comfortable are you with a young unmarried woman having access to contraception?",
"M3chapter04Screen30Text9": "How comfortable are you with a young unmarried woman choosing to end an unintended pregnancy?",
"M3chapter04Screen30Text10": "How comfortable are you supporting someone who is contemplating an abortion?",
"M3chapter04Screen30Text11": "How comfortable are you with laws and policies that make safe abortion services available to every person who needs them?",
"M3chapter04Screen30Text12": "How comfortable are you with trans people making decisions on pregnancy/ or having an abortion?",
"M3chapter04Screen30Text13": "How comfortable are you with notions that denounce abortions as unnatural or going against the duties of womanhood?",
"M3chapter04Screen31Text1": "Abortion stigma is the negative attributes and treatment towards women who seek to terminate a pregnancy, seeing them as not living up to the ideals of “womanhood”/ being sexually promiscuous.",
"M3chapter04Screen31Text2": "Abortion stigma leads to silence, fear and barriers to comprehensive information about abortion-related services, care and experiences. Many people not only have limited information about abortion, but what they know may also incorrect or influenced by judgement, norms, myths etc.",
"M3chapter04Screen31Text3": "The images will need to be made contextual to the Indian context, but the facial expressions have to be kept the same. Maybe we can use the characters from the Paani Lekar Aana film",
"M3chapter04Screen32Text1": "In these images below, various forms of sexual/ gender stigma are portrayed. Can we see which factor (family, peers, media) and/ or which institution (law, healthcare) is perpetuating the stigma in each case?",
"M3chapter04Screen32Text2": "A woman experiences discrimination on asking for contraception at a pharmacy.",
"M3chapter04Screen32Text3": "A teacher shames a student who has had an abortion in front of a class",
"M3chapter04Screen32Text4": "A nurse refuses medical care to a trans woman suffering from a vaginal infection.",
"M3chapter04Screen33Text1": "What is important for us to remember is that there can be many reasons someone might choose to have an abortion. An unintended pregnancy could be the result of contraception failure; a person may be pregnant due to coercive sexual activity; the fetus or the person who is pregnant could be in danger; or simply a person could experience a change in life that does not make a pregnancy feasible.",
"M3chapter04Screen33Text2": "No matter the circumstance or the reason, the right to make this choice/ decision lies solely in the hands of the person going through it, in whatever way they think is best.",
"M3chapter04Screen34Text1": "You are having a discussion with your elderly relatives. They are discussing a recently married couple where the wife has gotten pregnant despite not wanting a child this early into the marriage and her career. She is considering terminating her pregnancy. These are some of the statements you hear:",
"M3chapter04Screen34Text2": "She must not be fit to be a mother – what other kind of woman would want to kill their child?",
"M3chapter04Screen34Text3": "She should not be allowed to even think of this, her husband and in-laws will knock sense into her.",
"M3chapter04Screen34Text4": "Women these days have no responsibilities to provide for their families. Everything is “my body, my rights”. This is not the correct attitude.",
"M3chapter04Screen34Text5": "Discuss with your peers/ siblings (anyone you feel comfortable sharing personal thoughts with) how to counter such misconceptions and patriarchal beliefs? Upload a photo! (100 Words).",
"M3chapter04Screen34NText1": "We have now come to the end of our learning on sexuality! Let’s summarise quickly some of the things we learnt: ",
"M3chapter04Screen34NText2": "It is a broad concept covering many aspects and dimensions of our life and self ",
"M3chapter04Screen34NText3": "It is influenced by things around us, norms, institutions, media, the environment we live in ",
"M3chapter04Screen34NText4": "There are many kinds of sexual identities whose sexual experiences are all unique ",
"M3chapter04Screen34NText5": "There are societal ideals on what sexual behaviour is acceptable and what is not ",
"M3chapter04Screen34NText6": "Pleasure and desire / and the other side boundaries and consent are very important to our sexuality experience ",
"M3chapter04Screen34NText7": "There are many kinds of safer sex and communication behaviours to be mindful of if we are sexually active ",
"M3chapter04Screen34NText8": "And so much more! ",
"M3chapter04Screen34NText9": "When the topic of sexuality is this vast and has so many parts, how do we make our own meaningful choices, access correct information and enjoy an independent sexuality experience? ",
"M3chapter04Screen34NText10": "A comprehensive sexuality education can help! ",
"M3chapter04Screen34NText11": " The word “comprehensive” is used to suggest a positive view of sexuality focused on well-being and safety, not morality and norms ",
"M3chapter04Screen34N1Text1": " A Comprehensive Sexuality Education is a process of learning about the many, interconnected aspects of a person’s sexuality. As we said in this module, being curious about and exploring our sexuality and body is a commonly found human experience. Learning about sexuality helps understand our values, boundaries, self-image and attitudes to sex and relationships. ",
"M3chapter04Screen34N1Text2": " CSE It encourages more information about sexual health and safe sex practices. It helps us develop responsibilities as sexually active individuals. We can question and challenge expectations / pressures that do not fit with our individual experience. We are more aware of our rights and how we can exercise them to live a happier, free, and healthy sexual life!",
"M3chapter04Screen34N2Text1": " From all that you learnt in this module, what are some things any sexuality education should include? Three examples are given, try and fill in another three",
"M3chapter04Screen34N2Text2": "Different kinds of sexual identities and orientations ",
"M3chapter04Screen34N2Text3": "Safer sex practices ",
"M3chapter04Screen34N2Text4": "How to communicate sexual wants and boundaries ",
"M3chapter04Screen34N2Text5": "Is there anything we missed out on that should be included while discussing sexuality? ",
"M3chapter04Screen35Text1": "Note – A Sexual Bill of Rights",
"M3chapter04Screen35Text2": "Exercise – Am I ready for sex?",
"M3chapter04Screen35Text3": "Note – How well do we know condoms?",
"M3chapter04Screen35Text4": "Safer sex",
"M3chapter04Screen35Text5": "AOI Tutions with Bitti: Sex, Pregnancy and Abortion! #MyBodyMyChoice",
"M3chapter04Screen35Text6": "जानें, महिलाओं को होने वाले इन चार यौन संचारित रोगों के बारे में",
"M3chapter04Screen35Text7": "सहमति के स्तर",
"M3chapter04Screen35Text8": "Women and sex",
"M3chapter04Screen35Text9": "12 Common Questions About Sexually Transmitted Infections - Dr. Suchitra Dalvie To Our Rescue!",
"M3chapter04Screen35Text10": "जानें, क्या होता है ‘सेफ़ सेक्स?’",
"M3chapter04Screen35Model1Text1": "Note – A Sexual Bill of Rights",
"M3chapter04Screen35Model1Text2": "Sexual rights are fundamental rights that cannot be taken away from us.",
"M3chapter04Screen35Model1Text3": "The right to <b>sexual freedom </b> and for us to explore our full sexual potential, without any form of sexual coercion, force, or abuse.",
"M3chapter04Screen35Model1Text4": "The right to <b>sexual autonomy, integrity and safety of the body.</b> We make independent decisions on our bodies and sexual lives’ based on personal and social values.",
"M3chapter04Screen35Model1Text5": "The right to sexual privacy and intimacy behaviour as long as it does not infringe upon another’s rights.",
"M3chapter04Screen35Model1Text6": "The right to <b>sexual equity.</b> Freedom from all forms of discrimination regardless of sex, gender, orientation, race, class, religion, disability, caste and other identities. ",
"M3chapter04Screen35Model1Text7": "The right to <b>sexual pleasure,</b> which is a source of individual’s well-being. ",
"M3chapter04Screen35Model1Text8": "The right to emotional sexual expression, which involves sexuality, which is more than pleasure or sex. Individuals have a right to express sexuality through communication, touch, love and emotional expression.",
"M3chapter04Screen35Model1Text9": "The right to sexually associate freely. This means the possibility to marry or not, to divorce, and to form and be in other kinds of responsible sexual relationships.",
"M3chapter04Screen35Model1Text10": "The right to make <b>free and responsible reproductive choices.</b> Whether we have children or not, the number and spacing and full access to birth control.",
"M3chapter04Screen35Model1Text11": "The right to <b> sexual information.</b>",
"M3chapter04Screen35Model1Text12": "The right to <b> comprehensive sexuality education.</b> This is a lifelong process from birth and should involve the entire social ecosystem.",
"M3chapter04Screen35Model1Text13": "The right to <b>sexual health care.</b> Easy, accessible and equitable sexual health information and treatment of all sexual concerns, problems and disorders.",
"M3chapter04Screen35Model1Text14": "It is important to constantly remind ourselves of our rights. We can do this through easy affirmations such as: I have a right to my own body! I have a right to say no! I have a right to experience sexual pleasure! I have a right to sexually assertive! I have the right to ask questions! I have the right to my sexual preference! Ultimately, I have a right to control my own sexuality!",
"M3chapter04Screen35Model1Text15": "<b>Condoms aren’t sexy and ruin the sexual experience - </b>Ensuring that you feel safe and protected during sex is in fact a way to make sex more comfortable and therefore more fun for everyone (without the consequences we discussed above).",
"M3chapter04Screen35Model1Text16": "<b>It is embarrassing to buy a condom – </b>Many aspects of sexual activity have been judged and moralised in our society. It is important that we ensure we challenge these to make our sexual experience focused on safety and affirmative practices for ourselves and our partners.",
"M3chapter04Screen35Model1Text17": "<b>Condoms are more a man’s thing: </b>Condoms are for the protection of both men and women. Condoms protect from pregnancy, sexually transmitted infections, and even cervical cancer.",
"M3chapter04Screen35Model2Text1": "Exercise – Am I ready for sex?",
"M3chapter04Screen35Model2Text2": "It is completely okay to engage in intimate physical relationships with whomever one likes/ desires. However, the decision should be taken when we feel completely ready.",
"M3chapter04Screen35Model2Text3": "These are some helpful questions to ask, if we have any moments of doubt, worry or discomfort.",
"M3chapter04Screen35Model2Text4": "Am I feeling pressured into sexual activity by my partner, my friends or TV/ movies/ media?",
"M3chapter04Screen35Model2Text5": "Will sexual activity now fit with my personal beliefs and values?",
"M3chapter04Screen35Model2Text6": "Will I feel guilty if I engage in sexual activity? ",
"M3chapter04Screen35Model2Text7": "Do I want sexual activity to prove that I am sexually attractive?",
"M3chapter04Screen35Model2Text8": "Am I afraid that my reputation will be hurt if I have/ do not have sex?",
"M3chapter04Screen35Model2Text9": "Do I want to engage in sex with my partner so that we become closer emotionally and physically?",
"M3chapter04Screen35Model2Text10": "Do we (partner and you) have the same expectations from the relationship and/ or sexual activity?",
"M3chapter04Screen35Model2Text11": "Can I talk to my partner about sexually transmitted infections and how we can protect ourselves?",
"M3chapter04Screen35Model2Text12": "If applicable: Can I talk to my partner about birth control and can we share the responsibility for birth control?",
"M3chapter04Screen35Model2Text13": "You can add your own questions to this list!",
"M3chapter04Screen35Model3Text1": "Note: How well do we know condoms?",
"M3chapter04Screen35Model3Text2": "Condoms are the most widely available, accessible and affordable means of barrier contraception available to most of us. In this note, we learn a little of how they work and the “myths” of condom use!",
"M3chapter04Screen35Model3Text3": "Condoms act as a physical barrier during sexual activity – they prevent the male sperm from entering the female reproductive tract. It also acts as a barrier for infections and hence, prevents transmission of STIs and HIV between partners if used correctly and consistently.",
"M3chapter04Screen35Model3Text4": "Characteristics of Condoms",
"M3chapter04Screen35Model3Text5": "Prevent both pregnancy and STIs/HIV (when used consistently and correctly)",
"M3chapter04Screen35Model3Text6": "Requires motivation to use consistently and correctly",
"M3chapter04Screen35Model3Text7": "Requires partner’s cooperation",
"M3chapter04Screen35Model3Text8": "Has virtually no side effects",
"M3chapter04Screen35Model3Text9": "Let’s discuss some myths around condom use and how to burst them!",
"M3chapter04Screen35Model3Text10": "<b>Condoms reduce pleasure –</b> When a condom is worn properly and there is lubrication, there is very little difference in the pleasure. This argument should not be used as a means of coercion against condom use.",
"M3chapter04Screen35Model3Text11": "<b>Condoms are not reliable - </b>Condoms are a reliable method of birth control. They can also be effective in preventing the spread of sexually transmitted infections including HIV.",
"M3chapter04Screen35Model3Text12": "We often associate sexuality only with our bodies and sexual relationships. In reality, sexuality is a broad concept that includes many aspects of our lives. Let’s get into this!",
"M3chapter04Screen35Model3Text13": "We often associate sexuality only with our bodies and sexual relationships. In reality, sexuality is a broad concept that includes many aspects of our lives. Let’s get into this!",
"M3chapter04Screen44Text1": "Final quiz for the module",
"M3chapter04Screen44Text2": "Read the statements below, and mark Yes/ No based on what you think",
"M3chapter04Screen44Text3": "Sexuality is only connected with our physical bodies and sexual behaviour.",
"M3chapter04Screen44Text4": "Some sexual identities are normal and natural, while others are abnormal or a deviation.",
"M3chapter04Screen44Text5": "Different parts of sexuality work independently and do not interact with each other, for example, our feelings and thoughts (psychological) is not connected to sexual behaviour (biological).",
"M3chapter04Screen44Text6": "We are all socialised from a young age on what kinds of sexual identities are acceptable, what sexual behaviour is allowed etc.",
"M3chapter04Screen45Text1": "Media, family, institutions – these are some examples of socio-cultural influences on our sexuality.",
"M3chapter04Screen45Text2": "Sexual relationships between male and female are the only desirable kind for marriage and having children.",
"M3chapter04Screen45Text3": "Sexuality standards for girls are different than for boys. Boys often have more freedom while girls’ sexuality is controlled and suppressed.",
"M3chapter04Screen45Text4": "The media messages we receive on gender and sexuality are constructed and may be judgemental or have norms attached to them.",
"M3chapter04Screen45Text5": "A person who is attracted to the same sex is only confused/ or going through a phase.",
"M3chapter04Screen46Text1": "All persons have to feel some kind of sexual/ romantic attraction towards others.",
"M3chapter04Screen46Text2": "People with diverse sexualities face no discrimination/ pressures/ violence based on their identity.",
"M3chapter04Screen46Text3": "Transgender individuals are freely able to express themselves and live as they please. They are not bound by the gender binary.",
"M3chapter04Screen46Text4": "In sexual relationships, women should cater to the needs and desires of their male partners as their duty.",
"M3chapter04Screen46Text5": "Every person’s ideas of pleasure, desires and boundaries are different. When partners communicate openly with each other it makes the relationship stronger.",
"M3chapter04Screen47Text1": "Sometimes coercive behaviour (like pestering someone, stalking them, messaging them incessantly) is a sign of romance and a way of showing affection.",
"M3chapter04Screen47Text2": "Consent does not have to be talked about every time. If we have a relationship with someone, we can take consent for granted.",
"M3chapter04Screen47Text3": "Condoms can protect us against STIs.",
"M3chapter04Screen47Text4": "We all have certain sexual rights which cannot be taken away from us.",
"M3chapter04Screen47Text5": "Risks involved in sexual activity can be reduced by safer sex practices like contraception, consent, communication, respect and more.",
"M3chapter04Screen48Text1": "Sexual assault only happens with strangers, never in relationships or marriage.",
"M3chapter04Screen48Text2": "If you are scared of your partner and do not express yourself freely in front of them because they will get angry and/ or violent it is completely normal in a relationship.",
"M3chapter04Screen48Text3": "It is not important to talk about contraception and STIs. It ruins the fun and pleasure of sex. ",
"M3chapter04Screen48Text4": "Since women get pregnant, it is only their responsibility to think of contraception.",
"M3chapter04Screen49Text1": "Mark yes/ no for the statements below. Is this a sexual right or not?",
"M3chapter04Screen49Text2": "Right to explore our full sexual potential, without any coercion, force, abuse or unwanted harm.",
"M3chapter04Screen49Text3": "Right to sexual intimidation.",
"M3chapter04Screen49Text4": "Right to autonomy and independent decision-making about our bodies/ sex.",
"M3chapter04Screen49Text5": "Right to sexual pleasure.",
"M3chapter04Screen49Text6": "Right to sexual equity and freedom from all kinds of discrimination.",
"M4introScreenText1": "Objectives of the Module",
"M4introScreenText2": "In this module, you will be introduced to the concept of Masculinity. This module has been divided into different chapters that",
"M4introScreenText3": "Unpack the meaning of masculinity and the different forms of masculinities that exist in our society",
"M4introScreenText4": "Describe the role of media in defining masculinities",
"M4introScreenText5": "Describe the impact of hegemonic masculinity on us and the larger society",
"M4introScreenText6": "Establish the definition and need of Inclusive masculinity",
"M4chapter01screen01Title": "What is Masculinity?",
"M4chapter01screen02FirstText1": "What all do you think falls under the term 'Masculinity'? Look at the images below, drag and drop them in the centre!",
"M4chapter01screen02FirstText2": "Masculinity",
"muscles": "muscles",
"bullet": "bullet",
"long_hair": "Long hair",
"Tears": "Tears",
"Flowers": "Flowers",
"Moustache": "Moustache",
"Chocolate": "Chocolate",
"Broom": "Broom",
"Hammer": "Hammer",
"Cigarette": "Cigarette",
"soft_toys": "Soft Toys",
"M4chapter01screen02Text1": " It is typically a set of attributes, behaviours, and roles associated with boys and men. Masculinity is like a set of rules made by society that tells boys and men how they should behave. It's connected to the idea of being a boy or a man. For instance, boys are often told not to cry, to be tough, protect their sisters, play sports, and be muscular and strong. These things are seen as part of being masculine, which is seen as acceptable by society. Similarly, there are rules for girls and women. It says how they should behave and what they should be. For example, girls are often told to be quiet, not talk too loudly, not be too strong, and look a certain way by being slim and having no body hair.",
"M4chapter01screen04Text1": "What happens when you are not ‘masculine enough’ as per socially defined standards",
"M4chapter01screen04Text2": "Lesser Man I A Short Documentary Film. <b> I Deconstructing Hegemonic Masculinity</b>",
"M4chapter01screen04Text3": "Society tells us how to be masculine. If you are a boy then your voice has to be heavy and deeper. Society tells boys that they have to be muscular and strong. Only then will you be accepted by society otherwise people will make fun of you, pass comments at you, bully and punish you. If boys and men do not conform to these rules of being a man then they are made to feel lesser and weaker.The rigid rules that society sets up for boys and men to follow are called Masculine Norms, which are acceptable to society.",
"M4chapter01screen04Text4": "<b>Have you or someone you know faced similar experiences of not being considered ‘masculine enough’? Share one such experience below.</b>",
"M4chapter01screen05Text1": "Let’s think more about it",
"M4chapter01screen05Text2": "Are all men masculine in a way that Mard ko Dard Nahi Hota? Let’s watch a video to dig deeper",
"M4chapter01screen05Text3": "Indian Men Explain Masculinity <br />#TribeTalk Part 1/4</b>",
"M4chapter01screen05Text4": "As you can see in the video, different men have different notions about masculinity. Therefore, it is critical to understand the term Masculinities which encompasses experiences of all men and broadens the characteristics, meanings and ideas of being a man. It challenges the ideas of one and only type of Masculinity which restricts and defines how a man should be. Therefore, when you think back to the first activity, all objects can be associated with masculinity. Because who is to say that tears are not masculine?",
"M4chapter01screen06Text1": "What are 2 such notions about masculinity that you hold and have been challenged?",
"M4chapter01screen07ext1": "Write down 2 steps that you can take to challenge the restrictive norms of masculinity in your life.",
"M4chapter01screen07ext2": "For example: I will talk to my friends/ family about masculinity. I will not make fun of a boy for crying",
"M4chapter01screen08ext1": "Indian Men Talk About Love, Sex & Relationships <br /> <b>#TribeTalk Part 2/4</b>",
"M4chapter01screen08ext2": "पुरुष होते नहीं बल्कि समाज में बनाए जाते हैं | फेमिनिज़म इन इंडिया",
"M4chapter02screen01Title": "Understanding Multiple Masculinities",
"M4chapter02screen02Text1": "Let’s watch a video to begin",
"M4chapter02screen02Text2": "Masculinities in India: Prashant",
"M4chapter02screen02Text3": "Which of the following have you seen boys and men around you doing? Select all that apply",
"M4chapter02screen02Text4": "Washing clothes",
"M4chapter02screen02Text5": "Roaming outside",
"M4chapter02screen02Text6": "Wearing nail paint",
"M4chapter02screen02Text7": "Teaching gender equality",
"M4chapter02screen02Text8": "Not allowing their wife to work",
"M4chapter02screen02Text9": "Changing diapers",
"M4chapter02screen02Text10": "Respecting girls and women",
"M4chapter02screen02Text11": "Bullying and harassing other men ",
"M4chapter02screen02Text11N": "Bullying and harassing women",
"M4chapter02screen02Text12": "Cleaning toilets",
"M4chapter02screen02Text13": "Living at their in-laws place",
"M4chapter02screen02Text14": "Being violent and abusive",
"M4chapter02screen02Text15": "Wearing a saree",
"M4chapter02screen03Text1": "Boys and men can be seen doing all of the activities mentioned in the previous page however, as we learnt in the last chapter some of these behaviours are part of the acceptable form of masculinity while others may not be as acceptable in society. For example, wearing a saree, living at their in-laws place, teaching gender equality. Therefore, the term masculinities encompasses all the behaviors that society may or may not expect from men.",
"M4chapter02screen04Text1": "Let’s do an activity to learn about different forms of Masculinities",
"M4chapter02screen04Text2": "Given below are 4 types of masculinities. Under each type, some characteristics, traits and behaviours have been listed. Please note that this list is in no way exhaustive but has been created to enable a smooth learning experience for us.Take some time to go through each type.",
"M4chapter02screen04Text3": "Type A",
"M4chapter02screen04Text4": "Enjoys power over women and other men subordinate to him - physically, psychologically and financially",
"M4chapter02screen04Text5": "Believes in being physically strong and aggressive",
"M4chapter02screen04Text6": "Encourages competition, distrust and insecurity",
"M4chapter02screen04Text7": "Sees kindness, compassion and expressing emotions as a weakness",
"M4chapter02screen04Text8": "Believes in gender roles- for instance: women should do household work and caregiving; and men should be the sole earners of the family",
"M4chapter02screen04Text9": "Believes that a household’s honour is in keeping their girls and women safe and protected ",
"M4chapter02screen05Text1": "Type B",
"M4chapter02screen05Text2": "Is not overtly abusive or violent.",
"M4chapter02screen05Text3": "Accepts situations as they are and adapts to them.",
"M4chapter02screen05Text4": "Does not question or challenge the existing power dynamics favouring men.",
"M4chapter02screen05Text5": "Typically belongs to a privileged category, including being upper caste, upper or middle class, of a majority religion, cisgender, heterosexual, and non-disabled.",
"M4chapter02screen05Text6": "Appears to be kind and understanding.",
"M4chapter02screen05Text7": "Benefits from the cultural norms of patriarchy and is unwilling to let go of associated privileges, such as the division of labor between genders.",
"M4chapter02screen06Text1": "Type C",
"M4chapter02screen06Text2": "Comes from a less privileged group because they are not part of the dominant gender, sexual orientation, caste, class, religion, and ability status.",
"M4chapter02screen06Text3": "May or may not believe in patriarchy but can't fully benefit from it and is marginalized due to different social factors like class, sexual orientation, gender, caste, ability, race, and social location.",
"M4chapter02screen06Text4": "Dominated and bullied by other men, especially from Type A for being different ",
"M4chapter02screen06Text5": "",
"M4chapter02screen07Text1": "Type D",
"M4chapter02screen07Text2": "Sensitive to gender injustice and male socialization",
"M4chapter02screen07Text3": "Conscious of how Patriarchy dehumanizes all genders.",
"M4chapter02screen07Text4": "Does not accept the status quo.",
"M4chapter02screen07Text5": "Questions and challenges gender norms at the individual, family, and collective levels. For example, shares labor and decision-making with women.",
"M4chapter02screen07Text6": "Counters male socialization, for instance, listens attentively to women.",
"M4chapter02screen07Text7": "Envisions and works towards an inclusive and just world.",
"M4chapter02screen07Text8": "Speaks up and avoids using violence.",
"M4chapter02screen07Text9": "Now that you are familiar with these 4 types, let’s read some stories. Under each story, you must select the type of masculinity that the story fits under.",
"M4chapter02screen08Text1": "Nandan is a migrant Dalit construction worker who puts in long hours to support his family. While he admires the dashing Bollywood heroes, his reality is a world apart from theirs. He frequently faces abuse from his supervisors and is constantly worried about losing his job. His wife is his only friend",
"typea": "Type A",
"typeb": "Type B",
"typec": "Type C",
"typed": "Type D",
"M4chapter02screen08Text2": "Kunal is a General Manager of Sales at an MNC. He drives his team hard to reach their targets. When anyone is behind target, he shouts and threatens them with their job. He rewards his team with sex parties and booze weekends. There are no women in his team; as he sees it, women can’t work in this tough and aggressive environment.",
"M4chapter02screen08Text3": "Aadhar is a 14 year old middle class boy. He has a happy life going to school, playing football and eating good food. He is thankful he wasn't born a girl like his sister who has to help her mother and get harassed by boys.",
"M4chapter02screen08Text4": "Nadeem is a doctor. He was deeply influenced by his female friends in college.Listening to them, he became conscious of injustices women faced. He started changing his behaviour – he stopped interrupting women when they spoke, he listened to women and men respectfully. He gently challenged his male colleagues when they treated women unfairly.",
"M4chapter02screen08ModelDText1": "Type D",
"M4chapter02screen08ModelDText2": "Men who exhibit qualities that are opposite to those valued in Group A such as physical weakness and expressing emotions etc.",
"M4chapter02screen08ModelDText3": "Dominated and bullied by other men for being weak and different.",
"M4chapter02screen08ModelAText1": "Type A",
"M4chapter02screen08ModelAText2": "Enjoys power over women and other subordinate men physically,psychologically and financially",
"M4chapter02screen08ModelAText3": "Believes in being physically strong and aggressive",
"M4chapter02screen08ModelAText4": "Encourages competition, distrust and insecurity",
"M4chapter02screen08ModelAText5": "Sees kindness, compassion and expressing emotion as weakness",
"M4chapter02screen08ModelAText6": "Believes in gender roles- eg: women should do household work and caregiving and men should be breadwinners",
"M4chapter02screen08ModelAText7": "Believes that a household’s honour is in keeping their girls and women safe and protected",
"M4chapter02screen08ModelBText1": "Type B",
"M4chapter02screen08ModelBText2": "Is not overtly abusive or violent",
"M4chapter02screen08ModelBText3": "Accepts things as they are, and goes along with it",
"M4chapter02screen08ModelBText4": "Does not question or challenge if men have more power",
"M4chapter02screen08ModelBText5": "Usually comes from a privileged category belongs to upper caste,upper or middle class, majority religion, is cisgender, heterosexual and able bodied",
"M4chapter02screen08ModelBText6": "Comes across as kind and understanding",
"M4chapter02screen08ModelBText7": "Enjoys the benefits from the culture of Patriarchy and does not want to let go of the privileges Eg. Division of labour between genders",
"M4chapter02screen08ModelEText1": "Type E",
"M4chapter02screen08ModelEText2": "Sensitive to gender injustice and male socialization",
"M4chapter02screen08ModelEText3": "Conscious of how all genders are dehumanized by Patriarchy",
"M4chapter02screen08ModelEText4": "Does not accept the status quo",
"M4chapter02screen08ModelEText5": "Questions and challenges the gender norms at individual, family and collective levels. Eg: Shares labour and decision-making with women",
"M4chapter02screen08ModelEText6": "Counters male socialization Eg. Listens to women attentively",
"M4chapter02screen08ModelEText7": "Envisions and strives for an alternate and just world",
"M4chapter02screen08ModelEText8": "Speaks up and/or refrains from using violence",
"M4chapter02screen09Text1": "Akash is 22 years old. He leads a group of bikers who race on the streets of Bangalore. He worships Hrithik Roshan and Salman Khan, tough Bollywood stars who save pretty young women from bad people. He himself rarely speaks to women; he thinks they are silly.",
"M4chapter02screen09Text2": "Naveen is a professor of English and reads widely. He is usually gentle with his wife; but she knows he can get angry if she serves his food a little late or not to his taste. He looks down on other men who treat women badly. He admires women for their stamina - his wife works at a bank and also does the house work so well!",
"M4chapter02screen09Text3": "Kevin is a young man who is homesexual. He is gentle and effeminate. He was bullied a lot in school for being like a ‘girl’. Now his partner dominates him; he often shouts at him and sometimes even beats him.",
"M4chapter02screen09Text4": "Ram is a man with visual impairment; he lost his eyesight when he was three years old. He didn't have many friends in school where he was bullied. His mother took care of him when he was young and he feels he has depended on others for support all his life. He is thrilled hearing the exploits of Ronaldo, the Brazilian soccer player. ",
"M4chapter02screen09ModelCText1": "Group C",
"M4chapter02screen09ModelCText2": "Comes from an underprivileged category as they do not belong to the dominant caste, class, religion, and ability status",
"M4chapter02screen09ModelCText3": "Believes in patriarchy, but can’t enjoy it fully, marginalized because of being underprivileged",
"M4chapter02screen09ModelCText4": "Admires people who display traits and behaviours described in group A and are often violated by them",
"M4chapter02screen09ModelCText5": "Does not question or challenge these traits and behaviours",
"M4chapter02screen10Text1": "Ram is a man with visual impairment; he lost his eyesight when he was three years old. He didn't have many friends in school where he was bullied. His mother took care of him when he was young and he feels he has depended on others for support all his life. He is thrilled hearing the exploits of Ronaldo, the Brazilian soccer player.",
"M4chapter02screen10Text2": "Mohit is a manual labourer. As a child, he saw his father beat his mother who did a lot of work at home and outside. Growing up, he questioned why women in the village and in the TV shows he watched were treated unfairly. He treats women and girls differently. He shares in household work, and consults his wife for making decisions. When other men make fun of him, he is not perturbed. As he says, “I prefer to be a different kind of man.”",
"M4chapter02screen10Text3": "Aditya is a software engineer who has worked in 3 continents – modern, educated and well-read. His friends are impressed that he and his wife (who is a scientist) have travelled widely and treat each other as friends. At home, there is a strict division of space and roles. The kitchen is the domain of his wife – he only expects her to serve him food he likes. The living room is his domain, where he watches TV and discusses politics with his friends.",
"M4chapter02screen10Text4": "Girish is a local landlord; he is proud that he is aggressive and keeps his workers and his family under his strong control. He hates men who are 'soft' and gentle. He himself slams his wife if she ever talks back at him.",
"M4chapter02screen11Text1": "Which group would you place yourself in (if you identify as a man)",
"M4chapter02screen11Text2": "Which group would you place the closest man in your life (if you do not identify as a man)",
"GroupA": " Type A",
"GroupB": " Type B",
"GroupC": " Type C",
"GroupD": " Type D",
"GroupE": " Type E",
"M4chapter02screen12Text1": "When the traits, behaviours and characteristics of <b>Type A </b> are displayed it’s called <b>Hegemonic Masculinity.</b> They feel they are entitled to freedom of movement, speech, decision making, resource management, use of violence, discriminating against others.",
"M4chapter02screen12Text2": "Similarly, When the traits, behaviours and characteristics of <b>Type B</b> are displayed it’s called <b>Complicit Masculinity</b>.",
"M4chapter02screen12Text3": "<b>Type C - Marginalized Masculinity </b> for example, men from the Dalit community, men with disabilities, men who are gay and often even transgender men. ",
"M4chapter02screen12Text4": " <b>Type D - Inclusive Masculinity</b> any man who follows the traits and behaviors mentioned in the description regardless of their identity.",
"M4chapter02screen12Text5": "Type E: Inclusive and gender equitable Masculinity",
"M4chapter02screen12Text6": "It is important to note that as part of the socialisation process many of these behaviours are learnt and throughout life new behaviours are learnt and old are unlearnt, therefore one can see intersections of these Masculinities being practiced through behaviours and actions in boys and men. It is important to identify these behaviours as part of these masculinities to understand the perspective and the socialisation process one must have been through. This enables building deeper understanding and to work towards building a more inclusive and gender equitable Masculinity that respects diversity. Boys and men belonging to upper caste, upper class, majority religion are often socialised into practising hegemonic masculinity ideals. Our systems and structures also enable this for them and reward them however, even though they enjoy more privileges and power they also have to bear the burden throughout their lives and in the process lose their humanity. Upcoming chapters will talk more about this in detail. ",
"M4chapter02screen13Text1": "Think about the behaviours and situations where men in your own life displayed the above mentioned behaviors of different Masculinities. Share the situation below:",
"Hegemonic": "Hegemonic",
"Complicit": "Complicit",
"Marginalised": "Marginalised",
"Subordinated": "Subordinated",
"M4chapter02screen13Text2": "Inclusive",
"M4chapter02screen14Text1": "Raewyn Connell (Masculinities)",
"M4chapter02screen14Text2": "कैसे हमारे घर और परिवार हिंसक मर्दानगी को बढ़ावा देते हैं",
"M4chapter03screen01Title": "Role of Media in creating notions of masculinities",
"M4chapter03screen02Text1": "Look at the pictures below. Which type of masculinity do you think each picture represents? Choose one option from the list.",
"M4chapter03screen02Text2": "Angry young man image represented through Amitabh Bachchan believing ‘Mard ko Dard Nahi Hota’",
"M4chapter03screen02Text3": "Manoj Bajpayee playing the role of a professor in the film Aligarh was suspended due to his homosexuality.",
"M4chapter03screen03Text1": "Rahul’s character played by Shahrukh Khan in Kuch Kuch Hota Hai is a rich, upper caste, popular guy in college who believes that women cannot play basketball. He is shown to be kind to women he loves and his daughter.",
"M4chapter03screen03Text2": "Kabir Singh’s character claims ownership of his girlfriend and stays abusive and destructive.",
"M4chapter03screen04Text1": "Educated upper class men shown in the movie hum saath saath hain do not challenge patriarchal culture in their family - women are shown housemakers and sexist jokes are made for humor.",
"M4chapter03screen04Text2": "Farhan Akhtar's character stands up against other men for gender equality and believes that women can make their own decisions without their husband's permission.",
"M4chapter03screen05Text1": "Bollywood has represented multiple masculinities through various characters over the years. However, many popular films which are widely watched have shown characters displaying hegemonic masculinity.These characters promote violence, reinforce the importance of physical strength,excessive drinking being abusive towards their partners, not expressing their emotions and being angry,Hence promoting the role of men as protectors, bread winners and owners of women amongst other things. When characters like Kabir Singh who are projected as being deeply in love and ready to do anything for love are idealized in films, it creates a problematic narrative where men who are abusive, reckless and destructive think they own women and can get away with everything by calling it ‘love’.",
"M4chapter03screen05Text2": "Think about 2 films you liked and reflect on the different masculinities shown in the film through the characters. Share about the films, characters and masculinities ",
"M4chapter03screen06Text1": "There are also films with characters displaying inclusive and gender-equitable masculinity like Farhan Akhtar in Dil Dhadakne Do as shared in the last activity.",
"M4chapter03screen06Text2": "Can you think of other media with similar examples where men are displaying inclusive and gender-equitable masculinity. Share 2 examples from any 2 media including advertisements, film, TV or online streaming platform show, News- Print/ Digital, Podcast/ Radio show",
"M4chapter03screen07Text1": "Many organisations and individuals who believe in gender equity, diversity and inclusion have been writing reviews and challenging the way masculinity is represented in media whether it’s films, ads, OTT platforms or print and digital news. Thus, holding them accountable and bringing awareness to the viewers. Akshara center, an organization based in Mumbai started a gender rewrite competition for popular but problematic dialogues and songs promoting hegemonic masculinity. Some of the examples are shared below:",
"M4chapter03screen07Text2": "Bollywood's Tryst With Toxic Masculinity",
"M4chapter03screen07Text3": "| Feminism In India",
"M4chapter03screen07Text4": "मर्द पैदा नहीं होते, मर्दानगी के पैमाने यह समाज गढ़ता है",
"M4chapter03screen07Text5": "| फेमिनिज़म इन इंडिया",
"M4chapter03screen07Text6": "Feminist Nandita Shah Dares Honey Singh To Sing About Consent & Equality",
"M4chapter03screen08Text1": "What are two steps you will do to ensure meaningful consumption of media?",
"M4chapter03screen09Text1": "What's So Great About <br /> <b>'Being a Man'? </b>",
"M4chapter03screen09Text2": "Gentleman kise kehte hai? <br /> <b>Ayushmann Khurrana for The Man Company </b>",
"M4chapter04screen01Title": "Impact of Hegemonic Masculinity on society ",
"M4chapter04screen02Text1": "Let’s watch a video to understand how hegemonic masculinity plays out in society",
"M4chapter04screen02Text2": "Satyamev Jayate Season 3 | Episode 6 |",
"M4chapter04screen02Text3": "When Masculinity Harms Men | Love of power (Subtitled)",
"M4chapter04screen02Text4": "Kamla Bhasin",
"M4chapter04screen02Text5": "Kamla Bhasin - Wikipedia",
"M4chapter04screen03Text1": "Violent masculinity is connected to (select all that apply)",
"M4chapter04screen03Text2": "Equality and Justice",
"M4chapter04screen03Text3": "Power and authority",
"M4chapter04screen03Text4": "Inequality and Injustice",
"M4chapter04screen03Text5": "Sharing power and authority",
"M4chapter04screen03Text6": "Violent Masculinity is harmful for",
"all_gender": "All genders",
"no_one": "No One",
"M4chapter04screen04Text1": "Which of the following statements are true (select all that apply)",
"M4chapter04screen04Text2": "Men who practice violent masculinity are strong and powerful",
"M4chapter04screen04Text3": "Men who practice violent masculinity have a broken relationship with themselves and those around them.",
"M4chapter04screen04Text4": "Men who practice violent masculinity are unable to be empathetic and compassionate",
"M4chapter04screen04Text5": "Violent masculinity places power and dominance above humanity",
"M4chapter04screen04Text6": "Rape as an act of violent masculinity takes away the honour of",
"M4chapter04screen04Text7": "Victim- person on whom crime has been committed",
"M4chapter04screen04Text8": "Perpetrator- person who committed the crime",
"M4chapter04screen04Text9": "Both victim and perpetrator",
"M4chapter04screen05Text1": "Society defines an ideal man as someone who is",
"M4chapter04screen05Text2": "Physically strong and tall",
"M4chapter04screen05Text3": "Who is emotional",
"M4chapter04screen05Text4": "Who can provide and protect his family",
"M4chapter04screen05Text5": "Who can perform well sexually",
"M4chapter04screen05Text6": "Violent masculinity leads to",
"acid_attacks": "Acid attacks ",
"Murders": "Murders",
"Suicides": "Suicides",
"Wars": "Wars",
"Terrorrism": "Terrorrism",
"M4chapter04screen05Text7": "Physical and sexual assault",
"M4chapter04screen05Text8": "We have seen from Kamla Bhasin’s video that violent masculinity is harmful not just to men but to larger society as well. We can see that violent masculinity is a by-product of hegemonic masculinity. In hegemonic masculinity, violence is used as a tool to maintain power and hegemony over others.",
"M4chapter04screen06Text1": "Share about how hegemonic masculinity behaviours have impacted your life. Share any 2 examples in the space below",
"M4chapter04screen06Text2": "Babu works with a call center in Lucknow. One evening just when he is about to leave for home, his team leader calls him and asks him to immediately rework on a report that he had sent earlier in the day. Babu gets very upset that his team leader asked him for this work when he is about to leave for home. This was happening for the third time this week. After work he decided to go and meet his friends at a bar and informs at home that he will have dinner out. He gets drunk and is driving his bike to get back home. On his way home he meets a cop. The cop asks Babu for his license and pay fine of Rs.2000 for drunk driving. He apologises, assures the cop he won't do it again. After paying a bribe of Rs. 250 the cop lets him go. Once Babu reaches home his elder brother opens door and scolds him for being drunk and late. Babu again apologises and assures his brother that this won't happen ever again. He goes to check the fridge for food and finds there is nothing. He goes to his wife-Roma, to ask for food who is upseet that Babu has come home so late she is also angry that he is drunk. When Roma questions him, Babu shuts back at her and tells her that it's none of her business. He also tells her that her only job is to give him food when he requires it. Roma says since she wasn't sure if he would be home for dinner, there was no food kept aside for him. Babu gets angry and pulls her up by her arms and starts to use abusive language. Roma cries out. On hearing Roma cry, their 5 year old son comes crying and asks father to stop. In that fit of anger Babu hits his son too.",
"M4chapter04screen07Text1": "Now let’s answer the following questions, select all the options that apply.",
"M4chapter04screen07Text2": "Who were the people Babu was apologetic to?",
"M4chapter04screen07Text3": "Who was he violent towards?",
"team_leader": "Team Leader",
"roma": "Roma",
"elder_brother": "Elder brother",
"son": "Son",
"cop": "Cop",
"M4chapter04screen08Text1": "Why was Babu not violent towards his boss, the cop and his brother?",
"M4chapter04screen08Text2": "Because he respects them",
"M4chapter04screen08Text3": "Because he realised his mistake and he was sorry",
"M4chapter04screen08Text4": "Because he is scared of them",
"M4chapter04screen08Text5": "Because they have more power over him- his team leader power of position, his elder brother power of age in their relationship, cop has power given by the state",
"M4chapter04screen08Text6": "Because he feared consequences",
"M4chapter04screen08Text7": "Do you think Babu had a valid reason for hitting his wife and son?",
"M4chapter04screen09Text1": "What could be the possible reasons for Babu being violent to his wife and son?",
"M4chapter04screen09Text2": "He treats them as his property",
"M4chapter04screen09Text3": "He needed to impose his power to feel like a man again",
"M4chapter04screen09Text4": "He took out his anger of all the other people on them",
"M4chapter04screen09Text5": "He has power over them due to his gender and his relationship of a husband and a father",
"M4chapter04screen09Text6": "He did not fear consequences",
"M4chapter04screen10Text1": "Many men like Babu feel entitled about being violent towards their wives and children. If not wife and children it could be other subordinates- their junior, younger sibling, domestic worker etc. Having to apologise for their mistakes to other men who have more power over them makes them feel less in their manhood. Therefore, it comes out in the form of violence towards their subordinates, who they have more power over, especially their wives and children. This can be seen in the context of family, state, countries, from micro to macro levels across. While it all begins with the process of socialisation which enables violent masculine behaviours in boys and men, it is systemically and structurally accepted and normalised and enabled through various institutions like family, media, state, law and educational institutes, workplaces.",
"M4chapter04screen10Text2": "Let's find out through a video some of the unlawful,unacceptable behaviours which are completely normalised for boys and men.",
"M4chapter04screen11Text1": "As you can see in the video for many boys and men staring, stalking, making obscene calls, flashing, touching everything that comes under the legal definition of sexual harassment are completely normal and treated with impunity. They are in fact ways for them to win over girls/women or have fun. When their unsolicited actions and calls are refused it could lead to violent reaction from their end. Many acid attack incidents stem from their inability to accept rejection. For such crimes many times the victims are blamed by their families, communities, law enforcers and politicians",
"M4chapter04screen11Text2": "क्या होती है विक्टिम ब्लेमिंग?",
"M4chapter04screen11Text3": "This socialization coupled with systemic and structural enabling and normalising of violent behaviours through boys and men leads to death of humanity in them and creates immense pressure and burden on some cis and trans men who do not fit the society’s ideals of hegemonic masculinity. As a result they face many adverse repercussions.",
"M4chapter04screen11Text4": "Instagram- The Logical Indian",
"M4chapter04screen13Text1": "It is important to note that while there are disadvantages- pressure and burden of patriarchal and hegemonic masculine ideals, there are advantages in the form of much power and many privileges to boys and men, therefore, while they can be victims of Patriarchy they are also the perpetrators. This makes their role critical in changing the system and their own masculine ideals for an equitable and inclusive society.",
"M4chapter04screen13Text2": "The next chapter will address how to deal with this.",
"M4chapter04screen13Text3": "Share about 2 hegemonic patriarchal masculine ideals you would want boys and men to be rid of ?",
"M4chapter04screen14Text1": "Indian Men Talk About Rules for Men & Women | <br /> <b>#TribeTalk Part 3/4</b>",
"M4chapter04screen14Text2": "समाज में मर्दानगी के पैमाने लड़कों को बना रहे हैं 'हिंसक मर्द' | <br /> <b>फेमिनिज़म इन इंडिया</b>",
"M4chapter04screen14Text3": "आखिर क्यों बढ़ रहे हैं लॉकडाउन के दौरान घरेलू हिंसा के मामले?",
"M4chapter04screen14Text4": "ट्राँस पुरुष और मानसिक स्वास्थ्य की बात समय की ज़रूरत है",
"M4chapter05screen01Title": "Need for the masculinities which are inclusive and equitable",
"M4chapter05screen02Text1": "In the last chapter we understood the adverse impact of violent and patriarchal masculinity. This can be seen in the many forms of violence happening in the world. Thereby , establishing the need for inclusive and gender equitable masculinities . This chapter will focus on what can be done to ensure the same.",
"M4chapter05screen02Text2": "Let’s watch a video",
"M4chapter05screen02Text3": "<b>#StartWithTheBoys</b> | Film by Vinil Mathew starring <br /> Madhuri Dixit for #VogueEmpower | VOGUE India",
"M4chapter05screen03Text1": "Choose the option that you feel/ think is correct",
"M4chapter05screen03Text2": "The message given to boys while growing up is",
"M4chapter05screen03Text3": "Boys don’t cry",
"M4chapter05screen03Text4": "Boys should cry",
"M4chapter05screen03Text5": "The message that should be given to boys is",
"M4chapter05screen03Text6": "Boys don’t cry",
"M4chapter05screen03Text7": "Boys do not make others cry",
"M4chapter05screen03Text8": "Boys should make others cry",
"M4chapter05screen03Text9": "It is okay for boys to cry",
"M4chapter05screen03Text10": "In the video we can see that even a seemingly harmless message like ‘boy’s don’t cry’ can have a deeper psychological impact on boys. It contributes to them disconnecting with their own and other people’s emotions. This along with all the other toxic messages as part of the socialization process leads to violent masculinity in men. Therefore, instead of boys don’t cry, the video emphasizes the need for the message ‘boys don’t make others cry’.",
"M4chapter05screen04Text1": "Given below is a chart of some all the messages men receive which contribute to violent masculinity",
"M4chapter05screen05Text1": "What are 5 messages you have heard which you think contribute to gender equitable and inclusive masculinity. (You can upload your own chart if you can think of more)",
"M4chapter05screen06Text1": "Let’s watch 2 more videos to understand what can be done to ensure inclusive and gender equitable masculinities amongst boys and men",
"M4chapter05screen06Text2": "Unacademy | <br /> <b>Teach Them Young</b>",
"M4chapter05screen06Text3": "This International Men's Day teach your boys kya #NahiChaltaHai with <br /> Mankind | Adil Hussain | Hindi",
"M4chapter05screen06Text4": "The videos shed light on positive behaviours which should be taught to boys and harmful behaviours and actions which should be called out.",
"M4chapter05screen06Text5": "What needs to be done to ensure systemic and structural change at an individual and collective level?",
"M4chapter05screen06Text6": "<b>We can bring in positive behavior change through:</b><br><ul><li>Awareness and behavior change work with boys and men.</li><li> Ggender responsive parenting work with parents and other stakeholders who impact the lives of boys and men.</li> <li> Holding media accountable for projecting and influencing the culture of violent masculinity instead of inspiring gender equitable and inclusive masculinities in media.</li> <li> Using positive examples from the media for awareness and behaviour change.</li> <li> Working with the stakeholders in the state- police, law enforcement, politicians, civil servants etc. and service providers in the various sectors especially educational institutions.</li>We must engage with boys and men actively across all the sectors and spheres engaging with boys and men actively to inspire gender equitable and inclusive masculinities. This will enable them as agents and allies for a gender-just and equitable world.",
"M4chapter05screen08Text1": "Example: 13 young men and boys participated as youth leaders in a programme called <a className='display-inline' href='https://theypfoundation.org/programmes/mwb/' target='blank'> Mardon Wali Baat</a> who developed innovative communication materials on masculinity and gender using their own photos and developed postcards and posters. These posters were utilized in community engagement efforts that reached out to more than 500 young people across university campuses and public sites in Lucknow city to challenge dominant conceptions of masculinity and address gender based violence.",
"M4chapter05screen10Text1": "Another example",
"M4chapter05screen10Text2": "Masculinities in India <br /><b>Prashant</b>",
"M4chapter05screen10Text3": "What are 2 steps you will take to inspire inclusive and gender equitable masculinity",
"M4chapter05screen10Text4": "Please note that transformation is not easy, it is a process and one may face many challenges and hurdles. There can also be backlash, therefore, it is important to have a support system in place and know of individuals, institutions and organisations which can be reached out for support.",
"M4chapter05screen11Text1": "लैंगिक समानता में विश्वास रखने वाले पुरुषों को करने चाहिए ये 20 काम",
"M4chapter05screen11Text2": "'हिंसक मर्दानगी' से घुटते समाज को 'संवेदनशील पुरुषों' की ज़रूरत है <br /> <b>| फेमिनिज़म इन इंडिया</b>",
"M4chapter05screen11Text3": "महिला हिंसा रोकने में मर्दों की भागीदारी | <br /> <b>| फेमिनिज़म इन इंडिया</b>",
"M4chapter05screen11Text4": "whatsamanpodcast",
"M4chapter05screen12Text1": "Final Quiz",
"M4chapter05screen12Text2": "Socially constructed masculinity which defines who, what and how boys and men should be believes in the following (select all that apply)",
"M4chapter05screen12Text3": "Boys should express emotions and be sensitive",
"M4chapter05screen12Text4": "Boys should be physically strong",
"M4chapter05screen12Text5": "Boys can play with dolls and dance if they like",
"M4chapter05screen12Text6": "Boys and men should protect the women in their family no matter what",
"M4chapter05screen12Text7": "Boys don't cry",
"M4chapter05screen12Text8": "Boys should play sports like cricket, hockey and football",
"M4chapter05screen12Text9": "Boys and men must work in the kitchen",
"M4chapter05screen13Text1": "Which of the following statements is true",
"M4chapter05screen13Text2": "The term ‘Masculinities’ encompasses experiences of all men and broadens the characteristics, meanings and idea of being a man",
"M4chapter05screen13Text3": "When boys and men live upto the socially prescribed standards of acceptable masculinity they are bullied, punished and made to feel lesser and weaker.",
"M4chapter05screen13Text4": "Masculinity as defined by social standards is not linked to the gender/sex assigned at birth",
"M4chapter05screen13Text5": " Wearing a saree, cooking, living with in-laws are all behaviors which are part of acceptable forms of masculinity in society.",
"M4chapter05screen13Text6": " Which of the following behaviours, traits and characteristics are applicable for Hegemonic masculinity",
"M4chapter05screen13Text7": "Believes that a household’s honour is in keeping their girls and women safe and protected",
"M4chapter05screen13Text8": "Believes in gender equity",
"M4chapter05screen13Text9": " Enjoys power over women and other oppressed men physically, psychologically and financially",
"M4chapter05screen13Text10": "They are kind, compassionate and vulnerable",
"M4chapter05screen14Text1": "Which of the following statements are false",
"M4chapter05screen14Text2": "Complicit Masculinity can be seen displayed by men from a privileged category belonging to upper caste, upper or middle class, majority religion, cisgender, heterosexual and able bodied",
"M4chapter05screen14Text3": "Complicit Masculinity refers to the behaviours, traits and characteristics where men challenge the patriarchy and fight for equal rights for all genders.",
"M4chapter05screen14Text4": "Marginalised masculinity can be seen displayed by men who are oppressed because they do not believe in Patriarchy, it has nothing to do with their social identities.",
"M4chapter05screen14Text5": "Men displaying marginalised masculinity may or may not believe in patriarchy, but can’t enjoy it fully. They are marginalized because they do not belong to the dominant gender, sexual orientation,caste, class, religion and ability status.",
"M4chapter05screen14Text6": "Fill in the blanks In……………… masculinity men are dominated and bullied by other men for being weak and different.",
"M4chapter05screen14Text7": "inclusive",
"Marginalized": "Marginalized",
"M4chapter05screen15Text1": "Which of the following traits, characteristics and behaviours are true for inclusive masculinity",
"M4chapter05screen15Text2": "Sensitive to gender injustice and male socialization",
"M4chapter05screen15Text3": "Conscious of how all genders are dehumanized by Patriarchy",
"M4chapter05screen15Text4": "Uses violence when convenient",
"M4chapter05screen15Text5": "Questions and challenges the gender norms at individual, family and collective levels <br /> Eg: Shares labour and decision-making with women",
"M4chapter05screen15Text6": "A deeper understanding of traits, behaviours and characteristics as part of different forms of masculinities will enable",
"M4chapter05screen15Text7": "Nothing",
"M4chapter05screen15Text8": "Work towards building a more inclusive Masculinity that respects diversity",
"M4chapter05screen15Text9": "Hegemonic masculinity",
"M4chapter05screen15Text10": "Ostracisation",
"M4chapter05screen16Text1": " Which of the following characters in bollywood films display Hegemonic Masculinity",
"M4chapter05screen16Text2": "Farhan Akhtar in Dil Dhadakne Do",
"M4chapter05screen16Text3": "Shahid Kapoor in Kabir Singh",
"M4chapter05screen16Text4": "Shahrukh Khan in Kuch Kuch Hota Hai",
"M4chapter05screen16Text5": "Manoj Bajpayee in Aligarh",
"M4chapter05screen16Text6": "Which of the following statements are false",
"M4chapter05screen16Text7": "Rape as an act of violent masculinity takes away the honour of the victim",
"M4chapter05screen16Text8": "Society defines an ideal man as someone who is physically strong and tall, who can provide and protect his family and can perform well sexually",
"M4chapter05screen16Text9": "Violent masculinity is harmful for all genders",
"M4chapter05screen16Text10": "Violent masculinity is connected to power, authority, inequality and injustice",
"M4chapter05screen17Text1": "Many men like Babu (from the case story) feel entitled about being violent towards their wives, children and other subordinates because (select all that apply)",
"M4chapter05screen17Text2": "they had to apologise for their mistakes to other men who have more power over them which makes them feel less in their manhood",
"M4chapter05screen17Text3": "they treat them like their property",
"M4chapter05screen17Text4": "they feel powerless and have no other alternative",
"M4chapter05screen17Text5": "they have more power over them due to their gender and relationship status",
"M4chapter05screen17Text6": "The pressure of masculinity which boys and men are largely socialised into, leads to",
"M4chapter05screen17Text7": "Normalising violent behaviours by boys and men",
"M4chapter05screen17Text8": "Immense pressure and burden on men who do not fit society’s ideals of being ‘A Man",
"M4chapter05screen17Text9": "Stigmatizes conversation around mental health for boys and men",
"M4chapter05screen17Text10": "Aggressive competition between boys and men",
"M4chapter05screen18Text1": "Which of the following messages should not be taught to boys as part of their socialisation process",
"M4chapter05screen18Text2": "Be good at sports you are a boy",
"M4chapter05screen18Text3": "Don’t gossip like girls",
"M4chapter05screen18Text4": "Ladkiyon ki haan me hi na hoti hai",
"M4chapter05screen18Text5": "Respect everyone",
"M4chapter05screen18Text6": "Man up",
"M4chapter05screen18Text7": "You have to protect and provide for your family all by yourself",
"M4chapter05screen18Text8": "You must equally share household and caregiving work with your partner",
"M4chapter05screen18Text9": "Don’t be such a girl",
"M4chapter05screen18Text10": "Jewellery, make-up, heels are for girls only",
"M4chapter05screen18Text11": "You can choose to study whatever you are interested in",
"M4chapter05screen18Text12": "Being a stay at home dad is your decision and there is nothing wrong with it",
"M5chapter01IntroScreenText1": "Objectives of the module",
"M5chapter01IntroScreenText2": "Recognise, identify and understand the concept of human rights",
"M5chapter01IntroScreenText3": "Understand power and privilege and how it impacts the access to resources and rights",
"M5chapter01IntroScreenText4": "Understand what leads to violence and discrimination of certain social identities",
"M5chapter01IntroScreenText5": "Learn the connections between rights, responsibilities and duties.",
"M5chapter01Screen01Title": "What are Human Rights?",
"M5chapter01Screen02Text1": "Watch this video",
"M5chapter01Screen02Text2": "What are Human Rights?(Hindi)",
"M5chapter01Screen02Text3": "In your opinion what would qualify as basic human rights? Please write a minimum of 2 rights, and a maximum of 5 rights.",
"M5chapter01Screen02Text4": "Design Instruction: For each correct answer, participants should be given a score of +1. Any of the 30 rights mentioned in the Universal Declaration of Human Rights document seen below qualify as correct answers",
"M5chapter01Screen03Text1": "What are Human Rights?",
"M5chapter01Screen03Text2": "Human rights are rights we have simply because we exist as human beings - they are not granted by any state. These universal rights are inherent to us all, regardless of gender, national or ethnic origin, color, religion, caste, class, disability, language or any other status. They range from the most fundamental - the right to life - to those that make life worth living, such as the rights to food, education, work, health, and liberty. ",
"M5chapter01Screen03Text3N": "Human rights are <b>Universal and Inalienable, Indivisible and Interdependent, Equal and Non- discriminatory</b>",
"M5chapter01Screen03Text3": "Let’s understand these terms better!",
"M5chapter01Screen03Text4": "<b>Universal:</b> This means that rights are not a privilege that only a few people have, but something everyone is entitled to regardless of where they live, what caste, religion, class, gender identity, sexual identity, ability status they belong to.",
"M5chapter01Screen04Text1": "<b>Inalienable:</b> These rights and freedoms cannot be challenged or taken away from a person and each person is born with the same rights.",
"M5chapter01Screen04Text2": "<b>Indivisible:</b> This means that a hierarchy of rights cannot be created where some rights are considered more important than others. For example, one cannot claim that the right to vote is more important than the right to health.",
"M5chapter01Screen04Text3": "<b>Interdependent: </b> Rights have connections and reinforce each other. One cannot have the full potential of one right without another. For example, in order to achieve the right to health you must also have the right to economic stability, right to earn a wage, right to freedom, food etc.",
"M5chapter01Screen04Text4": "<b>Equal: </b>Article 1 of the Universal Declaration of Human Rights ( UDHR) states: “All human beings are born free and equal in dignity and rights.” Freedom from discrimination, set out in Article 2, is what ensures this equality.",
"M5chapter01Screen04Text5": "<b>Non- discriminatory:</b> Article 2 of the Universal Declaration of Human Rights (UDHR) states that every human being is entitled to all rights and freedoms “without distinction of any kind, such as race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status”. Non-discrimination is thus one of the most fundamental principles of human rights. Essentially, non-discrimination is the right to be treated equally before the law and in all aspects of life. It guarantees that equal circumstances are dealt with equally in law and practice. <br> Non-discrimination cuts across all international human rights law. This principle is present in all major human rights treaties. It also provides the central theme of 2 core instruments: the International Convention on the Elimination of All Forms of Racial Discrimination, and the Convention on the Elimination of All Forms of Discrimination against Women.",
"M5chapter01Screen06Text1": "In 1948, the United Nations created the Universal Declaration of Human Rights (UDHR), to provide a global understanding of how to treat individuals. According to this declaration, we have 30 basic rights. They can be broadly categorised under civil and political rights, economic, social and cultural rights and collective rights. The State has the obligation to respect, protect and fulfill these rights.",
"M5chapter01Screen06Text2": "An abbreviated version of these is shown below:",
"M5chapter01Screen06Text3": "To access the complete Universal Declaration of Human Right document, please visit this link ",
"M5chapter01Screen06Text4": "Universal declaration of human Rights",
"M5chapter01Screen06Text5": "Right to Equality",
"M5chapter01Screen06Text6": "Freedom from Discrimination",
"M5chapter01Screen06Text7": "Right to Life, Liberty and Personal Security",
"M5chapter01Screen06Text8": "Freedom from Slavery",
"M5chapter01Screen06Text9": "Freedom from Torture and Degrading Treatment",
"M5chapter01Screen06Text10": "Right to Recognition as a Person Before the Law",
"M5chapter01Screen06Text11": "Right to Equality Before the Law",
"M5chapter01Screen06Text12": "Right to Remedy by Competent Tribunal",
"M5chapter01Screen06Text13": "Right to Fair Public Hearing",
"M5chapter01Screen06Text14": "Freedom from Arbitrary Arrest and Exile",
"M5chapter01Screen06Text15": "Right to be Considered Innocent until Proven Guilty",
"M5chapter01Screen06Text16": "Freedom from Interference with Privacy, Family, Home and Correspondence",
"M5chapter01Screen06Text17": "Right to Free Movement In and Out of the Country",
"M5chapter01Screen06Text18": "Right to Asylum in Other Countries from Persecution",
"M5chapter01Screen06Text19": "Right to a Nationality and the Freedom to Change It",
"M5chapter01Screen06Text20": "Right to Marriage and Family",
"M5chapter01Screen06Text21": "Right to Own Property",
"M5chapter01Screen06Text22": "Freedom of Belief and Religion",
"M5chapter01Screen06Text23": "Freedom of Opinion and Information",
"M5chapter01Screen06Text24": "Right to Peaceful Assembly and Association",
"M5chapter01Screen06Text25": "Right to Participate in Government and in Free Elections",
"M5chapter01Screen06Text26": "Right to Social Security",
"M5chapter01Screen06Text27": "Right to Desirable Work and to Join Trade Unions",
"M5chapter01Screen06Text28": "Right to Rest and Leisure",
"M5chapter01Screen06Text29": "Right to Adequate Living Standard",
"M5chapter01Screen06Text30": "Right to Education",
"M5chapter01Screen06Text31": "Right to Participate in the Cultural Life of Community",
"M5chapter01Screen06Text32": "Right to a Social Order that Articulates this Document",
"M5chapter01Screen06Text33": "Community Duties Essential to Free and Full Development",
"M5chapter01Screen06Text34": "Freedom from State or Personal Interference in the above Rights",
"M5chapter01Screen08Text1": "Currently, the population of the world is 7.9 billion.",
"M5chapter01Screen08Text2": "The first face represents the person with the most amount of economic wealth, and the last image represents the person with the least amount of economic wealth on earth.",
"M5chapter01Screen08Text3N": " Where do you think you fall on this scale? Please select the image that represents you on this scale. ",
"M5chapter01Screen08Text3": "1st ",
"M5chapter01Screen08Text4": "10th",
"M5chapter01Screen08Text5": "The 10 richest men in the world own more than the bottom 3.1 billion people. The wealth of the 10 richest men has doubled, while the incomes of 99% of humanity are worse off, because of COVID-19",
"M5chapter01Screen08Text6": "Inequality Kills",
"M5chapter01Screen09Text1": "Imagine that these baskets represent all the food in the world. The first basket represents the person with complete access to food, and is satiated, and the last image represents a starving person who barely has access to one meal in a day. Please select the basket that represents you on the scale.",
"M5chapter01Screen09Text2": "1st ",
"M5chapter01Screen09Text3": "10th",
"M5chapter01Screen09Text4": "Beyond hunger, nearly one in three people did not have access to adequate food in 2020. It is estimated that between 720 and 811 million people in the world faced hunger in 2020.",
"M5chapter01Screen09Text5": "The State of Food Security",
"first_face": "1st",
"last_face": "10th",
"M5chapter01Screen10Text1": "Imagine that these 10 houses represent the homes and houses in the world. The first house represents access to the best housing and living facilities, and the last house represents substandard housing and living conditions. ",
"M5chapter01Screen10Text2N": "Please select the house that represents you on the scale.",
"M5chapter01Screen10Text2": "1.6 billion people live without adequate shelter.",
"M5chapter01Screen10Text3": "1 in 7 people on the planet currently lives in a slum.",
"M5chapter01Screen10Text4": "1 in 3 urban residents live in slums in developing countries.",
"M5chapter01Screen10Text5": "In some countries, as much as 90% of the urban population live in slums.",
"M5chapter01Screen10Text6": "What is a Slum? Definition of a Global Housing Crisis",
"M5chapter01Screen10Text7": "Please select the house that represents you on the scale.",
"M5chapter01Screen11Text1": "Imagine that the abacuses shown above, represent basic education in the world. The first abacus represents full access to basic education, and the last abacus represents limited to no access to basic education.<br> <b>Please select the abacus that represents you on the scale. </b>",
"M5chapter01Screen11Text2": "Of the world’s 787 million children of primary school age 8% do not go to school. That’s 58.4 million children.",
"M5chapter01Screen11Text3": "An estimated 617 million children and adolescents around the world are unable to reach minimum proficiency levels in reading and mathematics, even though two thirds of them are in school.",
"M5chapter01Screen11Text4": "Almost 60 million children in primary school age are not in school",
"M5chapter01Screen11Text5": "Every child has the right to learn.",
"M5chapter01Screen12Text1": "The following images represent access & use of the internet in the world. Here, the first image represents full access to the internet and related facilities, the last image represents limited to no access to internet, and related facilities. ",
"M5chapter01Screen12Text1N": "Please select the image that represents you on the scale.",
"M5chapter01Screen12Text2": "Nearly 3 billion people, or 37% of global population, have never used the internet",
"M5chapter01Screen12Text3": "More than a third of world's population have never used the internet, says UN",
"M5chapter01Screen13Text1": "The above images represent the access to higher education in the world. Here, the first image represents access to higher education (including the costs related to it), and the last image represents limited to no access to higher education.<br> <b>Please select the image that represents you on the scale. </b>",
"M5chapter01Screen13Text2": "The number of students currently enrolled in higher education (university and non-university) is 38% of the total population.",
"M5chapter01Screen13Text3": "However, there is a gap between enrollment and graduation rates in higher education due to drop out.",
"M5chapter01Screen13Text4": "The poorest population continues to lag behind, with only 10% access to higher education in 2018 compared to 77% of the higher income sector in the same year.",
"M5chapter01Screen13Text5": "Understanding access to higher education",
"M5chapter01Screen14Text1": "The following images represent the free nations in the world. Here, the first dove represents a free nation which follows a democratic government structure, and the last dove represents a nation that does not follow a democratic structure, and operates through limited access to information, and laws that curb rights such as right to free speech. ",
"M5chapter01Screen14Text1N": "Please select the image that represents you on the scale.",
"M5chapter01Screen14Text2": "The Human Freedom Index groups each country into one of four quartiles, with the first quartile being the freest and the fourth quartile being the least free. According to the data analyzed for the 2021 report, only 14.6 percent of people live in the first quartile, which offers the greatest amount of personal, economic, and human freedom. Conversely, a full 40.3 percent live in the fourth quartile, which enjoys the lowest degree of personal, economic, and human freedom.",
"M5chapter01Screen14Text3": "Freedom Index by Country 2022",
"M5chapter01Screen15Text1": "These statistics make it clear that everybody is not ensured of their human rights. Over the years we have seen progress in access to certain human rights, some others like the right to freedom and equality have declined. The progress is also limited to certain economic classes. The growing inequality will ultimately lead to less and less access to basic human rights.",
"M5chapter01Screen15Text2": "Access to basic human rights such as housing, education, health technology, and food is not distributed equally among individuals, as it is heavily influenced by various aspects of one's identity. Socioeconomic status, caste, gender, religion and geographical location are just a few factors that play significant roles in determining this access.",
"M5chapter01Screen15Text3": "For instance, individuals from marginalized religious and ethnic groups often face discrimination in looking for a house, leading to limited choices and poorer living conditions. Similarly, disparities in technological access can be observed among different socioeconomic groups, with richer individuals having greater access to high-speed internet and digital devices",
"M5chapter01Screen15Text4": "Additionally, gender norms and roles can impact access to resources such as education and healthcare. For instance, in India girls are restricted from going to school as they are expected to contribute to household chores. Recognizing and addressing these disparities is crucial in ensuring that all individuals have equitable access to fundamental human rights.",
"M5chapter01Screen15Text5": "Just like any other plant or tree the human rights tree needs nourishment. Let us create a human rights tree. In our tree the roots are the acts, schemes, systems, mechanisms, institutions etc. which will help us to provide nourishment to our tree so that we can get fruits and leaves. The fruits and leaves are the Rights. The exercise below is a way for us to understand the connection between laws, policies, systems etc. which help us to get rights. In turn, these rights enable us to live a life of dignity, respect, equality and justice.",
"M5chapter01Screen16Text1": "This is our human rights tree",
"M5chapter01Screen17Text1": "<span> <b>Q1.</b></span> <b>Of the following choices provided to you, what will fit in the roots?</b>",
"M5chapter01Screen17Text2": "Access to Food",
"M5chapter01Screen17Text3": "Prevention of Sexual Harassment Of Women At Workplace Act,2013",
"M5chapter01Screen17Text4": "Schools, teachers, principals",
"M5chapter01Screen17Text5": "Freedom to express gender and sexual identity",
"M5chapter01Screen17Text6": "The prohibition of Child Marriage Act, 2006",
"M5chapter01Screen17Text7": "Anganwadi centres",
"M5chapter01Screen17Text8": "Choice of marriage",
"M5chapter01Screen17Text9": "Protection Of Women From Domestic Violence Act, 2005",
"M5chapter01Screen17Text10": "Parents",
"M5chapter01Screen17Text11": "Property rights",
"M5chapter01Screen17Text12": "Protection Of Children From Sexual Offences Act,2012",
"M5chapter01Screen17Text13": "Frontline workers",
"M5chapter01Screen17Text14": "Choice of partner",
"M5chapter01Screen17Text15": "Pre-Conception and Pre-Natal Diagnostic Technique Act,1994",
"M5chapter01Screen17Text16": "Government officers",
"food": "Food",
"M5chapter01Screen18Text1": "<span> <b>Q2.</b></span> <b>Of the following choices provided to you, what will fit in the leaves and fruits?</b>",
"Summary": "Summary",
"M5chapter01Screen20Text1": "The options provided for the previous two questions are not an exhaustive list. There are several more rights. However, the tree has been used as an example to explain how people rights, laws, policies, schemes, systems are linked to each other. For example if we look at the right to education, we will see that for everyone to be able to access and have equal opportunity for education, institutions like schools and, colleges . need to be within reach and affordable. Further, if we bring in the lens of gender based discrimination, for most girls, education is restricted because of concerns around sexual safety, early marriages, gender bias, poverty, and other such factors. Therefore, to address these working on mindset change, along with availability of schemes that address poverty, discourage early marriage (Prohibition of Child Marriage Act,2006), support from community members, teachers, principals etc. are equally important. ICDS (Integrated Child Development Scheme), anganwadi, mid-day meals at school, primary health centres etc. also help to enable the right to food and health. Therefore, having these systems (roots) in place is important for people to live a dignified life and the right to education.",
"M5chapter01Screen20Text2": "In addition, our rights are further ensured and claimed with the support and initiative of individuals, families, community members, the State, and legal and judiciary systems. While individuals, families, communities are beneficiaries, they can also act as pressure groups to hold the State accountable towards making these rights accessible, and the legal and judiciary system can further ensure that these rights are provided and made accessible, in short uphold the rights of citizens. We shall explore and understand some of these aspects later in the module.",
"M5chapter01Screen21Text1": "What are 3 human rights you feel are not being respected, protected, fulfilled and nourished and why? List them below",
"M5chapter01Screen22Text1": "Which 3 institutions are directly responsible for it?",
"M5chapter01Screen23Text1": "What are the universal human rights? - <b>Benedetta Berti</b>",
"M5chapter01Screen23Text2": "Human rights in two minutes",
"M5chapter01Screen23Text3": "What is a human right?",
"M5chapter01Screen23Text4": "मानवाधिकार रक्षकों पर संयुक्त राष्ट उदघोषणा",
"M5chapter01Screen23Text5": "World Happiness Report 2022",
"M5chapter01Screen23Text6": "World Report 2022 | <b> Human Rights Watch</b>",
"M5chapter01Screen23Text7": "Secondary Education and Enrollment Statistics - UNICEF Data",
"M5chapter01Screen23Text8": "The 2021 Global Multidimensional Poverty Index (MPI) | Human Development Reports",
"M5chapter01Screen23Text9": "Latest Human Development Index Ranking",
"M5chapter01Screen23Text10": "Global Hunger Index Scores by 2021 GHI Rank",
"M5chapter01Screen23Text11": "Global Peace Index Map » The Most & Least Peaceful Countries",
"M5chapter02Screen1Text1": "Fundamental Duties and Responsibilities",
"M5chapter02Screen2Text1": "Human rights are part of our everyday lives, and each one of us is responsible for their protection and promotion. Though governments and international laws are responsible and have an important role in supporting human rights globally, there is much that we can do locally, everyday, with one another. Together, we can build a culture that respects all human rights for all people. We can ensure that each of us lives up to our full potential, enriching our own lives and the world around us. ",
"M5chapter02Screen2Text2": " To understand how rights are related to responsibilities, please read the excerpt from a news article and answer the questions that follow: ",
"M5chapter02Screen2Text3": "Mohali",
"M5chapter02Screen2Text4": "It is not just the Aussie players that get under the skin of Harbhajan Singh. On Friday night, after the game between Mumbai Indians and Kings XI Punjab, Harbhajan reportedly slapped S. Sreesanth. The aggressive pacer was seen crying and being consoled by his teammates and the Mohali team owner Preity Zinta.",
"M5chapter02Screen2Text5": "Kings XI Punjab skipper Yuvraj Singh told the media that 'the act' was unacceptable but did not confirm if Harbhajan slapped Sreesanth. However, he said that Harbhajan apologised to Sreesanth after the incident took place.",
"M5chapter02Screen2Text6": "'That was unacceptable behaviour. But Harbhajan later came to the dressing room and spoke with Sree and am sure apologised,' Yuvraj said.",
"M5chapter02Screen2Text7": "The coach of Kings XI Punjab, Tom Moody, said the matter must be left with the authorities to deal with.",
"M5chapter02Screen2Text8": "'I had a long chat with Sree. This was unacceptable. I don't know what the ramifications will be, but I am sure officials will deal with it in their own fashion,' he said.",
"M5chapter02Screen2Text9": "When CNN-IBN’s Nishant Arora spoke with the two players, both played down the incident.",
"M5chapter02Screen2Text10": "'He didn't slap me. May be the handshake was in the wrong place,' Sreesanth said. However, he did let it slip that he was a 'little hurt'.",
"M5chapter02Screen2Text11": "'It was just a misunderstanding, a part of the game. After all, we all play together and share the same dressing room. So I did not take it too seriously and have not much to complain about him (Harbhajan). We all know Bhajji and need not take it seriously. I was a little hurt but am fine with it,' he said.",
"M5chapter02Screen2Text12": "He also said Harbhajan apologised after he broke down on the field.",
"M5chapter02Screen2Text13": "'I just cried because, I don’t know. I am fine, he spoke with me, apologised. But there was no need because at the end of the day, we play for the same team and we have to go long way. Whatever happens in the IPL should not be taken too seriously as at the end of the day it's just entertainment. Whatever happened shouldn't have happened but it’s okay,' he said.",
"M5chapter02Screen4Text1": "Harbhajan too confirmed this and said they had kissed and made up. 'It's not a big issue, people are making it an issue. As far as both of us are concerned, the matter is solved. Nothing happened between us. He is like my younger brother and respects me. I did push him, maybe just a little too hard, but later apologised. We sat, we talked and it's over. I told him I was sorry if he felt bad. We have been together for so long and have to go a long way. These things are between us. We are over with it.'",
"M5chapter02Screen4Text2": "IPL Chairman Lalit Modi says the authorities have not received any complaint and will take action only after an official complaint is lodged.",
"M5chapter02Screen4Text3": "He also said if the match referee complains, action will be taken according to the ICC law.",
"M5chapter02Screen4Text4": "What form of violation do you see in this news article? Select as many that apply.",
"M5chapter02Screen4Text5": "Physical",
"M5chapter02Screen4Text6": "Emotional/ Psychological",
"M5chapter02Screen4Text7": "Sexual",
"M5chapter02Screen4Text8": "Who committed the violation and against whom?",
"M5chapter02Screen4Text9": "Harbhajan committed a violation against S. Sreesanth",
"M5chapter02Screen4Text10": "S. Sreesanth committed a violation against Harbhajan",
"M5chapter02Screen5Text1": "What rights were violated?",
"M5chapter02Screen5Text2": "Right to dignity",
"M5chapter02Screen5Text3": "Right to be respected",
"M5chapter02Screen5Text4": "Right to assert yourself",
"M5chapter02Screen5Text5": "Right to expression",
"M5chapter02Screen5Text6": "Who was responsible for taking action? Select as many that apply.",
"M5chapter02Screen5Text7": "Harbhajan",
"M5chapter02Screen5Text8": "S. Sreesanth",
"M5chapter02Screen5Text9": "IPL Chairman Lalit Modi",
"M5chapter02Screen5Text10": "Match referee",
"M5chapter02Screen5Text11": "Coach of Kings XI Punjab, Tom Moody",
"M5chapter02Screen5Text12": "Mohali team owner Preity Zinta",
"M5chapter02Screen5Text13": "Team mate, Yuvraj Singh",
"M5chapter02Screen6Text1": "It is important to note that human rights can be violated in our day to day life by people close to us. In such situations it can be difficult to take action owing to the pressures of our relationships and by other people or institutions. Therefore, having systems, policies and structures in place are essential to ensure protection and implementation of human rights. It is, Iit is equally important to ensure that every individual is aware about their own rights, the action they can take if their rights are violated and the support they can seek. Similarly, individuals also need to be aware and sensitive towards the human rights of others so they can actively support and know the repercussions of violating the rights.",
"M5chapter02Screen6Text2": "It is important to look at human rights from a gender lens as well. Reflect on the previous story of Sreesanth and Harbhajan Singh. One can observe the stringent norms of hegemonic masculinity playing out here. While it was clear that Sreesanth had been physically assaulted, both players were 'down playing' it and kept assuring that it was 'no big deal'. Hegemonic masculinity imposes the norm of normalising violence and simultaneously accepting violence. Gender norms can influence who gets access to certain human rights, who can violate these rights with no consequences and who’s access gets completely restricted.",
"M5chapter02Screen6Text3": "Rights come with responsibilities. For example, the right to freedom of speech comes with a responsibility to not say untrue or hurtful things which may degrade other people and abuse their right to dignity and respect. We need to maintain a balance between our rights and responsibilities to respect the rights of other people. When one expects people to treat them with respect they should also treat them in the same manner.",
"M5chapter02Screen7Text1": "Our fundamental duties uphold our rights and ensure progress of the society and nation.",
"M5chapter02Screen7Text2": "Let’s watch a video to understand our fundamental duties",
"M5chapter02Screen7Text3": "Hindi video by Live Law",
"M5chapter02Screen7Text4": "How many fundamental duties are listed in the constitution of India?",
"M5chapter02Screen7Text5": "5",
"M5chapter02Screen7Text6": "8",
"M5chapter02Screen7Text7": "11",
"M5chapter02Screen7Text8": "10",
"M5chapter02Screen7Text9": "Are these duties important?",
"M5chapter02Screen7Text10": "They are not important as they are not enforceable by law",
"M5chapter02Screen7Text11": "They are important for building a free, healthy, united and responsible society and for the growth of the country",
"M5chapter02Screen8Text1": "Which of the following are fundamental duties of Indian citizens.",
"M5chapter02Screen8Text2": "To abide by the Constitution and respect its ideals and institutions, the National Flag and the National Anthem",
"M5chapter02Screen8Text3": "To cherish and follow the noble ideals which inspired our national struggle for freedom;",
"M5chapter02Screen8Text4": "To uphold and protect the sovereignty, unity, and integrity of India",
"M5chapter02Screen8Text5": "To allow for violence towards an individual who do not stand during national anthem",
"M5chapter02Screen8Text6": "To defend the country and render national service when called upon to do so",
"M5chapter02Screen8Text7": "To promote harmony and the spirit of common brotherhood amongst all the people of India transcending religious, linguistic, and regional or sectional diversities; to renounce practices derogatory to the dignity of women",
"M5chapter02Screen8Text8": "To value and preserve the rich heritage of our composite culture",
"M5chapter02Screen8Text9": "To keep a watch on your neighbours and ensure they follow your society’s moral culture",
"M5chapter02Screen8Text10": "To protect and improve the natural environment including forests, lakes, rivers, wildlife and to have compassion for living creatures",
"M5chapter02Screen8Text11": "To develop the scientific temper, humanism, and the spirit of inquiry and reform",
"M5chapter02Screen8Text12": "To safeguard public property and to abjure violence",
"M5chapter02Screen8Text13": "To strive towards excellence in all spheres of individual and collective activity so that the nation constantly rises to higher levels of endeavor and achievement",
"M5chapter02Screen8Text14": "Who is a parent or guardian, to provide opportunities for education to his child,or as the case may be, ward between the age of six to fourteen years",
"M5chapter02Screen9Text1": "Refer to this link for the list of Fundamental Duties",
"M5chapter02Screen9Text2": "Text of Article 51-A PART IVA FUNDAMENTAL DUTIES 51A. Fundamental duties.—It shall be the duty of every citizen of India",
"M5chapter02Screen9Text3": "Pick any one out of the 11 duties, and think of 2 actions you can take to ensure you follow this fundamental duty.In the space given below, write about the duty you have selected and the 2 actions you will be taking .",
"M5chapter02Screen9Text4": "See these links for an example of an action as part of the fundamental duty to protect and improve the natural environment including forests, lakes, rivers, wildlife and to have compassion for living creatures",
"M5chapter02Screen9Text5": "Never stop recycling",
"M5chapter02Screen9Text6": "Fundamental duties",
"M5chapter02Screen10Text1": "We the People, We the Citizen -",
"M5chapter02Screen10Text2": "MyGov Blogs",
"M5chapter02Screen10Text3": "Fundamental Rights and Duties - India",
"M5chapter02Screen10Text4": "OECD | Gender discrimination in social norms: Measuring the invisible",
"M5chapter03Screen1Text1": "Understanding Intersectionality",
"M5chapter03Screen2Text1": "Who has the Power, Privilege and access to resources & rights and who does not and why?",
"M5chapter03Screen2Text2": "Do you think your social identities play a role in ensuring access to rights?",
"M5chapter03Screen2Text3": "Yes",
"M5chapter03Screen2Text4": "No",
"M5chapter03Screen2Text5": "I am not sure",
"M5chapter03Screen2Text5N": "One’s social identity/ identities do play a role in ensuring access and/ or denial of rights.",
"M5chapter03Screen2Text6": "Share one identity which enables your access to human rights and one identity which restricts your access.",
"M5chapter03Screen3Text1": "Which of the following are your identities?",
"M5chapter03Screen3Text2": "This course started with Understanding the Self. As we move through the module on Human Rights, we are beginning to understand that our identities have a role to play in the access to certain rights and privileges. We are going to do an activity to understand our own identities better.",
"M5chapter03Screen3Text3": "Look below, under the column “Identities”, there is a list of different aspects of ourselves. For example, let’s look at “Class”. Reflect upon your own class identity. Which category do you fall under? Is it “rich”, “Middle Class”, “Poor” or “Very Poor (Below Poverty Line)”? Select the category that suits you best. ",
"M5chapter03Screen3Text4": "Identities",
"a": "A",
"b": "B",
"c": "C",
"d": "D",
"M5chapter03Screen3Text5": "Class",
"M5chapter03Screen3Text6": "Caste",
"M5chapter03Screen3Text7": "Ability Status",
"M5chapter03Screen3Text8": "Place where you stay- City/Town/ village Locality",
"M5chapter03Screen3Text9": "Language in which you studied",
"M5chapter03Screen3Text10": "Religion",
"M5chapter03Screen3Text11": "Mental Health",
"M5chapter03Screen3Text12": "Gender",
"M5chapter03Screen3Text13": "Sexual Orientation/identity",
"M5chapter03Screen3Text14": "Education",
"M5chapter03Screen3Text15": "Technology access",
"M5chapter03Screen3Text16": "Language (mother tongue, language you think in)",
"M5chapter03Screen3Text17": "Total score under each column",
"M5chapter03Screen3Text18": "Rich / Upper Class",
"M5chapter03Screen3Text19": "Middle class",
"M5chapter03Screen3Text20": "Poor",
"M5chapter03Screen3Text21": "Very Poor (BPL)",
"M5chapter03Screen3Text22": "Brahmins",
"M5chapter03Screen3Text23": "Kshatriya/ Vaishya",
"M5chapter03Screen3Text24": "Shudra",
"M5chapter03Screen3Text25": "Dalit/ Nomads, Adivasi/ Tribal Community",
"M5chapter03Screen3Text26": "Non-disabled (No physical disabilities)",
"M5chapter03Screen3Text27": "Major physical disability which hinders everyday life",
"M5chapter03Screen3Text28": "Major physical disability which hinders everyday life",
"M5chapter03Screen3Text29": "Major physical disability which makes everyday life difficult",
"M5chapter03Screen3Text30": "City/ Metros",
"M5chapter03Screen3Text31": "Town/ mini metros",
"M5chapter03Screen3Text32": "slums, villages",
"M5chapter03Screen3Text33": "Nomads,homeless, Shelter Home",
"M5chapter03Screen3Text34": "English",
"M5chapter03Screen3Text35": "Hindi",
"M5chapter03Screen3Text36": "Vernacular (recognised by the government officially)",
"M5chapter03Screen3Text37": "Vernacular/ local dialect (not recognised by govt. officially)",
"M5chapter03Screen3Text38": "Religion followed by majority population in your country (e.g. In India- Hinduism)",
"M5chapter03Screen3Text39": "Another dominant religion other than the one followed by majority of population",
"M5chapter03Screen3Text40": "Other religions followed by other people apart from the major & dominant religion",
"M5chapter03Screen3Text41": "Atheist, agnostic and minority religion",
"M5chapter03Screen3Text42": "Overall good mental well-being and support to manage mental health",
"M5chapter03Screen3Text43": "Other religions followed by other people apart from the major & dominant religion",
"M5chapter03Screen3Text44": "Mental health issues with support to manage it",
"M5chapter03Screen3Text45": "Major mental health issues with limited support to manage it",
"M5chapter03Screen3Text46": "Major mental health issues with no support to manage it",
"M5chapter03Screen3Text47": "Cisman",
"M5chapter03Screen3Text48": "Ciswoman",
"M5chapter03Screen3Text49": "Transgender and/ or non-binary",
"M5chapter03Screen3Text50": "Transgender and/ Gender fluid or Non-binary",
"M5chapter03Screen3Text51": "Heterosexual",
"M5chapter03Screen3Text52": "Bisexual",
"M5chapter03Screen3Text53": "Homosexual/ lesbian or gay identity",
"M5chapter03Screen3Text54": "All other identities on the spectrum",
"M5chapter03Screen3Text55": "Foreign degree with fluency in English language, Holder of a professional degree or Pursuing Doctorate degree/ Post Graduation from a reputed university or college (IIT, IIM, AIIMS, CA, etc.)",
"M5chapter03Screen3Text56": "Degree without much fluency in English language; Graduate, Higher secondary with English fluency, in a vernacular medium, certificate/ diploma holder",
"M5chapter03Screen3Text57": "Primary /secondary education",
"M5chapter03Screen3Text58": "Illiterate or basic education (able to read/ write one’s name, basic maths)",
"M5chapter03Screen3Text59": "High speed full time internet connection, mobile phone, Full time connection",
"M5chapter03Screen3Text60": "Slow internet connections, landline, dial-up connection",
"M5chapter03Screen3Text61": "cyber cafe, Public telephone",
"M5chapter03Screen3Text62": "No internet connectivity, no phone connectivity",
"M5chapter03Screen3Text63": "English",
"M5chapter03Screen3Text64": "Hindi",
"M5chapter03Screen3Text65": "Vernacular (recognised in official/ govt. documents)",
"M5chapter03Screen3Text66": "Vernacular/ local dialect (not officially recognised/ govt. documents)",
"M5chapter03Screen3Text67": "Ciswoman",
"M5chapter03Screen3Text68": "Ciswoman",
"M5chapter03Screen6Text1": "If most of your identities match the ones in column A you belong to the category of people with most power and privilege, access to rights and resources whereas if most of your identities are in column D you belong to the category of people who struggle to ensure their rights and access to resources.",
"M5chapter03Screen6Text2": "Similarly, column B has privileges and power which are less than column A and column C has access to rights and resources which are more than column D but less than column A and B.",
"M5chapter03Screen6Text3": "Many times we have multiple overlapping identities which influence whether our rights are denied or protected. Certain intersections of identities further marginalize or gives more power and privileges to people",
"M5chapter03Screen6Text4": "This happens due to the way the structures and systems operate in our country which ensures and ends up giving more power and privileges to certain identities and qualifications over others.",
"M5chapter03Screen6Text5": "People who have identities with more Power and privileges are the ones who have more access to and control over resources which means that they decide who will get the resources, how much and when.",
"M5chapter03Screen6Text6": "This is done structurally and systemically and may vary based on the context, time, geographies i.e. experiences of discrimination for a cisgender woman with disabilities might differ from that of a transgender woman with disabilities. Similarly, the experiences of women with disabilities in a country where there is more accessibility might differ from those of women with disabilities where there is limited accessibility.",
"M5chapter03Screen7Text1": "Let’s imagine Identities 1,2,3,4,5 and see if the following statements apply to them. If you think the statement holds true for one or more identities you can move them one step forward. Do this one statement at a time.",
"M5chapter03Screen7Text2": "Identity 1: A transgender woman ",
"M5chapter03Screen7Text3": " middle class",
"M5chapter03Screen7Text4": " speaks English",
"M5chapter03Screen7Text5": "Identity 2: A dalit man, street dweller with no formal education",
"M5chapter03Screen7Text6": "Identity 3: A cisgender, heterosexual,",
"M5chapter03Screen7Text7": "non-disabled,",
"M5chapter03Screen7Text8": "upper class, Hindu man",
"M5chapter03Screen7Text9": "Identity 4: 70 yrs old woman with Alzheimer living below poverty line",
"M5chapter03Screen7Text10": "Identity 5: A homesexual woman with PhD and visually impaired",
"M5chapter03Screen7Text11": "Identity 6: Yourself",
"M5chapter03Screen7Text12": "For example: If the statement is-",
"M5chapter03Screen7Text13": " Can travel at night safely without fear",
"M5chapter03Screen8Text1": "This statement most likely only applies to identity 3 and so you can move them one step forward.",
"M5chapter03Screen9Text1": "Has a stable monthly income that is adequate for their family needs",
"M5chapter03Screen9Text2": "Has access to adequate and quality health care, including sexual and reproductive health care",
"M5chapter03Screen9Text3": "Has never been discriminated based on their identity",
"M5chapter03Screen9Text4": "Have never been stared at or harassed while walking down the street",
"M5chapter03Screen9Text5": "Has access to apply for employment of their choice",
"M5chapter03Screen9Text6": "Has access to adequate food, shelter, water",
"M5chapter03Screen9Text7": "Can marry a person of their choice irrespective of caste, religion, gender, sexuality and ability status",
"M5chapter03Screen9Text8": "Which identity is the most ahead?",
"M5chapter03Screen9Text9": "Which identity is the most behind?",
"M5chapter03Screen10Text1": "Why is that?",
"M5chapter03Screen10Text2": "How did you feel while moving some identities forward and keeping others behind?",
"M5chapter03Screen11Text1": "A cisgender, heterosexual,non-disabled, upper class, Hindu man is most likely to be ahead of all other identities because of the intersection of multiple privileged identities",
"M5chapter03Screen11Text2": "There is no level playing field - eg: Caste system in India, Gender based violence, Communalism gender binary system or heteronormativity",
"M5chapter03Screen11Text3": "Certain identities have more power and privileges historically and they are the ones who are largely in decision making positions in the society which often leads to securing all the resources for themselves hence violating the rights of others.",
"M5chapter03Screen11Text4": "Whereas the intersections of identities with historically less power and privileges end up struggling to ensure their basic rights which often deprives them from growing beyond their struggles, leave alone make it to the decision making positions. This constant cycle leads to further rise in inequality.",
"M5chapter03Screen11Text5": "It is true that all human beings are equal. However, we have seen that social structures which prefer a particular identity over others, tend to be discriminatory towards certain identities. For example, many families prefer having a son over a daughter or Dalits often face discrimination and harassment at workplaces. Therefore, it is important to talk about the concept of “Equity” and “Justice” when we talk about “Equality” and human rights.",
"M5chapter03Screen11Text6": "This means that it is not enough to demand Equality for All. Equality means treating everyone the same regardless of their differences. In terms of gender, it means treating men and women equally and providing them with the same opportunities and rights.",
"M5chapter03Screen11Text7": "Whereas Equity recognizes that people have different needs and circumstances, so it involves giving everyone what they need to be successful. In the context of gender, it means addressing the specific challenges and barriers that women and men may face to ensure they have equal opportunities and outcomes.",
"M5chapter03Screen11Text8": "And finally, Justice involves ensuring fairness and addressing injustices at a systemic level. In the context of human rights and gender, it means addressing discrimination and unequal social norms to ensure that everyone, regardless of gender, has access to their basic rights and opportunities.",
"M5chapter03Screen11Text9": "In short, while equality focuses on treating everyone the same, equity considers individual needs and circumstances, and justice involves addressing systemic issues or the root cause to ensure fairness for all.",
"M5chapter03Screen11Text10": "Recognising one’s own privilege is a hard thing but it is more than necessary to ensure that affirmative actions can be taken for identities without privileges, to create a level playing field /equitable environment for everyone’s growth. For example: Caste based reservation in educational institutions, reservation for girls and women in public transport, accessible infrastructure for persons with disabilities, reservation in jobs for transgender people.",
"M5chapter03Screen11Text11": "Shifting the narrative- stereotypes, prejudices and stigma attached to certain identities through awareness, perspective building and behaviour change work is also critical to ensuring access to rights and resources equally for all identities",
"M5chapter03Screen11nText1": "Reflect on any one of your identities which has empowered you to have more access to rights and resources.",
"M5chapter03Screen11nText2": "Share in the space below.",
"M5chapter03Screen11nText3": "Reflect on one of your identities which has disempowered you from accessing your rights and access to resources.",
"M5chapter03Screen11nText4": "Think of one step that you can take to ensure rights and access to resources for lesser privileged identities.",
"M5chapter03Screen12Text1": "Social Identity Wheel Handout Revised.pdf",
"M5chapter03Screen12Text2": "Kimberle Crenshaw piece-to-camera: Kimberlé Crenshaw: What is Intersectionality? ",
"M5chapter03Screen12Text3": "What is Intersectionality?",
"M5chapter03Screen12Text4": "Video: Intersectional Feminism 101",
"M5chapter03Screen12Text5": "खबर लहरिया: मेनस्ट्रीम मीडिया को चुनौती देती ये रिपोर्टर्स कर रही हैं शोषित-वंचितों की पत्रकारिता | फेमिनिज़म इन इंडिया",
"M5chapter03Screen12Text6": "#MarriageStrike : भारतीय मर्दों ने चलाया एक ट्रेंड मैरिटल रेप के बचाव में | फेमिनिज़म इन इंडिया ",
"M5chapter03Screen12Text7": "बुल्ली बाई ऐप: आवाज़ उठाती मुस्लिम महिलाओं पर एक और हमला | फेमिनिज़म इन इंडिया",
"M5chapter03Screen12Text8": "जानिए उन ट्रांस महिलाओं के बारे में जो साल 2021 में सुर्खियों में रहीं | फेमिनिज़म इन इंडिया",
"M5chapter03Screen12Text9": "Intersectionality 101: what is it and why is it important? - Womankind Worldwide",
"M5chapter03Screen12Text10": "Defining equity equality and justice",
"M5chapter03Screen12Text11": "भारत में विकलांग बच्चों की शिक्षा को कोविड ने और चुनौतीपूर्ण बनाया | फेमिनिज़म इन इंडिया",
"M5chapter03Screen12Text12": "सेक्सुअल कंसेंट और प्राइवेसी कैसे आपस में जुड़े हुए हैं | फेमिनिज़म इन इंडिया",
"M5chapter04Screen1Text1": "How can we ensure Human Rights for all?",
"M5chapter04Screen2Text1": "Who safeguards human rights? You can select multiple options.",
"M5chapter04Screen2Text2": "Note: Multiple selections possible",
"M5chapter04Screen2Text3": "United Nations",
"M5chapter04Screen2Text4": "Governments",
"M5chapter04Screen2Text5": "Public Authorities",
"M5chapter04Screen2Text6": "Institutions",
"M5chapter04Screen2Text7": "Businesses",
"M5chapter04Screen2Text8": "Individuals",
"M5chapter04Screen2Text9": "What can you do to safeguard the human rights of people? You can select multiple options.",
"M5chapter04Screen2Text10": "Ensure that I am aware of my own rights, and make sure others around me are aware of their basic rights as well.",
"M5chapter04Screen2Text11": "Ensure that I don’t treat others who are different from me with disrespect",
"M5chapter04Screen2Text12": "Ensure that when I see any form of harassment and/or discrimination I am not a bystander and I stand-up/ intervene/ resist against it",
"M5chapter04Screen2Text13": "Ensure that I talk to my family members about treating everyone with respect regardless of their economic, gender, social, religious. status.",
"M5chapter04Screen2Text14": "Work with organisations and individuals who work towards ensuring Human rights",
"M5chapter04Screen2Text15": "Work in my own community to ensure Human rights are ensured for all",
"M5chapter04Screen2Text16": "Hold the authorities accountable for ensuring human rights for all",
"M5chapter04Screen3Text1": "While it’s important for us to be aware of Human rights, respect others and take actions to ensure Human rights for all, our governments are instrumental in ensuring and safeguarding human rights.",
"M5chapter04Screen3Text2": "Governments must never violate our human rights, instead they must proactively ensure people’s rights are upheld and fulfilled. For example, it’s one thing to have the right to an education written in a declaration or charter of rights, but unless our governments create the policy settings that ensure schools are functioning and accessible to all children, that right won’t be realised. Likewise, without a system in place that allows us to safely and freely cast a vote, our right to have a say in choosing our government becomes meaningless.",
"M5chapter04Screen3Text3": "Read this,to understand better",
"M5chapter04Screen3Text4": "It is important to remember that unfortunately, Human rights activist and defenders also face the consequences of holding governments and big corporations accountable. Please see some examples below:",
"M5chapter04Screen3Text5": "भीमा कोरेगांव – एल्गार परिषद षड़यंत्र केस का सच | Karwan e Mohabbat",
"M5chapter04Screen3Text6": "India: Activists Detained for Peaceful Dissent | Human Rights Watch",
"M5chapter04Screen4Text1": "Please see this website for multiple resources meant for Human rights defenders For Human Rights Defenders",
"M5chapter04Screen4Text2": "For Human Rights Defenders",
"M5chapter04Screen4Text3": "Despite the consequences, these Human Rights activists and defenders have been able to continue working because of the support they receive from people who believe in the work they do. Therefore, it is important for every individual to ensure they have support systems in place when working on ensuring Human rights .",
"M5chapter04Screen4Text4": "Here are examples of some actions taken at an Individual level",
"M5chapter04Screen4Text5": "GrownUpGirls: Rupam- reimagine Goals",
"M5chapter04Screen4Text6": "GrownUpGirls: Sushma- reimagine Freedom",
"M5chapter04Screen5Text1": "Think of one Human right that you do not have access to?",
"M5chapter04Screen5Text2": "Why don’t you have access to this right?",
"M5chapter04Screen5Text3": "What can you do as an individual to gain access to this right?",
"M5chapter04Screen5Text4": "Here are examples of some actions taken at family level",
"M5chapter04Screen5Text5": "बात करने से बात बनती है",
"M5chapter04Screen5Text6": "Think of one human right that someone in your family does not have access to",
"M5chapter04Screen5Text7": "Why don’t they have access to this right?",
"M5chapter04Screen5Text8": "What can you do as an individual to help them gain access to this right?",
"M5chapter04Screen5nText1": "Here are examples of some actions taken at community level",
"M5chapter04Screen5nText2": "Making Sanitary Napkins During Lockdown: Aditya’s Story",
"M5chapter04Screen5nText3": "JAGORI - Safe Delhi for Women - Together we can make a difference",
"M5chapter04Screen5nText4": "Think of one human right that people in your community do not have access to",
"M5chapter04Screen5nText5": "Why don’t they have access to this right?",
"M5chapter04Screen5nText6": "What can you do as an individual to help them gain access to this right?",
"M5chapter04Screen6Text1": "Here are examples of some actions taken at state or national level",
"M5chapter04Screen6Text2": "Mazhab मज़हब by Poojan Sahil | Karwan e Mohabbat",
"M5chapter04Screen6Text3": "COVIDHeroes | Compassion In The Times Of COVID-19 | #HumLog | Karwan e Mohabbat",
"M5chapter04Screen6Text4": "COVID-19 Second Wave In India | In Solidarity With The Working Poor | Karwan e Mohabbat",
"M5chapter04Screen6Text5": "Think of a human right which you wished everyone had access to but do not?",
"M5chapter04Screen6Text6": "Think of a human right which you wished everyone had access to but do not?",
"M5chapter04Screen6Text7": "Why does everyone not have access to this right?",
"M5chapter04Screen7Text1": "Additional Resources",
"M5chapter04Screen7Text2": "Human Rights Violation Salwa Judum",
"M5chapter04Screen7Text3": "Will India's Working Poor Be Heard? | #WeThePeople | Karwan e Mohabbat",
"M5chapter04Screen7Text4": "COVID19 | The Second Wave Of Hunger And Despair | Karwan e Mohabbat",
"M5chapter04Screen7Text5": "For Human Rights Defenders",
"M5chapter04Screen7Text6": "Strategies for human rights defenders",
"M5chapter04Screen8Text1": "Final Quiz",
"M5chapter04Screen8Text2": "Q1. Which of the following statement is false?",
"M5chapter04Screen8Text3": "There is a hierarchy of rights where some rights are considered more important than another e.g. the right to vote is considered more important than the right to health",
"M5chapter04Screen8Text4": "Human Rights are the freedoms and standards we must have in our lives to live with dignity and respect, by virtue of being human beings. They are universal, indivisible, interlinked, and inalienable.",
"M5chapter04Screen8Text5": "Rights are Universal which means that they are not a privilege that some people have, but something all people are entitled to regardless of where they live, what caste they belong, what their gender identity is etc",
"M5chapter04Screen8Text6": "Rights are Interlinked. They are connected to each other and they reinforce each other e.g. in order to achieve the right to health, the right to economy, income, food, shelter etc are required",
"M5chapter04Screen9Text1": "Q2.Select the correct definition for the word mentioned below. What does the term Inalienable mean?",
"M5chapter04Screen9Text2": "Something everyone is entitled to regardless of where they live, what caste, religion, class, gender identity, sexual orientation/ identity, ability status they belong to.",
"M5chapter04Screen9Text3": "A hierarchy of rights cannot be created where some rights are considered more important than others.",
"M5chapter04Screen9Text4": "Rights have connections and reinforce each other. One cannot have the full potential of one right without another.",
"M5chapter04Screen9Text5": "Rights and freedoms cannot be challenged or taken away from a person and each person is born with the same rights",
"M5chapter04Screen9Text6": "Q3. Which of the following statistics is incorrect?",
"M5chapter04Screen9Text7": "1 in 3 urban residents live in slums in developing countries.",
"M5chapter04Screen9Text8": "An estimated 617 million children and adolescents around the world are unable to reach minimum proficiency levels in reading and mathematics, even though two thirds of them are in school.",
"M5chapter04Screen9Text9": "The wealth of the 10 richest men has doubled, while the incomes of 99% of humanity are worse off, because of COVID-19.",
"M5chapter04Screen9Text10": "The 10 richest men in the world own more than the bottom 1 billion people",
"M5chapter04Screen10Text1": "Q4.When the rights are violated through early marriage, domestic violence, sexual harassment who are the violaters? Select all that apply.",
"M5chapter04Screen10Text2": "State/ government machinery",
"M5chapter04Screen10Text3": "Community members",
"M5chapter04Screen10Text4": "Family/ relatives",
"M5chapter04Screen10Text5": "Victims/ Survivors themselves",
"M5chapter04Screen10Text6": "Q5.How many fundamental duties are listed in the constitution of India?",
"M5chapter04Screen10Text7": "5",
"M5chapter04Screen10Text8": "8",
"M5chapter04Screen10Text9": "11",
"M5chapter04Screen10Text10": "10",
"M5chapter04Screen10Text11": "Q6.Are these duties important?",
"M5chapter04Screen10Text12": "They are not important as they are not enforceable by law",
"M5chapter04Screen10Text13": "They are important for building a free, healthy, united and responsible society and for the growth of the country",
"M5chapter04Screen11Text1": "Q7.Which of the following are fundamental duties of Indian citizens.",
"M5chapter04Screen11Text2": "To abide by the Constitution and respect its ideals and institutions, the National Flag and the National Anthem;",
"M5chapter04Screen11Text3": "To cherish and follow the noble ideals which inspired our national struggle for freedom;",
"M5chapter04Screen11Text4": "To uphold and protect the sovereignty, unity, and integrity of India;",
"M5chapter04Screen11Text5": "To allow for violence towards an individual who do not stand during national anthem",
"M5chapter04Screen11Text6": "To defend the country and render national service when called upon to do so;",
"M5chapter04Screen11Text7": "To promote harmony and the spirit of common brotherhood amongst all the people of India transcending religious, linguistic, and regional or sectional diversities; to renounce practices derogatory to the dignity of women",
"M5chapter04Screen11Text8": "To value and preserve the rich heritage of our composite culture;",
"M5chapter04Screen11Text9": "To keep a watch on your neighbours and ensure they follow your society’s moral culture",
"M5chapter04Screen11Text10": "To protect and improve the natural environment including forests, lakes, rivers, wildlife and to have compassion for living creatures",
"M5chapter04Screen11Text11": "To develop the scientific temper, humanism, and the spirit of inquiry and reform;",
"M5chapter04Screen11Text12": "To safeguard public property and to abjure violence;",
"M5chapter04Screen11Text13": "To strive towards excellence in all spheres of individual and collective activity so that the nation constantly rises to higher levels of endeavor and achievement;",
"M5chapter04Screen11Text14": "Who is a parent or guardian, to provide opportunities for education to his child,or as the case may be, ward between the age of six to fourteen years",
"M5chapter04Screen12Text1": "Q8.Which of the following statements are false?",
"M5chapter04Screen12Text2": "Certain identities have more power and privileges historically and they are the ones who are largely in decision making positions in the society .This often leads to securing all the resources for themselves hence violating the rights of others.",
"M5chapter04Screen12Text3": "Intersections of identities are not important to consider when working on Human Rights",
"M5chapter04Screen12Text4": "A man’s identity is the most powerful irrespective of the caste, class, religion and sexual identities",
"M5chapter04Screen12Text5": "Intersections of identities with historically less power and privileges end up struggling to ensure their basic rights.This often deprives them from growing beyond their struggles, leave alone making it to the decision making positions. This constant cycle leads to further rise in inequality",
"M5chapter04Screen13Text1": "Q9.Match the image with the right terms and definitions. (Participants will be able to move the terms and definitions to align them with the image)",
"M5chapter04Screen13Text2": "Image",
"M5chapter04Screen13Text3": "Name",
"M5chapter04Screen13Text4": "Equity",
"M5chapter04Screen13Text5": "Inequality",
"M5chapter04Screen13Text6": "Justice",
"M5chapter04Screen13Text7": "Equality",
"M5chapter04Screen13Text8": "Description",
"M5chapter04Screen13Text9": "Evenly distributed tools and assistance",
"M5chapter04Screen13Text10": "Unequal access to opportunities",
"M5chapter04Screen13Text11": "Fixing the system to offer equal access to tools and opportunities",
"M5chapter04Screen13Text12": "Custom tools that identify and address inequality",
"M5chapter04Screen14Text1": "Q10.Why are equity and justice important ? Select all the reasons that apply",
"M5chapter04Screen14Text2": "Because certain identities have more power and privileges historically . They are the ones who are largely in decision making positions in the society which often leads to securing all the resources for themselves hence violating the rights of others.",
"M5chapter04Screen14Text3": "Because certain identities with historically less power and privileges end up struggling to ensure their basic rights which often deprives them from growing beyond their struggles, leave alone make it to the decision making positions. This constant cycle leads to further rise in inequality",
"M5chapter04Screen14Text4": "Because everyone does not have access to equal opportunities, tools and resources",
"M5chapter04Screen14Text5": "Because there is a need to change the systems and structures to ensure justice",
"M5chapter04Screen15Text1": "References and resources",
"M5chapter04Screen15Text2": "What are human rights?",
"M5chapter04Screen15Text3": "Human Rights principles:",
"M5chapter04Screen15Text4": "The complete Universal Declaration of Human Right’s document",
"M5chapter04Screen15Text5": "A young bride fights back",
"M5chapter04Screen15Text6": "Make it Safer",
"M6chapter01introscreenTitle": "Understanding Breakthrough’s Approach",
"M6chapter01introscreenText1": "Objectives of the module:",
"M6chapter01introscreenText2": "To learn about Breakthrough’s journey, important milestones",
"M6chapter01introscreenText3": "To understand Breakthrough’s vision, mission and theory of change, and how it translates in the work",
"M6chapter01introscreenText4": "To understand who we work with, why and how we work with these stakeholders",
"M6chapter01introscreenText5": "To learn about the impact of Breakthrough’s work",
"M6chapter01screen01": "Breakthrough’s Journey",
"M6hapter01screen02Text1": "Before we begin with Breakthrough’s story let’s hear about your story",
"M6hapter01screen02Text2": "What is the story that led you to Breakthrough and this course to learn more about gender and related issues? Share in 100-150 words",
"M6hapter01screen02Text3": "Many thanks for sharing your story.",
"M6hapter01screen03Text1": "Let’s watch a video.",
"M6hapter01screen04Text1": "Now let’s read about Breakthrough’s story here",
"M6hapter01screen04Text2": "We make gender-based violence unacceptable by transforming the culture that allows violence and discrimination. We work with nearly 1.5 million adolescents in schools and communities to mould gender attitudes and beliefs before they solidify into behaviour. As we build capacity in young people, by fostering aspiration, leadership, agency and negotiation skills, we enable a generation to shift towards a gender-equal culture. When gender norms change, everything for the girl changes and she can aspire for more. Our work in communities is contributing to the steady rise in the age of marriage and the number of girls who stay in school.",
"M6hapter01screen04Text3": "Our mission is led by young people aged 11 to 25. As they rise against gender-based violence, we also support them with media tools that shape public narratives and inspire people to build a world of equality, dignity and justice.",
"M6hapter01screen04Text4": "This new approach to problem-solving is what led to the music album Mann ke Manjeere. What started as a music video, took on a life of its own and became a movement. We have since focused our efforts on opening doors, breaking barriers, and starting honest conversations about gender, violence and discrimination, with women, men, adolescents, youth, families and communities as units, frontline health workers, government officials, influencers etc.",
"M6hapter01screen04Text5": "With partners that have supported us, media platforms that have amplified our call, and messaging that has translated into tangible action on the ground, our endeavour to transform the world around us grows stronger every day. Our approach of one home, one workplace, one community at a time have helped create a positive impact on millions of women and girls.",
"M6hapter01screen04Text6": "Our story is a sum total of many truths and realities that propel us to work towards creating a change in our social environments.",
"M6hapter01screen05Text1": "Based on the video and Breakthrough’s story, read the statements given below in the left and right columns. Match the statements in the right column with the left column. You can move the statements in the right column up and down to match them with the left column such that they are in front of each other. ",
"M6hapter01screen05Text2": "We work with nearly 1.5 million adolescents in schools and communities",
"M6hapter01screen05Text3": "Our mission is led by young people aged 11 to 25. As they rise against gender-based violence,",
"M6hapter01screen05Text4": "We make gender-based violence unacceptable ",
"M6hapter01screen05Text5": "As we build capacity in young people, by fostering aspiration, leadership, agency and negotiation skills,",
"M6chapter01screen06": "Here is a glimpse of Breakthrough’s journey which started with Mann ke Manjeere Music album ",
"M6hapter01screen05Text6": "by transforming the culture that allows violence and discrimination",
"M6hapter01screen05Text7": "we enable a generation to shift towards a gender-equal culture.",
"M6hapter01screen05Text8": "to mould gender attitudes and beliefs before they solidify into behaviour",
"M6hapter01screen05Text9": "we also support them with media tools that shape public narratives and inspire people to build a world of equality, dignity and justice",
"M6hapter01screen06Text1": "Here is a glimpse of Breakthrough’s journey which started with Mann ke Manjeere Music album",
"M6hapter01screen06Text2":"In the music video, ‘Babul’ a little girl holds up a mirror to society which often ignores the uncomfortable conversation around domestic violence. Through the eyes of a little girl, the video threw light on the double standards our society thrives on, with the aim to make the issue of domestic violence both mainstream and urgent to address.",
"M6hapter01screen06Text3":"A story of the friendship of Muslim boy and a Hindu schoolteacher, set the music of Shubha Mudgal based on a poem by poet Kabir, Baagon Na Jaa was a music video about Communal Harmony, and bond that transcend religious differences.",
"M6hapter01screen06Text4":"Domestic violence is considered a ‘personal matter’. Events that transpire behind closed doors carry on without the fear of accountability. Our “Bell Bajao” campaign aimed to inch away from this status quo, pushing boys and men to ‘ring the bell’ and interrupt incidents of abuse. We created a series of award-winning PSAs, which have been viewed by over 130 million people worldwide. In 2010, our video van took the messages to cities and villages engaging communities through street theatre and games.",
"M6hapter01screen06Text5":"In urgent response to the fast-falling sex ratio - 919 girls per thousand boys in India, we launched the #MissionHazaar campaign. During our work on domestic violence, we found that many women were forced to go in for sex-selective abortions by family members, given the lack of agency they experienced in their lives. The need to address this issue was echoed by the Government of India which adopted our campaign as a part of the 2015 Beti Bachao Beti Padhao campaign.",
"M6hapter01screen06Text6":"Gender-based violence needs to be addressed in the multiple spaces women inhabit. For women in the workforce, this meant addressing their homes, communities, workplace and public spaces. Violence and discrimination against women is a continuum which needs to addressed in all spaces they inhabit. Our StreeLink Programme works with various stakeholders to help alter perceptions and create a safe, secure workplace that upholds gender justice.Above statement is true. To add further- Gender is socially constructed on the basis of sex assigned at birth. It is a learnt behaviour, thought process, role expectation that can change and varies based on society, culture and time periods. It is a process of socialization and refers to the ways in which children are raised and encouraged to behave, act and dress in order to be categorized as “men” and “women”.",
"M6hapter01screen06Text7":"The Generation Equality Forum launched a 5-year action journey to achieve irreversible progress towards gender equality, founded on a series of concrete, ambitious and transformative actions, including $40 billion in financial commitments. Breakthrough was selected as a co-lead on the Gender Based Violence Action Coalition along with over 90+ other partners from across the globe. The leaders along with UN Women are expected to contribute, lead and catalyze collective action; spark global and local conversations among generations; drive increased public & private investment; deliver concrete; game-changing results for girls and women over the next 5 years across 6 thematic areas of concern.",
"M6hapter01screen07Text1":"Share 2 things that stood out for you in Breakthrough’s journey",
"M6chapter02screen01": "Vision, Mission and Theory of Change",
"M6chapter02screen01Title": "Vision, Mission and Theory of Change",
"M6hapter02screen02Text1":"Where do you see yourself in 5 years? Share in one or two lines in the space below",
"M6hapter02screen02Text2":"Breakthrough’s Vision: ",
"M6hapter02screen02Text3":"Breakthrough envisions a world in which gender-based violence is unacceptable and in which all people enjoy their human rights and live with dignity, equality and justice.",
"M6hapter02screen02Text4":"To achieve this vision Breakthrough’s mission is:",
"M6hapter02screen02Text5":" Breakthrough makes gender-based violence, particularly violence and discrimination against women and girls unacceptable by transforming the culture that permits violence. We work with adolescents in schools and communities to mould gender norms and beliefs before they solidify into behaviour, thereby enabling a generational shift so that a culture of equality, dignity and justice can emerge.",
"M6hapter02screen02Text6":"Let’s watch a video to hear about Breakthrough’s vision and work from people who have worked with Breakthrough",
"M6hapter02screen03Text1":"What is your vision for the world when it comes to gender and how can that be achieved? Share in 50 words in the space below",
"M6hapter02screen03Text2":"Breakthrough aims to bring change in the world by building a generation of gender sensitive adolescents and young adults. We will learn how this will happen but before that let’s hear from you…",
"M6hapter02screen03Text3":"Think about one change you have been able to actively bring in yourself or your family or community in the last 5 years. What are the 3 steps you took to bring that change? Share in the space below",
"M6hapter02screen04Text1":"Theory of change (Theory of Change is a description of how a desired change is expected to happen in a particular context and time.) Click on the link to read about Breakthrough’s Theory of Change Design instruction: for Hindi version translated version of Theory of Change will need to come in below as text. For English we can either use a link or keep text in the main pages.",
"M6hapter02screen04Text2":"What is our Theory of Change?",
"M6hapter02screen04Text3":"When stakeholders (families, friends, communities) are sensitised on gender-based violence and discrimination, young adults in the environment find themselves educated and empowered to recognise the same.",
"M6hapter02screen04Text4":"This leads to young adults recognising their role in perpetuating discrimination and violence, as well as their ability to make a difference. All the above comes together to create both an enabling environment as well as momentum to take action Therefore, Young Adults will transform themselves, build healthy relationships, influence their peers and drive social change.",
"M6hapter02screen04Text5":"How? By impacting social norms that perpetrate violence.",
"M6hapter02screen04Text6":"The end result: Reducing violence and discrimination against women and girls",
"M6hapter02screen04Text7":"Young Adults believe in their ability to make a difference",
"M6hapter02screen04Text8":"Young Adults understand their role in perpetuating the same",
"M6hapter02screen04Text9":"Young Adults are sensitised and empowered to recognise discrimination and violence against women and girls",
"M6hapter02screen04Text10":"Enabling environment",
"M6hapter02screen04Text11":"A movement is created around the issue to drive momentum",
"M6hapter02screen04Text12":"Legitimacy of actions established",
"M6hapter02screen04Text13":"Stakeholders in immediate environment sensitised on GBV and GBD",
"M6hapter02screen05Text1":"Watch this film to understand how change is brought on ground",
"M6hapter02screen06Text1":"Based on the film above",
"M6hapter02screen06Text2":"Identify what was the deep engagement with young people. Select the right option/s",
"M6hapter02screen06Text3":"Awareness on gender discrimination and importance of gender equality",
"M6hapter02screen06Text4":"Strengthening their understanding of Maths and Science",
"M6hapter02screen06Text5":"Building their ability to negotiate and take their own decisions",
"M6hapter02screen06Text6":"Identify what was done to create an enabling environment. Select the right option/s",
"M6hapter02screen06Text7":"Engagement with schools",
"M6hapter02screen06Text8":"Engagement with Parents",
"M6hapter02screen06Text9":"Engagement with Sarpanch",
"M6hapter02screen07Text1":"What changes did it lead to? Select the right option/s",
"M6hapter02screen07Text2":"Girls started playing sports which they weren’t allowed earlier",
"M6hapter02screen07Text3":"Adolescents took lead in negotiating decisions for themselves and their siblings",
"M6hapter02screen07Text4":"Some parents and community members started supporting adolescent girls with their aspirations",
"M6hapter02screen07Text5":"We will understand more about how different programs of Breakthrough bring about the larger change mentioned above in the next chapter.",
"M6chapter03screen01": "Programs and Impact (Part I)",
"M6chapter03screen01Title": "Programs and Impact (Part I)",
"M6chapter03screen02Text1": "As shared in the previous chapters, Breakthrough makes gender-based violence unacceptable by transforming the culture that permits violence, particularly violence and discrimination against women and girls. We mould gender norms and beliefs before they solidify into behaviour. This underpins our work with nearly 1.5 million adolescents in schools and communities. We build their capacity by fostering aspiration, leadership, agency and negotiation skills, enabling a generational shift towards a gender-equal culture, in the knowledge that when gender norms change, everything for the girl changes for the better. Our mission is led by young people aged 11 to 25. As they rise against gender-based violence, we also support them with media tools that shape public narratives and inspire people to build a world of equality, dignity and justice.",
"M6chapter03screen02Text2": "Breakthrough is currently working in Delhi, Haryana, Jharkhand, Odisha, Punjab, Uttar Pradesh and engages with young people, community, government and the ecosystem through ",
"M6chapter03screen02Text3N1": "Systems change work in schools",
"M6chapter03screen02Text3N2": "Media products and content",
"M6chapter03screen02Text3": "Deep transformation work in communities around adolescents",
"M6chapter03screen02Text4": "System strengthening",
"M6chapter03screen02Text5": "Evidence and data",
"M6chapter03screen03Text1": "Adolescent Empowerment",
"M6chapter03screen03Text2": "What are the 2 gender issues that you think adolescents in your community are facing.",
"M6chapter03screen03Text3": "To understand why and how Breakthrough works with adolescents let’s watch a film",
"M6chapter03screen03Text4": "Why Working With Teenagers Is A Game Changer",
"M6chapter03screen03Text5": "Read more about our work on",
"M6chapter03screen03Text6": "Adolescent Empowerment - Breakthrough",
"M6chapter03screen04Text1": "Let’s take a small quiz",
"M6chapter03screen04Text2": "Our two-year school-based programme with 11- 14 year old adolescents is designed to",
"M6chapter03screen04Text3": "a. influence the adolescents so they can obey their elders- teachers and parents",
"M6chapter03screen04Text4": "b. create awareness about their future career options",
"M6chapter03screen04Text5": "c. create awareness of their rights, promote agency, develop negotiation skills and encourage inter-gender and inter-generational dialogues on the issues that most affect them ",
"M6chapter03screen04Text6": "d. help them tackle harmful social and gender norms that contribute to girls dropping out of school early.",
"M6chapter03screen04Text7": "Select which stakeholders we work with as part of our Adolesecent Empowerment programme.",
"M6chapter03screen04Text8": "a. Peer leaders ",
"M6chapter03screen04Text9": "b. Department of sanitation",
"M6chapter03screen04Text10": "c. Parents",
"M6chapter03screen04Text11": "d. Priests",
"M6chapter03screen04Text12": "e. Teachers",
"M6chapter03screen04Text13": "f. Frontline health workers",
"M6chapter03screen04Text14": "g. PRI members",
"M6chapter03screen04Text15": "",
"M6chapter03screen05Text1": "To address and challenge patriarchy cultural norms that are accepted and not questioned, Breakthrough worked through following approaches. Select all that apply",
"M6chapter03screen05Text2": "Engagement with adolescents girls and boys",
"M6chapter03screen05Text3": "Community mobilization and engagement",
"M6chapter03screen05Text4": "Intergenerational dialogue",
"M6chapter03screen05Text5": "Creating alternative norms",
"M6chapter03screen05Text6": "Breakthrough’s programme on adolescents empowerment is called ............(select the right answer)",
"M6chapter03screen05Text7": "De Taali",
"M6chapter03screen05Text8": "Taaron ki Toli",
"M6chapter03screen05Text9": "Team Change Leader",
"M6chapter03screen05Text10": "Jano, Jago, Jagao",
"M6chapter03screen05Text11": "What alternative norms were created (select the one/s which are not true)",
"M6chapter03screen05Text12": "Girls started playing sports which was considered a space for boys and men",
"M6chapter03screen05Text13": "Girls stopped talking about their empowerment through sports",
"M6chapter03screen05Text14": "Adolescents started identifying their issues and raising in their families and communities",
"M6chapter03screen05Text15": "Menstruation health and hygiene as an issue started getting discussed at community level",
"M6chapter03screen06Text1": "Let’s look at how Breakthrough’s work on adolescent empowerment has been able to create the norm shifts and impact.",
"M6chapter03screen06Text2": "Increase in the age of marriage for girls by almost",
"M6chapter03screen06Text3": "2 years",
"M6chapter03screen06Text4": "in Uttar Pradesh.",
"M6chapter03screen06Text5": "Transformed",
"M6chapter03screen06Text6": "15.5%",
"M6chapter03screen06Text7": "of gender-regressive views of adolescents in Haryana.",
"M6chapter03screen06Text8": "Likelihood of",
"M6chapter03screen06Text9": "girls being enrolled",
"M6chapter03screen06Text10": "in school increased by",
"M6chapter03screen06Text11": "89%",
"M6chapter03screen06Text12": "in Bihar.",
"M6chapter03screen06Text13": "17%",
"M6chapter03screen06Text14": "increase in adolescent girls visiting a health facility in Uttar Pradesh.",
"M6chapter03screen06Text15": "Increased reporting of violence, both",
"M6chapter03screen06Text16": "physical and otherwise",
"M6chapter03screen06Text17": "in Uttar Pradesh.",
"M6chapter03screen07Text1": "When it comes to making violence against girls and women unacceptable what are some of the norm shifts that you would hope to see. Share at least 2 of them.",
"M6chapter03screen07Text2": "To read more about Breakthrough’s adolescent empowerment work you can refer to this .",
"M6chapter03screen07Text3": "report.",
"M6chapter03screen07Text4": "Do watch this film about the",
"M6chapter03screen07Text5": "Girls cricket team as a result of Breakthrough’s work with adolescents",
"M6chapter03screen07Text6": "The Murailapur Champions | Breakthrough India",
"M6hapter04screen01": "Programs and Impact (Part II)",
"M6chapter04screen01" : "Programs and Impact (Part II)",
"M6chapter04screen01Title" : "Programs and Impact (Part II)",
"M6chapter04screen02Text1": "Youth work",
"M6chapter04screen02Text2": "Share one thing that you think will help young people to become gender equality champions",
"M6chapter04screen02Text3": "Breakthrough’s work with young people is called Team Change Leader. Youth programme has 4 aspects of engagement",
"M6chapter04screen02Text4": "Online/Digital Engagement",
"M6chapter04screen02Text5": "Month-long Internship/Training at Breakthrough",
"M6chapter04screen02Text6": "Community Youth Programme",
"M6chapter04screen02Text7": "College Youth Engagement",
"M6chapter04screen02Text8": "You can read more about the youth engagement and these 4 aspects here",
"M6chapter04screen02Text9": "Youth Programme - Breakthrough",
"M6chapter04screen03Text1": "Why does Breakthrough work with youth (Mark the true one)",
"M6chapter04screen03Text2": "Youth are the architects of tomorrow",
"M6chapter04screen03Text3": "Youth are lost and need constructive engagement",
"M6chapter04screen03Text4": "Which of the given below statement/s are true when it comes to Breakthrough’s work with youth",
"M6chapter04screen03Text5": "We are engaging the youth to become our partners in this journey to a tomorrow that is free of gender-based violence and discrimination",
"M6chapter04screen03Text6": "We work with youth to ensure they are responsible in their actions and listen to their families",
"M6chapter04screen03Text7": "Youth is an integral part of the work we do and the impact we hope to achieve.",
"M6chapter04screen03Text8": "We engage with youth through interactions, conversations, innovative media trainings and skill development sessions",
"M6chapter04screen04Text1": "We find our biggest champions and most robust supporters in our Social Change Actors (individuals, government bodies, Corporations, community-based institutions and religious bodies). They are an integral part of our strategy here at Breakthrough because (mark the incorrect reason from the given below options)",
"M6chapter04screen04Text2": "They help us find funds",
"M6chapter04screen04Text3": "We believe that they are the key to transforming culture and at the core of our theory of change.",
"M6chapter04screen04Text4": "They publicly participate, advocate, inspire and help impact actions that help make violence against women unacceptable, and contribute to advancing human rights.",
"M6chapter04screen04Text5": "Out of the 4 engagements which one interests you the most",
"M6chapter04screen04Text6": "Online/Digital Engagement",
"M6chapter04screen04Text7": "Month-long Internship/Training at Breakthrough",
"M6chapter04screen04Text8": "Community Youth Programme",
"M6chapter04screen04Text9": "College Youth Engagement",
"M6chapter04screen05Text1": "As a result of the work with youth, young people from Sangam Vihar in Delhi took lead in talking about patriarchal norms in their community through this video",
"M6chapter04screen05Text2": "जज करें हैं | Breakthrough India",
"M6chapter04screen05Text3": "What is one thing you would like to learn to become a part of Team Change.",
"M6chapter04screen05Text4": "During the tough times in Covid, Breakthrough’s Team Change Leader played an active role in reaching the last mile",
"M6chapter04screen05Text5": "Power of The Young: Breakthrough's 2021",
"M6chapter04screen06Text1": "Government Partnerships",
"M6chapter04screen06Text2": "Breakthrough is also working in partnership with the government of Punjab and Odisha to scale up the work with adolescents on gender equity.",
"M6chapter04screen06Text3": "Read more about Breakthrough’s campaigns here",
"M6chapter04screen06Text4": "Bystander Intervention",
"M6chapter04screen06Text5": "and do watch the films and follow the youtube channel for more recent content here",
"M6chapter04screen06Text6": "Breakthrough India - YouTube.",
"M6chapter04screen06Text7": "Read more about Breakthrough and connect with us through the links below",
"M6chapter04screen07Text1": "Final Quiz for the module",
"M6chapter04screen07Text2": "When it comes to Breakthrough’s work, which of the following statements are true? Mark them below.",
"M6chapter04screen07Text3": "We make gender-based violence unacceptable by transforming the culture that allows violence and discrimination",
"M6chapter04screen07Text4": "Breakthrough is currently working in partnership with Maharashtra and Madhya Pradesh government ",
"M6chapter04screen07Text5": "Our work in communities is contributing to the steady rise in the age of marriage and the number of girls who stay in school",
"M6chapter04screen07Text6": "Breakthrough was founded in 1999, this was also when Mann Ke Manjeera music album was released",
"M6chapter04screen07Text7": "Mark the states where Breakthrough is currently not working",
"M6chapter04screen07Text8": "Punjab",
"M6chapter04screen07Text9": "Jharkhand",
"M6chapter04screen07Text10": "Madhya Pradesh",
"M6chapter04screen07Text11": "Uttar Pradesh",
"M6chapter04screen07Text12": "Odisha",
"M6chapter04screen07Text13": "Assam",
"M6chapter04screen08Text1": "Match the campaign names on the left with the description on the right",
"M6chapter04screen08Text2": "Campaign Name",
"M6chapter04screen08Text3": "AskingForIt ",
"M6chapter04screen08Text4": "Bell Bajao",
"M6chapter04screen08Text5": "StandWithMe",
"M6chapter04screen08Text6": "WebWonderWomen",
"M6chapter04screen08Text7": "Description",
"M6chapter04screen08Text8": "Empathy and intergenerational dialogue – we believe these to be necessary tools to create gender-inclusive safer spaces, especially for adolescents and young people. With a mix of online and on-ground activities, the campaign laid focus on enabling youth voices to champion the movement for equality and safety in the online space.",
"M6chapter04screen08Text9": "The initiative aimed to fix the gender imbalance in the online space, where women and their unique, powerful, inspiring stories remain unheard and unseen. This campaign encourages women to let their diverse positive stories be heard and urges them to claim their place online.",
"M6chapter04screen08Text10": "This campaign created a counter-narrative, urging bystanders to intervene. It focussed on highlighting the impact and implications of online harassment, as this is a place where sexual abuse and violence took on many heinous, unexpected forms.",
"M6chapter04screen08Text11": "Domestic violence is considered a “personal matter.” This campaign aimed to inch away from this status quo, pushing boys and men to ‘ring the bell’ and interrupt incidents of abuse.",
"M6chapter04screen09Text1":"Drag the elements under right heading to complete Breakthrough’s Theory of Change",
"M6chapter04screen09Text2":"As a Result",
"M6chapter04screen09Text3":"Deep Engagement",
"M6chapter04screen09Text4":"Enabling Environment",
"M6chapter04screen09Text5":"Young Adults are sensitised and empowered to recognise discrimination and violence against women and girls",
"M6chapter04screen09Text6":"A movement is created around the issue to drive momentum",
"M6chapter04screen09Text7":"By impacting social norms that perpetrate violence",
"M6chapter04screen09Text8":"Young Adults believe in their ability to make a difference",
"M6chapter04screen09Text9":"Stakeholders in immediate environment sensitised on GBV and GBD",
"M6chapter04screen09Text10":"Legitimacy of actions established",
"M6chapter04screen09Text11":"Reduce violence & discrimination against women & girls",
"M6chapter04screen09Text12":"Young Adults will transform self, influence peers, build healthy relationships and drive public action",
"M6chapter04screen09Text13":"Young Adults understand their role in perpetuating the same",
"M6chapter04screen12Text1":"Read the given below programme descriptions and mark the one/s which are not true for Breakthrough’s work",
"M6chapter04screen12Text2":"As part of Taaron ki Toli programme we reach out to boys and girls from the ages of 11 to 14 through a two-year school-based programme, designed to help them tackle harmful social and gender norms. We create awareness of their rights, promote agency, develop negotiation skills and encourage inter-gender and inter-generational dialogues on the issues that most affect them, encouraging them to be more confident and help build self-worth",
"M6chapter04screen12Text3":"We work with girls in the crucial age group of 15-18 years to help them have better control of their lives and bodies. These are our peer educators and we engage them in Anganwadi centres to help build agency, develop aspirations through career counselling and conduct sessions on sexual and reproductive health.",
"M6chapter04screen12Text4":"Media and technology are at the core of the Breakthrough approach to creating conversations around gender-based discrimination. Building on the message “Change starts with you”, we create thought-provoking mass media films, digital interventions, hyper-local campaigns and more to seed accountability among our many different and disparate audience segments. Some of our most prominent, and award-winning campaigns have helped start a dialogue on domestic violence and sexual harassment.",
"M6chapter04screen12Text5":"Team Change Leader- Youth is an integral part of the work we do and the impact we hope to achieve. Through interactions, conversations, innovative media trainings and skill development sessions – we are engaging the youth to become our partners in this journey to a tomorrow that is free of gender-based violence and discrimination",
"M6chapter04screen12Text6":"As part of our government partnership in Punjab we work in the Department of State Education to provide gender sensitisation training to the officials in the department.",
"M6chapter04screen12Text7":"Breakthrough’s work strategy only focuses on working with girls and women",
"CommonBtnGoNext":"Go Next",
"CommonBtnPrevious":" Previous",
"Letstart":"Let’s Start",
"Sno":"S.No.",
"Left":"Left",
"Right":"Right",
"Id":"ID",
"Knowmore":"Know More",
"Quiz":"Quiz",
"readmore":"Read More",
"website":"Website",
"facebook":"Facebook",
"twitter":"Twitter",
"instagram":"Instagram",
"linkdin":"Linkdin",
"youtube":"Youtube",
"next": "NEXT",
"M1chapter02screen01": "Understanding Values?",
"M1chapter03screen01": "Understanding Effective Communication",
"M1chapter04screen01": "Understanding Leadership",
"M2chapter01screen01": "What is Gender?",
"M2chapter02screen01": "What is Gender Socialization?",
"M2chapter03screen01": "What is Patriarchy?",
"M2chapter04screen01": "Gender & Media",
"M2chapter05screen01": "What is Gender Based Violence?",
"M3chapter01screen01": "What is Sexuality?",
"M3hapter02screen01": "Sexual and Gender Diversity",
"M3chapter03screen01": "Expressions of Sexuality",
"M3hapter04screen01": "Understanding Risks and Rights",
"M4chapter01screen01": "What is Masculinity?",
"M4hapter02screen01": "Understanding Multiple Masculinities",
"M4chapter03screen01": "Role of Media in creating notions of masculinities",
"M4hapter04screen01": "Impact of Hegemonic/Patriarchal Masculinity on society",
"M4hapter05screen01": "Need for the forms of masculinities which are inclusive and equitable",
"M5chapter01screen01": "What are Human Rights?",
"M5hapter02screen01": "Fundamental Duties and Responsibilities",
"M5chapter03screen01": "Understanding Intersectionality",
"M5hapter04screen01": "How can we ensure Human Rights for all?",
"homeScreenText1":"Team Change Leader (TCL)",
"homeScreenText2":"Working to build a brighter, braver and more gender equitable tomorrow.",
"homeScreenText3":"Language",
"homeScreenText4":"हिन्दी,English,",
"homeScreenText5":"Duration",
"homeScreenText6":"30 hours",
"homeScreenText7":"Certificate",
"homeScreenText8":"ABOUT",
"homeScreenText9":"About Breakthrough",
"homeScreenText10":"Breakthrough makes gender-based violence unacceptable by transforming the culture that permits violence. We work with nearly 1.5 million adolescents in schools and communities to mould gender norms and beliefs before they solidify into behaviour. As we build their capacity by fostering aspiration, leadership, agency and negotiation skills, we enable a generational shift towards a gender-equal culture. Our mission is led by young people aged 11 to 24. As they rise against gender-based violence",
"homeScreenText11":"About the Course",
"homeScreenText12":"This course aims to enable learners to start to build understanding about Self, Gender, Sexuality, Masculinity and Human Rights. As a learner, you will be able to identify the systems and structures which exist in our society and in your lives, and the role they play in maintaining the status quo. The course will shed light on some ways in which this can be challenged to bring change through examples. You will also learn about Breakthrough’s approach of working with people, systems, structures and institutions to address gender based discrimination and violence in order to create a gender equitable and just world. ",
"homeScreenText13":"Learning Objectives:",
"homeScreenText14":"After successful completion of this course learners will be able to:",
"homeScreenText15":"Develop a deeper understanding of their self and how it connects to their decisions and actions in the society",
"homeScreenText16":"Develop an understanding of Gender, Sexuality, Masculinity and Human Rights, recognise how it plays out in their own lives and in society",
"homeScreenText17":"Identify and Analyse how the structures and systems perpetuate gender based discrimination and violence",
"homeScreenText18":"Learn about Breakthrough’s approach of working with young people, communities and the larger ecosystem for gender equity and justice.",
"homeScreenText19":"Plan and organise actions against gender based violence and discrimination, and for gender equity and justice",
"homeScreenText20":"CURRICULUM",
"homeScreenText21":"It consists of 6 modules with different chapters covering various aspects of the module.",
"homeScreenText22":"Module 1: Understanding Self",
"homeScreenText23":"What is my Identity?",
"homeScreenText24":"Understanding Values and Decision making",
"homeScreenText25":"Understanding Effective communication",
"homeScreenText26":"Understanding Leadership",
"homeScreenText27":"Module 2: Understanding Gender",
"homeScreenText28":"What is Gender?",
"homeScreenText29":"What is Gender Socialisation?",
"homeScreenText30":"What is Patriarchy? ",
"homeScreenText31":"Gender and Media",
"homeScreenText32":"What is Gender Based Violence? ",
"homeScreenText33":"Module 3: Understanding Sexuality",
"homeScreenText34":"What is Sexuality?",
"homeScreenText35":"Sexual and Gender Diversity",
"homeScreenText36":"Expressions of Sexuality",
"homeScreenText37":"Understanding Risks and Rights",
"homeScreenText38":"Module 4: Understanding Masculinities",
"homeScreenText39":"What is Masculinity?",
"homeScreenText40":"Understanding Multiple Masculinities",
"homeScreenText41":"Role of Media in creating notions of Masculinities",
"homeScreenText42":"Impact of Hegemonic/Patriarchal Masculinity on society",
"homeScreenText43":"Need of Inclusive and gender equitable masculinities",
"homeScreenText44":"Module 5: Understanding Human Rights",
"homeScreenText45":"What are Human Rights?",
"homeScreenText46":"Fundamental Duties and Responsibilities",
"homeScreenText47":"Understanding Intersectionality",
"homeScreenText48":"How can we ensure Human Rights for all?",
"homeScreenText49":"Module 6: Understanding Breakthrough’s Approach",
"homeScreenText50":"Breakthrough’s Journey",
"homeScreenText51":"Vision, Mission and Theory of Change",
"homeScreenText52":"Programs and Impact (Part I)",
"homeScreenText53":"Programs and Impact (Part II)",
"homeScreenText54":"HOW IT WORKS",
"homeScreenText55":"Step 1: Create an account",
"homeScreenText56":"Sign up using your email id or contact number and set your password. Once you have signed up you can always sign back in using the same credentials.",
"homeScreenText57":"Step 2: Start",
"homeScreenText58":"Start your journey by clicking on Module 1",
"homeScreenText59":"Step 3: Engage and earn stars",
"homeScreenText60":"Complete each module by engaging with all the content, activities, quizzes, videos and articles. For each completed activity you will earn stars. In case of quizzes you will earn stars on the right answers. The cumulative of these stars will reflect in your overall score for the module.",
"homeScreenText61":"Step 4: Completion and Certificate",
"homeScreenText62":"After finishing all the modules, you will receive a course completion certificate."
}