Institutes

Prospects and Challenges of Youth Entrepreneurs: A Study of Slum Women Entrepreneurs of Dhaka City

Tue, 21 Apr 2026 00:00:00 GMT

Prospects and Challenges of Youth Entrepreneurs: A Study of Slum Women Entrepreneurs of Dhaka City AFROZ, JANNATUL This study explores the prospects and challenges faced by slum-dwelling youth women entrepreneurs in Dhaka City, Bangladesh. Conducted in selected slum areas, the research employed a qualitative approach using case studies as the primary research strategy. The participants comprised 28 youth women entrepreneurs aged between 18 and 35 years, selected through purposive sampling. Data were collected predominant through face to face in-depth interview with semi-structured interview schedule where open-ended questions were included. Data were also collected through case studies and non-participants observation. Data were analyzed using narrative analysis supported by verbatim quotations to gain an in-depth understanding. Findings reveal that most respondents have limited educational attainment, typically ranging from class one to class five. Socio-economically, the majority live in rented accommodations under poor conditions, lacking access to clean water, adequate sanitation, and reliable utilities such as gas and electricity. Their basic needs are only partially met. The study further uncovered that these women generally lack formal business plans, awareness of trade licenses, and knowledge about government credit schemes or entrepreneurial training programs. As a result, they are unaware of existing opportunities for women entrepreneurs in Bangladesh. Moreover, they encounter multifaceted barriers—social, economic, political, and psychological—that significantly hinder their entrepreneurial development. Among the key social challenges identified are unemployment, gender inequality, and poverty. An investigation into available welfare programs revealed widespread dissatisfaction. Most respondents had received little or no support from governmental or non-governmental organizations, with only a few reporting limited and unsatisfactory assistance. Participants emphasized the need for proactive initiatives from families, NGOs, and the government to mitigate the challenges they face and enhance their wellbeing. The study concludes with practical recommendations aimed at addressing these issues and fostering the development of youth women entrepreneurs in the slum areas of Dhaka. This thesis is submitted for the degree of Master of Philosophy.

Impact of TESOL Teacher Education on Teachers’ Professional Identity Formation of Private University Teachers of Bangladesh

Tue, 21 Apr 2026 00:00:00 GMT

Impact of TESOL Teacher Education on Teachers’ Professional Identity Formation of Private University Teachers of Bangladesh Chowdhury, Tarannum Fatema English language teachers can benefit from enrolling in teacher education programs, as these can help them develop new skills and competencies applicable in the classrooms. These programs can also assist teachers in cultivating a professional identity that can positively impact their work environment. Recent studies on teacher education and professional identity have shown that teachers often face identity crises in search of being accepted as legitimate teachers and become more enthusiastic about participating in teacher education programs like TESOL (Teaching English to the Speakers of Other Languages) to equip themselves with the required tools and strategies to overcome the struggles that may arise while teaching different levels of students. Therefore, this study investigates the impact of PCK (Pedagogical Content Knowledge) of TESOL (knowledge on diverse subjects, learners' backgrounds, styles, levels, and socio-cultural contexts) on in-service teachers' professional identity formation. Following Dewey's pragmatic theory of experience, which focuses on a person's everyday experience that is shaped by prior experience and the impact of current experience on future knowledge, this qualitative research employed a narrative study approach, using interviews to explore different private university inservice English language teachers' learning and teaching experiences. The sampling procedure involved purposive sampling to ensure alignment with the research objectives. Moreover, classroom observations, surveys, and interview transcripts vividly demonstrated the effectiveness and obstacles of the TESOL program in terms of formulating a robust professional identity for English language teachers at different private universities. While TESOL has received considerable attention as a professional program for language teachers, the findings suggested that professional identity still needs to be a primary focus of TESOL classrooms. Hence, this research underscored the importance of integrating critical aspects of teachers' vi professional identity into the TESOL program to effectively foster both TESOL knowledge and teachers' identity among the participants of this teacher education program. This thesis is submitted for the degree of Master of Philosophy.

Rethinking of English Graduates’ Employability: The Role of English Communication Skills Courses of Private Universities in Bangladesh

Tue, 21 Apr 2026 00:00:00 GMT

Rethinking of English Graduates’ Employability: The Role of English Communication Skills Courses of Private Universities in Bangladesh Ferdus, Masnadul There is a rising concern about employability, which has improved in the last few decades due to the growth process and global competition. This research aims to reconsider English graduates‟ employability and the role of English communication skill courses at private universities in Bangladesh. The study also intended to reconsider the performance of private university English graduates in the job market in Bangladesh by reviewing the prevailing research and providing recommendations to diverse stakeholders about employability. For this explanatory research, a mix of both qualitative and quantitative methodologies has been used to analyze the research data. A self-administered survey instrument was developed after validation and revisions based on the pilot study. This questionnaire was given to, in total, 200 students who have completed graduation or are in their final year of studying in the English department and are trying to get the expected jobs. Among them, 171 usable responses were collected and used as the sample of this study. Ten open-ended, in-depth interviews were conducted with HR personnel from the different multinational and private service sectors. The findings have shown that English communication skills courses are contributing to English graduates developing their communication skills effectively at the national level. However, that improvement level is not familiar or applicable to all English graduates internationally. From employers‟ perspective, English graduates are performing „good‟ in the present job market-though course upgradation is highly required to meet the international demands at present and the future work environment. This thesis is submitted for the degree of Master of Philosophy.

Effects of Vitamin-D 3 Supplement on the Cognitive Status in Patient with Systemic Lupus Erythematosus with Neuropsychiatric Phenomenon

Sun, 19 Apr 2026 00:00:00 GMT

Effects of Vitamin-D 3 Supplement on the Cognitive Status in Patient with Systemic Lupus Erythematosus with Neuropsychiatric Phenomenon Sultana, Nasreen Systemic Lupus Erythematosus (SLE) is a complicated autoimmune illness that affects several organ systems, including the central nervous system. Neuropsychiatric (NP) SLE (NPSLE) is characterized by neurological and psychiatric symptoms such as cognitive dysfunction, mood problems, and seizures, and has been linked to severe impairments in memory, attention, and executive functioning can lead to altered brain perfusion. Vitamin D3 has shown promise in neuro-protection and cognitive improvement, which may benefit NPSLE patients. This study investigates the effects of Vitamin D3 supplementation on cognitive function and brain perfusion in NPSLE patients. Material & Methods This randomized controlled trial (RCT) included NPSLE patients (N=72), divided into an intervention group (n=34) receiving Vitamin D3 supplementation, and a control group (n=38) without supplementation. Baseline and six-month evaluations of serum Vitamin D levels, Mini-Mental State Examination (MMSE) scores, and brain perfusion using Single-photon emission computed tomography (SPECT) imaging (Z-scores) were conducted at National Institute of Nuclear Medicine & Allied Science (NINMAS), Dhaka. The intervention group received 40,000 IU of Vitamin D3/week for six weeks, followed by a maintenance dose of 2000 IU/day for three months, along with standard SLE management. Both verbal and written informed consent was obtained, and adherence was encouraged through weekly reminders via text or calls. After six months, outcomes were analyzed to assess the impact of Vitamin D3 on cognitive function and brain perfusion in NPSLE patients. xv Results Baseline characteristics (age, gender, BMI, and waist-to-hip ratio/WHR) were indifferent (P>0.05) between groups (Control vs. cases). No significant differences (P>0.05) were found between groups in age (28.24±7.18 vs. 26.32±7.94,), gender distribution (predominantly female), BMI (19.0±1.4 vs.19.2±2.0,), and waist-to-hip ratio (0.78±0.11 vs. 0.76±0.10). Moreover, at baseline, vitamin D levels were low and similar across both groups (14.5±5.3 ng/ml vs. 16.2±4.9, p=0.173). After the study period, a significant (p<0.001) increase in vitamin D3 levels (28.3±5.3 ng/ml) was observed in the intervention group as compared to controls (15.1±3.4 ng/ml), indicating effective supplementation. Moreover, at baseline, MMSE scores were similar (24.1±1.7 vs. 24.3±1.5) between groups (P=0.677) while at the end line, the intervention group (26.5±1.4) showed a significant improvement in MMSE scores than control (23.8±2.25; p<0.001). This suggests a positive effect of Vitamin D3 supplementation on cognitive function. Brain perfusion was analyzed using SPECT imaging techniques (Z-scores), and at baseline, abnormal perfusion was prevalent in both groups (81.6% vs. 88.2%, P=.522), primarily in the frontal, parietal lobes, and precuneus regions (z-score: 1.4 vs. 1.46, P=0.549). This baseline homogeneity indicates effective randomization and establishes comparable initial conditions between the study groups. However, at the end line, mean z-scores were insignificantly (P=.457) higher in the control group (n=13, z-scores=1.84) than intervention group (n=21, z- scores=1.66) while 65.8% (n=25) of the Brain SPECT of the controls were not available at end line, as compared to cases (n=13). On top of that, significant between-group differences emerged in performing perfusion test results (Fisher’s exact test= 6.997, p = 0.028) when considered comparison in missing cases between groups, which indicates among available controls (n=13), eleven xvi showed abnormal brain perfusion. Furthermore, the intervention group demonstrated distinct patterns of perfusion compared to controls, suggesting a potential effect of Vitamin D3 supplementation on cerebral perfusion parameters. These findings suggest that despite the study groups (intervention vs. control) exhibited indifferent (all P>0.05) vitamin D3 levels, MMSE scores, and perfusion characteristics at the baseline, significant differences emerged between groups especially in the MMSE-scores (small effect size, Partial eta squared=.460 for MMSE between case and. control) attributable to the effective vitamin D3 supplementation (High effect size, Partial eta squared=.714 for Vitamin D, Case vs. control) following the intervention period (6-months). Conclusion Vitamin D3 supplementation led to substantial improvements in serum vitamin D levels, cognitive function (MMSE scores), and brain perfusion in the intervention group. These findings support the potential role of Vitamin D3 as an adjunctive therapy in NPSLE, enhancing cognitive performance and cerebral perfusion. Further studies are recommended to validate these results and assess the long-term benefits of Vitamin D3 in managing NPSLE-related cognitive impairment This thesis is submitted for the degree of Doctor of Philosophy.