Al Mamun, MA, SM Yasir Arafat, Mst Ambiatunnahar, noMark D. Griffiths.
I-International Journal Yempilo Yengqondo Nezokwelapha: 1-13.
abstract
Izithombe zobulili ezingcolile zikhiqizwa kakhulu, zisatshalaliswe futhi zisetshenziselwa ukuzijabulisa emhlabeni wonke kodwa azifundanga kancane eBangladesh. Ucwaningo lwamanje luhlolisise izimo zengqondo nezingozi zobungozi bezithombe zocansi zaseBlogdeshi. Ucwaningo lwaqhutshwa phakathi kwabafundi be-313 ababengaphansi kwesikole e-Jahangirnagar University (Dhaka, Bangladesh). Ucwaningo lubuthole ukuthi abafundi abangu-72% badla izithombe zobulili ezingcolile okungenani kanye phakathi kokuphila kwabo bonke, futhi cishe ingxenye yabo babengabathengi ngezikhathi ezithile. Cishe izingxenye ezimbili kwezintathu (67%) zihlangabezane nezithombe zobulili ezingcolile ngesikhathi esikoleni esiphakeme, nakuba ngokuvamile abesifazane behlangana nezithombe zobulili ezingcolile kamuva. Ukuhlaziywa kwezinto ezibonakalayo kubonisa ukuthi ukusetshenziswa kwezithombe zobulili ezingcolile kwakubikezelwa ukuba yindoda, ukuhlala endaweni yasemaphandleni, ekubeni nobuhlobo, ukuhlanganyela emisebenzini ye-intanethi (njengokusebenzisa Facebook), futhi ubukele amabhayisikobho. Ucwaningo olwengeziwe luyadingeka ukuze kuqhutshekwe ukunquma amaphethini wokuziphatha kanye nezici ezihambisanayo ezithinta ukusetshenziswa kwezithombe zobulili ezingcolile phakathi kwabafundi baseBangladesh.
Amagama angukhiye
Izithombe zobulili ezingcolile Ukusebenzisa izithombe zobulili ezingcolile Izithombe zobulili ezingcolile Ukuziphatha ngokocansi kwabafundi Ubulili be-Bangladeshi
Izithombe zobulili ezingcolile zikhiqizwa futhi zisatshalaliswe, futhi zisetshenziselwa ukuzijabulisa emhlabeni jikelele. Igama elithi "izithombe zobulili ezingcolile" liye labizwa ngokuthi idrama eyingqayizivele efomini ephrintiwe noma ebonakalayo ebonisa izingxenye zomzimba zobulili ezicacile kanye / noma umsebenzi wezocansi abanye abantu abangazithola behlambalaza, behlambalaza futhi beziphatha okubi, futhi okuhloswe ngokuyinhloko ukuvusa izilaleli ezihlosiwe futhi kuhloswe ukujabulisa noma ukuvusa isifiso esithandayo (uMkhukula 2007; I-Malamuth 2001; Mosher 1988). Ngokufanayo, uMorgan (2011) ichaza izithombe ezingcolile zobulili ezingcolile njengokubheka ngamabomu izithombe, amavidiyo, okubhalwe phansi, kanye / noma izinto ezilalelwayo ezibonisa abantu abayizizwe eziboniswa ubulili, kanye / noma abantu abenza ucansi noma ukushaya indlwabu.
Udaba lokuchayeka izithombe zobulili ezingcolile (okusho ukuthi ukusetshenziswa kwezithombe zobulili ezingcolile) luye lwacubungulwa kakhulu. Ucwaningo luye lubonisa ukuthi abesilisa banamathuba okuba bafune futhi babheke izinto zokwenza ucansi ngokucacile kunabesifazane (Bleakley et al. 2011; Brown no-L'Engle 2009; Lim et al. 2017; UPeter noValkenburg 2006; Regnerus et al. 2016; Rissel et al. 2017; Shek noMa 2016). Kuye kwacatshangwa ukuthi amadoda angabasebenzisi bezithombe zobulili ezingcolile ngenxa yezici ezifana nezindlela zabo ezivamile zokuziphatha nokungaziphathi kahle (Chowdhury et al. 2018). Ukusetshenziswa kwezithombe zobulili ezingcolile kuye kwanda ngenxa ye-intanethi ngoba kwenze izithombe zobulili ezingcolile zifinyeleleke, zingabizi futhi zingaziwa (Cooper 1998; Owens et al. 2012). Ukusetshenziswa okwandisiwe kwamadivayisi eselula (isb., Ama-smartphone, amaphilisi, njll) uye kwaholela ezindleleni ezintsha zokuxhumana nabangane (isb., Ukusebenzisa Facebook) nokuzibandakanya kwezinye izinto zokuziphatha ezifana nokulalela umculo (nge-Smartphones, abadlali be-MP3) nokubuka ama-movie asakazwayo kanye namabhokisi amabonakude (isib. Netflix). Ukusetshenziswa kwala madivaysi eselula kanye nezindlela ezintsha zokuzibandakanya emsebenzini wokuzilibazisa kungase kube yizici ekusetshenzisweni kwezithombe ezingcolile ezandayo. Ezinye izici ezihlobene nokusetshenziswa kwezithombe zocansi zihlanganisa lapho izithombe ezingcolile zihlangana khona (okungukuthi, ubuntwana, ukukhula, ubudala), lapho abantu behlala khona (isib. Izindawo zasemadolobheni noma zasemaphandleni), ithonya labontanga, kanye nohlobo lwezithombe zobulili ezingcolile (isib. Amavidiyo, izithombe, izindaba) (Braithwaite et al. 2015; UCarroll et al. 2008; Chowdhury et al. 2018; Sørensen noKjørholt 2007).
Izizathu nezici ezihilelekile ekubukeni izithombe zobulili ezingcolile ziningi futhi zibandakanya ukufuna ukuvuswa ngokocansi kanye / noma izinhloso zemigomo, isifiso, ulwazi kanye nezinjongo zemfundo, ukuthuthukisa isimo sengqondo, nokugculisa imizwa yocansi njll (amabhoyi 2002; Mattebo et al. 2014; Merrick et al. 2013; UPawulu noShim 2008). Ukufinyelela izithombe zobulili ezingcolile nakho kungabangela isimo sengqondo kuso futhi kungathinta impilo yabantu nsuku zonke nemisebenzi ehambisanayo (isb., Patterson ne-Price 2012; I-Perry 2015, 2016, 2017). Kuye kwathiwa ukuthi izithombe zobulili ezingcolile zingathinta kabi ukuziphatha komphakathi (Lo no Wei 2005; Mattebo et al. 2014), kubangele ukuphazanyiswa kwempilo yabantu ngabanye njengezivame zocansi, ukuvimbela ukusebenza kocansi, nokuhlukana kobudlelwane (uMkhukula 2009; I-Hald ne-Malamuth 2008; Maddox et al. 2011; UPawulu noShim 2008; Poulsen et al. 2013).
EBangladesh (lapho isifundo samanje senziwa khona), izwe linempilo engafanele yokufunda nokuphila ngokobulili kuyinkinga ye-covert ngenxa yemvelo yayo yemvelo nenkolo (Ahsan et al. 2016; Arafat 2017; Arafat et al. 2018). Ukuziphatha ngokocansi akuyona indaba exoxwa ngayo emphakathini, futhi ulwazi luyimpofu, luqiniswa ngabahlengikazi bendabuko abafaka isandla ekusakazeni ukungaziphathi kahle ngokobulili phakathi kwabantu (Ahsan et al. 2016; Arafat 2017). Kuze kube manje, kube nokudinga kophando eBangladesh ngokuziphatha kobulili, isimo sengqondo ngokuphathelene nobulili, kanye nekhwalithi yokuphila ngokobulili. Ucwaningo lwamuva lwaseBangladesh olwenziwa nguChowdhury et al. (2018) ibike ukuthi izinga lokusabalala kokuthola izithombe zobulili ezingcolile eziku-inthanethi phakathi kwalabo abaneminyaka engama-20 kuya kwengu-25 bekungu-54% kwabesilisa kwathi kwabangu-12.5% kwabesifazane. Ngenxa yokuntuleka kocwaningo eBangladesh, isifundo samanje sokuhlola sihlolisise ukusetshenziswa kwezithombe zocansi zabafundi abenza iziqu kanye nemibono yabo kanye nesimo sabo sengqondo ngokusetshenziswa kwezithombe zocansi. Izici zobungozi bokusetshenziswa kwezithombe zobulili ezingcolile zahlolwa kufaka phakathi ubulili, indawo yokuhlala, isimo sobudlelwano, imisebenzi yokuzilibazisa, kanye nokwenza imisebenzi ye-inthanethi.
izindlela
Abahlanganyeli kanye nenqubo
Ucwaningo olufushane olungaxhunyiwe ku-inthanethi ("ipeni nephepha") lwenziwe phakathi kwabafundi bonyaka wokuqala eJahangirnagar University (eDhaka, eBangladesh) phakathi kukaJanuwari noMeyi 2018. Inani labafundi abangama-500 bathintwa emahholo eyunivesithi (okungukuthi, indawo yokuhlala yokuhlala) kanye nezinhlolovo eziqediwe zaqoqwa kubafundi be-313 (isilinganiso sempendulo esingu-62.6%). Ucwaningo lwalunezigaba ezintathu: (i) imininingwane yezenhlalo, (ii) imibono ngezithombe zocansi, kanye (iii) nezimo zengqondo ezithinta izithombe zocansi. Ucwaningo lwalunemibuzo evaliwe futhi luthathe cishe imizuzu engu-15 ukuphothula.
Materials
Ucwaningo luhlelwe ngokusekelwe kokufundwa kocwaningo oludlule (isib. Braithwaite et al. 2015; Brown no-L'Engle 2009; UCarroll et al. 2008; Chowdhury et al. 2018; Sørensen noKjørholt 2007). Imibuzo yahlelwa yiqembu lezokucwaninga futhi yagcinwa elula njengokusemandleni ngokusekelwe ekuqaphelisweni kokuqala. Imibuzo iphinde ifakwe phakathi kokuthi "Ubani owaqala ukukutshela izithombe zobulili ezingcolile?", "Uluphi uhlobo lwezithombe zobulili ezingcolile ozithandayo?", "Kungani usebenzisa izithombe zobulili ezingcolile?", "Uzizwa kanjani ngemva kokusebenzisa izithombe zobulili ezingcolile?", Futhi "Yiziphi izinyathelo (uma noma yikuphi) kufanele kuthathwe ekugwetsheni ukusetshenziswa kwezithombe zobulili ezingcolile? "Ngokusekelwe ezincwadini zangaphambilini, kwakucatshangelwa ukuthi izici eziningana zingase zibe negalelo ekusetshenzisweni kwezithombe zobulili ezingcolile kuhlanganise ubulili, indawo yokuhlala, isimo sobuhlobo, imisebenzi yokuzilibazisa, nokuzibandakanya emisebenzini ye-intanethi. Lolu cwaningo lwafaka imibuzo yokucabanga (izitatimende ngesisekelo sokuthi izithombe zobulili ezingcolile zibhekwa njengokuthi "kuhle" nokuthi "kubi" njengezindlela zokubhekana nobuhlobo babathintekayo ngezinto zokwenza ucansi.
Ukuhlaziywa kwesitatimende
Idatha yahlaziywa ngokusebenzisa i-Statistical Package ye-Social Science (SPSS) version 22.0 ne-Microsoft Excel 2016. Izibalo ezichazayo kanye nokuhlaziywa kwe-oda lokuqala kwenziwa (isib. Ama frequency, amaphesenti, izindlela, kanye nokuhlolwa kwe-chi-square) nge-SPSS 22.0. Zonke iziguquko ezitholakele eziphawulekayo ekuhlaziyweni kwe-bivariate zangena ku-model binary regression model model ne-pornography ukusetshenziswa njengezimo ezixhomekile. Imiphumela ye-regression regression ibikwa ngokuthi ayilungiswanga ngezikhathi ze-95% zokuzethemba.
Ethics
Ucwaningo luvunyiwe yiKomidi Lokubuyekeza Lokuziphatha (i-Ethical Review Committee) eMnyangweni WezeMpilo Kahulumeni kanye ne-Informatics. Idatha yaqoqwa ngokungaziwa futhi yaziswa imvume ebhaliwe yathathwa kubahlanganyeli ngaphambi kokuqoqwa kwedatha. Bonke abahlanganyeli baziswa mayelana (i) nemvelo nenhloso yocwaningo, (ii) inqubo yokutadisha, (iii) ilungelo lokulahla, futhi (iv) ilungelo lokuhoxisa ekuhlanganyeleni esifundweni. Abahlanganyeli abazuzanga noma yiziphi izinzuzo zezezimali ngokuhlanganyela kulolu cwaningo. Ukuyimfihlo kwedatha nokungaziwa kwabahlanganyeli kwaqinisekiswa.
Imiphumela
Iminyaka yobudala yabahlanganyeli yayiyiminyaka eyi-19.68 (± 0.94) esukela eminyakeni eyi-18 kuye kwengama-23, ehlanganisa abesilisa abangama-69%, kanti ama-57.8% ababambiqhaza njengamanje abekho ebudlelwaneni obusondelene bezothando (bona Ithebula 1 ukuze uthole ukwaziswa okuningiliziwe kolwazi lwezenhlalakahle). Ngokuphathelene nesitatimende sokuba kungani "izithombe zobulili ezingcolile zimbi" (Ithebula 2), abahlanganyeli bachaza njengokuthukuthelisa nokuhlambalaza (62%), ukuthi kwephula izimiso zenkolo (62%), nokuthi kukhuthaza ukushaya indlwabu (57.5%). Ngokuphathelene nokuthi kungani "izithombe zobulili ezingcolile zihle" (Ithebula 2), abahlanganyeli bachaza ngokuthi yinto engasetshenziselwa ukulawulwa ngokocansi ukushaya indlwabu kunokuba nezocansi (31%), ingaholela ezingqondweni eziningi ezivulekile mayelana nobulili (19.5%), futhi inikeze ngaphandle kokulimala okungahambisani nanoma yimiphi imibono yangasese (19%). Imiphumela iphinde ikhombise ukuthi i-72% yabahlanganyeli babedlile izithombe zobulili ezingcolile okungenani kanye kuphela empilweni yabo yonke (ithebula 3). Intshisekelo yontanga yimbangela ebhalwe kakhulu yokusetshenziswa kwezithombe zobulili ezingcolile (34.5%), kanti i-67% yabahlanganyeli bachaza ukuhlangana kwabo kokuqala kwezithombe zobulili ezingcolile esikoleni esiphakeme. Cishe isigamu sabathintekayo ukushaya indlwabu ngesikhathi noma ngemuva kokubuka izithombe zobulili ezingcolile (51%), futhi uhlobo oluthandwa kakhulu lwezithombe zobulili ezingcolile lubukele amavidiyo (ithebula 3). Ukusetshenziswa kwezithombe zobulili ezingcolile okuzenzekelayo kwakuhlotshaniswa kakhulu nobulili (p <0.001) nabesilisa abahlanganyela ezithombeni ezingcolile izikhathi eziyi-12 kunabesifazane (Ithebula 4).
Ithebula 1
Ukusabalalisa kwezinguquko zomphakathi nezomphakathi zabaphenduliwe
eziguquguqukayo | Inombolo | Amaphesenti |
|---|---|---|
Ubulili | ||
Male | 216 | 69.0 |
Female | 97 | 31 |
Woza ifomu (indawo yokuhlala) | ||
Indawo yasemaphandleni | 163 | 52.1 |
Indawo yasemadolobheni | 150 | 47.9 |
Isimo sobudlelwane | ||
Akukho buhlobo | 181 | 57.8 |
Nginothize engithandananaye | 110 | 35.1 |
Okuthandwayoa | ||
Ukusebenzisa i-Facebook | 168 | 14.7% |
Ukulalela umculo | 184 | 16.1% |
Ukubuka i-movie | 168 | 14.7% |
Ukusebenzisana | 63 | 5.5% |
Ukuhleba | 160 | 14.0% |
Incwadi yokufunda | 134 | 11.8% |
Behamba | 160 | 14.0% |
Ukuba yedwa | 103 | 9.0% |
Ubuhlobo nabangani | ||
Kuhle kakhulu | 104 | 33.2 |
Good | 117 | 37.4 |
Fair | 77 | 24.6 |
Bad | 11 | 3.5 |
Ithebula 2
Imibono mayelana nokusetshenziswa kwezithombe zobulili ezingcolile kanye nokuhlukana kobulili
eziguquguqukayo | Ubulili | p Inani | ||
|---|---|---|---|---|
Owesilisa (%) | Owesilisa (%) | Ingqikithi (%) | ||
Ukubukwa kwezithombe zobulili ezingcolile njengokubia | ||||
Kungaba kabi futhi kuhlambalaza | 134 (62.0%) | 61 (62.9%) | 195 (62.3%) | 0.886 |
Kungadambisa ubudlelwano bobulili | 111 (51.4%) | 29 (29.9%) | 140 (44.7%) | 0.001 |
Kungathonya ukuziphatha ngokocansi, kuhlanganise nokudlwengula | 100 (46.3%) | 46 (47.4%) | 146 (46.6%) | 0.853 |
Kungabangela ukuwohloka kokuziphatha komphakathi | 111 (51.4%) | 45 (46.4%) | 156 (49.8%) | 0.414 |
Kungaphula izimiso zenkolo | 146 (67.6%) | 49 (50.5%) | 195 (62.3%) | 0.004 |
Ingaholela ekubi nakakhulu (isib. Ukulutha kobulili) | 83 (38.4%) | 43 (44.3%) | 126 (40.3%) | 0.325 |
Kungabangela izimo zengqondo ezingalungile kobulili obuhlukile | 99 (45.8%) | 32 (33.0%) | 131 (41.9%) | 0.033 |
Kungakhuthaza ukushaya indlwabu | 152 (70.4%) | 28 (28.9%) | 180 (57.5%) | 0.01 |
Ukubukwa kwezithombe zobulili ezingcolile kuhlea | ||||
Ungafunda ngemfundo yezocansi | 36 (16.7%) | 11 (11.3%) | 47 (15.0%) | 0.222 |
Ungakwazi ukulawula ukuziphatha ngisho nokushaya indlwabu esikhundleni sokulala ngokocansi | 82 (38.0%) | 13 (14.4%) | 96 (30.7%) | 0.000 |
Kungathuthukisa ubudlelwano bobulili | 18 (8.3%) | 8 (9.3%) | 27 (8.6%) | 0.783 |
Kungabangela izimo zengqondo ezivulekile ngokuphathelene nobulili | 48 (22.2%) | 12 (13.4%) | 61 (19.5%) | 0.068 |
Unganikeza ukukhishwa okungenakulimaza kokungahambisani nokunye noma ezinye izinto ezizimele zangasese | 50 (23.1%) | 8 (9.3%) | 59 (18.8%) | 0.004 |
Kungaba yindlela ezuzisayo emphakathini yokuzibonakalisa kwezobuciko | 40 (18.5%) | 8 (9.3%) | 49 (15.7%) | 0.037 |
Ithebula 3
Ukusetshenziswa kwezithombe zobulili ezingcolile zabahlanganyeli kanye nokuhlukana kobulili
eziguquguqukayo | Ubulili | p Inani | ||
|---|---|---|---|---|
Owesilisa (%) | Owesilisa (%) | Ingqikithi (%) | ||
Ukuhlangana nezithombe zobulili ezingcolile | ||||
Ungalokothi | 27 (12.6%) | 60 (64.5%) | 87 (28.2) | 0.001 |
Yebo | 188 (87.4%) | 33 (35.5%) | 221 (71.8) | |
Okokuqala kuqaliswe ngu | ||||
Umngani osondele | 84 (38.8%) | 24 (24.8%) | 108 (34.5%) | 0.025 |
I-Oneself | 88 (40.8%) | 11 (11.4%) | 99 (31.6%) | 0.000 |
Kutholakale ngengozi ku-intanethi | 36 (16.7%) | 10 (10.3%) | 46 (14.7%) | 0.142 |
Izincwajana zemininingwane | 34 (16.0%) | 8 (8.5%) | 42 (13.7%) | 0.080 |
Ukuqala ukuhlangana nezithombe zobulili ezingcolile | ||||
Isikole samabanga aphansi (6-12 ubudala) | 24 (12.8%) | 6 (14%) | 30 (13.1%) | 0.001 |
Isikole samabanga aphakeme (13-17 ubudala) | 137 (72.8%) | 18 (43.9%) | 155 (66.6%) | |
IYunivesithi (18 kuya eminyakeni engaphezulu ubudala) | 27 (14.3%) | 17 (41.5%) | 44 (19.2%) | |
Ukusebenzisa izithombe zobulili ezingcolile | ||||
Isikhathi esisodwa noma kabili kunanini ngaphambili | 89 (42.2%) | 21 (9.7%) | 110 (50.9%) | 0.001 |
Kanye ngeviki | 43 (19.9%) | 7 (3.2%) | 50 (23.1%) | |
Izikhathi ezimbalwa ngesonto | 39 (18.1%) | 2 (0.9%) | 41 (19.0%) | |
Kanye ngosuku | 6 (2.8%) | 2 (0.9%) | 8 (3.7%) | |
Izikhathi eziningana ngosuku | 6 (2.8%) | I-1 (.0.5%) | 7 (3.2%) | |
Imvamisa yokuchayeka ezithombeni ezingcolile (izinsuku zokugcina eziyi-15) | ||||
Angizange ngisebenzise i-porn ezinsukwini zokugcina ze-15 | 66 (35.1%) | 21 (51.2%) | 87 (38.0%) | 0.008 |
Ngaphansi kuka-1 h | 68 (36.2%) | 7 (17.1%) | 75 (32.8%) | |
2-5 h | 35 (18.6%) | 3 (7.3%) | 38 (16.6%) | |
6-15 h | 13 (6.9%) | 6 (14.6%) | 19 (8.3%) | |
Ngaphezulu kwe-16 h | 6 (3.2%) | 4 (9.7%) | 10 (1.7%) | |
Uhlobo lwezithombe zobulili ezingcolile ezithintekayo | ||||
Ukubuka izithombe ezingcolile | 50 (23.7%) | 9 (9.3%) | 59 (19.2%) | 0.003 |
Ukubuka umagazini wezocansi | 65 (30.8%) | 10 (10.3%) | 75 (24.4%) | 0.001 |
Ukubuka ividiyo engavamile | 113 (53.6%) | 13 (13.4%) | 126 (40.9%) | 0.001 |
Ukucabanga ngomuntu othile ocansini | 70 (32.5%) | 10 (10.3%) | 80 (25.5%) | 0.025 |
Ukuhlanganyela efonini noma ukuxoxa ngocansi | 27 (12.6%) | 5 (5.2%) | 32 (10.3%) | 0.046 |
Izizathu zokusetshenziswa kwezithombe zobulili ezingcolile | ||||
Ngaphandle kwelukuluku | 80 (37.0%) | 28 (28.9%) | 108 (34.5%) | 0.160 |
Ukuzijabulisa mina | 82 (38.0%) | 6 (6.2%) | 88 (28.1%) | 0.001 |
Ukushaya indlwabu | 98 (45.4%) | 9 (9.3%) | 107 (34.1%) | 0.001 |
Ukubandakanyeka kumcabango wesondo | 84 (38.9%) | 8 (8.3%) | 92 (29.4%) | 0.002 |
Ukuthuthukisa isimo sami sengqondo | 24 (11.1%) | 8 (8.2%) | 32 (10.2%) | 0.439 |
Ukuze ngizifundise | 22 (10.2%) | 7 (7.2%) | 29 (9.3%) | 0.402 |
Ukusabela ekudleni izithombe ezingcolile | ||||
Ayikho inkinga-ngiphambene nokusetshenziswa kwami kwe-porn | 63 (29.2%) | 12 (12.4%) | 75 (24.0%) | 0.001 |
Ngiya ocansini | 144 (66.6%) | 16 (16.5%) | 160 (51.1%) | 0.001 |
Ngizizwa ngiyisono ngenkathi ngisebenzisa izithombe zobulili ezingcolile | 53 (24.5%) | 9 (9.3%) | 62 (19.8%) | 0.002 |
Izincwajana zemininingwane | 35 (16.2%) | 12 (12.4%) | 47 (15.0%) | 0.380 |
Ukugwema izithombe ezingcolile | ||||
Yebo | 144 (73.8%) | 35 (79.5%) | 179 (74.9%) | 0.431 |
Cha | 51 (26.2%) | 9 (20.5%) | 60 (25.1%) | |
Isinyathelo esingathathwa ekugwemeni izithombe ezingcolile | ||||
Ukulandela isiyalo senkolo | 132 (61.1%) | 26 (26.8%) | 158 (50.5%) | 0.001 |
Ukuhleba nabangani | 95 (44.0%) | 14 (14.4%) | 109 (34.8%) | 0.001 |
Ukuhlanganyela ekufundeni / emsebenzini | 100 (46.3%) | 23 (23.7%) | 123 (39.3%) | 0.001 |
Izingosi ezingcolile kufanele zinikezwe | 72 (33.3%) | 14 (14.4%) | 86 (27.5%) | 0.001 |
Ukuhlanganyela emisebenzini oyintandokazi | 98 (45.4%) | 25 (25.8%) | 123 (39.3%) | 0.001 |
Ithebula 4
Ukuhlaziywa kwemigomo yokuhlaziywa kwama-factor associates ne-pornography ukusetshenziswa
eziguquguqukayo | Ukusebenzisa izithombe zobulili ezingcolile | |
|---|---|---|
Isilinganiso sezingqinamba (isikhashana se-95% sokuzethemba) | p Inani | |
Izibalo zabantu | ||
Ubulili | ||
Male | 12.66 (7.05 - 22.74) | 0.001 |
Female | 1.00 | |
Woza kusuka (indawo yokuhlala) | ||
Urban | 0.52 (0.31 - 0.86) | 0.010 |
Amaphandleni | 1.00 | |
Ubuhlobo nesoka / intombi | ||
Ungabi nobuhlobo | 0.53 (0.30 - 0.94) | 0.029 |
Yiba nobuhlobo | 1.00 | |
Okuthandwayo | ||
Ukusebenzisa Facebook | ||
Yebo | 2.062 (1.246 - 3.413) | 0.005 |
Cha | 1.00 | |
Lalele umculo | ||
Yebo | 1.118 (0.676 - 1.850) | 0.663 |
Cha | 1.00 | |
Ukubuka amabhayisikobho | ||
Yebo | 2.122 (1.280 - 3.518) | 0.004 |
Cha | 1.00 | |
Ukuhlanganyela ebuhlotsheni | ||
Yebo | 1.664 (0.853 - 3.247) | 0.135 |
Cha | 1.00 | |
Ukuhleba nabangani | ||
Yebo | 1.371 (0.833 - 2.255) | 0.214 |
Cha | 1.00 | |
Ukufunda izincwadi | ||
Yebo | 0.606 (0.368 - 0.999) | 0.049 |
Cha | 1.00 | |
Behamba | ||
Yebo | 1.504 (0.913 - 2.479) | 0.109 |
Cha | 1.00 | |
Ukuba yedwa | ||
Yebo | 0.526 (0.314 - 0.879) | 0.014 |
Cha | 1.00 | |
Umbono mayelana nezithombe zobulili ezingcolile usebenzise kabi | ||
Ukuhlambalaza nokuhlambalaza | ||
Yebo | 0.858 (0.511 - 1.442) | 0.564 |
Cha | 1.00 | |
Iqinisekisa ubuhlobo bobulili | ||
Yebo | 3.019 (1.751 - 5.205) | 0.001 |
Cha | 1.00 | |
Ithonya ukwenza ubugebengu bobulili, kuhlanganise nokudlwengula | ||
Yebo | 0.935 (0.569 - 1.537) | 0.792 |
Cha | 1.00 | |
Ukuphazamiseka kwemikhuba yomphakathi | ||
Yebo | 0.951 (0.579 - 1.562) | 0.843 |
Cha | 1.00 | |
Iphula imithetho yezenkolo | ||
Yebo | 1.330 (0.802 - 2.207) | 0.269 |
Cha | 1.00 | |
Kuholela ekubi kuya kokubi kakhulu (isib. Ukulutha kocansi) | ||
Yebo | 1.091 (0.657 - 1.812) | 0.736 |
Cha | 1.00 | |
Iphakamisa isimo sengqondo esibi kumuntu ohlukile ocansini | ||
Yebo | 1.570 (0.938 - 2.629) | 0.086 |
Cha | 1.00 | |
Ikhuthaza ukushaya indlwabu | ||
Yebo | 4.895 (2.864 - 8.366) | 0.001 |
Cha | 1.00 | |
Umbono mayelana nezithombe zobulili ezingcolile usebenza kahle | ||
Abantu bangafunda imfundo yezocansi | ||
Yebo | 1.548 (0.733 - 3.270) | 0.252 |
Cha | 1.00 | |
Ungakwazi ukulawula ukuziphatha ngisho nokushaya indlwabu esikhundleni sokulala ngokocansi | ||
Yebo | 4.318 (2.170 - 8.591) | 0.001 |
Cha | 1.00 | |
Kungathuthukisa ubuhlobo bobulili | ||
Yebo | 1.417 (0.552 - 3.841) | 0.468 |
Cha | 1.00 | |
Kungabangela izimo zengqondo ezivulekile ngokuphathelene nobulili | ||
Yebo | 2.310 (1.114 - 4.790) | 0.024 |
Cha | 1.00 | |
Inikeza ukukhishwa okungenabungozi okungahambisani nalokho okungahambisani nanoma yimiphi imibono yangasese | ||
Yebo | 2.962 (1.342 - 6.538) | 0.007 |
Cha | 1.00 | |
Ifomu ezuzisayo emphakathini wezobuciko bokuziveza | ||
Yebo | 4.077 (1.559 - 10.662) | 0.004 |
Cha | 1.00 | |
Ngokufanayo, imiphumela evela ekuhlaziyweni kokuhlaziywa kubonise ukuthi ukuba owesilisa kwakuyisandulela sokusebenzisa izithombe zobulili ezingcolile (OR = 12.66; 95% CI: 7.05-22.74). Abafundi abavela ezindaweni zasemaphandleni (OR = 1.93; 95% CI: 1.17-3.20) nalabo abahlanganyela ebuhlotsheni (OR = 1.87; 95% CI 1.07-3.29) nabo babhekwa njengezibikezelo zokusebenzisa izithombe zobulili ezingcolile. Phakathi kokuzilibazisa, usebenzisa Facebook (OR = 2.06; 95% CI: 1.25-3.41) nokubukela amabhayisikobho (OR = 2.122; 95% CI 1.28-3.52) kwakuyizinto eziqine kakhulu zokusebenzisa izithombe zobulili ezingcolile. Ngokuphathelene nemibono engalungile yezithombe zobulili ezingcolile, ukusetshenziswa kobulili ezingcolile kwabikezelwa ngokubona izithombe zobulili ezingcolile njengo (i) ukugqugquzela ukushaya indlwabu (OR = 4.86; 95% CI 2.86-8.37), (ii) ukwehlisa ubuhlobo bobulili (OR = 3.02; 95% CI 1.75- I-5.20), kanye (iii) nezindlela ezingalungile zobulili obuhlukile (OR = 1.57; 95% CI 0.94-2.63). Ngokuphathelene nemibono emihle yezithombe zobulili ezingcolile, ukusetshenziswa kwezithombe zobulili ezingcolile kwabikezelwa ngokubona izithombe zobulili ezingcolile njengo (i) ukulawula ukuziphatha ngokushaya indlwabu esikhundleni sokulala ngokocansi (OR = 4.32; 95% CI 2.17-8.59), (ii) ukuba uhlobo oluzuzisa umphakathi kwezobuciko (iii = ukuhlinzekela okungekho okungenabungozi okungahambisani nanoma yikuphi okunye okuyimfihlo noma okunye okuyimfihlo (OR = 4.077; 95% CI 1.56-10.66), kanye (iv) okuholela ekuvulekeni okuningi isimo sengqondo mayelana nobulili (OR = 2.96; 95% CI 1.34-6.54).
Ingxoxo
Inhloso yesifundo samanje kwakuwukuhlola nokusebenzisa isimo sengqondo mayelana nezithombe zobulili ezingcolile kanye nezici ezihambisanayo phakathi kwabafundi be-University undergraduate yaseBangladesh. Imiphumela yabonisa ukuthi abafundi abangaba yizintathu cishe bachitha izithombe zobulili ezingcolile okungenani kanye ngesikhathi sokuphila kwabo (72%). Ngakho-ke izinga lokusebenzisa izithombe ezingcolile zobulili ezingcolile kwakungaphansi kokubikwa kwezifundo ezivela eNdiya (80%; Das 2013), ESweden (i-98%; i-Donevan ne-Mattebo 2017), ne-Australia (87%; Lim et al. 2017), kodwa likhulu kunalolu cwaningo lwangaphambili eBangladesh (42%; Chowdhury et al. 2018). Lezi zimo ezihlukile kungenzeka kakhulu ngenxa yezindlela ezahlukene, izindlela, nesampula efundisiwe. Ngokwesibonelo, isifundo samanje sathola abafundi baseyunivesithi base-undergraduate kanti ezinye izifundo zasebenzisa abantu abahlukahlukene. Isampula esifundweni samanje nayo kungenzeka ukuthi ibe nokuningi (i) amasevisi e-inthanethi afinyelelekayo, angabizi uma kuqhathaniswa nesifundo esandulele eBangladesh kanye (ii) nolwazi kanye nobuchwepheshe ngokufinyelela kwi-intanethi uma kuqhathaniswa nalabo abasemaphandleni amaningi.
Ngenxa yokuthi ubuchwepheshe be-intanethi bufinyeleleka kakhulu, bubiza, futhi abuziwa, (uGriffiths 2000; Owens et al. 2012), kuye kwasiza abantu ukuthi bathole izinto eziku-inthanethi zohlobo lwezocansi ezibandakanya amavidiyo angcolile e-inthanethi, ukuxoxisana ngocansi online, njll (amabhokisi 2002; Goodson et al. 2001; Griffiths 2001; 2012; Shaughnessy et al. 2011; Okufutshane no-al. 2012). Ukuhlaziywa kobudlova ocwaningweni lwamanje kubonise ukuthi ukusetshenziswa kocansi kobulili kwakuhambisana kakhulu nemisebenzi eminingi kubandakanya ukuzithokozisa kwe-intanethi (isib. Ukusebenzisa Facebook) nokubukela amabhayisikobho. Njengoba kunikezwe ukuthi ukubuka ama-movie ku-intanethi kwakuyisimo esithandwayo kunazo zonke zezithombe zobulili ezingcolile esifundweni samanje, ukutholwa kwenza umqondo onembile.
Kusukela ekuhlaziyweni kokuvuselela, imiphumela yabonisa ukuthi abafundi abavela ezindaweni zasemaphandleni eBangladesh babengase bakwazi ukudla izithombe ezingcolile zobulili kulabo abasemadolobheni, okuyinto ehluke ekutheni isifundo sangaphambilini sokusetshenziswa kocansi eBangladesh (Chowdhury et al. 2018). Ukusetshenziswa kwezithombe zobulili ezingcolile nakho kwabikezelwa ngokuba ebuhlotsheni, ukutholakala okungakabikwa ngaphambilini kolwazi lwababhali. Ucwaningo luyadingeka ukuze kuqhutshekwe ukubhekana nalezi zici zendawo ukuze kutholakale lokhu kanye nezinye izinto eziyingozi zokusebenzisa izithombe zobulili ezingcolile. Ngokubikezela, abafundi abaningi besilisa badla izinto ezicacile zobulili kunabesifazane, futhi ukuhlaziywa kwabonisa ukuthi amadoda angama-12 amathuba amaningi okubandakanyeka ekusebenziseni izithombe zobulili ezingcolile kunabesifazane abafana neziphumo ezivela ezifundweni zangaphambili e-USA (Bleakley et al. 2011; Brown no-L'Engle 2009; Regnerus et al. 2016), Netherlands (Peter naseValkenburg 2006), Hong Kong (uShek noMa 2012, 2016), Taiwan (Lo et al. 1999), Sweden (Häggström-Nordin et al. 2006), nase-Australia (Lim et al. 2017; Rissel et al. 2017). Amadoda abasebenzisi abakhuthele bezithombe zobulili ezingcolile ngenxa yezimo ezivamile zokuziphatha (Chowdhury et al. 2018), kodwa imiphumela yesifundo samanje ibonisa ukuthi abanye besifazane bangabasebenzisi bezithombe zobulili ezingcolile ngezikhathi ezithile njengoba kuboniswe kwenye indawo (Carroll et al. 2008). Kuyathakazelisa ukuthi yize ukusetshenziswa kwezithombe zocansi zesifazane kwakungaphansi kakhulu kunabesilisa, phakathi kwalabo ababethole izithombe zobulili ezingcolile, abesifazane babheka okuningi kunabesilisa ngokwamahora amaningi ezinsukwini eziyi-15 ezedlule. Lokhu kutholakala kwenoveli okungabikwanga phambilini ezincwadini futhi kungenzeka ngoba isikhathi esidingekayo sokufinyelela ekuvusweni okuhle kwezocansi (okungukuthi, i-ejaculation / orgasm) imfishane phakathi kwamadoda kunabesifazane (UHuey et al. 1981).
Isilinganiso sezithombe zobulili ezingcolile kanye ngesonto (23%) sikhulu kunaBraithwaite et al.'S (2015Izifundo ezimbili (10% esifundweni sokuqala no-14% esifundweni sesibili) kodwa ngaphansi kocwaningo lukaCarroll et al. (27% kubantu abesilisa, i-2% kwabesifazane) futhi okufanayo nokufundwa kukaSørensen noKjørholt (22 %). Ukuhlanganyela ezithombeni zobulili ezingcolile ngezikhathi ezimbalwa ngesonto (19%) kwakukhulu kuneCarroll et al.'S (2008) ukutadisha (16% kumadoda, 0.8% kwabesifazane), kodwa ngaphansi kwesifundo sikaSorensen noKjørholt (22%). Ukuhlanganyela ekusebenziseni izithombe zobulili ezingcolile kanye (3.7%) noma izikhathi eziningana ngosuku (3.2%) kwakungaphansi kukaCarroll et al.2008) ukutadisha (16% kanye ngosuku; 5.2% izikhathi eziningana ngosuku) kodwa kuncane kakhulu kuneBraithwaite et al.'s (2015) izifundo (kanye ngosuku (2%), izikhathi eziningana ngosuku (2%) esifundweni sokuqala; kanye ngosuku (2%), izikhathi eziningana ngosuku (3%) esifundweni sesibili). Ukuba nomngane oseduze ohlanganyela ekuziphatheni kwezithombe zobulili ezingcolile kwakungase kube nomthelela wokuthinta ukusetshenziswa komuntu ongcolile kobulili kunokuba befuna yena kuphela. Ngaphezu kwalokho, nakuba i-intanethi idlala indima ebalulekile ekudleni izithombe ezingcolile (Amabhodi 2002; Cooper 1998; Goodson et al. 2001; Griffiths 2012; Shaughnessy et al. 2011; Okufutshane no-al. 2012), abahlanganyeli esifundweni samanje babevame ukukudla ngezinye izindlela kune-intanethi.
Intsha iyisikhathi esithintekayo kakhulu ukubhekana nezithombe zobulili ezingcolile (Bleakley et al. 2011; I-Donevan ne-Mattebo 2017; I-Hald ne-Malamuth 2008; L'Engle et al. 2006; Mattebo et al. 2014; UPeter noValkenburg 2006; Sørensen noKjørholt 2007); ngakho-ke, kwakungamangazi ukuthi ingxenye enkulu yabahlanganyeli esifundweni samanje (okungukuthi, i-67%) yavezwa ezithombeni zobulili ezingcolile esikoleni esiphakeme (iminyaka engu-13-17 ubudala). Kodwa-ke, abesifazane ngokufanayo babenamathuba afanayo okuqala ukuhlangana nezithombe zobulili ezingcolile eyunivesithi njengoba babesesikoleni esiphakeme. Izinhlobo zezinto ezibekela obala ezocansi zitholakale ngezindlela ezahlukahlukene ku-inthanethi naku-inthanethi kufaka phakathi omagazini namavidiyo futhi kuvumelana nocwaningo lwangaphambilini (uMorgan 2011) nakuba abafundi baseBangladesh bebonakala bethola izithombe zobulili ezingcolile ngaphansi kwe-inthanethi kunakwamanye amazwe (iGriffiths 2012). Ifomu lesithombe esithandwa kakhulu kunazo zonke abahlanganyeli esifundweni samanje bebukele amavidiyo angcolile (41%) angaphezu kwesifundo esisodwa esenziwe e-USA (owesilisa 36%; owesifazane 24%) (Brown no-L'Engle 2009), kodwa ukucabanga ngomuntu othile ocansini nakho kwacatshangwa ngu-25.5% wabathintekayo ukuba babe umsebenzi wezocansi. Kungakhathaliseki ukuthi lokhu kuyihlobo lwezocansi ezingcolile kakhulu futhi kuyadingeka ucwaningo oluqhubekayo kwamanye amazwe ukuze kunqume ukuthi ukucabanga okunjalo kuqhubekile yini. Ezinye zalezi zithole kungenzeka ukuthi zichazwe ngabahlanganyeli abahlala ezweni lamaSulumane nakuba inkolo yabahlanganyeli (nokuthi ngabe bahlala ngokuphila kwama-Muslim amakhodi wokusebenza) ayiphenywanga. Imiphumela ibonisa ukuthi naphezu kwezindinganiso zenkolo nezokuziphatha ezivame kakhulu eBangladesh, izindinganiso ezinjalo azivimbeli ukusetshenziswa kwezithombe zobulili ezingcolile. Lokhu kungase kube nethonya lokuthi imfundo yezocansi ifundiswa kanjani esikoleni esiphakeme nokuthi imfundo mayelana nezithombe zobulili ezingcolile kufanele ibe isihloko esixoxwa ngakho kunokuba inganakiwe emfundweni enjalo.
Lolu cwaningo lwamanje lathola ukuthi cishe ingxenye yababambiqhaza babika ukushaya indlwabu ngenkathi bechitha izithombe ezingcolile, ezingaphansi kwesifundo saseCanada esidlule (40%) (amabhokisi 2002). Njengokufundwa kwezinye izifundo, isifundo samanje sathola ukuthi izizathu ezivamile zokudla izithombe zobulili ezingcolile ziwukukhululwa ngokomzimba kanye nokushaya indlwabu, ilukuluku, ukufunda ngocansi kanye nemicabango egculisayo (isib. Boies 2002; Merrick et al. 2013; UPawulu noShim 2008). Izizathu "ezihle" zezithombe zobulili ezingcolile zazibikezela ngokungaqondakali kwezithombe zobulili ezingcolile ekuhlaziyweni kokuhlaziya. Emazweni amaSulumane afana neBangladesh, ukuziphatha ngokocansi kanye nezithombe zobulili ezingcolile zibhekwa ngokubheka njengezihloko ezibucayi nezifihliwe (Ahsan et al. 2016). Abahlanganyeli ezifundweni zamanje bangase babe nezinkolo zenkolo nezinkimbinkimbi futhi izinkolelo zabo, izinkolelo zabo, nezokuziphatha zabo zingase zithinte izizathu zabo zokuthi kungani izithombe zobulili ezingcolile zimbi, njengokuthi zihlambalaza futhi zihlambalaza, ziphula imithetho yezenkolo futhi ziphikisana izindinganiso zabo siqu (i-Patterson ne-Price 2012). Izindinganiso eziphathelene nesifiso sobulili nokuziphatha eBangladesh yizo ukuthi kufanele zenziwe ngaphakathi kobudlelwane bomshado obulodwa, obushadile, nobulili obufanayo (Perry 2017). Ucwaningo olwengeziwe luyadingeka empikiswaneni phakathi kwalakho isiko nenkolo yezwe elilindelwe kulo mbono wezocansi nokuthi kwenzekani ngokoqobo.
Ithonya lokusebenzisa izithombe ezingcolile zobulili ezingcolile lingase liphikisana nempilo yomuntu ngamunye ehlanganisa impilo, impilo yezocansi kanye nempilo yengqondo (uMkhukula 2009; Weaver III et al. 2011), kanye nokushiwo kwalokhu kusho ukuthi ukufunda ngocansi emazweni anjalo kuyadingeka ukuthi kube nokudumala okukhulu nokunciphisa kakhulu ikakhulukazi phakathi kwentsha kanye nabantu abadala abakhulayo. Kodwa-ke, kufanele kuqashelwe ukuthi ezinye izifundo zithi izithombe zobulili ezingcolile zinganciphisa ikhwalithi yokuphila futhi zenze isimo sengqondo esibi ngokuphathelene nobungane nokuhlonipha ubulili obuhlukile (i-Hald and Malamuth 2008; UPawulu noShim 2008), umthelela omubi ebuhlotsheni (Maddox et al. 2011), futhi kuholele ekuqedeni umshado (uPaul noShim 2008). Abanye ababambiqhaza esifundweni samanje babenandaba nokubuka izithombe zobulili ezingcolile, kanti lokhu kungenzeka ngenxa yalokho okushiwo umhlanganyeli ukuthi kungaba nemiphumela engalungile ebuhlotsheni babo. Lokhu kwakuvame kakhulu phakathi kwabahlanganyeli besifazane esifundweni samanje. Abahlanganyeli banikeze izincomo eziningi mayelana nendlela yokugwema ukusetshenziswa kwezithombe zobulili ezingcolile ezihlanganisa ukulandela isiyalo senkolo, ukuhlanganyela nomsebenzi kanye / noma ukutadisha, nokuhleba nabangani. Okubalulekile kwalokhu kutholakala kusikisela ukuthi eBangladesh (okungenani), izinto ezinjalo zingabandakanywa njengezihloko ezingxoxwa ngazo ezifundweni zezempilo zocansi ezikoleni eziphakeme nasemayunivesithi.
Ukulinganiselwa
Isifundo samanje manje asikwazi ukulinganiselwa kwayo. Isifundo samanje sasiqalile ukuklama futhi ngakho-ke asikwazi ukunikeza ubufakazi bokuthi kwenzekani. Ukuze kulungiswe lokhu, uphenyo olude lwezithombe zobulili ezingcolile luyadingeka ukuze kuhlolwe ubudlelwane be-causal phakathi kwezinguquko ezihloliwe. Ubukhulu besampula bebukhulu, futhi idatha yayiyi-self-report (futhi ivulekile ezinkampanini ezidumile ezifana nokukhumbula imemori nokuthanda okwentando yenhlalo). Izinga lokuphendula (i-62.6%) ngenkathi lihle lisho ukuthi cishe ingxenye eyodwa kwezintathu zalabo bantu abasondelayo abahlanganyeli. Izizathu zokungabambi iqhaza aziwa kodwa lokhu kungathinta imiphumela. Ngakho-ke ucwaningo lwesikhathi esizayo kufanele luhlanganise amasampula amakhulu futhi uzame ukwandisa izinga lokubamba iqhaza. Ngaphezu kwalokho, isifundo samanje senziwa eyunivesithi kuphela enhloko-dolobha yaseBangladesh ngakho-ke ukukhiqizwa kwamanye amasampula abafundi baseyunivesithi (kanye nezinye izinhlobo zabantu) ezweni (nakwamanye amazwe) kungalinganiselwe. Ngenxa yalokho, ucwaningo lwesikhathi esizayo kufanele lusebenzise amasampula abamele ngaphezulu kokubili eBangladesh nakwamanye amazwe.
iziphetho
Ucwaningo lwamanje luhlinzekele ukutholakala kwendabuko okubonisa ukuthi imibono nezimo zengqondo eziphathelene nokusetshenziswa kwezithombe zobulili ezingcolile zingavumelana nesikhungo esingokwenkolo kakhulu futhi kudingeke ukuba kuqhutshekwe isifundo. Okufundwayo okufundwayo kufakazela ubufakazi obukhona mayelana nokuhlangana phakathi kwezibalo zabantu, imibono, kanye nesimo sengqondo ekubikezelweni kokusetshenziswa kwezithombe zobulili ezingcolile. Ibuye inikeze idatha evela ezweni elingazange lifunde ngezihloko izihloko zobulili ezingcolile kanye nokusetshenziswa kwalo. Imiphumela yabonisa ukuthi abafundi abaningi baseBangladesh badla izithombe zobulili ezingcolile ngisho noma kugxila kakhulu ekuziphatheni ngokobulili kuphela futhi kungumshado ongqingili. Izici zezenhlalakahle zomphakathi (ezifana nokuvela endaweni yasemaphandleni) zihlotshaniswa nokusetshenziswa kwezithombe ezingcolile zobulili esifundweni samanje futhi zingase ziyingxenye ehlukile eBangladesh kanye / noma emiphakathini efana nenkolo. Ngaphezu kwalokho, imibono ngokuphathelene nezithombe zobulili ezingcolile kokubili okuhle nokubi akuyona into encane yokucacisa isimo sengqondo somuntu siqu ngokubhekwa kwezithombe zobulili ezingcolile. Izinto eziningi ezimbi ezikushoyo ngokuphathelene nezithombe zobulili ezingcolile cishe zishiwo embonweni ongokwenkolo, wokuziphatha, namasiko (okuhlelekayo komphakathi) kanti izinto ezinhle kungenzeka ukuthi zishiwo ngombono womuntu siqu noma / noma ohloniphekile. Indima kokubili ubulili nenkolo (kufaka phakathi izinkolelo nezindinganiso zayo) maqondana nokusetshenziswa kwezithombe zobulili ezingcolile kudinga ukufunda okwengeziwe eBangladesh nakwamanye amazwe.
amanothi
Ukuvuma
Ababhali babonga ithimba labaqeqeshwayo le-Undergraduate Research Organisation kakhulu u-Abu Bakkar Siddique, Shahzabein Ritu, no-Ahsanul Mahbub Jubayar; kanye neSahadat Hossain neFatema Rahaman Mishu, uMnyango Wezempilo Yomphakathi ne-Informatics, iJahangirnagar University, ukuthola ukwesekwa okudingekayo ngesikhathi sokuqoqwa kwemininingwane nokufakwa.
Izimali
Ukuzixhasa ngokwezimali.
Ukuhambisana Nezimiso Zokuziphatha
Ethics
Ucwaningo luvunyiwe yiKomidi Lokubuyekeza Lokuziphatha (i-Ethical Review Committee) eMnyangweni WezeMpilo Kahulumeni kanye ne-Informatics.
Ukungqubuzana kwezintshisekelo
Abalobi bamemezela ukuthi abanakho ukuphikisana kwezintshisekelo.
Okubhekwayo
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