- Current Issue
- Past Issues
- Conference Proceedings
- Submit Manuscript
- Join Our Editorial Team
- Join as a Member
| S.No | Particular | Page No. | |
|---|---|---|---|
| 1 |
Li-Lan Chuang, Ph.D.Abstract: Background: Breastfeeding promotes the physical and mental well-being of both mothers and infants. However, mothers may encounter numerous challenges that lead to early cessation of breastfeeding. Nurses play a key role in supporting and assisting mothers to achieve successful breastfeeding. As part of maternity nursing education, breastfeeding content is included in the undergraduate nursing curriculum. Objective: This study aimed to evaluate the learning effectiveness of using an online educational game platform on breastfeeding, developed by a Department of State Health Services, as a supplemental learning tool. Methods: A quasi-experimental, two-group pretest-posttest design was adopted. Participants were third-year nursing students enrolled in a maternity nursing course at a university of science and technology in northern Taiwan. The intervention group used the online English-language game platform with Chinese translation support. Instruments included a demographic questionnaire, Iowa Infant Feeding Attitude Scale in Chinese and the System Usability Scale (SUS). A total of 156 students were recruited: 102 in the intervention group and 54 in the control group. The mean age was 21.53 (±0.78) years, and most participants were female (85.5%). |
|
1-11 |
| 2 |
Prajna Devi BhuyanAbstract: Occupational roles often shape social status, as active contributions to economic and cultural spheres can enhance recognition, respect and empowerment within a community. This paper focuses on the occupational roles and social status of Mishing women from Dikhowmukh area. It explores their significant involvement in traditional industries like wavering and agriculture, while addressing the social and economic barriers they face. The study highlights the impact of cultural heritage on their lives and emphasizes the importance of fostering initiatives to enhance their empowerment and societal participation. |
|
12-23 |
| 3 |
Arvind Kumar ,Dr.Sanjeeva Kumar PandeyAbstract: This study studied the relationship between self-acceptance and academic achievement among ninth graders in the Begusarai District. Stratified random sampling was employed by the investigator to choose the sample. Participants were 300 ninth-grade students from 4 schools in the Begusarai District. The research instruments utilized for data collection were the Self-Acceptance inventory developed and standardized by Dr. Kakkar (Patiala, 1984), and the data acquired consisted of the IXth grade students' average quarterly examination scores. The t-test and Pearson's product-moment correlation coefficient were utilized for data analysis. Standard IX Dalit and Non-Dalit students exhibited no significant link between Self- Acceptance and Academic Achievement. |
|
24-34 |
| 4 |
डॉ. विश्वास एवं डॉ नविन्द्रा बाईAbstract: राष्ट्रीय शिक्षा नीति 2020 एवं विद्यालयी शिक्षा के लिए राष्ट्रीय पाठ्यचर्या की रूपरेखा (NCF-SE) 2023 की अनुशंसाओं के अनुपालन में नई पाठ्यपुस्तकों का निमार्ण किया गया है। इसी क्रम में कक्षा 6 की सामाजिक विज्ञान की पाठ्यपुस्तक समाज का अध्ययनः भारत और उसके आगे का निमार्ण भी किया गया है। यह पाठ्यपुस्तक पांच उप-विषयों के अन्तर्गत 14 अध्यायों में विभाजित की गई है। इसमें कुछ नये अनुभाग शामिल किये गये हैं, जो उन सिद्धान्तों का क्रियान्वयन है जिन्हें राष्ट्रीय पाठ्यचर्या की रूपरेखा (NCF-SE) 2023 में सुझाया गया है। कक्षा 6 के स्तर पर पूर्व में लागू 3 पाठ्यपुस्तकों के स्थान पर 240 पृष्ठों की एकमात्र पाठ्यपुस्तक विद्यार्थियों में ज्ञान, दक्षताएं, मूल्यों एवं व्यवहार के परिमार्जन में कितनी सहायक है; |
|
35-46 |
| 5 |
Dr. Sandeep KaurAbstract: Primary education in South Asia faces a persistent crisis stemming from inadequate foundational Early Language and Literacy (ELL) development, fundamentally rooted in the complex, multilingual educational environment. This paper scrutinizes the diverse sociolinguistic landscape, utilizing a foundational 2019 UNICEF study and current research syntheses (2020–2025). The analysis confirms that a significant proportion of children are taught through a non-native Medium of Instruction (MoI), which results in a "double learning disadvantage" (Jhingran, 2019). This disadvantage arises because students achieve social fluency (BICS) relatively quickly but neglect the crucial five to seven years required for mastering Cognitive Academic Language Proficiency (CALP), essential for deep conceptual understanding (Mohanty, 2024). Recent, progressive policy shifts, notably India's National Education Policy (NEP) 2020, now strongly endorse mother-tongue instruction until at least Grade 5 (Behera et al., 2025). The study establishes that language is the primary medium for thought, making strong L1 literacy skills essential for equitable learning outcomes. It proposes that Mother-Tongue-Based Multilingual Education (MTB MLE), reinforced by UNESCO’s 2025 guidance, is the most effective strategy. The paper critically concludes that this policy intent is continuously sabotaged by structural failures, including resource scarcity, insufficient teacher training, and powerful socio-economic resistance to L1 schooling (Ali & Fernando, 2023). A three-pronged action plan is proposed to bridge the significant gap between high-level policy and fragmented classroom practice. |
|
47-57 |
