Hermeneutic Phenomenological Study Using SMC on Wellbeing of Students Enduring Difficult Situations

This study examines how disrupted intrapersonal communication from conflict and migration affects student well-being and proposes the Sadharanikaran School Counseling Technique (SSCT) to foster emotional connectedness (sahridayata) using the Sadharanikaran Model of Communication (SMC). The study is conducted in two phases within a five-year interval using a longitudinal time frame. The first role of intrapersonal communication in the human development of the research participants facing difficult life situations, such as conflict and international migrant workers leaving behind families, is articulated using the theoretical framework of SMC. The first phase of the study was conducted in 2019, and the second phase was conducted in 2025. It attempts to trace the effect of Maoist insurgency (1996 to 2006) leading to international migrant workers in the wellbeing of children of those families who are studying from school to university level. In the first phase, the findings of the study show that these children have self-harming tendencies due to disconnection from parents and overindulgence in digital media, hindering intrapersonal communication. This has led to drug abuse, suicidal tendencies, hyper-reaction, and anxiety in them. Institutional intervention of family, school, rehab, and other support mechanisms is an urgent need to ensure their well-being, yet the stakeholders seem disconnected from them. The second phase of the study attempts to bring some theoretical insights to resolve this issue for the well-being of research participants using communication as a tool. Sadharanikaran School Counseling Technique (SSCT), derived from the Sadharanikaran Media Analysis Technique (SMAT), is proposed here to assess the Sahridayata between the students experiencing difficult life conditions and the school counselor who supports them to cope with it in a teaching-learning context

Study and implementation of modified ant colony optimization for travelling salesman problem

The paper explores and visualizes a modified Ant Colony Optimization (ACO) algorithm to solve the Travelling Salesman Problem (TSP), implemented in Python. The TSP, a classic optimization problem, requires finding a Hamiltonian path that visits each city exactly once and returns to the starting point while minimizing the total distance travelled. Our approach introduces dynamic random thresholds for node selection and fixed pheromone update, which adapts based on the algorithm’s performance. This probabilistic component enhances exploration and reduces the likelihood of premature convergence, diverging from traditional ACO methods. The implementation features an interactive, grid-based environment where users can select nodes representing cities. The modified ACO algorithm iteratively identifies a local optimal Hamiltonian path by simulating multiple generations of ant colonies, with customizable parameters such as the number of ants and generations. Key features include real-time visualization of the best path found and dynamic pheromone updates. This paper provides a basis for further research into adaptive evolutionary intelligence algorithms for optimization problems. It offers insights into applying ACO to find Hamiltonian paths in complex graphs

Behavioral and social factors influencing open waste burning in Dhulikhel Municipality, Nepal: A qualitative study

Open Waste Burning (OWB) is a solid waste management problem in developing countries, resulting into serious environmental and health concerns. Although an increasing number of literature focuses on estimating emissions, signifying the state of the problem, and assessing the environmental and health risks; the factors affecting open waste burning, specifically the underlying behavioral factors remain less studied. In this paper, we take a qualitative approach to study social and behavioral factors affecting open waste burning in Dhulikhel, a suburban municipality in Nepal. An in-depth semi-structured interview of seven people directly engaged in OWB practices was taken, and the obtained data was analyzed inductively to construct themes. Waste accumulation, adjustment to recent provision of waste collection service, and its convenience and accessibility are key factors that explain the close connection of waste management practices to OWB. Lack of scientific and complete awareness, lesser knowledge of environmental risks, seeing OWB as an “infrequent exception”, and a negative perception of one’s community were found to increase OWB incidence. Other factors identified include increasing plastic waste, distinct nature of agriculture waste, and influence of infrastructural barriers. Context-specific qualitative exploration undertaken in this study confirms some pre-identified factors and identifies three distinct social and behavioral factors, establishing a baseline for future assessments

Body Shaming Experiences of Girls Studying in Public Schools: A Narrative Inquiry

This qualitative study explores the experiences of body shaming among girls attending public schools in Pokhara, Nepal. The participants were purposively selected based on prior information to ensure rich data collection. The data were gathered through in-depth interviews and reflective notes, analyzed using the six thematic analysis procedures outlined by Braun and Clarke (2006). The findings indicate that students experience significant frustration due to derogatory nicknames from peers and teachers, leading to feelings of irritation towards friends, faculty, and administration. Additionally, the girls reported low self-esteem and loneliness stemming from body shaming, which aligns with the objectification theory proposed by Fredrickson and Roberts (1997) and Becker’s labeling theory (1963). A critical finding indicates a lack of interest in academic performance, with grades declining as a result of these experiences. It is imperative to address this issue within schools, as these girls suffer from circumstances beyond their control

School-Based EFL Teacher Professional Development for Task-Based Language Teaching: An Ethnographically Informed Case Study of Rural China

This book review analyzes School-Based EFL Teacher Professional Development for Task-Based Language Teaching: An Ethnographically Informed Case Study of Rural China by Jing Yixuan. This book presents the author's immersive engagement with English language teachers to collaboratively enhance their pedagogical skills in successfully implementing task-based instruction in rural Chinese contexts. The book contributes to the field of English language teaching under TBLT frameworks

Transitional Stress to Grade One Students in Academic Writing

This study explores the stress experienced by Grade One students in private schools in Lalitpur as they transition from preschool to more structured writing activities. While early writing skills are essential for academic success, there is limited research on how writing interventions affect young learners in low-resource settings. Using Bridges’ Transition Model (2011) and the Transactional Model of Stress and Coping (Lazarus & Folkman, 1984), the study explores key questions: How do first graders experience the shift to structured writing? Are teachers aware of this stress, and are they trained to support systematic writing? How do teachers address this stress in the classroom? The research used critical hermeneutics, combining classroom observations, teacher interviews, and collection of student work. The researcher also drew on personal experience working with Grade One students during their writing transition to understand the stress they face. The findings offer useful insights into reducing student stress, supporting academic success, and helping teachers and school staff improve the classroom environment. The study also provides recommendations for curriculum developers and policymakers to design effective, evidence-based educational interventions

My Ways of Attaining, Sustaining and Nurturing Wellbeing: A Phenomenological Inquiry

This study reflects on my personal and professional experiences related to wellbeing. I viewed myself as both a being and a subject of study, focusing on understanding and improving my own sense of wellbeing. This self-inquiry aimed to explore how I can achieve, maintain, and nurture wellbeing in my professional life. Drawing from Eastern Wisdom Traditions, particularly the question "Who am I?", I used a phenomenological approach. I observed and reflected on my thoughts, feelings, emotions, insights, and intuitions. Using the Eastern practice of shrawana-manana-nidhidhyasana (listening, reflecting, meditating), I examined my daily experiences of wellbeing and distress. This study explored three key ways or paths (margas) toward enhancing wellbeing across various professional settings. It also revealed different ways of understanding and learning about wellbeing, leading to a shift in my perspective. I came to see wellbeing not just as physical, emotional, social, psychological, financial, or mindful health, but also as a spiritual value, a competency, and an ongoing process of growth

Exploring Chakra Model of Knowing, Becoming, and Valuing

This introspective inquiry navigates onto-epistemological underpinnings and possibilities by embracing interconnected ways of knowing, becoming and valuing based on the chakra paradigm informed by Eastern wisdom contemplative traditions through the lens of critical spirituality. I unfold the phenomenology of learning and my embodied educational experiences nurtured and enriched by writing, reflecting and questioning my thoughts, beliefs, values, and assumptions, thereby exploring possibilities of epistemic humility. I theorize and philosophize the process of constructing knowledge by incorporating experiences and stories of my struggles and emotional resilience, thereby developing a living educational theory grounded in my contexts (but not limited to). The blend of epistemologies from Western-induced paradigms and Eastern Wisdom Traditions via the lens of critical spirituality informs a deeper and critical engagement to envision a living educational theory for creating a better school that ensures meaningful learning ambience by cultivating curiosity and nurturing critical and creative thinking of learners.&nbsp

English Language Teachers’ Experience of Implementing Flipped Classroom

The study explores the experiences of four English language teachers in integrating the flipped classroom in a resource-limited context. Within the interpretive paradigm and adopting a narrative research method, the study presents the challenges faced by teachers in preparing educational materials, accessing technology, and dealing with inadequate infrastructure. It also discusses obstacles faced by teachers due to technology and training. The study's findings suggest that more teacher training and development programs focusing on access to technology are needed for the better implementation of the flipped classroom in Nepal. Despite limited access to knowledge, skills, and resources, the study concluded that educators have successfully adapted a flipped classroom model that meets the needs of the local education system, thereby promoting student engagement and active learning

Current Practices of Socio-Emotional Learning in Early Childhood Development

Socio-emotional learning (SEL) plays a vital role in early childhood development (ECD) by supporting children's thinking, emotional well-being, and social behavior. This study focuses on the importance of SEL in rural community ECD centers and explores the strategies facilitators use to promote socio-emotional growth among young children. This case study design involves classroom observations and semi-structured interviews with facilitators. The findings reveal that structured play, storytelling, and group activities are effective in fostering SEL. These methods enhance children's communication skills, teamwork, emotional expression, and problem-solving abilities. Storytelling helps children develop empathy and cultural awareness, while group activities promote cooperation and conflict resolution. The study highlights that SEL contributes to children's academic progress and strengthens their social relationships. It emphasizes the need for joint efforts among parents, teachers, and community to support children’s holistic development. Key implications include providing training for facilitators, involving parents in SEL activities, and offering adequate resources. Strengthening these areas is essential for nurturing emotionally resilient children who are better prepared to face future academic and social challenges