{"id":9967,"date":"2026-03-01T22:34:32","date_gmt":"2026-03-01T17:04:32","guid":{"rendered":"https:\/\/bijmrd.com\/?page_id=9967"},"modified":"2026-04-11T23:14:21","modified_gmt":"2026-04-11T17:44:21","slug":"year-2026-january-volume-4-issue-1","status":"publish","type":"page","link":"https:\/\/bijmrd.com\/index.php\/year-2026-january-volume-4-issue-1\/","title":{"rendered":"Year 2026 &#8211; January | Volume -4 | Issue -1"},"content":{"rendered":"\t\t<div data-elementor-type=\"wp-page\" data-elementor-id=\"9967\" class=\"elementor elementor-9967\">\n\t\t\t\t\t\t\t<div class=\"elementor-element elementor-element-3e95ff0 e-flex e-con-boxed e-con e-parent\" data-id=\"3e95ff0\" data-element_type=\"container\" data-settings=\"{&quot;content_width&quot;:&quot;boxed&quot;}\" data-core-v316-plus=\"true\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t<div class=\"elementor-element elementor-element-d93c98d e-con-full e-flex e-con e-child\" data-id=\"d93c98d\" data-element_type=\"container\" data-settings=\"{&quot;content_width&quot;:&quot;full&quot;}\">\n\t\t\t\t<div class=\"elementor-element elementor-element-35c3e9a elementor-widget elementor-widget-image\" data-id=\"35c3e9a\" data-element_type=\"widget\" data-widget_type=\"image.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t<style>\/*! elementor - v3.17.0 - 01-11-2023 *\/\n.elementor-widget-image{text-align:center}.elementor-widget-image a{display:inline-block}.elementor-widget-image a img[src$=\".svg\"]{width:48px}.elementor-widget-image img{vertical-align:middle;display:inline-block}<\/style>\t\t\t\t\t\t\t\t\t\t\t\t<img fetchpriority=\"high\" decoding=\"async\" width=\"803\" height=\"914\" src=\"https:\/\/bijmrd.com\/wp-content\/uploads\/2026\/02\/Volume-4-Issue-1-1.png\" class=\"attachment-large size-large wp-image-9427\" alt=\"\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-f840a02 e-con-full e-flex e-con e-child\" data-id=\"f840a02\" data-element_type=\"container\" data-settings=\"{&quot;content_width&quot;:&quot;full&quot;}\">\n\t\t\t\t<div class=\"elementor-element elementor-element-6f09fd4 elementor-widget elementor-widget-image\" data-id=\"6f09fd4\" data-element_type=\"widget\" data-widget_type=\"image.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<img decoding=\"async\" width=\"803\" height=\"914\" src=\"https:\/\/bijmrd.com\/wp-content\/uploads\/2024\/12\/Editor-Pic-1.png\" class=\"attachment-large size-large wp-image-6234\" alt=\"\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-c3a6a8a e-con-full e-flex e-con e-child\" data-id=\"c3a6a8a\" data-element_type=\"container\" data-settings=\"{&quot;content_width&quot;:&quot;full&quot;}\">\n\t\t\t\t<div class=\"elementor-element elementor-element-b157583 elementor-widget elementor-widget-button\" data-id=\"b157583\" data-element_type=\"widget\" data-widget_type=\"button.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<div class=\"elementor-button-wrapper\">\n\t\t\t<a class=\"elementor-button elementor-button-link elementor-size-sm\" href=\"https:\/\/bijmrd.com\/wp-content\/uploads\/2026\/02\/Volume-4-Issue-1-1.png\">\n\t\t\t\t\t\t<span class=\"elementor-button-content-wrapper\">\n\t\t\t\t\t\t<span class=\"elementor-button-text\">Download Front Page<\/span>\n\t\t<\/span>\n\t\t\t\t\t<\/a>\n\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-248936a e-con-full e-flex e-con e-child\" data-id=\"248936a\" data-element_type=\"container\" data-settings=\"{&quot;content_width&quot;:&quot;full&quot;}\">\n\t\t\t\t<div class=\"elementor-element elementor-element-8cb0ba3 elementor-widget elementor-widget-button\" data-id=\"8cb0ba3\" data-element_type=\"widget\" data-widget_type=\"button.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<div class=\"elementor-button-wrapper\">\n\t\t\t<a class=\"elementor-button elementor-button-link elementor-size-sm\" href=\"https:\/\/bijmrd.com\/wp-content\/uploads\/2026\/04\/Content-January-26-0401-2.pdf\">\n\t\t\t\t\t\t<span class=\"elementor-button-content-wrapper\">\n\t\t\t\t\t\t<span class=\"elementor-button-text\">Download Content List<\/span>\n\t\t<\/span>\n\t\t\t\t\t<\/a>\n\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-b2ddbbe e-flex e-con-boxed e-con e-parent\" data-id=\"b2ddbbe\" data-element_type=\"container\" data-settings=\"{&quot;content_width&quot;:&quot;boxed&quot;}\" data-core-v316-plus=\"true\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-19f3d0a title_hover_border_enable meta-visibility-show section-title-style-style1 title_position_default title-default img_hover_animation_default meta_position_default tpg-category-position-default grid-hover-overlay-type-always tpg-el-box-border-enable tpg-border-bottom-disable elementor-widget elementor-widget-tpg-grid-layout\" data-id=\"19f3d0a\" data-element_type=\"widget\" data-widget_type=\"tpg-grid-layout.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t        <div class=\"rt-container-fluid rt-tpg-container tpg-el-main-wrapper clearfix grid-layout1-main \"\r\n             id=\"rt-tpg-container-2405131375\"\r\n             data-layout=\"grid-layout1\"\r\n             data-grid-style=\"tpg-full-height\"\r\n             data-sc-id=\"elementor\"\r\n             data-el-settings=''\r\n             data-el-query=''\r\n             data-el-path=''\r\n        >\r\n\r\n\t\t\t<div class='tpg-header-wrapper '>\r\n        <div class=\"tpg-widget-heading-wrapper rt-clear heading-style1 \">\r\n            <span class=\"tpg-widget-heading-line line-left\"><\/span>\r\n\r\n\t\t\t<h2 class='tpg-widget-heading'>\r\n\t\t\t\r\n\t\t\t\t                    <span>\r\n                        Year 2026 - January | Volume -4 | Issue -1                    <\/span>\r\n\t\t\t\t\t\r\n\t\t\t\t\t\t\t<\/h2>            <span class=\"tpg-widget-heading-line line-right\"><\/span>\r\n\r\n\t\t\t\r\n        <\/div>\r\n\r\n\t\t\r\n\t\t<\/div>\r\n            <div data-title=\"Loading ...\" class=\"rt-row rt-content-loader grid-layout1 grid-behaviour tpg-full-height grid_layout_wrapper\">\r\n\t\t\t\t<div class=\"rt-col-md-12 rt-col-sm-6 rt-col-xs-12 default rt-grid-item post-9446 post type-post status-publish format-standard hentry category-volume4-issue1\"\t\tdata-id=\"9446\">\r\n\t<div class=\"rt-holder tpg-post-holder\">\r\n\t\t<div class=\"rt-detail rt-el-content-wrapper\">\r\n\t\t\t\t\t\t\t<div class=\"rt-img-holder tpg-el-image-wrap has-no-thumbnail\">\r\n\t\t\t\t\t<a data-id=\"9446\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/integrating-moral-and-ethical-values-in-pre-service-teacher-education-programs\/\" class=\"tpg-post-link\" target=\"_self\">\t\t\r\n\t\t<\/a>\r\n\t\t        <div class=\"overlay grid-hover-content\"><\/div>\r\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t<div class=\"entry-title-wrapper\"><h3 class=\"entry-title\"><a data-id=\"9446\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/integrating-moral-and-ethical-values-in-pre-service-teacher-education-programs\/\" class=\"tpg-post-link\" target=\"_self\">Integrating Moral and Ethical Values in Pre-Service Teacher Education Programs<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t<div class=\"post-meta-tags rt-el-post-meta\">\r\n\t\t\t\t\t            <span class='date'>\r\n\r\n\t\t\t\t<i class='flaticon-calendar '><\/i>\t\t\t\t<a href=\"https:\/\/bijmrd.com\/index.php\/2026\/04\/12\/\">\r\n\t\t\t\t\t\t\t\t\t<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t            <span class='categories-links'>\r\n\t\t\t\t<i class='flaticon-folder '><\/i><a class=\"volume4-issue1\" href=\"https:\/\/bijmrd.com\/index.php\/category\/volume4-issue1\/\">Volume4 Issue1<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\r\n\t\t\t\t\t\t\t<div class=\"tpg-excerpt tpg-el-excerpt\">\r\n\t\t\t\t\t\t\t\t\t\t\t<div class=\"tpg-excerpt-inner\">\r\n\t\t\t\t\t\t\t\n<p class=\"has-vivid-cyan-blue-color has-text-color\"><strong>Author: Dr. Rimmi Datta &amp; Prof. (Dr.) Jayanta Mete<\/strong><\/p>\n\n\n\n<p><strong>DOI Link:<\/strong><a href=\"https:\/\/doi.org\/10.70798\/Bijmrd\/04010025\"> <\/a><a href=\"https:\/\/doi.org\/10.70798\/Bijmrd\/04010001\">https:\/\/doi.org\/10.70798\/Bijmrd\/04010001<\/a><\/p>\n\n\n\n<p><strong>Abstract:<\/strong> This paper discusses how values education can be incorporated in pre-service teacher education programs in the Indian universities and colleges in the light of high demand of morally competent teachers in Indian diversified and dynamic educational environment. Since the learning environment is getting increasingly complex, it is necessary to develop teachers that do not only have sound academic knowledge but who also exhibit ethical, moral, and cultural competence in their instructional practice.The study analyses the integration of moral, ethical and cultural values in the design of the curriculum, pedagogical practices and the assessment techniques and procedures with specific reference to the disconnection between theoretical learning and practical teaching skills among pre-service teachers. The design of the study is based on the qualitative approach, which aims to use interviews and focus group discussions with faculty, student teachers and practicing educators to reflect their experiences and views on values education. The study was carried out in a sample of 50 teacher education institutions spread across different states, making it varied in regard to the type of institutions (urban, rural, government, and private) and the area of specialization, such as elementary, secondary, and special education programs.The major results indicate that there is a great deal of difference in the application of values education within various institutions and regions. Most of the programs understand the role of values in their mission statements, but the systematic use of the values in everyday teaching is still uneven. Some of the challenges recognized are insufficient faculty readiness, inadequate integration of the traditional Indian philosophical teachings into the modern pedagogical theories, and inadequate reflective habits among pre-service teachers. Also, a clear lack of standardized evaluation processes to help assess how students have developed moral and ethical values is evident.The paper has determined that achievement of success factors in values education includes incorporation of explicit curriculum elements which involve values, fostering of implicit learning conditions, and experiential learning opportunities. The study indicatively brings out the necessity of continuous professional growth among the educators to make sure that values education continues to be an integral aspect in teacher training. The results provide suggestions of change in the curriculum, training of faculty and the establishment of effective quality assurance processes that would make Indian teacher education institutions more open to values education in order to equip future teachers to negotiate cultural and ethical challenges in a globalized society.<\/p>\n\n\n\n<p><strong>Keywords:<\/strong> Values Education, Moral Development, Indian Educational Institutions, Pre-Service Teachers, Curriculum Integration<\/p>\n\n\n\n<p class=\"has-ast-global-color-1-color has-text-color\"><strong>Page No: 1-9<\/strong><\/p>\n\n\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link has-ast-global-color-6-background-color has-background wp-element-button\" href=\"https:\/\/bijmrd.com\/wp-content\/uploads\/2026\/02\/1-9.pdf\">download journal<\/a><\/div>\n<\/div>\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t\t\t<\/div>\r\n\t<\/div>\r\n<\/div>\r\n<div class=\"rt-col-md-12 rt-col-sm-6 rt-col-xs-12 default rt-grid-item post-9444 post type-post status-publish format-standard hentry category-volume4-issue1\"\t\tdata-id=\"9444\">\r\n\t<div class=\"rt-holder tpg-post-holder\">\r\n\t\t<div class=\"rt-detail rt-el-content-wrapper\">\r\n\t\t\t\t\t\t\t<div class=\"rt-img-holder tpg-el-image-wrap has-no-thumbnail\">\r\n\t\t\t\t\t<a data-id=\"9444\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/negotiating-gender-roles-womens-empowerment-and-the-struggle-for-autonomy\/\" class=\"tpg-post-link\" target=\"_self\">\t\t\r\n\t\t<\/a>\r\n\t\t        <div class=\"overlay grid-hover-content\"><\/div>\r\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t<div class=\"entry-title-wrapper\"><h3 class=\"entry-title\"><a data-id=\"9444\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/negotiating-gender-roles-womens-empowerment-and-the-struggle-for-autonomy\/\" class=\"tpg-post-link\" target=\"_self\">Negotiating Gender Roles: Women\u2019s Empowerment and the Struggle for Autonomy<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t<div class=\"post-meta-tags rt-el-post-meta\">\r\n\t\t\t\t\t            <span class='date'>\r\n\r\n\t\t\t\t<i class='flaticon-calendar '><\/i>\t\t\t\t<a href=\"https:\/\/bijmrd.com\/index.php\/2026\/04\/12\/\">\r\n\t\t\t\t\t\t\t\t\t<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t            <span class='categories-links'>\r\n\t\t\t\t<i class='flaticon-folder '><\/i><a class=\"volume4-issue1\" href=\"https:\/\/bijmrd.com\/index.php\/category\/volume4-issue1\/\">Volume4 Issue1<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\r\n\t\t\t\t\t\t\t<div class=\"tpg-excerpt tpg-el-excerpt\">\r\n\t\t\t\t\t\t\t\t\t\t\t<div class=\"tpg-excerpt-inner\">\r\n\t\t\t\t\t\t\t\n<p class=\"has-vivid-cyan-blue-color has-text-color\"><strong>Author: Dr. Arfi Anjoon<\/strong><\/p>\n\n\n\n<p><strong>DOI Link:<\/strong><a href=\"https:\/\/doi.org\/10.70798\/Bijmrd\/04010025\"> <\/a><a href=\"https:\/\/doi.org\/10.70798\/Bijmrd\/04010002\">https:\/\/doi.org\/10.70798\/Bijmrd\/04010002<\/a><\/p>\n\n\n\n<p><strong>Abstract:<\/strong> The negotiation of gender roles lies at the heart of women\u2019s struggle for autonomy and empowerment. Despite legal advancements and policy commitments to gender equality, women across societies continue to experience restricted agency due to deeply embedded gender norms and power hierarchies. This paper critically examines women\u2019s empowerment as a dynamic process of negotiating traditional and contemporary gender roles within social, economic, and political contexts. Drawing upon feminist theory, the capability approach, and gender\u2013power frameworks, the study analyses how women navigate, resist, and reshape normative expectations to claim autonomy. The paper argues that empowerment is not a linear outcome of access to resources but a contested process shaped by cultural meanings, institutional structures, and everyday practices. Through an extensive review of interdisciplinary literature, the study highlights both the constraints and possibilities inherent in gender role negotiation and emphasizes the need for gender-transformative strategies to achieve sustainable women\u2019s autonomy.<\/p>\n\n\n\n<p><strong>Keywords:<\/strong> Gender Roles, Women\u2019s Empowerment, Autonomy, Feminist Theory, Gender Equality.<\/p>\n\n\n\n<p class=\"has-ast-global-color-1-color has-text-color\"><strong>Page No: 10-16<\/strong><\/p>\n\n\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link has-ast-global-color-6-background-color has-background wp-element-button\" href=\"https:\/\/bijmrd.com\/wp-content\/uploads\/2026\/02\/10-16.pdf\">download journal<\/a><\/div>\n<\/div>\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t\t\t<\/div>\r\n\t<\/div>\r\n<\/div>\r\n<div class=\"rt-col-md-12 rt-col-sm-6 rt-col-xs-12 default rt-grid-item post-9442 post type-post status-publish format-standard hentry category-volume4-issue1\"\t\tdata-id=\"9442\">\r\n\t<div class=\"rt-holder tpg-post-holder\">\r\n\t\t<div class=\"rt-detail rt-el-content-wrapper\">\r\n\t\t\t\t\t\t\t<div class=\"rt-img-holder tpg-el-image-wrap has-no-thumbnail\">\r\n\t\t\t\t\t<a data-id=\"9442\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/barriers-and-bridges-to-learning-educational-participation-of-tribal-girls-in-rural-purulia\/\" class=\"tpg-post-link\" target=\"_self\">\t\t\r\n\t\t<\/a>\r\n\t\t        <div class=\"overlay grid-hover-content\"><\/div>\r\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t<div class=\"entry-title-wrapper\"><h3 class=\"entry-title\"><a data-id=\"9442\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/barriers-and-bridges-to-learning-educational-participation-of-tribal-girls-in-rural-purulia\/\" class=\"tpg-post-link\" target=\"_self\">Barriers and Bridges to Learning: Educational Participation of Tribal Girls in Rural Purulia<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t<div class=\"post-meta-tags rt-el-post-meta\">\r\n\t\t\t\t\t            <span class='date'>\r\n\r\n\t\t\t\t<i class='flaticon-calendar '><\/i>\t\t\t\t<a href=\"https:\/\/bijmrd.com\/index.php\/2026\/04\/12\/\">\r\n\t\t\t\t\t\t\t\t\t<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t            <span class='categories-links'>\r\n\t\t\t\t<i class='flaticon-folder '><\/i><a class=\"volume4-issue1\" href=\"https:\/\/bijmrd.com\/index.php\/category\/volume4-issue1\/\">Volume4 Issue1<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\r\n\t\t\t\t\t\t\t<div class=\"tpg-excerpt tpg-el-excerpt\">\r\n\t\t\t\t\t\t\t\t\t\t\t<div class=\"tpg-excerpt-inner\">\r\n\t\t\t\t\t\t\t\n<p class=\"has-vivid-cyan-blue-color has-text-color\"><strong>Author: Mayurakshi Basu<\/strong><\/p>\n\n\n\n<p><strong>DOI Link:<\/strong><a href=\"https:\/\/doi.org\/10.70798\/Bijmrd\/04010025\"> <\/a><a href=\"https:\/\/doi.org\/10.70798\/Bijmrd\/04010003\">https:\/\/doi.org\/10.70798\/Bijmrd\/04010003<\/a><\/p>\n\n\n\n<p><strong>Abstract:<\/strong> Educational participation among Scheduled Tribe (ST) girls in rural India continues to reflect persistent structural inequalities despite decades of policy intervention. This study examines the status, patterns, and determinants of educational participation among tribal girls in Purulia district of West Bengal using secondary data from the Census of India (2011), Annual Status of Education Report (ASER, 2023), District Information System for Education (DISE, 2021\u20132023), National Sample Survey Office (NSSO, 2019), and official policy documents of the Government of India. The analysis reveals substantial gender and community-based disparities in literacy, enrolment, learning outcomes, and retention. Economic insecurity, food scarcity, linguistic exclusion, infrastructural deficits, and entrenched gender norms emerge as critical barriers shaping educational trajectories. Simultaneously, initiatives such as Eklavya Model Residential Schools (EMRS), scholarships, hostels for tribal girls, Samagra Shiksha, and nutrition\u2013education convergence under ICDS and PM POSHAN serve as important institutional bridges. However, the study argues that these initiatives have achieved uneven outcomes due to implementation gaps and limited contextual adaptation. The paper concludes that strengthening educational participation among tribal girls requires localized, gender-responsive, and culturally grounded interventions that integrate education with nutrition, livelihood security, and community engagement.<\/p>\n\n\n\n<p><strong>Keywords:<\/strong> Tribal Girls, Structural inequalities, Educational Participation, Government Initiatives, Purulia District.<\/p>\n\n\n\n<p class=\"has-ast-global-color-1-color has-text-color\"><strong>Page No: 17-25<\/strong><\/p>\n\n\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link has-ast-global-color-6-background-color has-background wp-element-button\" href=\"https:\/\/bijmrd.com\/wp-content\/uploads\/2026\/02\/17-25.pdf\">download journal<\/a><\/div>\n<\/div>\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t\t\t<\/div>\r\n\t<\/div>\r\n<\/div>\r\n<div class=\"rt-col-md-12 rt-col-sm-6 rt-col-xs-12 default rt-grid-item post-9440 post type-post status-publish format-standard hentry category-volume4-issue1\"\t\tdata-id=\"9440\">\r\n\t<div class=\"rt-holder tpg-post-holder\">\r\n\t\t<div class=\"rt-detail rt-el-content-wrapper\">\r\n\t\t\t\t\t\t\t<div class=\"rt-img-holder tpg-el-image-wrap has-no-thumbnail\">\r\n\t\t\t\t\t<a data-id=\"9440\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/environmental-stressors-and-biodiversity-vulnerability-in-mangrove-ecosystems-of-the-indian-sundarbans\/\" class=\"tpg-post-link\" target=\"_self\">\t\t\r\n\t\t<\/a>\r\n\t\t        <div class=\"overlay grid-hover-content\"><\/div>\r\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t<div class=\"entry-title-wrapper\"><h3 class=\"entry-title\"><a data-id=\"9440\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/environmental-stressors-and-biodiversity-vulnerability-in-mangrove-ecosystems-of-the-indian-sundarbans\/\" class=\"tpg-post-link\" target=\"_self\">Environmental Stressors and Biodiversity Vulnerability in Mangrove Ecosystems of the Indian Sundarbans<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t<div class=\"post-meta-tags rt-el-post-meta\">\r\n\t\t\t\t\t            <span class='date'>\r\n\r\n\t\t\t\t<i class='flaticon-calendar '><\/i>\t\t\t\t<a href=\"https:\/\/bijmrd.com\/index.php\/2026\/04\/12\/\">\r\n\t\t\t\t\t\t\t\t\t<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t            <span class='categories-links'>\r\n\t\t\t\t<i class='flaticon-folder '><\/i><a class=\"volume4-issue1\" href=\"https:\/\/bijmrd.com\/index.php\/category\/volume4-issue1\/\">Volume4 Issue1<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\r\n\t\t\t\t\t\t\t<div class=\"tpg-excerpt tpg-el-excerpt\">\r\n\t\t\t\t\t\t\t\t\t\t\t<div class=\"tpg-excerpt-inner\">\r\n\t\t\t\t\t\t\t\n<p class=\"has-vivid-cyan-blue-color has-text-color\"><strong>Author: Sanjay Kumar Samanta<\/strong><\/p>\n\n\n\n<p><strong>DOI Link:<\/strong><a href=\"https:\/\/doi.org\/10.70798\/Bijmrd\/04010025\"> <\/a><a href=\"https:\/\/doi.org\/10.70798\/Bijmrd\/04010004\">https:\/\/doi.org\/10.70798\/Bijmrd\/04010004<\/a><\/p>\n\n\n\n<p><strong>Abstract:<\/strong> Mangrove ecosystems have been recognized as highly productive coastal environments that provide critical ecological services, including shoreline stabilization, carbon sequestration, and habitat support for diverse biotic communities. The Indian Sundarbans, forming the world\u2019s largest contiguous mangrove forest, have been exposed to a wide range of environmental stressors driven by natural processes and intensified anthropogenic pressures. The present review synthesized existing scientific literature to examine the major environmental stressors affecting the mangrove ecosystems of the Indian Sundarbans and to assess the resulting vulnerability of biodiversity across multiple trophic levels. Stressors such as salinity intrusion, climate change\u2013induced sea-level rise, cyclonic disturbances, temperature anomalies, pollution, and landuse changes were reviewed in relation to their impacts on mangrove flora, faunal assemblages, and ecosystem functioning. Evidence from long-term ecological studies, remote sensing analyses, and field-based observations indicated that biodiversity loss and structural degradation had been strongly linked to the cumulative and interacting effects of these stressors. Mangrove species composition had been altered, faunal diversity had declined in sensitive zones, and ecosystem resilience had been reduced in several parts of the Sundarbans. The review highlighted critical research gaps, including limited long-term biodiversity datasets and inadequate integration of biotic and abiotic drivers. It was concluded that integrated conservation strategies incorporating climate adaptation, pollution control, and sustainable resource management were urgently required to reduce biodiversity vulnerability and ensure the long-term persistence of the Indian Sundarbans mangrove ecosystem.<\/p>\n\n\n\n<p><strong>Keywords:<\/strong> Indian Sundarbans; Mangrove Ecosystems; Environmental Stressors; Biodiversity Vulnerability; Climate Change; Salinity Intrusion.<\/p>\n\n\n\n<p class=\"has-ast-global-color-1-color has-text-color\"><strong>Page No: 26-32<\/strong><\/p>\n\n\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link has-ast-global-color-6-background-color has-background wp-element-button\" href=\"https:\/\/bijmrd.com\/wp-content\/uploads\/2026\/02\/26-32.pdf\">download journal<\/a><\/div>\n<\/div>\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t\t\t<\/div>\r\n\t<\/div>\r\n<\/div>\r\n<div class=\"rt-col-md-12 rt-col-sm-6 rt-col-xs-12 default rt-grid-item post-9426 post type-post status-publish format-standard hentry category-volume4-issue1\"\t\tdata-id=\"9426\">\r\n\t<div class=\"rt-holder tpg-post-holder\">\r\n\t\t<div class=\"rt-detail rt-el-content-wrapper\">\r\n\t\t\t\t\t\t\t<div class=\"rt-img-holder tpg-el-image-wrap has-no-thumbnail\">\r\n\t\t\t\t\t<a data-id=\"9426\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/gandhian-philosophy-and-mass-mobilization-in-indias-struggle-for-independence\/\" class=\"tpg-post-link\" target=\"_self\">\t\t\r\n\t\t<\/a>\r\n\t\t        <div class=\"overlay grid-hover-content\"><\/div>\r\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t<div class=\"entry-title-wrapper\"><h3 class=\"entry-title\"><a data-id=\"9426\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/gandhian-philosophy-and-mass-mobilization-in-indias-struggle-for-independence\/\" class=\"tpg-post-link\" target=\"_self\">Gandhian Philosophy And Mass Mobilization in India\u2019s Struggle for Independence<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t<div class=\"post-meta-tags rt-el-post-meta\">\r\n\t\t\t\t\t            <span class='date'>\r\n\r\n\t\t\t\t<i class='flaticon-calendar '><\/i>\t\t\t\t<a href=\"https:\/\/bijmrd.com\/index.php\/2026\/04\/12\/\">\r\n\t\t\t\t\t\t\t\t\t<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t            <span class='categories-links'>\r\n\t\t\t\t<i class='flaticon-folder '><\/i><a class=\"volume4-issue1\" href=\"https:\/\/bijmrd.com\/index.php\/category\/volume4-issue1\/\">Volume4 Issue1<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\r\n\t\t\t\t\t\t\t<div class=\"tpg-excerpt tpg-el-excerpt\">\r\n\t\t\t\t\t\t\t\t\t\t\t<div class=\"tpg-excerpt-inner\">\r\n\t\t\t\t\t\t\t\n<p class=\"has-vivid-cyan-blue-color has-text-color\"><strong>Author: Dr. Dhirendra Nath Ghosh<\/strong><\/p>\n\n\n\n<p><strong>DOI Link:<\/strong><a href=\"https:\/\/doi.org\/10.70798\/Bijmrd\/04010025\"> <\/a><a href=\"https:\/\/doi.org\/10.70798\/Bijmrd\/04010005\">https:\/\/doi.org\/10.70798\/Bijmrd\/04010005<\/a><\/p>\n\n\n\n<p><strong>Abstract:<\/strong> This article explores the philosophy of Mahatma Gandhi and its role in mobilizing millions of Indians during the struggle for independence. It examines the foundations of Gandhian thought, including non-violence, truth, self-discipline, and swadeshi, and how these principles guided early experiments in satyagraha in South Africa and India. The study highlights major mass movements led by Gandhi, such as the NonCooperation Movement, Civil Disobedience Movement, and Quit India Movement, showing how symbolic actions, public demonstrations, grassroots organization, and the inclusion of women and marginalized communities strengthened the freedom struggle. The article also reflects on the political, social, and international impact of Gandhian philosophy, as well as the challenges and limitations of sustaining nonviolence. Finally, it draws lessons for modern social movements, ethical leadership, and collective action, emphasizing the enduring relevance of Gandhi\u2019s ideas.<\/p>\n\n\n\n<p><strong>Keywords:<\/strong> Gandhian Philosophy, Non-Violence, Satyagraha, Mass Mobilization, Indian Independence<\/p>\n\n\n\n<p class=\"has-ast-global-color-1-color has-text-color\"><strong>Page No: 33-41<\/strong><\/p>\n\n\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link has-ast-global-color-6-background-color has-background wp-element-button\" href=\"https:\/\/bijmrd.com\/wp-content\/uploads\/2026\/02\/33-41.pdf\">download journal<\/a><\/div>\n<\/div>\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t\t\t<\/div>\r\n\t<\/div>\r\n<\/div>\r\n<div class=\"rt-col-md-12 rt-col-sm-6 rt-col-xs-12 default rt-grid-item post-9423 post type-post status-publish format-standard hentry category-volume4-issue1\"\t\tdata-id=\"9423\">\r\n\t<div class=\"rt-holder tpg-post-holder\">\r\n\t\t<div class=\"rt-detail rt-el-content-wrapper\">\r\n\t\t\t\t\t\t\t<div class=\"rt-img-holder tpg-el-image-wrap has-no-thumbnail\">\r\n\t\t\t\t\t<a data-id=\"9423\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/the-role-of-social-media-in-women-empowerment-a-quantitative-study-in-tiruchirappalli-district\/\" class=\"tpg-post-link\" target=\"_self\">\t\t\r\n\t\t<\/a>\r\n\t\t        <div class=\"overlay grid-hover-content\"><\/div>\r\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t<div class=\"entry-title-wrapper\"><h3 class=\"entry-title\"><a data-id=\"9423\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/the-role-of-social-media-in-women-empowerment-a-quantitative-study-in-tiruchirappalli-district\/\" class=\"tpg-post-link\" target=\"_self\">The Role of Social Media in Women Empowerment: A Quantitative Study in Tiruchirappalli District<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t<div class=\"post-meta-tags rt-el-post-meta\">\r\n\t\t\t\t\t            <span class='date'>\r\n\r\n\t\t\t\t<i class='flaticon-calendar '><\/i>\t\t\t\t<a href=\"https:\/\/bijmrd.com\/index.php\/2026\/04\/12\/\">\r\n\t\t\t\t\t\t\t\t\t<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t            <span class='categories-links'>\r\n\t\t\t\t<i class='flaticon-folder '><\/i><a class=\"volume4-issue1\" href=\"https:\/\/bijmrd.com\/index.php\/category\/volume4-issue1\/\">Volume4 Issue1<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\r\n\t\t\t\t\t\t\t<div class=\"tpg-excerpt tpg-el-excerpt\">\r\n\t\t\t\t\t\t\t\t\t\t\t<div class=\"tpg-excerpt-inner\">\r\n\t\t\t\t\t\t\t\n<p class=\"has-vivid-cyan-blue-color has-text-color\"><strong>Author: Dr. S. Tamilarasi &amp; K. Ramya<\/strong><\/p>\n\n\n\n<p><strong>DOI Link:<\/strong><a href=\"https:\/\/doi.org\/10.70798\/Bijmrd\/04010025\"> <\/a><a href=\"https:\/\/doi.org\/10.70798\/Bijmrd\/04010006\">https:\/\/doi.org\/10.70798\/Bijmrd\/04010006<\/a><\/p>\n\n\n\n<p><strong>Abstract:<\/strong> This research study analyzes the influence of social media on women empowerment, specifically in the Tiruchirappalli district of Tamil Nadu. As digital access grows, social media platforms have become greater resources for women to raise awareness, access information and engage in socio-economic activities. A systematically designed questionnaire was distributed among 150 women between 18\u201350 years in urban and rural areas in Tiruchirappalli district. This research was involved with descriptive statistics, correlation and regression tests to assess the contribution of social media to better decision-making, economic independence, self-esteem and social engagement. The results show a high positive correlation between social media use and measures of women empowerment, especially among young and educated women. The research also suggests digital literacy programs and gender-responsive policies to maximize the empowering effect of social media.<\/p>\n\n\n\n<p><strong>Keywords:<\/strong> Women Empowerment, Social Media, Digital Inclusion, Gender Equality, Digital Literacy.<\/p>\n\n\n\n<p class=\"has-ast-global-color-1-color has-text-color\"><strong>Page No: 42-46<\/strong><\/p>\n\n\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link has-ast-global-color-6-background-color has-background wp-element-button\" href=\"https:\/\/bijmrd.com\/wp-content\/uploads\/2026\/02\/42-46.pdf\">download journal<\/a><\/div>\n<\/div>\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t\t\t<\/div>\r\n\t<\/div>\r\n<\/div>\r\n<div class=\"rt-col-md-12 rt-col-sm-6 rt-col-xs-12 default rt-grid-item post-9420 post type-post status-publish format-standard hentry category-volume4-issue1\"\t\tdata-id=\"9420\">\r\n\t<div class=\"rt-holder tpg-post-holder\">\r\n\t\t<div class=\"rt-detail rt-el-content-wrapper\">\r\n\t\t\t\t\t\t\t<div class=\"rt-img-holder tpg-el-image-wrap has-no-thumbnail\">\r\n\t\t\t\t\t<a data-id=\"9420\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/academic-stress-among-higher-secondary-students\/\" class=\"tpg-post-link\" target=\"_self\">\t\t\r\n\t\t<\/a>\r\n\t\t        <div class=\"overlay grid-hover-content\"><\/div>\r\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t<div class=\"entry-title-wrapper\"><h3 class=\"entry-title\"><a data-id=\"9420\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/academic-stress-among-higher-secondary-students\/\" class=\"tpg-post-link\" target=\"_self\">Academic Stress among Higher Secondary Students<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t<div class=\"post-meta-tags rt-el-post-meta\">\r\n\t\t\t\t\t            <span class='date'>\r\n\r\n\t\t\t\t<i class='flaticon-calendar '><\/i>\t\t\t\t<a href=\"https:\/\/bijmrd.com\/index.php\/2026\/04\/12\/\">\r\n\t\t\t\t\t\t\t\t\t<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t            <span class='categories-links'>\r\n\t\t\t\t<i class='flaticon-folder '><\/i><a class=\"volume4-issue1\" href=\"https:\/\/bijmrd.com\/index.php\/category\/volume4-issue1\/\">Volume4 Issue1<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\r\n\t\t\t\t\t\t\t<div class=\"tpg-excerpt tpg-el-excerpt\">\r\n\t\t\t\t\t\t\t\t\t\t\t<div class=\"tpg-excerpt-inner\">\r\n\t\t\t\t\t\t\t\n<p class=\"has-vivid-cyan-blue-color has-text-color\"><strong>Author: Monirul Mollick<\/strong><\/p>\n\n\n\n<p><strong>DOI Link:<\/strong><a href=\"https:\/\/doi.org\/10.70798\/Bijmrd\/04010025\"> <\/a><a href=\"https:\/\/doi.org\/10.70798\/Bijmrd\/04010007\">https:\/\/doi.org\/10.70798\/Bijmrd\/04010007<\/a><\/p>\n\n\n\n<p><strong>Abstract:<\/strong> Working in a high-pressure environment, dealing with challenging tasks, or being yelled at can all cause stress. It might result from disputes, decision-making, or other situations that put your skills to the test, or it might be induced by other means are caused by a variety of social demands on our time. We have observed that emotional states tend not to persist for very long-lasting, whether the feelings are good, like joy, or bad, like fear. However, such emotions can sometimes be States can endure for extended periods of time, or they can become extremely elevated. The consequence is that the psychological and physiological manifestations of stress are often referred to as stress. Additionally, its manifestations, such as anxiety, depression, and burnout, have always been a prevalent issue among individuals working in various fields and jobs. Concern has already been raised in recent decades about the disparity between the skills needed for different occupations. The increasing number of organized research reports, novels, and well-known journals is the cause. Workshops designed to help individuals deal with this occurrence. The study\u2019s goal is to determine the among upper secondary school pupils, the amount of academic pressure. There are 252 students in class XI in the current research. pupils attending upper secondary schools in Tamil Nadu, India\u2019s Namakkal District. The sample consists of was chosen using a simple random sampling method. The current study demonstrates that the higher secondary Students are experiencing a moderate degree of academic stress, regardless of subgroups of the higher secondary school. Students are experiencing moderate levels of academic stress. The male student\u2019s academic stress is greater than that of the female. Compared to rural students, urban students experience greater academic stress. The government institution the academic stress experienced by students at private schools is lower than that of science students. Higher than an arts major. The level of academic stress experienced by students whose parents have a literacy education is higher than that of other students.<\/p>\n\n\n\n<p><strong>Keywords:<\/strong> Social Demands, Psychology, Stress, Negative Emotions.<\/p>\n\n\n\n<p class=\"has-ast-global-color-1-color has-text-color\"><strong>Page No: 47-55<\/strong><\/p>\n\n\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link has-ast-global-color-6-background-color has-background wp-element-button\" href=\"https:\/\/bijmrd.com\/wp-content\/uploads\/2026\/02\/47-55.pdf\">download journal<\/a><\/div>\n<\/div>\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t\t\t<\/div>\r\n\t<\/div>\r\n<\/div>\r\n<div class=\"rt-col-md-12 rt-col-sm-6 rt-col-xs-12 default rt-grid-item post-9417 post type-post status-publish format-standard hentry category-volume4-issue1\"\t\tdata-id=\"9417\">\r\n\t<div class=\"rt-holder tpg-post-holder\">\r\n\t\t<div class=\"rt-detail rt-el-content-wrapper\">\r\n\t\t\t\t\t\t\t<div class=\"rt-img-holder tpg-el-image-wrap has-no-thumbnail\">\r\n\t\t\t\t\t<a data-id=\"9417\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/a-study-and-analysis-of-amitav-ghoshs-novels-a-critical-comparison\/\" class=\"tpg-post-link\" target=\"_self\">\t\t\r\n\t\t<\/a>\r\n\t\t        <div class=\"overlay grid-hover-content\"><\/div>\r\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t<div class=\"entry-title-wrapper\"><h3 class=\"entry-title\"><a data-id=\"9417\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/a-study-and-analysis-of-amitav-ghoshs-novels-a-critical-comparison\/\" class=\"tpg-post-link\" target=\"_self\">A Study and Analysis of Amitav Ghosh\u2019s Novels: A Critical Comparison<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t<div class=\"post-meta-tags rt-el-post-meta\">\r\n\t\t\t\t\t            <span class='date'>\r\n\r\n\t\t\t\t<i class='flaticon-calendar '><\/i>\t\t\t\t<a href=\"https:\/\/bijmrd.com\/index.php\/2026\/04\/12\/\">\r\n\t\t\t\t\t\t\t\t\t<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t            <span class='categories-links'>\r\n\t\t\t\t<i class='flaticon-folder '><\/i><a class=\"volume4-issue1\" href=\"https:\/\/bijmrd.com\/index.php\/category\/volume4-issue1\/\">Volume4 Issue1<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\r\n\t\t\t\t\t\t\t<div class=\"tpg-excerpt tpg-el-excerpt\">\r\n\t\t\t\t\t\t\t\t\t\t\t<div class=\"tpg-excerpt-inner\">\r\n\t\t\t\t\t\t\t\n<p class=\"has-vivid-cyan-blue-color has-text-color\"><strong>Author: Nimai Chandra Roy<\/strong><\/p>\n\n\n\n<p><strong>DOI Link:<\/strong><a href=\"https:\/\/doi.org\/10.70798\/Bijmrd\/04010025\"> <\/a><a href=\"https:\/\/doi.org\/10.70798\/Bijmrd\/04010008\">https:\/\/doi.org\/10.70798\/Bijmrd\/04010008<\/a><\/p>\n\n\n\n<p><strong>Abstract:<\/strong> Amitav Ghosh stands as one of the most influential contemporary Indian English novelists whose works transcend geographical, temporal, and disciplinary boundaries. His novels weave together history, anthropology, ecology, migration, and politics into complex narrative structures that challenge conventional realism. This research article undertakes a comprehensive study and critical comparison of Amitav Ghosh\u2019s major novels, including The Circle of Reason, The Shadow Lines, In an Antique Land, The Calcutta Chromosome, The Glass Palace, The Hungry Tide, the Ibis Trilogy (Sea of Poppies, River of Smoke, Flood of Fire), and Gun Island. Through thematic, stylistic, and ideological comparison, the study explores recurring motifs such as migration, nationalism, memory, colonialism, ecological crisis, subaltern agency, and globalization. The article argues that Ghosh\u2019s oeuvre evolves from postcolonial historiography to ecocosmopolitan engagement while consistently interrogating borders\u2014geographical, epistemological, and imaginative.<\/p>\n\n\n\n<p><strong>Keywords:<\/strong> Postcolonial Historiography; Migration and Diaspora; Global Capitalism; Ecological Consciousness; Cosmopolitanism.<\/p>\n\n\n\n<p class=\"has-ast-global-color-1-color has-text-color\"><strong>Page No: 56-61<\/strong><\/p>\n\n\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link has-ast-global-color-6-background-color has-background wp-element-button\" href=\"https:\/\/bijmrd.com\/wp-content\/uploads\/2026\/02\/56-61.pdf\">download journal<\/a><\/div>\n<\/div>\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t\t\t<\/div>\r\n\t<\/div>\r\n<\/div>\r\n<div class=\"rt-col-md-12 rt-col-sm-6 rt-col-xs-12 default rt-grid-item post-9414 post type-post status-publish format-standard hentry category-volume4-issue1\"\t\tdata-id=\"9414\">\r\n\t<div class=\"rt-holder tpg-post-holder\">\r\n\t\t<div class=\"rt-detail rt-el-content-wrapper\">\r\n\t\t\t\t\t\t\t<div class=\"rt-img-holder tpg-el-image-wrap has-no-thumbnail\">\r\n\t\t\t\t\t<a data-id=\"9414\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/socio-economic-determinants-of-educational-backwardness-among-girl-children-in-dhanbad-district\/\" class=\"tpg-post-link\" target=\"_self\">\t\t\r\n\t\t<\/a>\r\n\t\t        <div class=\"overlay grid-hover-content\"><\/div>\r\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t<div class=\"entry-title-wrapper\"><h3 class=\"entry-title\"><a data-id=\"9414\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/socio-economic-determinants-of-educational-backwardness-among-girl-children-in-dhanbad-district\/\" class=\"tpg-post-link\" target=\"_self\">Socio-Economic Determinants of Educational Backwardness Among Girl Children in Dhanbad District<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t<div class=\"post-meta-tags rt-el-post-meta\">\r\n\t\t\t\t\t            <span class='date'>\r\n\r\n\t\t\t\t<i class='flaticon-calendar '><\/i>\t\t\t\t<a href=\"https:\/\/bijmrd.com\/index.php\/2026\/04\/12\/\">\r\n\t\t\t\t\t\t\t\t\t<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t            <span class='categories-links'>\r\n\t\t\t\t<i class='flaticon-folder '><\/i><a class=\"volume4-issue1\" href=\"https:\/\/bijmrd.com\/index.php\/category\/volume4-issue1\/\">Volume4 Issue1<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\r\n\t\t\t\t\t\t\t<div class=\"tpg-excerpt tpg-el-excerpt\">\r\n\t\t\t\t\t\t\t\t\t\t\t<div class=\"tpg-excerpt-inner\">\r\n\t\t\t\t\t\t\t\n<p class=\"has-vivid-cyan-blue-color has-text-color\"><strong>Author: Dolly Kumari<\/strong><\/p>\n\n\n\n<p><strong>DOI Link:<\/strong><a href=\"https:\/\/doi.org\/10.70798\/Bijmrd\/04010025\"> <\/a><a href=\"https:\/\/doi.org\/10.70798\/Bijmrd\/04010009\">https:\/\/doi.org\/10.70798\/Bijmrd\/04010009<\/a><\/p>\n\n\n\n<p><strong>Abstract:<\/strong> This study explores the socio-economic factors that contribute to educational backwardness among girl children in Dhanbad district, Jharkhand. Despite various government initiatives and rising awareness about girls\u2019 education, many young girls in this region still face significant barriers to accessing and continuing formal education. The research identifies some major determinants such as poverty, parental education levels, gender bias, early marriage, lack of infrastructure, and limited access to digital resources. It also examines how cultural norms and safety concerns further discourage families from sending girls to school. Using a mixed-methods approach, the study combines field surveys, interviews with parents and teachers, and analysis of school enrollment data. The findings reveal that low-income households often prioritize boys\u2019 education, while girls are expected to manage domestic responsibilities. Additionally, poor transport facilities, absence of female teachers, and inadequate sanitation in schools negatively impact girls\u2019 attendance and retention. The study emphasizes the need for targeted policy interventions, community engagement, and gender-sensitive educational planning. It recommends strengthening local support systems, improving school infrastructure, and promoting awareness campaigns to challenge deep-rooted gender stereotypes. By addressing these socio-economic challenges, the region can move toward more inclusive and equitable education for all children, especially girls.<\/p>\n\n\n\n<p><strong>Keywords:<\/strong> Girls\u2019 Education, Educational Backwardness, Socio-Economic Factors, Gender Inequality, Dhanbad District, Poverty And Education.<\/p>\n\n\n\n<p class=\"has-ast-global-color-1-color has-text-color\"><strong>Page No: 62-68<\/strong><\/p>\n\n\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link has-ast-global-color-6-background-color has-background wp-element-button\" href=\"https:\/\/bijmrd.com\/wp-content\/uploads\/2026\/02\/62-68.pdf\">download journal<\/a><\/div>\n<\/div>\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t\t\t<\/div>\r\n\t<\/div>\r\n<\/div>\r\n<div class=\"rt-col-md-12 rt-col-sm-6 rt-col-xs-12 default rt-grid-item post-9411 post type-post status-publish format-standard hentry category-volume4-issue1\"\t\tdata-id=\"9411\">\r\n\t<div class=\"rt-holder tpg-post-holder\">\r\n\t\t<div class=\"rt-detail rt-el-content-wrapper\">\r\n\t\t\t\t\t\t\t<div class=\"rt-img-holder tpg-el-image-wrap has-no-thumbnail\">\r\n\t\t\t\t\t<a data-id=\"9411\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/educational-exclusion-social-marginalization-and-diversity-challenges-among-indigenous-communities-in-indian-primary-schools\/\" class=\"tpg-post-link\" target=\"_self\">\t\t\r\n\t\t<\/a>\r\n\t\t        <div class=\"overlay grid-hover-content\"><\/div>\r\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t<div class=\"entry-title-wrapper\"><h3 class=\"entry-title\"><a data-id=\"9411\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/educational-exclusion-social-marginalization-and-diversity-challenges-among-indigenous-communities-in-indian-primary-schools\/\" class=\"tpg-post-link\" target=\"_self\">Educational Exclusion, Social Marginalization, and Diversity Challenges among Indigenous Communities in Indian Primary Schools<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t<div class=\"post-meta-tags rt-el-post-meta\">\r\n\t\t\t\t\t            <span class='date'>\r\n\r\n\t\t\t\t<i class='flaticon-calendar '><\/i>\t\t\t\t<a href=\"https:\/\/bijmrd.com\/index.php\/2026\/04\/12\/\">\r\n\t\t\t\t\t\t\t\t\t<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t            <span class='categories-links'>\r\n\t\t\t\t<i class='flaticon-folder '><\/i><a class=\"volume4-issue1\" href=\"https:\/\/bijmrd.com\/index.php\/category\/volume4-issue1\/\">Volume4 Issue1<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\r\n\t\t\t\t\t\t\t<div class=\"tpg-excerpt tpg-el-excerpt\">\r\n\t\t\t\t\t\t\t\t\t\t\t<div class=\"tpg-excerpt-inner\">\r\n\t\t\t\t\t\t\t\n<p class=\"has-vivid-cyan-blue-color has-text-color\"><strong>Author: Dr. R. Rajesh &amp; Dr. N. Rekha<\/strong><\/p>\n\n\n\n<p><strong>DOI Link:<\/strong><a href=\"https:\/\/doi.org\/10.70798\/Bijmrd\/04010025\"> <\/a><a href=\"https:\/\/doi.org\/10.70798\/Bijmrd\/04010010\">https:\/\/doi.org\/10.70798\/Bijmrd\/04010010<\/a><\/p>\n\n\n\n<p><strong>Abstract:<\/strong> Despite constitutional safeguards and national policies promoting educational equity, indigenous (Scheduled Tribe) children in India continue to experience systemic educational exclusion at the foundational level of schooling. The present empirical survey investigates the nature and extent of educational exclusion, social marginalization, and diversity challenges faced by indigenous students in primary schools. Using a descriptive survey design, data were collected from 200 indigenous students and 50 teachers from government primary schools located in tribal-dominated regions. Tools included a researcher-developed Educational Exclusion Scale, Social Marginalization Questionnaire, and Diversity Challenges Inventory. Statistical analysis using mean, standard deviation, percentage analysis, and correlation revealed that language barriers, socio-economic deprivation, cultural disconnect, discrimination, and lack of inclusive pedagogy significantly affect school participation and learning outcomes. The findings underline the urgent need for culturally responsive teaching, mother-tongue instruction, inclusive curriculum reforms, and community engagement to reduce educational inequities.<\/p>\n\n\n\n<p><strong>Keywords:<\/strong> Educational Exclusion, Indigenous Education, Social Marginalization, Diversity in Education, Primary Schooling<\/p>\n\n\n\n<p class=\"has-ast-global-color-1-color has-text-color\"><strong>Page No: 69-75<\/strong><\/p>\n\n\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link has-ast-global-color-6-background-color has-background wp-element-button\" href=\"https:\/\/bijmrd.com\/wp-content\/uploads\/2026\/02\/69-75.pdf\">download journal<\/a><\/div>\n<\/div>\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t\t\t<\/div>\r\n\t<\/div>\r\n<\/div>\r\n<div class=\"rt-col-md-12 rt-col-sm-6 rt-col-xs-12 default rt-grid-item post-9408 post type-post status-publish format-standard hentry category-volume4-issue1\"\t\tdata-id=\"9408\">\r\n\t<div class=\"rt-holder tpg-post-holder\">\r\n\t\t<div class=\"rt-detail rt-el-content-wrapper\">\r\n\t\t\t\t\t\t\t<div class=\"rt-img-holder tpg-el-image-wrap has-no-thumbnail\">\r\n\t\t\t\t\t<a data-id=\"9408\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/insight-into-the-effects-of-microbes-on-environmental-health-and-developments-of-research-in-environmental-health-a-mini-review\/\" class=\"tpg-post-link\" target=\"_self\">\t\t\r\n\t\t<\/a>\r\n\t\t        <div class=\"overlay grid-hover-content\"><\/div>\r\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t<div class=\"entry-title-wrapper\"><h3 class=\"entry-title\"><a data-id=\"9408\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/insight-into-the-effects-of-microbes-on-environmental-health-and-developments-of-research-in-environmental-health-a-mini-review\/\" class=\"tpg-post-link\" target=\"_self\">Insight into the Effects of Microbes on Environmental Health and Developments of Research in Environmental Health: A Mini-Review<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t<div class=\"post-meta-tags rt-el-post-meta\">\r\n\t\t\t\t\t            <span class='date'>\r\n\r\n\t\t\t\t<i class='flaticon-calendar '><\/i>\t\t\t\t<a href=\"https:\/\/bijmrd.com\/index.php\/2026\/04\/12\/\">\r\n\t\t\t\t\t\t\t\t\t<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t            <span class='categories-links'>\r\n\t\t\t\t<i class='flaticon-folder '><\/i><a class=\"volume4-issue1\" href=\"https:\/\/bijmrd.com\/index.php\/category\/volume4-issue1\/\">Volume4 Issue1<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\r\n\t\t\t\t\t\t\t<div class=\"tpg-excerpt tpg-el-excerpt\">\r\n\t\t\t\t\t\t\t\t\t\t\t<div class=\"tpg-excerpt-inner\">\r\n\t\t\t\t\t\t\t\n<p class=\"has-vivid-cyan-blue-color has-text-color\"><strong>Author: Satabdi Acharya, Sunirmal Sheet &amp; Tarun Sasmal<\/strong><\/p>\n\n\n\n<p><strong>DOI Link:<\/strong><a href=\"https:\/\/doi.org\/10.70798\/Bijmrd\/04010025\"> <\/a><a href=\"https:\/\/doi.org\/10.70798\/Bijmrd\/04010011\">https:\/\/doi.org\/10.70798\/Bijmrd\/04010011<\/a><\/p>\n\n\n\n<p><strong>Abstract:<\/strong> Environmental health is a science where it looks for the facts about biological systems which are associated to human health and wellbeing. The microbial community and biotechnology research have been considered as fundamental component of environmental health system. Therefore, the review deals with positive impact of microbes in environment applications such as contribution nutrient cycling, recycling wastes and detoxification, enzymes in bioremediation, food web maintenance and their diversification. Furthermore, a brief highlight has been given on the advancement of research in microbial biotechnology (bio-medical) on environmental health. In conclusion, the present information will help to understand the contribution of microbial factors to environmental health.<\/p>\n\n\n\n<p><strong>Keywords:<\/strong> Environmental Health, Micro-Organism, Biotechnology, Gene Sequences, Food Web.<\/p>\n\n\n\n<p class=\"has-ast-global-color-1-color has-text-color\"><strong>Page No: 76-81<\/strong><\/p>\n\n\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link has-ast-global-color-6-background-color has-background wp-element-button\" href=\"https:\/\/bijmrd.com\/wp-content\/uploads\/2026\/02\/76-81.pdf\">download journal<\/a><\/div>\n<\/div>\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t\t\t<\/div>\r\n\t<\/div>\r\n<\/div>\r\n<div class=\"rt-col-md-12 rt-col-sm-6 rt-col-xs-12 default rt-grid-item post-9405 post type-post status-publish format-standard hentry category-volume4-issue1\"\t\tdata-id=\"9405\">\r\n\t<div class=\"rt-holder tpg-post-holder\">\r\n\t\t<div class=\"rt-detail rt-el-content-wrapper\">\r\n\t\t\t\t\t\t\t<div class=\"rt-img-holder tpg-el-image-wrap has-no-thumbnail\">\r\n\t\t\t\t\t<a data-id=\"9405\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/blended-learning-on-achievement-in-science-with-respect-to-parental-education-and-parental-occupation\/\" class=\"tpg-post-link\" target=\"_self\">\t\t\r\n\t\t<\/a>\r\n\t\t        <div class=\"overlay grid-hover-content\"><\/div>\r\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t<div class=\"entry-title-wrapper\"><h3 class=\"entry-title\"><a data-id=\"9405\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/blended-learning-on-achievement-in-science-with-respect-to-parental-education-and-parental-occupation\/\" class=\"tpg-post-link\" target=\"_self\">Blended Learning on Achievement in Science with respect to Parental Education and Parental Occupation<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t<div class=\"post-meta-tags rt-el-post-meta\">\r\n\t\t\t\t\t            <span class='date'>\r\n\r\n\t\t\t\t<i class='flaticon-calendar '><\/i>\t\t\t\t<a href=\"https:\/\/bijmrd.com\/index.php\/2026\/04\/12\/\">\r\n\t\t\t\t\t\t\t\t\t<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t            <span class='categories-links'>\r\n\t\t\t\t<i class='flaticon-folder '><\/i><a class=\"volume4-issue1\" href=\"https:\/\/bijmrd.com\/index.php\/category\/volume4-issue1\/\">Volume4 Issue1<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\r\n\t\t\t\t\t\t\t<div class=\"tpg-excerpt tpg-el-excerpt\">\r\n\t\t\t\t\t\t\t\t\t\t\t<div class=\"tpg-excerpt-inner\">\r\n\t\t\t\t\t\t\t\n<p class=\"has-vivid-cyan-blue-color has-text-color\"><strong>Author: P. Poonguzhali &amp; Dr. K. Anandan<\/strong><\/p>\n\n\n\n<p><strong>DOI Link:<\/strong><a href=\"https:\/\/doi.org\/10.70798\/Bijmrd\/04010025\"> <\/a><a href=\"https:\/\/doi.org\/10.70798\/Bijmrd\/04010012\">https:\/\/doi.org\/10.70798\/Bijmrd\/04010012<\/a><\/p>\n\n\n\n<p><strong>Abstract:<\/strong> The study on Blended Learning on Achievement in Science with respect to Parental Education and Parental Occupation. The experimental research design was followed in the present study. The data was collected from the selected sample of 66 students (Control Group \u2013 35 and Experimental Group &#8211; 31) were selected from the Government Higher Secondary School Lalgudi, Trichy District, through purposive sampling technique. The obtain data were analyzed by using the statistical technique mean, standard deviation, ttest.The major findings of the study, i. The Pre Test Mean Scores of both the Control and Experimental Group students with regard to the Parental Education were similar.ii. The Pre Test Mean Scores of both the Control and Experimental Group students with regard to the Parental Occupation were similar. iii.The Post Test Mean Scores of the Control Group students are significantly higher than the Pre Test Mean Scores with respect to Parental Education.<\/p>\n\n\n\n<p><strong>Keywords:<\/strong> Interest, Motivation, Self &#8211; Paced Learning, Achievement, Higher Secondary Students, Hybrid Learning, Science Education.<\/p>\n\n\n\n<p class=\"has-ast-global-color-1-color has-text-color\"><strong>Page No: 82-89<\/strong><\/p>\n\n\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link has-ast-global-color-6-background-color has-background wp-element-button\" href=\"https:\/\/bijmrd.com\/wp-content\/uploads\/2026\/02\/82-89.pdf\">download journal<\/a><\/div>\n<\/div>\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t\t\t<\/div>\r\n\t<\/div>\r\n<\/div>\r\n<div class=\"rt-col-md-12 rt-col-sm-6 rt-col-xs-12 default rt-grid-item post-9402 post type-post status-publish format-standard hentry category-volume4-issue1\"\t\tdata-id=\"9402\">\r\n\t<div class=\"rt-holder tpg-post-holder\">\r\n\t\t<div class=\"rt-detail rt-el-content-wrapper\">\r\n\t\t\t\t\t\t\t<div class=\"rt-img-holder tpg-el-image-wrap has-no-thumbnail\">\r\n\t\t\t\t\t<a data-id=\"9402\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/distributed-leadership-and-its-contribution-to-strengthening-collaboration-in-school-management\/\" class=\"tpg-post-link\" target=\"_self\">\t\t\r\n\t\t<\/a>\r\n\t\t        <div class=\"overlay grid-hover-content\"><\/div>\r\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t<div class=\"entry-title-wrapper\"><h3 class=\"entry-title\"><a data-id=\"9402\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/distributed-leadership-and-its-contribution-to-strengthening-collaboration-in-school-management\/\" class=\"tpg-post-link\" target=\"_self\">Distributed Leadership and Its Contribution to Strengthening Collaboration in School Management<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t<div class=\"post-meta-tags rt-el-post-meta\">\r\n\t\t\t\t\t            <span class='date'>\r\n\r\n\t\t\t\t<i class='flaticon-calendar '><\/i>\t\t\t\t<a href=\"https:\/\/bijmrd.com\/index.php\/2026\/04\/12\/\">\r\n\t\t\t\t\t\t\t\t\t<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t            <span class='categories-links'>\r\n\t\t\t\t<i class='flaticon-folder '><\/i><a class=\"volume4-issue1\" href=\"https:\/\/bijmrd.com\/index.php\/category\/volume4-issue1\/\">Volume4 Issue1<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\r\n\t\t\t\t\t\t\t<div class=\"tpg-excerpt tpg-el-excerpt\">\r\n\t\t\t\t\t\t\t\t\t\t\t<div class=\"tpg-excerpt-inner\">\r\n\t\t\t\t\t\t\t\n<p class=\"has-vivid-cyan-blue-color has-text-color\"><strong>Author: Pranab Das<\/strong><\/p>\n\n\n\n<p><strong>DOI Link:<\/strong><a href=\"https:\/\/doi.org\/10.70798\/Bijmrd\/04010025\"> <\/a><a href=\"https:\/\/doi.org\/10.70798\/Bijmrd\/04010013\">https:\/\/doi.org\/10.70798\/Bijmrd\/04010013<\/a><\/p>\n\n\n\n<p><strong>Abstract:<\/strong> Distributed leadership has become an important approach in school management as it moves leadership responsibilities beyond a single head to teachers and other staff members. This paper examines how distributed leadership contributes to strengthening collaboration in school management. The central idea of distributed leadership is that leadership is shared among different members of the school based on their skills, experience, and roles. When leadership is distributed, teachers feel more involved in decision-making processes, which increases their sense of responsibility and commitment toward the school. This shared involvement encourages open communication, mutual trust, and collective problem-solving among school stakeholders.The study highlights that collaborative school management improves when teachers, administrators, and support staff work together rather than following a strictly hierarchical structure. Distributed leadership promotes teamwork by valuing diverse opinions and encouraging participation in planning, implementation, and evaluation of school activities. As a result, schools become more flexible, innovative, and responsive to students\u2019 needs. Collaboration under distributed leadership also helps reduce work pressure on school heads and creates a supportive professional environment where teachers learn from one another.The paper further discusses that effective collaboration supported by distributed leadership leads to better coordination, improved teaching practices, and a positive school culture. Teachers feel empowered, motivated, and respected, which strengthens professional relationships within the school. Overall, distributed leadership plays a significant role in building collaborative school management by promoting shared responsibility, collective decision-making, and cooperative work practices. The findings suggest that adopting distributed leadership can enhance school effectiveness and contribute to sustainable school improvement.<\/p>\n\n\n\n<p><strong>Keywords:<\/strong> Distributed Leadership, Collaborative School Management, Shared Decision-Making, Teacher Participation, School Administration.<\/p>\n\n\n\n<p class=\"has-ast-global-color-1-color has-text-color\"><strong>Page No: 90-97<\/strong><\/p>\n\n\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link has-ast-global-color-6-background-color has-background wp-element-button\" href=\"https:\/\/bijmrd.com\/wp-content\/uploads\/2026\/02\/90-97.pdf\">download journal<\/a><\/div>\n<\/div>\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t\t\t<\/div>\r\n\t<\/div>\r\n<\/div>\r\n<div class=\"rt-col-md-12 rt-col-sm-6 rt-col-xs-12 default rt-grid-item post-9399 post type-post status-publish format-standard hentry category-volume4-issue1\"\t\tdata-id=\"9399\">\r\n\t<div class=\"rt-holder tpg-post-holder\">\r\n\t\t<div class=\"rt-detail rt-el-content-wrapper\">\r\n\t\t\t\t\t\t\t<div class=\"rt-img-holder tpg-el-image-wrap has-no-thumbnail\">\r\n\t\t\t\t\t<a data-id=\"9399\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/blended-learning-in-higher-education-in-ranchi-a-qualitative-analysis-of-existing-literature-and-reports\/\" class=\"tpg-post-link\" target=\"_self\">\t\t\r\n\t\t<\/a>\r\n\t\t        <div class=\"overlay grid-hover-content\"><\/div>\r\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t<div class=\"entry-title-wrapper\"><h3 class=\"entry-title\"><a data-id=\"9399\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/blended-learning-in-higher-education-in-ranchi-a-qualitative-analysis-of-existing-literature-and-reports\/\" class=\"tpg-post-link\" target=\"_self\">Blended Learning in Higher Education in Ranchi: A Qualitative Analysis of Existing Literature and Reports<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t<div class=\"post-meta-tags rt-el-post-meta\">\r\n\t\t\t\t\t            <span class='date'>\r\n\r\n\t\t\t\t<i class='flaticon-calendar '><\/i>\t\t\t\t<a href=\"https:\/\/bijmrd.com\/index.php\/2026\/04\/12\/\">\r\n\t\t\t\t\t\t\t\t\t<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t            <span class='categories-links'>\r\n\t\t\t\t<i class='flaticon-folder '><\/i><a class=\"volume4-issue1\" href=\"https:\/\/bijmrd.com\/index.php\/category\/volume4-issue1\/\">Volume4 Issue1<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\r\n\t\t\t\t\t\t\t<div class=\"tpg-excerpt tpg-el-excerpt\">\r\n\t\t\t\t\t\t\t\t\t\t\t<div class=\"tpg-excerpt-inner\">\r\n\t\t\t\t\t\t\t\n<p class=\"has-vivid-cyan-blue-color has-text-color\"><strong>Author: Ranjeeta Giri<\/strong><\/p>\n\n\n\n<p><strong>DOI Link:<\/strong><a href=\"https:\/\/doi.org\/10.70798\/Bijmrd\/04010025\"> <\/a><a href=\"https:\/\/doi.org\/10.70798\/Bijmrd\/04010014\">https:\/\/doi.org\/10.70798\/Bijmrd\/04010014<\/a><\/p>\n\n\n\n<p><strong>Abstract:<\/strong> Blended learning has become an important approach in higher education by combining traditional classroom teaching with online and digital learning methods. This study presents a qualitative analysis of existing literature and reports to understand the status of blended learning in higher education institutions in Ranchi. The study is based on secondary data collected from research articles, government reports, policy documents, institutional publications, and online academic sources related to blended learning. The purpose of the study is to explore how blended learning is being practiced, along with the key challenges and benefits identified in the available literature. The analysis of existing studies shows that blended learning offers several advantages for higher education institutions in Ranchi. These include greater flexibility in learning, improved access to educational resources, better student engagement, and the promotion of independent and self-directed learning. Blended learning also supports the use of digital tools and multimedia resources, which help teachers present content more interactively and effectively. For students, this approach helps in developing digital skills that are important for academic success and future employment. However, the literature also highlights several challenges related to the implementation of blended learning in Ranchi. Major issues include limited digital infrastructure, poor internet connectivity, lack of access to devices for some students, and insufficient training for teachers in digital pedagogy. Institutional readiness and clear policy guidelines for blended learning are also found to be weak in many cases. These challenges affect the effective use of blended learning and create inequalities among learners.The study concludes that blended learning has strong potential to improve the quality and accessibility of higher education in Ranchi. To fully benefit from this approach, institutions need to strengthen infrastructure, provide regular training for teachers, and adopt inclusive strategies that support all students. The findings of this study can be useful for educators, administrators, and policymakers in planning effective blended learning practices.<\/p>\n\n\n\n<p><strong>Keywords:<\/strong> Blended Learning, Higher Education, Digital Education, Ranchi.<\/p>\n\n\n\n<p class=\"has-ast-global-color-1-color has-text-color\"><strong>Page No: 98-105<\/strong><\/p>\n\n\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link has-ast-global-color-6-background-color has-background wp-element-button\" href=\"https:\/\/bijmrd.com\/wp-content\/uploads\/2026\/02\/98-105.pdf\">download journal<\/a><\/div>\n<\/div>\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t\t\t<\/div>\r\n\t<\/div>\r\n<\/div>\r\n<div class=\"rt-col-md-12 rt-col-sm-6 rt-col-xs-12 default rt-grid-item post-9396 post type-post status-publish format-standard hentry category-volume4-issue1\"\t\tdata-id=\"9396\">\r\n\t<div class=\"rt-holder tpg-post-holder\">\r\n\t\t<div class=\"rt-detail rt-el-content-wrapper\">\r\n\t\t\t\t\t\t\t<div class=\"rt-img-holder tpg-el-image-wrap has-no-thumbnail\">\r\n\t\t\t\t\t<a data-id=\"9396\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/education-and-identity-changes-among-urban-women-in-patna\/\" class=\"tpg-post-link\" target=\"_self\">\t\t\r\n\t\t<\/a>\r\n\t\t        <div class=\"overlay grid-hover-content\"><\/div>\r\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t<div class=\"entry-title-wrapper\"><h3 class=\"entry-title\"><a data-id=\"9396\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/education-and-identity-changes-among-urban-women-in-patna\/\" class=\"tpg-post-link\" target=\"_self\">Education and Identity Changes among Urban Women in Patna<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t<div class=\"post-meta-tags rt-el-post-meta\">\r\n\t\t\t\t\t            <span class='date'>\r\n\r\n\t\t\t\t<i class='flaticon-calendar '><\/i>\t\t\t\t<a href=\"https:\/\/bijmrd.com\/index.php\/2026\/04\/12\/\">\r\n\t\t\t\t\t\t\t\t\t<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t            <span class='categories-links'>\r\n\t\t\t\t<i class='flaticon-folder '><\/i><a class=\"volume4-issue1\" href=\"https:\/\/bijmrd.com\/index.php\/category\/volume4-issue1\/\">Volume4 Issue1<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\r\n\t\t\t\t\t\t\t<div class=\"tpg-excerpt tpg-el-excerpt\">\r\n\t\t\t\t\t\t\t\t\t\t\t<div class=\"tpg-excerpt-inner\">\r\n\t\t\t\t\t\t\t\n<p class=\"has-vivid-cyan-blue-color has-text-color\"><strong>Author: Ritika Nayan<\/strong><\/p>\n\n\n\n<p><strong>DOI Link:<\/strong><a href=\"https:\/\/doi.org\/10.70798\/Bijmrd\/04010025\"> <\/a><a href=\"https:\/\/doi.org\/10.70798\/Bijmrd\/04010015\">https:\/\/doi.org\/10.70798\/Bijmrd\/04010015<\/a><\/p>\n\n\n\n<p><strong>Abstract:<\/strong> Education has emerged as a powerful force in shaping the social identity and life opportunities of women in urban India. This paper examines education and identity changes among urban women in Patna, using qualitative analysis of secondary data sources to understand how educational attainment influences women\u2019s self-perception, social roles, and aspirations. The study draws on data from the Census of India, National Family Health Survey (NFHS), Periodic Labour Force Survey (PLFS), government reports, and existing academic literature related to women\u2019s education and gender studies. The analysis shows that increasing access to education in urban Patna has contributed significantly to changes in women\u2019s identities. Educated women are more likely to participate in paid work, take part in household decisionmaking, and delay marriage and childbirth. Education has enhanced women\u2019s awareness of rights, health, and career opportunities, leading to greater confidence and independence. Many women now identify themselves not only through traditional family roles but also through their educational qualifications and professional aspirations. However, the study also finds that identity transformation is not uniform across all social groups. Women from lower socio-economic backgrounds face barriers such as financial constraints, early marriage, and limited institutional support, which restrict the full benefits of education. Despite higher education, many women continue to experience pressure to prioritize family responsibilities over personal goals. Deep-rooted patriarchal norms often limit the practical application of educational achievements in everyday life. The paper concludes that education plays a crucial role in reshaping women\u2019s identity in urban Patna, but its transformative potential depends on supportive social, familial, and institutional environments. Strengthening educational access, promoting gender-sensitive attitudes, and creating opportunities for educated women are essential for ensuring meaningful identity change and social empowerment.<\/p>\n\n\n\n<p><strong>Keywords:<\/strong> Education, Women\u2019s Identity, Urban Women, Patna, Gender Roles.<\/p>\n\n\n\n<p class=\"has-ast-global-color-1-color has-text-color\"><strong>Page No: 106-112<\/strong><\/p>\n\n\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link has-ast-global-color-6-background-color has-background wp-element-button\" href=\"https:\/\/bijmrd.com\/wp-content\/uploads\/2026\/02\/106-112.pdf\">download journal<\/a><\/div>\n<\/div>\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t\t\t<\/div>\r\n\t<\/div>\r\n<\/div>\r\n<div class=\"rt-col-md-12 rt-col-sm-6 rt-col-xs-12 default rt-grid-item post-9393 post type-post status-publish format-standard hentry category-volume4-issue1\"\t\tdata-id=\"9393\">\r\n\t<div class=\"rt-holder tpg-post-holder\">\r\n\t\t<div class=\"rt-detail rt-el-content-wrapper\">\r\n\t\t\t\t\t\t\t<div class=\"rt-img-holder tpg-el-image-wrap has-no-thumbnail\">\r\n\t\t\t\t\t<a data-id=\"9393\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/educational-philosophy-of-rabindranath-tagore-and-its-relevance-to-the-indian-education-system\/\" class=\"tpg-post-link\" target=\"_self\">\t\t\r\n\t\t<\/a>\r\n\t\t        <div class=\"overlay grid-hover-content\"><\/div>\r\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t<div class=\"entry-title-wrapper\"><h3 class=\"entry-title\"><a data-id=\"9393\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/educational-philosophy-of-rabindranath-tagore-and-its-relevance-to-the-indian-education-system\/\" class=\"tpg-post-link\" target=\"_self\">Educational Philosophy of Rabindranath Tagore and Its Relevance to the Indian Education System<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t<div class=\"post-meta-tags rt-el-post-meta\">\r\n\t\t\t\t\t            <span class='date'>\r\n\r\n\t\t\t\t<i class='flaticon-calendar '><\/i>\t\t\t\t<a href=\"https:\/\/bijmrd.com\/index.php\/2026\/04\/12\/\">\r\n\t\t\t\t\t\t\t\t\t<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t            <span class='categories-links'>\r\n\t\t\t\t<i class='flaticon-folder '><\/i><a class=\"volume4-issue1\" href=\"https:\/\/bijmrd.com\/index.php\/category\/volume4-issue1\/\">Volume4 Issue1<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\r\n\t\t\t\t\t\t\t<div class=\"tpg-excerpt tpg-el-excerpt\">\r\n\t\t\t\t\t\t\t\t\t\t\t<div class=\"tpg-excerpt-inner\">\r\n\t\t\t\t\t\t\t\n<p class=\"has-vivid-cyan-blue-color has-text-color\"><strong>Author: Ruma Mukherjee<\/strong><\/p>\n\n\n\n<p><strong>DOI Link:<\/strong><a href=\"https:\/\/doi.org\/10.70798\/Bijmrd\/04010025\"> <\/a><a href=\"https:\/\/doi.org\/10.70798\/Bijmrd\/04010016\">https:\/\/doi.org\/10.70798\/Bijmrd\/04010016<\/a><\/p>\n\n\n\n<p><strong>Abstract:<\/strong> This paper explores the educational philosophy of Rabindranath Tagore and examines its relevance to the present Indian education system. Tagore viewed education as a holistic process that should develop the intellectual, emotional, moral, and creative abilities of learners. He strongly believed that education should not be limited to bookish knowledge or examination-oriented learning. Instead, it should be connected with nature, culture, art, and real-life experiences. According to Tagore, true education helps individuals understand themselves, respect others, and live in harmony with nature and society.The study highlights Tagore\u2019s emphasis on freedom in learning, creativity, self-expression, and the importance of the teacher\u2013 student relationship. He advocated child-centred education where learners are encouraged to explore, question, and think independently. His experiment at Santiniketan reflected his belief in open-air learning, internationalism, cultural exchange, and value-based education. These ideas challenged the rigid and mechanical education system introduced during the colonial period.In the context of the contemporary Indian education system, Tagore\u2019s philosophy remains highly relevant. Present-day education faces challenges such as excessive focus on examinations, rote learning, stress among students, and neglect of creativity and moral values. Tagore\u2019s ideas support current educational reforms that emphasize experiential learning, inclusive education, multidisciplinary approaches, and holistic development of learners, as reflected in recent policy frameworks. This paper concludes that integrating Tagore\u2019s educational philosophy into modern educational practices can help create a more humane, creative, and learner-friendly education system in India. His vision continues to inspire educators to balance knowledge, values, and creativity in the process of education.<\/p>\n\n\n\n<p><strong>Keywords:<\/strong> Rabindranath Tagore, Educational Philosophy, Indian Education System, Holistic Education, Value-Based Learning, Experiential Learning<\/p>\n\n\n\n<p class=\"has-ast-global-color-1-color has-text-color\"><strong>Page No: 113-119<\/strong><\/p>\n\n\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link has-ast-global-color-6-background-color has-background wp-element-button\" href=\"https:\/\/bijmrd.com\/wp-content\/uploads\/2026\/02\/113-119.pdf\">download journal<\/a><\/div>\n<\/div>\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t\t\t<\/div>\r\n\t<\/div>\r\n<\/div>\r\n<div class=\"rt-col-md-12 rt-col-sm-6 rt-col-xs-12 default rt-grid-item post-9390 post type-post status-publish format-standard hentry category-volume4-issue1\"\t\tdata-id=\"9390\">\r\n\t<div class=\"rt-holder tpg-post-holder\">\r\n\t\t<div class=\"rt-detail rt-el-content-wrapper\">\r\n\t\t\t\t\t\t\t<div class=\"rt-img-holder tpg-el-image-wrap has-no-thumbnail\">\r\n\t\t\t\t\t<a data-id=\"9390\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/mental-health-and-physiology-an-integrated-perspective-on-mind-body-connections\/\" class=\"tpg-post-link\" target=\"_self\">\t\t\r\n\t\t<\/a>\r\n\t\t        <div class=\"overlay grid-hover-content\"><\/div>\r\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t<div class=\"entry-title-wrapper\"><h3 class=\"entry-title\"><a data-id=\"9390\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/mental-health-and-physiology-an-integrated-perspective-on-mind-body-connections\/\" class=\"tpg-post-link\" target=\"_self\">Mental Health and Physiology: An Integrated Perspective on Mind\u2013Body Connections<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t<div class=\"post-meta-tags rt-el-post-meta\">\r\n\t\t\t\t\t            <span class='date'>\r\n\r\n\t\t\t\t<i class='flaticon-calendar '><\/i>\t\t\t\t<a href=\"https:\/\/bijmrd.com\/index.php\/2026\/04\/12\/\">\r\n\t\t\t\t\t\t\t\t\t<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t            <span class='categories-links'>\r\n\t\t\t\t<i class='flaticon-folder '><\/i><a class=\"volume4-issue1\" href=\"https:\/\/bijmrd.com\/index.php\/category\/volume4-issue1\/\">Volume4 Issue1<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\r\n\t\t\t\t\t\t\t<div class=\"tpg-excerpt tpg-el-excerpt\">\r\n\t\t\t\t\t\t\t\t\t\t\t<div class=\"tpg-excerpt-inner\">\r\n\t\t\t\t\t\t\t\n<p class=\"has-vivid-cyan-blue-color has-text-color\"><strong>Author: Pratiksha Goswami<\/strong><\/p>\n\n\n\n<p><strong>DOI Link:<\/strong><a href=\"https:\/\/doi.org\/10.70798\/Bijmrd\/04010025\"> <\/a><a href=\"https:\/\/doi.org\/10.70798\/Bijmrd\/04010017\">https:\/\/doi.org\/10.70798\/Bijmrd\/04010017<\/a><\/p>\n\n\n\n<p><strong>Abstract:<\/strong> This article examines the dynamic and reciprocal relationship between mental health and physiology from an integrated bio-psychosocial perspective. Moving beyond historical mind\u2013body dualism, contemporary research in neuroscience, endocrinology, and psychoneuroimmunology demonstrates that psychological processes are deeply rooted in biological systems. The paper explores neurobiological foundations of mental health, highlighting the roles of the prefrontal cortex, amygdala, hippocampus, neurotransmitters, and neural circuits in emotional and cognitive regulation. It further analyzes the physiological mechanisms of stress, including the Sympathetic-Adrenal-Medullary system and the Hypothalamic-Pituitary-Adrenal axis, emphasizing the distinction between adaptive acute stress and harmful chronic stress. Hormonal influences\u2014such as cortical, thyroid hormones, sex hormones, and oxytocin\u2014are discussed in relation to mood regulation and psychiatric symptoms. The article also reviews psychoneuroimmcomunological evidence linking immune functioning, inflammation, and depression. Overall, mental health and physiology are presented as interdependent systems operating within a continuous feedback loop essential for resilience and well-being.<\/p>\n\n\n\n<p><strong>Keywords:<\/strong> Mental Health; Stress Physiology; Neurobiology; Hormonal Regulation; Psychoneuroimmunology.<\/p>\n\n\n\n<p class=\"has-ast-global-color-1-color has-text-color\"><strong>Page No: 120-127<\/strong><\/p>\n\n\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link has-ast-global-color-6-background-color has-background wp-element-button\" href=\"https:\/\/bijmrd.com\/wp-content\/uploads\/2026\/02\/120-127.pdf\">download journal<\/a><\/div>\n<\/div>\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t\t\t<\/div>\r\n\t<\/div>\r\n<\/div>\r\n<div class=\"rt-col-md-12 rt-col-sm-6 rt-col-xs-12 default rt-grid-item post-9387 post type-post status-publish format-standard hentry category-volume4-issue1\"\t\tdata-id=\"9387\">\r\n\t<div class=\"rt-holder tpg-post-holder\">\r\n\t\t<div class=\"rt-detail rt-el-content-wrapper\">\r\n\t\t\t\t\t\t\t<div class=\"rt-img-holder tpg-el-image-wrap has-no-thumbnail\">\r\n\t\t\t\t\t<a data-id=\"9387\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/internet-addiction-academic-performance-and-coping-strategies-among-undergraduate-students-a-cross-sectional-study\/\" class=\"tpg-post-link\" target=\"_self\">\t\t\r\n\t\t<\/a>\r\n\t\t        <div class=\"overlay grid-hover-content\"><\/div>\r\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t<div class=\"entry-title-wrapper\"><h3 class=\"entry-title\"><a data-id=\"9387\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/internet-addiction-academic-performance-and-coping-strategies-among-undergraduate-students-a-cross-sectional-study\/\" class=\"tpg-post-link\" target=\"_self\">Internet Addiction, Academic Performance And Coping Strategies Among Undergraduate Students: A Cross-Sectional Study<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t<div class=\"post-meta-tags rt-el-post-meta\">\r\n\t\t\t\t\t            <span class='date'>\r\n\r\n\t\t\t\t<i class='flaticon-calendar '><\/i>\t\t\t\t<a href=\"https:\/\/bijmrd.com\/index.php\/2026\/04\/12\/\">\r\n\t\t\t\t\t\t\t\t\t<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t            <span class='categories-links'>\r\n\t\t\t\t<i class='flaticon-folder '><\/i><a class=\"volume4-issue1\" href=\"https:\/\/bijmrd.com\/index.php\/category\/volume4-issue1\/\">Volume4 Issue1<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\r\n\t\t\t\t\t\t\t<div class=\"tpg-excerpt tpg-el-excerpt\">\r\n\t\t\t\t\t\t\t\t\t\t\t<div class=\"tpg-excerpt-inner\">\r\n\t\t\t\t\t\t\t\n<p class=\"has-vivid-cyan-blue-color has-text-color\"><strong>Author: Rahul Singhal &amp; Prof. (Dr.) Anuradha Sharma<\/strong><\/p>\n\n\n\n<p><strong>DOI Link:<\/strong><a href=\"https:\/\/doi.org\/10.70798\/Bijmrd\/04010025\"> <\/a><a href=\"https:\/\/doi.org\/10.70798\/Bijmrd\/04010018\">https:\/\/doi.org\/10.70798\/Bijmrd\/04010018<\/a><\/p>\n\n\n\n<p><strong>Abstract:<\/strong> <\/p>\n\n\n\n<p><strong>Background:<\/strong> Internet Addiction (IA) is an important behavioural problem among undergraduate students in India, and evidence on the association of IA with impaired academic performance and inappropriate coping strategies has been increasing. But integrative studies dealing with academic performance indices in conjugation to coping mechanisms are scarce in the area of Indian higher education institutions.<\/p>\n\n\n\n<p><strong>Objective:<\/strong> The study aimed to assess the Intern et Addiction (IA) prevalence and its association with academic performance by CGPA (Cumulative Grade Point Average) and perceived academic performance along with Coping strategies among undergraduate students of the medical sector.<\/p>\n\n\n\n<p><strong>Methods:<\/strong> A descriptive cross-sectional correlational research design was conducted with 200 Undergraduate students (41% males, 59% females; M age =21.4 years, SD =2.1). Internet Addiction was measured by Young\u2019s Internet Addiction Test (IAT). Self-reported CGPA and a perceived academic performance scale were used to assess academic achievement. A standardized coping inventory that assesses avoidance coping and problem-solving coping was used. Data were analysed through descriptive statistics and then tested using Pearson\u2019s correlations and independent samples t-tests.<\/p>\n\n\n\n<p>&nbsp;<strong>Results:<\/strong> The prevalence of Internet Addiction was 28% (n = 56). Internet Addiction was negatively associated with CGPA (r = \u22120. 01), and perceived academic achievement (r = \u22120. 001). CGPA results indicated that internet-addicted students obtained significantly lower marks (M = 7.14, SD = 0.91) compared to the nonaddicts (M = 7.82, SD = 0.84), t(198) = \u22124.12; p<\/p>\n\n\n\n<p><strong>Keywords:<\/strong> Internet Addiction, Academic Performance, CGPA, Perceived Academic Performance, Coping Strategies, Undergraduate Students.<\/p>\n\n\n\n<p class=\"has-ast-global-color-1-color has-text-color\"><strong>Page No: 128-140<\/strong><\/p>\n\n\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link has-ast-global-color-6-background-color has-background wp-element-button\" href=\"https:\/\/bijmrd.com\/wp-content\/uploads\/2026\/02\/128-140.pdf\">download journal<\/a><\/div>\n<\/div>\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t\t\t<\/div>\r\n\t<\/div>\r\n<\/div>\r\n<div class=\"rt-col-md-12 rt-col-sm-6 rt-col-xs-12 default rt-grid-item post-9384 post type-post status-publish format-standard hentry category-volume4-issue1\"\t\tdata-id=\"9384\">\r\n\t<div class=\"rt-holder tpg-post-holder\">\r\n\t\t<div class=\"rt-detail rt-el-content-wrapper\">\r\n\t\t\t\t\t\t\t<div class=\"rt-img-holder tpg-el-image-wrap has-no-thumbnail\">\r\n\t\t\t\t\t<a data-id=\"9384\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/mobile-addiction-causes-consequences-and-contemporary-challenges\/\" class=\"tpg-post-link\" target=\"_self\">\t\t\r\n\t\t<\/a>\r\n\t\t        <div class=\"overlay grid-hover-content\"><\/div>\r\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t<div class=\"entry-title-wrapper\"><h3 class=\"entry-title\"><a data-id=\"9384\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/mobile-addiction-causes-consequences-and-contemporary-challenges\/\" class=\"tpg-post-link\" target=\"_self\">Mobile Addiction : Causes, Consequences and Contemporary Challenges<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t<div class=\"post-meta-tags rt-el-post-meta\">\r\n\t\t\t\t\t            <span class='date'>\r\n\r\n\t\t\t\t<i class='flaticon-calendar '><\/i>\t\t\t\t<a href=\"https:\/\/bijmrd.com\/index.php\/2026\/04\/12\/\">\r\n\t\t\t\t\t\t\t\t\t<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t            <span class='categories-links'>\r\n\t\t\t\t<i class='flaticon-folder '><\/i><a class=\"volume4-issue1\" href=\"https:\/\/bijmrd.com\/index.php\/category\/volume4-issue1\/\">Volume4 Issue1<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\r\n\t\t\t\t\t\t\t<div class=\"tpg-excerpt tpg-el-excerpt\">\r\n\t\t\t\t\t\t\t\t\t\t\t<div class=\"tpg-excerpt-inner\">\r\n\t\t\t\t\t\t\t\n<p class=\"has-vivid-cyan-blue-color has-text-color\"><strong>Author: Sahana Khatun<\/strong><\/p>\n\n\n\n<p><strong>DOI Link:<\/strong><a href=\"https:\/\/doi.org\/10.70798\/Bijmrd\/04010025\"> <\/a><a href=\"https:\/\/doi.org\/10.70798\/Bijmrd\/04010019\">https:\/\/doi.org\/10.70798\/Bijmrd\/04010019<\/a><\/p>\n\n\n\n<p><strong>Abstract:<\/strong> Mobile addiction has emerged as a significant behavioral concern in the contemporary digital era, driven by the widespread availability of smartphones and constant internet connectivity. While mobile technologies enhance communication, learning, and productivity, excessive and uncontrolled usage has resulted in adverse psychological, social, academic, and physical consequences. This article examines mobile addiction as a form of behavioral addiction, focusing on its underlying causes, diverse manifestations, and multifaceted impacts. Psychological factors such as anxiety, stress, loneliness, and low self-esteem interact with social pressures, cultural norms, and persuasive technological designs to intensify addictive usage patterns. The study further highlights the consequences of mobile addiction, including impaired mental wellbeing, deteriorating interpersonal relationships, reduced academic performance, and emerging physical health problems. Particular attention is given to adolescents and young adults, who represent the most vulnerable population due to developmental and social influences. The article also discusses contemporary challenges in prevention and management, emphasizing the need for individual self-regulation, family and educational interventions, and ethical technology design. Addressing mobile addiction requires a holistic and interdisciplinary approach to promote digital well-being in modern society.<\/p>\n\n\n\n<p><strong>Keywords:<\/strong> Mobile Addiction, Smartphone Dependency, Behavioral Addiction, Digital Well-Being, Adolescents, Technology Use.<\/p>\n\n\n\n<p class=\"has-ast-global-color-1-color has-text-color\"><strong>Page No: 141-147<\/strong><\/p>\n\n\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link has-ast-global-color-6-background-color has-background wp-element-button\" href=\"https:\/\/bijmrd.com\/wp-content\/uploads\/2026\/02\/141-147.pdf\">download journal<\/a><\/div>\n<\/div>\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t\t\t<\/div>\r\n\t<\/div>\r\n<\/div>\r\n<div class=\"rt-col-md-12 rt-col-sm-6 rt-col-xs-12 default rt-grid-item post-9381 post type-post status-publish format-standard hentry category-volume4-issue1\"\t\tdata-id=\"9381\">\r\n\t<div class=\"rt-holder tpg-post-holder\">\r\n\t\t<div class=\"rt-detail rt-el-content-wrapper\">\r\n\t\t\t\t\t\t\t<div class=\"rt-img-holder tpg-el-image-wrap has-no-thumbnail\">\r\n\t\t\t\t\t<a data-id=\"9381\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/transferring-land-record-a-problem-to-tribal-empowerment-in-jungle-mahal\/\" class=\"tpg-post-link\" target=\"_self\">\t\t\r\n\t\t<\/a>\r\n\t\t        <div class=\"overlay grid-hover-content\"><\/div>\r\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t<div class=\"entry-title-wrapper\"><h3 class=\"entry-title\"><a data-id=\"9381\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/transferring-land-record-a-problem-to-tribal-empowerment-in-jungle-mahal\/\" class=\"tpg-post-link\" target=\"_self\">Transferring Land Record: A problem to Tribal Empowerment in Jungle Mahal<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t<div class=\"post-meta-tags rt-el-post-meta\">\r\n\t\t\t\t\t            <span class='date'>\r\n\r\n\t\t\t\t<i class='flaticon-calendar '><\/i>\t\t\t\t<a href=\"https:\/\/bijmrd.com\/index.php\/2026\/04\/12\/\">\r\n\t\t\t\t\t\t\t\t\t<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t            <span class='categories-links'>\r\n\t\t\t\t<i class='flaticon-folder '><\/i><a class=\"volume4-issue1\" href=\"https:\/\/bijmrd.com\/index.php\/category\/volume4-issue1\/\">Volume4 Issue1<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\r\n\t\t\t\t\t\t\t<div class=\"tpg-excerpt tpg-el-excerpt\">\r\n\t\t\t\t\t\t\t\t\t\t\t<div class=\"tpg-excerpt-inner\">\r\n\t\t\t\t\t\t\t\n<p class=\"has-vivid-cyan-blue-color has-text-color\"><strong>Author: Dr. Sourav Bag<\/strong><\/p>\n\n\n\n<p><strong>DOI Link:<\/strong><a href=\"https:\/\/doi.org\/10.70798\/Bijmrd\/04010025\"> <\/a><a href=\"https:\/\/doi.org\/10.70798\/Bijmrd\/04010020\">https:\/\/doi.org\/10.70798\/Bijmrd\/04010020<\/a><\/p>\n\n\n\n<p><strong>Abstract:<\/strong> Tribals are the most backward community in our society. Since independence government of India has been taking various initiatives for their empowerment. The tribes of Jungle Mahal in West Bengal are not an exception. Now a days, both central and state government have launched various land related schemes like PM Awas Yojana, Geetanjali Housing Scheme, PM Krisak Sanman Nidhi, Krisak Bndhu, Phasal Bima Yojan etc. for their development. Inspite of those initiatives, due to lack of awareness they are unable to get full benefit from these schemes. The main objective of this article is to show the difficulties faced by the tribal people, caused by the problem of land transfer . It also suggests some measures to overcome this situation.<\/p>\n\n\n\n<p><strong>Keywords:<\/strong> Tribal, Development, Land, Scheme, Jungle Mahal.<\/p>\n\n\n\n<p class=\"has-ast-global-color-1-color has-text-color\"><strong>Page No: 148-152<\/strong><\/p>\n\n\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link has-ast-global-color-6-background-color has-background wp-element-button\" href=\"https:\/\/bijmrd.com\/wp-content\/uploads\/2026\/02\/148-152.pdf\">download journal<\/a><\/div>\n<\/div>\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t\t\t<\/div>\r\n\t<\/div>\r\n<\/div>\r\n<div class=\"rt-col-md-12 rt-col-sm-6 rt-col-xs-12 default rt-grid-item post-9378 post type-post status-publish format-standard hentry category-volume4-issue1\"\t\tdata-id=\"9378\">\r\n\t<div class=\"rt-holder tpg-post-holder\">\r\n\t\t<div class=\"rt-detail rt-el-content-wrapper\">\r\n\t\t\t\t\t\t\t<div class=\"rt-img-holder tpg-el-image-wrap has-no-thumbnail\">\r\n\t\t\t\t\t<a data-id=\"9378\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/a-conceptual-analysis-of-cognitive-and-social-competencies-in-enhancing-adolescents-psychological-well-being\/\" class=\"tpg-post-link\" target=\"_self\">\t\t\r\n\t\t<\/a>\r\n\t\t        <div class=\"overlay grid-hover-content\"><\/div>\r\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t<div class=\"entry-title-wrapper\"><h3 class=\"entry-title\"><a data-id=\"9378\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/a-conceptual-analysis-of-cognitive-and-social-competencies-in-enhancing-adolescents-psychological-well-being\/\" class=\"tpg-post-link\" target=\"_self\">A Conceptual Analysis of Cognitive and Social Competencies in Enhancing Adolescents\u2019 Psychological Well-being<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t<div class=\"post-meta-tags rt-el-post-meta\">\r\n\t\t\t\t\t            <span class='date'>\r\n\r\n\t\t\t\t<i class='flaticon-calendar '><\/i>\t\t\t\t<a href=\"https:\/\/bijmrd.com\/index.php\/2026\/04\/12\/\">\r\n\t\t\t\t\t\t\t\t\t<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t            <span class='categories-links'>\r\n\t\t\t\t<i class='flaticon-folder '><\/i><a class=\"volume4-issue1\" href=\"https:\/\/bijmrd.com\/index.php\/category\/volume4-issue1\/\">Volume4 Issue1<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\r\n\t\t\t\t\t\t\t<div class=\"tpg-excerpt tpg-el-excerpt\">\r\n\t\t\t\t\t\t\t\t\t\t\t<div class=\"tpg-excerpt-inner\">\r\n\t\t\t\t\t\t\t\n<p class=\"has-vivid-cyan-blue-color has-text-color\"><strong>Author: Sridhar P. &amp; Dr. A. Edward William Benjamin<\/strong><\/p>\n\n\n\n<p><strong>DOI Link:<\/strong><a href=\"https:\/\/doi.org\/10.70798\/Bijmrd\/04010025\"> <\/a><a href=\"https:\/\/doi.org\/10.70798\/Bijmrd\/04010021\">https:\/\/doi.org\/10.70798\/Bijmrd\/04010021<\/a><\/p>\n\n\n\n<p><strong>Abstract:<\/strong> Adolescence is a critical developmental period marked by rapid physical, cognitive, emotional, and social changes. Cognitive competency and social competency have emerged as important psychological and educational constructs influencing adolescents\u2019 mental health and psychological well-being. This conceptual article aims to analyse the role of cognitive and social competencies in enhancing adolescents\u2019 psychological well-being by synthesizing existing theories, models, and empirical insights. This paper explains key concepts and examines the interrelationship among cognitive competency, social competency, and psychological well-being, and proposes a conceptual framework to understand how these competencies contribute to positive developmental outcomes. This article highlights the implications for education institutions, teachers, parents, and policymakers, and suggest directions for the future research.<\/p>\n\n\n\n<p><strong>Keywords:<\/strong> Cognitive Competency, Social Competency, Psychological Well-Being, Adolescents, Conceptual Analysis.<\/p>\n\n\n\n<p class=\"has-ast-global-color-1-color has-text-color\"><strong>Page No: 153-159<\/strong><\/p>\n\n\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link has-ast-global-color-6-background-color has-background wp-element-button\" href=\"https:\/\/bijmrd.com\/wp-content\/uploads\/2026\/02\/153-159.pdf\">download journal<\/a><\/div>\n<\/div>\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t\t\t<\/div>\r\n\t<\/div>\r\n<\/div>\r\n<div class=\"rt-col-md-12 rt-col-sm-6 rt-col-xs-12 default rt-grid-item post-9375 post type-post status-publish format-standard hentry category-volume4-issue1\"\t\tdata-id=\"9375\">\r\n\t<div class=\"rt-holder tpg-post-holder\">\r\n\t\t<div class=\"rt-detail rt-el-content-wrapper\">\r\n\t\t\t\t\t\t\t<div class=\"rt-img-holder tpg-el-image-wrap has-no-thumbnail\">\r\n\t\t\t\t\t<a data-id=\"9375\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/ict-and-gender-empowerment-enhancing-womens-access-to-knowledge-and-opportunities\/\" class=\"tpg-post-link\" target=\"_self\">\t\t\r\n\t\t<\/a>\r\n\t\t        <div class=\"overlay grid-hover-content\"><\/div>\r\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t<div class=\"entry-title-wrapper\"><h3 class=\"entry-title\"><a data-id=\"9375\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/ict-and-gender-empowerment-enhancing-womens-access-to-knowledge-and-opportunities\/\" class=\"tpg-post-link\" target=\"_self\">ICT and Gender Empowerment: Enhancing Women\u2019s Access to Knowledge and Opportunities<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t<div class=\"post-meta-tags rt-el-post-meta\">\r\n\t\t\t\t\t            <span class='date'>\r\n\r\n\t\t\t\t<i class='flaticon-calendar '><\/i>\t\t\t\t<a href=\"https:\/\/bijmrd.com\/index.php\/2026\/04\/12\/\">\r\n\t\t\t\t\t\t\t\t\t<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t            <span class='categories-links'>\r\n\t\t\t\t<i class='flaticon-folder '><\/i><a class=\"volume4-issue1\" href=\"https:\/\/bijmrd.com\/index.php\/category\/volume4-issue1\/\">Volume4 Issue1<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\r\n\t\t\t\t\t\t\t<div class=\"tpg-excerpt tpg-el-excerpt\">\r\n\t\t\t\t\t\t\t\t\t\t\t<div class=\"tpg-excerpt-inner\">\r\n\t\t\t\t\t\t\t\n<p class=\"has-vivid-cyan-blue-color has-text-color\"><strong>Author: Sujay Maiti<\/strong><\/p>\n\n\n\n<p><strong>DOI Link:<\/strong><a href=\"https:\/\/doi.org\/10.70798\/Bijmrd\/04010025\"> <\/a><a href=\"https:\/\/doi.org\/10.70798\/Bijmrd\/04010022\">https:\/\/doi.org\/10.70798\/Bijmrd\/04010022<\/a><\/p>\n\n\n\n<p><strong>Abstract:<\/strong> In the digital age, Information and Communication Technologies (ICT) have emerged as transformative tools with the potential to reshape social relations, expand access to knowledge, and promote inclusive development. However, the benefits of digital technologies are unevenly distributed, and gender-based inequalities continue to restrict women\u2019s access to and effective use of ICT. Women, particularly those belonging to marginalized communities, face structural, cultural, economic, and educational barriers that limit their digital participation. This research article critically examines the role of ICT in advancing gender empowerment by enhancing women\u2019s access to information, education, economic opportunities, healthcare, and civic participation. Drawing on feminist theories, the capability approach, and ICT for Development (ICT4D) frameworks, the study analyzes the gender digital divide, explores key barriers to women\u2019s digital inclusion, and highlights successful ICT-enabled initiatives across different sectors. The article further discusses policy implications and strategies for gender-responsive ICT interventions, emphasizing the need for inclusive, context-sensitive, and rights-based approaches to achieve sustainable gender empowerment in the digital era.<\/p>\n\n\n\n<p><strong>Keywords:<\/strong> ICT, Gender Empowerment, Digital Divide, Women\u2019s Education, Social Inclusion.<\/p>\n\n\n\n<p class=\"has-ast-global-color-1-color has-text-color\"><strong>Page No: 160-165<\/strong><\/p>\n\n\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link has-ast-global-color-6-background-color has-background wp-element-button\" href=\"https:\/\/bijmrd.com\/wp-content\/uploads\/2026\/02\/160-165.pdf\">download journal<\/a><\/div>\n<\/div>\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t\t\t<\/div>\r\n\t<\/div>\r\n<\/div>\r\n<div class=\"rt-col-md-12 rt-col-sm-6 rt-col-xs-12 default rt-grid-item post-9372 post type-post status-publish format-standard hentry category-volume4-issue1\"\t\tdata-id=\"9372\">\r\n\t<div class=\"rt-holder tpg-post-holder\">\r\n\t\t<div class=\"rt-detail rt-el-content-wrapper\">\r\n\t\t\t\t\t\t\t<div class=\"rt-img-holder tpg-el-image-wrap has-no-thumbnail\">\r\n\t\t\t\t\t<a data-id=\"9372\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/influence-of-yoga-on-psychological-well-being-within-physical-education-settings\/\" class=\"tpg-post-link\" target=\"_self\">\t\t\r\n\t\t<\/a>\r\n\t\t        <div class=\"overlay grid-hover-content\"><\/div>\r\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t<div class=\"entry-title-wrapper\"><h3 class=\"entry-title\"><a data-id=\"9372\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/influence-of-yoga-on-psychological-well-being-within-physical-education-settings\/\" class=\"tpg-post-link\" target=\"_self\">Influence of Yoga on Psychological Well-Being within Physical Education Settings<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t<div class=\"post-meta-tags rt-el-post-meta\">\r\n\t\t\t\t\t            <span class='date'>\r\n\r\n\t\t\t\t<i class='flaticon-calendar '><\/i>\t\t\t\t<a href=\"https:\/\/bijmrd.com\/index.php\/2026\/04\/12\/\">\r\n\t\t\t\t\t\t\t\t\t<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t            <span class='categories-links'>\r\n\t\t\t\t<i class='flaticon-folder '><\/i><a class=\"volume4-issue1\" href=\"https:\/\/bijmrd.com\/index.php\/category\/volume4-issue1\/\">Volume4 Issue1<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\r\n\t\t\t\t\t\t\t<div class=\"tpg-excerpt tpg-el-excerpt\">\r\n\t\t\t\t\t\t\t\t\t\t\t<div class=\"tpg-excerpt-inner\">\r\n\t\t\t\t\t\t\t\n<p class=\"has-vivid-cyan-blue-color has-text-color\"><strong>Author: Tapas Pramanik<\/strong><\/p>\n\n\n\n<p><strong>DOI Link:<\/strong><a href=\"https:\/\/doi.org\/10.70798\/Bijmrd\/04010025\"> <\/a><a href=\"https:\/\/doi.org\/10.70798\/Bijmrd\/04010023\">https:\/\/doi.org\/10.70798\/Bijmrd\/04010023<\/a><\/p>\n\n\n\n<p><strong>Abstract:<\/strong> Psychological well-being has emerged as a critical concern within educational institutions due to rising academic pressure, sedentary lifestyles, competitive environments, and increasing mental health challenges among learners. Physical education has traditionally focused on physical fitness, motor skills, and athletic performance, often neglecting the psychological dimensions of student development. Yoga, rooted in ancient Indian philosophy, offers a holistic approach that integrates physical postures, breath regulation, meditation, and ethical discipline, addressing both physical and psychological well-being. This research article examines the influence of yoga on psychological well-being within physical education settings. Drawing upon theoretical frameworks, empirical research, and educational policy perspectives, the study highlights yoga\u2019s role in reducing stress and anxiety, enhancing emotional regulation, improving selfesteem, fostering mindfulness, and promoting overall mental health. The article argues that integrating yoga into physical education curricula can significantly contribute to holistic development and sustainable wellbeing among learners.<\/p>\n\n\n\n<p><strong>Keywords:<\/strong> Yoga, Psychological Well-Being, Physical Education, Mental Health, Mindfulness, Holistic Development.<\/p>\n\n\n\n<p class=\"has-ast-global-color-1-color has-text-color\"><strong>Page No: 166-172<\/strong><\/p>\n\n\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link has-ast-global-color-6-background-color has-background wp-element-button\" href=\"https:\/\/bijmrd.com\/wp-content\/uploads\/2026\/02\/166-172.pdf\">download journal<\/a><\/div>\n<\/div>\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t\t\t<\/div>\r\n\t<\/div>\r\n<\/div>\r\n<div class=\"rt-col-md-12 rt-col-sm-6 rt-col-xs-12 default rt-grid-item post-9369 post type-post status-publish format-standard hentry category-volume4-issue1\"\t\tdata-id=\"9369\">\r\n\t<div class=\"rt-holder tpg-post-holder\">\r\n\t\t<div class=\"rt-detail rt-el-content-wrapper\">\r\n\t\t\t\t\t\t\t<div class=\"rt-img-holder tpg-el-image-wrap has-no-thumbnail\">\r\n\t\t\t\t\t<a data-id=\"9369\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/barriers-and-pathways-to-empowerment-understanding-the-challenges-faced-by-women-in-hooghly-district-through-a-sociological-lens\/\" class=\"tpg-post-link\" target=\"_self\">\t\t\r\n\t\t<\/a>\r\n\t\t        <div class=\"overlay grid-hover-content\"><\/div>\r\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t<div class=\"entry-title-wrapper\"><h3 class=\"entry-title\"><a data-id=\"9369\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/barriers-and-pathways-to-empowerment-understanding-the-challenges-faced-by-women-in-hooghly-district-through-a-sociological-lens\/\" class=\"tpg-post-link\" target=\"_self\">Barriers and Pathways to Empowerment: Understanding the Challenges Faced by Women in Hooghly District through a Sociological Lens<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t<div class=\"post-meta-tags rt-el-post-meta\">\r\n\t\t\t\t\t            <span class='date'>\r\n\r\n\t\t\t\t<i class='flaticon-calendar '><\/i>\t\t\t\t<a href=\"https:\/\/bijmrd.com\/index.php\/2026\/04\/12\/\">\r\n\t\t\t\t\t\t\t\t\t<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t            <span class='categories-links'>\r\n\t\t\t\t<i class='flaticon-folder '><\/i><a class=\"volume4-issue1\" href=\"https:\/\/bijmrd.com\/index.php\/category\/volume4-issue1\/\">Volume4 Issue1<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\r\n\t\t\t\t\t\t\t<div class=\"tpg-excerpt tpg-el-excerpt\">\r\n\t\t\t\t\t\t\t\t\t\t\t<div class=\"tpg-excerpt-inner\">\r\n\t\t\t\t\t\t\t\n<p class=\"has-vivid-cyan-blue-color has-text-color\"><strong>Author: Madhumita Ghosh<\/strong><\/p>\n\n\n\n<p><strong>DOI Link:<\/strong><a href=\"https:\/\/doi.org\/10.70798\/Bijmrd\/04010025\"> <\/a><a href=\"https:\/\/doi.org\/10.70798\/Bijmrd\/04010024\">https:\/\/doi.org\/10.70798\/Bijmrd\/04010024<\/a><\/p>\n\n\n\n<p><strong>Abstract:<\/strong> The present study seeks to explore the multifaceted dimensions influencing women\u2019s empowerment in one of West Bengal\u2019s historically and culturally significant districts. The research is grounded in the understanding that while constitutional and policy measures have attempted to elevate the status of women, deep-rooted socio-economic, cultural, and institutional barriers continue to hinder their full participation in society. This study adopts a qualitative-quantitative mixed-method approach, drawing from structured surveys, interviews, and focus group discussions with women across different socio-economic backgrounds in the Hooghly district. Findings indicate that women face considerable challenges such as gender-based discrimination, lack of access to quality education and skill development, limited employment opportunities, poor health services, and minimal decision-making power in both household and community contexts. Patriarchal norms, economic dependency, social stigma, and inadequate institutional support further compound these issues. However, the study also uncovers several emerging pathways to empowerment, such as increased awareness through education, participation in self-help groups, engagement with grassroots NGOs, and benefits from government welfare schemes. It emphasizes the crucial role of localized support systems, policy implementation, and community participation in overcoming systemic challenges. This paper thus provides a sociological analysis of the lived realities of women in Hooghly and suggests comprehensive, intersectional approaches for enhancing their agency and empowerment. The study offers valuable insights for policymakers, educators, development practitioners, and researchers who are working toward gender equity and inclusive development in rural and semi-urban contexts.<\/p>\n\n\n\n<p><strong>Keywords:<\/strong> Women\u2019s Empowerment, Gender Inequality, Sociological Analysis, Hooghly District, Sociocultural Barriers, Institutional Support, Self-Help Groups, Education, Employment, Policy Implementation.<\/p>\n\n\n\n<p class=\"has-ast-global-color-1-color has-text-color\"><strong>Page No: 173-179<\/strong><\/p>\n\n\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link has-ast-global-color-6-background-color has-background wp-element-button\" href=\"https:\/\/bijmrd.com\/wp-content\/uploads\/2026\/02\/173-179.pdf\">download journal<\/a><\/div>\n<\/div>\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t\t\t<\/div>\r\n\t<\/div>\r\n<\/div>\r\n<div class=\"rt-col-md-12 rt-col-sm-6 rt-col-xs-12 default rt-grid-item post-9366 post type-post status-publish format-standard hentry category-volume4-issue1\"\t\tdata-id=\"9366\">\r\n\t<div class=\"rt-holder tpg-post-holder\">\r\n\t\t<div class=\"rt-detail rt-el-content-wrapper\">\r\n\t\t\t\t\t\t\t<div class=\"rt-img-holder tpg-el-image-wrap has-no-thumbnail\">\r\n\t\t\t\t\t<a data-id=\"9366\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/nep-2020-and-inclusive-education-addressing-diversity-disability-and-social-equity-in-the-indian-education-system\/\" class=\"tpg-post-link\" target=\"_self\">\t\t\r\n\t\t<\/a>\r\n\t\t        <div class=\"overlay grid-hover-content\"><\/div>\r\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t<div class=\"entry-title-wrapper\"><h3 class=\"entry-title\"><a data-id=\"9366\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/nep-2020-and-inclusive-education-addressing-diversity-disability-and-social-equity-in-the-indian-education-system\/\" class=\"tpg-post-link\" target=\"_self\">NEP 2020 and Inclusive Education: Addressing Diversity, Disability, and Social Equity in the Indian Education System<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t<div class=\"post-meta-tags rt-el-post-meta\">\r\n\t\t\t\t\t            <span class='date'>\r\n\r\n\t\t\t\t<i class='flaticon-calendar '><\/i>\t\t\t\t<a href=\"https:\/\/bijmrd.com\/index.php\/2026\/04\/12\/\">\r\n\t\t\t\t\t\t\t\t\t<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t            <span class='categories-links'>\r\n\t\t\t\t<i class='flaticon-folder '><\/i><a class=\"volume4-issue1\" href=\"https:\/\/bijmrd.com\/index.php\/category\/volume4-issue1\/\">Volume4 Issue1<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\r\n\t\t\t\t\t\t\t<div class=\"tpg-excerpt tpg-el-excerpt\">\r\n\t\t\t\t\t\t\t\t\t\t\t<div class=\"tpg-excerpt-inner\">\r\n\t\t\t\t\t\t\t\n<p class=\"has-vivid-cyan-blue-color has-text-color\"><strong>Author: Dr. Pankaj Kumar Paul<\/strong><\/p>\n\n\n\n<p><strong>DOI Link:<\/strong><a href=\"https:\/\/doi.org\/10.70798\/Bijmrd\/04010026\"> <\/a><a href=\"https:\/\/doi.org\/10.70798\/Bijmrd\/04010025\">https:\/\/doi.org\/10.70798\/Bijmrd\/04010025<\/a><\/p>\n\n\n\n<p><strong>Abstract:<\/strong> Inclusive education has emerged as a central concern in contemporary educational reforms, particularly in societies characterized by deep social, economic, and cultural diversity. The National Education Policy (NEP) 2020 marks a paradigm shift in India\u2019s approach to inclusion by explicitly foregrounding equity, access, and participation for all learners, including children from socio-economically disadvantaged groups and persons with disabilities. This qualitative study critically examines the inclusive education framework proposed under NEP 2020, focusing on diversity, disability, and social equity in the post-policy context. Drawing upon policy documents, academic literature, and institutional reports, the study analyzes the conceptual foundations, implementation strategies, and systemic challenges associated with inclusive education reforms. The findings reveal that while NEP 2020 offers a comprehensive and progressive vision aligned with global inclusive education principles, its effective realization depends on addressing structural inequalities, strengthening teacher capacity, improving infrastructural accessibility, and ensuring coordinated governance. The paper concludes with policy-oriented recommendations aimed at strengthening inclusive practices across school and higher education systems in India.<\/p>\n\n\n\n<p><strong>Keywords:<\/strong> NEP 2020, inclusive education, disability, social equity, diversity, educational reform<\/p>\n\n\n\n<p class=\"has-ast-global-color-1-color has-text-color\"><strong>Page No: 180-185<\/strong><\/p>\n\n\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link has-ast-global-color-6-background-color has-background wp-element-button\" href=\"https:\/\/bijmrd.com\/wp-content\/uploads\/2026\/02\/180-185.pdf\">download journal<\/a><\/div>\n<\/div>\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t\t\t<\/div>\r\n\t<\/div>\r\n<\/div>\r\n<div class=\"rt-col-md-12 rt-col-sm-6 rt-col-xs-12 default rt-grid-item post-9362 post type-post status-publish format-standard hentry category-volume4-issue1\"\t\tdata-id=\"9362\">\r\n\t<div class=\"rt-holder tpg-post-holder\">\r\n\t\t<div class=\"rt-detail rt-el-content-wrapper\">\r\n\t\t\t\t\t\t\t<div class=\"rt-img-holder tpg-el-image-wrap has-no-thumbnail\">\r\n\t\t\t\t\t<a data-id=\"9362\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/fostering-future-ready-skills-the-role-of-digital-literacy-and-critical-thinking-trainingin-enhancing-resilience-among-vulnerable-urban-adolescents-in-government-run-schools\/\" class=\"tpg-post-link\" target=\"_self\">\t\t\r\n\t\t<\/a>\r\n\t\t        <div class=\"overlay grid-hover-content\"><\/div>\r\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t<div class=\"entry-title-wrapper\"><h3 class=\"entry-title\"><a data-id=\"9362\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/fostering-future-ready-skills-the-role-of-digital-literacy-and-critical-thinking-trainingin-enhancing-resilience-among-vulnerable-urban-adolescents-in-government-run-schools\/\" class=\"tpg-post-link\" target=\"_self\">Fostering \u2018Future-Ready\u2019 Skills: The Role of Digital Literacy and Critical Thinking Training in Enhancing Resilience among Vulnerable Urban Adolescents in Government-Run Schools<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t<div class=\"post-meta-tags rt-el-post-meta\">\r\n\t\t\t\t\t            <span class='date'>\r\n\r\n\t\t\t\t<i class='flaticon-calendar '><\/i>\t\t\t\t<a href=\"https:\/\/bijmrd.com\/index.php\/2026\/04\/12\/\">\r\n\t\t\t\t\t\t\t\t\t<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t            <span class='categories-links'>\r\n\t\t\t\t<i class='flaticon-folder '><\/i><a class=\"volume4-issue1\" href=\"https:\/\/bijmrd.com\/index.php\/category\/volume4-issue1\/\">Volume4 Issue1<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\r\n\t\t\t\t\t\t\t<div class=\"tpg-excerpt tpg-el-excerpt\">\r\n\t\t\t\t\t\t\t\t\t\t\t<div class=\"tpg-excerpt-inner\">\r\n\t\t\t\t\t\t\t\n<p class=\"has-vivid-cyan-blue-color has-text-color\"><strong>Author: Krishnarup Chaudhuri, Shaswati Chakraborty Ghose &amp; Swatilekha Pal Joarder<\/strong><\/p>\n\n\n\n<p><strong>DOI Link:<\/strong> <a href=\"https:\/\/doi.org\/10.70798\/Bijmrd\/04010026\">https:\/\/doi.org\/10.70798\/Bijmrd\/04010026<\/a><\/p>\n\n\n\n<p><strong>Abstract:<\/strong> This study analysed the interaction between digital literacy, critical thinking, resilience and depressive symptoms with 50 secondary school students. Descriptive analyses showed moderate levels of resilience and critical thinking, although as alarming a percentage reported high levels of depressive symptoms (PHQ-9 mean = 13.92). Regression analysis showed that critical thinking was the only significant positive predictor of resilience (\u03b2=1.122, p=0.001), but digital literacy and demographic variables were unrelated to resilience. However, reliability analyses resulted in unacceptably low values of Cronbach\u2019s alpha across all scales (\u03b1 \u2264 0.15), with negative coefficients for PHQ-9 and critical thinking indicative of poor item coherence or problems with scoring. Normality tests confirmed that only the resilience was normally distributed; other variables had to be tackled using non-parametric approaches. Owing to the limited number of students studied, the fact it was a single school study, and the limitations of certain measurements was not possible to use advanced modeling (such as structural equation modeling, multilevel analysis, etc.). These findings underscore the importance for ensuring the validity of an instrument in adolescent samples, and the possibility for over-interpreting of an association in the absence of good psychometric properties.<\/p>\n\n\n\n<p><strong>Keywords:<\/strong> Digital Literacy, Critical Thinking, Resilience, Adolescent Mental Health, PHQ-9, Psychometric Validity.<\/p>\n\n\n\n<p class=\"has-ast-global-color-1-color has-text-color\"><strong>Page No: 186-203<\/strong><\/p>\n\n\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link has-ast-global-color-6-background-color has-background wp-element-button\" href=\"https:\/\/bijmrd.com\/wp-content\/uploads\/2026\/02\/186-203.pdf\">download journal<\/a><\/div>\n<\/div>\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t\t\t<\/div>\r\n\t<\/div>\r\n<\/div>\r\n<div class=\"rt-col-md-12 rt-col-sm-6 rt-col-xs-12 default rt-grid-item post-9359 post type-post status-publish format-standard hentry category-volume4-issue1\"\t\tdata-id=\"9359\">\r\n\t<div class=\"rt-holder tpg-post-holder\">\r\n\t\t<div class=\"rt-detail rt-el-content-wrapper\">\r\n\t\t\t\t\t\t\t<div class=\"rt-img-holder tpg-el-image-wrap has-no-thumbnail\">\r\n\t\t\t\t\t<a data-id=\"9359\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/an-analytical-review-on-the-effectiveness-of-chemistry-curriculum-delivery-at-the-secondary-level\/\" class=\"tpg-post-link\" target=\"_self\">\t\t\r\n\t\t<\/a>\r\n\t\t        <div class=\"overlay grid-hover-content\"><\/div>\r\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t<div class=\"entry-title-wrapper\"><h3 class=\"entry-title\"><a data-id=\"9359\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/an-analytical-review-on-the-effectiveness-of-chemistry-curriculum-delivery-at-the-secondary-level\/\" class=\"tpg-post-link\" target=\"_self\">An Analytical Review on the Effectiveness of Chemistry Curriculum Delivery at the Secondary Level<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t<div class=\"post-meta-tags rt-el-post-meta\">\r\n\t\t\t\t\t            <span class='date'>\r\n\r\n\t\t\t\t<i class='flaticon-calendar '><\/i>\t\t\t\t<a href=\"https:\/\/bijmrd.com\/index.php\/2026\/04\/12\/\">\r\n\t\t\t\t\t\t\t\t\t<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t            <span class='categories-links'>\r\n\t\t\t\t<i class='flaticon-folder '><\/i><a class=\"volume4-issue1\" href=\"https:\/\/bijmrd.com\/index.php\/category\/volume4-issue1\/\">Volume4 Issue1<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\r\n\t\t\t\t\t\t\t<div class=\"tpg-excerpt tpg-el-excerpt\">\r\n\t\t\t\t\t\t\t\t\t\t\t<div class=\"tpg-excerpt-inner\">\r\n\t\t\t\t\t\t\t\n<p class=\"has-vivid-cyan-blue-color has-text-color\"><strong>Author: Somnath Gupta<\/strong><\/p>\n\n\n\n<p><strong>DOI Link:<\/strong> <a href=\"https:\/\/doi.org\/10.70798\/Bijmrd\/04010027\">https:\/\/doi.org\/10.70798\/Bijmrd\/04010027<\/a><\/p>\n\n\n\n<p><strong>Abstract:<\/strong> The quality of chemistry education at the secondary level largely depends on how effectively the curriculum is delivered in classrooms. Chemistry, being both a conceptual and practical subject, requires clear explanation, proper sequencing of content, suitable teaching methods, and adequate learning resources. However, several studies and reports have pointed out gaps between the prescribed chemistry curriculum and its actual classroom implementation. In this context, the present study aims to review and analyze the effectiveness of chemistry curriculum delivery at the secondary level using a secondary qualitative approach.The study is based on the analysis of existing literature such as research articles, policy documents, curriculum frameworks, examination reports, and previous evaluation studies related to secondary-level chemistry education. Through systematic document analysis, the study identifies key issues affecting curriculum delivery, including teacher preparedness, teaching methods, laboratory practices, availability of resources, time constraints, assessment patterns, and student engagement. The review also highlights how traditional lecture-based teaching, limited practical exposure, and examination-oriented instruction reduce conceptual understanding and interest among students.The findings reveal that while the chemistry curriculum is well-structured and conceptually sound, its effectiveness is often limited due to gaps in pedagogical practices and classroom implementation. Inadequate integration of experiments, lack of contextual and activity-based learning, and insufficient use of innovative teaching strategies are major concerns. The study emphasizes the need for teacher training, learner-centred approaches, effective use of laboratory work, and continuous assessment practices to improve curriculum delivery.The study concludes that strengthening the link between curriculum objectives and classroom practices is essential for improving students\u2019 understanding and achievement in chemistry. The analytical review provides useful insights for teachers, curriculum planners, and policymakers to design strategies that ensure effective and meaningful chemistry education at the secondary level.<\/p>\n\n\n\n<p><strong>Keywords:<\/strong> Chemistry education, curriculum delivery, secondary level, teaching practices, qualitative review, science education, classroom implementation<\/p>\n\n\n\n<p class=\"has-ast-global-color-1-color has-text-color\"><strong>Page No: 204-211<\/strong><\/p>\n\n\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link has-ast-global-color-6-background-color has-background wp-element-button\" href=\"https:\/\/bijmrd.com\/wp-content\/uploads\/2026\/02\/204-211.pdf\">download journal<\/a><\/div>\n<\/div>\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t\t\t<\/div>\r\n\t<\/div>\r\n<\/div>\r\n<div class=\"rt-col-md-12 rt-col-sm-6 rt-col-xs-12 default rt-grid-item post-9356 post type-post status-publish format-standard hentry category-volume4-issue1\"\t\tdata-id=\"9356\">\r\n\t<div class=\"rt-holder tpg-post-holder\">\r\n\t\t<div class=\"rt-detail rt-el-content-wrapper\">\r\n\t\t\t\t\t\t\t<div class=\"rt-img-holder tpg-el-image-wrap has-no-thumbnail\">\r\n\t\t\t\t\t<a data-id=\"9356\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/margins-of-immunity-women-space-and-the-disparities-of-smallpox-vaccination-in-colonial-bengal\/\" class=\"tpg-post-link\" target=\"_self\">\t\t\r\n\t\t<\/a>\r\n\t\t        <div class=\"overlay grid-hover-content\"><\/div>\r\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t<div class=\"entry-title-wrapper\"><h3 class=\"entry-title\"><a data-id=\"9356\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/margins-of-immunity-women-space-and-the-disparities-of-smallpox-vaccination-in-colonial-bengal\/\" class=\"tpg-post-link\" target=\"_self\">Margins of Immunity: Women, Space, and the Disparities of Smallpox Vaccination in Colonial Bengal<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t<div class=\"post-meta-tags rt-el-post-meta\">\r\n\t\t\t\t\t            <span class='date'>\r\n\r\n\t\t\t\t<i class='flaticon-calendar '><\/i>\t\t\t\t<a href=\"https:\/\/bijmrd.com\/index.php\/2026\/04\/12\/\">\r\n\t\t\t\t\t\t\t\t\t<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t            <span class='categories-links'>\r\n\t\t\t\t<i class='flaticon-folder '><\/i><a class=\"volume4-issue1\" href=\"https:\/\/bijmrd.com\/index.php\/category\/volume4-issue1\/\">Volume4 Issue1<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\r\n\t\t\t\t\t\t\t<div class=\"tpg-excerpt tpg-el-excerpt\">\r\n\t\t\t\t\t\t\t\t\t\t\t<div class=\"tpg-excerpt-inner\">\r\n\t\t\t\t\t\t\t\n<p class=\"has-vivid-cyan-blue-color has-text-color\"><strong>Author: Anirban Das<\/strong><\/p>\n\n\n\n<p><strong>DOI Link:<\/strong> <a href=\"https:\/\/doi.org\/10.70798\/Bijmrd\/04010028\">https:\/\/doi.org\/10.70798\/Bijmrd\/04010028<\/a><\/p>\n\n\n\n<p><strong>Abstract:<\/strong> The essay is a probe into how smallpox vaccination was shaped by and shaped the lives of women in colonial Bengal, emphasizing urban and rural contrasts. Vaccination was a universal solution that was also imbued with gender issues, caste issues, and geographical issues. In urban areas, vaccination was actively pursued by colonial authorities through urban regulations, mission activities, and hospital services. However, women\u2019s participation was also accompanied by issues such as purdah, their physical well-being, and their being kept under surveillance at their homes. In rural areas, itinerant vaccinators found it difficult to reach scattered settlements and deal with issues such as variolation. Interestingly enough, from 1887 to 1890, rural areas such as Behar and Sonthal Pergunnahs recorded a significant level of gender parity in vaccination rates, while Calcutta recorded the lowest level of female access to vaccination services. In the end, it is women\u2019s bodies that have been portrayed as a meeting ground\u2014a meeting ground where colonialism, culture, and modernity converge.<\/p>\n\n\n\n<p><strong>Keywords:<\/strong> Smallpox Vaccination, Colonial Bengal, Urban\u2013Rural Disparities, Female Bodies, Public Health History<\/p>\n\n\n\n<p class=\"has-ast-global-color-1-color has-text-color\"><strong>Page No: 212-218<\/strong><\/p>\n\n\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link has-ast-global-color-6-background-color has-background wp-element-button\" href=\"https:\/\/bijmrd.com\/wp-content\/uploads\/2026\/02\/212-218.pdf\">download journal<\/a><\/div>\n<\/div>\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t\t\t<\/div>\r\n\t<\/div>\r\n<\/div>\r\n<div class=\"rt-col-md-12 rt-col-sm-6 rt-col-xs-12 default rt-grid-item post-9353 post type-post status-publish format-standard hentry category-volume4-issue1\"\t\tdata-id=\"9353\">\r\n\t<div class=\"rt-holder tpg-post-holder\">\r\n\t\t<div class=\"rt-detail rt-el-content-wrapper\">\r\n\t\t\t\t\t\t\t<div class=\"rt-img-holder tpg-el-image-wrap has-no-thumbnail\">\r\n\t\t\t\t\t<a data-id=\"9353\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/sacred-flora-of-bengal-a-study-on-traditional-plant-use-in-hindu-ceremonies\/\" class=\"tpg-post-link\" target=\"_self\">\t\t\r\n\t\t<\/a>\r\n\t\t        <div class=\"overlay grid-hover-content\"><\/div>\r\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t<div class=\"entry-title-wrapper\"><h3 class=\"entry-title\"><a data-id=\"9353\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/sacred-flora-of-bengal-a-study-on-traditional-plant-use-in-hindu-ceremonies\/\" class=\"tpg-post-link\" target=\"_self\">Sacred Flora of Bengal: A Study on Traditional Plant Use in Hindu Ceremonies<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t<div class=\"post-meta-tags rt-el-post-meta\">\r\n\t\t\t\t\t            <span class='date'>\r\n\r\n\t\t\t\t<i class='flaticon-calendar '><\/i>\t\t\t\t<a href=\"https:\/\/bijmrd.com\/index.php\/2026\/04\/12\/\">\r\n\t\t\t\t\t\t\t\t\t<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t            <span class='categories-links'>\r\n\t\t\t\t<i class='flaticon-folder '><\/i><a class=\"volume4-issue1\" href=\"https:\/\/bijmrd.com\/index.php\/category\/volume4-issue1\/\">Volume4 Issue1<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\r\n\t\t\t\t\t\t\t<div class=\"tpg-excerpt tpg-el-excerpt\">\r\n\t\t\t\t\t\t\t\t\t\t\t<div class=\"tpg-excerpt-inner\">\r\n\t\t\t\t\t\t\t\n<p class=\"has-vivid-cyan-blue-color has-text-color\"><strong>Author: Tista Dutta<\/strong><\/p>\n\n\n\n<p><strong>DOI Link:<\/strong> <a href=\"https:\/\/doi.org\/10.70798\/Bijmrd\/04010029\">https:\/\/doi.org\/10.70798\/Bijmrd\/04010029<\/a><\/p>\n\n\n\n<p><strong>Abstract:<\/strong> This article examined the traditional role of sacred and ritual plants in Bengal\u2019s Hindu ceremonies, focusing on their cultural symbolism, ritual usage, and implications for biodiversity conservation. Using published ethnobotanical surveys, festival-focused studies and regional analyses of sacred groves and community practices, the study documented the recurrent use of species such as Ocimumtenuiflorum (tulsi), Aeglemarmelos (bel), Tagetes spp. (marigold), Polianthestuberosa (tuberose\/rajnigandha), Nyctanthesarbortristis (shiuli), Nelumbonucifera (lotus) and others that had historically been embedded in domestic and public religious practice. The research argued that ritual plant use had functioned as a cultural mechanism for preserving particular species and ecological niches (for example, sacred groves), while simultaneously adapting to socio-economic and urbanizing pressures that altered availability, symbolism and procurement methods. Ethnographic and ecological documentation suggested that ritual practice had both conserved and commodified certain species: some plants had been maintained in home gardens and groves, whereas others had entered market chains for festival demand. The article concluded that recognition of ritual plant-culture linkages was essential for culturally informed conservation and that participatory strategies which acknowledged ritual importance had been effective levers for in-situ biodiversity protection.<\/p>\n\n\n\n<p><strong>Keywords:<\/strong> Sacred Flora, West Bengal, Hindu Rituals, Traditional Plant Use, Marigold, Tuberose, Tulsi, Bel, Ethnobotany, Cultural Heritage, Sacred Groves, Ritual Ecology, Biodiversity Conservation.<\/p>\n\n\n\n<p class=\"has-ast-global-color-1-color has-text-color\"><strong>Page No: 219-225<\/strong><\/p>\n\n\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link has-ast-global-color-6-background-color has-background wp-element-button\" href=\"https:\/\/bijmrd.com\/wp-content\/uploads\/2026\/02\/219-225.pdf\">download journal<\/a><\/div>\n<\/div>\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t\t\t<\/div>\r\n\t<\/div>\r\n<\/div>\r\n<div class=\"rt-col-md-12 rt-col-sm-6 rt-col-xs-12 default rt-grid-item post-9350 post type-post status-publish format-standard hentry category-volume4-issue1\"\t\tdata-id=\"9350\">\r\n\t<div class=\"rt-holder tpg-post-holder\">\r\n\t\t<div class=\"rt-detail rt-el-content-wrapper\">\r\n\t\t\t\t\t\t\t<div class=\"rt-img-holder tpg-el-image-wrap has-no-thumbnail\">\r\n\t\t\t\t\t<a data-id=\"9350\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/champaran-satyagraha-local-resistance-in-jharkhand\/\" class=\"tpg-post-link\" target=\"_self\">\t\t\r\n\t\t<\/a>\r\n\t\t        <div class=\"overlay grid-hover-content\"><\/div>\r\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t<div class=\"entry-title-wrapper\"><h3 class=\"entry-title\"><a data-id=\"9350\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/champaran-satyagraha-local-resistance-in-jharkhand\/\" class=\"tpg-post-link\" target=\"_self\">Champaran Satyagraha: Local Resistance in Jharkhand<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t<div class=\"post-meta-tags rt-el-post-meta\">\r\n\t\t\t\t\t            <span class='date'>\r\n\r\n\t\t\t\t<i class='flaticon-calendar '><\/i>\t\t\t\t<a href=\"https:\/\/bijmrd.com\/index.php\/2026\/04\/12\/\">\r\n\t\t\t\t\t\t\t\t\t<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t            <span class='categories-links'>\r\n\t\t\t\t<i class='flaticon-folder '><\/i><a class=\"volume4-issue1\" href=\"https:\/\/bijmrd.com\/index.php\/category\/volume4-issue1\/\">Volume4 Issue1<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\r\n\t\t\t\t\t\t\t<div class=\"tpg-excerpt tpg-el-excerpt\">\r\n\t\t\t\t\t\t\t\t\t\t\t<div class=\"tpg-excerpt-inner\">\r\n\t\t\t\t\t\t\t\n<p class=\"has-vivid-cyan-blue-color has-text-color\"><strong>Author: Sameem Ansari<\/strong><\/p>\n\n\n\n<p><strong>DOI Link:<\/strong> <a href=\"https:\/\/doi.org\/10.70798\/Bijmrd\/04010030\">https:\/\/doi.org\/10.70798\/Bijmrd\/04010030<\/a><\/p>\n\n\n\n<p><strong>Abstract:<\/strong> The Champaran Satyagraha of 1917 marked the inception of Mahatma Gandhi\u2019s active political engagement in India, setting the stage for mass civil resistance against colonial exploitation. While primarily associated with the plight of indigo farmers in Champaran, Bihar, its ideological and practical influence spread to adjoining regions, including the present-day state of Jharkhand. This research article explores how the principles of non-violent resistance inspired local populations in Jharkhand, triggering grassroots movements against oppressive agrarian practices, exploitative landlords, and colonial policies. By examining archival records, oral histories, and secondary literature, this study investigates the dynamics of local mobilization, socio-economic impacts, tribal participation, and the enduring legacy of Gandhian methods in the region. The paper emphasizes the integration of local cultural, social, and economic contexts into the larger narrative of Indian freedom struggle.<\/p>\n\n\n\n<p><strong>Keywords:<\/strong> Champaran Satyagraha, Gandhian Nonviolence, Tribal Resistance, Agrarian Movements, Jharkhand Freedom Struggle<\/p>\n\n\n\n<p class=\"has-ast-global-color-1-color has-text-color\"><strong>Page No: 226-230<\/strong><\/p>\n\n\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link has-ast-global-color-6-background-color has-background wp-element-button\" href=\"https:\/\/bijmrd.com\/wp-content\/uploads\/2026\/02\/226-230.pdf\">download journal<\/a><\/div>\n<\/div>\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t\t\t<\/div>\r\n\t<\/div>\r\n<\/div>\r\n<div class=\"rt-col-md-12 rt-col-sm-6 rt-col-xs-12 default rt-grid-item post-9347 post type-post status-publish format-standard hentry category-volume4-issue1\"\t\tdata-id=\"9347\">\r\n\t<div class=\"rt-holder tpg-post-holder\">\r\n\t\t<div class=\"rt-detail rt-el-content-wrapper\">\r\n\t\t\t\t\t\t\t<div class=\"rt-img-holder tpg-el-image-wrap has-no-thumbnail\">\r\n\t\t\t\t\t<a data-id=\"9347\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/the-social-awakening-in-colonial-bengal-an-analysis-of-the-second-phase-of-reform-movements\/\" class=\"tpg-post-link\" target=\"_self\">\t\t\r\n\t\t<\/a>\r\n\t\t        <div class=\"overlay grid-hover-content\"><\/div>\r\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t<div class=\"entry-title-wrapper\"><h3 class=\"entry-title\"><a data-id=\"9347\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/the-social-awakening-in-colonial-bengal-an-analysis-of-the-second-phase-of-reform-movements\/\" class=\"tpg-post-link\" target=\"_self\">The Social Awakening in Colonial Bengal: An Analysis of the Second Phase of Reform Movements<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t<div class=\"post-meta-tags rt-el-post-meta\">\r\n\t\t\t\t\t            <span class='date'>\r\n\r\n\t\t\t\t<i class='flaticon-calendar '><\/i>\t\t\t\t<a href=\"https:\/\/bijmrd.com\/index.php\/2026\/04\/12\/\">\r\n\t\t\t\t\t\t\t\t\t<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t            <span class='categories-links'>\r\n\t\t\t\t<i class='flaticon-folder '><\/i><a class=\"volume4-issue1\" href=\"https:\/\/bijmrd.com\/index.php\/category\/volume4-issue1\/\">Volume4 Issue1<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\r\n\t\t\t\t\t\t\t<div class=\"tpg-excerpt tpg-el-excerpt\">\r\n\t\t\t\t\t\t\t\t\t\t\t<div class=\"tpg-excerpt-inner\">\r\n\t\t\t\t\t\t\t\n<p class=\"has-vivid-cyan-blue-color has-text-color\"><strong>Author: Tapanjyoti Malakar<\/strong><\/p>\n\n\n\n<p><strong>DOI Link:<\/strong> <a href=\"https:\/\/doi.org\/10.70798\/Bijmrd\/04010031\">https:\/\/doi.org\/10.70798\/Bijmrd\/04010031<\/a><\/p>\n\n\n\n<p><strong>Abstract:<\/strong> The second phase of social reform in colonial Bengal, primarily spanning the mid-19th to the early 20th century, represents a critical transition from elite-led intellectual monotheism to a more structured, massoriented \u201ccultural synthesis.\u201d The movement sought to address deep-rooted social issues by promoting rational thought, ethical reform, and social justice. Central to this reform phase were ideas of humanism, liberalism, and reinterpretation of religious traditions, which encouraged critical engagement with orthodox practices. A major focus of the reform movement was the improvement of women\u2019s status, particularly through initiatives related to education, widow remarriage, and opposition to child marriage. Through legislative measures, public debates, and reformist advocacy, the second phase of social reform played a crucial role in reshaping societal attitudes toward women and laying the foundation for their increased participation in social and public life. The study highlights the historical background, key reformist ideas, and the social impact of this movement, contributing to a nuanced understanding of Bengal\u2019s social transformation during the colonial period.. Ultimately, this research posits that the social awakening of this period provided the moral and psychological framework necessary for the transition from social correction to the political struggle for national sovereignty.<\/p>\n\n\n\n<p><strong>Keywords:<\/strong> Second Social Reform Movement, Colonial Bengal, Social Awakening, Women\u2019s Status, Reformist Ideologies.<\/p>\n\n\n\n<p class=\"has-ast-global-color-1-color has-text-color\"><strong>Page No: 231-238<\/strong><\/p>\n\n\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link has-ast-global-color-6-background-color has-background wp-element-button\" href=\"https:\/\/bijmrd.com\/wp-content\/uploads\/2026\/02\/231-238.pdf\">download journal<\/a><\/div>\n<\/div>\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t\t\t<\/div>\r\n\t<\/div>\r\n<\/div>\r\n<div class=\"rt-col-md-12 rt-col-sm-6 rt-col-xs-12 default rt-grid-item post-9344 post type-post status-publish format-standard hentry category-volume4-issue1\"\t\tdata-id=\"9344\">\r\n\t<div class=\"rt-holder tpg-post-holder\">\r\n\t\t<div class=\"rt-detail rt-el-content-wrapper\">\r\n\t\t\t\t\t\t\t<div class=\"rt-img-holder tpg-el-image-wrap has-no-thumbnail\">\r\n\t\t\t\t\t<a data-id=\"9344\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/ichthyofaunal-diversity-of-small-indigenous-fish-species-in-the-freshwater-ecosystems-of-malda-district-west-bengal-india\/\" class=\"tpg-post-link\" target=\"_self\">\t\t\r\n\t\t<\/a>\r\n\t\t        <div class=\"overlay grid-hover-content\"><\/div>\r\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t<div class=\"entry-title-wrapper\"><h3 class=\"entry-title\"><a data-id=\"9344\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/ichthyofaunal-diversity-of-small-indigenous-fish-species-in-the-freshwater-ecosystems-of-malda-district-west-bengal-india\/\" class=\"tpg-post-link\" target=\"_self\">Ichthyofaunal Diversity of Small Indigenous Fish Species in the Freshwater Ecosystems of Malda District, West Bengal, India<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t<div class=\"post-meta-tags rt-el-post-meta\">\r\n\t\t\t\t\t            <span class='date'>\r\n\r\n\t\t\t\t<i class='flaticon-calendar '><\/i>\t\t\t\t<a href=\"https:\/\/bijmrd.com\/index.php\/2026\/04\/12\/\">\r\n\t\t\t\t\t\t\t\t\t<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t            <span class='categories-links'>\r\n\t\t\t\t<i class='flaticon-folder '><\/i><a class=\"volume4-issue1\" href=\"https:\/\/bijmrd.com\/index.php\/category\/volume4-issue1\/\">Volume4 Issue1<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\r\n\t\t\t\t\t\t\t<div class=\"tpg-excerpt tpg-el-excerpt\">\r\n\t\t\t\t\t\t\t\t\t\t\t<div class=\"tpg-excerpt-inner\">\r\n\t\t\t\t\t\t\t\n<p class=\"has-vivid-cyan-blue-color has-text-color\"><strong>Author: Avijit Lahiri<\/strong><\/p>\n\n\n\n<p><strong>DOI Link:<\/strong> <a href=\"https:\/\/doi.org\/10.70798\/Bijmrd\/04010032\">https:\/\/doi.org\/10.70798\/Bijmrd\/04010032<\/a><\/p>\n\n\n\n<p><strong>Abstract:<\/strong> The present study had been conducted to document the ichthyofaunal diversity of small indigenous fish species (SIFs) inhabiting the freshwater ecosystems of Malda district, West Bengal, India. Small indigenous fish species are ecologically significant components of freshwater ecosystems and had been recognized as vital sources of nutrition and livelihood for rural populations. Extensive field surveys had been carried out across rivers, ponds, beels, canals, and seasonal water bodies of Malda district during the study period. Standard sampling techniques were employed, and fish specimens were identified using established taxonomic keys. The study had recorded a rich diversity of SIFs belonging to multiple orders, families, and genera, with Cypriniformes dominating the assemblage. Diversity indices, including Shannon\u2013Wiener and Simpson indices, had indicated moderate to high species diversity across study sites. The findings had highlighted the ecological importance, nutritional value, and conservation concerns of SIFs in the region. Anthropogenic pressures such as habitat degradation, pollution, overfishing, and the introduction of exotic species were identified as major threats. The study had emphasized the need for region-specific conservation strategies and sustainable fisheries management to protect these valuable bioresources.<\/p>\n\n\n\n<p><strong>Keywords:<\/strong> Small indigenous fish species, ichthyofaunal diversity, freshwater ecosystem, Malda district, conservation, West Bengal.<\/p>\n\n\n\n<p class=\"has-ast-global-color-1-color has-text-color\"><strong>Page No: 239-245<\/strong><\/p>\n\n\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link has-ast-global-color-6-background-color has-background wp-element-button\" href=\"https:\/\/bijmrd.com\/wp-content\/uploads\/2026\/02\/239-245.pdf\">download journal<\/a><\/div>\n<\/div>\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t\t\t<\/div>\r\n\t<\/div>\r\n<\/div>\r\n<div class=\"rt-col-md-12 rt-col-sm-6 rt-col-xs-12 default rt-grid-item post-9341 post type-post status-publish format-standard hentry category-volume4-issue1\"\t\tdata-id=\"9341\">\r\n\t<div class=\"rt-holder tpg-post-holder\">\r\n\t\t<div class=\"rt-detail rt-el-content-wrapper\">\r\n\t\t\t\t\t\t\t<div class=\"rt-img-holder tpg-el-image-wrap has-no-thumbnail\">\r\n\t\t\t\t\t<a data-id=\"9341\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/incompleteness-in-completeness-negotiating-fragmentation-and-identity-in-karnads-hayavadana\/\" class=\"tpg-post-link\" target=\"_self\">\t\t\r\n\t\t<\/a>\r\n\t\t        <div class=\"overlay grid-hover-content\"><\/div>\r\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t<div class=\"entry-title-wrapper\"><h3 class=\"entry-title\"><a data-id=\"9341\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/incompleteness-in-completeness-negotiating-fragmentation-and-identity-in-karnads-hayavadana\/\" class=\"tpg-post-link\" target=\"_self\">Incompleteness in Completeness: Negotiating Fragmentation and Identity in Karnad\u2019s Hayavadana<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t<div class=\"post-meta-tags rt-el-post-meta\">\r\n\t\t\t\t\t            <span class='date'>\r\n\r\n\t\t\t\t<i class='flaticon-calendar '><\/i>\t\t\t\t<a href=\"https:\/\/bijmrd.com\/index.php\/2026\/04\/12\/\">\r\n\t\t\t\t\t\t\t\t\t<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t            <span class='categories-links'>\r\n\t\t\t\t<i class='flaticon-folder '><\/i><a class=\"volume4-issue1\" href=\"https:\/\/bijmrd.com\/index.php\/category\/volume4-issue1\/\">Volume4 Issue1<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\r\n\t\t\t\t\t\t\t<div class=\"tpg-excerpt tpg-el-excerpt\">\r\n\t\t\t\t\t\t\t\t\t\t\t<div class=\"tpg-excerpt-inner\">\r\n\t\t\t\t\t\t\t\n<p class=\"has-vivid-cyan-blue-color has-text-color\"><strong>Author: Dr. Aparna Das<\/strong><\/p>\n\n\n\n<p><strong>DOI Link:<\/strong> <a href=\"https:\/\/doi.org\/10.70798\/Bijmrd\/04010033\">https:\/\/doi.org\/10.70798\/Bijmrd\/04010033<\/a><\/p>\n\n\n\n<p><strong>Abstract:<\/strong> Post-independence Indian theatre reveals profound tensions between colonial inheritance and indigenous cultural memory, a conflict powerfully dramatised in Girish Karmad\u2019s Hayavadana. The study offers a postcolonial reading of the play to explore the paradox of \u201cincompleteness within completeness\u201d as a central metaphor for fractured identity. Through myth, folktale, and the motif of transposed heads, the play interrogates hybridity, cultural ambivalence, and the instability of selfhood. Drawing on postcolonial theory, the article argues that Hayavadana articulates the psychological and cultural condition of the postcolonial subject through a syncretic theatrical form.<\/p>\n\n\n\n<p><strong>Keywords:<\/strong> Postcolonial theatre, Hybridity, Identity, Incompleteness, Myth, folk tradition, Girish Karnad<\/p>\n\n\n\n<p class=\"has-ast-global-color-1-color has-text-color\"><strong>Page No: 246-251<\/strong><\/p>\n\n\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link has-ast-global-color-6-background-color has-background wp-element-button\" href=\"https:\/\/bijmrd.com\/wp-content\/uploads\/2026\/02\/246-251.pdf\">download journal<\/a><\/div>\n<\/div>\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t\t\t<\/div>\r\n\t<\/div>\r\n<\/div>\r\n<div class=\"rt-col-md-12 rt-col-sm-6 rt-col-xs-12 default rt-grid-item post-9338 post type-post status-publish format-standard hentry category-volume4-issue1\"\t\tdata-id=\"9338\">\r\n\t<div class=\"rt-holder tpg-post-holder\">\r\n\t\t<div class=\"rt-detail rt-el-content-wrapper\">\r\n\t\t\t\t\t\t\t<div class=\"rt-img-holder tpg-el-image-wrap has-no-thumbnail\">\r\n\t\t\t\t\t<a data-id=\"9338\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/exploring-the-relationship-between-emotional-intelligence-and-extraversion-among-late-adolescent-students-in-uttar-dinajpur-district\/\" class=\"tpg-post-link\" target=\"_self\">\t\t\r\n\t\t<\/a>\r\n\t\t        <div class=\"overlay grid-hover-content\"><\/div>\r\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t<div class=\"entry-title-wrapper\"><h3 class=\"entry-title\"><a data-id=\"9338\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/exploring-the-relationship-between-emotional-intelligence-and-extraversion-among-late-adolescent-students-in-uttar-dinajpur-district\/\" class=\"tpg-post-link\" target=\"_self\">Exploring the Relationship Between Emotional Intelligence and Extraversion among late-adolescent students in Uttar Dinajpur District.<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t<div class=\"post-meta-tags rt-el-post-meta\">\r\n\t\t\t\t\t            <span class='date'>\r\n\r\n\t\t\t\t<i class='flaticon-calendar '><\/i>\t\t\t\t<a href=\"https:\/\/bijmrd.com\/index.php\/2026\/04\/12\/\">\r\n\t\t\t\t\t\t\t\t\t<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t            <span class='categories-links'>\r\n\t\t\t\t<i class='flaticon-folder '><\/i><a class=\"volume4-issue1\" href=\"https:\/\/bijmrd.com\/index.php\/category\/volume4-issue1\/\">Volume4 Issue1<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\r\n\t\t\t\t\t\t\t<div class=\"tpg-excerpt tpg-el-excerpt\">\r\n\t\t\t\t\t\t\t\t\t\t\t<div class=\"tpg-excerpt-inner\">\r\n\t\t\t\t\t\t\t\n<p class=\"has-vivid-cyan-blue-color has-text-color\"><strong>Author: Mr. Sourav Bandopadhyaya &amp; Dr. Awadh Kishor Singh<\/strong><\/p>\n\n\n\n<p><strong>DOI Link:<\/strong> <a href=\"https:\/\/doi.org\/10.70798\/Bijmrd\/04010034\">https:\/\/doi.org\/10.70798\/Bijmrd\/04010034<\/a><\/p>\n\n\n\n<p><strong>Abstract:<\/strong> <\/p>\n\n\n\n<p>This study investigates the relationship between emotional intelligence (EI) and extraversion among 200 late-adolescent students (100 males, 100 females) from secondary and higher secondary schools in Uttar Dinajpur District, West Bengal, using purposive sampling. Tools included Eysenck\u2019s Extraversion Scale and Mangal &amp; Mangal EI Inventory (four dimensions: intra\/inter-personal awareness and management). Data analysis employed descriptive statistics, one-sample t-tests, Pearson correlation, and independent t-tests.<\/p>\n\n\n\n<p>All null hypotheses were rejected: H\u2080\u2081 (levels vs. norms; t=3.15\u20136.78, p&lt;0.01) showed above-norm EI (M=72.30) and extraversion (M=28.45); H\u2080\u2082 revealed moderate positive correlations (r=0.35\u20130.48, p&lt;0.001; strongest for intra-personal management, r=0.48); H\u2080\u2083 indicated gender differences (males higher in extraversion, t=3.45, p=0.001; females in EI total, t=-2.89, p=0.004; Cohen\u2019s d=0.35\u20130.48).<\/p>\n\n\n\n<p>Findings align with Goleman\u2019s EI model, Eysenck\u2019s typology, and prior research (Katoch, 2020 r=0.17; 2024 r=0.749), challenging adolescent \u201cstorm and stress\u201d stereotypes with evidence of regional emotional resilience. Practically, results advocate gender-tailored EI training in resource-limited schools to enhance academic\/social outcomes, prioritizing EQ over IQ.<\/p>\n\n\n\n<p><strong>Keywords:<\/strong> <\/p>\n\n\n\n<p class=\"has-ast-global-color-1-color has-text-color\"><strong>Page No: 252-258<\/strong><\/p>\n\n\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link has-ast-global-color-6-background-color has-background wp-element-button\" href=\"https:\/\/bijmrd.com\/wp-content\/uploads\/2026\/02\/252-258.pdf\">download journal<\/a><\/div>\n<\/div>\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t\t\t<\/div>\r\n\t<\/div>\r\n<\/div>\r\n<div class=\"rt-col-md-12 rt-col-sm-6 rt-col-xs-12 default rt-grid-item post-9335 post type-post status-publish format-standard hentry category-volume4-issue1\"\t\tdata-id=\"9335\">\r\n\t<div class=\"rt-holder tpg-post-holder\">\r\n\t\t<div class=\"rt-detail rt-el-content-wrapper\">\r\n\t\t\t\t\t\t\t<div class=\"rt-img-holder tpg-el-image-wrap has-no-thumbnail\">\r\n\t\t\t\t\t<a data-id=\"9335\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/julfikar-khan\/\" class=\"tpg-post-link\" target=\"_self\">\t\t\r\n\t\t<\/a>\r\n\t\t        <div class=\"overlay grid-hover-content\"><\/div>\r\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t<div class=\"entry-title-wrapper\"><h3 class=\"entry-title\"><a data-id=\"9335\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/julfikar-khan\/\" class=\"tpg-post-link\" target=\"_self\">\u09ac\u09bf\u09a6\u09cd\u09b0\u09cb\u09b9\u09c0 \u09a8\u099c\u09b0\u09c1\u09b2\u09c7\u09b0 \u09b8\u09be\u09b9\u09bf\u09a4\u09cd\u09af\u09c7 \u09a8\u09be\u099f\u0995 \u09ad\u09be\u09ac\u09a8\u09be<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t<div class=\"post-meta-tags rt-el-post-meta\">\r\n\t\t\t\t\t            <span class='date'>\r\n\r\n\t\t\t\t<i class='flaticon-calendar '><\/i>\t\t\t\t<a href=\"https:\/\/bijmrd.com\/index.php\/2026\/04\/12\/\">\r\n\t\t\t\t\t\t\t\t\t<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t            <span class='categories-links'>\r\n\t\t\t\t<i class='flaticon-folder '><\/i><a class=\"volume4-issue1\" href=\"https:\/\/bijmrd.com\/index.php\/category\/volume4-issue1\/\">Volume4 Issue1<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\r\n\t\t\t\t\t\t\t<div class=\"tpg-excerpt tpg-el-excerpt\">\r\n\t\t\t\t\t\t\t\t\t\t\t<div class=\"tpg-excerpt-inner\">\r\n\t\t\t\t\t\t\t\n<p class=\"has-vivid-cyan-blue-color has-text-color\"><strong>Author: \u099c\u09c1\u09b2\u09ab\u09bf\u0995\u09be\u09b0 \u0996\u09be\u0981\u09a8<\/strong><\/p>\n\n\n\n<p><strong>DOI Link:<\/strong> <a href=\"https:\/\/doi.org\/10.70798\/Bijmrd\/04010035\">https:\/\/doi.org\/10.70798\/Bijmrd\/04010035<\/a><\/p>\n\n\n\n<p><strong>Abstract(\u09b8\u0982\u0995\u09cd\u09b7\u09bf\u09aa\u09cd\u09a4\u09b8\u09be\u09b0):<\/strong> \u09ac\u09be\u0982\u09b2\u09be \u09b8\u09be\u09b9\u09bf\u09a4\u09cd\u09af\u09c7 \u0995\u09be\u099c\u09c0 \u09a8\u099c\u09b0\u09c1\u09b2 \u0987\u09b8\u09b2\u09be\u09ae \u0995\u09c7\u09ac\u09b2\u0987 \u098f\u0995\u099c\u09a8 \u0995\u09ac\u09bf, \u098f\u0995\u09a5\u09be \u09ad\u09be\u09ac\u09b2\u09c7, \u09a8\u099c\u09b0\u09c1\u09b2\u09c7\u09b0 \u09b8\u09be\u09b9\u09bf\u09a4\u09cd\u09af\u09c7\u09b0 \u09b8\u09b0\u09cd\u09ac\u09be\u0999\u09cd\u0997\u09c0\u09a8 \u2018\u09b8\u09ac\u09cd\u09af\u09b8\u09be\u099a\u09c0\u2019\u2010\u09b0 \u09a8\u09cd\u09af\u09be\u09af\u09bc \u09b8\u09be\u09b9\u09bf\u09a4\u09cd\u09af \u09aa\u09cd\u09b0\u09a4\u09bf\u09ad\u09be\u09b0 \u09aa\u09cd\u09b0\u09a4\u09bf \u0997\u09c1\u09b0\u09c1\u09a4\u09cd\u09ac \u09a8\u09be \u09a6\u09c7\u0993\u09af\u09bc\u09be\u09b0 \u09b8\u09be\u09ae\u09bf\u09b2 \u09b9\u09a4\u09c7 \u09b9\u09af\u09bc\u0964 \u098f\u0995\u0987 \u09b9\u09be\u09a4\u09c7 \u0995\u09b2\u09ae \u09a7\u09b0\u09c7 \u09b0\u099a\u09a8\u09be \u0995\u09b0\u09c7\u099b\u09c7\u09a8 \u09a4\u09bf\u09a8\u09bf \u0995\u09ac\u09bf\u09a4\u09be, \u0997\u09b2\u09cd\u09aa, \u0989\u09aa\u09a8\u09cd\u09af\u09be\u09b8, \u09aa\u09cd\u09b0\u09ac\u09a8\u09cd\u09a7 \u0993 \u09a8\u09be\u099f\u0995\u0964 \u09a4\u09bf\u09a8\u09bf \u09ac\u09be\u0982\u09b2\u09be \u09a8\u09be\u099f\u09cd\u09af \u09b8\u09be\u09b9\u09bf\u09a4\u09cd\u09af\u09c7 \u098f\u0995\u099c\u09a8 \u09b8\u09ab\u09b2 \u09a8\u09be\u099f\u09cd\u09af\u0995\u09be\u09b0\u0993 \u099b\u09bf\u09b2\u09c7\u09a8 \u098f\u0995\u09a5\u09be \u0985\u09a4\u09bf \u09b8\u09a4\u09cd\u09af \u09ac\u09b2\u09c7\u0987 \u09aa\u09cd\u09b0\u09ae\u09be\u09a3\u09bf\u09a4 \u09b9\u09ac\u09c7, \u09a8\u09be\u099f\u0995\u0997\u09c1\u09b2\u09bf \u09ac\u09bf\u09b6\u09cd\u09b2\u09c7\u09b7\u09a3\u09c0 \u09a6\u09c3\u09b7\u09cd\u099f\u09bf\u09a4\u09c7 \u0985\u09a7\u09cd\u09af\u09af\u09bc\u09a8 \u0995\u09b0\u09b2\u09c7 \u09ac\u09cb\u099d\u09be \u09af\u09be\u09af\u09bc \u09a4\u09be\u0981\u09b0 \u09a8\u09be\u099f\u09cd\u09af \u09ac\u09bf\u09b7\u09af\u09bc\u0964 \u09a4\u09be\u0981\u09b0 \u09a8\u09be\u099f\u0995\u09c7\u09b0 \u099a\u09a1\u09bc\u09be\u0987\u2010\u0989\u09ce\u09b0\u09be\u0987 \u09ac\u09bf\u09b7\u09af\u09bc\u09c7 \u09b8\u0982\u09b2\u09be\u09aa\u09c7\u09b0 \u0997\u09be\u09ae\u09cd\u09ad\u09c0\u09b0\u09cd\u09af\u09a4\u09be \u09a4\u09be\u0981\u09b0 \u09a8\u09be\u099f\u0995\u09c7\u09b0 \u0995\u09be\u09af\u09bc\u09be \u09a8\u09bf\u09b0\u09cd\u09ae\u09be\u09a3\u09c7\u09b0 \u09af\u09a5\u09be\u09af\u09a5 \u09b8\u09b9\u09be\u09af\u09bc\u0995\u0964 \u09a4\u09be\u0981\u09b0 \u09a8\u09be\u099f\u0995\u09c7 \u09aa\u09cd\u09b0\u09cb\u099c\u09cd\u099c\u09cd\u09ac\u09b2\u09bf\u09a4 \u09b9\u09af\u09bc\u09c7\u099b\u09c7 \u09b0\u09c2\u09aa\u0995\u09a5\u09be, \u0987\u09a4\u09bf\u09b9\u09be\u09b8, \u09b8\u09be\u09ae\u09be\u099c\u09bf\u0995\u09a4\u09be, \u09aa\u09cd\u09b0\u09c7\u09ae\u2010\u09aa\u09cd\u09b0\u09a3\u09af\u09bc, \u0986\u09b0 \u09ac\u09bf\u09ad\u09bf\u09a8\u09cd\u09a8 \u09ac\u09bf\u09b7\u09af\u09bc \u09a7\u09be\u09b0\u09be\u0964 \u09a4\u09be\u0981\u09b0 \u09a8\u09be\u099f\u0995 \u098f\u09ac\u0982 \u09ac\u09c8\u099a\u09bf\u09a4\u09cd\u09b0\u09cd\u09af\u09ae\u09af\u09bc \u09b0\u099a\u09a8\u09be \u09b8\u09ae\u09cd\u09ad\u09be\u09b0\u09c7, \u09a8\u09be\u099f\u0995 \u098f\u09ac\u0982 \u0997\u09c0\u09a4\u09bf\u09a8\u09be\u099f\u09cd\u09af\u0997\u09c1\u09b2\u09bf \u09b9\u09af\u09bc\u09c7 \u0989\u09a0\u09c7\u099b\u09c7 \u09ac\u09bf\u099a\u09bf\u09a4\u09cd\u09b0 \u09ad\u09be\u09ac\u09a8\u09be\u09b0 \u0986\u0981\u09a4\u09c1\u09a1\u09bc\u0998\u09b0\u0964 \u09ac\u09bf\u099a\u09bf\u09a4\u09cd\u09b0 \u09b6\u09bf\u09b2\u09cd\u09aa\u09ad\u09be\u09ac\u09a8\u09be\u09b0 \u09b8\u09c1\u09b6\u09cb\u09ad\u09be \u09ae\u09a3\u09cd\u09a1\u09bf\u09a4\u0964 \u09a8\u09be\u099f\u0995\u09c7 \u09a4\u09bf\u09a8\u09bf \u09ac\u09bf\u09ad\u09bf\u09a8\u09cd\u09a8 \u099a\u09b0\u09bf\u09a4\u09cd\u09b0 \u098f\u09ac\u0982 \u09a4\u09be\u09a6\u09c7\u09b0 \u09ae\u09a8\u09ae\u09c1\u0997\u09cd\u09a7\u0995\u09b0 \u09b8\u0982\u09b2\u09be\u09aa, \u09b8\u0999\u09cd\u0997\u09c0\u09a4\u09c7\u09b0 \u09ac\u09cd\u09af\u09ac\u09b9\u09be\u09b0, \u09b0\u09cb\u09ae\u09be\u09a8\u09cd\u099f\u09bf\u0995 \u099a\u09bf\u09a8\u09cd\u09a4\u09be\u09b0 \u09b8\u09cd\u09ab\u09c2\u09b0\u09a3, \u09a5\u09bf\u09af\u09bc\u09c7\u099f\u09be\u09b0 \u0993 \u09ae\u099e\u09cd\u099a\u09c7\u09b0 \u0985\u09ad\u09bf\u099c\u09cd\u099e\u09a4\u09be\u09b0 \u09ae\u09a7\u09cd\u09af \u09a6\u09bf\u09af\u09bc\u09c7 \u09a8\u099c\u09b0\u09c1\u09b2 \u09a8\u09be\u099f\u0995 \u09b9\u09af\u09bc\u09c7 \u0989\u09a0\u099b\u09c7\u2014 \u09a8\u09a4\u09c1\u09a8 \u09ad\u09be\u09ac\u09a8\u09be \u0993 \u09af\u09c1\u0997 \u0989\u09a4\u09cd\u09a4\u09c0\u09b0\u09cd\u09a3\u09a4\u09be\u09b0 \u099c\u09c0\u09ac\u09a8 \u09b8\u09ab\u09b2 \u09ae\u09be\u09b0\u09cd\u0997 \u09ac\u09be \u09ae\u09c1\u0995\u09cd\u09a4\u09bf\u09b0 \u09aa\u09a5\u0964<\/p>\n\n\n\n<p><strong>Keywords:<\/strong> \u09b8\u09ac\u09cd\u09af\u09b8\u09be\u099a\u09c0, \u099a\u09dc\u09be\u0987\u2010\u0989\u09ce\u09b0\u09be\u0987, \u09aa\u09cd\u09b0\u09c7\u09ae\u2010\u09aa\u09cd\u09b0\u09a3\u09df, \u09aa\u09cd\u09b0\u09cb\u099c\u09cd\u099c\u09cd\u09ac\u09b2\u09bf\u09a4, \u09b8\u0999\u09cd\u0997\u09c0\u09a4, \u09b8\u09cd\u09ab\u09c2\u09b0\u09a3, \u09ae\u09be\u09b0\u09cd\u0997, \u09aa\u09cd\u09b0\u09a4\u09c0\u0995\u09c0, \u09b8\u09be\u0982\u0995\u09c7\u09a4\u09bf\u0995, \u0987\u09a4\u09cd\u09af\u0995\u09be\u09b0, \u09ae\u09a8\u09ae\u09be\u099d\u09bf\u0964<\/p>\n\n\n\n<p class=\"has-ast-global-color-1-color has-text-color\"><strong>Page No: 259-261<\/strong><\/p>\n\n\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link has-ast-global-color-6-background-color has-background wp-element-button\">download journal<\/a><\/div>\n<\/div>\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t\t\t<\/div>\r\n\t<\/div>\r\n<\/div>\r\n<div class=\"rt-col-md-12 rt-col-sm-6 rt-col-xs-12 default rt-grid-item post-9332 post type-post status-publish format-standard hentry category-volume4-issue1\"\t\tdata-id=\"9332\">\r\n\t<div class=\"rt-holder tpg-post-holder\">\r\n\t\t<div class=\"rt-detail rt-el-content-wrapper\">\r\n\t\t\t\t\t\t\t<div class=\"rt-img-holder tpg-el-image-wrap has-no-thumbnail\">\r\n\t\t\t\t\t<a data-id=\"9332\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/dipak-kumar-ghosh\/\" class=\"tpg-post-link\" target=\"_self\">\t\t\r\n\t\t<\/a>\r\n\t\t        <div class=\"overlay grid-hover-content\"><\/div>\r\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t<div class=\"entry-title-wrapper\"><h3 class=\"entry-title\"><a data-id=\"9332\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/dipak-kumar-ghosh\/\" class=\"tpg-post-link\" target=\"_self\">\u0995\u09c3\u09b7\u09cd\u09a3\u0995\u09be\u09a8\u09cd\u09a4\u09c7\u09b0 \u0989\u0987\u09b2 \u0989\u09aa\u09a8\u09cd\u09af\u09be\u09b8\u09c7\u09b0 \u09b0\u09cb\u09b9\u09bf\u09a3\u09c0 \u099a\u09b0\u09bf\u09a4\u09cd\u09b0 \u09a8\u09bf\u09b0\u09cd\u09ae\u09be\u09a3\u09c7 \u09ac\u0999\u09cd\u0995\u09bf\u09ae\u099a\u09a8\u09cd\u09a6\u09cd\u09b0\u09c7\u09b0 \u09aa\u09be\u09aa\u09ac\u09cb\u09a7 \u0993 \u09b6\u09b0\u09ce\u099a\u09a8\u09cd\u09a6\u09cd\u09b0\u09c7\u09b0 \u09b8\u09ae\u09be\u09b2\u09cb\u099a\u09a8\u09be<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t<div class=\"post-meta-tags rt-el-post-meta\">\r\n\t\t\t\t\t            <span class='date'>\r\n\r\n\t\t\t\t<i class='flaticon-calendar '><\/i>\t\t\t\t<a href=\"https:\/\/bijmrd.com\/index.php\/2026\/04\/12\/\">\r\n\t\t\t\t\t\t\t\t\t<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t            <span class='categories-links'>\r\n\t\t\t\t<i class='flaticon-folder '><\/i><a class=\"volume4-issue1\" href=\"https:\/\/bijmrd.com\/index.php\/category\/volume4-issue1\/\">Volume4 Issue1<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\r\n\t\t\t\t\t\t\t<div class=\"tpg-excerpt tpg-el-excerpt\">\r\n\t\t\t\t\t\t\t\t\t\t\t<div class=\"tpg-excerpt-inner\">\r\n\t\t\t\t\t\t\t\n<p class=\"has-vivid-cyan-blue-color has-text-color\"><strong>Author: Dipak Kumar Ghosh<\/strong><\/p>\n\n\n\n<p><strong>DOI Link:<\/strong> <a href=\"https:\/\/doi.org\/10.70798\/Bijmrd\/04010036\">https:\/\/doi.org\/10.70798\/Bijmrd\/04010036<\/a><\/p>\n\n\n\n<p><strong>Abstract(\u09b8\u0982\u0995\u09cd\u09b7\u09bf\u09aa\u09cd\u09a4\u09b8\u09be\u09b0):<\/strong> \u09ac\u0999\u09cd\u0995\u09bf\u09ae\u099a\u09a8\u09cd\u09a6\u09cd\u09b0 \u099a\u099f\u09cd\u099f\u09cb\u09aa\u09be\u09a7\u09cd\u09af\u09be\u09af\u09bc\u09c7\u09b0 \u2018\u0995\u09c3\u09b7\u09cd\u09a3\u0995\u09be\u09a8\u09cd\u09a4\u09c7\u09b0 \u0989\u0987\u09b2\u2019 \u0989\u09aa\u09a8\u09cd\u09af\u09be\u09b8\u09c7\u09b0 \u09b0\u09cb\u09b9\u09bf\u09a3\u09c0 \u099a\u09b0\u09bf\u09a4\u09cd\u09b0\u09c7\u09b0 \u09a8\u09bf\u09b0\u09cd\u09ae\u09be\u09a3 \u098f\u09ac\u0982 \u09a4\u09be\u09b0 \u09aa\u09b0\u09bf\u09a3\u09a4\u09bf\u09b0 \u09b6\u09c8\u09b2\u09cd\u09aa\u09bf\u0995 \u0993 \u09a8\u09c8\u09a4\u09bf\u0995 \u09a6\u09bf\u0995 \u09ac\u09bf\u09b6\u09cd\u09b2\u09c7\u09b7\u09a3 \u0995\u09b0\u09be\u0987 \u098f\u0987 \u0997\u09ac\u09c7\u09b7\u09a3\u09be\u09a7\u09b0\u09cd\u09ae\u09c0 \u09a8\u09bf\u09ac\u09a8\u09cd\u09a7\u09c7\u09b0 \u09ae\u09c2\u09b2 \u09b2\u0995\u09cd\u09b7\u09cd\u09af\u0964 \u09a8\u09bf\u09ac\u09a8\u09cd\u09a7\u09c7 \u09ac\u0999\u09cd\u0995\u09bf\u09ae\u099a\u09a8\u09cd\u09a6\u09cd\u09b0\u09c7\u09b0 \u2018\u0995\u09c3\u09b7\u09cd\u09a3\u0995\u09be\u09a8\u09cd\u09a4\u09c7\u09b0 \u0989\u0987\u09b2\u2019 \u0989\u09aa\u09a8\u09cd\u09af\u09be\u09b8\u09c7 \u09b0\u09cb\u09b9\u09bf\u09a3\u09c0 \u099a\u09b0\u09bf\u09a4\u09cd\u09b0\u09c7\u09b0 \u09ac\u09bf\u09ac\u09b0\u09cd\u09a4\u09a8 \u098f\u09ac\u0982 \u09a4\u09be\u09b0 \u09ae\u09b0\u09cd\u09ae\u09be\u09a8\u09cd\u09a4\u09bf\u0995 \u09aa\u09b0\u09bf\u09a3\u09a4\u09bf\u0995\u09c7 \u0998\u09bf\u09b0\u09c7 \u09ac\u0999\u09cd\u0995\u09bf\u09ae\u099a\u09a8\u09cd\u09a6\u09cd\u09b0\u09c7\u09b0 \u09aa\u09be\u09aa-\u09aa\u09c1\u09a3\u09cd\u09af \u09ac\u09cb\u09a7 \u0993 \u09b6\u09bf\u09b2\u09cd\u09aa\u09be\u09a6\u09b0\u09cd\u09b6\u09c7\u09b0 \u09b8\u09cd\u09ac\u09b0\u09c2\u09aa \u0985\u09a8\u09c1\u09b8\u09a8\u09cd\u09a7\u09be\u09a8 \u0995\u09b0\u09be \u09b9\u09af\u09bc\u09c7\u099b\u09c7\u0964 \u0989\u09aa\u09a8\u09cd\u09af\u09be\u09b8\u09c7\u09b0 \u09b6\u09c1\u09b0\u09c1\u09a4\u09c7 \u09b0\u09cb\u09b9\u09bf\u09a3\u09c0\u09b0 \u09aa\u09cd\u09b0\u09c7\u09ae \u0993 \u0986\u09a4\u09cd\u09ae\u09a4\u09cd\u09af\u09be\u0997\u09c7\u09b0 \u09af\u09c7 \u09ae\u09b9\u09bf\u09ae\u09be \u09a6\u09c7\u0996\u09be \u09af\u09be\u09af\u09bc, \u0995\u09be\u09b9\u09bf\u09a8\u09c0\u09b0 \u09b6\u09c7\u09b7\u09ad\u09be\u0997\u09c7 \u09a4\u09be\u09b0 \u0986\u0995\u09b8\u09cd\u09ae\u09bf\u0995 \u09aa\u09b0\u09bf\u09ac\u09b0\u09cd\u09a4\u09a8 \u0993 \u09ae\u09c3\u09a4\u09cd\u09af\u09c1 \u09a8\u09bf\u09af\u09bc\u09c7 \u09b6\u09b0\u09ce\u099a\u09a8\u09cd\u09a6\u09cd\u09b0 \u099a\u099f\u09cd\u099f\u09cb\u09aa\u09be\u09a7\u09cd\u09af\u09be\u09af\u09bc \u09af\u09c7 \u0995\u09a0\u09cb\u09b0 \u09b8\u09ae\u09be\u09b2\u09cb\u099a\u09a8\u09be \u0995\u09b0\u09c7\u099b\u09c7\u09a8, \u09a4\u09be \u098f\u0996\u09be\u09a8\u09c7 \u09ac\u09bf\u09b8\u09cd\u09a4\u09be\u09b0\u09bf\u09a4\u09ad\u09be\u09ac\u09c7 \u0986\u09b2\u09cb\u099a\u09bf\u09a4 \u09b9\u09af\u09bc\u09c7\u099b\u09c7\u0964 \u09b6\u09b0\u09ce\u099a\u09a8\u09cd\u09a6\u09cd\u09b0\u09c7\u09b0 \u09ae\u09a4\u09c7, \u09b0\u09cb\u09b9\u09bf\u09a3\u09c0\u09b0 \u099a\u09b0\u09bf\u09a4\u09cd\u09b0\u09c7 \u09b6\u09c1\u09b0\u09c1 \u0993 \u09aa\u09b0\u09bf\u09a3\u09a4\u09bf\u09b0 \u09ae\u09a7\u09cd\u09af\u09c7 \u09af\u09c7 \u0985\u09b8\u09be\u09ae\u099e\u09cd\u099c\u09b8\u09cd\u09af \u09b0\u09af\u09bc\u09c7\u099b\u09c7, \u09a4\u09be \u09ae\u09c2\u09b2\u09a4 \u09ac\u0999\u09cd\u0995\u09bf\u09ae\u099a\u09a8\u09cd\u09a6\u09cd\u09b0\u09c7\u09b0 \u09b0\u0995\u09cd\u09b7\u09a3\u09b6\u09c0\u09b2 \u09b8\u09be\u09ae\u09be\u099c\u09bf\u0995 \u09a8\u09c0\u09a4\u09bf\u09ac\u09cb\u09a7\u09c7\u09b0 \u09ab\u09b2\u09be\u09ab\u09b2\u0964 \u09a4\u09ac\u09c7 \u09a8\u09bf\u09ac\u09a8\u09cd\u09a7\u099f\u09bf \u0995\u09c7\u09ac\u09b2 \u098f\u0987 \u09b8\u09ae\u09be\u09b2\u09cb\u099a\u09a8\u09be\u09a4\u09c7\u0987 \u09b8\u09c0\u09ae\u09be\u09ac\u09a6\u09cd\u09a7 \u09a5\u09be\u0995\u09c7\u09a8\u09bf; \u09ac\u09b0\u0982 \u09ac\u0999\u09cd\u0995\u09bf\u09ae\u099a\u09a8\u09cd\u09a6\u09cd\u09b0\u09c7\u09b0 \u09b6\u09bf\u09b2\u09cd\u09aa\u09a6\u09c3\u09b7\u09cd\u099f\u09bf\u0995\u09c7 \u0997\u09ad\u09c0\u09b0\u09a4\u09b0 \u0986\u0999\u09cd\u0997\u09bf\u0995\u09c7 \u09ac\u09cd\u09af\u09be\u0996\u09cd\u09af\u09be \u0995\u09b0\u09be \u09b9\u09af\u09bc\u09c7\u099b\u09c7\u0964 \u098f\u0996\u09be\u09a8\u09c7 \u09a6\u09c7\u0996\u09be\u09a8\u09cb \u09b9\u09af\u09bc\u09c7\u099b\u09c7 \u09af\u09c7, \u09b0\u09cb\u09b9\u09bf\u09a3\u09c0\u09b0 \u09ad\u09be\u09b2\u09cb\u09ac\u09be\u09b8\u09be \u09ae\u09c2\u09b2\u09a4 \u09a4\u09cd\u09af\u09be\u0997\u09c7\u09b0 \u099a\u09c7\u09af\u09bc\u09c7\u0993 \u09ad\u09cb\u0997\u09ac\u09bf\u09b2\u09be\u09b8\u09c7\u09b0 \u09a4\u09be\u09a1\u09bc\u09a8\u09be \u098f\u09ac\u0982 \u0985\u09ac\u09b0\u09c1\u09a6\u09cd\u09a7 \u0995\u09be\u09ae\u09a8\u09be\u09b0 \u09ac\u09b9\u09bf\u0983\u09aa\u09cd\u09b0\u0995\u09be\u09b6 \u099b\u09bf\u09b2\u0964 \u09a8\u09bf\u09b6\u09be\u0995\u09b0\u09c7\u09b0 \u09aa\u09cd\u09b0\u09a4\u09bf \u09a4\u09be\u09b0 \u0986\u0995\u09b0\u09cd\u09b7\u09a3 \u0993 \u09aa\u09b0\u09ac\u09b0\u09cd\u09a4\u09c0 \u0998\u099f\u09a8\u09be\u09aa\u09cd\u09b0\u09ac\u09be\u09b9\u0995\u09c7 \u0995\u09be\u09b9\u09bf\u09a8\u09c0\u09b0 \u09b8\u09cd\u09ac\u09be\u09ad\u09be\u09ac\u09bf\u0995 \u09ac\u09bf\u0995\u09be\u09b6 \u09b9\u09bf\u09b8\u09c7\u09ac\u09c7 \u0997\u09a3\u09cd\u09af \u0995\u09b0\u09be\u09b0 \u09af\u09c1\u0995\u09cd\u09a4\u09bf \u09aa\u09cd\u09b0\u09a6\u09be\u09a8 \u0995\u09b0\u09be \u09b9\u09af\u09bc\u09c7\u099b\u09c7\u0964 \u09b6\u09c7\u0995\u09cd\u09b8\u09aa\u09bf\u09af\u09bc\u09be\u09b0 \u0993 \u09b9\u09be\u09b0\u09cd\u09a1\u09bf\u09b0 \u09b8\u09be\u09b9\u09bf\u09a4\u09cd\u09af\u09c7\u09b0 \u09a4\u09c1\u09b2\u09a8\u09be\u09ae\u09c2\u09b2\u0995 \u0986\u09b2\u09cb\u099a\u09a8\u09be\u09b0 \u09ae\u09be\u09a7\u09cd\u09af\u09ae\u09c7 \u098f\u099f\u09bf \u09b8\u09cd\u09aa\u09b7\u09cd\u099f \u0995\u09b0\u09be \u09b9\u09af\u09bc\u09c7\u099b\u09c7 \u09af\u09c7, \u09ac\u0999\u09cd\u0995\u09bf\u09ae\u099a\u09a8\u09cd\u09a6\u09cd\u09b0 \u0995\u09c7\u09ac\u09b2\u09ae\u09be\u09a4\u09cd\u09b0 \u09a8\u09c0\u09a4\u09bf \u09b0\u0995\u09cd\u09b7\u09be\u09b0 \u099c\u09a8\u09cd\u09af \u09a8\u09af\u09bc, \u09ac\u09b0\u0982 \u099a\u09b0\u09bf\u09a4\u09cd\u09b0\u09c7\u09b0 \u0985\u09ad\u09cd\u09af\u09a8\u09cd\u09a4\u09b0\u09c0\u09a3 \u09aa\u09cd\u09b0\u09ac\u09c3\u09a4\u09cd\u09a4\u09bf\u09b0 \u09af\u09c1\u0995\u09cd\u09a4\u09bf \u09ae\u09c7\u09a8\u09c7\u0987 \u09b0\u09cb\u09b9\u09bf\u09a3\u09c0\u09b0 \u09aa\u09b0\u09bf\u09a3\u09a4\u09bf \u0985\u0999\u09cd\u0995\u09a8 \u0995\u09b0\u09c7\u099b\u09c7\u09a8\u0964 \u09aa\u09b0\u09bf\u09b6\u09c7\u09b7\u09c7, \u09b6\u09cd\u09b0\u09c0\u0995\u09c1\u09ae\u09be\u09b0 \u09ac\u09a8\u09cd\u09a6\u09cd\u09af\u09cb\u09aa\u09be\u09a7\u09cd\u09af\u09be\u09af\u09bc\u09c7\u09b0 \u09ae\u09a4\u09be\u09a8\u09c1\u09b8\u09be\u09b0\u09c7 \u09aa\u09cd\u09b0\u09ae\u09be\u09a3 \u0995\u09b0\u09be\u09b0 \u099a\u09c7\u09b7\u09cd\u099f\u09be \u0995\u09b0\u09be \u09b9\u09af\u09bc\u09c7\u099b\u09c7 \u09af\u09c7, \u09b0\u09cb\u09b9\u09bf\u09a3\u09c0\u09b0 \u099a\u09b0\u09bf\u09a4\u09cd\u09b0\u09c7 \u0995\u09cb\u09a8\u09cb \u0986\u0995\u09b8\u09cd\u09ae\u09bf\u0995 \u09b0\u09c2\u09aa\u09be\u09a8\u09cd\u09a4\u09b0 \u0998\u099f\u09c7\u09a8\u09bf \u098f\u09ac\u0982 \u09ac\u0999\u09cd\u0995\u09bf\u09ae\u099a\u09a8\u09cd\u09a6\u09cd\u09b0 \u098f\u0995\u099c\u09a8 \u09b8\u09be\u09b0\u09cd\u09a5\u0995 \u09b6\u09bf\u09b2\u09cd\u09aa\u09c0 \u09b9\u09bf\u09b8\u09c7\u09ac\u09c7\u0987 \u099c\u09c0\u09ac\u09a8\u09c7\u09b0 \u09b0\u09c2\u09a2\u09bc \u09b8\u09a4\u09cd\u09af\u0995\u09c7 \u09a4\u09c1\u09b2\u09c7 \u09a7\u09b0\u09c7\u099b\u09c7\u09a8\u0964<\/p>\n\n\n\n<p><strong>Keywords:<\/strong> \u09b8\u09ac\u09cd\u09af\u09b8\u09be\u099a\u09c0, \u099a\u09dc\u09be\u0987\u2010\u0989\u09ce\u09b0\u09be\u0987, \u09aa\u09cd\u09b0\u09c7\u09ae\u2010\u09aa\u09cd\u09b0\u09a3\u09df, \u09aa\u09cd\u09b0\u09cb\u099c\u09cd\u099c\u09cd\u09ac\u09b2\u09bf\u09a4, \u09b8\u0999\u09cd\u0997\u09c0\u09a4, \u09b8\u09cd\u09ab\u09c2\u09b0\u09a3, \u09ae\u09be\u09b0\u09cd\u0997, \u09aa\u09cd\u09b0\u09a4\u09c0\u0995\u09c0, \u09b8\u09be\u0982\u0995\u09c7\u09a4\u09bf\u0995, \u0987\u09a4\u09cd\u09af\u0995\u09be\u09b0, \u09ae\u09a8\u09ae\u09be\u099d\u09bf\u0964<\/p>\n\n\n\n<p class=\"has-ast-global-color-1-color has-text-color\"><strong>Page No: 262-268<\/strong><\/p>\n\n\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link has-ast-global-color-6-background-color has-background wp-element-button\" href=\"https:\/\/bijmrd.com\/wp-content\/uploads\/2026\/02\/262-268.pdf\">download journal<\/a><\/div>\n<\/div>\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t\t\t<\/div>\r\n\t<\/div>\r\n<\/div>\r\n<div class=\"rt-col-md-12 rt-col-sm-6 rt-col-xs-12 default rt-grid-item post-9329 post type-post status-publish format-standard hentry category-volume4-issue1\"\t\tdata-id=\"9329\">\r\n\t<div class=\"rt-holder tpg-post-holder\">\r\n\t\t<div class=\"rt-detail rt-el-content-wrapper\">\r\n\t\t\t\t\t\t\t<div class=\"rt-img-holder tpg-el-image-wrap has-no-thumbnail\">\r\n\t\t\t\t\t<a data-id=\"9329\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/abhilash-chatterjee\/\" class=\"tpg-post-link\" target=\"_self\">\t\t\r\n\t\t<\/a>\r\n\t\t        <div class=\"overlay grid-hover-content\"><\/div>\r\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t<div class=\"entry-title-wrapper\"><h3 class=\"entry-title\"><a data-id=\"9329\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/abhilash-chatterjee\/\" class=\"tpg-post-link\" target=\"_self\">\u099a\u09a4\u09c1\u09b0\u0999\u09cd\u0997 \u0989\u09aa\u09a8\u09cd\u09af\u09be\u09b8\u09c7\u09b0 \u09a6\u09be\u09ae\u09bf\u09a8\u09c0 : \u09ac\u09c8\u09a7\u09ac\u09cd\u09af \u099c\u09c0\u09ac\u09a8 \u09a5\u09c7\u0995\u09c7 \u099c\u09c0\u09ac\u09a8\u09b0\u09b8\u09c7\u09b0 \u09b0\u09b8\u09bf\u0995<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t<div class=\"post-meta-tags rt-el-post-meta\">\r\n\t\t\t\t\t            <span class='date'>\r\n\r\n\t\t\t\t<i class='flaticon-calendar '><\/i>\t\t\t\t<a href=\"https:\/\/bijmrd.com\/index.php\/2026\/04\/12\/\">\r\n\t\t\t\t\t\t\t\t\t<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t            <span class='categories-links'>\r\n\t\t\t\t<i class='flaticon-folder '><\/i><a class=\"volume4-issue1\" href=\"https:\/\/bijmrd.com\/index.php\/category\/volume4-issue1\/\">Volume4 Issue1<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\r\n\t\t\t\t\t\t\t<div class=\"tpg-excerpt tpg-el-excerpt\">\r\n\t\t\t\t\t\t\t\t\t\t\t<div class=\"tpg-excerpt-inner\">\r\n\t\t\t\t\t\t\t\n<p class=\"has-vivid-cyan-blue-color has-text-color\"><strong>Author: Abhilash Chatterjee<\/strong><\/p>\n\n\n\n<p><strong>DOI Link:<\/strong> <a href=\"https:\/\/doi.org\/10.70798\/Bijmrd\/04010037\">https:\/\/doi.org\/10.70798\/Bijmrd\/04010037<\/a><\/p>\n\n\n\n<p><strong>Abstract(\u09b8\u0982\u0995\u09cd\u09b7\u09bf\u09aa\u09cd\u09a4\u09b8\u09be\u09b0):<\/strong> \u09b0\u09ac\u09c0\u09a8\u09cd\u09a6\u09cd\u09b0\u09a8\u09be\u09a5 \u09a0\u09be\u0995\u09c1\u09b0\u09c7\u09b0 \u2018\u099a\u09a4\u09c1\u09b0\u0999\u09cd\u0997\u2019 \u0989\u09aa\u09a8\u09cd\u09af\u09be\u09b8\u09c7\u09b0 \u2018\u09a6\u09be\u09ae\u09bf\u09a8\u09c0\u2019 \u099a\u09b0\u09bf\u09a4\u09cd\u09b0\u099f\u09bf \u09aa\u09cd\u09b0\u09a5\u09be\u0997\u09a4 \u09b8\u09be\u09ae\u09be\u099c\u09bf\u0995 \u09b8\u0982\u09b8\u09cd\u0995\u09be\u09b0, \u09ac\u09c8\u09a7\u09ac\u09cd\u09af \u098f\u09ac\u0982 \u09a7\u09b0\u09cd\u09ae\u09c0\u09af\u09bc \u0995\u09c3\u099a\u09cd\u099b\u09cd\u09b0\u09b8\u09be\u09a7\u09a8\u09c7\u09b0 \u0989\u09b0\u09cd\u09a7\u09cd\u09ac\u09c7 \u0989\u09a0\u09c7 \u098f\u0995 \u09b0\u0995\u09cd\u09a4-\u09ae\u09be\u0982\u09b8\u09c7\u09b0 \u09a4\u09c7\u099c\u09b8\u09cd\u09ac\u09c0 \u09a8\u09be\u09b0\u09c0\u09b0 \u099c\u09c0\u09ac\u09a8\u09cd\u09a4 \u09b0\u09c2\u09aa\u0964 \u09b2\u09c0\u09b2\u09be\u09a8\u09a8\u09cd\u09a6 \u09b8\u09cd\u09ac\u09be\u09ae\u09c0\u09b0 \u0986\u09b6\u09cd\u09b0\u09ae\u09c7 \u09a5\u09c7\u0995\u09c7\u0993 \u09a4\u09bf\u09a8\u09bf \u09af\u09c7\u09ad\u09be\u09ac\u09c7 \u09a8\u09bf\u099c\u09c7\u09b0 \u09b8\u09cd\u09ac\u09be\u09a7\u09c0\u09a8 \u09b8\u09a4\u09cd\u09a4\u09be \u0993 \u0995\u09be\u09ae\u09a8\u09be\u09b0 \u09b8\u09a4\u09cd\u09af\u0995\u09c7 \u09b8\u09cd\u09ac\u09c0\u0995\u09be\u09b0 \u0995\u09b0\u09c7\u099b\u09c7\u09a8, \u09a4\u09be \u09b8\u09ae\u0995\u09be\u09b2\u09c0\u09a8 \u09b8\u09be\u09b9\u09bf\u09a4\u09cd\u09af\u09c7 \u098f\u0995 \u09ac\u09c8\u09aa\u09cd\u09b2\u09ac\u09bf\u0995 \u09aa\u09a6\u0995\u09cd\u09b7\u09c7\u09aa\u0964 \u09a6\u09be\u09ae\u09bf\u09a8\u09c0 \u0995\u09c7\u09ac\u09b2 \u098f\u0995\u099c\u09a8 \u09ac\u09bf\u09a7\u09ac\u09be \u09a8\u09a8, \u09a4\u09bf\u09a8\u09bf \u0985\u09a6\u09ae\u09cd\u09af \u099c\u09c0\u09ac\u09a8\u09c0\u09b6\u0995\u09cd\u09a4\u09bf \u098f\u09ac\u0982 \u0986\u09a4\u09cd\u09ae-\u09b8\u09cd\u09ac\u09be\u09a4\u09a8\u09cd\u09a4\u09cd\u09b0\u09cd\u09af\u09c7\u09b0 \u0985\u09a7\u09bf\u0995\u09be\u09b0\u09c0\u0964 \u09b6\u09bf\u09ac\u09a4\u09cb\u09b7\u09c7\u09b0 \u09ae\u09c3\u09a4\u09cd\u09af\u09c1\u09b0 \u09aa\u09b0 \u09b2\u09c0\u09b2\u09be\u09a8\u09a8\u09cd\u09a6 \u09b8\u09cd\u09ac\u09be\u09ae\u09c0\u09b0 \u0986\u09b6\u09cd\u09b0\u09ae\u09c7 \u09a4\u09be\u0981\u09b0 \u0985\u09ac\u09b8\u09cd\u09a5\u09be\u09a8 \u098f\u09ac\u0982 \u0997\u09c1\u09b0\u09c1\u09b0 \u0995\u09c3\u09aa\u09be\u0995\u09c7 \u0985\u09ac\u099c\u09cd\u099e\u09be \u0995\u09b0\u09be\u09b0 \u09ae\u09a7\u09cd\u09af \u09a6\u09bf\u09af\u09bc\u09c7 \u09a4\u09be\u0981\u09b0 \u09a4\u09c7\u099c\u09cb\u09a6\u09c0\u09aa\u09cd\u09a4 \u099a\u09b0\u09bf\u09a4\u09cd\u09b0\u09c7\u09b0 \u09aa\u09cd\u09b0\u0995\u09be\u09b6 \u0998\u099f\u09c7\u099b\u09c7\u0964 \u09b6\u099a\u09c0\u09b6\u09c7\u09b0 \u0989\u09a6\u09be\u09b8\u09c0\u09a8\u09a4\u09be \u098f\u09ac\u0982 \u09b0\u09c2\u09a2\u09bc \u09aa\u09cd\u09b0\u09a4\u09cd\u09af\u09be\u0996\u09be\u09a8\u09c7\u09b0 \u0986\u0998\u09be\u09a4\u09c7 \u09a6\u09be\u09ae\u09bf\u09a8\u09c0\u09b0 \u099c\u09be\u0997\u09a4\u09bf\u0995 \u0995\u09be\u09ae\u09a8\u09be \u0995\u09c0\u09ad\u09be\u09ac\u09c7 \u0995\u09cd\u09b0\u09ae\u09b6 \u098f\u0995 \u0997\u09ad\u09c0\u09b0 \u099c\u09c0\u09ac\u09a8\u09ac\u09cb\u09a7 \u0993 \u0986\u09a4\u09cd\u09ae\u09cb\u09aa\u09b2\u09ac\u09cd\u09a7\u09bf\u09a4\u09c7 \u09b0\u09c2\u09aa\u09be\u09a8\u09cd\u09a4\u09b0\u09bf\u09a4 \u09b9\u09af\u09bc\u09c7\u099b\u09c7, \u09a4\u09be \u0994\u09aa\u09a8\u09cd\u09af\u09be\u09b8\u09bf\u0995 \u09a8\u09bf\u09aa\u09c1\u09a3\u09ad\u09be\u09ac\u09c7 \u09ac\u09bf\u09b6\u09cd\u09b2\u09c7\u09b7\u09a3 \u0995\u09b0\u09c7\u099b\u09c7\u09a8\u0964 \u09a6\u09be\u09ae\u09bf\u09a8\u09c0 \u09b6\u09c7\u09b7 \u09aa\u09b0\u09cd\u09af\u09a8\u09cd\u09a4 \u09b6\u099a\u09c0\u09b6\u09c7\u09b0 \u0986\u09a7\u09cd\u09af\u09be\u09a4\u09cd\u09ae\u09bf\u0995 \u099c\u0997\u09a4\u0995\u09c7 \u09a4\u09cd\u09af\u09be\u0997 \u0995\u09b0\u09c7 \u09b6\u09cd\u09b0\u09c0\u09ac\u09bf\u09b2\u09be\u09b8\u0995\u09c7 \u09ac\u09b0\u09a3 \u0995\u09b0\u09c7 \u09a8\u09bf\u09af\u09bc\u09c7\u099b\u09c7\u09a8\u0964 \u098f\u0987 \u09b8\u09bf\u09a6\u09cd\u09a7\u09be\u09a8\u09cd\u09a4\u09c7\u09b0 \u09aa\u09c7\u099b\u09a8\u09c7 \u0995\u09cb\u09a8\u09cb \u09b9\u09c0\u09a8 \u09b8\u09cd\u09ac\u09be\u09b0\u09cd\u09a5 \u09a8\u09af\u09bc, \u09ac\u09b0\u0982 \u09a8\u09be\u09b0\u09c0\u09a4\u09cd\u09ac\u09c7\u09b0 \u09aa\u09c2\u09b0\u09cd\u09a3\u09a4\u09be \u098f\u09ac\u0982 \u099c\u09c0\u09ac\u09a8\u09c7\u09b0 \u09ac\u09be\u09b8\u09cd\u09a4\u09ac \u09b8\u09a4\u09cd\u09af\u0995\u09c7 \u0996\u09c1\u0981\u099c\u09c7 \u09aa\u09be\u0993\u09af\u09bc\u09be\u09b0 \u0986\u0995\u09be\u0999\u09cd\u0995\u09cd\u09b7\u09be \u0995\u09be\u099c \u0995\u09b0\u09c7\u099b\u09c7\u0964 \u0986\u09b2\u09cb\u099a\u09a8\u09be \u09aa\u09cd\u09b0\u09b8\u0999\u09cd\u0997\u09c7 \u09b0\u09ac\u09c0\u09a8\u09cd\u09a6\u09cd\u09b0\u09a8\u09be\u09a5\u09c7\u09b0 \u0985\u09a8\u09cd\u09af\u09be\u09a8\u09cd\u09af \u09a8\u09be\u09b0\u09c0 \u099a\u09b0\u09bf\u09a4\u09cd\u09b0, \u09af\u09c7\u09ae\u09a8- \u2018\u099a\u09cb\u0996\u09c7\u09b0 \u09ac\u09be\u09b2\u09bf\u2019-\u09b0 \u09ac\u09bf\u09a8\u09cb\u09a6\u09bf\u09a8\u09c0 \u098f\u09ac\u0982 \u2018\u09b6\u09c7\u09b7\u09c7\u09b0 \u0995\u09ac\u09bf\u09a4\u09be\u2019-\u09b0 \u09b2\u09be\u09ac\u09a3\u09cd\u09af\u09c7\u09b0 \u09b8\u09be\u09a5\u09c7 \u09a6\u09be\u09ae\u09bf\u09a8\u09c0\u09b0 \u09a4\u09c1\u09b2\u09a8\u09be \u099f\u09be\u09a8\u09be \u09b9\u09af\u09bc\u09c7\u099b\u09c7\u0964 \u09ac\u09bf\u09a8\u09cb\u09a6\u09bf\u09a8\u09c0\u09b0 \u09ae\u09a4\u09cb \u09ac\u09c8\u09a7\u09ac\u09cd\u09af\u09c7\u09b0 \u09b8\u0982\u09b8\u09cd\u0995\u09be\u09b0 \u09a6\u09be\u09ae\u09bf\u09a8\u09c0\u0995\u09c7 \u0985\u09ac\u09b0\u09c1\u09a6\u09cd\u09a7 \u0995\u09b0\u09a4\u09c7 \u09aa\u09be\u09b0\u09c7\u09a8\u09bf, \u09ac\u09b0\u0982 \u09a4\u09bf\u09a8\u09bf \u09b2\u09be\u09ac\u09a3\u09cd\u09af\u09c7\u09b0 \u09ae\u09a4\u09cb\u0987 \u09aa\u09cd\u09b0\u09c7\u09ae\u09c7\u09b0 \u098f\u0995 \u09b6\u09be\u09b6\u09cd\u09ac\u09a4 \u0989\u09aa\u09b2\u09ac\u09cd\u09a7\u09bf\u09a4\u09c7 \u09aa\u09cc\u0981\u099b\u09be\u09a4\u09c7 \u09b8\u0995\u09cd\u09b7\u09ae \u09b9\u09af\u09bc\u09c7\u099b\u09c7\u09a8\u0964<\/p>\n\n\n\n<p><strong>Keywords:<\/strong> \u09b0\u09ac\u09c0\u09a8\u09cd\u09a6\u09cd\u09b0-\u0989\u09aa\u09a8\u09cd\u09af\u09be\u09b8, \u099a\u09a4\u09c1\u09b0\u0999\u09cd\u0997, \u09a6\u09be\u09ae\u09bf\u09a8\u09c0, \u09ac\u09c8\u09a7\u09ac\u09cd\u09af, \u099c\u09c0\u09ac\u09a8\u09b0\u09b8, \u09b8\u0982\u09b8\u09cd\u0995\u09be\u09b0\u09ae\u09c1\u0995\u09cd\u09a4\u09bf, \u09b6\u099a\u09c0\u09b6, \u09b6\u09cd\u09b0\u09c0\u09ac\u09bf\u09b2\u09be\u09b8\u0964<\/p>\n\n\n\n<p class=\"has-ast-global-color-1-color has-text-color\"><strong>Page No: 269-276<\/strong><\/p>\n\n\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link has-ast-global-color-6-background-color has-background wp-element-button\" href=\"https:\/\/bijmrd.com\/wp-content\/uploads\/2026\/02\/269-276.pdf\">download journal<\/a><\/div>\n<\/div>\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t\t\t<\/div>\r\n\t<\/div>\r\n<\/div>\r\n<div class=\"rt-col-md-12 rt-col-sm-6 rt-col-xs-12 default rt-grid-item post-9315 post type-post status-publish format-standard hentry category-volume4-issue1\"\t\tdata-id=\"9315\">\r\n\t<div class=\"rt-holder tpg-post-holder\">\r\n\t\t<div class=\"rt-detail rt-el-content-wrapper\">\r\n\t\t\t\t\t\t\t<div class=\"rt-img-holder tpg-el-image-wrap has-no-thumbnail\">\r\n\t\t\t\t\t<a data-id=\"9315\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/intrinsic-characterizations-of-fuzzy-normal-subgroups-and-quotient-structures-in-fuzzy-group-theory\/\" class=\"tpg-post-link\" target=\"_self\">\t\t\r\n\t\t<\/a>\r\n\t\t        <div class=\"overlay grid-hover-content\"><\/div>\r\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t<div class=\"entry-title-wrapper\"><h3 class=\"entry-title\"><a data-id=\"9315\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/intrinsic-characterizations-of-fuzzy-normal-subgroups-and-quotient-structures-in-fuzzy-group-theory\/\" class=\"tpg-post-link\" target=\"_self\">Intrinsic Characterizations of Fuzzy Normal Subgroups and Quotient Structures in Fuzzy Group Theory<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t<div class=\"post-meta-tags rt-el-post-meta\">\r\n\t\t\t\t\t            <span class='date'>\r\n\r\n\t\t\t\t<i class='flaticon-calendar '><\/i>\t\t\t\t<a href=\"https:\/\/bijmrd.com\/index.php\/2026\/04\/12\/\">\r\n\t\t\t\t\t\t\t\t\t<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t            <span class='categories-links'>\r\n\t\t\t\t<i class='flaticon-folder '><\/i><a class=\"volume4-issue1\" href=\"https:\/\/bijmrd.com\/index.php\/category\/volume4-issue1\/\">Volume4 Issue1<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\r\n\t\t\t\t\t\t\t<div class=\"tpg-excerpt tpg-el-excerpt\">\r\n\t\t\t\t\t\t\t\t\t\t\t<div class=\"tpg-excerpt-inner\">\r\n\t\t\t\t\t\t\t\n<p class=\"has-vivid-cyan-blue-color has-text-color\"><strong>Author: Diwakar Prasad Baranwal<\/strong><\/p>\n\n\n\n<p><strong>DOI Link:<\/strong> <a href=\"https:\/\/doi.org\/10.70798\/Bijmrd\/04010038\">https:\/\/doi.org\/10.70798\/Bijmrd\/04010038<\/a><\/p>\n\n\n\n<p><strong>Abstract:<\/strong> Fuzzy group theory extends classical group theory by allowing graded membership and thereby provides a rigorous algebraic framework for modeling uncertainty and partial symmetry. Among the fundamental concepts in this theory, fuzzy normal subgroups play a central role in the construction of quotient fuzzy groups and in the formulation of fuzzy homomorphism theorems. This paper investigates intrinsic structural properties of fuzzy normal subgroups and quotient fuzzy groups, with particular emphasis on membership-based characterizations that do not rely solely on level-set techniques. New equivalence conditions for fuzzy normality are established, and refined quotient constructions are analyzed to clarify the behavior of fuzzy membership functions on factor groups. In addition, extensions of classical isomorphism theorems are obtained under weaker assumptions expressed in terms of fuzzy membership and support conditions. These results contribute to a deeper understanding of quotient structures in fuzzy group theory and strengthen the algebraic foundations of fuzzy algebra.<\/p>\n\n\n\n<p><strong>Keywords:<\/strong> Fuzzy groups; Fuzzy normal subgroups; Quotient fuzzy groups; Fuzzy homomorphisms; Isomorphism theorems; Fuzzy algebra.<\/p>\n\n\n\n<p class=\"has-ast-global-color-1-color has-text-color\"><strong>Page No: 277-287<\/strong><\/p>\n\n\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link has-ast-global-color-6-background-color has-background wp-element-button\" href=\"https:\/\/bijmrd.com\/wp-content\/uploads\/2026\/02\/277-287.pdf\">download journal<\/a><\/div>\n<\/div>\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t\t\t<\/div>\r\n\t<\/div>\r\n<\/div>\r\n<div class=\"rt-col-md-12 rt-col-sm-6 rt-col-xs-12 default rt-grid-item post-10873 post type-post status-publish format-standard hentry category-volume4-issue1\"\t\tdata-id=\"10873\">\r\n\t<div class=\"rt-holder tpg-post-holder\">\r\n\t\t<div class=\"rt-detail rt-el-content-wrapper\">\r\n\t\t\t\t\t\t\t<div class=\"rt-img-holder tpg-el-image-wrap has-no-thumbnail\">\r\n\t\t\t\t\t<a data-id=\"10873\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/experiential-learning-and-competency-based-education-in-nep-2020-transforming-the-paradigm-of-indian-education\/\" class=\"tpg-post-link\" target=\"_self\">\t\t\r\n\t\t<\/a>\r\n\t\t        <div class=\"overlay grid-hover-content\"><\/div>\r\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t<div class=\"entry-title-wrapper\"><h3 class=\"entry-title\"><a data-id=\"10873\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/experiential-learning-and-competency-based-education-in-nep-2020-transforming-the-paradigm-of-indian-education\/\" class=\"tpg-post-link\" target=\"_self\">Experiential Learning and Competency-Based Education in NEP 2020: Transforming the Paradigm of Indian Education<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t<div class=\"post-meta-tags rt-el-post-meta\">\r\n\t\t\t\t\t            <span class='date'>\r\n\r\n\t\t\t\t<i class='flaticon-calendar '><\/i>\t\t\t\t<a href=\"https:\/\/bijmrd.com\/index.php\/2026\/04\/12\/\">\r\n\t\t\t\t\t\t\t\t\t<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t            <span class='categories-links'>\r\n\t\t\t\t<i class='flaticon-folder '><\/i><a class=\"volume4-issue1\" href=\"https:\/\/bijmrd.com\/index.php\/category\/volume4-issue1\/\">Volume4 Issue1<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\r\n\t\t\t\t\t\t\t<div class=\"tpg-excerpt tpg-el-excerpt\">\r\n\t\t\t\t\t\t\t\t\t\t\t<div class=\"tpg-excerpt-inner\">\r\n\t\t\t\t\t\t\t\n<p class=\"has-vivid-cyan-blue-color has-text-color\"><strong>Author: Dr. Rina Mondal<\/strong><\/p>\n\n\n\n<p><strong>DOI Link:<\/strong> <a href=\"https:\/\/doi.org\/10.70798\/Bijmrd\/04010039\">https:\/\/doi.org\/10.70798\/Bijmrd\/04010039<\/a><\/p>\n\n\n\n<p><strong>Abstract:<\/strong> The transformation of educational systems has become a global priority in the twenty-first century as societies increasingly require learners who possess critical thinking, creativity, problem-solving ability, and practical knowledge. The National Education Policy 2020 introduces a significant shift in the philosophy of Indian education by emphasizing experiential learning and competency-based education. These approaches move away from traditional rote memorization and promote deeper understanding, application of knowledge, and holistic development of learners. Experiential learning focuses on learning through active engagement, reflection, and real-life experiences, while competency-based education aims at developing measurable skills and abilities that enable students to apply knowledge effectively in real-world contexts. The policy proposes curriculum restructuring, flexible learning pathways, interdisciplinary approaches, and innovative assessment systems to support these objectives. This research article critically examines the conceptual foundations, objectives, implementation strategies, and potential challenges of experiential learning and competency-based education within the framework of NEP 2020. The article also explores the implications of these reforms for teachers, learners, curriculum design, and assessment practices. Through a comprehensive analysis, the study highlights how these educational approaches can contribute to developing competent, innovative, and socially responsible citizens capable of addressing contemporary global challenges.<\/p>\n\n\n\n<p><strong>Keywords:<\/strong> Experiential Learning, Competency-Based Education, NEP 2020, Educational Reform, Skill Development.<\/p>\n\n\n\n<p class=\"has-ast-global-color-1-color has-text-color\"><strong>Page No: 288-295<\/strong><\/p>\n\n\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link has-ast-global-color-6-background-color has-background wp-element-button\" href=\"https:\/\/bijmrd.com\/wp-content\/uploads\/2026\/03\/288-295.pdf\">download journal<\/a><\/div>\n<\/div>\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t\t\t<\/div>\r\n\t<\/div>\r\n<\/div>\r\n<div class=\"rt-col-md-12 rt-col-sm-6 rt-col-xs-12 default rt-grid-item post-10876 post type-post status-publish format-standard hentry category-volume4-issue1\"\t\tdata-id=\"10876\">\r\n\t<div class=\"rt-holder tpg-post-holder\">\r\n\t\t<div class=\"rt-detail rt-el-content-wrapper\">\r\n\t\t\t\t\t\t\t<div class=\"rt-img-holder tpg-el-image-wrap has-no-thumbnail\">\r\n\t\t\t\t\t<a data-id=\"10876\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/women-empowerment-and-gender-inequality-in-murshidabad-district-of-west-bengal-challenges-and-prospects\/\" class=\"tpg-post-link\" target=\"_self\">\t\t\r\n\t\t<\/a>\r\n\t\t        <div class=\"overlay grid-hover-content\"><\/div>\r\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t<div class=\"entry-title-wrapper\"><h3 class=\"entry-title\"><a data-id=\"10876\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/women-empowerment-and-gender-inequality-in-murshidabad-district-of-west-bengal-challenges-and-prospects\/\" class=\"tpg-post-link\" target=\"_self\">Women Empowerment and Gender Inequality in Murshidabad District of West Bengal: Challenges and Prospects<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t<div class=\"post-meta-tags rt-el-post-meta\">\r\n\t\t\t\t\t            <span class='date'>\r\n\r\n\t\t\t\t<i class='flaticon-calendar '><\/i>\t\t\t\t<a href=\"https:\/\/bijmrd.com\/index.php\/2026\/04\/12\/\">\r\n\t\t\t\t\t\t\t\t\t<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t            <span class='categories-links'>\r\n\t\t\t\t<i class='flaticon-folder '><\/i><a class=\"volume4-issue1\" href=\"https:\/\/bijmrd.com\/index.php\/category\/volume4-issue1\/\">Volume4 Issue1<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\r\n\t\t\t\t\t\t\t<div class=\"tpg-excerpt tpg-el-excerpt\">\r\n\t\t\t\t\t\t\t\t\t\t\t<div class=\"tpg-excerpt-inner\">\r\n\t\t\t\t\t\t\t\n<p class=\"has-vivid-cyan-blue-color has-text-color\"><strong>Author: Arfi Anjoon<\/strong><\/p>\n\n\n\n<p><strong>DOI Link:<\/strong> <a href=\"https:\/\/doi.org\/10.70798\/Bijmrd\/04010040\">https:\/\/doi.org\/10.70798\/Bijmrd\/04010040<\/a><\/p>\n\n\n\n<p><strong>Abstract:<\/strong> Women empowerment is a key indicator of social development and gender equality. However, in many socioeconomically backward districts such as Murshidabad in West Bengal, women continue to face significant challenges related to education, employment, health, and social status. This study examines the status, challenges, and prospects of women empowerment in Murshidabad district. The study adopts a qualitative research methodology using thematic analysis of secondary data from government reports, census data, academic studies, and policy documents. The findings indicate that although government initiatives such as Self-Help Groups (SHGs), Kanyashree Prakalpa, and skill development programs have improved women\u2019s educational participation and financial inclusion, gender inequality, poverty, early marriage, and low workforce participation remain major challenges. The study concludes that education, economic opportunities, and policy interventions are critical for improving women empowerment. Strengthening educational access, employment opportunities, and financial inclusion can significantly enhance women empowerment in Murshidabad district.<\/p>\n\n\n\n<p><strong>Keywords:<\/strong> Women Empowerment, Gender Inequality, Murshidabad, West Bengal, Education, Financial Inclusion.<\/p>\n\n\n\n<p class=\"has-ast-global-color-1-color has-text-color\"><strong>Page No: 296-300<\/strong><\/p>\n\n\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link has-ast-global-color-6-background-color has-background wp-element-button\" href=\"https:\/\/bijmrd.com\/wp-content\/uploads\/2026\/03\/296-300.pdf\">download journal<\/a><\/div>\n<\/div>\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t\t\t<\/div>\r\n\t<\/div>\r\n<\/div>\r\n<div class=\"rt-col-md-12 rt-col-sm-6 rt-col-xs-12 default rt-grid-item post-10879 post type-post status-publish format-standard hentry category-volume4-issue1\"\t\tdata-id=\"10879\">\r\n\t<div class=\"rt-holder tpg-post-holder\">\r\n\t\t<div class=\"rt-detail rt-el-content-wrapper\">\r\n\t\t\t\t\t\t\t<div class=\"rt-img-holder tpg-el-image-wrap has-no-thumbnail\">\r\n\t\t\t\t\t<a data-id=\"10879\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/mother-tongue-based-education-and-learning-outcomes-among-tribal-students-in-westbengal\/\" class=\"tpg-post-link\" target=\"_self\">\t\t\r\n\t\t<\/a>\r\n\t\t        <div class=\"overlay grid-hover-content\"><\/div>\r\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t<div class=\"entry-title-wrapper\"><h3 class=\"entry-title\"><a data-id=\"10879\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/mother-tongue-based-education-and-learning-outcomes-among-tribal-students-in-westbengal\/\" class=\"tpg-post-link\" target=\"_self\">Mother Tongue Based Education and Learning Outcomes among Tribal Students in WestBengal<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t<div class=\"post-meta-tags rt-el-post-meta\">\r\n\t\t\t\t\t            <span class='date'>\r\n\r\n\t\t\t\t<i class='flaticon-calendar '><\/i>\t\t\t\t<a href=\"https:\/\/bijmrd.com\/index.php\/2026\/04\/12\/\">\r\n\t\t\t\t\t\t\t\t\t<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t            <span class='categories-links'>\r\n\t\t\t\t<i class='flaticon-folder '><\/i><a class=\"volume4-issue1\" href=\"https:\/\/bijmrd.com\/index.php\/category\/volume4-issue1\/\">Volume4 Issue1<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\r\n\t\t\t\t\t\t\t<div class=\"tpg-excerpt tpg-el-excerpt\">\r\n\t\t\t\t\t\t\t\t\t\t\t<div class=\"tpg-excerpt-inner\">\r\n\t\t\t\t\t\t\t\n<p class=\"has-vivid-cyan-blue-color has-text-color\"><strong>Author: Mamoni Khamrai<\/strong><\/p>\n\n\n\n<p><strong>DOI Link:<\/strong> <a href=\"https:\/\/doi.org\/10.70798\/Bijmrd\/04010041\">https:\/\/doi.org\/10.70798\/Bijmrd\/04010041<\/a><\/p>\n\n\n\n<p><strong>Abstract:<\/strong> Language plays a crucial role in the teaching\u2013learning process, particularly for children from indigenous and tribal communities. In West Bengal, many tribal students speak mother tongues such as Santali, Kurmali, Mundari, and Lodha, while formal schooling is mainly conducted in Bengali or English. This linguistic gap often creates learning difficulties and affects academic achievement among tribal learners. The present study examines the role of mother tongue based education in improving learning outcomes among tribal students in West Bengal. It also explores challenges related to language barriers in education and suggests strategies for promoting inclusive multilingual education for tribal communities.<\/p>\n\n\n\n<p><strong>Keywords:<\/strong> Mother Tongue Education, Tribal Students, Multilingual Education, Learning Outcomes, West Bengal.<\/p>\n\n\n\n<p class=\"has-ast-global-color-1-color has-text-color\"><strong>Page No: 301-305<\/strong><\/p>\n\n\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link has-ast-global-color-6-background-color has-background wp-element-button\" href=\"https:\/\/bijmrd.com\/wp-content\/uploads\/2026\/03\/301-305.pdf\">download journal<\/a><\/div>\n<\/div>\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t\t\t<\/div>\r\n\t<\/div>\r\n<\/div>\r\n<div class=\"rt-col-md-12 rt-col-sm-6 rt-col-xs-12 default rt-grid-item post-10882 post type-post status-publish format-standard hentry category-volume4-issue1\"\t\tdata-id=\"10882\">\r\n\t<div class=\"rt-holder tpg-post-holder\">\r\n\t\t<div class=\"rt-detail rt-el-content-wrapper\">\r\n\t\t\t\t\t\t\t<div class=\"rt-img-holder tpg-el-image-wrap has-no-thumbnail\">\r\n\t\t\t\t\t<a data-id=\"10882\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/role-of-sarva-shiksha-abhiyan-in-education\/\" class=\"tpg-post-link\" target=\"_self\">\t\t\r\n\t\t<\/a>\r\n\t\t        <div class=\"overlay grid-hover-content\"><\/div>\r\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t<div class=\"entry-title-wrapper\"><h3 class=\"entry-title\"><a data-id=\"10882\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/role-of-sarva-shiksha-abhiyan-in-education\/\" class=\"tpg-post-link\" target=\"_self\">Role of Sarva Shiksha Abhiyan in Education<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t<div class=\"post-meta-tags rt-el-post-meta\">\r\n\t\t\t\t\t            <span class='date'>\r\n\r\n\t\t\t\t<i class='flaticon-calendar '><\/i>\t\t\t\t<a href=\"https:\/\/bijmrd.com\/index.php\/2026\/04\/12\/\">\r\n\t\t\t\t\t\t\t\t\t<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t            <span class='categories-links'>\r\n\t\t\t\t<i class='flaticon-folder '><\/i><a class=\"volume4-issue1\" href=\"https:\/\/bijmrd.com\/index.php\/category\/volume4-issue1\/\">Volume4 Issue1<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\r\n\t\t\t\t\t\t\t<div class=\"tpg-excerpt tpg-el-excerpt\">\r\n\t\t\t\t\t\t\t\t\t\t\t<div class=\"tpg-excerpt-inner\">\r\n\t\t\t\t\t\t\t\n<p class=\"has-vivid-cyan-blue-color has-text-color\"><strong>Author: Sanjoy Halder<\/strong><\/p>\n\n\n\n<p><strong>DOI Link:<\/strong> <a href=\"https:\/\/doi.org\/10.70798\/Bijmrd\/04010042\">https:\/\/doi.org\/10.70798\/Bijmrd\/04010042<\/a><\/p>\n\n\n\n<p><strong>Abstract:<\/strong> Sarva Shiksha Abhiyan is a comprehensive program launched by the Ministry of Education to improve the quality, accessibility, and equity of school education in India. The scheme integrates previous initiatives such as Sarva Shiksha Abhiyan, Rashtriya Madhyamik Shiksha Abhiyan, and Teacher Education Scheme into a single framework covering education from pre-primary to senior secondary levels. It aims to ensure inclusive and equitable quality education while promoting digital learning, teacher training, and infrastructure development. This study examines the role of Sarva Shiksha Abhiyan in strengthening the Indian education system, highlighting its contributions, challenges, and policy implications.<\/p>\n\n\n\n<p><strong>Keywords:<\/strong> Sarva Shiksha Abhiyan, School Education, Educational Policy, Inclusive Education, Quality Education.<\/p>\n\n\n\n<p class=\"has-ast-global-color-1-color has-text-color\"><strong>Page No: 306-311<\/strong><\/p>\n\n\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link has-ast-global-color-6-background-color has-background wp-element-button\" href=\"https:\/\/bijmrd.com\/wp-content\/uploads\/2026\/03\/306-311.pdf\">download journal<\/a><\/div>\n<\/div>\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t\t\t<\/div>\r\n\t<\/div>\r\n<\/div>\r\n<div class=\"rt-col-md-12 rt-col-sm-6 rt-col-xs-12 default rt-grid-item post-10885 post type-post status-publish format-standard hentry category-volume4-issue1\"\t\tdata-id=\"10885\">\r\n\t<div class=\"rt-holder tpg-post-holder\">\r\n\t\t<div class=\"rt-detail rt-el-content-wrapper\">\r\n\t\t\t\t\t\t\t<div class=\"rt-img-holder tpg-el-image-wrap has-no-thumbnail\">\r\n\t\t\t\t\t<a data-id=\"10885\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/geospatial-multi-criteria-evaluation-of-ecotourism-suitability-in-bankura-district-india-using-ahp-promethee-gis-integration\/\" class=\"tpg-post-link\" target=\"_self\">\t\t\r\n\t\t<\/a>\r\n\t\t        <div class=\"overlay grid-hover-content\"><\/div>\r\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t<div class=\"entry-title-wrapper\"><h3 class=\"entry-title\"><a data-id=\"10885\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/geospatial-multi-criteria-evaluation-of-ecotourism-suitability-in-bankura-district-india-using-ahp-promethee-gis-integration\/\" class=\"tpg-post-link\" target=\"_self\">Geospatial Multi-Criteria Evaluation of Ecotourism Suitability in Bankura District, India Using AHP-PROMETHEE-GIS Integration<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t<div class=\"post-meta-tags rt-el-post-meta\">\r\n\t\t\t\t\t            <span class='date'>\r\n\r\n\t\t\t\t<i class='flaticon-calendar '><\/i>\t\t\t\t<a href=\"https:\/\/bijmrd.com\/index.php\/2026\/04\/12\/\">\r\n\t\t\t\t\t\t\t\t\t<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t            <span class='categories-links'>\r\n\t\t\t\t<i class='flaticon-folder '><\/i><a class=\"volume4-issue1\" href=\"https:\/\/bijmrd.com\/index.php\/category\/volume4-issue1\/\">Volume4 Issue1<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\r\n\t\t\t\t\t\t\t<div class=\"tpg-excerpt tpg-el-excerpt\">\r\n\t\t\t\t\t\t\t\t\t\t\t<div class=\"tpg-excerpt-inner\">\r\n\t\t\t\t\t\t\t\n<p class=\"has-vivid-cyan-blue-color has-text-color\"><strong>Author: Asad Ali Sarkar &amp; Sebak Kumar Jana<\/strong><\/p>\n\n\n\n<p><strong>DOI Link:<\/strong> <a href=\"https:\/\/doi.org\/10.70798\/Bijmrd\/04010043\">https:\/\/doi.org\/10.70798\/Bijmrd\/04010043<\/a><\/p>\n\n\n\n<p><strong>Abstract:<\/strong> This study develops a comprehensive AHP-PROMETHEE-GIS framework to evaluate the suitability of ecotourism activities in Bankura district, West Bengal, India, a region characterized by ecologically sensitive and culturally rich landscapes. The methodology integrated multi-criteria decision-making and geospatial analysis over 2,531 delineated landscape units, encompassing geomorphological, ecological, and infrastructural variables. The PROMETHEE method implemented in Python enabled hierarchical suitability rankings visualized in ArcGIS, revealing significant spatial heterogeneity. Approximately 69.8% of the highly suitable zones are concentrated in the western uplands, including the Jhilimili-RanibandhMukutmanipur belt, supporting activities such as cross-country adventure, trekking, forest recreation, and environmental research. Secondary suitability zones cover about 45.0%, whereas moderate and marginal suitability units account for 35.6% and 33.8% respectively. This spatial framework balances ecological protection with economic and social benefits, providing operational guidelines for zonation and sustainable ecotourism planning. It advances landscape unitdriven strategies to optimize ecotourism layouts, mitigate landscape fragmentation, and foster synergies between biodiversity conservation and community livelihoods in alignment with the UN Sustainable Development Goals.<\/p>\n\n\n\n<p><strong>Keywords:<\/strong> Ecotourism Suitability, AHP-PROMETHEE-GIS, Spatial Analysis, Sustainable Planning, Bankura District.<\/p>\n\n\n\n<p class=\"has-ast-global-color-1-color has-text-color\"><strong>Page No: 312-344<\/strong><\/p>\n\n\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link has-ast-global-color-6-background-color has-background wp-element-button\" href=\"https:\/\/bijmrd.com\/wp-content\/uploads\/2026\/03\/312-344.pdf\">download journal<\/a><\/div>\n<\/div>\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t\t\t<\/div>\r\n\t<\/div>\r\n<\/div>\r\n<div class=\"rt-col-md-12 rt-col-sm-6 rt-col-xs-12 default rt-grid-item post-11219 post type-post status-publish format-standard hentry category-volume4-issue1\"\t\tdata-id=\"11219\">\r\n\t<div class=\"rt-holder tpg-post-holder\">\r\n\t\t<div class=\"rt-detail rt-el-content-wrapper\">\r\n\t\t\t\t\t\t\t<div class=\"rt-img-holder tpg-el-image-wrap has-no-thumbnail\">\r\n\t\t\t\t\t<a data-id=\"11219\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/%e0%a6%a8%e0%a7%87%e0%a6%95%e0%a7%81%e0%a6%a1%e0%a6%bc%e0%a6%b8%e0%a7%87%e0%a6%a8%e0%a6%bf-%e0%a6%b0%e0%a7%87%e0%a6%b2-%e0%a6%87%e0%a6%af%e0%a6%bc%e0%a6%be%e0%a6%b0%e0%a7%8d%e0%a6%a1%e0%a7%87%e0%a6%b0\/\" class=\"tpg-post-link\" target=\"_self\">\t\t\r\n\t\t<\/a>\r\n\t\t        <div class=\"overlay grid-hover-content\"><\/div>\r\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t<div class=\"entry-title-wrapper\"><h3 class=\"entry-title\"><a data-id=\"11219\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/%e0%a6%a8%e0%a7%87%e0%a6%95%e0%a7%81%e0%a6%a1%e0%a6%bc%e0%a6%b8%e0%a7%87%e0%a6%a8%e0%a6%bf-%e0%a6%b0%e0%a7%87%e0%a6%b2-%e0%a6%87%e0%a6%af%e0%a6%bc%e0%a6%be%e0%a6%b0%e0%a7%8d%e0%a6%a1%e0%a7%87%e0%a6%b0\/\" class=\"tpg-post-link\" target=\"_self\">\u09a8\u09c7\u0995\u09c1\u09a1\u09bc\u09b8\u09c7\u09a8\u09bf \u09b0\u09c7\u09b2 \u0987\u09af\u09bc\u09be\u09b0\u09cd\u09a1\u09c7\u09b0 \u09b8\u09bf\u09ae\u09c7\u09a8\u09cd\u099f \u09b0\u09c7\u0995 \u09a5\u09c7\u0995\u09c7 \u09b8\u09c3\u09b7\u09cd\u099f \u09a6\u09c2\u09b7\u09a3 \u09b8\u09ae\u09cd\u09aa\u09b0\u09cd\u0995\u09c7: \u09b6\u09cd\u09b0\u09ae\u09bf\u0995 \u0993 \u09aa\u09be\u09b0\u09cd\u09b6\u09cd\u09ac\u09ac\u09b0\u09cd\u09a4\u09c0 \u09b2\u09cb\u0995\u099c\u09a8\u09c7\u09b0 \u09b8\u09cd\u09ac\u09be\u09b8\u09cd\u09a5\u09cd\u09af-\u09b8\u099a\u09c7\u09a4\u09a8\u09a4\u09be \u0993 \u098f\u0995\u099f\u09bf \u09b8\u0982\u0997\u09a0\u09a8 \u09a4\u09c8\u09b0\u09bf\u09b0 \u09aa\u09cd\u09b0\u09af\u09bc\u09be\u09b8\u09c7\u09b0 \u0990\u09a4\u09bf\u09b9\u09be\u09b8\u09bf\u0995 \u0993 \u09b8\u09ae\u09be\u099c-\u09b8\u09cd\u09ac\u09be\u09b8\u09cd\u09a5\u09cd\u09af \u09ad\u09bf\u09a4\u09cd\u09a4\u09bf\u0995 \u0997\u09ac\u09c7\u09b7\u09a3\u09be\u09a7\u09b0\u09cd\u09ae\u09c0 \u09a8\u09bf\u09ac\u09a8\u09cd\u09a7<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t<div class=\"post-meta-tags rt-el-post-meta\">\r\n\t\t\t\t\t            <span class='date'>\r\n\r\n\t\t\t\t<i class='flaticon-calendar '><\/i>\t\t\t\t<a href=\"https:\/\/bijmrd.com\/index.php\/2026\/04\/12\/\">\r\n\t\t\t\t\t\t\t\t\t<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t            <span class='categories-links'>\r\n\t\t\t\t<i class='flaticon-folder '><\/i><a class=\"volume4-issue1\" href=\"https:\/\/bijmrd.com\/index.php\/category\/volume4-issue1\/\">Volume4 Issue1<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\r\n\t\t\t\t\t\t\t<div class=\"tpg-excerpt tpg-el-excerpt\">\r\n\t\t\t\t\t\t\t\t\t\t\t<div class=\"tpg-excerpt-inner\">\r\n\t\t\t\t\t\t\t\n<p class=\"has-vivid-cyan-blue-color has-text-color\"><strong>Author: Amiya Kumar Sing<\/strong><\/p>\n\n\n\n<p><strong>DOI Link:<\/strong> <a href=\"https:\/\/doi.org\/10.70798\/Bijmrd\/04010044\">https:\/\/doi.org\/10.70798\/Bijmrd\/04010044<\/a><\/p>\n\n\n\n<p><strong>Abstract:<\/strong> \u0997\u09cd\u09b0\u09be\u09ae\u09c0\u09a3 \u0993 \u0986\u09a7\u09be-\u09b6\u09b9\u09c1\u09b0\u09c7 \u09ac\u09be\u0982\u09b2\u09be\u09af\u09bc \u09b6\u09bf\u09b2\u09cd\u09aa-\u09aa\u09b0\u09bf\u09ac\u09b9\u09a8 \u0985\u09ac\u0995\u09be\u09a0\u09be\u09ae\u09cb\u09b0 \u09b8\u09ae\u09cd\u09aa\u09cd\u09b0\u09b8\u09be\u09b0\u09a3 \u098f\u0995\u09a6\u09bf\u0995\u09c7 \u09af\u09c7\u09ae\u09a8 \u09b8\u09cd\u09a5\u09be\u09a8\u09c0\u09af\u09bc \u0985\u09b0\u09cd\u09a5\u09a8\u09c0\u09a4\u09bf\u0995\u09c7 \u09a4\u09cd\u09ac\u09b0\u09be\u09a8\u09cd\u09ac\u09bf\u09a4 \u0995\u09b0\u09c7\u099b\u09c7, \u0985\u09a8\u09cd\u09af\u09a6\u09bf\u0995\u09c7 \u09aa\u09b0\u09bf\u09ac\u09c7\u09b6 \u0993 \u099c\u09a8\u09b8\u09cd\u09ac\u09be\u09b8\u09cd\u09a5\u09cd\u09af\u09c7\u09b0 \u0993\u09aa\u09b0 \u09a8\u09a4\u09c1\u09a8 \u09b8\u0982\u0995\u099f\u0993 \u09b8\u09c3\u09b7\u09cd\u099f\u09bf \u0995\u09b0\u09c7\u099b\u09c7\u0964 \u09aa\u09b6\u09cd\u099a\u09bf\u09ae \u09ae\u09c7\u09a6\u09bf\u09a8\u09c0\u09aa\u09c1\u09b0 \u099c\u09c7\u09b2\u09be\u09b0 \u09a8\u09c7\u0995\u09c1\u09a1\u09bc\u09b8\u09c7\u09a8\u09bf \u09b0\u09c7\u09b2 \u0987\u09af\u09bc\u09be\u09b0\u09cd\u09a1\u09c7 \u09b8\u09bf\u09ae\u09c7\u09a8\u09cd\u099f \u09b0\u09c7\u0995 \u0986\u09a8\u09b2\u09cb\u09a1\u09bf\u0982, \u09b2\u09cb\u09a1\u09bf\u0982, \u09ae\u099c\u09c1\u09a4\u0995\u09b0\u09a3 \u0993 \u09aa\u09b0\u09bf\u09ac\u09b9\u09a3-\u09aa\u09cd\u09b0\u0995\u09cd\u09b0\u09bf\u09af\u09bc\u09be\u09b0 \u09ab\u09b2\u09c7 \u09b8\u09c3\u09b7\u09cd\u099f \u09a7\u09c2\u09b2\u09bf\u0995\u09a3\u09be \u09a6\u09c2\u09b7\u09a3 \u098f\u0987 \u09a7\u09b0\u09a8\u09c7\u09b0 \u098f\u0995 \u09ac\u09be\u09b8\u09cd\u09a4\u09ac \u0993 \u09a4\u09be\u09ce\u09aa\u09b0\u09cd\u09af\u09aa\u09c2\u09b0\u09cd\u09a3 \u09b8\u09ae\u09b8\u09cd\u09af\u09be\u0964 \u09b8\u09bf\u09ae\u09c7\u09a8\u09cd\u099f-\u09a7\u09c2\u09b2\u09bf \u0995\u09c7\u09ac\u09b2 \u09b6\u09cd\u09b0\u09ae\u09bf\u0995\u09a6\u09c7\u09b0 \u09a8\u09af\u09bc, \u0987\u09af\u09bc\u09be\u09b0\u09cd\u09a1-\u09b8\u0982\u09b2\u0997\u09cd\u09a8 \u09ac\u09b8\u09a4\u09bf, \u09a6\u09cb\u0995\u09be\u09a8\u09aa\u09be\u099f, \u09aa\u09a5\u099a\u09be\u09b0\u09c0, \u09b8\u09cd\u0995\u09c1\u09b2\u09aa\u09a1\u09bc\u09c1\u09af\u09bc\u09be \u09b6\u09bf\u09b6\u09c1, \u09aa\u09cd\u09b0\u09ac\u09c0\u09a3 \u0993 \u0997\u09c3\u09b9\u09bf\u09a3\u09c0\u09a6\u09c7\u09b0\u0993 \u09b6\u09cd\u09ac\u09be\u09b8\u09a4\u09a8\u09cd\u09a4\u09cd\u09b0, \u09a4\u09cd\u09ac\u0995, \u099a\u09cb\u0996 \u098f\u09ac\u0982 \u09b8\u09be\u09b0\u09cd\u09ac\u09bf\u0995 \u099c\u09c0\u09ac\u09a8\u09ae\u09be\u09a8\u09c7\u09b0 \u0993\u09aa\u09b0 \u09ac\u09bf\u09b0\u09c2\u09aa \u09aa\u09cd\u09b0\u09ad\u09be\u09ac \u09ab\u09c7\u09b2\u09a4\u09c7 \u09aa\u09be\u09b0\u09c7\u0964<\/p>\n\n\n\n<p>\u098f\u0987 \u0997\u09ac\u09c7\u09b7\u09a3\u09be\u09a7\u09b0\u09cd\u09ae\u09c0 \u09a8\u09bf\u09ac\u09a8\u09cd\u09a7\u09c7 \u09a8\u09c7\u0995\u09c1\u09a1\u09bc\u09b8\u09c7\u09a8\u09bf \u09b0\u09c7\u09b2 \u0987\u09af\u09bc\u09be\u09b0\u09cd\u09a1\u0995\u09c7 \u0995\u09c7\u09a8\u09cd\u09a6\u09cd\u09b0 \u0995\u09b0\u09c7 \u09b8\u09bf\u09ae\u09c7\u09a8\u09cd\u099f-\u09a7\u09c2\u09b2\u09bf \u09a6\u09c2\u09b7\u09a3\u09c7\u09b0 \u0990\u09a4\u09bf\u09b9\u09be\u09b8\u09bf\u0995 \u09aa\u09cd\u09b0\u09c7\u0995\u09cd\u09b7\u09be\u09aa\u099f, \u09b8\u09ae\u09be\u099c-\u09b8\u09cd\u09ac\u09be\u09b8\u09cd\u09a5\u09cd\u09af\u0997\u09a4 \u0985\u09ad\u09bf\u0998\u09be\u09a4, \u09b8\u09cd\u09ac\u09be\u09b8\u09cd\u09a5\u09cd\u09af-\u09b8\u099a\u09c7\u09a4\u09a8\u09a4\u09be\u09b0 \u0998\u09be\u099f\u09a4\u09bf, \u098f\u09ac\u0982 \u098f\u0995\u099f\u09bf \u09b8\u09cd\u09a5\u09be\u09a8\u09c0\u09af\u09bc \u099c\u09a8\u09b8\u09cd\u09ac\u09be\u09b8\u09cd\u09a5\u09cd\u09af-\u0985\u09a7\u09bf\u0995\u09be\u09b0\u09ad\u09bf\u09a4\u09cd\u09a4\u09bf\u0995 \u09b8\u0982\u0997\u09a0\u09a8 \u0997\u09a0\u09a8\u09c7\u09b0 \u09aa\u09cd\u09b0\u09af\u09bc\u09cb\u099c\u09a8\u09c0\u09af\u09bc\u09a4\u09be \u09ac\u09bf\u09b6\u09cd\u09b2\u09c7\u09b7\u09a3 \u0995\u09b0\u09be \u09b9\u09af\u09bc\u09c7\u099b\u09c7\u0964 \u0997\u09ac\u09c7\u09b7\u09a3\u09be\u099f\u09bf \u0997\u09c1\u09a3\u0997\u09a4 (Qualitative) \u0993 \u0986\u0982\u09b6\u09bf\u0995 \u09aa\u09b0\u09bf\u09ae\u09be\u09a3\u0997\u09a4 (Quantitative) \u09aa\u09a6\u09cd\u09a7\u09a4\u09bf\u09b0 \u09b8\u09ae\u09a8\u09cd\u09ac\u09af\u09bc\u09c7 \u09a8\u09bf\u09b0\u09cd\u09ae\u09bf\u09a4; \u0995\u09cd\u09b7\u09c7\u09a4\u09cd\u09b0\u09b8\u09ae\u09c0\u0995\u09cd\u09b7\u09be, \u09b8\u09be\u0995\u09cd\u09b7\u09be\u09ce\u0995\u09be\u09b0, \u09aa\u09b0\u09cd\u09af\u09ac\u09c7\u0995\u09cd\u09b7\u09a3, \u09b8\u09cd\u09a5\u09be\u09a8\u09c0\u09af\u09bc \u09ac\u09af\u09bc\u09be\u09a8, \u098f\u09ac\u0982 \u09aa\u09b0\u09bf\u09ac\u09c7\u09b6-\u09b8\u09cd\u09ac\u09be\u09b8\u09cd\u09a5\u09cd\u09af \u09b8\u09ae\u09cd\u09aa\u09b0\u09cd\u0995\u09bf\u09a4 \u09aa\u09cd\u09b0\u09be\u09ae\u09be\u09a3\u09cd\u09af \u09b8\u09be\u09b9\u09bf\u09a4\u09cd\u09af \u09ac\u09cd\u09af\u09ac\u09b9\u09be\u09b0 \u0995\u09b0\u09c7 \u09b8\u09ae\u09b8\u09cd\u09af\u09be\u099f\u09bf\u09b0 \u098f\u0995\u099f\u09bf \u09ac\u09b9\u09c1\u09b8\u09cd\u09a4\u09b0\u09c0\u09af\u09bc \u09aa\u09be\u09a0 \u09a8\u09bf\u09b0\u09cd\u09ae\u09be\u09a3\u09c7\u09b0 \u099a\u09c7\u09b7\u09cd\u099f\u09be \u0995\u09b0\u09be \u09b9\u09af\u09bc\u09c7\u099b\u09c7\u0964<br><\/p>\n\n\n\n<p>\u09a8\u09bf\u09ac\u09a8\u09cd\u09a7\u099f\u09bf\u09b0 \u0995\u09c7\u09a8\u09cd\u09a6\u09cd\u09b0\u09c0\u09af\u09bc \u09af\u09c1\u0995\u09cd\u09a4\u09bf \u09b9\u09b2\u2014\u09a8\u09c7\u0995\u09c1\u09a1\u09bc\u09b8\u09c7\u09a8\u09bf\u09b0 \u09ae\u09a4\u09cb \u09b0\u09c7\u09b2-\u09ad\u09bf\u09a4\u09cd\u09a4\u09bf\u0995 \u09b6\u09bf\u09b2\u09cd\u09aa-\u09b8\u0982\u09b2\u0997\u09cd\u09a8 \u0985\u099e\u09cd\u099a\u09b2\u09c7 \u09a6\u09c2\u09b7\u09a3\u0995\u09c7 \u0995\u09c7\u09ac\u09b2 \u201c\u0989\u09a8\u09cd\u09a8\u09af\u09bc\u09a8\u09c7\u09b0 \u09aa\u09be\u09b0\u09cd\u09b6\u09cd\u09ac\u09aa\u09cd\u09b0\u09a4\u09bf\u0995\u09cd\u09b0\u09bf\u09af\u09bc\u09be\u201d \u09b9\u09bf\u09b8\u09c7\u09ac\u09c7 \u09a6\u09c7\u0996\u09be \u09af\u09be\u09af\u09bc \u09a8\u09be; \u09ac\u09b0\u0982 \u098f\u099f\u09bf \u09b6\u09cd\u09b0\u09ae-\u0985\u09a7\u09bf\u0995\u09be\u09b0, \u09b8\u09cd\u09ac\u09be\u09b8\u09cd\u09a5\u09cd\u09af-\u0985\u09a7\u09bf\u0995\u09be\u09b0, \u09aa\u09b0\u09bf\u09ac\u09c7\u09b6-\u09a8\u09cd\u09af\u09be\u09af\u09bc, \u098f\u09ac\u0982 \u09b8\u09cd\u09a5\u09be\u09a8\u09c0\u09af\u09bc \u0997\u09a3\u09a4\u09be\u09a8\u09cd\u09a4\u09cd\u09b0\u09bf\u0995 \u0985\u0982\u09b6\u0997\u09cd\u09b0\u09b9\u09a3\u09c7\u09b0 \u09aa\u09cd\u09b0\u09b6\u09cd\u09a8\u0964 \u09b8\u09c7\u0987 \u0995\u09be\u09b0\u09a3\u09c7\u0987 \u098f\u0995\u099f\u09bf \u09b8\u09cd\u09ac\u09be\u09b8\u09cd\u09a5\u09cd\u09af-\u09b8\u099a\u09c7\u09a4\u09a8\u09a4\u09be \u0993 \u09aa\u09b0\u09bf\u09ac\u09c7\u09b6-\u0985\u09a7\u09bf\u0995\u09be\u09b0\u09ad\u09bf\u09a4\u09cd\u09a4\u09bf\u0995 \u0997\u09a3\u09ae\u09c1\u0996\u09c0 \u09b8\u0982\u0997\u09a0\u09a8 \u0997\u09a0\u09a8 \u09ac\u09b0\u09cd\u09a4\u09ae\u09be\u09a8 \u09b8\u09ae\u09af\u09bc\u09c7 \u09b6\u09c1\u09a7\u09c1 \u09aa\u09cd\u09b0\u09af\u09bc\u09cb\u099c\u09a8\u09c0\u09af\u09bc \u09a8\u09af\u09bc, \u0987\u09a4\u09bf\u09b9\u09be\u09b8-\u09b8\u09ae\u09cd\u09ae\u09a4\u0993 \u09ac\u099f\u09c7\u0964<\/p>\n\n\n\n<p><strong>Keywords:<\/strong> \u0995\u09c1\u09a1\u09bc\u09b8\u09c7\u09a8\u09bf \u09b0\u09c7\u09b2 \u0987\u09af\u09bc\u09be\u09b0\u09cd\u09a1; \u09b8\u09bf\u09ae\u09c7\u09a8\u09cd\u099f-\u09a7\u09c2\u09b2\u09bf \u09a6\u09c2\u09b7\u09a3; \u09b6\u09cd\u09b0\u09ae\u09bf\u0995 \u09b8\u09cd\u09ac\u09be\u09b8\u09cd\u09a5\u09cd\u09af; \u099c\u09a8\u09b8\u09cd\u09ac\u09be\u09b8\u09cd\u09a5\u09cd\u09af \u09b8\u099a\u09c7\u09a4\u09a8\u09a4\u09be; \u0997\u09cd\u09b0\u09be\u09ae\u09c0\u09a3 \u0986\u09a7\u09be-\u09b6\u09b9\u09c1\u09b0\u09c7 \u09a6\u09c2\u09b7\u09a3\u0964<\/p>\n\n\n\n<p class=\"has-ast-global-color-1-color has-text-color\"><strong>Page No: 345-357<\/strong><\/p>\n\n\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link has-ast-global-color-6-background-color has-background wp-element-button\" href=\"https:\/\/bijmrd.com\/wp-content\/uploads\/2026\/04\/345-357.pdf\">download journal<\/a><\/div>\n<\/div>\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t\t\t<\/div>\r\n\t<\/div>\r\n<\/div>\r\n<div class=\"rt-col-md-12 rt-col-sm-6 rt-col-xs-12 default rt-grid-item post-11222 post type-post status-publish format-standard hentry category-volume4-issue1\"\t\tdata-id=\"11222\">\r\n\t<div class=\"rt-holder tpg-post-holder\">\r\n\t\t<div class=\"rt-detail rt-el-content-wrapper\">\r\n\t\t\t\t\t\t\t<div class=\"rt-img-holder tpg-el-image-wrap has-no-thumbnail\">\r\n\t\t\t\t\t<a data-id=\"11222\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/constructivist-approaches-in-stem-education-bridging-theory-and-practice\/\" class=\"tpg-post-link\" target=\"_self\">\t\t\r\n\t\t<\/a>\r\n\t\t        <div class=\"overlay grid-hover-content\"><\/div>\r\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t<div class=\"entry-title-wrapper\"><h3 class=\"entry-title\"><a data-id=\"11222\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/constructivist-approaches-in-stem-education-bridging-theory-and-practice\/\" class=\"tpg-post-link\" target=\"_self\">Constructivist Approaches in STEM Education: Bridging Theory and Practice<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t<div class=\"post-meta-tags rt-el-post-meta\">\r\n\t\t\t\t\t            <span class='date'>\r\n\r\n\t\t\t\t<i class='flaticon-calendar '><\/i>\t\t\t\t<a href=\"https:\/\/bijmrd.com\/index.php\/2026\/04\/12\/\">\r\n\t\t\t\t\t\t\t\t\t<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t            <span class='categories-links'>\r\n\t\t\t\t<i class='flaticon-folder '><\/i><a class=\"volume4-issue1\" href=\"https:\/\/bijmrd.com\/index.php\/category\/volume4-issue1\/\">Volume4 Issue1<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\r\n\t\t\t\t\t\t\t<div class=\"tpg-excerpt tpg-el-excerpt\">\r\n\t\t\t\t\t\t\t\t\t\t\t<div class=\"tpg-excerpt-inner\">\r\n\t\t\t\t\t\t\t\n<p class=\"has-vivid-cyan-blue-color has-text-color\"><strong>Author: Dr. Nilmoni Saha Roy<\/strong><\/p>\n\n\n\n<p><strong>DOI Link:<\/strong> <a href=\"https:\/\/doi.org\/10.70798\/Bijmrd\/04010045\">https:\/\/doi.org\/10.70798\/Bijmrd\/04010045<\/a><\/p>\n\n\n\n<p><strong>Abstract:<\/strong> Science, Technology, Engineering, and Mathematics (STEM) education has emerged as a cornerstone of 21st-century learning, fostering innovation, critical thinking, and problem-solving skills. Traditional approaches to STEM instruction often emphasize rote memorization, passive reception of knowledge, and procedural practice, which may inadequately prepare students for the complexities of real-world applications. Constructivist pedagogy, grounded in cognitive and social learning theories, offers a transformative alternative by situating learning within authentic, student-centered contexts. This research article explores constructivist approaches in STEM education, examining their theoretical underpinnings, practical applications, and empirical outcomes. It highlights strategies such as project-based learning, inquiry-driven instruction, collaborative problem-solving, and experiential experimentation as vehicles for bridging theoretical understanding with practical application. Additionally, the article investigates the challenges of implementing constructivist methods, including resource limitations, teacher preparedness, and assessment alignment, and provides evidence-based recommendations for best practices and policy integration. Ultimately, constructivist approaches in STEM education are presented as a mechanism for cultivating deeper conceptual understanding, fostering scientific literacy, and preparing learners to navigate the rapidly evolving demands of the modern world.<\/p>\n\n\n\n<p><strong>Keywords:<\/strong> Constructivism, STEM Education, Inquiry-Based Learning, Project-Based Learning, Experiential Learning, Scientific Literacy, Critical Thinking, Collaborative Learning.<\/p>\n\n\n\n<p class=\"has-ast-global-color-1-color has-text-color\"><strong>Page No: 358-363<\/strong><\/p>\n\n\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link has-ast-global-color-6-background-color has-background wp-element-button\" href=\"https:\/\/bijmrd.com\/wp-content\/uploads\/2026\/04\/358-363.pdf\">download journal<\/a><\/div>\n<\/div>\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t\t\t<\/div>\r\n\t<\/div>\r\n<\/div>\r\n<div class=\"rt-col-md-12 rt-col-sm-6 rt-col-xs-12 default rt-grid-item post-11225 post type-post status-publish format-standard hentry category-volume4-issue1\"\t\tdata-id=\"11225\">\r\n\t<div class=\"rt-holder tpg-post-holder\">\r\n\t\t<div class=\"rt-detail rt-el-content-wrapper\">\r\n\t\t\t\t\t\t\t<div class=\"rt-img-holder tpg-el-image-wrap has-no-thumbnail\">\r\n\t\t\t\t\t<a data-id=\"11225\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/voices-of-dalit-women-in-outcaste-a-memoir-struggles-identity-and-empowerment\/\" class=\"tpg-post-link\" target=\"_self\">\t\t\r\n\t\t<\/a>\r\n\t\t        <div class=\"overlay grid-hover-content\"><\/div>\r\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t<div class=\"entry-title-wrapper\"><h3 class=\"entry-title\"><a data-id=\"11225\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/voices-of-dalit-women-in-outcaste-a-memoir-struggles-identity-and-empowerment\/\" class=\"tpg-post-link\" target=\"_self\">Voices of Dalit Women in Outcaste: A Memoir: Struggles, Identity, and Empowerment<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t<div class=\"post-meta-tags rt-el-post-meta\">\r\n\t\t\t\t\t            <span class='date'>\r\n\r\n\t\t\t\t<i class='flaticon-calendar '><\/i>\t\t\t\t<a href=\"https:\/\/bijmrd.com\/index.php\/2026\/04\/12\/\">\r\n\t\t\t\t\t\t\t\t\t<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t            <span class='categories-links'>\r\n\t\t\t\t<i class='flaticon-folder '><\/i><a class=\"volume4-issue1\" href=\"https:\/\/bijmrd.com\/index.php\/category\/volume4-issue1\/\">Volume4 Issue1<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\r\n\t\t\t\t\t\t\t<div class=\"tpg-excerpt tpg-el-excerpt\">\r\n\t\t\t\t\t\t\t\t\t\t\t<div class=\"tpg-excerpt-inner\">\r\n\t\t\t\t\t\t\t\n<p class=\"has-vivid-cyan-blue-color has-text-color\"><strong>Author: Rony Bhowal<\/strong><\/p>\n\n\n\n<p><strong>DOI Link:<\/strong> <a href=\"https:\/\/doi.org\/10.70798\/Bijmrd\/04010046\">https:\/\/doi.org\/10.70798\/Bijmrd\/04010046<\/a><\/p>\n\n\n\n<p><strong>Abstract:<\/strong> Dalit literature has emerged as a powerful medium for articulating the lived realities of caste-based oppression in India. Within this domain, Dalit women\u2019s narratives occupy a distinctive and critical space, as they confront the intersection of caste, class, and gender discrimination. This research article examines the representation of Dalit women\u2019s voices in Outcaste: A Memoir, focusing on themes of struggle, identity formation, and empowerment. The study highlights how personal narratives function as acts of resistance against systemic marginalization while also serving as tools for reclaiming dignity and selfhood. Through a critical and analytical approach, this paper explores how Dalit women negotiate oppressive social structures and assert agency in their everyday lives. The article ultimately argues that Dalit women\u2019s voices not only challenge dominant socio-cultural hierarchies but also contribute significantly to the discourse of social justice and transformation.<\/p>\n\n\n\n<p><strong>Keywords:<\/strong> Dalit Women, Outcaste, Caste Oppression, Identity, Empowerment, Resistance, Autobiography.<\/p>\n\n\n\n<p class=\"has-ast-global-color-1-color has-text-color\"><strong>Page No: 364-371<\/strong><\/p>\n\n\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link has-ast-global-color-6-background-color has-background wp-element-button\" href=\"https:\/\/bijmrd.com\/wp-content\/uploads\/2026\/04\/364-371.pdf\">download journal<\/a><\/div>\n<\/div>\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t\t\t<\/div>\r\n\t<\/div>\r\n<\/div>\r\n<div class=\"rt-col-md-12 rt-col-sm-6 rt-col-xs-12 default rt-grid-item post-11416 post type-post status-publish format-standard hentry category-volume4-issue1\"\t\tdata-id=\"11416\">\r\n\t<div class=\"rt-holder tpg-post-holder\">\r\n\t\t<div class=\"rt-detail rt-el-content-wrapper\">\r\n\t\t\t\t\t\t\t<div class=\"rt-img-holder tpg-el-image-wrap has-no-thumbnail\">\r\n\t\t\t\t\t<a data-id=\"11416\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/teacher-preparedness-for-implementing-indian-knowledge-systems-in-indian-classrooms\/\" class=\"tpg-post-link\" target=\"_self\">\t\t\r\n\t\t<\/a>\r\n\t\t        <div class=\"overlay grid-hover-content\"><\/div>\r\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t<div class=\"entry-title-wrapper\"><h3 class=\"entry-title\"><a data-id=\"11416\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/teacher-preparedness-for-implementing-indian-knowledge-systems-in-indian-classrooms\/\" class=\"tpg-post-link\" target=\"_self\">Teacher Preparedness for Implementing Indian Knowledge Systems in Indian Classrooms<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t<div class=\"post-meta-tags rt-el-post-meta\">\r\n\t\t\t\t\t            <span class='date'>\r\n\r\n\t\t\t\t<i class='flaticon-calendar '><\/i>\t\t\t\t<a href=\"https:\/\/bijmrd.com\/index.php\/2026\/04\/12\/\">\r\n\t\t\t\t\t\t\t\t\t<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t            <span class='categories-links'>\r\n\t\t\t\t<i class='flaticon-folder '><\/i><a class=\"volume4-issue1\" href=\"https:\/\/bijmrd.com\/index.php\/category\/volume4-issue1\/\">Volume4 Issue1<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\r\n\t\t\t\t\t\t\t<div class=\"tpg-excerpt tpg-el-excerpt\">\r\n\t\t\t\t\t\t\t\t\t\t\t<div class=\"tpg-excerpt-inner\">\r\n\t\t\t\t\t\t\t\n<p class=\"has-vivid-cyan-blue-color has-text-color\"><strong>Author: Madhu Kumari<\/strong><\/p>\n\n\n\n<p><strong>DOI Link:<\/strong> <a href=\"https:\/\/doi.org\/10.70798\/Bijmrd\/04010047\">https:\/\/doi.org\/10.70798\/Bijmrd\/04010047<\/a><\/p>\n\n\n\n<p><strong>Abstract:<\/strong> The National Education Policy (NEP) 2020 emphasizes the integration of Indian Knowledge Systems (IKS) into school education as a way to reconnect learners with India\u2019s cultural and intellectual heritage. While this vision is transformative, its success depends largely on teacher preparedness. This study, employing a qualitative approach and secondary data, examines teachers&#8217; readiness to implement IKS in Indian classrooms and the challenges and opportunities associated with this process. Secondary sources, such as policy documents, government reports, and academic studies, indicate that teachers play a central role in translating policy into practice. Preparedness involves not only awareness of IKS but also the ability to integrate it meaningfully into subjects like mathematics, science, literature, health, and environmental studies. Teacher training programs, orientation workshops, and curriculum redesign are being introduced to support this transition. However, findings suggest that many teachers lack adequate exposure to indigenous knowledge traditions and struggle with limited resources, insufficient training, and the absence of culturally sensitive pedagogy.The study highlights that effective implementation requires teachers to move beyond superficial references to IKS and instead embed it deeply into classroom practices. This demands authentic resource development, collaboration with local knowledge holders, and continuous professional development. At the same time, opportunities exist: IKS can make learning more holistic, foster cultural pride, and connect education with real-life contexts. Well-prepared teachers can empower students to appreciate their heritage while developing modern competencies.Teacher preparedness is key to the successful integration of IKS under NEP 2020. Strengthening training, resources, and community involvement will ensure that IKS is not treated as symbolic content but as a meaningful part of education. This study underscores the importance of equipping teachers to act as facilitators of both modern knowledge and indigenous wisdom, thereby making education truly transformative.<\/p>\n\n\n\n<p><strong>Keywords:<\/strong> Teacher Preparedness, Indian Knowledge Systems (IKS), National Education Policy 2020, School Curriculum, Indigenous Knowledge, Professional Development, Resource Development.<\/p>\n\n\n\n<p class=\"has-ast-global-color-1-color has-text-color\"><strong>Page No: 372-379<\/strong><\/p>\n\n\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link has-ast-global-color-6-background-color has-background wp-element-button\" href=\"https:\/\/bijmrd.com\/wp-content\/uploads\/2026\/04\/372-379.pdf\">download journal<\/a><\/div>\n<\/div>\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t\t\t<\/div>\r\n\t<\/div>\r\n<\/div>\r\n<div class=\"rt-col-md-12 rt-col-sm-6 rt-col-xs-12 default rt-grid-item post-11530 post type-post status-publish format-standard hentry category-volume4-issue1\"\t\tdata-id=\"11530\">\r\n\t<div class=\"rt-holder tpg-post-holder\">\r\n\t\t<div class=\"rt-detail rt-el-content-wrapper\">\r\n\t\t\t\t\t\t\t<div class=\"rt-img-holder tpg-el-image-wrap has-no-thumbnail\">\r\n\t\t\t\t\t<a data-id=\"11530\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/freedom-from-colonial-influence-the-swadeshi-education-thought-of-indian-thinkers-and-the-de-colonization-of-contemporary-indian-education-2\/\" class=\"tpg-post-link\" target=\"_self\">\t\t\r\n\t\t<\/a>\r\n\t\t        <div class=\"overlay grid-hover-content\"><\/div>\r\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t<div class=\"entry-title-wrapper\"><h3 class=\"entry-title\"><a data-id=\"11530\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/freedom-from-colonial-influence-the-swadeshi-education-thought-of-indian-thinkers-and-the-de-colonization-of-contemporary-indian-education-2\/\" class=\"tpg-post-link\" target=\"_self\">Freedom from Colonial Influence: The \u201cSwadeshi Education\u201d Thought of Indian Thinkers and the De-colonization of Contemporary Indian Education<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t<div class=\"post-meta-tags rt-el-post-meta\">\r\n\t\t\t\t\t            <span class='date'>\r\n\r\n\t\t\t\t<i class='flaticon-calendar '><\/i>\t\t\t\t<a href=\"https:\/\/bijmrd.com\/index.php\/2026\/04\/12\/\">\r\n\t\t\t\t\t\t\t\t\t<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t            <span class='categories-links'>\r\n\t\t\t\t<i class='flaticon-folder '><\/i><a class=\"volume4-issue1\" href=\"https:\/\/bijmrd.com\/index.php\/category\/volume4-issue1\/\">Volume4 Issue1<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\r\n\t\t\t\t\t\t\t<div class=\"tpg-excerpt tpg-el-excerpt\">\r\n\t\t\t\t\t\t\t\t\t\t\t<div class=\"tpg-excerpt-inner\">\r\n\t\t\t\t\t\t\t\n<p class=\"has-vivid-cyan-blue-color has-text-color\"><strong>Author: Samiul Mondal<\/strong><\/p>\n\n\n\n<p><strong>DOI Link:<\/strong> <a href=\"https:\/\/doi.org\/10.70798\/Bijmrd\/04010048\">https:\/\/doi.org\/10.70798\/Bijmrd\/04010048<\/a><\/p>\n\n\n\n<p><strong>Abstract:<\/strong> This research paper analyses the nature of the colonial education system introduced during British rule and evaluates the relevance of the \u201cSwadeshi education\u201d philosophy proposed by eminent Indian thinkers as an alternative. The educational framework initiated in India through Macaulay\u2019s Minute of 1835 primarily aimed at creating psychological subjugation and cultural alienation among Indians. Identifying the limitations of this mechanical and examination-oriented system, Rabindranath Tagore, Mahatma Gandhi, Swami Vivekananda, and Sri Aurobindo articulated alternative life-oriented and nationalist educational philosophies. Tagore\u2019s nature-centric education, Gandhi\u2019s Nai Talim, Vivekananda\u2019s \u201cman-making education,\u201d and Aurobindo\u2019s Integral Education all shared a common goal\u2014the decolonization of education.<\/p>\n\n\n\n<p>The present study finds that India\u2019s National Education Policy 2020 (NEP 2020) seeks to bring about a transformative shift away from the Macaulayan framework. By emphasizing mother-tongue instruction, revitalizing Indian Knowledge Systems (IKS), and incorporating vocational education, the policy reflects the long-cherished \u201cSwadeshi\u201d vision of these thinkers. Through an analysis of both challenges and possibilities, the paper concludes that decolonization is not merely a reflection on the past but an essential process for reclaiming India\u2019s identity and enhancing its global competitiveness. By integrating theoretical insights with policy perspectives, this study outlines a future roadmap for India\u2019s education system.<\/p>\n\n\n\n<p><strong>Keywords:<\/strong> De-colonization, Indigenous Education, Nai Talim, Macaulayism, National Education Policy 2020 (NEP 2020), Indian Knowledge Systems (IKS).<\/p>\n\n\n\n<p class=\"has-ast-global-color-1-color has-text-color\"><strong>Page No:380-388<\/strong><\/p>\n\n\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link has-ast-global-color-6-background-color has-background wp-element-button\" href=\"https:\/\/bijmrd.com\/wp-content\/uploads\/2026\/04\/380-388.pdf\">download journal<\/a><\/div>\n<\/div>\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t\t\t<\/div>\r\n\t<\/div>\r\n<\/div>\r\n<div class=\"rt-col-md-12 rt-col-sm-6 rt-col-xs-12 default rt-grid-item post-11528 post type-post status-publish format-standard hentry category-volume4-issue1\"\t\tdata-id=\"11528\">\r\n\t<div class=\"rt-holder tpg-post-holder\">\r\n\t\t<div class=\"rt-detail rt-el-content-wrapper\">\r\n\t\t\t\t\t\t\t<div class=\"rt-img-holder tpg-el-image-wrap has-no-thumbnail\">\r\n\t\t\t\t\t<a data-id=\"11528\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/freedom-from-colonial-influence-the-swadeshi-education-thought-of-indian-thinkers-and-the-de-colonization-of-contemporary-indian-education\/\" class=\"tpg-post-link\" target=\"_self\">\t\t\r\n\t\t<\/a>\r\n\t\t        <div class=\"overlay grid-hover-content\"><\/div>\r\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t<div class=\"entry-title-wrapper\"><h3 class=\"entry-title\"><a data-id=\"11528\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/freedom-from-colonial-influence-the-swadeshi-education-thought-of-indian-thinkers-and-the-de-colonization-of-contemporary-indian-education\/\" class=\"tpg-post-link\" target=\"_self\">From Vision to Strategy: Relevance of Vajpayee in 21st Century Diplomacy<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t<div class=\"post-meta-tags rt-el-post-meta\">\r\n\t\t\t\t\t            <span class='date'>\r\n\r\n\t\t\t\t<i class='flaticon-calendar '><\/i>\t\t\t\t<a href=\"https:\/\/bijmrd.com\/index.php\/2026\/04\/12\/\">\r\n\t\t\t\t\t\t\t\t\t<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t            <span class='categories-links'>\r\n\t\t\t\t<i class='flaticon-folder '><\/i><a class=\"volume4-issue1\" href=\"https:\/\/bijmrd.com\/index.php\/category\/volume4-issue1\/\">Volume4 Issue1<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\r\n\t\t\t\t\t\t\t<div class=\"tpg-excerpt tpg-el-excerpt\">\r\n\t\t\t\t\t\t\t\t\t\t\t<div class=\"tpg-excerpt-inner\">\r\n\t\t\t\t\t\t\t\n<p class=\"has-vivid-cyan-blue-color has-text-color\"><strong>Author: Nargis Tanjima<\/strong><\/p>\n\n\n\n<p><strong>DOI Link:<\/strong> <a href=\"https:\/\/doi.org\/10.70798\/Bijmrd\/04010049\">https:\/\/doi.org\/10.70798\/Bijmrd\/04010049<\/a><\/p>\n\n\n\n<p><strong>Abstract:<\/strong> The evolution of India\u2019s foreign policy in the late twentieth and early twenty-first centuries cannot be fully understood without examining the leadership of AtalBihari Vajpayee. Serving as Prime Minister during a critical transitional period (1998\u20132004), Vajpayee redefined India\u2019s global strategy by combining strategic realism with diplomatic restraint and visionary leadership. This article analyzes Vajpayee\u2019s contributions to India\u2019s foreign policy, focusing on nuclear policy, regional diplomacy, engagement with global powers, and the balance between hard power and soft power. It argues that Vajpayee\u2019s approach remains highly relevant in the 21st century, particularly in an era characterized by multipolarity, strategic competition, and complex security challenges. By situating Vajpayee\u2019s policies within contemporary global dynamics, the study demonstrates how his vision continues to shape India\u2019s diplomatic trajectory.<\/p>\n\n\n\n<p><strong>Keywords:<\/strong> Vajpayee, Indian Foreign Policy, Nuclear Doctrine, Diplomacy, Strategic Autonomy, Global Strategy.<\/p>\n\n\n\n<p class=\"has-ast-global-color-1-color has-text-color\"><strong>Page No: 389-395<\/strong><\/p>\n\n\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link has-ast-global-color-6-background-color has-background wp-element-button\" href=\"https:\/\/bijmrd.com\/wp-content\/uploads\/2026\/04\/389-395.pdf\">download journal<\/a><\/div>\n<\/div>\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t\t\t<\/div>\r\n\t<\/div>\r\n<\/div>\r\n<div class=\"rt-col-md-12 rt-col-sm-6 rt-col-xs-12 default rt-grid-item post-11534 post type-post status-publish format-standard hentry category-volume4-issue1\"\t\tdata-id=\"11534\">\r\n\t<div class=\"rt-holder tpg-post-holder\">\r\n\t\t<div class=\"rt-detail rt-el-content-wrapper\">\r\n\t\t\t\t\t\t\t<div class=\"rt-img-holder tpg-el-image-wrap has-no-thumbnail\">\r\n\t\t\t\t\t<a data-id=\"11534\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/sahabuddin-ahammed\/\" class=\"tpg-post-link\" target=\"_self\">\t\t\r\n\t\t<\/a>\r\n\t\t        <div class=\"overlay grid-hover-content\"><\/div>\r\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t<div class=\"entry-title-wrapper\"><h3 class=\"entry-title\"><a data-id=\"11534\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/sahabuddin-ahammed\/\" class=\"tpg-post-link\" target=\"_self\">\u0997\u09cd\u09b0\u09be\u09ae\u09c0\u09a3 \u099c\u09c0\u09ac\u09a8\u09c7 \u09b2\u09cb\u0995\u09b8\u09be\u09b9\u09bf\u09a4\u09cd\u09af\u09c7\u09b0 \u09aa\u09cd\u09b0\u09ad\u09be\u09ac<\/a><\/h3><\/div>\r\n\t\t\t\t\t\t\t<div class=\"post-meta-tags rt-el-post-meta\">\r\n\t\t\t\t\t            <span class='date'>\r\n\r\n\t\t\t\t<i class='flaticon-calendar '><\/i>\t\t\t\t<a href=\"https:\/\/bijmrd.com\/index.php\/2026\/04\/12\/\">\r\n\t\t\t\t\t\t\t\t\t<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t            <span class='categories-links'>\r\n\t\t\t\t<i class='flaticon-folder '><\/i><a class=\"volume4-issue1\" href=\"https:\/\/bijmrd.com\/index.php\/category\/volume4-issue1\/\">Volume4 Issue1<\/a>\r\n\t\t\t<\/span>\r\n\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\r\n\t\t\t\t\t\t\t<div class=\"tpg-excerpt tpg-el-excerpt\">\r\n\t\t\t\t\t\t\t\t\t\t\t<div class=\"tpg-excerpt-inner\">\r\n\t\t\t\t\t\t\t\n<p class=\"has-vivid-cyan-blue-color has-text-color\"><strong>Author: \u09b8\u09be\u09b9\u09be\u09ac\u09c1\u09a6\u09cd\u09a6\u09bf\u09a8 \u0986\u09b9\u09ae\u09c7\u09a6<\/strong><\/p>\n\n\n\n<p><strong>DOI Link:<\/strong> <a href=\"https:\/\/doi.org\/10.70798\/Bijmrd\/04010050\">https:\/\/doi.org\/10.70798\/Bijmrd\/04010050<\/a><\/p>\n\n\n\n<p><strong>Abstract(\u09b8\u09be\u09b0\u09b8\u0982\u0995\u09cd\u09b7\u09c7\u09aa):<\/strong> \u09b2\u09cb\u0995\u09b8\u09be\u09b9\u09bf\u09a4\u09cd\u09af \u09b9\u09b2\u09cb \u09ae\u09be\u09a8\u09c1\u09b7\u09c7\u09b0 \u09a6\u09c8\u09a8\u09a8\u09cd\u09a6\u09bf\u09a8 \u099c\u09c0\u09ac\u09a8\u09c7\u09b0 \u0985\u09ad\u09bf\u099c\u09cd\u099e\u09a4\u09be, \u09ac\u09bf\u09b6\u09cd\u09ac\u09be\u09b8, \u09b8\u0982\u09b8\u09cd\u0995\u09c3\u09a4\u09bf \u0993 \u0990\u09a4\u09bf\u09b9\u09cd\u09af\u09c7\u09b0 \u098f\u0995 \u0985\u09ae\u09cb\u0998 \u09ad\u09be\u09a3\u09cd\u09a1\u09be\u09b0\u0964 \u098f\u099f\u09bf \u09ae\u09cc\u0996\u09bf\u0995 \u0993 \u09b2\u09bf\u0996\u09bf\u09a4 \u09b0\u09c2\u09aa\u09c7 \u09b8\u0982\u09b0\u0995\u09cd\u09b7\u09bf\u09a4 \u09a5\u09be\u0995\u09c7 \u098f\u09ac\u0982 \u09aa\u09cd\u09b0\u099c\u09a8\u09cd\u09ae \u09a5\u09c7\u0995\u09c7 \u09aa\u09cd\u09b0\u099c\u09a8\u09cd\u09ae\u09c7 \u09aa\u09cd\u09b0\u099a\u09be\u09b0\u09bf\u09a4 \u09b9\u09af\u09bc\u0964 \u0997\u09cd\u09b0\u09be\u09ae\u09c0\u09a3 \u09b8\u09ae\u09be\u099c\u09c7 \u09b2\u09cb\u0995\u09b8\u09be\u09b9\u09bf\u09a4\u09cd\u09af \u09ae\u09be\u09a8\u09c1\u09b7\u09c7\u09b0 \u099c\u09c0\u09ac\u09a8\u09af\u09be\u09aa\u09a8, \u099a\u09bf\u09a8\u09cd\u09a4\u09be-\u09a7\u09be\u09b0\u09be, \u09b8\u09be\u09ae\u09be\u099c\u09bf\u0995 \u09ae\u09c2\u09b2\u09cd\u09af\u09ac\u09cb\u09a7 \u0993 \u09b8\u0982\u09b8\u09cd\u0995\u09c3\u09a4\u09bf\u09b0 \u09b8\u09be\u09a5\u09c7 \u0997\u09ad\u09c0\u09b0\u09ad\u09be\u09ac\u09c7 \u09b8\u09ae\u09cd\u09aa\u09b0\u09cd\u0995\u09bf\u09a4\u0964 \u09aa\u09cd\u09b0\u09be\u099a\u09c0\u09a8\u0995\u09be\u09b2 \u09a5\u09c7\u0995\u09c7 \u0997\u09cd\u09b0\u09be\u09ae\u09c7\u09b0 \u09ae\u09be\u09a8\u09c1\u09b7 \u09a4\u09be\u09a6\u09c7\u09b0 \u09a6\u09c8\u09a8\u09a8\u09cd\u09a6\u09bf\u09a8 \u099c\u09c0\u09ac\u09a8, \u0989\u09ce\u09b8\u09ac, \u09a7\u09b0\u09cd\u09ae\u09c0\u09af\u09bc \u0986\u099a\u09be\u09b0-\u0985\u09a8\u09c1\u09b7\u09cd\u09a0\u09be\u09a8, \u0995\u09c3\u09b7\u09bf, \u09af\u09c1\u09a6\u09cd\u09a7, \u09aa\u09cd\u09b0\u09c7\u09ae \u0993 \u09b8\u09ae\u09be\u099c\u09bf\u0995 \u09b8\u09ae\u09b8\u09cd\u09af\u09be\u09b0 \u09aa\u09cd\u09b0\u09a4\u09bf\u09ab\u09b2\u09a8 \u09b9\u09bf\u09b8\u09c7\u09ac\u09c7 \u09b2\u09cb\u0995\u0997\u09c0\u09a4\u09bf, \u09b2\u09cb\u0995\u0995\u09be\u09b9\u09bf\u09a8\u09c0, \u09aa\u09be\u09b2, \u09aa\u09cd\u09b0\u09a4\u09bf\u09ae\u09be, \u09b0\u09c2\u09aa\u0995\u09a5\u09be, \u09aa\u09cd\u09b0\u09ac\u09be\u09a6-\u09aa\u09cd\u09b0\u09ac\u099a\u09a8 \u0987\u09a4\u09cd\u09af\u09be\u09a6\u09bf \u09b0\u099a\u09a8\u09be \u0995\u09b0\u09c7\u099b\u09c7\u09a8\u0964<\/p>\n\n\n\n<p>\u0997\u09cd\u09b0\u09be\u09ae\u09c0\u09a3 \u099c\u09c0\u09ac\u09a8\u09c7 \u09b2\u09cb\u0995\u09b8\u09be\u09b9\u09bf\u09a4\u09cd\u09af \u0995\u09c7\u09ac\u09b2 \u09ac\u09bf\u09a8\u09cb\u09a6\u09a8\u09c7\u09b0 \u09ae\u09be\u09a7\u09cd\u09af\u09ae \u09a8\u09af\u09bc, \u098f\u099f\u09bf \u09b6\u09bf\u0995\u09cd\u09b7\u09be, \u09a8\u09c8\u09a4\u09bf\u0995\u09a4\u09be, \u09b8\u09be\u09ae\u09be\u099c\u09bf\u0995 \u09a8\u09bf\u09af\u09bc\u09ae \u0993 \u0990\u09a4\u09bf\u09b9\u09cd\u09af \u09ac\u09b9\u09a8 \u0995\u09b0\u09c7\u0964 \u098f\u0987 \u09aa\u09cd\u09b0\u09ac\u09a8\u09cd\u09a7\u09c7 \u0997\u09cd\u09b0\u09be\u09ae\u09c0\u09a3 \u099c\u09c0\u09ac\u09a8\u09c7 \u09b2\u09cb\u0995\u09b8\u09be\u09b9\u09bf\u09a4\u09cd\u09af\u09c7\u09b0 \u09ac\u09bf\u09ad\u09bf\u09a8\u09cd\u09a8 \u09a6\u09bf\u0995, \u09aa\u09cd\u09b0\u09ad\u09be\u09ac \u098f\u09ac\u0982 \u09b8\u09be\u09ae\u09be\u099c\u09bf\u0995 \u0993 \u09b8\u09be\u0982\u09b8\u09cd\u0995\u09c3\u09a4\u09bf\u0995 \u09aa\u09cd\u09b0\u09ad\u09be\u09ac \u09ac\u09bf\u09b6\u09cd\u09b2\u09c7\u09b7\u09a3 \u0995\u09b0\u09be \u09b9\u09af\u09bc\u09c7\u099b\u09c7\u0964<\/p>\n\n\n\n<p><strong>Keywords(\u09b8\u09c2\u099a\u0995 \u09b6\u09ac\u09cd\u09a6):<\/strong> \u09b2\u09cb\u0995\u09b8\u09be\u09b9\u09bf\u09a4\u09cd\u09af, \u09ae\u09be\u09a8\u09c1\u09b7\u09c7\u09b0 \u099c\u09c0\u09ac\u09a8\u09af\u09be\u09aa\u09a8, \u09a6\u09c8\u09a8\u09a8\u09cd\u09a6\u09bf\u09a8 \u099c\u09c0\u09ac\u09a8,\u09b8\u09be\u09ae\u09be\u099c\u09bf\u0995 \u09ae\u09c2\u09b2\u09cd\u09af\u09ac\u09cb\u09a7 \u0993 \u09b8\u0982\u09b8\u09cd\u0995\u09c3\u09a4\u09bf, \u0990\u09a4\u09bf\u09b9\u09cd\u09af\u0964<\/p>\n\n\n\n<p class=\"has-ast-global-color-1-color has-text-color\"><strong>Page No: 369-401<\/strong><\/p>\n\n\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link has-ast-global-color-6-background-color has-background wp-element-button\" href=\"https:\/\/bijmrd.com\/wp-content\/uploads\/2026\/04\/396-401.pdf\">download journal<\/a><\/div>\n<\/div>\n\t\t\t\t\t\t<\/div>\r\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\r\n\t\t\t\r\n\t\t\t\t\t<\/div>\r\n\t<\/div>\r\n<\/div>\r\n            <\/div>\r\n\t\t\t\r\n        <\/div>\r\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"<p>Download Front Page Download Content List Year 2026 &#8211; January | Volume -4 | Issue -1 Integrating Moral and Ethical Values in Pre-Service Teacher Education Programs February 19, 2026 Volume4 Issue1 Author: Dr. Rimmi Datta &amp; Prof. (Dr.) Jayanta Mete DOI Link: https:\/\/doi.org\/10.70798\/Bijmrd\/04010001 Abstract: This paper discusses how values education can be incorporated in pre-service &hellip;<\/p>\n<p class=\"read-more\"> <a class=\"\" href=\"https:\/\/bijmrd.com\/index.php\/volume4-issue1\/sahabuddin-ahammed\/\"> <span class=\"screen-reader-text\">\u0997\u09cd\u09b0\u09be\u09ae\u09c0\u09a3 \u099c\u09c0\u09ac\u09a8\u09c7 \u09b2\u09cb\u0995\u09b8\u09be\u09b9\u09bf\u09a4\u09cd\u09af\u09c7\u09b0 \u09aa\u09cd\u09b0\u09ad\u09be\u09ac<\/span> Read More &raquo;<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"site-sidebar-layout":"no-sidebar","site-content-layout":"page-builder","ast-site-content-layout":"full-width-container","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"disabled","ast-breadcrumbs-content":"","ast-featured-img":"disabled","footer-sml-layout":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"set","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center 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center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""}},"footnotes":"","_joinchat":[]},"rttpg_featured_image_url":null,"rttpg_author":{"display_name":false,"author_link":"https:\/\/bijmrd.com\/index.php\/author\/asraful-alibiswas\/"},"rttpg_comment":0,"rttpg_category":"","rttpg_excerpt":"Download Front Page Download Content List Year 2026 &#8211; January | Volume -4 | Issue -1 Integrating Moral and Ethical Values in Pre-Service Teacher Education Programs February 19, 2026 Volume4 Issue1 Author: Dr. Rimmi Datta &amp; Prof. (Dr.) Jayanta Mete DOI Link: https:\/\/doi.org\/10.70798\/Bijmrd\/04010001 Abstract: This paper discusses how values education can be incorporated in pre-service&hellip;","_links":{"self":[{"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/pages\/9967"}],"collection":[{"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/comments?post=9967"}],"version-history":[{"count":20,"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/pages\/9967\/revisions"}],"predecessor-version":[{"id":11527,"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/pages\/9967\/revisions\/11527"}],"wp:attachment":[{"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/media?parent=9967"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}