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Location of schools is one of the most important factors for encouraging active school transportation. The study identifies a gap that children lose a considerable amount of time in their school trips. The reason behind this is also identified: the ignorance of the population's preferences while planning for this infrastructure. Location of schools in Kharagpur city is evaluated in Geographic Information System (GIS) environment. Global Moran's I test and hot spot cluster analysis provided the existing spatial distribution of schools. Desire line maps are prepared to note the distances children are traveling for schools. Parents' preference patterns are comprehended in the SERVQUAL framework. Cluster analysis is performed to identify the different categories of parents with respect to their preference patterns. These categories are profiled with their demographic characteristics using logit model. Next, multinomial logit model is used to ascertain the type of schools selected by the parents of each identified category. The framework developed to assess the expectations and perceptions of parents from schools will help the school providers understand the satisfaction level of their users. Schools of different categories will be able to customize their serviceability. If preference is included in the location planning of schools, it will encourage children for active school transportation.

There is an ever-increasing demand for Higher Education Institutions (HEIs) to engage with the challenges of the changing labour market contexts and trends, such as the Fifth Industrial Revolution and the new normal. However, a major criticism is that higher education institutions do not often prepare graduates for real-life contexts. For that reason, it is not surprising that graduate employability and the competencies required have become the primary concerns of HEIs. Often, we see the phrases "competency" and "employability" presented in the literature as essential requirements for graduates to attain gainful employment streams. Some studies also present them as interrelated concepts. However, we seldom find studies that unravel their intertwined relationships. This article tries to bridge this gap by looking into the role of HEIs in promoting the development of competencies for employability. We used a structured questionnaire to collect the quantitative data from 389 postgraduate students enrolled in a generic stream from an Indian State, Kerala. This paper proposes and tests a structural model of relationships between the perceived competencies of the postgraduates and their perceived career preparedness and, subsequently, perceived employability. This paper also highlights the need to reimagine tertiary education to suit the demands of changing times.

Purpose: This study aims to examine the influence of sustainability education in 15 Indian universities and the mediating role of the theory of planned behavior in predicting students' intentions to start an enterprise supporting sustainability. Design/methodology/approach: The data, which consists of 422 samples, was collected from 15 universities in India. It was analyzed through partial least squares structural equation modeling, which is frequently used for prediction models. The model was further checked for goodness-of-fit using Amos. Findings: The results suggested that personal and subjective norms play a mediating role in shaping the intentions of students to choose entrepreneurship in the sustainability field. Education on sustainability has a significant influence on personal and subjective norms, and these norms further help to develop entrepreneurial intentions. Practical implications: The study will be helpful for researchers and universities in understanding the importance and stake of including courses on sustainability. Social implications: As the results suggest, social norms play a significant role in determining entrepreneurial intentions; therefore, the study will develop a societal culture of start-up education and ethos. Originality/value: The research is original and one of the first to examine the mediating role of the theory of planned behavior on the relationship between education and intentions to start a sustainable enterprise.

This paper narrates the concept of Sustainable Peace Leadership and examines how three prominent Peace Activists from South and Southeast Asia measure up to the concept. The article will consider the works and ideas of Mohandas K. Gandhi (Mahatma Gandhi), Lhamo Thondup (The 14th Dalai Lama), and Nguyen Xuan Bao (Thich Nhat Hanh). Mahatma Gandhi was instrumental in achieving Indian independence from the British Empire. The Dalai Lama is the spiritual leader of the Tibetan people and has managed a difficult relationship with the Chinese government following the occupation of Tibet. Thich Nhat Hanh was a Vietnamese Buddhist monk, peace activist and is known as the 'father of mindfulness'. The paper identified several characteristics of Peace Leaders. These include being a charismatic leader who motivates their followers to achieve their goals in a non-violent and inclusive manner. Peace leaders meditate and spend time developing inner peace which then leads to outer peace. The paper also asserts that peace leaders are capable of recognizing the humanity in their opponents and seek a mutually beneficial solution. The three chosen individuals are all recognised as being charismatic leaders who were prominent peace leaders. All were deeply spiritual and practiced meditation and other inner work on a regular basis. They stressed the humanity in their opponents, based on their religious beliefs and the concepts of non-duality and interdependence.

Occupational stress has been constantly rising among academics in universities globally, which affects their health and well-being. Although some studies reviewed occupational stress in academics, there has been less systematic evidence reviewed occupational stress of academic staff through the lens of the Transactional Model of Stress and Coping (TTSC). This integrative review aims to search, extract, appraise and synthesise recent evidence relating to occupational stress, coping strategies, health, and well-being of university academic staff. The Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) methodology provides a structure for searching and reporting the search outcomes. Primary studies relating to occupational stress, coping strategies, health, and well-being of academics in university published from 2010 onwards were selected from five databases, CINAHL, ERIC, PsycINFO, SCOPUS, and Web of Science in June 2020. Keywords included "stress", "coping strategy", "health", "well-being", "academics" and "university" in various combinations. The boolean operators "AND" and "OR" were also used. 17 out of 682 articles were included in this review. Most studies reported academics experienced moderate to high level of stress, and the heavy workload was one of the main stressors. Both positive and negative coping methods were used by academics to cope with stress. Occupational stress can contribute to poor mental health and decreased well-being of academics. This review can help to understand the work phenomenon of university academics and improve their health and well-being, which in turn can contribute to satisfaction and productivity within the educational institutes.

Purpose: The COVID-19 pandemic has greatly impacted work, leading to the adoption of remote work practices and changes in power dynamics and trust. Although managing remote work has received much attention, the impact of the quality of work life on the effectiveness of hybrid workplaces has been less studied. This study aims to examine the relationship between quality of work life and psychological capital among organizational leaders using an artificial neural network (ANN) model. Design/methodology/approach: This study used a cross-sectional quantitative methodology. A structured questionnaire was used to collect 268 responses from organizational leaders using the convenience sampling method. The data collected were analyzed using the ANN model in the Python interface. Findings: The ANN model training and testing revealed that there is a positive relationship between the quality of work life and psychological capital among organizational leaders. The R-squared values for hope, efficacy, resilience and optimism were 85.19%, 82.08%, 78.55% and 81.08%, respectively, in the training set, and 81.30%, 78.95%, 76.52% and 71.41% in the testing set. Originality/value: To the best of the authors' knowledge, no previous research in the context of studying the relationship between quality of work life and psychological capital among organizational leaders using the machine learning approach -- ANN model.

Background: Increasingly researchers are recognising the importance of including the perspectives of children and young people in research and in the development of interventions and innovations, in order to understand children's lives on their own terms. Purpose: This article reflects on the potential risks posed to children and young people in research and the role of gatekeepers in granting access and, in direct field activities, especially where the research could be deemed as 'sensitive'. Research Design: Using a combined descriptive and autoethnographic research design, questionnaires and reflections were gathered from the field experiences of researchers in four countries (India, Jamaica, Uganda and the UK) conducting research on children's experiences of violence victimisation as part of a gender-based violence prevention project. Data was collected retrospectively and analysed thematically with the aid of QSR NVivo. Results: Based on the five themes that emerged: accessing schools; approach to access; accessing participants; lessons learnt; and advice for other researchers, the overall findings indicate that researching sensitive topics with children and young people is necessarily problematic in order to safeguard them. This is especially the case in contexts where discrimination and stigma relating to certain topics may be a significant barrier to children's participation. Conclusion: Research planning requires attention to gatekeeper power, safeguarding children and young people, and understanding how processes and attitudes concerning the status and rights of children at national and institutional levels might influence the research process.

Teacher immediacy behaviour is the factor that have found strong association with students' learning outcomes. Although, both the verbal and nonverbal form of immediacy behaviour has been found association with students' learning, nonverbal immediacy behaviour is considered more important in students' learning than the verbal immediacy behaviour. The present study analysed the nonverbal immediacy behaviour of the mathematics teachers in secondary schools of West Bengal, and investigated its' impact on teachers' effectiveness. Necessary data were collected by using Nonverbal Immediacy Behaviour Scale and Teacher Effectiveness Scale. A total 1303 tenth graded students from 120 classes randomly selected to give response about their mathematics teachers. Results of the study indicate that there is no significant difference among the male and female teachers in their pattern on immediacy behaviour. The findings also indicate that nonverbal immediacy behaviour has a significant impact on mathematics teachers' effectiveness.

The tribal communities in South India, especially those in the Wayanad region in the proximity of Kerala state, have low literacy rates and occupy a socio-culturally marginalized status among various demographic clusters in India. The pedagogies employed through mainstream schooling do not appeal to the students in the tribal community, resulting in high dropout rates. Therefore, Madras Christian College, Chennai, has identified tribal communities as an underrepresented group in Indian science education proposing to engage them through "Service Learning Science Camps". Herein we document our activities as formative assessment through teaching chemistry to tribal school children and consolidate the experiences gained by both the student volunteers and tribal students for prospective research. The program enabled the student mentors to explore their leadership skills while administering the science camps. In addition to this, the camps created a pleasurable environment for learning chemistry for the tribal children and increased their inclination toward science. This exercise helps students to change their perception toward tribals and bridge the gap between them by providing a welcoming and supportive environment for pleasurable learning. We propose these camps as a model to reach out and popularize chemistry among the overlooked communities, simultaneously nurturing the minds of college students toward creating an inclusive future.

Purpose: The purpose of this paper is to explore an employability enhancement initiative, the Additional Skills Acquisition Programme (ASAP) project in the state of Kerala, India, as a case for the inclusive development of employability in college and university students. Design/methodology/approach: ASAP is applied as a case study to examine the employability enhancement initiative in India. Findings: Participation in the ASAP project led to increased measures of employability. These increases were most pronounced in women and individuals living below the poverty line. Partnerships between educational institutions and organisations focusing on students' technical and skill development can help overcome local and national talent shortages. Originality/value: The theoretical implications come from addressing the lack of representation of skills based employability initiatives among students from India in the vocational behaviour literature. Practical implications come from knowledge sharing of innovative strategies to enhance the employability outcomes of individuals entering the labour market. New ways to overcome the reported mismatch in business education between curriculum content and the development of employability skills in graduates are presented. Benefits for diversity and inclusion are also provided.

Global university rankings (GURs) have garnered increasing media attention since their inception. Yet to date, a concerted attempt to offer an affect lens -- emotions, responses, reactions and feelings that are relational and transpersonal -- underlying the mediatisation of GURs remains absent. Drawing on affect theories, we analysed the Indian national media's coverage of "Times Higher Education" rankings and "Quacquarelli Symonds Ltd." rankings (between 2018-2019). Amid a globalised media ecology, we illuminate how affect plays a pivotal role in how the mediatisation process infuses ranking logic into a national context that is at the periphery of GUR outcomes. We argue that national media uses affect to confer and open up GURs for localised meaning making, allowing GURs to persevere despite their questionable legitimacy in a Global South context, thus globalising higher education policy. We suggest that affect is essential in the expansion of GURs through mediatisation in national policy arenas.

Purpose: Higher education is uncertain which sustainability-related education targets should be sought and monitored. Accepting that something needs to be measurable to be systematically improved, the authors explored how measures relate to potential targets. This paper aims to focus on dispositions to think critically (active open-minded thinking and fair-minded thinking in appraising reasoning) as measures and explored how they related to sustainability concern as an indicative educational target. Design/methodology/approach: This research included the development and testing of research instruments (scales) that explored dispositions to critical thinking and sustainability concern. Authors researched these instruments within their own correspondence groups and tested them with university students and staff in Pakistan, the USA, Austria, India and New Zealand. The authors also asked a range of contextualising questions. Findings: Respondents' disposition to aspects of active, open-minded thinking and fair-minded thinking do predict their concern about facets of sustainability but their strength of religious belief was an important factor in these relationships and in their measurement. Practical implications: This research demonstrates the complexity of monitoring dispositions to think critically and sustainability concern in educational systems, particularly in circumstances where the roles of religious beliefs are of interest; and suggests ways to address this complexity. Originality/value: This research integrates and expands discourses on ESD and on critical thinking in diverse disciplines and cultures. It investigates measurement approaches and targets that could help higher education institutions to educate for sustainable development and to monitor their progress, in ways that are compatible with their culture and values.

Purpose: The study aims to evaluate the components of entrepreneurship education and training (EET) in India. The paper proposes a framework for an effective EET regime for amalgamating entrepreneurship education as fundamental to mainstream higher education in India. Design/methodology/approach: The current study utilises a qualitative research technique, that is, the narrative inquiry methodology based on in-depth interviews. The study respondents included sixteen educators who are actively engaged in EET and related activities for a minimum of ten years. Findings: The study identified five broad "meaning units" or "themes," that is, "incremental pedagogical efficiency and flexible evaluation systems," "entrepreneurial experience of the faculty," "extended support," "holistic mentoring" and "experiential learning" as components of an effective EET regime. Originality/value: The study will help the policymakers and higher education institutions (HEIs) revisit their policy frameworks and practices to promote entrepreneurial capacity and entrepreneurial intentions among students. The study will also help to gain deeper insights into EET components and will propose a framework for an effective EET regime based on its findings.

This study provides a systematic review of literature from India on traditional bullying and victimization among school-going adolescents. A search of bibliographic electronic databases PsycINFO, MEDLINE, ERIC, Web of Science, and PubMed was performed in May 2020. Thirty-seven studies were included in the review. For each study included, the following specifics were examined: (a) methodological characteristics, (b) prevalence estimates of bullying behavior, (c) forms of bullying, (d) risk factors, and (e) consequences of bullying. It was found that bullying happens in India, and some risk factors for bullying and victimization in India are typical to the Indian context. In addition, bullying in India is associated with adverse consequences for both the aggressor and the victim. Many studies on bullying from India should be interpreted cautiously because of problems with data collection processes, instrumentation, and presentation of the findings. Cross-cultural comparisons for prevalence estimates, and longitudinal studies to examine the direction of possible influence between bullying and its correlates need to be conducted, to cater to the large adolescent population of India.

The present study was a causality study that investigate the effects of conditional factors; if x, y & z are the independent factors (e.g. socio-economic status, Anthropometric status, and home environmental status) on the dependent factors (e.g. memory, social skill, language acquisition, logical reasoning, and problem solving). The present study assessed the relationship between socio-economic status, anthropometric status, and home environmental status to describe the cognitive developmental phenomena of pre-school children. Here, cognitive developmental phenomena like; memory, language acquisition was dependent variable, and the socio-economic status, anthropometric status, and home environmental status of the child was the independent variables. The researcher has followed simple-random sampling technique to draw the sample from the population. The researcher has randomly selected two pre-schools of Alipurduar district and out of the two schools; the researcher has randomly selected 60 pre-school students consulted with their parents to collect the data from both the children and the parents. It was found that anthropometric and home environmental status of the pre-school children related with cognitive developmental phenomena, but not the socioeconomic status.

Educating special educational needs (SEN) children in special schools is the norm in India but there is a growing trend towards inclusive practice. Perspectives were sought from children, their parents and teachers in Bangalore, India to investigate perceptions of effective provision for SEN children using an interpretative approach to provide "thick descriptions". Findings suggest that integration of SEN children in mainstream schools was not the preferred model for both the children and adults in the study. Separate schooling was cited by the majority of respondents as the most appropriate model for reasons of unsuitable pedagogy and curriculum, a lack of individualised attention for children and difficulties of social interaction. The study reveals that teacher dedication, passion and care for the SEN children in their classes is juxtaposed with an acknowledgment of their professional training and development needs. These findings provide teachers and policy makers with an in depth insight from this sample case study into the perspectives of children, their parents and teachers on appropriate SEN provision and the challenges of implementing inclusive practice.

India's education system is complex because it has to meet the needs of a population which is culturally, geographically, politically, religiously and economically diverse. The principal investigator spent two summers in India talking with teachers and learners. This paper reports on the impact of Christian values in the secular but arguably Hindu nationalist education system. Working within an interpretivist paradigm and through an ethnographic lens, an interpretive phenomenological analysis approach was adopted to make sense of 34 interviewees' narratives from five Indian states. The narratives were mapped onto an adaptation of a 'tree metaphor' to illustrate how values underpin decision-making and action in the school context. Five of the narratives are presented as keyhole examples to exemplify the similarities and contrasts in reported beliefs, values and behaviours set within the context of teachers' professional practice. Findings reveal that all 34 participants drew on their Christian faith, and Indian cultural context, in their decision-making both in how they made sense of education policy, and how they interpreted school events and behaviours. Despite their common faith (Christianity), the 34 interpretations, decision-making and actions varied as demonstrated in the five selected narratives. We explore how the variance manifested and was influenced by the geographical, cultural, post colonial and school context.

Despite the diversity of views in the literature about what employability skills are, there appears to be general agreement that employability skills are important. However, there are concerns about whether TVET graduates in developing countries are developing these skills and the onus falls upon TVET teachers to ensure they do so. In this qualitative study, 35 TVET teachers from 19 developing countries were interviewed to learn how TVET teachers foster the employability skills of learners. Data collected were transcribed, coded and analysed using thematic analysis. Findings show that the well-published notion that TVET teachers in many developing countries do not make efforts to impart employability skills to their students could be brought into question. Results of this study show that TVET teachers use various techniques to foster employability skills in their TVET learners. Continuous professional development of TVET teachers to ensure quality graduate outcomes is recommended.

This paper reports on aspects of a recent project carried out for the International Labour Organization (ILO) and the World Bank, which was designed to feed into the process of updating and expanding India's apprenticeship system. The apprenticeship system in India is extremely small for the country's population, even taking into account the high proportion of jobs that are in the informal economy, and is subject to very rigid regulation. Expansion of the system has been seen as vital in order to improve the supply of skills to the rapidly expanding economy, and also to address issues of disparity in labour market participation and equity for certain groups in Indian society. The paper firstly explains how findings about apprenticeship systems from ten other countries, together with analysis of the Indian situation, were used to present options for consideration by the Indian government. It then analyses these options for their social justice and equity implications.

Purpose: The purpose of this paper is to provide a framework to understand and reflect upon issues, which can help in producing better industry-ready students graduating from business schools. Design/methodology/approach: The paper examines research conducted in the area of knowledge management (KM) and proposes a conceptual framework that can be used by academic institutions to engage students and prepare them for industry needs so that they are better industry-ready graduates. A case study based approach has been adopted in this study. Findings: In line with the literature-based analysis, a framework for better industry ready students has been proposed, illustrating the linkage between KM, learning from organization-based projects, industry feedback and inputs from international accreditation bodies in higher education. Originality/value: This paper has provided a comprehensive framework that contributes to the understanding and refining the academic processes in a business school setting with the help of learning from academic KM process. Such a framework has not been previously developed by previous researchers.

Household income shocks in developing countries are known to have an impact on the education investments for children. In this paper, we explore the effects of various income and expenditure shocks on educational investment and cognitive outcomes of children using three rounds of household-level panel data from Young Lives survey conducted in two southern states of India -- Andhra Pradesh and Telangana. We find that idiosyncratic shocks like paternal health shocks and livestock loss translate into lower inputs of children's education, which reduce their cognitive ability captured through vocabulary and mathematics tests.

The global COVID-19 pandemic has led to major changes in the surgical caseloads in the operation theatres across the world. Elective surgeries have been curtailed to a great extent and the number of emergency surgeries has risen. We conducted a study to assess the changes in the surgical caseloads in two tertiary care hospitals in India during the pandemic and to assess the changes in anaesthesia techniques used. A multicentre retrospective observational study conducted at two tertiary care centres located 1500 kms apart. Hospital A in a city with high incidence of COVID-19 and Hospital B with a lighter load of COVID-19 cases. Record of all major surgeries carried out between 01Jul 2020 and 31 Dec 2020 were compared with the surgeries carried out between 01 Jul 2019 and 31 Dec 2019. There was a decrease of almost 53% in elective surgical workload in hospital A and 71% in hospital B. The decrease in the cases was not similar across all specialities. There was a significant increase in the percentage of emergency surgeries from 11.1% to 24% in hospital A and from 22.1% to 29.8% in hospital B in the year 2020. A statistically significant increase in regional anaesthesia and neuraxial blockade was noted in the year 2020 in both the hospitals. During the COVID-19 pandemic, the number of elective surgical cases has significantly decreased in specialities like ophthalmology whereas there was no change in the surgical workload in specialities like obstetrics, oncology, orthopaedics, and neurosurgery. There was significant increase in the use of regional and neuraxial techniques of anaesthesia. [ABSTRACT FROM AUTHOR]

As with many schools, tech integration at the American School of Bombay (ASB) was varied and scattered. ASB had enthusiastic teachers who used technology in class, but they were the exception. As a result, just a small percentage of students experienced new ways of learning. The authors wanted to turn the occasional use of technology into a widespread and sustained commitment to new forms of learning and teaching. They believed that stakeholder input would be the key to any initiative that improved learning, and that stakeholders must be involved in and take ownership of technology planning. They also knew that leadership would be critical to the success of the tech integration. Even with a clear vision, it would take at least a couple of years to engage the staff and get them working collectively. And with the transient nature of an international school's students and staff, lasting school change would be even more of a challenge. Tech leaders would have to deal with new systems and practices, new guidelines and plans, and conditions for change. In this article, the authors describe how they adopted a distributed leadership approach with these essential elements: (1) Technology leadership team; (2) Technology planning; (3) Commitment to fostering change; (4) Test-bed culture; and (5) Commitment to sustaining change.

The article delineates the existing paradigm of educational technologies in Indian tertiary education institutions. The findings are expected to be useful for tertiary education institutions and policy makers so that they can reorient the existing policies that will be helpful in providing quality education commensurate with industrial needs. The study investigates the adoption of new educational technologies and its impact on students. The empirical findings are based on primary data collected from state and privately funded universities located in and around Delhi, India. The findings of the study suggest that there is a positive association between the intensity of technology used and its impact on students. We also find that the use of latest technologies makes students more creative and improves learning abilities. The other factors that influenced the degree of new technologies used are the opinion of students on the following descriptions: (a) Helps in understanding concepts more clearly, (b) Contributes in better illustration of ideas, (c) Provides opportunity to interact with students of other institutions effectively, and (d) Equates with international teaching methodologies.

Characteristics of temperament have been shown to predict aspects of personality and psychopathology. Approach temperament (i.e., sensitivity, reactivity, and behavioral disposition toward reward stimuli) may be a particularly salient predictor of developmental outcomes (e.g., Nigg, 2006; Shiner & Caspi, 2003). However, there is little research on approach temperament among children from low- and middle-income nations. This study examined the validity of an adapted version of the Infant Temperament Scale across eight international sites with a focus on approach temperament. Our sample included 1,933 infants from eight study sites in low- and middle-income nations: Bangladesh, Brazil, India, Nepal, Peru, Pakistan, South Africa, and Tanzania. The Infant Temperament Scale was translated and administered as a structured interview to caregivers at each site. Exploratory and confirmatory factor analyses were used to examine the factor structure of the scale, and multiple indicator multiple cause (MIMIC) modeling was used to examine invariance of scores across sites. The findings supported the validity of an approach temperament factor. Although the findings did not support the cross-cultural use of the entire Infant Temperament Scale among individuals from low- and middle-income nations in our sample, the supported approach temperament factor is a theoretically important subconstruct. Moreover, the inability to measure other aspects of temperament across cultures may have important implications for researchers interested in the nature of temperament. Implications and future directions are discussed. [Co-written with The MAL-ED Network Investigators.]

India's healthcare system is witnessing increased medical inflation, which is outpacing per capita Gross Domestic Product growth. With increased lifestyle diseases and, most recently, a pandemic caused by COVID-19, the cost of financing healthcare has become a huge issue, especially when government spending on healthcare is so low. In light of this, this article emphasises the significance of privately purchased, that is voluntary health insurance in addition to the government-sponsored health insurance programme for the vast uninsured population. Starting with the history of health insurance in India, this article examines premium growth, underwriting profit, investment income, net profit, incurred claims ratio and other metrics. Following that, the difficulties in the health insurance industry and their breadth are examined through a review of literature and recent newspaper reporting. The key issues resulting in negative underwriting experience are the inefficient risk pooling and unregulated private health care costs. A risk-sharing mechanism with an indemnification model must be implemented for better cost management to eliminate value fragmentation. Finally, ideas are given for resolving the challenges and increasing the market share of the health insurance company, with a focus on long-term business models such as managed care. [ABSTRACT FROM AUTHOR]

In the present analysis, we test the dual systems model of adolescent risk taking in a cross-national sample of over 5,200 individuals aged 10 through 30 (M = 17.05 years, SD = 5.91) from 11 countries. We examine whether reward seeking and self-regulation make independent, additive, or interactive contributions to risk taking, and ask whether these relations differ as a function of age and culture. To compare across cultures, we conduct 2 sets of analyses: 1 comparing individuals from Asian and Western countries, and 1 comparing individuals from low- and high-GDP countries. Results indicate that reward seeking and self-regulation have largely independent associations with risk taking and that the influences of each variable on risk taking are not unique to adolescence, but that their link to risk taking varies across cultures.

Teaching argumentation with appropriate activities and strategies would support a wide range of goals in science education. Though science labs have been suggested and employed for argumentation activities, such educational expenditures are likely to be beyond the means of most schools in under-resourced areas. Due to the lack of appropriate technological infrastructure and financial support, science education in developing countries is limited to the traditional approach. Teachers and students in the developing world, or other rural areas without sufficient lab resources in developed countries, would adopt argumentation in science classroom if they utilize their wireless infrastructure. We suggest a remote science lab for students in under-resourced schools, and suggest a possible way to engage them in argumentation activities. This paper introduces Remotely Operated Science Experiment (ROSE) and its implementation, and draws on the result of the intervention focusing on the impact of ROSE on students' argumentation and learning.

The Assessment for Learning in International Contexts (ALIC) project sought to extend knowledge around teachers' understandings of Assessment for Learning (AfL). Using a modified version of a survey item devised by James and Pedder for use with teachers in England, evidence was gathered about the assessment practices that were highly valued by teachers across international contexts. The extent of congruence between these values and teachers' reported classroom practices was explored and dimensions of teachers' assessment practices were derived through factor analysis. While there was considerable congruence across the ALIC cohort of teachers and data sets derived from English teachers, particularly with respect to the items that have positive values--practice gaps, there were some interesting differences. Two components were derived from factor analysis, rather than the three derived by James and Pedder. These components were "Making learning explicit and promoting learner autonomy" and "Student control of assessment processes".

The use of adequate reproductive healthcare services is critical to mothers and newborn babies. This study aimed to examine the facilitators and barriers to maternal healthcare utilisation in the Empowered Action Group (EAG) states. Data were drawn from the fourth round of the National Family Health Survey, 2015–16 (n = 103,984). In this study, full antenatal care (ANC), delivery assistance by the skilled birth attendant (SBA) and postnatal care (PNC) within 2 days of delivery were taken as indicators of maternity care. Overall, approximately 13% of women received full ANC, 69.4% were delivered by SBA and 57.7% had PNC within 2 days of delivery. The findings of this study reveal that urban residence, higher education, wealthier economic status, exposure to mass media and contraceptive use are the facilitators of maternal healthcare utilisation. On the contrary, low levels of education, poverty, marriage during childhood, having a large number of children, belonging to socioeconomically backward castes, having difficulties related to healthcare-seeking and unwanted pregnancies are some of the major barriers to the use of maternity care. This study suggests that policymakers and public health practitioners should design proper healthcare policies and programs to provide quality reproductive healthcare services, particularly among socio-economically vulnerable women. [ABSTRACT FROM AUTHOR]

Case studies of successful place-based education that involve international partnerships are rare. This article reports on an inclusive educational collaboration between pre-service teachers at an Australian university and primary and secondary school-aged children in a slum area of Delhi, India. Encouraged to undertake teaching that affirmed and extended the children's existing linguistic and cultural knowledge, the six teacher candidates collaboratively planned and implemented exemplary programmes geared to the children's interests and needs. This highly inclusive teaching and learning took various forms: a photographic project in the community, the collection of family portraits and stories, a dance and drama performance, and rich conversations on topics ranging from popular culture to politics. Using data drawn from observations of teaching, teacher candidate interviews and written reflections, and artefacts of student learning, this article analyses the processes and outcomes of this highly successful teaching. Essential to the success of this initiative was focused preparation that stressed cross-cultural awareness and sensitivity, a rejection of deficit notions about children and families living in slums, knowledge of Indian socio-political complexities, and a commitment to the building of equitable and ethical relationships with the Indian children and NGO staff. It is anticipated that this analysis will inform further attempts at place-based collaboration in the service of quality education.

We contrast the intergenerational mobility rates of the historically disadvantaged scheduled castes and tribes (SC/ST) in India with the rest of the workforce in terms of their education attainment, occupation choices and wages. Using survey data from successive rounds of the National Sample Survey between 1983 and 2005, we find that intergenerational education and income mobility rates of SC/STs have converged to non- SC/ST levels during this period. Moreover, SC/STs have matched non- SC/STs in occupation mobility rates. We conclude that the last 20 years of structural changes in India have coincided with a breaking down of caste- based barriers to socioeconomic mobility. (Contains 32 footnotes, 9 tables, and 5 figures.)

Purpose: Although handloom is a significant source of livelihood for millions of people in India, it performs poorly compared to other sectors of the economy, which may be the root of technical inefficiency. Until now, to measure technical efficiency, no studies have been carried out; therefore, the purpose of this study is to estimate the technical efficiency in the handloom micro-enterprises in India. Design/methodology/approach: This study includes 427 handloom micro-entrepreneurs from the Indian state of Assam. Using bootstrap truncated regression, the data envelopment analysis (DEA) was used to calculate the technical efficiency and identify the factors responsible for inefficiency. Findings: The findings of this study reveal that handloom enterprises are 75% pure technically efficient, suggesting room for input reduction. The bootstrap truncated regression results show that education, prior experience, modern technology, ICT, bank loan, training, gender and location significantly influence the technical efficiency of handloom enterprises. Research limitations/implications: Despite recent advances in the DEA method, this study used a traditional form of DEA. This study used only one output and a limited set of inputs. Better results could have been obtained by expanding the number of inputs and output. Finally, the data for this study has been obtained from a very narrow geographic area. The production practices of the handloom enterprises in other parts of the region and other states might vary considerably. Practical implications: Technical efficiency measurement has management implications for businesses because it allows entrepreneurs to determine how much less input is required to produce the same output. A meticulous analysis can pinpoint the causes of inefficiency. Originality/value: This paper aims to make two significant contributions to the extant literature. First, to the best of the authors' knowledge, no published document has analyzed the technical efficiency of handloom micro-enterprises anywhere in the world. The authors fill this void by systematically analyzing the technical efficiency of the handloom industry in Assam. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to extend the discussion on firm profitability to include handloom enterprises in India. Design/methodology/approach: This study uses a random sample of 427 handloom microentrepreneurs from the Indian state of Assam. The seemingly unrelated regression model is used to determine the profitability drivers in India's handloom enterprises. Findings: The empirical results revealed that human, financial and social capital, along with their control variables such as information and communication technology, firm size and sales distribution, are the main drivers of profitability of Indian handloom enterprises. Originality/value: To the best of the authors' knowledge, this study is the first to offer an in-depth insight into what makes profitability in the handloom enterprises in India, the world's second-largest reservoir of the handloom industry. [ABSTRACT FROM AUTHOR]

This study explores the effectiveness of a game-based mobile learning model for children living in underdeveloped regions with significant contextual variations. Data for this study came from a total of 210 children between the ages of 6-14 years old from six marginalized communities in India. The findings reveal that children with little or no previous exposure to technology were able to not only figure out the given mobile learning technology, but also solve a series of incrementally challenging problems by playing math games without specific intervention or instruction by adults. The study also found that various factors, including gender and group size, do affect children's ability to adopt and learn while presenting a unique set of learning interaction patterns. This paper concludes with specific recommendations for future ICT4D (Information and Communication Technology for Development) projects for educational development particularly targeting developing regions. (Contains 2 tables and 11 figures.)

Purpose: The purpose of this paper is to systematically examine and draw attention to the potential benefits of solar power generation for access to and use of information and communication technologies (ICT) aimed at sustainable development in emerging economies. Design/methodology/approach: Electricity plays a crucial role in the development and use of ICT and in the process of striving to achieve sustainable development in emerging economies. It has been shown that electrical energy is intrinsically linked to economic, environmental and social dimensions of sustainable development. An extensive analysis of the major contribution of solar electricity in various sectors such as economic, social and environmental benefits is provided. The paper concludes with a discussion on current status of solar electricity in major emerging economies, their planning policies and strategies for promoting solar power generation for increased access to ICT by people and sustainable development of society. Findings: The demand for electricity in residential, commercial and industrial sectors in developing countries (emerging economies) is likely to increase, both as a result of increase in population and expanding industrialization. It remains amongst others, a growing challenge for these nations to obtain and put in place reliable and secured electricity supplies, for accessing ICT and to work towards achieving sustainability. The important issues that must be considered and addressed for the successful implementation of solar electricity programs for sustainability and wellbeing in developing nations are pointed out. Practical implications: The paper shows that the problems of lack of qualified solar technicians and established Photovoltaic (PV) markets and business modes, renewable (solar) energy education have to be addressed. Other issues include appreciation of solar electricity as one of the major energy component, lowering initial cost of the PV technology, availability of finance mechanisms for customers, import tax exemption and regarding electricity as one of the basic needs like food, shelter and clothing. Overhaul of existing systems needs to take place in order to provide the means to deal with some of these issues. Originality/value: Availability of power remains crucial for development in emerging markets. Solar electricity is of major interest for the energy sector in developing or emerging economies because it offers the possibility of generating renewable electricity using sunlight: a resource that is widely and freely available in most, if not all, developing countries. This paper raises awareness about this in a unique way and identifies problems faced by the sectors. To address some of these challenges without compromising the goal of sustainability and development, it is important that low carbon emitting electrical energy sources such as solar electricity are given high priorities by policy makers, industries and research and development institutions in emerging countries. Some innovative suggestions are provided for achieving this. (Contains 1 figure and 1 table.)

The aim of this study using a quasi-experimental design was to investigate whether utilising synthetic phonics in schools catering for low-income families in India would increase reading and spelling attainment in English. Over 500 children in 20 schools took part in the 6-month programme. Just over half of the children experienced lessons organised around the synthetic phonics materials, whilst the other children continued with their normal English lessons. The findings show that there were statistically significant differences between the intervention and control groups in the improvements of the children in their test scores in reading and spelling. (Contains 10 tables, 3 figures, and 1 note.)

Purpose: This paper seeks to provide an insight into the implementation of some of the innovative Web 2.0 applications at Jaypee University of Information Technology with the aim of exploring the expectations of the users and their awareness and usage of such applications. Design/methodology/approach: The study was undertaken at the Learning Resource Centre (LRC), Jaypee University of Information Technology (JUIT), Solan, Himachal Pradesh, India. The LRC at JUIT serves its patrons in supplementing their research needs while creating an ambience for teaching, learning and research. The emergence of digital technologies and information and communications technology (ICT) tools in libraries has encouraged the implementation of a wide range of applications, such as digital libraries, video on demand, reference services and database services into library services. The advent of next-generation web technologies, known as Web 2.0 applications, has prompted a number of other pertinent services to be implemented to enhance the information literacy skills of the existing services. A survey method was used to understand the basic awareness and expectations of library users, and the usability of resources. Findings: The LRC has made a number of provisions to adopt some Web 2.0 applications in its library services to create information literacy. The users of the JUIT library still lack awareness about various Web 2.0 applications necessary for teaching and learning. Practical implications: The paper suggests that Web 2.0 applications can be used effectively to create information literacy amongst users. Library and information science (LIS) educators should take advantage of advances in the field of ICT and consider the learning preferences of information natives as well as information immigrants. Web 2.0 supports a constructivist approach to information awareness tools, and has great potential to socialise learning and information delivery to a greater extent. Web 2.0 technologies should be implemented as a medium of information communication, taking into account the pedagogical perspectives. Originality/value: The case study is a practical application at the Jaypee University of Information Technology. The LRC has implemented some Web 2.0 applications in the Library. The study was undertaken at the university to understand the basic awareness of Web 2.0 and to create information literacy amongst users through it. (Contains 14 figures and 2 tables.)

Using data from 195 dyads of mothers and children (age range = 8-12 years; M = 10.63) in four countries (China, India, the Philippines, and Thailand), this study examined children's perceptions of maternal hostility as a mediator of the links between physical discipline and harsh verbal discipline and children's adjustment. Both physical discipline and harsh verbal discipline had direct effects on mothers' reports of children's anxiety and aggression; three of these four links were mediated by children's perceptions of maternal hostility. In contrast, there were no significant direct effects of physical discipline and harsh verbal discipline on children's reports of their own anxiety and aggression. Instead, both physical discipline and harsh verbal discipline had indirect effects on the outcomes through children's perceptions of maternal hostility. We identified a significant interaction between perceived normativeness and use of harsh verbal discipline on children's perception of maternal hostility, but children's perception of the normativeness of physical discipline did not moderate the relation between physical discipline and perceived maternal hostility. The effects of harsh verbal discipline were more adverse when children perceived that form of discipline as being nonnormative than when children perceived that form of discipline as being normative. Results are largely consistent with a theoretical model positing that the meaning children attach to parents' discipline strategies is important in understanding associations between discipline and children's adjustment, and that cultural context is associated with children's interpretations of their parents' behavior. (Contains 1 note, 4 tables, and 1 figure.)

The introduction of national qualification frameworks (NQFs), including frameworks specifically for the vocational sector (NVQFs), are policy initiatives that have far reaching implications for the management and delivery of education and training. Despite the caution called for by researchers and the challenging reality of implementation in both developed and developing countries, NQFs and NVQFs continue to be included in national reform programs in many regions of the world. This paper summarises current developments in the Asia-Pacific region, where enthusiasm for national qualification frameworks has reached new heights. The paper also draws on the author's experience in working on NVQF development and implementation in Bangladesh and Papua New Guinea to highlight the role of donors who are active partners in the expansion of the international trend to implement qualification frameworks. (Contains 3 tables.)