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Purpose – The importance of sustainable development has become increasingly significant in today’s fast-paced world. The 17 sustainable development goals (SDGs) aim to solve a range of environmental, economic and social challenges, which requires global collaboration among governments and private organisations. In light of this, social entrepreneurship has garnered significant attention as it combines the social purpose of non-profits with the market-driven approach of for-profits to address SDG goals. Yet the cognitive processes underpinning the career decisions of social entrepreneurs remain underexplored. This study aims to develop and validate a scale to measure social entrepreneurial career decisions based on the appraisal of perceived challenges. Design/methodology/approach – The study followed the steps of tool development and was carried out in three phases: item analysis, exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). Findings – The final 20-item scale focuses on the appraisal components in pre-entry social entrepreneurial career decision-making and has four factors, which are relevance, coping potential, knowledge and resources and normative significance. Research limitations/implications – The study contributes to the literature on entrepreneurial cognition, specifically focusing on social entrepreneurship. The scale could guide model testing and quantitative research in social entrepreneurial cognition. The four-dimensional structure identified in the study may also have implications for researchers interested in the antecedents and effects of social entrepreneurial decision-making. Practical implications – Accurate measurement of cognitive appraisal is necessary to understand the perceived challenges and thought processes of potential social entrepreneurs. The scale could be used to examine the cognitive appraisal patterns among students. Social entrepreneurship educators and policymakers can use the scale to design and assess educational programs. Originality/value – Distinct from existing studies, this scale offers a multidimensional approach that captures the stages of career decision-making, providing a robust tool to enhance our understanding of the decision-making dynamics in social entrepreneurship.

Abstract The inter-ionic relationships of groundwater present in a region as well as various chemical and physical factors all have an impact on the geochemistry of groundwater in an aquifer. To assess the factors influencing the geochemical composition of groundwater in the eco-sensitive area of Western Ghats, Kerala, India, various weathering, and ionic indices were analyzed. Results show groundwater ranges from soft to extremely hard and acidic to alkaline, with high Mn and Fe levels. WQI analysis found 7% of samples unfit for drinking due to Fe/Mn contamination in the southeast part of the study area. Main water types are CaHCO3 (46%) and CaMgCl. Geochemical modeling indicates silicate and carbonate weathering, cation exchange, and reverse ion processes influence the aquifer. Groundwater is often supersaturated with iron minerals, saturated with carbonate minerals, and undersaturated with sulfate and chloride minerals. Cluster analysis (CA) revealed that NO3 − and K+ are derived from anthropogenic sources. Principal component analysis (PCA) resulted in three factors. Factor 1 is for geogenic processes, while Factors 2 and 3 imply the anthropogenic and weathering of iron-rich minerals. Hierarchical cluster analysis defines anthropogenic input, silicate and carbonate weathering, and different patterns of mineralization in the groundwater. The study underscores the need for comprehensive management to protect groundwater quality, considering the complex interplay of natural processes and human factors.

Enoxaparin, a form of low-molecular-weight heparin, can cause a rare, underreported, and often reversible form of hepatocellular injury. This report describes a case of enoxaparin-induced hepatotoxicity in a 61-year-old male diagnosed with pulmonary embolism. Elevations of liver enzymes were noted within 1 week of starting the drug, followed by a dramatic improvement upon its discontinuation, with subsequent normalization in the following days.

Socio-emotional learning (SEL) is essential for the holistic development of a child. It is a process through which individuals acquire and effectively apply their knowledge and skills to understand and manage their own emotions, show empathy for others, establish and maintain positive relationships, and make responsible decisions. Schools function as important bodies in facilitating SEL. The present study explores the school counsellors' experiences in delivering SEL in Indian schools amidst COVID-19 pandemic. The data collected using semi-structured interviews with ten school counsellors from different cities in India indicated varied conceptual understanding of SEL among counsellors coupled with challenges due to the pandemic, and lack of resources and training on SEL delivery. The results shed light on the inevitable need for SEL and the lack of adequate focus on SEL facilitation and delivery in schools. The study additionally emphasises the need for structural and policy changes to foster positive climate and SEL within the Indian education system. The findings are pertinent for policymakers, school administrators, teachers and counsellors to deliver quality socio-emotional learning programs in schools. Hence the study calls for the need for professional training and support to school counsellor and school mental health professionals.

This study reports on developing and validating the School Alienation in Online Schooling Scale (SAOSS). School alienation in online schooling is conceptualized as opposed to school belonging and the main reason for minimal participation, reduced educational benefits, and school dropout in school aged-children, especially during the online learning forced due to the COVID-19 Pandemic. This study includes three phases. The first study included item generation and analysis. After the initial analysis, 13 items from the tool were retained. In the second study, exploratory factor analysis was conducted. Two factors emerged from principal component analysis (PCA). In the third study, we investigated the confirmatory factor analysis of SAOSS with a sample of urban students in Iran (grades 7-9, n = 317). The SAOSS has important implications for researchers, school counselors and psychologists, policymakers, and stakeholders. Implication for theory, practice and future research is discussed.

Sexual health education among adolescents with intellectual disabilities is an area of concern among parents and educators. Special educators play a vital role in teaching sexual health and safety to their students with disabilities. The present study explores special educators' concerns in teaching sexual health among adolescents with intellectual disabilities. The participants included 35 special educators working with adolescents with intellectual disabilities in India. Summative content analysis of the data collected using a semi-structured interview schedule highlights the neglect of the issues related to sexual health among adolescents with disabilities. Special educators reported the challenges in providing sexual health education. Teachers lacked skills in imparting sexual health education. Developmentally and culturally appropriate sexual health education can help adolescents with a disability learn healthy life skills. The paper emphasizes the need for professional support and training among special educators on sexual health education.

Previous studies have shown that collaboration between school counsellors and other stakeholders such as teachers and administrators leads to improved outcomes for students and a better school climate. The current qualitative study explored the experiences and perceptions of novice school counsellors in India regarding collaboration with teachers and administrators. The sample included 11 novice school counsellors working in five different cities who were recruited using purposive sampling. The thematic analysis of the data collected via semistructured interviews revealed six main themes: 'Counsellors' perceptions about collaboration', 'Collaboration with teachers', 'Collaboration with administrators', 'Challenges faced during collaboration', 'Strategies helpful in collaboration' and 'Impact of training'. Implications discussed include the need for school counsellors to advocate for their role, the need for training programs to prepare stakeholders for collaboration, and the need for policies to integrate the role of a school counsellor into schools.

Anglerfishes are widely distributed from shallow to deep-water habitats occupying different ecological niches. To explain this adaptability, we performed a morpho-functional study on common benthic anglerfishes inhabiting the Indian deep-sea waters. Sensory capabilities of species were examined using the morphology and morphometry of sagitta otoliths (related to detection sound and hearing) and eye size (related to visual communication). We also performed an analysis of the degree of functional niche overlap using fish body traits to understand the coexistence of species. Otoliths showed a morphological pattern similar to that of other anglerfishes: an archaesulcoid sulcus acusticus and variability in the irregularity of the dorsal margin. This last feature affected the allometric relationships between the otolith morphometry and fish length, as well as the otolith relative sizes of each species. The findings suggested that bigger otoliths are associated with the increase of depth distribution of species up to 1000 m, from which it decreases. Our hypothesis is that anglerfishes with irregular otolith shapes could be linked to more nocturnal feeding behaviour because they were characterized by greater eye sizes. The results also indicated interspecific significant differences in functional traits providing a low niche overlap. Therefore, our study supports the hypothesis of an environmental and ecological specialization of benthic anglerfishes.