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In response to compelling environmental and societal imperatives, the real estate sector is increasingly compelled to adopt environmentally sustainable practices, prompting a significant “green” shift. Drawing upon an extensive literature review and insights garnered through expert interviews, this study identifies 15 critical factors influencing the green supply chain in the Indian real estate domain. Employing the Interpretive Structural Modeling–Dynamic Multi-Attribute Decision-Making Trial and Evaluation Laboratory (ISM–DEMATEL) approach, the hierarchical and contextual relationships among these factors are systematically examined. The ISM–DEMATEL analysis unveils that government policies and legislation, developer orientation and commitment, and green financing emerge as the top three pivotal drivers steering the green supply chain in the Indian real estate sector. To further categorize these drivers, a Matrice d’Impacts Croisés Multiplication Appliquée à un Classement (MICMAC) analysis is employed, resulting in the classification of factors into independent, dependent, autonomous, and linkage categories. The research offers practical insights that may prove invaluable to stakeholders within the real estate industry as well as academicians.

This paper has two parts. In the first part (§§ 2‑3) we cover some of the resources that the Kashmiri sarcast draws on. In the second part (§§ 4‑6) we explore a particular formulaic construction that we maintain is specifically dedicated to the expression of sarcasm, not only in Kashmiri but in most languages of the Indo‑Aryan family – with the possible exception of Bangla and its neighbours. Since this construction occurs in some but not all the major Dravidian languages, it may be regarded as another feature or ‘trait’ of the South Asian Linguistic Area first adumbrated by Emeneau (1956) and further extended by Masica (1976).

Clonazepam belongs to the benzodiazepine group of drugs and has a quick onset and prolonged duration of action. It is frequently prescribed for treatment of anxiety disorder and panic attacks. Benzodiazepines are known to induce angle closure glaucoma in susceptible eyes but acute drug induced myopia is reported only with Chlordiazepoxide usage. We report the case of a 45-year-old woman who developed acute bilateral myopia after consumption of clonazepam which resolved completely after drug withdrawal.

Research has shown that cooperative learning (CL) strongly promotes student learning at all educational levels. However, little is known about the CL's influence in teacher education. This study examined the impact of CL on EFL pre-service teachers' learning motivation and academic engagement using a pre-test/post-test quasi-experimental design. Two classes were randomly selected from regional teacher training centres in Cambodia, one class assigned as the experimental group (N = 35) and the other as the control group (N = 30). For one semester, the experimental group were exposed to CL while the control group were taught through lecture-based learning. Data were collected through adapted scales on learning motivation and academic engagement. The ANCOVA results revealed that CL was more effective for learning motivation and academic engagement, but no significant difference was found on extrinsic learning motivation. In conclusion, CL can foster learning motivation and academic engagement among EFL pre-service teachers.

The purpose of this study was to examine the relationships between mentoring and coaching experience, teachers' self-efficacy, and job satisfaction. Moreover, the researchers investigated the differences among the group of years of teaching experience of vocational teachers. Structural equation modelling (SEM) and one-way ANOVA were used for analysing the data from 614 participants from five areas in Thailand. The study found positive relationships among the mentoring and coaching experience, teachers' self-efficacy and job satisfaction. There was a significant difference among the group of years of teaching experience in the mentoring and coaching experience of the teachers. These results could be applied in a policy presentation for the education sector to consider driving teacher professional development programmes through mentoring and coaching, especially in the context of vocational teachers. Findings suggest each life phase of the teachers' career demonstrated what administrators should consider when organising professional development programmes in colleges or schools.

Purpose: This study aims to gain insights into how students perceive online examination practices and evaluation, as well as identify the key factors that impact their intentions toward online exams. Design/methodology/approach: This empirical study conducted in India utilized an online survey method between May 24 and June 14, 2022. The data were collected from 712 undergraduate and postgraduate students through a Google Docs questionnaire. Descriptive analysis, exploratory factor analysis (EFA), regression and reliability analysis were conducted to analyze the data. Findings: There are many studies related to the adoption of online learning. However, there are limited studies that explore the adoption and acceptance of online examinations and evaluations. This paper intends to fill this gap and tries to highlight important factors influencing online examination usage by the students. Five important factors emerged in the study include "pedagogy, validity, reliability," "practicality," "security," "facilitating condition" and "intention," The study concludes that taking tests online is preferred for several reasons, including the perceived increased dependability of grades and the decreased cost, time and effort associated with taking exams. Research limitations/implications: This research explores students' perceptions of learning management systems (LMS)-based online exams and provides insights for students to better prepare and adapt. It assists policymakers in developing fair assessment policies and improving LMS platforms. The study contributes to the theoretical understanding of e-learning and calls for further research to enhance the effectiveness of online exams. It identifies gaps in existing literature and recommends larger sample sizes, broader representation, longitudinal data collection and conversational methods for future research. Originality/value: This study shows increasing research on e-learning and online examinations, mostly using quantitative methods. The important variables for understanding students' perceptions of online exams are "pedagogy, validity, reliability," "practicality," "security," "facilitating condition" and "intention." Concerns raised include validity, fairness and security. Electronic exams are more suitable for formative evaluation, and validity, reliability, security and adaptability are key pillars for successful online testing.

This study employed a sequential mixed methods explanatory research design to explore the influence of mentoring in the self-efficacy-forming experiences of primary school teachers who participated in a variety of professional development projects on science teaching. In the quantitative phase, survey data drawn from primary school teachers (n = 834) showed that collaborative mentee-mentor activities and metaphorical descriptions of interpersonal relationship were the best predictors of personal science teaching self-efficacy, outcome expectancy, and instructional change. In the qualitative phase, interviews with individual teachers identified their perceptions of how mentoring experiences influenced their development of science teaching self-efficacy and changes they made in their science classrooms. The findings are interpreted through the theoretical lens of the roles of culture and emotions in teacher learning.

This study aims to examine the effects of e-learning management system -- quality characteristics and student characteristics on continuous intention to use e-LMS. This empirical and quantitative study focuses on emerging nations, specifically India, and explores the acceptance of e-LMS among students. While previous research has examined student acceptance of e-LMS, a limited number of studies investigate the impact of e-learning management system quality and student characteristics on continuing e-LMS usage. This study aims to fill this gap by identifying the key variables that influence the adoption of e-LMS. The survey was disseminated online over four weeks in several departments of an HEI located in a rural, remote, and isolated area of the Himalayan foothills. 469 valid replies were obtained using the purposive sampling technique. The data analysis using the structural equation model showed that learner control, technology experience, motivation for learning related to technology, information quality, system quality, and service quality all had a statistically significant impact on students' continued use of e-LMS. According to the neural network (NN) model results, the most significant factors influencing continuous intention to use e-learning are information quality, technological experience, service quality, system quality, motivation for learning, learner control, and personnel innovativeness.