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Introduction: Academic stress is anxiety and stress that comes from schooling and education. There is often a lot of pressure that comes along with pursuing a degree and one’s education. Methods: A descriptive cross-sectional study design was used to find out academic stress and relationship of academic stress with parent-adolescent relationship, and academic achievement which was conducted in two college of Kathmandu Metropolitan. Study populations were students of the management stream who were studying in class XII. This study adopted non probability purposive sampling method to select college of Kathmandu metropolitan whereas simple random sampling with lottery method was used to select sample of 253 students. Data was coded, categorized and then entered into SPSS 16 and analyzed using both descriptive and inferential statistics. Results: The findings revealed that nearly half of the respondents (47%) had moderate academic stress and 23.7% have high academic stress. Regarding overall level of relationship with both parents more than half of the respondents (64.4%) have favorable relationship. There is significant relationship between academic stress, academic achievement of previous level and association was seen between academic stress and mother’s education. Students have moderate and high academic stress in their academic path. Irrespective of parent adolescent relationship, majority of adolescent had low or moderate academic stress, research hypothesis was rejected. Respondents who have scored higher grade or academically achieved comparatively had high academic stress, research hypothesis was accepted. Conclusions: Academic staffs and related concerned authorized individual need to identify early as interventions to assess students' academic stress, in order to reduce academic stress, helps to improve the quality of life and mental health for students.

The Sunsari and the Morang Districts confine the eastern region of the Koshi River and are considered as a huge potential of groundwater zones. The study mainly focuses on the concept of delineation of recharge source of groundwater and connection between aquifer system through isotopic analysis. Altogether 33 samples are collected from surface and groundwater for the isotopic analysis. Majority of the samples of flowing artesian wells are encountered under the range of -7.03‰ to -6.53‰. The shallow aquifers fall under the range of -5.94‰. to -5.34‰ and deep aquifers fall over a wide range of -7.13 ‰. to -6.53‰ for δ18O. Clustering of samples from isotopic analysis gives idea of surface water and groundwater interconnection along with the recharge source identification. Isotopic variation of majority of samples ranges from -7.34‰ to -4.74‰ while depleted value for δ18O is -10.16‰ in shallow aquifer of Jamungachhi, which indicates that the recharge source is precipitation at higher elevation. The d excess (greater than 10‰) concluded that the aquifer system in the study area is complex and recharged from various sources. The range of enrichment is measured as 2.6‰< 1.96‰

Introduction: A supportive and systematic design of academic learning environment has been important for transfer of learning in clinical context, can lead to positive outcomes for graduates and best prepares for professional life. The objective of this study was to find out the perception of nursing students toward academic learning environment. Methods: The descriptive, cross sectional study design was used among 172 proficiency certificate level (PCL) nursing students at Maharajgunj Nursing Campus, Kathmandu Nepal. The data were collected by using Dundee Ready Education Environment Measure (DREEM) Inventories with complete enumeration technique which was developed by Roff et al (1997). Data were analyzed using descriptive and inferential statistics. Results: Overall mean score of academic learning environment was found 142.78 out of 200 for 50 items which was in the ranged for ‘positive’ learning environments. The total mean score for perception of learning was 34.4 out of 48; for perception of teacher 30.7 out of 44; for academic self-perception 25 out of 32; for perception of atmosphere 33.3 out of 48; for social self-perceptions 19.3 out of 28. Mean scores indicated that students’ rated all five dimensions of the educational environment in this institution as an average. The significant differences were found between overall mean score; mean Perception of Nursing Students 92 JIOM Nepal, Volume 41, Number 1, April, 2019 score of teachers, academic self-perception & social self perception of students and different academic year. Conclusions: The overall mean DREEM scores indicate a more positive academic learning environment. Although the overall learning environments score of this institution observe as an average, none of the items represents ‘excellent’ score or real positive academic learning environment. Keywords: Academic Learning Environment, Nursing Students, Perceptions