Search

This study aims to explore university students' perception regarding an e-assessment system in terms of preference, assessment management, and the quality assurance process. A cross-sectional online survey was employed among 384 students of Nepal Open University (NOU). Structural equation modeling (SEM) was used in the research. Findings indicate that the perception of students regarding preference, e-assessment management, and the quality assurance process was found to be significantly high. In particular, the perception of preference regarding digital assessment was higher than assessment management and the quality assurance process. Gender, ethnicity, and place for taking classes, have an effect on implementation. This study concludes that three attributions of preference for digital assessment, management, and quality assurance are affected by one another.

The study on the effectiveness of teaching and learning mathematics online focused on teachers' perspectives on the experiences they face in real-life situations in the Nepalese context. This study examines the effectiveness of online mathematics teaching and learning in higher education during the COVID-19 pandemic. It is based on a qualitative exploratory case study design. The results of the study are based on the holistic views of eight persistently selected university mathematics teachers. It examines the effectiveness of teaching mathematics online covering four areas; teacher preparation and technological competence, the issue concerning students, access to resources, and the nature of mathematics. Teachers' technical competence and preparation for online lessons were rated as satisfactory. Similarly, student-related issues were found to be uncooperative and dependent on teacher guidance during online learning. Likewise, students were found to benefit according to their access to resources. Urban students have an advantage in online learning over remote students. Similarly, the results suggest that online math classes were perceived as difficult due to the nature of mathematics. Thus, the study concludes that higher-level online mathematics education has several determinants that make online mathematics education effective compared to face-to-face classroom instruction.

The purpose of this study was to measure the effect of classroom practices of using communication tools, collaboration skills, digital skills, and software skills of teachers on the communication behaviors of students during mathematics instruction. A cross-sectional online survey was conducted among 466 mathematics teachers in Nepal. The primary statistical techniques applied in the data analysis were mean, standard deviation, one-sample t-test, and structural equation modeling (SEM). The results showed that the level of skill transformations of mathematics teachers in digital skills was found to be significantly low. Moreover, practices of using communication tools, collaborative skills of teachers, digital skills enhancement of teachers, and software skills enhancement of teachers were found to be significant predictors of the communication behavior of students. The results of this study suggested that teachers' technological empowerment is essential for developing digitally competent teachers who can transform the traditional mathematics classrooms into an online mode that is more constructive, collaborative, engaging, and supportive to the learners in a flexible and joyful learning environment. The study contributes to providing the knowledge of digital instructional skills of mathematics teachers to the communication behavior of the students. Moreover, the study gives an insight into using multi-group SEM in studying teachers' technological skills on students' learning of soft skills, such as communication behavior.

This paper reflects upon and discusses the case of a participatory action research project in a public school in Nepal with the aim of exploring the possibilities for participatory approaches to contextualised teaching and learning. We discuss how research-degree students and school stakeholders involved in participatory needs assessment identified the need for contextualised teaching and learning and the participatory and generative model of contextualised teaching and learning we initiated in response. However, at the end of three different participatory action research (PAR) cycles, we came to an understanding that, for sustainable pedagogical reforms, even buzz words like 'participatory' and 'shifts in perspectives' have some limitations. In a bureaucratic schooling structure, like that in Nepal, pedagogical innovations for contextualised teaching and learning have to negotiate pre-structured schooling cultures, and therefore, any change in individual and group perspectives has to be accompanied by a shift in regular schooling design, from linear closedness to ecological openness. Otherwise, the innovations for contextualised teaching and learning are unlikely to be sustained in the face of the dominant practice architecture.

Learner-centered instruction is very important concept in virtual and face-to-face classes for enhancing academic performance of students. This research aims to study the status of learner-centered instructions followed by the teachers in online classes during the pandemic and its effectiveness on the mathematics achievement of the learners. The cross-sectional survey design was used by taking 2273 students by convenient sampling from basic to university level of Nepal. The t-test, ANOVA, correlation, and regression techniques were used to analyze the data. The finding of the study indicates that the learning-centered role of teachers was found to be high in mathematics teaching during the pandemic situation in Nepal however teachers are not habituated to give extra time in learning difficulties whereas the problem solving and creative role of teachers were found better as compared to other. Types of the institutions, teaching level, access to the internet, and having tablet are the determinants for the learner-centered instruction in teaching whereas availability of laptop and computer, types of institutions, and access to the internet have significant roles to determine the mathematics achievement. The findings of this research suggest that practice of learner-centered instruction would be useful and beneficial for the learners in online classes.

The process of constructing knowledge in mathematics education is critical in developing it as a discipline with an impact on the field of teaching, learning, and assessment based on theory and practice. How do mathematics educators perceive the processes of knowledge construction in mathematics education? It may have an implication in the methods of teaching, learning, and researching to enrich this discipline. In this context, the purpose of this study was to explore the Nepali mathematics educators' perspectives on critical conscience for the construction of knowledge in mathematics education. The research participants were five university-level mathematics educators who participated in in-depth interviews on critical conscience in mathematics education. The qualitative thematic analysis of the interview data unveiled four major thematic groups in terms of four idiographic passes--culture, communication, collaboration, and context (4Cs); discourse, dedication, deliberation, and development (4Ds); equity, engagement, elaboration, and extension (4Es); and formation, fusion, frame of reference, and faculty of cognition (4Fs). The thematic interpretations of critical conscience may portray the paradigmatic assumptions of ontological, epistemological, and axiological primacy of mathematics education from the participants' views. Policy and pedagogical implications of the themes have been discussed.

Online teaching became an alternative approach for the teacher to run the teachinglearning activities during the COVID-19 pandemic. In this context, this study aimed to identify the issues of mathematics teachers in teaching mathematics through online mode during the pandemic where issues represented the problems and challenges. Altogether 415 mathematics teachers from different levels participated in this crosssectional survey. A self-constructed tool consisting of six categories of problems as Skills and training related problems (STP), learner related problems (LRP), course management and evaluation related problems (CMERP), resource using skills and infrastructure related problems (RUSIP), teaching related problem (TRP), and support and collaboration related problem (SCP) was employed in the study. T-test, ANOVA, correlation, and multiple linear regression were the major statistical techniques used to analyze the data. The findings indicate that the technical skills and digital resources with the learners and teaching figures and curves were major challenges of mathematics teachers in online mode of instruction. Additionally, gender, number of available devices, institute types, teaching levels, ICT training, and types of job were explanatory factors to determine the challenges of mathematics teachers in online teaching during the pandemic.

Aim/Purpose: This study explores how online writing groups facilitate the academic identity development of doctoral scholars. Background: Academic institutions around the world, and especially in developing societies, are demanding increasing amounts of research and publications from their doctoral scholars. The current study used an online writing group to facilitate writing skills development, which bolstered the academic identity development of participating scholars. Academic identity is defined as the becoming and being of an academic scholar, with writing skills as a means of acquiring and performing the status and skills of a scholar. It is reflected in the confidence, contribution, and relationship carried out in writing as a member of the academic community. Methodology: This study utilizes narrative inquiry as a research methodology to capture the experiences of six doctoral scholars from two universities in Nepal. We explore the academic identity of doctoral scholars from a sociocultural perspective, employing unstructured interviews, meeting notes, and entry and exit surveys of the online writing group. Contribution This article shows how online writing groups offer unique and impactful opportunities for networking, collaboration, and problem-solving, which can significantly enhance their writing abilities and prospects of publication, thereby fostering their intellectual agency and academic identity. Findings: This study reports three findings of the value of online writing groups: addressing gaps in formal education, community as a form of accountability, and virtual community as a platform for identity development. On the final finding of identity development, we identify and discuss four themes from data analysis: growth of self-image as scholars, strengthening of commitment to scholarship, identification of venues for expanding the scope of publication, and enhancement of digital skills. The informal and collaborative nature of online writing support facilitated socially constructivist learning, which was highly conducive to the development of academic identity among emerging scholars. Recommendations for Practitioners: It is recommended that institutions implement and encourage online writing support programs as an effective means of addressing gaps in doctoral education. While this program can fill gaps in the low-resource contexts of developing countries, it can bolster formal mentoring in any context. Recommendations for Researchers: Further research should use large-scale or longitudinal studies to explore how informal, especially online writing support and collaboration, accelerate research and writing skills, scholarly productivity, and overall academic identity formation of doctoral scholars. Impact on Society: As societies around the world accelerate their demand for doctoral degrees and also require research and publications for degree completion, new and creative approaches utilizing emerging technologies could help to fill gaps in curriculum and support systems for their doctoral scholars. Future Research: Future research could expand the scope and take a longitudinal approach for more fine-grained data and developing broader perspectives.

Academic performance is taken as the process of carrying out academic activities and discourses by faculty members to enhance their academic activities and discourses. The purpose of this research was to identify the faculty member's level of academic performance in higher educational institutions. To conduct this research, a quantitative methodology was employed. The tools to measure the academic performance of faculty members were developed using Delphi method. The data were collected with 445 sampled respondents from four universities. The factor analysis was used to explore the dimensions of academic performance. The factor analysis identified four factors of academic performance i.e., research and publication, innovation, interactive learning, and capacity building. To analyze the level of academic performance, mean and the standard deviation was used. It was found that individual differences and the organizational environment, culture, and technological infrastructure were crucial to influence the pace and level academic performance in academia.

Researchers and scholars of mathematics education have discussed several issues in teaching and learning mathematics in general. However, there is minimal discussion ofsuch issues in the Nepalese context. This study aimed to explore teaching-learning issues in mathematics in Nepal. A researcher-constructed questionnaire with 37 items had been administered to 101 mathematics teachers in Kathmandu valley. An exploratory factor analysis revealed six key components to highlight the significant issues in mathematics teaching-learning: Social and Cultural Issues, Issues with Equity and Justice, Technological and Pedagogical Issues, Professional Issues, Political and Social Issues, and Theoretical Issues. A one-sample t-test was applied to each of these components to analyze the issues from the perspectives of the research participants to emphasize their critical concerns in teaching and learning mathematics in Nepal.

The main purpose of this paper was to explore mathematics educators' perception of the cultural relevance of basic level mathematics in Nepal. The design of this study involved an interpretive qualitative approach by administering in-depth interviews with five purposively selected mathematics educators teaching at five higher education institutions in the Kathmandu valley. Each interview was audio-recorded and transcribed for coding and constructing themes. The major themes that emerged were teaching in a mother language, contextualized Ethnomathematics, and the local knowledge in the curriculum as a teaching approach. The findings of the study can be helpful to curriculum designers and teachers at the basic level of mathematics. The study also adds to the literature of cultural aspects of mathematics teaching and learning and curriculum design.

This paper explores misconceptions and errors (M/Es) of eighth-grade students in Nepal with a quasi-experimental design with nonequivalent control and experimental groups. The treatment was implemented with teaching episodes based on different remedial strategies of addressing students' M/Es. Students of control groups were taught under conventional teaching-learning method, whereas experimental groups were treated with a guided method to treat with misconceptions and errors. The effectiveness of treatment was tested at the end of the intervention. The results showed that the new guided treatment approach was found to be significant to address students' M/Es. Consequently, the students of experimental groups made significant progress in dealing with M/Es in mathematical problem-solving at conceptual, procedural, and application levels.

This study aimed to examine the teachers' humanistic role in terms of integrity, dignity, and freedom in online classes, and its effect on mathematics learning achievement. The cross-sectional survey design was carried out by taking 2260 students from school to tertiary levels in Nepal during the COVID-19 pandemic. T-test, ANOVA, and hierarchical regressions were the major statistical techniques used to yield the results in the research. The results showed that access to the internet, grades/levels, and availability of digital devices are significant in the practice of the humanistic role of teachers and students' learning achievement. Additionally, many factors such as teachers' equality and fair treatment, expression of negative emotions, and displaying energy and enthusiasm in teaching-learning activities, interest in students' well-being, extended moral support, positive attitude, and understanding of pressures and limitations of students are significant predictors in the achievement of mathematics.

Technological tools such as computers and the internet were used to continue education and student assessment in mathematics during the COVID-19 pandemic in Nepal. This study examined integrating digital resources in teaching, learning, and assessment practices among 456 digitally literate mathematics teachers in secondary schools in Nepal, administering an online questionnaire in Google Forms. The structural equation modeling and mean decrease in accuracy plots were the primary statistical tools used in the data analysis. Findings indicated that the use of digital resources in mathematics teaching in online classes was high during the pandemic in Nepal. The results showed that sharing and integrating digital resources in mathematics instruction significantly affects student assessment, whereas developing and sharing digital resources impacted the integration of such resources in student assessment.

This article explores the possibilities of the use of eco-san in the school garden in the Nepalese community school, focusing on transformative pedagogical impacts on the social learning environment of the school. In particular, the use of urine as a fertilizer in the school garden through eco-san and linking pedagogical alignment to provide a pleasant experience that has a positive impact on students' meaningful engagement, social connections, and developing confidence. The main finding for the research question came from qualitative data collected from students, parents, and teachers through in-depth interviews, focus group discussions, participant observations and informal conversations. This was supported by analyses of qualitative data on students' learning, collaborative inquiry, teachers' and parents' engagement and perceptions on the use of human urine as fertilizer from eco-san, and school gardening activities. Results showed that the gardening program attributes valued most highly by the parents and teachers included increased students' meaningful engagement, opportunities for experiential and integrated learning through dialogue conferences, collaborative inquiry, and building social skills like cooperation, sharing and argumentation. Future research should explore whether effects persist over time and if and how changes in students' positive attitude affect learning through school gardening activities applying human. Suggestions for applying results to future studies are provided.

Although human urine contains nutrients for plant growth, very few community schools in Nepal use a urine diversion dry toilet (UDDT) and apply the human urine as fertilizer in their school garden. Using human urine in agriculture reduces the use of chemical fertilizers, thus saving the expenditure associated with it. Application of human urine improves the soil fertility and may contribute to increased food security among school children if the school can supply the canteen with food for mid-day meals. This study adopted a Participatory Action Research (PAR) approach in order to understand stakeholder perspectives and involve them in the planning and implementation of urine diverting toilets. The data for this study were collected from five teachers' focus group discussions. This paper presents teachers' perceptions of the urine diversion dry toilet system and use of human urine as a fertilizer for the school garden. Only a few teachers accepted that human urine could be used as fertilizer, however, they were not willing to use it on their crops since it was considered impure. Due to a perceived bad odor and the uncomfortable sitting position on the UDDT, particularly for females, teachers disliked this toilet and they felt using urine as fertilizer was unnecessary. One of the key lessons drawn from the study is that schools, in collaboration with local governments, should employ participatory approaches to understanding and engaging local stakeholders, including teachers, to minimize negative perceptions prior to the application of human urine as fertilizer in the school garden.

Although earthquakes themselves do not kill people, they highlight the critical importance of physical infrastructure resilience, safety measures and preparedness for natural disasters. Earthquakes are one of several environmental crises that can be categorized as a natural hazard/disaster. This study uses the qualitative method of research. The semi-structured interview with follow up questions among the educational actors like students, head/teachers, officials from the district education office and the local NGO staff working in the field of education before and immediately after the earthquake. The content analyses of curriculum of secondary level and textbooks of grade IX and X as well as field visit/observation were carried out during the study. The result and the conclusion of this study show that following the 2015 earthquake, the preparation of emergency bags helped children and their families gather essential items in a ready-to-go bag specifically designed for disaster situations. Simulation activities in schools helped prepare students for future disasters, and there were also many initiatives to reduce student and teacher trauma following the 2015 quake, including the development of a credited 5-hour teacher professional development (TPD) counselling programme. The inclusion of school disaster risk reduction (DRR) education in the curriculum and textbooks containing information on earthquakes, their cause, effects and preventive measures have now been disseminated in many languages including Nepali and English.

The purpose of this study was to explore mathematics teachers' perception of social justice in mathematics classrooms. We applied interpretive qualitative method for data collection, analysis, and interpretation through iterative process. We administered in-depth semi-structured interviews to capture the perceptions of three mathematics teachers about social justice in mathematics classroom at three public secondary schools in Kathmandu. We carried out multiple layers of thematic analysis and interpretation of the narratives from the interview data. Altogether five themes on perception of social justice emerged from the analysis of the data. These themes were associated with - equality, equity, fairness, social process, and caring students. Implications of the study have been discussed at the end.

The government of Nepal initiated the Mid Day Meal Program (MDMP) to reduce hunger and increase educational outcomes, including health status. However, limited studies have been conducted on these issues covering the nutritional status of students at the lower basic level at community schools in Nepal. The main objective of the study is to determine the factors associated with malnutrition among children from community schools in Nepal. A school-based cross-sectional study was conducted in 98 (46 basic and 52 secondary) community schools from 44 municipalities in Nepal. Altogether, 2727 students participated in the questionnaire survey and anthropometric measurement. Data collection was performed on May 10-31, 2023. WHO Anthro plus and LMS (Lambda Mu and Sigma) parameters were used: weight for age for national health and nutrition survey recommended by CDC/National Center for Health Statistics for ages older than ten years to analyze nutritional status, including z scores. Descriptive analysis, including inferential analyses such as the chi-square test and logistic regression, was performed using IBM SPSS Statistics v25. The prevalence of weight-for-age Z-score[WAZ], height-for-age Z-score [HAZ], and body mass index-for-age Z-score [BAZ] were 72%, 75%, and 82%, respectively. Students with z-scores outside the range of ± 2 were classified as malnourished. Of them, 27.3%, 23% and 16.6% were assessed as underweight, stunted and thin, respectively. Students' sociodemographic characteristics such as age, sex, family size and type, source of income, wealth status were significantly associated with malnutrition, while age group, sex, wealth status, residence setting, and geographical location were noted as significant predictors of nutritional status. The study found no statistical relationship between school feeding and good nutrition, questioning the quality of the midday meal program. The study concludes that existing school-based nutritional interventions need to be re-evaluated and re-designed since it is less potent to minimize malnutrition among students substantially. Policymakers could consider these findings when planning and implementing nutrition- related policies and programs. [ABSTRACT FROM AUTHOR]

This article investigates the language learning desire of multilingual tourism workers. The data were drawn from two sites in Nepal: an English for occupational purposes class and workplace interactions during treks. The article shows that the male tourism workers use their claims of heterosexual relationships with foreign female tourists as resources to build and boast their masculine identity and homosociality among their peers. The workers' ability to communicate in tourist languages functions not only as a transactional tool, but also as a resource to enhance their language learning desire and investment in order to imagine, establish, and sustain heterosexual romantic relationships. Their relationships of intimacy combine with the opportunity for economic benefits and spatial mobility made largely possible by their ability to communicate in English and other international languages. The research contributes to our understanding of the connection between language learning, multilingualism, and desire in the context of intercultural contact.

This article explores how the ideologies of neoliberal linguistic entrepreneurship have created ethical tensions and contentious affects among Indigenous communities in promoting multilingualism and multilingual education. Taking the case of Nepal, our goal is to show how imperatives and characteristics that are articulated as key parts of neoliberalism are systematically perpetuated and appropriated in language education policies and discourses. We draw our data from interviews, ethnographic observation and instructional practices in the classroom. The article makes two major claims regarding how the neoliberal ideology of linguistic entrepreneurship has shaped the perceptions and practices of Indigenous peoples in a rapidly transforming society. First, it shows that the promotion of the English language in education should be understood as a key element of neoliberal educational entrepreneurship that considers education as a profit-making entity. And, second, the ideology of linguistic entrepreneurship is an embodiment of a broader neoliberal atmosphere to create an affective regime by which the feelings of collective identity and Indigenous language activism are trivialized and the affects that are perceived to empower a neoliberal subject are promoted. The new affective regime eventually contributes to translating the global dominance of English into a medium of instruction policy at the local level and supports English medium education as a market commodity.

During the 15 years of this current century, mobile technology has become a leading technology in the support of educational outcomes. This study investigated the mobile learning practices among undergraduates in higher education in the semi-urban and rural areas of the Gorkha district of Nepal. The objectives were to explore the availability of mobile technology for learning; its costs; learning trends, institutional policies, and attitudes towards mobile learning. These factors were explored to identify implications for pedagogical practice. The study adopted a mixed methods design, in which the quantitative data were collected by using a questionnaire with a sample of 161 undergraduates from six campuses. The qualitative data were collected from 19 purposively selected respondents by the way of semi-structured interviews. The result indicated that virtually all undergraduates possessed their mobile phones and used them informally for learning both inside and outside of their classes. The majority of the students had positive attitudes towards mobile learning. However, many were not satisfied with the effectiveness of their practices or with the level of institutional support for using mobile devices to support their learning. Although comprehensive mobile learning is not widespread in Nepal, enriching conventional learning by the incremental use of mobile devices is possible in Nepalese institutes of higher education. I conclude that teachers and institutions should provide guidance to students about the effective uses of mobile technology because successful use of technology in learning largely depends on appropriate pedagogy and teacher support.

In this article, I discuss how mediatised tourism constructs various discourses of othering through representations of the 'tourist self' vis-à-vis the 'local other'. In order to do so, I analyze a six-hour travelogue "Himalaya with Michael Palin" broadcast by the BBC in 2004. The analysis shows that despite the forces of globalisation that have made national and cultural boundaries more porous than ever before, common stereotypes about otherness continue to shape the experience of travel narratives at present. While the liberal discourses used in the travelogue appear to celebrate the linguistic and cultural diversity of the world, they simultaneously reproduce the moral superiority of the West when the traveller is presented as an authority to give the judgmental accounts of otherness under the guise of equality and tolerance. "Himalaya with Michael Palin" as a form of mediatised tourism does in fact invoke cultural stereotypes to commodify local authenticities, languages, and identities in order to make the travelogue a 'good' TV programme.

Simple Summary: Escherichia coli in raw milk poses economic losses and health risks due to antimicrobial resistance. In Siddarthanagar Municipality, Rupandehi, Nepal, 29.4% of buffalo milk samples were contaminated with E. coli. High resistance was observed against ceftriaxone and ceftazidime (100%), cotrimoxazole (86.7%), and amikacin (80%). Additionally, 86.7% of isolates were multidrug resistant. Although associations with risk factors lacked statistical significance, udder wash with antiseptics reduced E. coli contamination in milk, and detergent use during utensil washing showed promising trends. Farmer awareness of milk pasteurization and implementing food safety practices are crucial. Escherichia coli in untreated milk leads to economic losses from subclinical mastitis and reduced milk production, while also posing a public health risk due to the emergence of antimicrobial resistant strains, particularly associated with consuming unpasteurized milk and dairy products. This study aimed to determine the prevalence and antimicrobial resistance (AMR) of E. coli isolated from buffalo milk in Siddarthanagar Municipality of Rupandehi district, Nepal. A total of 102 milk samples were collected from lactating buffaloes. The isolation and identification of E. coli were carried out using enrichment media, selective media, and biochemical tests. Antimicrobial susceptibility testing was carried out using the Kirby–Bauer disk diffusion method on Mueller–Hinton agar (Merck), according to the Clinical and Laboratory Standards Institute (CLSI) recommendations. Resistance was tested against gentamicin, amikacin, ciprofloxacin, enrofloxacin, ceftriaxone, ceftazidime, cotrimoxazole, and chloramphenicol. In addition to this, farmers were administered a questionnaire consisting of both open- and close-ended questions to identify various animal-related and management-related risk factors associated with the prevalence of E. coli. The prevalence of E. coli in our study was 29.4% (n = 30/102). Ceftriaxone and ceftazidime showed 100% resistance, while cotrimoxazole and amikacin showed 86.7% and 80% resistance, respectively. Furthermore, 86.7% of E. coli isolates were multidrug resistant (MDR). Despite suggestive trends, associations between E. coli prevalence and risk factors lacked statistical significance, necessitating further research. While some antibiotics exhibited effectiveness, many faced resistance, highlighting the need for prudent antimicrobial usage and increased awareness among farmers. Raising awareness about milk pasteurization and implementing food safety practices is essential for ensuring farmers and public health. [ABSTRACT FROM AUTHOR]

Mobile technology growth in Nepal offers promising opportunities for using mobile health (mHealth) interventions to facilitate HIV prevention efforts. However, little is known about access and utilization of communication technology and their willingness to use mHealth for HIV prevention services in Nepal. We conducted a cross-sectional respondent-driven sampling survey of 250 MSM in Kathmandu Valley of Nepal from October to December 2022. We collected information on participant characteristics, HIV risk-related behaviors, ownership, or access to and frequency of use of communication technology (phones, tablets, laptops, and computers), and willingness to use mHealth to access HIV prevention services. Descriptive, bivariate, and multivariate linear regression analyses were performed. Almost all participants had smartphones with the internet (231/250, 92.4%) and accessed the internet daily (219/250, 87.6%) on the smartphone (236/250, 94.4%). The median score for willingness to use mHealth for HIV prevention was 10 (IQR: 3 to 17). Willingness to use mHealth was higher among those participants with a high school or above education (β = 0.223, p = < 0.001), had experienced violence (β = 0.231, p = 0.006), and had moderate to severe depressive symptoms (β = 0.223, p = < 0.001). However, monthly income above NPR 20,000 (USD 150) (β= -0.153, p = 0.008), disclosure of their sexual orientation to anyone (β= -0.159, p = < 0.007), and worry about being negatively judged by health care workers (β= -0.136, p = 0.023) were less willing to use mHealth strategies. The findings from this study suggest that there is a high willingness for utilizing mHealth interventions for HIV prevention in MSM population who are at higher risk of HIV acquisition. [ABSTRACT FROM AUTHOR]

Dyslexia is a neurodevelopmental disorder characterized by difficulties in accurate and fluent reading, spelling, and writing. The purpose of this study was to evaluate the prevalence of students with suspected dyslexia and its impact on math performance among elementary-level students in Nepal. A mixed-method approach was employed, involving a sample of 1,661 students in grade V and grade VI. The study was conducted in two phases. In the first phase, students with suspected dyslexia were identified using the dyslexia checklist for teachers, dyslexia checklist for parents, and dyslexia self-assessment questionnaire. In the second phase, observation and semi-structured interviews were conducted to verify the suspected students with dyslexia. The study revealed that the incidence of students with suspected dyslexia among elementary school students was 8.97%. Among the students with suspected dyslexia, the occurrence rate was slightly higher in males (10.42%) compared to females (7.90%). Additionally, the researchers assessed the impact of dyslexia by comparing the math test scores between students with suspected dyslexia and those without dyslexia. The results demonstrated significantly lower performance among students with dyslexia compared to their non-dyslexic peers. [ABSTRACT FROM AUTHOR]

The 2015 Constitution defines Nepal as a multi-ethnic and multi-lingual country but not a multi-national; however, historically, two powerful ethnic groups with potential sub-national characters have been contesting each other under the native versus immigrant dyad. The alleged immigrants, namely the Madheshis, and the self-claimed native settlers, to name the Pahadis, both assert their distinct ethnic and linguistic identity enriched with sub-national strength. As a result, the Madheshis question the legitimacy of the civic form of nationalism promoted by the Pahadi ruling elites under 'Nepali' monocultural framework, thereby demanding that their sub-national character be recognised, whereas the Pahadis aim to assimilate the Madheshis under the civic form of nationalist framework that they have been promoting for a long. The face-off between these two groups has impacted national ethnopolitics and everyday relations since the 2007 Madheshi uprising. On this backdrop, this article, based on secondary sources, inquires how strong the Madheshis' claim of sub-national identity is in relation to the larger framework of Nepali national identity structured by Pahadi norms and values. [ABSTRACT FROM AUTHOR]

Beginning in the mid‐1990s, populations of three species of Gyps vultures declined by more than 97% in South Asia in little more than a decade, caused by unintentional poisoning by the non‐steroidal anti‐inflammatory drug (NSAID) diclofenac. This led to a ban on the veterinary use of the drug, and establishment of conservation breeding programmes, throughout the region. Once much of Nepal had been confirmed as being free from diclofenac, beginning in 2017 White‐rumped Vultures Gyps bengalensis were released from the captive breeding population. A total of 99 birds (n = 50 wild and n = 49 released) were fitted with GPS transmitters between 2017 and 2022 and monitored daily. Tag fixes suggesting death or ill‐health were followed up and dead vultures were retrieved for post‐mortem analysis. The estimated annual survival of wild adult vultures was 0.974 (95% confidence interval [CI] 0.910–0.997), while that of wild subadults was 0.880 (95% CI 0.721–0.966). Survival rates of released birds were lower than those of wild birds, being 0.644 (95% CI 0.490–0.778) for adults and 0.758 (95% CI 0.579–0.887) for subadults. Post‐mortem analysis of dead vultures indicated several possible causes of death, including predation, infection and electrocution. There was no evidence that any birds died of NSAID poisoning. The high survival rates of wild birds, especially adults, and the lack of evidence for NSAID‐caused mortality, suggest that vulture habitat in the Nepal Vulture Safe Zone is free from diclofenac and that other hazards are sufficiently infrequent to allow the vulture population to recover. The lower survival of released birds compared with their wild counterparts suggests a need to improve the conservation breeding programme and release protocol. [ABSTRACT FROM AUTHOR]

This paper focused on issues of retention and the individual needs of international students at a southern university through videotaped group interviews with six students from Africa, China, India, Japan, Jordan, and Nepal. Students were asked questions concerning their first experiences at the university, experiences out in the community, academic issues and concerns, and other needs. Asking for and paying attention to the details that support international students in their quest to receive an American education will support the students where they need it and also provide an atmosphere that will encourage more international students to follow. (Contains 1 table.)

In this paper, the author reviews the history of English language teaching English as a second or foreign language in schools and colleges in Nepal. Teaching English language and literature in Nepal is of about a half a decade, starting from the mid of twentieth century. English learners in Nepal do not have enough exposure to various techniques of language learning opportunities. Rather, it is exercised in limited form in an academic, technical and public affairs in the nation. The professional educators of English in Nepal mostly rely on traditional approaches of teaching English-lectured method and grammar translation method--owing to large number of students in postsecondary educational institutions. Besides, teaching English depends on several educational factors e.g. classroom, course, teachers, curriculum, need of the society, and cultures in Nepal. Instructors of English as a second or foreign language (ESL/EFL) find it difficult to implement necessary lesson plans in the classroom. From high school to university English classes, educators face a similar challenge both affected by physical and technical facilities. The educational institutions may not have language learning labs, the computers and the Internet use may be limited, enough audio and visuals aids may not be in the class, text books and resources materials may be difficult to find. These situations, furthermore, push instructors to adopt translation method in English language teaching. Students at public and private learning institutions of Nepal may not get an opportunity to learn English from any native English instructors.

This study proposes to identify and evaluate the factors that affect code switching in the university classroom among 15 bilingual international students. The findings from the study conducted in a southern American university revealed that the primary factor of code switching in international classroom is incompetence in the second language. Other noted factors were: to maintain privacy; to make it easier to speak in their own language than to speak in English; to avoid misunderstanding; being unfamiliar with similar words in English. However, code switching can be a useful strategy in classroom interaction if the aim is to make meaning clear and to transfer the knowledge to students in an efficient way. Appended is a "Questionnaire on Code switching." (Contains 8 figures.)

This article provides an ethnographic discourse analysis of an intercultural communication training course for tourism workers in Nepal, and investigates the communicative practices Nepali tour guides are socialized into as part of the development of their professional competence. Their work competence and skills include learning some tactics of self-presentation to create a certain kind of persona so that the guides can enhance positive affect in tourists, often in a language and communication style that is thought to be appreciated by tourists. The course largely reproduces market-oriented communicative practices in order to effectively commodify tourism as an object of material exchange.

Background: The burden of musculoskeletal (MSK) pain and disabilities is high in health facilities but remains unknown in the community due to a lack of community‐level studies. The community‐oriented program for control of rheumatic diseases (COPCORD) is focused on determining MSK pain and disabilities through epidemiological surveys. This study adopted the COPCORD stage I protocol to determine the prevalence of rheumatic MSK pain and disability and its associated factors in the Pyuthan district of Nepal. Methodology: A cross‐sectional community‐based study using the quantitative method was conducted in Pyuthan municipality as per COPCORD stage I protocol. COPCORD stage I (phase I and phase II) questionnaires were used to collect data through the interview technique. Populations aged 18 years and above were included in the study. A multistage sampling technique was used, and the total sample size was 2145. The collected data from phase I and phase II were entered in Epidata version 3.1. Descriptive and analytical analysis was done in SPSS. The Chi‐square test was used to find the association between dependent and independent variables. Findings: The overall prevalence (past and current MSK pain/swelling) was 26.81% (95% CI 24.9–28.7). Current MSK pain/swelling was found in 19.53% of the participants, and past MSK pain/swelling was found in 25.87%. Among self‐reported chronic diseases, joint pain was reported by the majority of the participants (17.86%). Age, sex, education, nature of work, current smoking, tobacco use, and alcohol use were found to be associated with past and current MSK pain/swelling. Conclusions: More than one‐fourth of the participants had MSK pain/swelling. The prevalence of MSK pain/swelling was higher in elderly participants, females, illiterates, heavy workers, smokers, tobacco users, and alcohol users. Similar studies should be conducted in other regions of the country, and this study should also be expanded to COPCORD Stages II and III to identify the risk factors and to improve the management of MSK pain and disorders. [ABSTRACT FROM AUTHOR]

Background. Breast cancer ranks as the second most prevalent malignancy among women in Nepal. This cancer has a high likelihood of cure, if detected early. Therefore, it is imperative to emphasize awareness and screening for breast cancer in Nepal. It indeed underscores the importance of clinical breast examination. The study aims to find the disease burden, association of abnormal breast condition with sociodemographic variables, and the need for change in the breast cancer screening protocol. Methods. A cross-sectional study was conducted from July to September 2023 on 100 female participants who were older than 18 years. Data were collected through face-to-face interviews using a structured questionnaire. The chi-square test was used to compare nominal variables while the independent sample t-test and the paired sample t-test were used to compare nominal and continuous variables. Results. The findings of the study showed that 19% of all participants complained about abnormal breast, out of which 31.7% reported lumps, 26.31% reported discharge , another 26.31% reported pain, and the remaining 15.7% reported soreness. The upper outer quadrant and lower inner quadrant each individually accounted for 33.33% of the abnormal findings. The complaints of the participants in our study were significantly correlated with age at marriage, number of pregnancies, and use of contraception. Conclusion. Our study revealed considerable abnormal breast findings. This warrants the need for the change in breast cancer screening protocols which lead to early diagnosis and higher curability. [ABSTRACT FROM AUTHOR]

This study aims to explore university students’ perception regarding an e-assessment system in terms of preference, assessment management, and the quality assurance process. A cross-sectional online survey was employed among 384 students of Nepal Open University (NOU). Structural equation modeling (SEM) was used in the research. Findings indicate that the perception of students regarding preference, e-assessment management, and the quality assurance process was found to be significantly high. In particular, the perception of preference regarding digital assessment was higher than assessment management and the quality assurance process. Gender, ethnicity, and place for taking classes, have an effect on implementation. This study concludes that three attributions of preference for digital assessment, management, and quality assurance are affected by one another. [ABSTRACT FROM AUTHOR]

Background: Disability stigma in low- and middle-income countries is one of the most persistent and complex barriers limiting persons with disabilities (PwDs) from enjoying their rights and opportunities. Perceived stigma among PwDs and its impact on participation restriction is rarely assessed in Nepal. Objective: This study aimed to measure the extent of perceived stigma by PwDs, identify its relationships with specific demographic factors, and assess the impact on social participation. Methods: A cross-sectional survey was conducted between May and July 2022 among PwDs in Nepal, with a sample of 371. The Explanatory Model Interview Catalog (EMIC) stigma scale and P-scale suitable for people affected by stigmatized conditions were used, and the generated scores were analyzed. One-way ANOVA was performed to determine group differences for sociodemographic variables, and linear regression and correlational analysis were used to identify their association and measure the strength and direction of the relationship. Results: The mean stigma score was 16.9 (SD 13.8). 42% of respondents scored higher than the mean. The scores differed significantly by disability type, caste and ethnicity, education, occupation, and household wealth. Over 56% reported participation restriction, and 38% had severe/extreme restriction. Approximately 65% of participants with intellectual disabilities, 53% with multiple disabilities, and 48.5% of persons with severe or profound disabilities experienced severe or extreme restrictions. Perceived stigma had a positive correlation with Disability type (r = 0.17, P < 0.01) and negative correlations with Severity of disability (r= -0.15, P < 0.05), and Household wealth (r= -0.15, P < 0.01). Education was inversely associated with both stigma (r= -0.24, P < 0.01), and participation restriction (β= -9.34, P < 0.01). However, there was no association between stigma and participation restriction (β= -0.10, P > 0.05). Conclusion: All participants exhibited stigma in general; however, the severity varied based on disability type, level of education, and sociocultural circumstances. A large proportion of participants reported facing a high degree of restrictions in participation; however, no association was detected between perceived stigma and participation restriction. A significant negative linear correlation was observed between education and participation restriction. Stigma reduction programs focusing on education and empowerment would be especially important for overcoming internalized stigma and increasing the participation of PwDs. [ABSTRACT FROM AUTHOR]

Cow is the national animal of Nepal, yet it is one of the most abused animal species here. Under realized utilities of cow that is nonlactating or pregnant is the reason for demonic cruelty. Since the Vedic period, gaushalas have been caring for cows. At present, most gaushalas have responsibility to rescue, offer refuge, and treat poorly treated or confiscated cattle from smuggling rackets in Nepal. It is no surprise that these abused animals suffer from many health issues and compromised reproductive ability. This study was conducted to know about husbandry practice and to determine prevalence of reproductive disorders in cows of Gaushala from Nepal. Altogether, 27 gaushalas were visited throughout the study period and cows (≥2 years) (n = 2959) were included for the study. From the study, respondents from 14.81% Gaushala admitted indigenous cattle only, 11.11% admitted any breed (indigenous and crossbreed), 44.44% admitted stray animals only, and 29.63% admitted all types (indigenous, crossbreed, and stray animals). The study revealed that among (n = 2959) animals examined, 5.54% (n = 164) were affected by either one or more reproductive problems. The major reproductive disorders identified in study area were repeat breeding 0.47%, cervico-vaginal and uterine prolapse 0.34%, retention of placenta 2.13%, dystocia 0.61%, and abortion 1.66%. Herd size of Gaushala had a significant difference (P < 0.05) on the overall prevalence of reproductive problems in cows of Gaushala. The main issues with gaushalas included a lack of resources like adequate fund, feeds, fodder, and water, shortage of grazing acreage, veterinary services, and difficulties in managing male cattle. To mitigate the issues and welfare related to gaushalas strict adherence to disease surveillance and biosecurity rules, avoidance of unlimited reproduction in cows, and separation of males and females, fund raising and resource management, collaboration with local government and NGOs, veterinary hospital, clinics, research, and innovation with veterinary institution and universities. [ABSTRACT FROM AUTHOR]

This paper reflects upon and discusses the case of a participatory action research project in a public school in Nepal with the aim of exploring the possibilities for participatory approaches to contextualised teaching and learning. We discuss how research-degree students and school stakeholders involved in participatory needs assessment identified the need for contextualised teaching and learning and the participatory and generative model of contextualised teaching and learning we initiated in response. However, at the end of three different participatory action research (PAR) cycles, we came to an understanding that, for sustainable pedagogical reforms, even buzz words like 'participatory' and 'shifts in perspectives' have some limitations. In a bureaucratic schooling structure, like that in Nepal, pedagogical innovations for contextualised teaching and learning have to negotiate pre-structured schooling cultures, and therefore, any change in individual and group perspectives has to be accompanied by a shift in regular schooling design, from linear closedness to ecological openness. Otherwise, the innovations for contextualised teaching and learning are unlikely to be sustained in the face of the dominant practice architecture. [ABSTRACT FROM AUTHOR]

Background: Nepal has achieved and sustained the elimination of leprosy as a public health problem since 2009, but 17 districts and 3 provinces with 41% (10,907,128) of Nepal's population have yet to eliminate the disease. Pediatric cases and grade-2 disabilities (G2D) indicate recent transmission and late diagnosis, respectively, which necessitate active and early case detection. This operational research was performed to identify approaches best suited for early case detection, determine community-based leprosy epidemiology, and identify hidden leprosy cases early and respond with prompt treatment. Methods: Active case detection was undertaken in two Nepali provinces with the greatest burden of leprosy, Madhesh Province (40% national cases) and Lumbini Province (18%) and at-risk prison populations in Madhesh, Lumbini and Bagmati provinces. Case detection was performed by (1) house-to-house visits among vulnerable populations (n = 26,469); (2) contact examination and tracing (n = 7608); in Madhesh and Lumbini Provinces and, (3) screening prison populations (n = 4428) in Madhesh, Lumbini and Bagmati Provinces of Nepal. Per case direct medical and non-medical costs for each approach were calculated. Results: New case detection rates were highest for contact tracing (250), followed by house-to-house visits (102) and prison screening (45) per 100,000 population screened. However, the cost per case identified was cheapest for house-to-house visits [Nepalese rupee (NPR) 76,500/case], followed by contact tracing (NPR 90,286/case) and prison screening (NPR 298,300/case). House-to-house and contact tracing case paucibacillary/multibacillary (PB:MB) ratios were 59:41 and 68:32; female/male ratios 63:37 and 57:43; pediatric cases 11% in both approaches; and grade-2 disabilities (G2D) 11% and 5%, respectively. Developing leprosy was not significantly different among household and neighbor contacts [odds ratios (OR) = 1.4, 95% confidence interval (CI): 0.24–5.85] and for contacts of MB versus PB cases (OR = 0.7, 95% CI 0.26–2.0). Attack rates were not significantly different among household contacts of MB cases (0.32%, 95% CI 0.07–0.94%) and PB cases (0.13%, 95% CI 0.03–0.73) (χ2 = 0.07, df = 1, P = 0.9) and neighbor contacts of MB cases (0.23%, 0.1–0.46) and PB cases (0.48%, 0.19–0.98) (χ2 = 0.8, df = 1, P = 0.7). BCG vaccination with scar presence had a significant protective effect against leprosy (OR = 0.42, 0.22–0.81). Conclusions: The most effective case identification approach here is contact tracing, followed by house-to-house visits in vulnerable populations and screening in prisons, although house-to-house visits are cheaper. The findings suggest that hidden cases, recent transmission, and late diagnosis in the community exist and highlight the importance of early case detection. [ABSTRACT FROM AUTHOR]

Public lands including forests and community pastures are still crucial means of local livelihood, social security, and environmental conservation in many developing countries including Nepal. However, these resources are increasingly managed primarily to offset greenhouse gas emissions of developed countries. The new management has exacerbated many local problems: livelihood constriction, social crises, human casualties (deaths and serious injuries), biodiversity degradation, and water scarcity including cryosphere retreating. Drawing data from multiple sources, this study attempted to explain the international political objectives and processes that dispossessed developing societies of public land resources for the benefit of developed countries. It shows that representatives of the developed countries were proactively and strategically involved in agenda formation, solutions negotiations, and decision-making while developing international environmental policies, and succeeded to structure the policies for managing the resources of developing countries for the best benefit of their own countries. The developed countries provided funds and experts, as strategic tools, through international aid agencies to implement the policies of their interest in institutionally weak countries. In Nepal, the aid agencies influenced the thinking of the public and the decisions of the government and other stakeholders through a series of strategic measures. They propagandized false crises, worked with a coalition of powerful international agencies, offered free technical support, and changed national policies proactively to manage the land resources for achieving their missions. Active involvement in policy implementation also helped the agencies to monitor implementation hurdles and apply other tactics to resolve them. Lucrative flash incentives were provided to motivate and get the support of communities, powerful stakeholders, and politicians to implement the policies. Psychosocial pressures were also applied to persuade local communities and their leaders for getting local cooperation in making and practicing new legal institutions (government authority rules or orders, user group rules, and forest management plans) that bind and control local communities for forest protection. The institutions obliged local communities to contribute free labor or cash for developing, modifying, and protecting the forests. These two levels of interventions led to the further development of reinforcing institutions, resource conditions, and social-ecological systems that secured benefits for developed countries and deprived local communities of power to control, produce and access the public land resources in their own backyard for years. This study also showed that international environmental policies and aid agencies have respectively served as institutional weapons and vehicles for materially and institutionally powerful countries to colonize the land resources of weaker countries, without using of physical coercion or deplyment of military forces. [ABSTRACT FROM AUTHOR]

This article presents a discussion of how criticality is constructed and implemented for English as a foreign language (EFL) teacher development in Nepal. The authors draw on Freire's (1970) notion of conscientization to discuss how Nepali EFL teachers develop critical awareness in incorporating local sociopolitical issues in their lessons. Building on Bakhtin's (1981) concept of ideological becoming, they analyze these teachers' ideological becoming in adopting a critical approach to their pedagogical practices. The authors discuss the process of critical materials development, a subsequent professional development workshop, and a follow-up dialogue with teachers to show how critical awareness emerges from engaging teachers in understanding ideological tensions between dominant and alternative discourses of teachers' professional development. They interpret teachers' ideological tensions and their new consciousness in terms of their emerging sense of agency and a commitment toward a possible social transformation. The authors also argue that ideological conflicts and tensions in teachers' knowledge, teaching philosophies, and practices are a starting point for a transformative teacher development and they should be a core part of second language teacher education and professional development for second language teachers.

Copyright of World Medical & Health Policy is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)