Author: Dr. Moumita Mitra

DOI Link: https://doi.org/10.70798/PP/020400001

Abstract: The digital age has revolutionized how young people communicate, learn, socialize, and perceive the world. Social media platforms, online gaming, virtual classrooms, and digital entertainment environments have become integral components of youth culture. While these technologies offer unprecedented opportunities for learning, creativity, self-expression, and global connectivity, they also pose growing concerns for mental well-being. Rising rates of anxiety, depression, cyberbullying, sleep deprivation, internet addiction, body-image dissatisfaction, and academic stress have intensified scholarly debates about the psychological impacts of constant digital exposure. This research article explores the complex patterns of digital engagement among youth, identifies socio-psychological pressures created by digital ecosystems, and evaluates existing and emerging policy responses across education, healthcare, and governance sectors. Anchored in developmental psychology, media studies, and mental health research, it provides an extensive, multidimensional examination of how digital life shapes youth identity, cognition, emotions, and behavior. The paper concludes with a comprehensive framework for digital well-being, urging coordinated efforts among policymakers, educators, parents, and technology industries to safeguard youth mental health in an increasingly digital future.

Keywords: Youth Mental Health, Digital Engagement, Cyberpsychology, Social Media Impact, Policy Interventions.

Page No: 1-7

Author: Sankar Prasad Maiti & Soma Jana (Maiti)

DOI Link: https://doi.org/10.70798/PP/020400002

Abstract: The rapid advancement of Artificial Intelligence (AI) has brought about profound transformations across multiple sectors, with education emerging as one of the most significantly impacted domains. Teacher education, which forms the foundation of educational quality and learner success, is undergoing a paradigm shift due to the integration of AI-driven technologies. Traditional models of teacher preparation—largely focused on content mastery, pedagogical techniques, and classroom management—are increasingly inadequate in addressing the complexities of digital, data-driven, and learnercentered educational environments. This research article critically examines the role of Artificial Intelligence in teacher education, exploring its theoretical foundations, current applications, pedagogical implications, ethical challenges, and future prospects. Drawing upon contemporary educational theories, policy frameworks, and global practices, the study highlights how AI can enhance teacher training through personalized learning, intelligent assessment, data-informed decisionmaking, and continuous professional development. At the same time, it underscores the need for ethical safeguards, human-centered pedagogy, and equitable access to ensure that AI serves as a tool for empowerment rather than replacement. The article concludes by proposing a future-oriented framework for AI-integrated teacher education that aligns technological innovation with democratic values, inclusivity, and professional autonomy.

Keywords: Artificial Intelligence, Teacher Education, Educational Technology, Professional Development, Future of Teaching

Page No: 8-13

Author: Dr. Rayan Das

DOI Link: https://doi.org/10.70798/PP/020400003

Abstract: Coastal peatlands are among the world’s most dense carbon sinks, yet they are increasingly threatened by sea-level rise and the resulting salinity intrusion. This review synthesizes current research on how saltwater exposure alters carbon mineralization—the process by which organic carbon is converted into greenhouse gases like CO2 and CH4. We examine the dual roles of ionic stress on microbial communities and the introduction of sulfate (SO2- 4) as an alternative terminal electron acceptor. While short-term salinity pulses often inhibit microbial respiration due to osmotic stress, long-term exposure can facilitate more efficient anaerobic mineralization pathways. This paper identifies critical “tipping points” in salinity levels and highlights the shifting balance between carbon storage and emission in transitional “ghost forests” and marshes.

Keywords: Blue Carbon, Coastal Peatlands, Salinity Intrusion, Carbon Mineralization, Greenhouse Gas Flux, Sea-Level Rise.

Page No: 14-18

Author: Dr. Brijendra Bahadur Singh

DOI Link: https://doi.org/10.70798/PP/020400004

Abstract: The Indian Knowledge System (IKS) is a vast and diverse body of knowledge that has been developed over thousands of years in the Indian subcontinent. This ancient system encompasses various disciplines, including philosophy, science, mathematics, medicine, engineering, arts, and social sciences. IKS is characterized by its holistic approach, emphasizing the interconnectedness of all things and promoting sustainable living practices. This paper explores the potential of IKS as a framework for holistic educational administration. It highlights the key components of IKS, including scriptures, schools, languages, and Vedangas. The paper also discusses the principles and approach of IKS, including holistic development, interconnectedness, and sustainable living. The integration of IKS with modern education is also examined, with a focus on interdisciplinary research, cultural preservation, and sustainable technologies. The paper argues that IKS can contribute to addressing contemporary challenges and promoting sustainable development. The benefits and applications of IKS are also discussed, including its potential to inspire new ideas, innovations, and solutions that can benefit humanity and the environment. Overall, this paper demonstrates the relevance and importance of IKS in modern times and highlights its potential to promote a more holistic and inclusive approach to education, research, and development.

Keywords: Indian Knowledge System (IKS), Holistic Education, Sustainable Development, Interdisciplinary Research, Cultural Preservation, Ancient Indian Wisdom.

Page No: 19-29

Author: Asim Kumar Maiti

DOI Link: https://doi.org/10.70798/PP/020400005

Abstract: Women’s education is widely recognized as one of the most powerful instruments for promoting social justice, economic development, and gender equality. Educated women contribute not only to their own personal growth but also to the well-being of families, communities, and nations. This article explores the multifaceted relationship between women’s education and equality, examining historical perspectives, contemporary challenges, socio-economic impacts, and future strategies. It argues that investing in women’s education is not merely a moral obligation but a strategic necessity for sustainable national and global development.

Keywords: Women’s Education, Gender Equality, Women Empowerment, Social Development, Sustainable Development.

Page No: 30-36

Author: Saroj Kanjilal

DOI Link: https://doi.org/10.70798/PP/020400006

Abstract: This paper reinterprets the changing position of women during the Vedic period by examining religious texts, socio-economic developments, and cultural patterns. While early Vedic society offered women notable space in ritual and intellectual domains, the later phase saw increasing restrictions. The status of women in the Vedic period of ancient India reflects a complex and evolving socio-religious landscape shaped by changing economic, ritualistic, and philosophical frameworks. During the early Vedic period (c. 1500–1000 BCE), women enjoyed relatively elevated social positions, marked by access to education, participation in religious rituals, intellectual contributions, and a degree of autonomy in marriage and social life. Female sages such as Ghosha, Lopamudra, and Gargi exemplify women’s engagement in theological discourse and spiritual pursuits. However, the later Vedic period (c. 1000–600 BCE) witnessed a gradual decline in women’s status, influenced by the institutionalization of patriarchy, the growing rigidity of social hierarchies, and the codification of religious norms. Practices such as restricted education, diminished ritual participation, and increased emphasis on domestic roles became more pronounced. This paper undertakes a socio-religious analysis of women’s status in the Vedic age, examining literary sources such as the Vedas, Brahmanas, Upanishads, and Dharmashastras to trace this transformation. By highlighting both continuity and change, the study underscores how religious ideology and social structures jointly shaped gender roles in ancient Indian society.

Keywords: Socio- Economic, Vedic Period, Religious Text, Influence, Religious.

Page No: 37-42

Author: Debasish Dasmahapatra

DOI Link: https://doi.org/10.70798/PP/020400007

Abstract: The foundation of many other human endeavors rests on land, the most fundamental resource for human survival. There are usually a number of interrelated causes that influence changes in land use and land cover. Changes in land use and land cover are driven by a complex interplay of natural and anthropogenic factors, which shift over time and across geographic regions. Alterations in the quality of the water along the Hooghly River in India as a result of LULC. The research relies heavily on previously published works. This research considers the general land use features of the region for two separate time periods: 2000 and 2015. Due to factors such as population increase, development of agricultural fields, rising settlement areas, and so on, there has been a decline in water body, vegetation, and fallow land area. The shifting patterns of land use and land cover are critical components of the broader issue of environmental change on a global and regional scale.

Keywords: Coastal Zone, Water Quality, Land, West Bengal and Agricultural.

Page No: 43-53

Author: Dr. Purushottam Kumar Vats

DOI Link: https://doi.org/10.70798/PP/020400008

Abstract: It is often acknowledged that a supportive school environment has a significant impact on children’ social and emotional growth. This study looks at how a supportive school environment affects secondary school students’ social and emotional growth. The data demonstrate a strong beneficial association between supportive school climate and students’ social skills, emotional control, self-esteem, and interpersonal interactions. Students’ social and emotional development is greatly influenced by a supportive school environment. Healthy interpersonal skills and emotional well-being are supported in schools that promote positive interactions, safety, inclusivity, and emotional support. This article looks at how a supportive school environment affects students’ social and emotional growth. It highlights important aspects of the school environment and how they affect peer relationships, emotional control, self-worth, and general adjustment. The data currently in publication indicates that excellent developmental outcomes and academic success are strongly correlated with supportive school climates.

Keywords: Supportive School Climate, Social Development, Emotional Development, Student Well-Being, Interpersonal Skills.

Page No: 54-57

Author: Dr. Dhirendra Nath Ghosh

DOI Link: https://doi.org/10.70798/PP/020400009

Abstract: This article traces the evolution of the Indian freedom movement from early resistance to the achievement of independence in 1947. It examines how the struggle began with localized revolts, tribal uprisings, and peasant protests, and gradually developed into organized political movements led by leaders, reformers, and mass participation. The study highlights the role of both radical and nonviolent strategies, including revolutionary activities, the Swadeshi Movement, Gandhian satyagraha, and mass civil disobedience campaigns. It also explores the contributions of women, marginalized groups, and regional movements in shaping the national struggle. By reflecting on the successes, challenges, and strategies of the freedom movement, the article provides insights into the political, social, and cultural transformations that laid the foundation for modern India. The study demonstrates that the movement was not only a fight against foreign rule but also a journey toward social unity, justice, and nation-building.

Keywords: Indian Freedom Movement, Gandhi, Swadeshi, Mass Movements, Independence.

Page No: 58-64

Author: Dolly Kumari

DOI Link: https://doi.org/10.70798/PP/020400010

Abstract: This study explores the cultural and gender-related barriers that hinder the promotion of girl child education in Dhanbad district, Jharkhand. Despite national efforts to improve access to education for all children, many girls in this region continue to face serious challenges that prevent them from attending school regularly or completing their education. These challenges are not only economic but deeply rooted in cultural beliefs, traditional gender roles, and social expectations. In many families, girls are expected to manage household chores, care for siblings, or prepare for early marriage, while boys are encouraged to pursue education and careers. Such gender bias leads to unequal opportunities and reinforces the cycle of educational backwardness among girls.The study uses secondary data from government reports, academic research, and NGO publications to understand how cultural norms and gender discrimination affect school enrollment, attendance, and retention of girl children. It highlights issues such as lack of female teachers, unsafe travel routes, poor sanitation facilities, and limited parental awareness—all of which contribute to low participation of girls in formal education. The findings suggest that without addressing these cultural and gender barriers, efforts to improve girls’ education will remain incomplete. This case study emphasizes the need for community-based awareness programs, gender-sensitive educational policies, and improved school infrastructure to create a safe and supportive environment for girls. Promoting girl child education is not only a matter of academic access—it is a step toward social justice, gender equality, and long-term development. The study calls for collective action from educators, policymakers, and local communities to ensure that every girl in Dhanbad has the opportunity to learn, grow, and thrive.

Keywords: Girl Child Education, Cultural Barriers, Gender Discrimination, Dhanbad District, Educational Inequality, Early Marriage, Gender Roles.

Page No: 65-70

Author: Pranab Das

DOI Link: https://doi.org/10.70798/PP/020400011

Abstract: Collaborative school management has gained importance in recent years as schools face increasing academic, administrative, and social responsibilities. Traditional leadership models, where authority is concentrated in the hands of a single school head, are often insufficient to manage these complex demands. In this context, distributed leadership practices offer an effective approach to school management by sharing leadership roles among teachers, administrators, and other staff members. This paper focuses on understanding how collaborative school management is developed and strengthened through distributed leadership practices. Distributed leadership emphasizes teamwork, shared responsibility, and collective decision-making. When leadership is distributed, teachers are encouraged to participate actively in planning, problem-solving, and implementation of school activities. This shared involvement creates a sense of ownership and commitment among school staff. Collaboration improves as teachers and administrators communicate more openly, support each other’s work, and work together toward common school goals. Such practices help reduce professional isolation and create a positive and supportive school environment. The paper is based on a qualitative understanding of existing literature and secondary sources related to distributed leadership and collaboration in schools. It highlights that collaborative school management supported by distributed leadership leads to better coordination, improved trust, and stronger professional relationships among staff members. Teachers feel valued and empowered, which increases motivation and contributes to better management practices. Overall, the study suggests that distributed leadership plays a vital role in promoting collaborative school management. Adopting such leadership practices can help schools become more inclusive, effective, and capable of achieving sustainable improvement in teaching, learning, and administration.

Keywords: Distributed Leadership, Collaborative School Management, Shared Responsibility, Teacher Involvement, School Leadership Practices.

Page No: 71-77

Author: Ranjeeta Giri

DOI Link: https://doi.org/10.70798/PP/020400012

Abstract: Blended learning has emerged as an important instructional approach in higher education, combining traditional classroom teaching with digital and online learning methods. This study explores the challenges and opportunities of implementing blended learning in higher education institutions in Ranchi. The research follows a qualitative approach and is based on secondary data collected from research articles, government reports, institutional documents, policy guidelines, and published studies related to blended learning. The purpose of the study is to understand how blended learning is being adopted, the benefits it offers, and the difficulties faced by institutions, teachers, and students in the local context of Ranchi. The study identifies several opportunities associated with blended learning, such as increased flexibility in learning, improved access to educational resources, better student engagement, and the promotion of self-directed learning. Blended learning also supports diverse learning styles and helps institutions continue academic activities during disruptions such as health emergencies. For teachers, it provides opportunities to use innovative teaching strategies, digital tools, and interactive learning platforms. At the same time, the study highlights significant challenges in the implementation of blended learning. These include inadequate digital infrastructure, limited access to reliable internet connectivity, lack of technical skills among teachers and students, and insufficient institutional support and training. Socio-economic disparities among students further affect equitable participation in blended learning. Resistance to change, increased workload for teachers, and issues related to assessment and monitoring also pose challenges. The study concludes that while blended learning offers considerable potential for improving higher education in Ranchi, its effective implementation requires focused policy support, investment in digital infrastructure, continuous capacity building programs for teachers, and inclusive strategies to support disadvantaged learners. Strengthening institutional readiness and promoting digital literacy can help higher education institutions fully utilize the benefits of blended learning.

Keywords: Blended Learning, Higher Education, Digital Education, Teaching–Learning Process.

Page No: 78-85

Author: Ritika Nayan

DOI Link: https://doi.org/10.70798/PP/020400013

Abstract: The rapid process of urbanization has significantly transformed the social, economic, and cultural lives of women in Indian cities. This paper examines the work and family balance of women in urban Patna in the context of ongoing urbanization, using secondary data sources to understand emerging patterns and challenges. The study draws upon data from the Census of India, National Family Health Survey (NFHS), Periodic Labour Force Survey (PLFS), National Sample Survey Office (NSSO) reports, and relevant government publications and scholarly literature. These sources provide insights into women’s employment participation, household responsibilities, family structures, and access to social support systems in urban settings. The analysis reveals that urbanization in Patna has led to increased educational attainment and workforce participation among women, particularly in the service and informal sectors. However, this transition has not resulted in a proportional redistribution of domestic and caregiving responsibilities. Women continue to shoulder the primary burden of unpaid household work, childcare, and elder care, leading to a persistent dual role of wage earner and family caretaker. The study highlights that long working hours, job insecurity, lack of affordable childcare facilities, and limited family friendly workplace policies further intensify work–family imbalance among urban women. Additionally, the findings indicate that changing family structures, such as the shift from joint to nuclear families, have reduced traditional support networks, increasing stress and time pressure for working women. Despite these constraints, urbanization has also contributed to greater autonomy, decision-making power, and evolving gender norms among women in Patna. Access to education, exposure to urban lifestyles, and participation in paid work have strengthened women’s sense of identity and aspirations, even as structural barriers remain. The paper concludes that while urbanization has expanded economic opportunities for women in urban Patna, it has simultaneously deepened the challenge of balancing work and family roles. The study emphasizes the need for gender-sensitive urban policies, improved childcare infrastructure, flexible work arrangements, and greater involvement of men in domestic responsibilities to promote a more equitable work–family balance. By relying on secondary data, this paper contributes to the broader sociological understanding of gender, work, and family dynamics in rapidly urbanizing Indian cities.

Keywords: Work–Family Balance, Urban Women, Urbanization, Secondary Data, Gender Roles, Patna.

Page No: 86-92

Author: Ruma Mukherjee

DOI Link: https://doi.org/10.70798/PP/020400014

Abstract: Experiential and nature-based learning occupy a central place in the educational thought of Rabindranath Tagore, who believed that true education grows from direct experience and close contact with nature. This paper explores Tagore’s ideas on learning through experience and nature and examines their relevance in the Indian educational context. Tagore opposed rigid classroom teaching and book-centered learning, as he felt such methods restrict curiosity, creativity, and emotional growth. Instead, he emphasized learning by doing, observing, feeling, and interacting with the natural and social environment. According to Tagore, nature is the best teacher because it helps learners develop sensitivity, imagination, and a sense of harmony with the world. His educational experiment at Santiniketan reflected this belief, where students learned in open-air classrooms and engaged in activities related to art, music, agriculture, and community life. Experiential learning, in Tagore’s view, helps students connect knowledge with real life and encourages independent thinking rather than memorization. In the present Indian education system, experiential and nature-based learning are increasingly important. Modern schooling often focuses heavily on examinations, rote learning, and academic competition, which can lead to stress and disinterest among students. Tagore’s educational ideas offer valuable solutions by promoting joyful learning, creativity, and mental well-being. His approach also supports environmental awareness and sustainable living, which are crucial in today’s world. This paper concludes that integrating experiential and nature-based learning inspired by Tagore can make Indian education more meaningful and learner centered. Such an approach can help students develop not only academic knowledge but also emotional balance, social responsibility, and respect for nature. Tagore’s educational thought continues to provide strong guidance for creating a holistic and humane education system in India.

Keywords: Rabindranath Tagore, Experiential Learning, Nature-Based Education, Indian Education System, Holistic Development, Learner-Centered Learning.

Page No: 93-99

Author: Tista Dutta

DOI Link: https://doi.org/10.70798/PP/020400015

Abstract: This article examined the economic significance of two ritualistic flowers—marigold (Tagetes spp.) and tuberose (Polianthes tuberosa)— within West Bengal’s floriculture and festival economies. Drawing on published studies, market price series, government statistics and regional reports, the study analyzed cultivation patterns, value chains, seasonal market dynamics (with emphasis on Durga Puja and other festivals), employment and livelihood effects, price volatility, and the challenges of post-harvest handling and market access. The findings indicated that marigold and tuberose cultivation had provided higher seasonal employment and supplementary incomes for smallholders compared to some staple crops; marigold had shown broad-based area expansion in Bengal due to ease of cultivation and high festival demand, while tuberose had maintained a higher price per kilogram because of its fragrance and niche market. Festival-driven demand spikes had caused sharp price fluctuations that benefited producers in short windows but exposed them to market risk. Marketisation and peri-urban floriculture had enhanced supply reliability but had also encouraged monoculture practices and supply-chain intermediaries that captured a significant share of festival margins. The study concluded with recommendations for improved post-harvest infrastructure, cooperative marketing, price risk instruments, varietal diversification, and support for smallscale growers through extension and credit—policy measures that were argued to align cultural practice with more inclusive economic benefits.

Keywords: Marigold, Tuberose, Floriculture, Economic Significance, West Bengal, Festival Demand, Price Fluctuation.

Page No: 100-107

Author: Pratiksha Goswami

DOI Link: https://doi.org/10.70798/PP/020400016

Abstract: This article presents a multidisciplinary investigation into the role of immune dysregulation in emotional and affective disturbances. Drawing upon psychoneuroimmunology, neurobiology, endocrinology, and clinical psychiatry, it examines the mechanisms through which immune activation influences brain function and emotional regulation. The review highlights pathways of immune–brain communication, including cytokine signaling, neurotransmitter alterations, and hypothalamic–pituitary–adrenal (HPA) axis activation. Evidence linking chronic inflammation to major depressive disorder, anxiety disorders, post-traumatic stress disorder, and affective symptoms in autoimmune diseases is critically examined. Developmental factors such as early-life adversity and maternal immune activation, along with lifestyle influences including diet, sleep, exercise, and social relationships, are explored as modulators of immune-emotional interactions. Clinical implications are discussed, emphasizing anti-inflammatory interventions, lifestyle modification, and biomarker-guided personalized treatment strategies. The findings underscore the importance of an integrated biopsychosocial framework that conceptualizes emotional disturbances as systemic conditions involving immune, neural, and endocrine processes.

Keywords: Psychoneuroimmunology; Inflammation; Depression; Cytokines; Immune–Brain Interaction.

Page No: 108-116

Author: Sahana Khatun

DOI Link: https://doi.org/10.70798/PP/020400017

Abstract: Mental health is a fundamental determinant of students’ overall wellbeing, learning processes, and academic performance. In recent decades, the prevalence of psychological issues such as stress, anxiety, depression, and academic burnout has increased significantly among students across schools, colleges, and universities, posing substantial challenges to cognitive functioning, motivation, and educational outcomes. Academic achievement is not solely a reflection of intellectual ability or study effort; it is closely linked with emotional regulation, resilience, coping strategies, and social-emotional competencies. Poor mental health can impair attention, memory, executive functioning, and interpersonal skills, thereby affecting classroom participation, study habits, and assessment performance. This article systematically examines the complex interplay between mental health and academic achievement, highlighting the influence of individual, familial, social, technological, and institutional factors. It integrates empirical evidence, psychological theories, and contemporary challenges—such as the effects of digital technology, social media, and pandemic-related disruptions—on student well-being. The discussion also emphasizes practical strategies for supporting mental health, including individual interventions, family and peer support, institutional programs, and policy-level measures. The findings underscore the necessity of holistic educational approaches that recognize mental health as integral to learning, motivation, and sustainable academic success.

Keywords: Mental Health, Academic Achievement, Stress, Anxiety, Depression, Resilience, Cognitive Functioning, Educational Outcomes.

Page No: 117-122

Author: Sujay Maiti

DOI Link: https://doi.org/10.70798/PP/020400018

Abstract: Curriculum reform has emerged as a central concern in educational discourse worldwide due to rapid socio-economic changes, globalization, and evolving learner needs. Quality education is no longer defined solely by access and enrollment but by relevance, inclusivity, effectiveness, and learner outcomes. Curriculum reform plays a pivotal role in enhancing educational quality by reshaping knowledge structures, pedagogical approaches, assessment practices, and learner engagement. This research article critically examines the concept of curriculum reform, its theoretical foundations, objectives, and its contribution to improving educational quality. Drawing upon global and national policy perspectives, the study explores how curriculum reform addresses issues of equity, relevance, learner-centeredness, and skill development. The article also analyzes challenges in curriculum implementation and suggests strategies for sustainable reform. The study concludes that curriculum reform, when thoughtfully designed and effectively implemented, acts as a powerful instrument for improving educational quality and fostering holistic learner development.

Keywords: Curriculum Reform, Educational Quality, Pedagogy, Assessment, Learner-Centered Education.

Page No: 123-128

Author: Tapanjyoti Malakar

DOI Link: https://doi.org/10.70798/PP/020400019

Abstract: The second phase of social reform movements in colonial Bengal marked a critical transition in the relationship between education and social transformation. Emerging in the mid-nineteenth century, this phase witnessed the intensification of modern education as a deliberate strategy to challenge entrenched social practices related to caste hierarchy, gender inequality, and cultural orthodoxy. The study examines the role of modern educational institutions in promoting social reform, the contributions of key reformers in linking education with cultural transformation, and the impact of women’s education on advancing social change. Drawing on historical documents, reformist writings, and scholarly interpretations, the research highlights how education evolved from an elite intellectual pursuit into an institutionalized social mission grounded in ideals of self-reliance, moral reform, and national consciousness. The findings suggest that the synergy between educational expansion and reformist ideology during this period played a decisive role in shaping modern Bengali society and laid the foundations for broader nationalist and social movements in the early twentieth century.

Keywords: Social Reform Movement, Modern Education, Bengal Renaissance, Women’s Education, Cultural Transformation.

Page No: 129-136

Author: Avijit Lahiri

DOI Link: https://doi.org/10.70798/PP/020400020

Abstract: Small indigenous fish species (SIFs) have been recognized as vital components of freshwater biodiversity, nutritional security, and rural livelihoods across South Asia. However, rapid environmental change and anthropogenic pressures have contributed to the decline of these species, particularly in floodplain-dominated regions of eastern India. The present study had been conducted to document ichthyofaunal diversity, seasonal variation, habitat-wise distribution, and conservation status of small indigenous fish species in the freshwater ecosystems of Malda district, West Bengal. Field surveys had been carried out over a three-year period (2023–2025) across rivers, floodplain wetlands (beels), ponds, and canals using standardized sampling techniques. Species richness, Shannon–Wiener diversity index, Simpson’s dominance index, and relative abundance had been analyzed. A total of 32 small indigenous fish species belonging to 15 families had been recorded. Floodplain wetlands had supported the highest species richness and diversity, followed by ponds, rivers, and canals. Seasonal analysis had revealed peak species occurrence during the monsoon, with marked declines during the pre-monsoon and winter seasons. Although most species had been categorized as Least Concern at the global level, several Near Threatened, Vulnerable, and Data Deficient species had been documented locally. The findings had emphasized the ecological importance of floodplain connectivity and seasonal hydrological regimes, highlighting the urgent need for habitat-based conservation and sustainable fisheries management strategies.

Keywords: Small Indigenous Fishes, Ichthyofaunal Diversity, Seasonal Variation, Freshwater Ecosystems, Conservation Status, Malda District.

Page No: 137-141

Author: Diwakar Prasad Baranwal

DOI Link: https://doi.org/10.70798/PP/020400021

Abstract: Fuzzy algebra has emerged as a powerful extension of classical algebraic systems by incorporating graded membership and uncertainty. This review paper presents a comprehensive overview of the development of fuzzy algebra, focusing on fuzzy groups, fuzzy rings, and fuzzy algebraic logic structures such as BCK, BCI, and pseudoBCK algebras. The paper highlights key definitions, known results, and major theoretical advances reported in the literature, along with recent trends toward intrinsic, membership-based formulations. Special emphasis is given to quotient constructions, homomorphism theorems, and fuzzy filters in implication-based algebras. The review also discusses open problems and future research directions, positioning fuzzy algebra as a mature and unified mathematical framework for reasoning under uncertainty.

Keywords: Fuzzy Algebra, Fuzzy Groups, Fuzzy Rings, Fuzzy Ideals, Fuzzy Filters, Pseudo-Bck Algebras, Algebraic Logic.

Page No: 142-154

Author: Madhumita Ghosh

DOI Link: https://doi.org/10.70798/PP/020400022

Abstract: The empowerment of women remains a critical concern in India’s socio-economic development discourse, particularly in districts like Hooghly, West Bengal, where traditional norms coexist with modern aspirations. This study titled “Empowerment through Participation: A Study of Women’s Access to Education, Employment, and Decision Making in Hooghly District” seeks to explore the depth and dimensions of women’s access to these fundamental areas that shape their agency and status in society. Using a mixed-method approach, the research investigates the socio-cultural, economic, and institutional factors that influence women’s participation in educational pursuits, labor markets, and decision-making bodies both within the household and in public spheres. Primary data collected from diverse socioeconomic backgrounds across rural and urban areas of the district has been analyzed to understand disparities, challenges, and progress. The findings reveal that although access to education among women has improved significantly due to various government initiatives and increasing awareness, participation in formal employment and decision-making continues to lag due to gender stereotypes, lack of skill-based training, and limited institutional support. Women’s voices in family and community decisions are also often suppressed or undervalued despite educational advancements. However, localized efforts by NGOs, self-help groups, and women-centric schemes have shown encouraging outcomes. This study emphasizes the need for a holistic empowerment framework that integrates education, economic independence, and political-social representation. It also calls for culturally sensitive policy interventions and grassroots awareness to bridge the gap between formal access and actual participation. The insights from Hooghly district can serve as a microcosmic reflection of broader national trends and contribute to evolving empowerment strategies that are inclusive, equitable, and sustainable.

Keywords: Women’s Empowerment, Education, Employment, Decision-Making, Socio-Cultural Barriers, Institutional Support, Gender Participation, Hooghly District, Inclusive Development, Grassroots Policy.

Page No: 155-161

Author: Dr. Pankaj Kumar Paul

DOI Link: https://doi.org/10.70798/PP/020400023

Abstract: Assessment systems play a decisive role in shaping teaching–learning processes and learner outcomes. For decades, the Indian education system has been dominated by high-stakes, summative examinations that emphasize rote memorization over conceptual understanding and real-world application. The National Education Policy (NEP) 2020 proposes a comprehensive transformation of assessment practices by shifting from content-heavy, summative evaluation toward competency based, formative, and continuous assessment. This paper critically examines the assessment reforms envisioned under NEP 2020 and analyzes their implications for teaching practices, learner development, and educational equity. Using a qualitative policy analysis approach, the study juxtaposes policy aspirations with systemic realities such as teacher preparedness, institutional capacity, and socio-cultural examination pressures. The analysis reveals that while NEP 2020 aligns with global best practices in assessment reform, successful implementation requires deep pedagogical change, capacity building, and stakeholder acceptance. The paper concludes with policy-oriented suggestions to ensure that competency-based assessment becomes a meaningful driver of educational transformation in India

Keywords: NEP 2020, Assessment Reforms, Competency-Based Evaluation, Formative Assessment, Learning Outcomes, India.

Page No: 162-166

Author: Sameem Ansari

DOI Link: https://doi.org/10.70798/PP/020400024

Abstract: Mahatma Gandhi, the architect of India’s non-violent independence struggle, extended his vision of social, economic, and political reform across diverse regions of India, including the area that constitutes modern-day Jharkhand. Known for his philosophy of Satyagraha, nonviolence (Ahimsa), and constructive work (Gram Swaraj), Gandhi’s engagement with Jharkhand was primarily focused on tribal welfare, rural development, and mobilization against exploitative colonial structures. This research article examines Gandhi’s visits, interactions, and influence in the Jharkhand region, analyzing his efforts in fostering social consciousness among tribal communities, promoting education, enhancing economic self-reliance, and supporting the broader nationalist movement. Drawing on archival records, Gandhian correspondence, contemporary reports, and secondary literature, the study highlights the enduring legacy of Gandhi’s initiatives in Jharkhand and their relevance in contemporary socio-political discourse. The article also evaluates the region-specific adaptations of Gandhian philosophy, including the challenges and outcomes of implementing non-violence and constructive programs in tribal and rural contexts.

Keywords: Mahatma Gandhi, Jharkhand, Tribal Welfare, Non-Violence, Gram Swaraj.

Page No: 167-172