Volume 14 | Issue 7 |

 Abstract

Purpose: This study examines the fashion consumption patterns of Generation Z in the digital era, focusing on the factors influencing purchasing decisions, brand preferences, digital engagement, sustainability concerns, and loyalty behaviors. The research aims to contribute to consumer behavior literature by exploring how digital technologies shape fashion consumption and how fashion brands can effectively engage this influential demographic. Findings: The findings suggest that this cohort group indulges in short-form video content more than any other format. Their fashion consumption is influenced by the reels they see on Instagram. Originality: This research has explored consumer behavior, online shopping, and fashion trends separately, this study integrates these dimensions to provide a holistic understanding of how digital technologies influence fashion consumption among Gen Z consumers.

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Keywords: Generation Z, Fashion Consumption, Consumer Behavior, Digital Marketing, Social Media, Sustainability, Fashion Retail

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Integrated Teacher Education Programme (ITEP) is a flagship initiative under NEP2020 in the field of Teacher education in India. It is a four-year integrated dual major undergraduate programme that allows the students to receive a Bachelor degree in Education (B.Ed.) along with a major bachelor's degree (B.A./B.Sc./B.Com.) in a chosen disciplinary/inter-disciplinary subject at the same time. The programme is designed keeping in consideration the long-standing issues in the field of teacher education for its inadequate importance on disciplinary knowledge and most importantly its lack of integration with pedagogical, practical and professional competencies. In this paper, the investigator made an effort to discuss the main features of integrated teacher education programme along with its key benefits. The study is completely based on Secondary data collected from available books, journals, official documents, websites etc.

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ITEP, Student-teachers, NEP2020, Teacher Education

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This paper presents a structured framework for integrating Computational Thinking (CT) and AI Readiness into middle school biology classrooms (Classes 6-8). The Bio-CT-AI Framework is a three-phase pedagogical model: Phase 1--Computational Thinking through biology (Decomposition, Pattern Recognition, Abstraction, Algorithmic Thinking); Phase 2--AI-Assisted Inquiry using Google Lens and ChatGPT; and Phase 3--Reflection and Evaluation through comparison of AI outputs with textbook knowledge. Over five weeks, 328 students participated in batch-wise activities. Post-intervention data showed 82% proficiency in writing sequential steps (+48%), 88% in pattern recognition (+47%), and 79% able to explain AI bias (+67%). The framework is unplugged for Classes 6 and 7, with hands-on AI tools introduced in Class 8. Results demonstrate that AI readiness in schools should extend beyond tool usage to developing the thinking processes required to engage with AI meaningfully and ethically. The model offers a scalable, low-cost approach (INR0.61 per student) for preparing middle school learners for an AI-driven world.

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Computational Thinking, AI Readiness, Unplugged Activities, Biology Education, Middle School STEM, Google Lens, Prompt Engineering.

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?? ?????? ??????? ?? ???????, ??????, ?????? ??????, ?????? (Remittance) ?? ??????? ??? ???? ????? ?? ???????? ???????? ???? ??? ?????? ?? ?????????? ?? ????? ??? ?? ??????? ????????? ?????? ??????? (90.7%) ??? ??? ??????? ??????? ????????? ?? ???? ????????? ?? ?? ????? ?? ????? ????? ?? ?? ?????? ?? ???? ??? ?????? ???? ???? ?????? (68.8%) ??? ???? ?? ?? ?? (25.0%) ??????? ?? ?????? ???? ??? ??? ??????, ??????????, ??????? ??? ???? ?????? ?????? ???? ???, ???? ????? ??????? ??????? ???? ??? ??? ???? ?? ?? ???????? ??? ??????? ??????? ?????? ??? ?? ???? ???????? ?? ?????? ???? ????? ???, ?????? ????? ?????? ???????? ??? ?? ???? ??????? ????? ???????, ?????????, ??????, ???????? ?????? ??? ???? ????? ?? ???? ?? ???? ??? ?????? ?? ?????? ???? ?? ?? ??????? ??????? ???????? ?? ??, ???? ???? ??? ???????-?????? ????? ??? ?????????? ?????? ???? ??? ??? ??, ??????? ?????? ????, ???? ?? ????????? ??? ?????? ???? ?? ??????? ????? ?? ?????? ???? ?? ???????? ???

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Rabindranath Tagore narrated inner conflicts, moral issues, family and societal relationship of men instead of portraying them as one dimensional figure. Short stories by Tagore display male character as social beings influenced by complex tradition, emotion and evolutionary processes. These characters narrate broader societal structures during colonial periods in Bengal predominated by issues like patriarchy, hierarchy, nationalism, movement for modernity among others. In present study, it is attempted to examine important male characters from short stories like Bhupati in Nashtanirh, Ramsundar in Dena Paona, Gaurishankar in Haimanti and few other characters. Each character in respective stories displayed unique psychological and societal dimensions. The helplessness of a father trapped in dowry system due to economic inequalities is highlighted male character Ramsundar. While character Bhupati reflects intellectual idealism leading to emotional issues and domestic breakdown. Influence of intellectual and philosophical ideals of fatherhood are reflected through the character Gaurishankar in Haimanti. Tagore critiques the then rigid social systems and customs as major catalysts for the tension between tradition and modernity. He highlights such rigid systems as major contributors for emotional degeneration among human bonding. Most of these characters exhibit moral confusion, social isolation including tragic self-realization highlighting limitations of societal expectations and ambition of men. Very often, Tagore emphasised, need for awareness on moral values, empathy and human interconnectedness for societal development. Thus, male characters in Tagore's stories are symbolic representations of contradictions and strength in the society instead of a mere individual. These characters also provide deep insights into psychological and societal scenarios of Bengal during early twentieth century

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Male characters, colonial Bengal, emotional conflict, modernity, tradition, social critique

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Abstract: Assam's tea industry has an extensive and intricate history. The tea industry in Assam was established by the British company after losing its monopoly in china. It was a very labour intensive industry and for the growth of the tea plantations it was depended on extensive human labourers and suitable land. Through waste land regulations, the British got substantial tracts for tea plantations. The problem, however, was the labourers. This paper evaluates the living condition and what led the labourers to desert the tea plantation that had come to end their suffering in their native homeland. This paper looks into the Commissions published by the British government that helps to understand how the immigration process took place. The paper examines how the early planters confronted the labourers. This research explores how the planters dealt with the issue of labourers deserting their gardens. To comprehend their lives on the tea plantation of Assam, it is crucial to understand the type of abuse they were facing. To prevent any outside influences, the planters placed the immigrants in the restricted tea garden. This paper will explain the difficult living circumstances that forced some people to flee the garden because they could not put up with the abuse.

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Key words: Desertion, Tea, Abuse, Migration

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Contemporary education increasingly emphasizes ethical values, inclusivity, and holistic development along with cognitive development, highlighting the role of teachers in promoting value-based, holistic learning grounded in cultural ethos. In this context, the present study investigates teachers' awareness, perceptions, and implementation of Indian ethos, values, and professional development skills envisaged by NEP 2020. It investigates teachers' understanding of ethical and moral responsibilities in teaching, the role of Guru-Shishya Parampara, knowledge and application of NEP 2020 guidelines, practices promoting inclusivity and values, and attitudes toward evaluation and professional accountability. A structured questionnaire was used to survey higher education teachers on ethics, values, inclusivity, professional development, assessment, and digital practices, with data analyzed through descriptive and quantitative statistical tools. The findings provide insights into the extent to which teachers align their professional practices with Indian ethos and NEP 2020 guidelines. The study adds to the discussion on value-driven teacher professional development and highlights implications for nurturing ethically informed and culturally responsive teaching practices. Subsequent studies may expand the sample across diverse regions and educational strata, employ longitudinal and qualitative methodologies, and integrate perspectives of students, school educators, and administrators to examine the enduring effects of NEP 2020 on holistic, value-oriented education.

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Indian Ethos, NEP 2020, Teacher Professional Development, Ethics in Education, Guru-Shishya Parampara, Guru Dharma, Value-Based Education.

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Abstract: Dr. B.R. Ambedkar's vision on governance and public policies is deeply rooted in principles of justice, equality, and democratic participation. He championed a governance framework that sought to dismantle entrenched social hierarchies, particularly the caste system, through state-led institutional reforms aimed at achieving social equity. Ambedkar emphasized the role of the state not merely as an administrative entity but as an agent of profound social transformation, advocating representational politics to empower marginalized groups, especially Dalits. His conception of democracy transcended periodic elections, envisioning it as "associated life," where communication, education, and active engagement reshape social realities and foster collective agency. Ambedkar believed that democracy must secure access, enablement, and fairness, integrate procedural equality while acknowledge individual merit and desert. He viewed justice as the foundational pillar of modern societies, requiring initial equality among citizens alongside constitutional and institutional mechanisms to mitigate social dominance and exclusion. Furthermore, his analysis extended to spatial and social dimensions of untouchability, recognizing that physical segregation reinforced social exclusion, thereby underscoring the need for policies fostering inclusiveness in both rural and urban contexts. Ambedkar's governance vision thus embodies a comprehensive ethical-political philosophy, combining normative commitments with practical strategies for institutional redesign to achieve equality, social justice, and democratic pluralism in India.

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Keywords: Dr. B.R. Ambedkar, governance, public policies, social justice, democracy, caste system, institutional reforms, equality, Buddhism, representational politics

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Wild Vegetables have long been used in traditional healthcare systems and are recognized as valuable sources of bioactive compounds with therapeutic potential. Rivea hypocrateriformis (Desr.) Choisy, a member of the family Convolvulaceae, is traditionally used as a vegetable and for the treatment of various ailments such as cough, headache and skin diseases. The present study was undertaken to evaluate the antioxidant potential of the methanolic leaf extract of Rivea hypocrateriformis using in vitro assays. Antioxidant activity was assessed through DPPH radical scavenging and Ferric Reducing Antioxidant Power (FRAP) assays. The extract was also analysed for phytoconstituents using GC-MS. The extract exhibited concentration-dependent antioxidant activity, indicating its ability to neutralize free radicals and reduce oxidative stress. The findings support the traditional use of the plant and suggest that it may serve as a valuable natural source of antioxidant compounds with potential applications in pharmaceutical and nutraceutical formulations.

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Wild Vegetables, GC-MS, Rivea hypocrateriformis, Antioxidant, Antimicrobial

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This paper investigate the subaltern resistance in current Tamil Literary fiction through a comparative analysis of two distinct ways of surviving psychologically and structurally, the defiant optimism of Captain Bhairavi as Sivagami in the novel The Dawn by Pon Kulendiren and fatalistic despair of Revathi in Imayam's A Women Burnt. In this framework of materialist feminist criticism and trauma, this paper also explores macro- political war between women and society that determine the boundaries set for women survival by this society. While Sivagami represent the strong mind that suppression of society which she fight against and came back as Captain Bairavi. Whereas Revathi, an engineer turned as ashes because of casteism, poverty and domestic violence that made herself to commit self-immolation in order to reclaim her bodily sovereignty. Through this juxtaposition of hopeful revolution and destructive ash. This paper focuses on the optimistic and pessimistic characters of the women who undergo difficult oppressions, and how the women should overcome by breaking all social boundaries which spoils their future.

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Revolutionary Optimism, pessimistic fatalism, materialistic feminism, social boundaries, casteism, domestic violence.

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