Boundary issues have always been a key focus in India-China relations. Highlighting the roles of history, policy, and diplomacy, this book traces the origins and development of the boundary problem during the British Raj. A.G. Noorani explains how British efforts to define a boundary in the western sector began immediately after the creation of Jammu & Kashmir in 1846. In contrast, in the eastern sector, such efforts only started sixty-five years later, amid perceived Chinese threats. Analyzing the roles of bureaucracy and diplomatic negotiations, the author offers a nuanced view of treaties, conventions, and internal debates among British officials with conflicting policies. Breaking new ground, this book evaluates the importance of the Indian Independence Act, 1947, and shows how diplomatic developments over the past century influenced the boundary issues between India and China, which eventually escalated into the dispute of 1959. The central argument is that history played a direct role in shaping effective policy. Based on archival research and unpublished sources, this volume includes twenty-two appendices and fourteen maps to offer a unique perspective on a long-standing problem.

The importance of inquiry has been firmly established and is increasingly pertinent in the current competitive, rapidly evolving, and intricate setting. The National Education Policy 2020 promotes the adoption of an Inquiry-Based Learning (IBL) approach, which can enhance student and teacher engagement by catering to the diverse needs of learners in the classroom. According to the National Curriculum Framework 2005, ensuring the effectiveness of the curriculum involves actively involving students in learning the techniques and procedures that result in creating and confirming scientific knowledge. It also aims to encourage the innate curiosity and inventive thinking of students in the field of science. Hence, the cultivation of Science Process Skills is crucial for enhancing the learning of science. In the realm of science education based on inquiry, students participate in various activities and cognitive procedures akin to those employed by scientists for the creation of fresh insights. The purpose of this study was to investigate the effectiveness of inquiry-based learning on students’ science process skills. A total of 66 eighth grade students from two different classes were selected as experimental group and control group. The experimental group was instructed through inquiry-based learning approach whereas the control group was instructed using conventional method. For determining the effectiveness of the inquiry-based learning approach compared to conventional method, students of experimental group and control group were administered a pre-test and post-test evaluating Basic Science Process Skills. In the statistical analysis, Analysis of Covariance (ANCOVA) was utilized. The findings of the research revealed that students who received instruction via inquiry-based learning demonstrated improved Science Process Skills compared to those taught using the conventional method.

Mathematics is not just a subject but a foundational pillar of STEM education. With the introduction of India’s National Education Policy (NEP) 2020 and the rise of experiential learning tools like GeoGebra, the conventional chalk-and-talk approach is being reshaped into an engaging, inquiry-based pedagogy. This paper presents a reflective account of a math educator’s journey of integrating NEP-aligned STEM practices into middle school classrooms, focusing on the transformation brought by experiential tools and their impact on learners. This paper examines the transformation of mathematics education in India in response to the National Education Policy (NEP) 2020 and the global shift towards STEM-based pedagogy. By moving away from rote memorization and embracing digital tools such as GeoGebra, Indian classrooms are undergoing a dynamic shift. This research analyzes the implications of these reforms on teaching practices, student engagement, and mathematical understanding. The study combines theoretical insights with classroom case studies to present a holistic view of the journey from traditional chalk-based instruction to interactive, digital learning. P and t tests are also Conducted based on the data collected in the form of questionnaire and Performance of the Test before and after introducing Geogebra.

The main aim of this paper is to identify the Awareness about public library systems in Mumbai and the purpose of visiting public libraries. We know that education is the best key to the success. Practical knowledge is very important to learn. Practically everything cannot be taught, but in the digital era one can teach by graphic design and practical video recorded lectures through the computer. Now a days many video lectures are freely available on YouTube and other digital platforms. Many people and students do not have a computer. Those who cannot go to school and college, they can learn and develop themselves. Public libraries can play very important role in this era. Every public library should provide ICT facilities because many public libraries do not provide ICT facilities. Public libraries should available everywhere, then it will be easy to access for the public.

This article discusses Paulo Freire’s Pedagogy of the Oppressed and how it can be meaningfully integrated into teacher preparation programs. Freire’s ideas challenge traditional top-down forms of teaching thinking through dialogue, critical awareness, and a form of social consciousness that we believe, can offer new prospects for teacher education programs. The article outlines and describes several key aspects of Freirean pedagogy including the teacher-student relationship, conscientization, and reflection to provide in depth ideas about how Freirean pedagogy can transform teacher preparation so educators are prepared for equity-oriented and transformative practices in their classrooms. Furthermore, we provide a literature review, discuss common challenges, and provide examples from different contexts globally that illustrate Freire's ideas influence in teacher education. Lastly, we provide general recommendations for enacting and integrating critical pedagogy into educator puppy in order to make an argument of why educator preparation must change to better serve the constantly changing dynamic, and diverse learning communities with which we interact.

The Fibonacci sequence is a mathematical notion that captivated researchers, scientists, artists and architects for centuries. This paper examines the historical origins of the Fibonacci sequence, explains its mathematical properties, and explores its diverse real-world applications. It also discusses how Fibonacci numbers contribute to modern developments in science and technology.

This study examines the impact of Adverse Childhood Experiences (ACEs) on resilience in early adulthood (ages 18-40) with a sample of 60 young adults, equally divided between males and females. Using standardized tools, including the Adverse Childhood Experiences Questionnaire for Adults (Felitti et al., 1998) and the Resilience Scale (Connor Davidson, 2003), data was analysed using statistical methods such as mean, standard deviation, Pearson correlation, and Cronbach’s Alpha test. The results revealed a weak negative correlation between ACEs and resilience for both genders, with a slight decrease in resilience as ACE scores increased. However, no significant linear relationship was found between ACEs and resilience in females, suggesting that ACEs may not directly affect resilience in women. Overall, the findings indicate a correlation between higher ACEs and lower resilience in early adulthood, with a more pronounced effect observed in males. Key Words: Adverse Childhood Experiences, Resilience, Early Adulthood

This research paper presents an in-depth comparative analysis of tribal education policies in Maharashtra and Rajasthan based on primary and Secondary data of Palghar and Dungarpur districts. The study conducts mixed-Method approach, 700 students, 30 teachers, 10 Principal from Government, Private, Ashram and EMRS schools of Primary, Secondary and Higher Secondary and educational officers in Maharashtra and Rajasthan, respectively. Research reveals important inequalities in infrastructure, language issues, economic challenges, policy implementation and gender equity in both the states. Major findings indicate that while Maharashtra reflects the development of infrastructure mixed with better features in some of ERMS and private schools, Rajasthan faces poor infrastructure in most schools. The centralized teacher recruitment in the ERMS in both states struggle with serious language barriers. Thus, due to the inadequate mother tongue instructions, economic conditions leading to child labor and early marriage, and limited policy awareness between stakeholders are major barriers of propagation of tribal education in both states. The study contributes to understanding complex challenges in tribal education and provides evidence-based recommendations for policy improvement.

This study looks at how a student’s school environment affects their moral values. At a time when society is facing a decline in values and growing problems, it’s important to understand how these environments help shape students’ behavior and character. The study employs a survey research method involving a sample of 1,446 students from 20 higher secondary schools, selected using stratified random sampling. Two tools were utilized: the Test for Moral Values among School Students (TMVSS), developed by the investigator, and a standardized school Environment Inventory (SEI). The research focused on six components of moral values—Personal, Academic, Social, Aesthetic, Humanitarian, and Religious—and examined how these varied across different levels of school environments (classified as High, Moderate, and Low climate). Data analysis revealed that students from high school climate environments scored significantly higher in Personal, Social, Aesthetic, Humanitarian, and Religious values compared to their counterparts in moderate and low climate schools. However, academic values did not show significant variation across school climate categories. Findings suggest that a positive school climate, characterized by supportive teacher-student relationships, ethical modeling by staff, and co-curricular engagement, has a substantial influence on students’ moral development. The study underlines the critical role schools and families play in shaping well-rounded, morally responsible individuals. Educational implications include the integration of value education into school curricula, targeted interventions in low school climate settings, and the continuous assessment of school moral climate.