Volume 13 | Issue 9 |

 Abstract

This research paper investigates the role of formal education in the socio-economic, social dignity, and psychological empowerment of marginalized communities, with a specific focus on Kampli Taluk in Ballari District, Karnataka. Historically subjected to extreme poverty and structural oppression, marginalized groups view education as a vital tool for upward mobility, though a critical gap exists between acquiring degrees and real-life empowerment. Theoretically anchored in Dr. B.R. Ambedkar's emancipatory perspective, Pierre Bourdieu's social capital theory, and Structural-Functionalism, the study adopts a descriptive and analytical research design using primary data collected through face-to-face interviews with forty respondents across four rural villages, alongside secondary sources. The empirical findings reveal that a vast majority of rural youth are first-generation learners who depend entirely on state welfare schemes, such as government hostels and scholarships, as their primary financial lifeline. Formal education successfully enables a significant portion of these youth to break away from manual farm labor, elevate social dignity, foster constitutional awareness, and empower rural women to challenge patriarchal restrictions. Nevertheless, severe structural hurdles remain, including high graduation unemployment rates, a lack of English communication skills, professional networks, and subtle caste prejudices that hinder corporate employment. To mitigate these challenges, the study recommends upgrading rural college infrastructure, mandating communicative English training, establishing active career placement cells, and expanding grassroots legal literacy. Ultimately, despite existing socio-economic constraints, marginalized communities in Kampli Taluk maintain an unyielding optimism, universally perceiving education as the ultimate permanent pathway to escape historical poverty and achieve true democratic equity.

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 Keywords

Education, Empowerment, Marginalized Communities, Kampli Taluk, Social Mobility, First-Generation Learners, Caste Discrimination

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Creative Commons Attribution 4.0 and The Open Definition

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Artificial intelligence (AI) is revolutionizing numerous fields, including higher education, by offering innovative tools and techniques that enhance learning, assessment, and skill development. This research investigates the awareness, perceptions, and competencies of undergraduate students in the Kathmandu Valley concerning AI. The study aims to evaluate students' understanding of AI, identify knowledge gaps, and recommend curriculum enhancements to align education with industry demands. A quantitative research design was employed, collecting data from 123 students across diverse colleges using a structured Likert-scale questionnaire. The findings reveal that while many students recognize AI's potential in streamlining academic tasks and shaping future careers, there are significant gaps in their understanding and practical application of AI technologies. The study highlights the dual nature of AI, which can serve as both an enabler of efficiency and a source of apprehension, particularly concerning job displacement and ethical implications. It also identifies disparities in access to AI tools due to socioeconomic factors, underscoring the importance of addressing the digital divide. The research concludes that integrating AI-related content into higher education curricula is critical for preparing students for an AI-driven workforce. By fostering AI literacy, ethical awareness, and hands-on skills, institutions can empower students to leverage AI responsibly and effectively. The novelty of this study lies in its context-specific approach, exploring AI's impacts on undergraduate education in a developing region, and providing actionable insights for curriculum development and policy-making in the age of AI.

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 Keywords

Artificial Intelligence (AI), Undergraduate Students, AI Awareness, AI Utilization.

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 Abstract

"A Study of Levels of Potassium and Plant Geometry on Finger Diameter of Banana (Musa acuminata L.) cv. Ardhapuri"

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Creative Commons Attribution 4.0 and The Open Definition

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"A Study of Levels of Potassium and Plant Geometry on Finger Diameter of Banana (Musa acuminata L.) cv. Ardhapuri"

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Creative Commons Attribution 4.0 and The Open Definition

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This paper presents a comprehensive intelligent public transportation framework integrating Electric Buses (EBs), Internet of Things (IoT) sensors, Artificial Intelligence (AI), Digital Twin technology, Vehicle-to-Grid (V2G) services, and Renewable Energy Sources (RES) to achieve sustainable urban mobility. The proposed framework introduces a novel Hybrid Multi-Agent Reinforcement Learning and Transformer-Based Optimization Algorithm (MARL-TBO) that simultaneously optimizes dynamic route planning, fleet scheduling, and charging management across a 100-bus urban transit network. A Digital Twin of the entire transit ecosystem provides real-time bidirectional synchronization for predictive decision-making. Battery Degradation-Aware Energy Management considers State of Charge (SOC), State of Health (SOH), thermal dynamics, and passenger load variations to extend battery longevity. AI-based passenger demand forecasting via spatiotemporal deep learning achieves over 95% prediction accuracy. Simulation results over 365 days of operation demonstrate 25-35% reduction in energy consumption, 30-40% reduction in passenger waiting time, 20-30% reduction in operational cost, 15-25% improvement in battery life, and 35-50% reduction in carbon emissions compared to conventional methods. Comparative evaluation against Rule-Based, Genetic Algorithm, PSO, DQN, and PPO baselines confirms MARL-TBO superiority across all performance metrics. The framework establishes a scalable blueprint for next-generation AI-powered electric transit systems.

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 Keywords

Electric Buses, Multi-Agent Reinforcement Learning, Digital Twin, Vehicle-to-Grid, Battery Degradation, Renewable Energy, Transformer Networks, Smart Grid, Urban Mobility, MARL-TBO

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Creative Commons Attribution 4.0 and The Open Definition

 Abstract

Adiguru Shankaracharya ki Shikshaon me Yog: Ek Adhyayan

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Adiguru Shankaracharya ki Shikshaon me Yog: Ek Adhyayan

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Creative Commons Attribution 4.0 and The Open Definition

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"Digital Shiksha aur Kritrim Buddhimatta ke Yug mein Shikshak ki Peshavar Kshamata ka Vikas evam Bhavishya ki Shiksha mein uski Bhoomika: ek Vishleshanatmak Adhyayan"

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"Digital Shiksha aur Kritrim Buddhimatta ke Yug mein Shikshak ki Peshavar Kshamata ka Vikas evam Bhavishya ki Shiksha mein uski Bhoomika: ek Vishleshanatmak Adhyayan"

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"Travankor Kshetra mein Samudaayik Jal Prabandhan se Aupniveshik Niyantran tak: Sinchai Neetiyon ke Madhyam se Sansadhan Kendrikaran ka Aitihasik Vishleshan (1800-1940)"

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"Travankor Kshetra mein Samudaayik Jal Prabandhan se Aupniveshik Niyantran tak: Sinchai Neetiyon ke Madhyam se Sansadhan Kendrikaran ka Aitihasik Vishleshan (1800-1940)"

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"Mughal Kaleen Prashasanik Vyavastha ka Swaroop: Shahjahanabad aur Fatehpur Sikri ke Sandarbh mein ek Aitihasik Adhyayan"

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"Mughal Kaleen Prashasanik Vyavastha ka Swaroop: Shahjahanabad aur Fatehpur Sikri ke Sandarbh mein ek Aitihasik Adhyayan"

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Small and Medium Enterprises (SMEs) play a crucial role in economic development, particularly in emerging economies like India. To support this sector, both Central and State Governments have introduced various schemes aimed at improving financial access, technological capability, and market competitiveness. This study provides an analytical review of these schemes with empirical evidence from Firozabad district, Uttar Pradesh. Primary data were collected from 60 SMEs to assess awareness, utilization, and perceived effectiveness of schemes such as PMEGP, MUDRA, CGTMSE, ODOP, and state-level initiatives. The findings reveal that while schemes like MUDRA and ODOP are widely utilized and beneficial, others such as CGTMSE and Cluster Development face implementation challenges. The study concludes that improving awareness, simplifying procedures, and enhancing digital support systems are essential for maximizing the effectiveness of government schemes.

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 Keywords

SMEs, Government Schemes, PMEGP, MUDRA, ODOP, Firozabad, MSME Policy

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Background: Psychological well-being is a vital component of child development, influencing emotional stability, social interaction, and mental health. Traditional play activities provide opportunities for socialization, stress reduction, and emotional expression. However, increasing screen time and reduced outdoor play have negatively impacted children's psychological health. Objectives: To assess and evaluate the effectiveness of a structured teaching programme on knowledge regarding traditional play and its role in improving psychological well-being among school-going children. Methods: A quasi-experimental research design was adopted among 400 school-going children in selected schools of Ludhiana, Punjab. A stratified random sampling technique was used. A structured knowledge questionnaire was administered before and after the intervention. The structured teaching programme focused on traditional play and its psychological benefits. Data were analyzed using descriptive and inferential statistics. Results: Pre-test findings showed that the majority of children had inadequate knowledge regarding the psychological benefits of traditional play. Post-intervention, a significant improvement was observed, with a large proportion of children attaining moderate to adequate knowledge levels. The difference between pre-test and post-test scores was statistically significant (p <= 0.05). Conclusion: The structured teaching programme was effective in enhancing knowledge regarding psychological well-being related to traditional play. Encouraging traditional play can promote emotional stability, social skills, and mental health among children.

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Creative Commons Attribution 4.0 and The Open Definition

 Keywords

Traditional Play, Psychological Well-Being, School Children, Mental Health

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Creative Commons Attribution 4.0 and The Open Definition