Naveen International Journal of Multidisciplinary Sciences (NIJMS)
Not a member yet
100 research outputs found
Sort by
Digital Transformation and Integrated Marketing Communications: A Quantitative Analysis
Get PDFThis study investigates the influence of key Digital Integrated Marketing Communication (Digital-IMC) dimensions—Credibility, Informativeness, Interactivity, Entertainment, and Responsiveness—on Brand Trust. Using multiple regression analysis, data were collected from a representative consumer sample consisting 300 respondents to examine the hypothesis-wise impact of each variable. The results revealed that Credibility and Informativeness emerged as significant predictors of Brand Trust (p < .001), indicating that consumers place higher trust in brands that provide accurate, reliable, and relevant information. In contrast, Interactivity, Entertainment, and Responsiveness did not demonstrate statistically significant effects, suggesting that these dimensions alone may not substantially enhance Brand Trust in the studied context. The combined model showed a significant predictive power, confirming the importance of strategically integrating effective Digital-IMC elements. The findings highlight the need for brands to prioritize authenticity, clarity, and informative value in their digital communication strategies while using other dimensions to complement, rather than substitute, credibility and informativeness. The implications for marketers and suggestions for optimizing Digital-IMC approaches are discussed.
Keywords: Brand Trust, Credibility, Informativeness, Interactivity, Entertainment, Responsiveness, Marketing Strategy
Toward Transformative Science Pedagogy: Critical Insights from Government Schools of NCT of Delhi
Get PDFScience education plays an important role to develop scientific temperament, critical thinking, and imagination among students. Within the Indian schooling system and particularly in Delhi’s government schools, science teaching carries the potential to empower children from disadvantaged backgrounds of non-critical thinking by enabling them to make sense of their everyday life and prepare them to participate more in society. This study examines the state of science education in government schools of NCT of Delhi, focusing on the conflict between traditional textbook-led teaching and the inquiry-based practices models promoted through recent initiatives. The analysis draws entirely on secondary sources such as government policy documents, reports and academic research. Reform measures like Mission Chunauti (2016), Mission Buniyaad, the expansion of ICT and digital classrooms and STEM-focused initiatives were all introduced with the aim to make science teaching more inquiry-driven. Recent policy frameworks strongly endorse Inquiry-Based Science Education (IBSE), which emphasises questioning, exploration and hands-on experiments. However, the reality in most classrooms still reflects conventional practice—rote memorisation, exam-driven teaching and heavily reliance on prescribed textbooks. These findings suggest that although IBSE is well represented in policy discourse and is visible in small pockets of practice. However, its wider adoption faces several barriers. These include inadequate preparation of teachers, insufficient infrastructural support, rigid curricular and assessment frameworks.
The paper concludes that bridging this gap between policy and classroom reality requires sustained attention to three areas:- Subject-specific professional development for teachers, flexible curricular design and investment in digital and science specific infrastructure. By taking these steps, classrooms of government school can shift away from rote memorization to real scientific learning that inspires curiosity and builds critical thinking in students.
Keywords; Educational reforms, Science education, National Education Policy (NEP 2020), inquiry-based learning, Government schools of NCT of Delhi
Academic Anxiety among Secondary School Students in Relation to their Study Involvement and Self-Confidence
Get PDFThe present study aimed to examine the levels, relationships, and predictors of academic anxiety among secondary school students in the Indian context. A stratified random sample of 240 students (Grades 8–10) was drawn to ensure equal representation across gender, medium of instruction, type of school, and location. Standardized tools, namely the Academic Anxiety Scale, Study Involvement Scale, and Self-Confidence Inventory, were administered. Data were analyzed using descriptive statistics, t-tests, one-way ANOVA, Tukey HSD, Pearson correlations, and multiple regression. Findings revealed that academic anxiety significantly increases with grade level, with Grade 10 students showing the highest anxiety, accompanied by lower study involvement and self-confidence. ANOVA results confirmed strong grade differences (η² = 0.22 for anxiety), while post-hoc tests indicated significant pairwise differences across all three grades. Correlation analysis showed that academic anxiety had strong negative associations with both study involvement (r = −0.631) and self-confidence (r = −0.639). Regression results demonstrated that study involvement and self-confidence were significant independent predictors of academic anxiety, together explaining about 60% of its variance, whereas gender, medium, school type, and location were not significant predictors. The study concludes that psychological factors such as involvement and confidence play a more crucial role in shaping academic anxiety than demographic factors. Educational implications include designing interventions to enhance study engagement and build self-confidence, especially among Grade 10 students facing examination pressures.
Keywords: Academic anxiety, Study involvement, Self-confidence, Secondary school students, Psychological predictors
EFFECTIVENESS OF DATA PROTECTION LAWS IN SAFEGUARDING PRIVACY RIGHTS IN INDIA’S E-GOVERNANCE ECOSYSTEM
Get PDFThe rapid expansion of technology and e-governance in India has brought significant advancements in administrative efficiency and citizen engagement. However, it has also raised critical concerns about data protection and privacy rights. This study explores the effectiveness of India\u27s data protection laws within its e-governance framework, examining the interplay between constitutional guarantees, legislative measures, and practical implementation. Through a qualitative doctrinal approach, the research identifies existing gaps in legal frameworks, highlights inconsistencies in enforcement, and underscores the need for robust reforms. The findings emphasize harmonizing technological innovation with stringent data protection measures to ensure that privacy rights are upheld, fostering trust and safeguarding democratic values in India\u27s digital transformation
तुलसीदास जी के साहित्य में भारतीय ज्ञान परंपरा
Get PDFतुलसीदास जी भारतीय साहित्य के अनमोल रत्न हैं। उनके द्वारा रचित श्रीरामचरितमानस ने जन-जन के मन को छुआ है। उनके साहित्य से भारतीय ज्ञान परंपरा और अधिक समृद्ध हुई है। भारतवर्ष में अनेक साहित्यकार हुए हैं, परंतु तुलसीदास जी द्वारा रचित साहित्य सामाजिक चेतना और भक्ति-भावना के साथ-साथ आम जनमानस को भी जोड़ता है। तुलसीदास जी को लोकनायक भी कहा जाता है, क्योंकि उन्होंने अपने साहित्य के माध्यम से समाज में आपसी समन्वय और सद्भावना को बढ़ावा दिया तथा लोक कल्याण पर विशेष ध्यान दिया। उनके साहित्य की भाषा उस समय के आम-जनमानस की भाषा थी। तुलसीदास जी ने भगवान श्रीराम को अपने इष्ट देव के रूप में स्वीकार किया है। उन्होंने अपने साहित्य में श्रीराम को आदर्श मानव, आदर्श राजा, आदर्श पति, आदर्श पुत्र, आदर्श भाई, आदर्श वीर, आदर्श पिता के रूप में दर्शाकर भगवान श्रीराम के आदर्शों और गुणों का पालन करने के महत्व पर बल दिया है। तुलसीदास जी ने अपने साहित्य में भारतीय संस्कृति के सार्वभौमिक मूल्यों को समाहित किया है। निःसंदेह तुलसीदास जी का साहित्य हमारी आने वाली पीढ़ियों के लिए भक्ति, संस्कार, नैतिकता, सामाजिक चेतना, मानवीय मूल्यों का संरक्षण एवं संवर्धन करने में पूर्ण समर्थ है।
बीज शब्द: सामाजिक चेतना, लोकनायक, लोक कल्याण, सार्वभौमिक मूल्य
भारतीय ज्ञान परम्परा में शिक्षक की भूमिका
Get PDFप्राचीन भारतीय ज्ञान परंपरा में शिक्षक (गुरु) की भूमिका केवल ज्ञान प्रदान करने तक सीमित नहीं थी, बल्कि यह एक व्यापक और बहुआयामी दायित्व था जो शिष्य के सम्पूर्ण व्यक्तित्व विकास को समाहित करता था। वैदिक काल से लेकर आधुनिक युग तक, गुरु-शिष्य परंपरा भारतीय शिक्षा व्यवस्था की आधारशिला रही है। यह शोध भारतीय दर्शन, धर्म, और सामाजिक व्यवस्था के संदर्भ में शिक्षक की बहुमुखी भूमिका का विश्लेषण करता है। वैदिक साहित्य में गुरु को \u27गुरु ब्रह्मा गुरु विष्णु गुरु देवो महेश्वरः\u27 कहकर परम पूजनीय माना गया है। उपनिषदों में गुरु को अंधकार से प्रकाश की ओर ले जाने वाला बताया गया है। गुरुकुल प्रणाली में शिक्षक न केवल विषय विशेषज्ञ था, बल्कि आध्यात्मिक मार्गदर्शक, चरित्र निर्माता, और जीवन शैली का प्रेरणास्रोत भी था। भारतीय परंपरा में शिक्षक की प्रमुख भूमिकाएं हैं: ज्ञान प्रदाता, चरित्र निर्माता, आध्यात्मिक गुरु, सामाजिक सुधारक, और सांस्कृतिक संरक्षक। गुरु-शिष्य संबंध में पारस्परिक श्रद्धा, विश्वास, और आजीवन निष्ठा के सिद्धांत निहित हैं। यह परंपरा व्यक्तिगत शिक्षा, मौखिक परंपरा, और अनुभवजन्य ज्ञान पर आधारित थी। आधुनिक शिक्षा व्यवस्था में भी इन मूल्यों की प्रासंगिकता निर्विवाद है। समकालीन शिक्षा नीतियों में गुरु-शिष्य परंपरा के तत्वों को अपनाने की आवश्यकता है ताकि शिक्षा केवल सूचना स्थानांतरण न रहकर व्यक्तित्व विकास का माध्यम बने।
बीज शब्द: गुरु-शिष्य परंपरा, शिक्षक की भूमिका, गुरुकुल प्रणाली, भारतीय ज्ञान परंपरा, गुरुकुल प्रणाली
Attitudes toward Drugs/Alcohol and Anxiety: Concepts, Definitions, and Theoretical Perspectives
Get PDFThis paper synthesizes concepts, definitions, and theories explaining how attitudes toward drugs and alcohol intersect with anxiety across historical, cultural, and educational contexts. Attitudes are framed as multidimensional (cognitive–affective–behavioral) evaluations that shape intentions and behavior, consistent with foundational models such as the Theory of Planned Behavior. Physiological accounts of addiction (e.g., dopaminergic reinforcement) are integrated with psychological perspectives emphasizing stress relief, expectancy effects, and perceived control over anxiety states. Historically shifting norms and culturally embedded scripts organize when substance use is deemed acceptable, while contemporary social environments—peers, families, and institutions—amplify or constrain use through explicit and implicit pressures. Demographic variation (age, gender, socioeconomic status) moderates both attitudes and risk pathways, with adolescence highlighted as a sensitive period linking social anxiety, sensation seeking, and outcome expectancies to early initiation. Media and social media are identified as powerful norm setters that glamorize or problematize use, influencing implicit associations and prevention receptivity. Methodologically, the paper underscores the complementarity of quantitative surveys and qualitative inquiry, anchored by strict ethical safeguards. Educational implications include school-based prevention, peer-led coping skills, and anxiety-focused cognitive–behavioral strategies that recalibrate beliefs, reduce rumination, and strengthen distress tolerance. Policy sections call for balanced regulation and public health initiatives that align communication, enforcement, and community partnerships. Future research priorities include longitudinal designs that trace attitude formation in formative years, mechanisms linking trauma, anxiety sensitivity, and substance use, and the optimization of interventions within educational systems.
Keywords: attitudes, substance use, anxiety, theory of planned behavior, peer pressure, media influence, preventive education
Indian Knowledge Systems: Preserving Ancient Wisdom in Contemporary Context
Get PDFIndian Knowledge Systems (IKS) represent a vast repository of traditional knowledge that has evolved over millennia, encompassing diverse fields such as medicine, mathematics, astronomy, philosophy, agriculture, and technology. This paper examines the historical foundations, contemporary relevance, and integration challenges of Indian Knowledge Systems in modern educational and scientific frameworks. Through a comprehensive review of literature and analysis of key domains, this study highlights the significance of IKS in addressing contemporary global challenges while emphasizing the need for systematic documentation, validation, and integration with modern knowledge systems. The findings suggest that Indian Knowledge Systems offer valuable insights for sustainable development, holistic healthcare, and innovative problem-solving approaches that can complement and enhance contemporary scientific methodologies.
Keywords: Indian Knowledge Systems, traditional knowledge, Ayurveda, indigenous science, cultural heritage, knowledge integration
दूरस्थ शिक्षा की प्रशासनिक व्यवस्थाओं की चुनौतियाँ: वैचारिक अंतर्दृष्टि
No full textभारत जैसे विशाल और विविधतापूर्ण देश में शिक्षा को प्रत्येक व्यक्ति तक पहुँचाना केवल शैक्षिक नीतियों का प्रश्न नहीं बल्कि एक मज़बूत प्रशासनिक ढाँचे और प्रशासकों का भी उत्तरदायित्व होता है तथा मुक्त एवं दूरस्थ शिक्षा इस लक्ष्य को प्राप्त करने का महत्वपूर्ण माध्यम है किंतु इसके समुचित संचालन और व्यवस्थापन में अनेक प्रशासनिक बाधाएँ सामने आती हैं । इस अध्ययन का उद्देश्य इन्हीं चुनौतियों की पहचान करना और उनके समाधान हेतु व्यावहारिक सुझाव प्रस्तुत करना है । इस लेख में द्वितीयक आंकड़ों का प्रयोग किया गया है, जो विभिन्न ऑनलाइन प्रति स्रोतों से संकलित है, साथ ही साथ शैक्षिक प्रशासन और नेतृत्व से संबंधित पूर्ववर्ती शोधों को आधार बनाया गया है । परिणामों से यह स्पष्ट हुआ कि मुक्त एवं दूरस्थ शिक्षा के सुचारु संचालन में प्रमुख अवरोधों जैसे प्रशासनिक समन्वय का अभाव, तकनीकी संसाधनों और संयोजकता की कमी, प्रशिक्षित कर्मचारियों का अभाव, शिक्षार्थी सहायता सेवाओं की कमजोरी, शिक्षार्थियों की प्रतिधारण क्षमता में गिरावट, कार्यभार की अधिकता, शिक्षार्थी सहभागिता में कमी, वित्तीय और नियामक संस्थाओं एवं तकनीकी अवसंरचना (ई-लर्निंग प्लेटफ़ॉर्म, वर्चुअल कक्षाएँ, डिजिटल कंटेंट और मूल्यांकन प्रणाली) को पर्याप्त रूप से विकसित न कर पाना एक बड़ी चुनौती के रूप में उभरता है । परिणामस्वरूप मुक्त एवं दूरस्थ शिक्षा की गुणवत्ता, विश्वसनीयता और प्रभावशीलता प्रभावित होती है तथा शिक्षकों, कर्मचारियों और छात्रों के बीच असंतोष की स्थिति उत्पन्न होती है । यह कहा जा सकता है कि यदि मुक्त एवं दूरस्थ शिक्षा की प्रशासनिक संरचना को पारदर्शी, उत्तरदायी और तकनीकी रूप से सशक्त बनाया जाए तो इन चुनौतियाँ को अवसरों में परिवर्तित किया जा सकता हैं, जिससे वर्तमान शिक्षा प्रणाली में प्रभावी नेतृत्व, सतत प्रशिक्षण, वित्तीय अनुशासन, प्रौद्योगिकी का स्थायी उपयोग और विद्यार्थी-केंद्रित नीतियों को अपनाकर इस शिक्षा प्रणाली को अधिक गुणवत्तापूर्ण, सुलभ और परिणामोन्मुख बनाया जा सकता है एवं शिक्षा अपने वास्तविक उद्देश्यों को सर्वसुलभ और समावेशन द्वारा प्राप्त करने में सफल सिद्ध होगी ।मुख्य शब्द : प्रशासनिक चुनौती, शिक्षार्थी प्रबंधन चुनौती, प्रौद्योगिकी बुनियादी ढांचा, संकाय कर्मचारी प्रबंध
Classical nucleation theory with an electric field: modified free-energy barrier (ΔG*) and critical radius (r*)
Get PDFClassic nucleation theory (CNT) is an approach that illustrates the concept of phase transitions and subsequent new phases creation from the underlying parent phases that are in a metastable state. The application of external electric fields has brought about considerable changes in the thermodynamic driving forces of the nucleation process. The current paper presents a theoretical analysis of how electric fields can influence the free-energy barrier (ΔG*) and the critical nucleus radius (r*) in the context of CNT. We obtain new expressions for these critical parameters by adding electrostatic contributions to the total free-energy balance. The study shows that the application of an electric field can significantly decrease the energy barrier and the critical radius, which in turn leads to an increase in the rate of nucleation and a shift in the phase stability landscape.
Keywords: Classical nucleation theory, electric field, free-energy barrier, critical radius, electrochemical nucleation, field-assisted crystallization