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A study is performed on the properties of jute-pineapple leaf fiber (PALF) blended yarn and 100% jute yarn. The jute-PALF blend ratios of two counts of yarn (5 and 7 lbs/spy) are 70:30 and 80:20 respectively. The physical properties of the blended yarns such as load at break, strain at break, tenacity at break, tensile modulus and quality ratio are tested and measured. It is observed from the test results that the physical properties of the blended yarns are better than those of the 100% jute yarn. The experimental results also show that the physical and structural properties of the blended yarn changes with the increase of PALF in the blend ratio. So the blending of PALF has a positive impact on yarn properties. Another study is done, in which it is found that surface appearance properties like color strength (K/S value) and whiteness, yellowness and brightness indices of the blended yarns are almost the same as those of the jute yarn due to the blending of jute-PALF. Therefore, the blending ratio does not cause any notable changes in the natural color of the jute yarn.

The chapter discusses how adolescents are moving beyond the dichotomy of biological and linguistic socialization, forming interpretive meanings at home through the reading of literature in their mother tongue, Bengali. Involving cultural relevance and non-vulnerability, the chapter conceptualizes “leisure activities” and “leisure pursuits” of reading practice of the IXth and Xth graders from both Bengali and English medium schools in Kolkata. The discussion from the theoretical construction mentions the further conceptualization of reading habits and language choice. This is where adolescents derive their agency. Adolescents from the Indian and especially from the Bengali perspective have a path of colonial discourse. From historical standpoint, the change in Bengali language and its grammar structure has influenced the acceptance of Bengali literature among adolescents in varying degrees through generations. Using mixed methods and content analysis, the chapter focuses on young teenagers’ narration on the way they maneuver curriculum and literature in their respective homes. Authors, for example, Sunil Gangopadhyay, Satyajit Ray, and Bibhutibhushan Bandyopadhyay, form the Bengali identity construction in the present time. Rabindranath Tagore’s, Sarat Chandra Chattopadhyay’s and Bankim Chandra Chatterjee’s works are always prevalent in the Bengali language syllabus. These are considered the foundational modern literary figures of pre-independent India. These are taught from a nationalist and gender discourse perspective. The adolescents in this chapter also read those at a minimum level at home and attempt to juggle the difficult vocabulary involved. The simple language of post-independent literature is much sought after by teenagers compared to pre-independent literature. Sunil Gangopadhyay’s Kakababu series, Satyajit Ray’s Feluda and Professor Shanku series, and Bibhutibhushan Bandopadhyay’s Chander Pahar stand out among the adolescents from both English and Bengali medium unanimously in this chapter.

The COVID-19 pandemic has significantly impacted education systems worldwide, forcing schools and universities to close their doors and shift to remote learning. However, the transition to online education has exposed a deep digital divide, leaving vulnerable students at a disadvantage due to limited or no access to the Internet. Internet access during the COVID-19 pandemic has emerged as a critical necessity, transcending traditional notions of human rights. The concept of the fourth generation of human rights recognises that access to the Internet is not just a privilege but an essential right that enables individuals to exercise their other rights effectively. Governments, policymakers, and international organisations must prioritise bridging the digital divide to ensure equitable access to the internet for all students, especially the vulnerable ones. Initiatives such as providing subsidised internet services, distributing devices, and establishing community-based internet centres can help overcome these challenges. Public-private partnerships and collaborations between governments, civil society, and technology companies can play a crucial role in expanding internet infrastructure and affordability. By recognising internet access as a vital component of the fourth generation of human rights, societies can foster inclusivity and bridge the educational gap exacerbated by the pandemic. Efforts should focus not only on immediate solutions but also on long-term strategies to address systemic inequalities in internet access. Empowering vulnerable students with internet connectivity is pivotal for their educational success, personal development, and future opportunities.

This paper aims to understand the social work curriculum as perceived by the learners of the master’s degree programme. The study compares the perception as held by students’ originating from the same and different faculties regarding the curricular aspects of social work education in India.

The study uses a qualitative approach. It is a case study-based paper whereby the participants were selected using multi-phase sampling, universities were selected using purposive sampling and 106 students were selected using quota sampling. Semi-structured online interviews were taken using an interview guide and transcribed. Inter-coder reliability was tested using Cohen’s kappa. The paper used grounded theory to analyse data.

The study suggests a significant difference in the perception of curriculum between those originating from the same discipline and other faculty. It was found that the learners perceive the curriculum to be obsolete in addressing contemporary concerns and needs serious reframing.

As the study uses the case study method, it has been limited to four universities of Madhya Pradesh state of India to analyse the cases effectively. Further, only the domain of social work has been explored in the study. Thus, the results may lack generalizability. Further studies can also be conducted to test the propositions suggested. Even similar studies can be carried out with other disciplines. Also, the study being cross-sectional leaves scope for future comparative and longitudinal studies.

The paper presents some interesting perceptions of the student community, which can be used for redesigning and revising the social work curriculum. Such appraisals if done by every educational institute can bring significant reforms in the present education system of India and make it at par with the global standards and responsive to the contemporary needs of the society. Further, with such training, social workers can be true change agents.

The study can play a significant role in the redesigning of social work education in India. Thus, directly or indirectly benefit the entire society.

The paper addresses the concern to include the current student community in curriculum design to ensure quality curriculum.