ABSTRACT
The purpose of this research is to assess the engagement and influence of women in Traditional Insti­tu­tions (TIs) and Panchayati Raj Insti­tu­tions (PRIs) in Arunachal Pradesh, and to evaluate the impact of these institutions due to dual governance. The objectives of this research are as follows: 1) Assess the nature and extent of women's participation in TIs and PRIs; 2) Understand how women's participation in these institutions is influenced by socio-cultural barriers and political norms; and 3) Identify the potential for women's empowerment through increased participatory and representative roles in local governments. Women's participation in PRIs has been enhanced by the 73rd Constitu­tional Amend­ment Act, 1992 by providing size restrictions on the number of members from women. However, although women have gained improved descriptive representation through reserved seats, their substantive participation remains hindered by cultural barriers to access decision-making authority, proxy representation, and insuffi­cient institutional support. In contrast, most women in TIs do not have formal decision-making authority. Rather, women's only role in TIs is to provide informal influence and socio-cultural contributions. This study argues that to achieve meaningful women's empowerment, TIs and PRIs must evolve to not only provide a place for women within the institutions, but also work to transform the traditional norms that restrain women; to build women's capacity; and to create policies that support women's participation. The conclusion of this study is that improving women's participation in both TIs and PRIs is critical to achieving a participatory, inclusive, and equitable system of grassroots governance in Arunachal Pradesh.

ABSTRACT
The work has explored some indefinite quantifiers in English. The study of these indefinite quantifiers has important implications for semantics, syntax, and morphology. This first chapter summarizes the morphological use of some indefinite quantifiers, whereas the next one deals with the syntactic analysis. One significant finding is that most languages have indefinite quantifiers and their shapes are fairly uniform across languages. In particular, these quantifiers are divided into two types: either derived from interrogative pronouns by the means of an indefiniteness marker or based on generic nouns such as ‘person’ or ‘thing’. The study has also shown that functional explanations are prominent in negative indefinite pronouns, and that the regularities of diachronic change are explained by the theory of grammaticalization. The main synchronic typological generalizations took the form of universal implications among different functions of indefinite quantifiers. The purpose of the research enable to the non native speakers of English to know and understand the usage of any indefinite quantifiers in a sentence.

ABSTRACT
In the context of educational digital transformation and the rapid development of artificial intelligence (AI), equipping pre-service teachers with the competence to use AI has become an urgent requirement. This article proposes a course redesign model based on project-based learning (PBL) to foster AI use competence among students majoring in Primary Education. Grounded in the national digital competence framework, the professional characteristics of primary school teachers, and the theoretical foundations of PBL, the study reconstructed the course outline of "Methods of Teaching Morality in Primary Education" into ten learning projects. Each project was associated with a concrete product and integrated AI tools for specific learning purposes, including conceptual understanding, information search and verification, practice, and product creation. The model was implemented with 83 third-year students in a teacher education program. Data were collected through project portfolios, pedagogical products, AI-use records, observation, and rubric-based assessment. The findings indicate that the model not only helped students develop responsible AI use but also strengthened pedagogical competence, critical thinking, and instructional design capacity. Statistically significant improvements were found across all evaluated criteria between the pre- and post-intervention stages. The study contributes a practical pathway for innovating teacher education in the digital era.

ABSTRACT
Mofu za nafsi ni vipashio vya msingi katika muundo wa vitenzi vya lugha za Kibantu. Dhima kuu ya mofu hizi ni kutoa upatanisho wa kisarufi kwa nomino au kiwakilishi mtenda au mtendwa katika tungo. Makala hii ilichunguza maumbo ya mofu za nafsi katika kitenzi cha lahaja ya Kimakunduchi. Uchunguzi huo umezingatia sifa za mofu hizo kimofofonolojia na kimofosintaksia. Katika viwango hivi mofu za nafsi zilichunguzwa katika mitindo na maumbo mbalimbali yaliyoathirika kifonolojia, ilhali hubeba dhima moja ya kimuundo na kiutendaji katika tungo husika. Pia mofu zilichunguzwa katika midhihiriko yake kimuonekano, kinafasi na kiutendakazi. Data za utafiti huu zilikisanywa kutoka shehia ya Nganani, Kibanguni na Kae-kuu kwa kutumia usimulizi na ushuhudiaji-shiriki. Utafiti huu ulitumia Nadharia ya Kanuni Finyizi iliyoasisiwa na Noam Chomsky (1995: 2000: 2001). Misingi mikuu ya nadharia hii ni umbo fonetiki na umbo mantiki ikimaanisha sauti na maana rejelewa ya sauti hizo zinazotokana na umilisi na utendaji wa wazawa. Katika kazi hii, mofu za nafsi hurejelewa kama vipatanishi vya kiima (Upk) au vipatanishi vya yambwa (Upy). Matokeo ya utafiti huu yanaonesha kuwa mofu za nafsi kama vipatanishi kiima na yambwa hudhihirika katika nafasi ya kiambishi awali katika kitenzi vikiwa katika hali ya dhahiri, mficho au jumuishi, kulingana na mazingira ya kifonolojia, kimuundo na umilisi wa wazungumzaji wazawa. Nafasi ya udhihirikaji wa mofu za nafsi ina athari muhimu za kimofosintaksia na kisemantiki.

ABSTRACT
Ancient songs have their own place in the cultural memory and historical consciousness of a community. They do not only serve as a form of art, but also as source of knowledge, values and shared experiences. Songs have been used as a powerful tool to pass and transmit history from one generation to another amongst the Akamba of Kenya and therefore serve as a living archive. This paper examines the Akamba traditional songs and how they help preserve the history of the community. The study employed a qualitative approach, where Akamba traditional songs were carefully selected from memory, You Tube and interviews with the elderly. Thereafter, the obtained data was analyzed thematically. The findings prove that the Akamba community has traditional songs which play a very significant role in preserving its history. Performance elements such as rhythm, repetition and symbolism strengthen memories and protect historical information. As a result, the songs cannot be considered solely as the tools of entertainment but rather of great historical value, as they criticize, narrate and maintain community culture. These songs emphasize the inseparable connection between the oral literature and the collective memory of the communities that have limited written accounts of their history.

ABSTRACT
The continued predicament of ill-fitting ready-to-wear (RTW) children clothing spoils consumer satisfaction and confidence in the market in Kenya. Parents of children between two and six years of age are used to incongruent sizing, mismatch of garments between labels of age and actual body size, and lack of locally tested size standards. The paper discusses the aspects of apparel sizing and fit among children aged two to six years in Kisumu, Nakuru, and Nairobi, Kenya. A mixed-methods research design was used based on a combined needs theory of clothing (Dunlap, 1928) and used 385 children, 100 parents, and 21 clothing industry professionals. Data collection was done through questionnaires, structured interviews, and focus group discussions and analysed via descriptive and inferential statistics. Findings showed that the most important factors in making RTW buying choices were clothing quality and durability (65%), correct sizing and fit (58%), and informed clothing choice (55%). The prevalent sizing strategy (69 percent) was physical fitting at the point of sale, which reflects the lack of a credible national standard. Sizing on the basis of age labeling was generally unsatisfactory. Problems such as variation in the size of the brands, low quality of garment work, and limited variety in the market were experienced by 80% of the respondents. The paper suggests the establishment and use of an anthropometric size chart of children clothing that is approved by Kenya Bureau of Standards (KEBS) to facilitate the Kenyan children wear industry that is increasingly on the rise. These results offer a critical basis on the design of standardised, evidence-based sizing schemes that are specific to Kenya apparel market, and have the potential to curb consumer dissatisfaction, garment returns, and enhance the competitiveness of children clothing produced in Kenya.

ABSTRACT
This study examined the use of the 5E instructional model in teaching redox reactions and its association with high school students’ problem-solving competence (PSC). A quasi-experimental design was employed involving an experimental group (n = 48) and a control group (n = 50) at a Vietnamese high school. Data were collected through achievement tests, a PSC rubric, classroom observations, and student self-assessment questionnaires. The results showed that the experimental group obtained higher post-test scores and demonstrated a more favorable score distribution compared to the control group. However, the experimental group also exhibited higher baseline performance in the pre-test, indicating that the groups were not fully equivalent at the outset. The calculated effect size (Cohen’s d = 0.89) suggests a substantial between-group difference in post-test performance, although this should be interpreted cautiously due to baseline differences. In addition, the experimental group showed higher scores across key dimensions of PSC, including analysis, planning, implementation, evaluation, and reflection, as well as a higher overall PSC composite score. A significant positive correlation was found between teacher evaluations and student self-assessments (r = 0.71, p < 0.001). Overall, the findings indicate that the 5E instructional model was associated with more favorable learning outcomes in this context, but no causal inference can be made.