ABSTRACT
Abstract: The "Positional Wedge with mirror" project explores the development and application of a novel optical device designed to assist in the spatial learning, cognitive development, and visual perception of children. This device utilizes a positional mirror wedge—an adjustable, angled mirror structure—that allows for dynamic manipulation of reflected light and images. By altering the angle of reflection, the wedge creates a variety of visual effects that help engage children in activities such as puzzle solving, spatial reasoning, and understanding symmetry and reflection. The primary objective of the project is to create an interactive tool that not only stimulates curiosity and creativity but also enhances children’s ability to understand abstract concepts related to geometry, physics, and visual processing. The wedge can be used in educational settings to aid in learning games, art activities, and problem-solving exercises by offering a hands-on approach to exploring reflection, refraction, and positioning. This research aims to assess the impact of the positional mirror wedge on children's cognitive development, focusing on its ability to improve problem-solving skills, visual-spatial awareness, and critical thinking. Through a series of user studies, the project seeks to understand the effectiveness of this device in both individual and group settings, providing insight into how children interact with optical phenomena and how such experiences can contribute to educational outcomes. Ultimately, the positional mirror wedge is envisioned as a tool that bridges the gap between playful exploration and educational growth, encouraging children to engage with the fundamentals of optics and geometry in an accessible and enjoyable manner.

ABSTRACT
Abstract: Discrimination based on gender is a pervasive issue throughout Somalia, with women facing various forms of domestic violence, sexual assault and barriers to gainful education, employment, social, economic and political participation. Factors ranging from displacement of people, conflict, religious, cultural, communal, clan, political to social status have been adduced as the root cause for discrimination and violence against women. Focusing on acts of gender discrimination and gender-based violence in the city of Baidoa in the Southwest State of Somalia, this paper provides germane context-based interventions to mitigate the GBV scourge. Conscious of the fact that discrimination based on gender is not only a violation of human rights but also detrimental to societal development, this article shows that for civic education on gender discrimination and violence to be effective, it should be customized to the specific regions, clans and communities in Somalia and that practitioners drawn from these areas should be involved in its delivery. Materials used for civic education should be translated into local dialects with local idioms and totems used in messaging. Clan elders, religious leaders and local administrators should be involved in educating community education and advocacy efforts aimed at eliminating gender-based violence and discrimination. This paper concludes that in order to accelerate progress towards a more just and equitable society for all in Somalia, all stakeholders should be involved in advocacy and mainstreaming gender in society.

ABSTRACT
This paper is based on findings from a study conducted among secondary school students found in Mbarara City Southwestern Uganda. Our aim is to document information about gender and career interest differences, and congruence between students’ personality and career interest during career development (15-25 years). We employed cross-sectional study design using CDM survey tool to collect data among 161 senior six students who consented to completion. Results revealed gender differences in career interest for crafts, social, and arts. Again, we established congruence between personality and career interest for arts and office practice unlike scientific, crafts, social, and business because students who selected them for first choice did not select them for second choice. These findings provide useful information to inform policy review and the need to scale up career guidance and counselling services in schools, families, and employment sectors towards achievement of human capital development in Uganda by 2030.

ABSTRACT
Abstract: In the evolving landscape of dual-income households, the choice between formal and informal childcare arrangements plays a critical role in shaping parental well-being. This study investigates the impact of different childcare types on parental stress levels and health outcomes among 80 employed Indian parents of children aged 1–6 years. Using standardized tools like the Parental Stress Scale and the SF-36 Health Survey, data were collected via community-based surveys and analyzed using nonparametric statistical methods. Results reveal that joint family systems offer emotional and practical support, particularly in formal and mixed childcare settings, alleviating fatigue and enhancing emotional role functioning. In contrast, informal care did not show significant variations in health indicators across family types. These findings highlight the importance of social support structures in mitigating parenting stress, offering implications for policy-making, occupational therapy interventions, and family-centered health planning.

ABSTRACT
Abstract: This study explores the life skills among higher education students, comparing those with disabilities to their non-disabled students in West Bengal, India. The main objectives were to assess the life skills status of these students, and to examine the differences based on disability status, gender, educational streams, and educational levels. A cross-sectional survey design was employed, involving 560 students from both undergraduate and postgraduate levels across ten institutions, representing urban and rural settings. Data was collected using the Life Skills Scale. The results revealed that students with disabilities exhibited significantly lower life skills compared to their non-disabled counterparts. Gender differences in life skills were found to be statistically insignificant, while postgraduate students demonstrated higher life skills than undergraduates, with a significant difference. Furthermore, students from the Science stream scored higher in life skills compared to those in the Arts and Engineering streams. These findings highlight the need for targeted interventions to address the disparities in life skills development, particularly for students with disabilities, and suggest the importance of inclusive educational practices across disciplines.

ABSTRACT
Abstract: The caregivers of an autistic child experience reminiscent level of anxiety, pressure and mood swings that have major negative impact on their own overall physical and mental health and well-being as well as the health of their special children. Adequate level of social support and positive personality traits enhances the mental well-being of the caregivers and with the help of this they can achieve inner strength and well-being to overcome ups and downs of their life. The present research study examined the impact of HEXACO personality traits and social support on mental well-being among the One hundred (100) caregivers of children with ASD. Study also highlighted that the mental health of the caregivers is equally important as the physical health as well as not only the health of the children is important but health of the caregivers is more important for normal functioning. HEXACO-PI-R, Multidimensional Scale of Perceived Social Support and Warwick-Edinburgh Mental Well-being Scale used as a measuring tool in this study. Data were collected by using purposive sampling technique. Pearson Product Moment Correlation Coefficient and Multiple Linear Regression Analysis (Stepwise) administer to test the results. Results indicated strong and healthy social support, positive mental health and dispositions helps caregivers to tackle the stressful situations easily and prepare them to face challenges related to the behavior of their special child. It also aid caregivers to stay resilient and confident in any adverse situations. Their psychological health difficulties can be reduced by behavioral interventions and various orientation and awareness programs, fixed avocation and higher income, decreased symptomatic behaviors of ill reliant.

ABSTRACT
This study focused on investigating impact of psychosocial problems on academic achievement of students in Aba educational zones. The study posed 3 three research questions and three hypotheses to guide the study. The researchers used a sample of 300 students in public senior secondary schools in Aba educational zones. Three (3) instruments on psychosocial problems were used for data collection and they were: stress level rating scale, anxiety level inventory scale and peer relationship rating scale. The internal consistencies of the instruments were established through Cronbach alpha statistical tool estimated at 0.79, 0-81, and 0.86 respectively. Using the Person Product Moment Correlational Coefficient (PPMCC) to analyze the data collected from respondents, the finding from the study shows that: psychosocial problems such as stress, anxiety and peer relationship correlate with student’s academic achievement. This implies that psychosocial problems contribute to student’s poor performance in examinations. Based on the findings, the study recommended that teachers should first identify causes of student’s poor performance before providing intervention programmes to foster proper adjustment and enhance academic performance.