Mid Western University

Acute pancreatitis (AP) is a gastrointestinal disorder frequently associated with gallstones, hypertriglyceridemia, and alcohol use. Drug-induced pancreatitis has been documented in the medical literature, with various medications implicated as potential triggers. We report a case of a 31-year-old man with hypertension who presented with severe upper abdominal pain and was diagnosed with AP. Extensive diagnostic evaluation excluded common causes, pointing towards losartan. Symptomatic management and cessation of losartan led to improvement. This is a rare instance of losartan-induced AP. The patient experienced symptoms after a year of use, suggesting that pancreatitis can occur at any time during therapy. The underlying mechanisms are unclear; however, they might include decreased bradykinin breakdown leading to localized pancreatic duct angioedema. This highlights the importance of differentiating drug-induced pancreatitis from idiopathic causes. This case highlights the importance of considering pancreatitis in differential diagnosis, particularly in patients lacking typical risk factors.

This research focuses on Tilpur, the Tharu community in Nepal’s Surkhet District, in Birendranagar Municipality. The Tharu are one of Nepal's Indigenous groups. Ethnographically, subsistence farming had been the primary and only occupation, diversified only since other socio-economic, infrastructural, and cultural changes have occurred. This research used a mixed-methods approach, including a household survey, interviews, and participant observation, with a sample of 44 Tharu households to capture changes and their effects on the community's structure from demographic, economic, and cultural perspectives. The predominant occupation in the community is agriculture, and is practised by 72% of the community. However, the community is shifting towards agricultural practices and diversifying into other business activities and foreign employment. Farming practices have changed due to factors such as land fragmentation and use, as well as urbanisation, leading to greater adoption of modern agriculture. Educational attainment in the community remains moderate, and a very small proportion of the population pursues studies beyond the School Leaving Certificate. The community is influenced by modernisation, and marriage trends, cultural patterns, dress, and celebrations are shifting towards those of neighbouring societies. Fuel energy consumption trends also reflect a shift from conventional fuels to biogas and LPG. Although there are positive changes in income and awareness, issues regarding smallholder land, poor agricultural inputs, and cultural protective risks still remain. The research underscores the need for integrating comprehensive policies that economically benefit and protect the Tharu community's cultural traits. The results document indigenous populations' livelihood practices and community responses to rapid changes in Nepal's rural economy.

Cooperatives have emerged as vital institutions for poverty alleviation and financial inclusion in Nepal, particularly in rural areas where agriculture remains subsistence-based and access to formal banking is limited. Savings and Credit Cooperatives bridge this gap by mobilizing savings, extending microcredit and providing skill-development opportunities. This study assesses the socio-economic impact of Janahitkari Saving and Credit Cooperative Limited in Birendranagar Municipality of Surkhet. A descriptive research design was applied using both primary and secondary data. Primary data was collected from randomly selected 368 members representing male and female equally. Data analysis employed simple statistical tools, such as number and percentage in tables. The results indicate significant economic and social improvements among cooperative members. Above three-fourths of the respondents reported increased income, while 81% improved their saving habits, reducing dependency on informal moneylenders. Social outcomes were also notable. Above four-fifths experienced enhanced social reputation, 78% gained new skills, and women, in particular, benefitted from greater decision-making power, leadership roles and financial independence. Similarly, 55% of the members secured new or improved livelihoods through cooperative-supported training. Despite these achievements, challenges persist. Around one-fourth of members failed to utilize loans productively, and landless individuals continued to face barriers due to collateral requirements. Training opportunities also remained unevenly distributed. Thus, the cooperatives are effective instruments for poverty reduction and empowerment in rural Nepal. However, reforms in inclusive lending, loan monitoring, and targeted youth- and women-focused programs are essential for maximizing their long-term developmental impact.

This article investigates secondary-level mathematics teachers’ perceptions of ICT use and the barriers preventing effective classroom integration in Surkhet district, Nepal, focusing on Chingad Rural Municipality and Birendranagar Municipality. The study employed a mixed-methods research design, using survey questionnaires and semi-structured interviews for data collection. The population consisted of all secondary mathematics teachers in the selected municipalities, from which 20 teachers were purposively selected as key informants. Data were analyzed thematically. The findings reveal that teachers generally hold positive perceptions of ICT and recognize its potential to enhance student motivation, engagement, and discovery-based learning in mathematics. Most teachers expressed a strong willingness to use ICT to support reading, writing, and problem-solving activities. However, actual classroom integration of ICT was limited and inconsistent. Major barriers included inadequate technical knowledge and skills, low confidence, and a lack of ICT-focused training, particularly in rural schools. Although many schools had ICT resources, these were mainly confined to computer laboratories or libraries and were rarely used in regular mathematics classrooms. The study concludes that the availability of ICT infrastructure alone is insufficient for effective integration. Meaningful use of ICT in mathematics education requires adequate teacher training, direct access to technology in classrooms, and ongoing technical support. Addressing these challenges is essential for achieving sustainable and pedagogically effective ICT integration in secondary-level mathematics teaching and learning in Nepal.

This article examines how educational inequality shapes social mobility in Nepal, with particular attention to Karnali Province. The study used a descriptive and analytical design based on secondary data from the Central Bureau of Statistics, EMIS, provincial education reports, and publications of agencies such as UNESCO, UNICEF, and UNDP. Key indicators include literacy, enrolment and retention, access to secondary and higher education, and disparities by gender, caste, and province. Sociological theories of stratification and mobility guide the interpretation of these patterns and help explain how structural conditions influence people’s life chances. The findings showed that Karnali consistently lags behind the national average in literacy, school retention, educational expenditure, and access to higher education, and it records one of the lowest intergenerational mobility scores in the country. Girls, Dalit communities, and children from poor households face particularly high risks of dropout and exclusion from advanced schooling. These gaps are reinforced by geographic isolation, weak institutional capacity, and persistent socio-cultural barriers. Educational inequality in Karnali therefore appears not only as a statistical difference but as a major obstacle to upward mobility and local development. The study argues that narrowing these provincial gaps is essential for promoting fair social mobility in Nepal. It calls for targeted policies that improve resources, strengthen provincial and local institutions, and prioritize inclusive measures for marginalized groups in Karnali.

This study attempts to explore the significance of campus infrastructures and the impact of them to the students’ learning activities. The governments and societies around the world are continuously trying to improve their education systems and ensure that all students have the opportunity to go to campus and acquire the knowledge and skills they need to lead a healthy and productive life. The key inputs to the education system, such as curricula, teachers, and infrastructures help to improve the quality of education. The goals of sustainable development are defined by the United Nations and the scope of the development agenda for all countries in the world requires countries to build and upgrade education facilities that are child, disability, and gender sensitivity, and provide the safe, non-violent, inclusive and effective learning environments for all. This studies have shown that the students’ performance has been enhanced in schools with better physical learning environments. The New technologies and emerging pedagogical practices create better spaces for students to increase the efficiency of investments in educational infrastructure. In this context, this study adopted a quantitative research design including a questionnaire using Likert scale in descriptive statistics. This study showed that the incomplete administrative and academic buildings have created the problems in students' teaching-learning activities at the constituent campus under Mid-West University, Bheri Gyanodaya Multiple Campus, Jajarkot.

This study examines the impact of wild animals on the livelihoods of people living in and around Dallagaon, Bardiya National Park, Nepal. Using interviews, observations, and survey questionnaires, the research explores awareness, safety, economic, psychological, and social effects of wildlife. Findings (mean score 4.3) reveal frequent crop and property damage, financial losses, and widespread fear and stress disrupting daily life. Despite tourism benefits, economic and emotional hardships prevail. A mean score 2.75 indicates community dissatisfaction with government support and compensation. Nevertheless, local awareness and collective efforts show resilience. The study concludes that human–wildlife conflict is a multidimensional issue requiring integrated solutions, improved preventive measures, fair compensation, and community-centered policies for sustainable coexistence.

While school safety in Nepal is compromised due to the vulnerability of multiple hazards, the incorporation of disaster risk reduction (DRR) education into local curricula remains limited and uneven. The document analysis method was adopted to review the thirty-two local curricula (2076-2080 B.S.) and explore the integration of DRR education into local curricula, examining variations over time, across regions, and grade levels, as well as by thematic domains, hazards incorporated, and the instructional weightage allocated to them. Among these curricula, two curricula have not incorporated DRR content at all, reflecting an implementation gap. The integration is led by Bagmati and Lumbini provinces, while Madhesh, Karnali, Koshi, and Gandaki provinces are lagging, highlighting regional disparities. Most of the DRR content is integrated with other thematic domains, and annual teaching hours vary widely (5- 40). Despite progress in integration, uneven coverage of hazards and poor attention to local risks indicate a policy-practice gap. Standardized benchmarks and alignment with hazard mapping are essential to effectively integrate the DRR education into local curricula in Nepal.

The purpose of this study is to examine the influence of employee empowerment on organizational performance in non-government offices located in Surkhet District. Specifically, the study analyzes how organizational structure, leadership style, training and development, and reward systems affect overall organizational performance. The study adopts an explanatory research design and employs a causal-comparative research methodology. Data were collected from 201 employees working in non-government offices through a convenience sampling technique. Multiple regression analysis was applied to assess the impact of selected employee empowerment dimensions on organizational performance. SPSS software was subsequently used for data analysis, enabling the evaluation of the relationships between employee empowerment and organizational performance. The results indicate that leadership style has a strong and statistically significant positive impact on organizational performance (β = 0.526, p < 0.001), highlighting the central role of effective leadership in improving workplace efficiency and outcomes. Training and development (β = 0.048, p < 0.01) and reward systems (β = 0.155, p < 0.01) also show significant positive relationships with organizational performance, suggesting that investment in employee capability-building and incentive mechanisms contributes to improved performance. However, organizational structure (β = 0.048, p > 0.01) does not exhibit a statistically significant effect on organizational performance. The use of convenience sampling and the focus on non-government offices within a single district limit the generalizability of the findings. Nevertheless, the study provides practical implications for managers and policymakers by emphasizing the need to strengthen leadership practices, enhance training and development programs, and implement effective reward systems to foster employee empowerment and improve organizational performance. This study adds empirical value to the existing literature by providing district-level evidence on the role of employee empowerment in organizational performance. It highlights leadership style and reward systems as critical drivers of employee empowerment and institutional efficiency within the context of non-government organizations in Nepal.

Group work is regarded as an effective learner-centred technique and communicative method which encourages cooperative learning and engages students actively in the learning process. This study aims to discover secondary school students’ perceptions of using group work in learning English in Nepal. A quantitative descriptive survey research design was employed to carry out the study. Eighty respondents studying in grade 12 were randomly selected from four public schools in Rupandehi, Nepal. Two sets of closed-ended questions with a five-point Likert scale comprising 20 items were used as the primary tools for data collection. The findings revealed that most students had positive perceptions of using group work and valued it as a learner-centred methodology. Group work improves teamwork, communicative competence, and learner engagement in the learning process. However, uneven involvement, excessive mother tongue use, and less instructor supervision were some challenges in using it. Thus, this study can contribute to the transformation of the lecture method with the effective application of group work, increasing learners’ engagement in overall success of learning English.