Underachievers and overachievers in English were compared in terms of the effect of Activity Based Instructional (ABI) strategies on their multiple intelligences. The study employed the pre-test and post-test single group design wherein 44 underachievers and 41 overachievers in English, separated statistically from a larger sample of 223 ninth grade students, were exposed to pedagogic intervention with 36 ABI lessons each of 40 minutes duration. Pre-testing and post-testing of Multiple Intelligences (MI) were made with the help a standardised instrument. The discrepant achievers were compared in terms of the gain scores of each of the MI-component by applying independent sample t-test. The result showed significant difference between underachievers and overachievers in verbal-linguistic intelligence, visual-spatial intelligence and interpersonal intelligence. The discrepant achievers are alike with respect to the effect of ABI on the remaining seven multiple intelligences. The underachievers excelled the overachievers in the improvement they made in all the three multiple intelligences, showing that activity based instruction is more appropriate for promoting the verbal-linguistic intelligence, visual-spatial intelligence and interpersonal intelligence of underachievers in English than that of overachievers in English.

The present study investigates the differential effect of selected demographic factors on the mental health of pre-service primary school teachers in Wayanad district, Kerala (India). Recognizing that teacher quality plays a vital role in shaping the standard of education, this study emphasizes the psychological preparedness of future teachers as a crucial determinant of educational effectiveness. Using a descriptive research design based on the normative survey method, data were collected from a random sample of 284 pre-service teachers (39 males and 245 females) enrolled in D.El.Ed. programmes. The Mental Health Inventory for Adults (MHIA) and the Socio-Economic Status Scale (SESS) were used as assessment tools. Statistical analyses, including independent sample t-tests and one-way ANOVA, were conducted to examine the impact of gender, residential locale, family type, socio-economic status, and academic achievement on mental health. The findings revealed that gender, residential locale, type of family, and academic achievement significantly influenced mental health, while socio-economic status did not show a significant effect. Male, rural, high-achieving teacher trainees from extended families exhibited better mental health than their female, urban, low-achieving counterparts from nuclear families. The results highlight the need for teacher education programmes to integrate mental health awareness and support mechanisms to enhance the overall well-being and professional competence of future educators.

Ritesh Batra’s The Lunchbox (2013) is a cinematic meditation on the Romantic motif of the journey-both physical and psychological-as an expression of longing, self-realization, and the search for meaning. This paper explores how the film transforms the traditional Romantic voyage into an urban narrative of emotional displacement and connection within contemporary Mumbai. Through the intersecting lives of Saajan Fernandez, a widowed government clerk nearing retirement, and Ila, a lonely housewife trapped in an unfulfilling marriage, Batra constructs a metaphorical journey that transcends geography to become an inward pilgrimage of the self. The accidental misdelivery of a lunchbox initiates a correspondence that evokes the lost intimacy of epistolary romance and redefines the binaries of “right” and “wrong,” “arrival” and “departure.” Saajan’s gradual transformation-from isolation to emotional awakening through his exchanges with Ila and his paternal bond with Shaikh-embodies the Romantic ideal of the wanderer or the “nomad to nowhere,” echoing thinkers from Nietzsche and Blake to Tagore and Novalis. The film’s repeated invocation of “Sometimes a wrong train can take you to the right station” encapsulates its Romantic ethos: the faith in accident, emotion, and subjective truth over rational certainty. The journeys of Saajan, Ila, and Shaikh mirror the Romantic tension between worldly experience and transcendental longing, between the finite and the infinite.

Indian Poetry in English has come a long way to be recognized as distinctive poetry with its own stamp in various dimensions. It is not an outcome of few years of efforts of Indian poets but it has undergone a complete cycle of evolution to arrive at its present state since its initiation in the early nineteenth century. This study has dealt with the new trends presented by Rukmini Bhaya Nair which has helped in providing a new direction to the inheritance of English poetry.

Psychological Capital (PsyCap) refers to an individual's positive and developmental state, which includes high self-efficacy, optimism, hope and re-silence. Psycap emphasizes applying positive psychological concepts in the workplaces, education, sports, public service, etc. The idea of Psycap mainly focuses on job satisfaction, educational satisfaction and ultimately the life satisfaction itself. PsyCap is also positively related to physical and healthy well-being. In every country, the output of youth determines the development of the country and its people. Educational, psychological and sociological well-being is the indication of harmonious development. In India, 34% of the population is youth. In this paper, the researchers analyze youth's problems in the present scenario and how to rebuild youth's psychological well-being. Researchers identified psychological capital of Indian Youth as the prime variate for reinventing India in this 21^st century. People with high psychological capital will result in a country which will result to a sustained ever-growing society.