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The current study was focused on investigating the psychometric properties of the “Juvenile Vindication Scale (JVS)” in juvenile delinquents. Primarily, phenomenology was explored by asking an open-ended question for the item generation of the juvenile vindication scale. Further, the content validity of the scale was determined through expert evaluation and then piloting testing was conducted to measure the suitability and user-friendliness of the developed scale. Lastly, a sample of 211 juvenile delinquents with the age range of 10-17 (M = 9.86, SD=11.92) was administered the Juvenile Vindication Scale and Measure of Criminal Social Identity Scale (Boduszek et al., 2012). The results of exploratory factor analysis extracted a four-factor solution, namely Exoneration, Refutation, Extenuation, and Incrimination. The results indicated that JVS was found to have satisfactory internal consistency, reliability (ranged from .62 to .82), and concurrent validity (r = .45, p < .01). The outcomes of the current study systematically provide substantial information and make provision for the application of the Vindication of Juvenile Delinquents of Pakistan and are discussed in terms of cultural inferences. KEYWORDS: Juveniles, Delinquents, Vindication, Social identity, Pakistan.

Grades are standards and indicators to reflect student learning effects in institutes around the world. Grades play an important role in considering a student's performance while recruiting or admitting learners to higher educational institutional. However, current researches in educational system have showing an extensive procedure of Inflation in grades that lays a straight pressure on integrity and liability of university’s values of superiority and their leaners. Key objective of this investigative study was, therefore, to examine presence of Inflation in grades in higher educational institutes. To accomplish the goal of this study, descriptive research strategy was used by the researcher. The quantitative technique sustained by qualitative data collecting practice was used to gather data. For the determination of presence of inflation in grades, two ways were implemented. First, longitudinal investigation of tendencies in learners’ grades was carried out. Secondly, variance between learners’ achievement in teacher made test [TMT] and researcher made test [RMT]. For this purpose, firstly, the record of learners acquiring accepted CGPAs and consistent grades of 36 departments of BS-4 year’s programs of five sessions (i.e. 2012-2016) of 3 Universities of Punjab were gathered from Controller of Examination office. Secondly, the information of learner’s grades received from the scores in teacher made test [TMT] and researcher made test [RMT] in 14 departments of Bahauddin Zakariya University Multan was collected. The collected data was analyzed by percentage and t- test is used to find the difference in TMT and RMT. Findings of study revealed that the overall longitudinal investigation of trend in student’s final grade, A and B grades being awarded more than C grade, increased CGPAs and percentage alteration in level of high grades of A, B and C in 36 departments of three different universities of Punjab is indication of usual high inflation in grades. Better scores in RMT as related to TMT exposed a significant difference among the mean scores and also clearly seen that inflation in grades existed in both groups at university level. Keywords: Grades, Cumulative grade points, Longitudinal analysis, Inflation.

Abstract Teaching practices influence the learning process, activities, and students' satisfaction. The current study investigates students' perceived learning satisfaction with different teaching strategies practiced by university teachers in the Punjab. The ex-post facto study was conducted using survey research by selecting 510 students and 55 university teachers through multi-stage random sampling. Self-developed instruments, namely, Identification of Prospective Teachers' Learning Satisfaction and Practiced Teaching Strategies, were employed to test null hypotheses. A paired samples t-test was applied, and one-way ANOVA was used to determine overall similarities and dissimilarities in learning satisfaction with identified teaching strategies. It was found that discussion in the classroom, verbal presentations, question and answer, lecturing, and writing assignments were often practiced teaching strategies. Students were most satisfied with discussion in the classroom, traditional Lecturing, and verbal presentations and least satisfied with writing assignments. Thus, teaching strategies had a different impact on learning satisfaction. The study has implications for selecting appropriate teaching strategies and emphasizes increased students' learning satisfaction through interactive teaching strategies. Keywords: Learning motivation, learning attitude, Learning interest, prospective teacher, teacher educator, teaching strategy.

This article examines the challenges faced by parents raising hearing and speech-impaired children in Charsadda, KPK Pakistan. It highlights emotional distress, societal stigma, communication barriers, limited special education institutions, lack of inclusive education, financial constraints, healthcare difficulties, and uncertainty about future education. Medical treatment and consultation with doctors also create hurdles for parents. Furthermore, their parents are passing through psychological and emotional distress especially their mothers while attending family gatherings and different functions. The theoretical framework of the study is based on the social model of disability. The study used qualitative research methods, interviewing twenty families and conducting a thematic analysis. Recommendations include establishing dedicated support systems, improving healthcare accessibility, promoting community involvement, advocating for government initiatives, collaborating with NGOs, and organizing parental empowerment workshops. Addressing these collaborations is crucial to enhancing the well-being and prospects of hearing and speech-impaired children and their families. Keywords: Social stigma, Sign language, Inclusive education, Special education institutions, Emotional distress, Communication barriers

This study endeavored to predict the entrepreneurial intent by addressing the perception of desirability and feasibility by employing the integration of the theory of planned behavior and the entrepreneurial event model. Perceived desirability included; personal attraction towards entrepreneurship, and perceived social norms whereas, the perceived feasibility included perceived behavioral control, and entrepreneurial self-efficacy. This study also examined the mediating impact of entrepreneurial self-efficacy (a part of perceived feasibility) among undergraduate medical students. It was an explanatory study since it was a hypothetical study. The cross-sectional data were collected from a sample size of 278 respondents through an adopted survey questionnaire from undergraduate medical students. SPSS-26 and AMOS-26 were used as data analysis tools. By employing the SEM technique, it was found that perceived desirability (personal attraction towards entrepreneurship, perceived social norms) and perceived feasibility (perceived behavioral control) are substantial interpreters of entrepreneurial intent, while self-efficacy (a part of perceived feasibility) mediates the relationships. The findings are encouraging for the policymakers of the healthcare industry to devise policies for promoting training to boost entrepreneurship and self-development. Possibly, it will dwindle unemployment and append to the entrepreneurship literature. The study supports accomplishing the socio-economic amplification by redirecting medical student’s intention for entrepreneurship. Keywords: Entrepreneurial Intent, Perceived Desirability, Perceived Feasibility, Entrepreneurial Self-Efficacy.

The wide array of programs, specializations, and campus cultures can overwhelm students, making it challenging for them to confidently select the best fit. Students often face a significant level of indecisiveness when it comes to making decisions about university admissions. This uncertainty stems from various factors, including the access of available options and the pressure to make the right choice. The current study was aimed to explore the factors affecting students’ indecisiveness regarding university admission. Further, to investigate the relationship among the variables which influenced the indecisiveness of students regarding their admission in university. An adapted questionnaire from Jung (2011) was used to collect data after getting his written permission. The data was collected from 520 prospective university students from 10 Degree Colleges of Central Punjab. Furthermore, it explored the relationship between the variables such as recognition for university entry, expectancy of university success, social family influence, enjoyment/interest of university study, desirable occupation and perceived income due to university study with indecisiveness regarding university admission. Only three factors such as expectancy for university success, enjoyment and interest of university study, social family influence had significant relationship with indecisiveness regarding university admission. While the other three factors including recognition for university success, desirable occupation and perceived income due to university study had no significant relationship with indecisiveness regarding university admission. The findings of the current study were contradictory to that of Jung (2011) which was conducted in Australian context. The difference might be due to socio-cultural differences in Pakistan and Australia. The indecisiveness among students regarding their admission could be minimized through awareness, guidance and career counselling. Keywords: Indecisiveness, Recognition for University entry, Expectancy, Social family influence