Disasters which are resulted due to the natural or anthropogenic environmental damage processes such as deforestation, desertification, loss of biodiversity, soil erosion etc. and are increasing day by day. As such there are potentialities for outbreaks and their high risk at any places at any time. There are many literatures which suggest the possibility of disaster risk reduction and early warning through local indigenous knowledge and practices. The present study is an attempt to explore, evaluate andanalyse the local knowledge and skills that are being practiced and used to reduce the risk of various types of natural hazards. Kailali district lying in the Sudur Paschim Province of Nepal is chosen as the study area. Chure rural municipality lying within Hill areas and Tikapur urban municipality lying within Terai plain areas of the district were selected as the research sites to evaluate the landslide and flood related local indigenous knowledge and practices respectively. Using a multi-assessment methodology of collecting information through targeted group discussions, key informant interviews, household surveys, and field observation methods, an attempt has been made to analyse the data to explore indigenous local knowledge, skills, and traditional practices related to disaster risk and mitigation in the study area. The indigenous knowledge, skills and practices on disaster risk reduction and early warning system have been developed by generations and tested in the absence of the scientific developments. However, many communities have lost their local knowledge, skills, and traditional practices because of non transfer by the senior citizens to the young generations. The findings of the study indicate that indigenous and local knowledge and practices are valuable resources that can support in the process of disaster management, prevention, preparedness, and cost-effective disaster risk reduction. Therefore, the researchers view that it would be wise decision focusing the policy framework by integrating indigenous and local knowledge, wisdom, and skills of the local people.

This study was carried out to explore the connection between science and religion especially focused on students' views and understanding of evolutionary concepts of biology at the secondary level. To find out the students' views and understanding of evolutionary concepts in connection with science and religion, a mixed-method design was used consisting of 50 participants of five secondary schools in Kathmandu Metropolitan City. The random sampling method was used for student selection while purposive sampling was used for schools selection. A five-point Liker scale, concept understanding inventory, and interview guideline tools were developed. The tools were validated for the collection of data. Thus, the gathered data were analyzed through descriptive statistics and thematic explanation. From the analysis, it was found that religion and science are continued debatable subjects in philosophy and theology till now. It also provides a philosophical analysis of how they interrelate with each other. The majority understanding of students has been found to be in conflict, science supportive, religion supportive, coalition, contrast, and supplementary views between science and religion towards evolutionary biology. This study concludes that students have common sense, content and nature of science, non-science, and dialect-based misleading as well as corrected understanding about evolutionary biology. Thus, the creationism concept of evolution should be included in the science curriculum to achieve a better understanding of the evolutionary concept.

Inclusive education is a way of teaching in which no group is excluded from the learning process. For learning, an inclusive school welcomes students of all races and backgrounds. This study aims to explore the lived experiences in inclusive practices and challenges to implementing inclusive policy in community school Nepal. For this purpose, we have applied hermeneutic phenomenology which studies the lived experiences of participants. Purposively five community school teachers were selected as participants from Palungtar Municipality Gorkha district. The in-depth interviews were conducted for the data collection. The study found the inclusive education approach was not practiced well at the school level. However, teachers and students preferred this approach due to the diverse nature of the community such as social, cultural, economic, and religious, etc. It is the best approach to address the diversified nature of the participants that address the capabilities of the diversified nature of the participants. This study contributes to addressing the concerns of minorities and underserved groups in education by using primary streams. Similarly, it promotes a sense of belonging and respect. It also allows you to learn about and accept individual variances.