A cross‐sectional study was conducted to assess the prevalence of sick building syndrome symptoms and its associated factors among bank employees. Data were collected through a self‐administered MM040NA questionnaire among 234 employees of commercial banks in Pokhara Metropolitan, Nepal. The prevalence of general, ocular, respiratory, and dermal sick building syndrome symptoms was 47.6%, 11.9%, 11.9%, and 8.1%, respectively. The perceived indoor physical environment was a significant predictor of sick building syndrome symptoms. Besides this, age, disturbance from temperature and work pressure were significantly associated with general symptoms. Ocular symptoms were significantly associated with disturbance from noise at their workplaces and support from fellow workers. Respiratory symptoms were significantly associated with the time spent working with a photocopy machine. Proper maintenance of room temperature, noise control, good ventilation system, and promotion of supportive psychosocial working environment at banks is important to prevent and control the suffering of employees from SBS symptoms.

Reflecting on Participatory Action Research (PAR) experiences in a Nepali community school, this paper showcases how collaborative approaches, such as cross-sectoral, teacher-student, interdisciplinary, and cross-professional actionreflections, created contextually relevant environments for improving teachers' professional development. Considering the Habermasian Emancipatory interest (1972) as theoretical referents, this paper further explains how teachers' growing professional autonomy through cross-professional collaboration enhanced their professional agency to integrate curriculum and professional development programs, to practice student-centered pedagogy, and to take on leadership positions. Finally, this paper envisions a participatory framework of and for teachers' professional development.

Background: Health is serious matter for the elderly people especially living in old aged homes. In this context, this study has tried to explore the health status of elderly people living in old aged homes. Methods: Information were collected from fifty seven elderly people living in purposively selected three major old aged homes of Pokhara by using structured questionnaire through interview techniques. The elderly people, who were unable to speak, hear, complete the interview process, have severe psychiatric disorder, did not have verbal consent to participate were excluded from the study. Descriptive analysis was carried out for this research. Results: Majority (87.7%) of the respondents had chronic physical health problem like back pain problem as major followed by other musculoskeletal problems, gastrointestinal disease, hypertension, respiratory problem, diabetes mellitus, heart disease, eyes and ears problem. The proportion of female was higher than male regarding their chronic physical health problem. Majority went to hospital when they were sick. Half of the respondents were worried about economic insecurity followed by lack of social relation, lack of treatment during illness, fear of future, lack of recreational activities, food management of old age homes, environment of elderly official, sitting and sleeping environment of elderly home and others respectively. All the respondents prayed god to cope with these stress followed by listening to religious hymns, go to religious places, solitary living, crying alone, and take cigarettes/alcohols. Conclusions: Health status of elderly people living in old aged home was not good since most of the elderly were suffered from chronic physical health problem. Females are more vulnerable.

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Nepali teachers’ professional qualities are discussed from non-socio-cultural perspectives, which seem insufficient for the continuous professional development of Nepali university teachers. Teachers’ professional attributes that influence their professional and pedagogical practices are rarely researched, particularly in Nepal. The purpose of this self-study was to investigate how I, a university teacher, could improve my pedagogical practices to facilitate a Research Methodology course for Science, Technology, Engineering, Arts and Mathematics (STEAM) graduates. Adapting a socio-cultural perspective, I purposefully asked myself and my 27 graduate students whom I taught in 2021 from August to October. I collected and analyzed information adapting dialogue as a research method. Making dialogues with myself and my students, I unveiled five ways of improving my pedagogical practices. They were: by (1) creating a supportive learning environment, (2) enhancing curiosity, (3) enhancing inquiry skills, (4) enhancing evaluation skills, and (5) developing continuous learning habits. My reflective journal, classroom discussions, activities, and assignments hold evidence of my improved pedagogical practices. Finally, I learnt that my enhanced diligence contributed to my learning and my student’s learning as my professional development.