This paper tries to excavate the perceptions, experiences and non/cooperation of curriculum development officers and district education officers in culturally non/responsive pedagogical approaches of private schools in Nepal. This paper tries to decontextualize and culturally non responsive education cannot address the pedagogical and socio cultural requirements of the learners and multicultural societies. This research is oriented to fundamental traits of interpretivism, criticalism and postmodernism so that the varying and complicated features of culture and culturally responsive pedagogy would be met. Therefore, it would be a heuristics of multi-paradigmatic research. In this paper I have explored the views, experiences and perceptions of responsible government officials working in curriculum designing and implementation in making our educational endeavors culturally responsive. I have tried to delve into 'world of duty' to reveal how result oriented they are. Shifting of responsibilities and lack of professionalism has been found to be the major stumbling blocks.

Community forest user groups (CFUGs) have been receiving different ecosystem services and facilities from the community forest, which are very crucial in their daily life activities. The present study is aimed at identifying the facilities and services received from the different plant species in the Janachana Community Forest, Rautahat district, Nepal. Altogether, 84 members of community forest groups participated in an interview using a semi-structured questionnaire. In total, 65 plants were identified in the study area for use as medicine, firewood, fodder, bedding, food, and other purposes. However, most plants were used as fodder for livestock. Altogether, fifty-eight plant species (89%) were used for multiple purposes (more than one use) and seven (11%) species were used for single purpose. Among the reported plant species, thirty species were used for medicinal purposes. Seeds and leaves were common parts of the plant used as medicine. Most of the plants were used to treat gastritis, cough, and blood clots, which seem to have high prevalence inthe study area. These results imply the various benefits taken by the CFUGs from the community forest in their daily life.

As a teacher involved in this profession for a decade and half I have had to deal with miscellaneous students from diverse backgrounds and having common and distinct individual and community needs. Basically, the paper to reflect different facets of my experience as a teacher regarding the cultural positionality and needs of the students. This paper attempts to explore how I have perceived, experienced and adopted/resisted culturally responsive pedagogy as a teacher. Threads of inquiry related to this paper are research/lecture based pedagogy, cultural integrity/transformation, local needs/ national priorities, teacher education, mentoring, monitoring and evaluation, decontextualization of curriculum and dis/respect to the students of different cultures. and 'Unpacking some facets of my professional molding' and 'Turning the lens towards myself' are the units under this paper. It is an auto/ethnographic study.

Despite of implicit flow conservation on every arc of traditional network flow model, the generalized network flow model assumes the proportional and symmetric loss factor on each arc. This paper considers two terminal lossy networks specifying the portion of flow entering an arc at its tail node that reaches to its head node. We studied the generalized maximum continuous dynamic contraflow (GMCDCF) and generalized continuous earliest arrival contraflow (GCEACF) problems. The problems are efficiently solved with pseudo-polynomial time algorithms. Moreover, a fully polynomial time approximation scheme (FPTAS) is proposed in polynomial time.