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Geographical Indications (Gls) are a form of Intellectual Property Rights (IPR) that protect products identified by their geographical origin and unique qualities. They preserve cultural heritage, prevent misuse of regional names, and ensure fair economic benefits for local communities. The existing provisions under Section 11 of the Geographical Indications of Goods (Registration and Protection) Act, 1999, read with Rule 32 of Geographical Indications of Goods (Registration and Protection) Rules, 2002 regarding the admissibility of oral history over documentary evidence for registering Handicrafts and Textile products under GI regime is inadequate, there is a need of amendment in these provisions. The current study is a combination of doctrinal research and empirical research. The Textile and Handicraft artisans selected in the study were based on utilizing a stratified random sampling method and a total of 520 responses from Gl artisans and 178 Non GI Registered Artisans were considered for the study. The empirical data analysis accepted the above hypothesis. The study emphasizes that Oral history plays a significant role in preserving the authenticity and uniqueness of handicrafts and textile products, and should be given equal weight to documentary evidence in the registration process. By amending these sections, the Gl regime in Karnataka can ensure that the rich heritage of these products is safeguarded for future generations. The proposed amendments to the Geographical Indications of Goods (Registration and Protection) Act, 1999 should include the following changes: a definition of oral history should be added to section (2) Sub section (1) (q), a new clause (g) should be added to Section 11 - Application for Registration, requiring a notarized affidavit to state the oral history in the absence of documentary evidence, and sub-clause 6 (i) under Rule 32 should be added to require an affidavit containing a statement of oral history on the occasion that documentary evidence is unavailable.

This study explores how feelings of relative deprivation (RD), self-esteem (SE), and employees' cudaimonic wellbeing (EEWB) connect within the workplace. Eudaimonic wellbeing is about more than just happiness-it reflects whether employees feel a sense of purpose, fulfillment, and growth in their roles. Because people often compare themselves with colleagues, those who feel less recognized or rewarded may experience relative deprivation, which can negatively affect their wellbeing. Organisational identification (OI) the sense of belonging and attachment employees feel toward their organisation-has been widely studied as a driver of commitment and meaning. Yet, its role as a moderator of wellbeing outcomes has not been examined as closely. Likewise, perceived supervisor support (PSS), though acknowledged as a vital organisational resource, has rarely been tested as a moderating factor in the link between relative deprivation and wellbeing. This research proposes and tests a model where self-esteem acts as a mediator, explaining how relative deprivation influences eudaimonic wellbeing, while organisational identification and supervisor support serve as moderators, shaping the strength of these relationships. Path analysis reveals clear patterns: self-esteem is positively linked with organisational identification and wellbeing, while relative deprivation is not strongly linked with self-esteem. Together, these findings highlight the complex ways organisational dynamics and individual perceptions interact to shape employee wellbeing. By positioning self-esteem as a mediator and organisational identification and supervisor support as moderators, the study adds to organisational psychology and offers practical insights. For managers, the message is clear: employee wellbeing and organisational effectiveness can be strengthened by supportive leadership, fostering identification with the organisation, and addressing perceptions of unfairness or deprivation.

Brick is one of the most important materials for the construction industry. The conventional method of bricks production has brought undeniable shortcomings. The consumption of earth- based materials as clay, shale and sand in brick production resulted in resource depletion, environmental degradation, and energy consumption. A brick is building material used to make walls, pavements and other elements in masonry construction. Traditionally, the term brick referred to a unit composed of clay. Traditionally burnt bricks have comparatively less strength than prepared in the controlled environment. So, it is proposed to increase the strength by using fibers and industrial waste like fly ash, GGBS, cement and Binding wire in Uncontrolled environment.

This research article explores the role of media, cinema, and literature in fostering professional and vocational development. The study aims to investigate how these forms of expression contribute to skill acquisition, knowledge enhancement, and personal growth, ultimately shaping individuals' professional trajectories. By exploring the impact of media, cinema, and literature on various aspects of professional development, such as skill acquisition, networking, personal branding, and cultural competence, this research highlights the significance of integrating these mediums into educational and training programs. The findings of this research indicate that media, cinema, and literature play a crucial role in skill acquisition and knowledge enhancement. Through exposure to diverse narratives and perspectives, individuals develop critical thinking skills, creativity, and problem-solving abilities. Media literacy skills enable individuals to critically analyse and interpret media messages, while cinema serves as an educational tool that enhances understanding of different cultures and perspectives. Literature, on the other hand, enhances communication skills, including reading comprehension, critical thinking, and verbal expression. The implications of this research are significant for educators, trainers, and policymakers. Integrating media, cinema, and literature into educational and training programs can create a more holistic and enriching learning environment.

Teachers may create a stimulating learning environment where students can develop important intellectual and social skills that will benefit them for the rest of their lives by using the correct teaching strategies. A teacher can assist students with a variety of interests, talents, and learning preferences by implementing one of the available frameworks. To increase your student's chances of succeeding in the classroom, whether you work in the education sector as a teacher or another professional, you might find it helpful to learn about cutting-edge instructional practices. Teaching techniques are approaches that teachers can use to make learning easier and pique students' motivation and interest in the material. Different teaching philosophies include game-based study, differentiated study, lecture-based method, technology-based pedagogy, group and individual study, inquiry-based study, kinesthetic study, game-based study, and expeditionary study. You can enhance your methods by trying out various teaching techniques while presenting the same course, communicating with other educators to acquire their insights, and being flexible. Due to the quick changes in the modern world, the Education System is currently dealing with a wide range of problems. An excellent teaching strategy helps students overcome their preconceptions and motivates them to study by putting them in a situation where they start to believe that they are the ones who come up with the solutions and who are responsible for the change. Professors that are respected both nationally and locally serve as ideal role models for educators who are enthusiastic about effective teaching methods of professional courses, providing them with ideas, insights, and the best teaching methods.(Journal of Advances in Medical Education & Professionalism v.4(4); 2016 Oct PMC5065908)

Language is one of the most marked, conspicuous, as well as fundamental characteristics of the faculties of man. Language is a system of sounds, words, patterns, etc., used by humans to communicate thoughts and feelings. Language is a system of communication which consists of a set of sounds and written symbols which are used by the people of a particular country or region for talking or writing in. The importance of language for man and society cannot be minimized. Language is not only a mode of communication between individuals but also a way for the expression of their personality. Man is remarkably distinguished from animals not only in his use of language but also in his thought process. This use has been termed by Chomsky as “the creative aspect of language; Chomsky suggests that “the normal use of language is innovative, in sense that much of what we say in the course of normal language use is entirely new, not a reception of anything that we have heard before and not even “similar” in “pattern” to sentences or discourse that we have heard in the past” (Chomsky, p.10). Language has its true being in conversation in the exercise and promotion and understanding between peoples. Language should not be a means to impose or transmit my will to another. Above all, language is a living process in which a community of life is lived out. It should be thought that human language as a special and unique living process, in that in linguistic communication, world and human worldview is disclosed. This disclosure, this function of language means that language does not draw attention to itself but transparent to the realities that are manifested through it. Since learning a language is part of our knowledge, it becomes one of the key factors in competitiveness. In the advanced industrial society of today, the basic knowledge of a single or more language has become indispensable.