Streptomyces are widely used for the production of secondary metabolites with diverse biological activities, including antibiotics. The necessity of alternative antimicrobial agents against multidrug-resistant pathogens is indispensable. However, the production of new therapeutics is delayed in recent days. Thus, the isolation of new Streptomyces species has drawn attention. Nepal—a country rich in biodiversity—has got high possibilities for the discovery of members of actinomycetes, especially in the higher altitudes. However, in vain, only a few screening research works have been reported from Nepal to date. Streptomyces species were isolated on ISP4 media, and characterization was performed according to morphological similarity and 16S rRNA sequence similarity using bioinformatic tools. Ethyl acetate extracts of Streptomyces species were prepared, and the antimicrobial activity was carried out using agar well diffusion technique. In this report, 18 Streptomyces species isolated from the soil were reported based on sequence analysis of 16S rRNA. Among them, 12 isolates have shown antibacterial activity against extended-spectrum beta-lactamase- (ESBL-) producing Escherichia coli. Here, we have also analyzed 16S rRNA in 27 Streptomyces species whose whole-genome sequence is available, which has revealed that some species have multiple copies of the 16S gene (∼1.5 kb) with significant variation in nucleotides. In contrast, some Streptomyces species shared identical DNA sequences in multiple copies of 16S rRNA. The sequencing of numerous copies of 16S rRNA is not necessary, and the molecular sequencing of this region is not sufficient for the identification of bacterial species. The Streptomyces species-derived ethyl acetate extracts from Nepalese soil demonstrate potential activity against ESBL-producing E. coli. Thus, they are potential candidates for antibiotics manufacturing in the future.
This article aims to present the concept and needs of multicultural education in Nepal. This paper is based on extensive review of literature on multicultural education in Nepal. Multicultural education provides equal educational opportunities for all races, nations and groups of different cultures. Cultural values, ethics, norms and practices are focused on multicultural education. It helps to find out the cultural knowledge and skills in the learners and communicate with other ethnic groups. Multicultural curriculum can prepare individuals and groups with diverse backgrounds to live peacefully in a society. Multicultural education promotes the strength and value of cultural diversity. Moreover, it also ensures human rights and respect to one another and the acceptance of alternative life styles of people, and the promotion of social justice.
The total educational session completing in a half of the year is simply referred as semester system. In semester system the total educational activities are based upon the project basis. This study aimed at exploring the perceptions of faculties about the semester system adopted by a Tribhuvan University (TU) affiliated college in Nepal. It also dug out the faculties' experience of pedagogical transformation in higher education. For the sake of their world views, an interpretive paradigm was employed. In this philosophical orientation, subjective reality is an ontological position and multiple realities are epistemological standpoints. This study employed qualitative research method. Narrative inquiry was chosen as the research design. Four participants from the TU-affiliated colleges had been taken purposively from the campus located outside the Kathmandu Valley. An in-depth interview was conducted with research participants in their natural settings without any interruption. The result revealed that the faculties' perception of the semester system was diverse in nature. The student behaviors, faculty behaviors, and unpreparedness of teachers and administration seemed to be more challenging and unfruitful. The effectiveness of the semester system can contribute not only to pedagogical transformation but also to global knowledge. Through the semester system, the whole faculties and students are self-empowered and seek to understand the world through the effort of digital technology.
Nepal is a country of diversity in terms of ideological, cultural, religious, caste, geographical and sexual orientation, ethnicity, class and language. Diversity is not merely a problem, it is an opportunity for exploring creativity of individuals who have cultural, racial, and ethnic differences. In this context, this study aims to explore the role of teacher in diversity management in the classroom. I chose purposive sampling to identify the participant for my study. Headteacher, teacher and the students are the participant in my study. Multicultural education, Fair treatment and respect of differences are key for living diversity. Differences of the individuals need to addressed inside and outside the classroom. Diversity is the property of the school from which teacher and students learn different idea information and knowledge form the diversified students in his school. Diversity need to celebrate in the school in the different functions.
This study aimed at exploring the teacher’s role in resource class especially focusing on how resource teacher contributes to mainstreaming of children with disability. For this purpose, the researcher applied hermeneutics phenomenology as a research design. Five resource teachers from two integrated school from Kathmandu valley were selected as research participants by purposive sampling. The researchers adopted in depth interview and class observation to gather the rigorous information. Data analysis had been carried out along with the categorization of themes of collaboration, observation of activities of resource teachers and understanding of service delivery model. From the interview protocol the responses were transcribed and basic themes had been organized. Main themes were extracted from the basic themes. Main theme had been discussed with thematic network to draw final conclusion. The findings showed that the roles and responsibility of resource teachers are to support general teacher, to teach basic adaptive skills for children with the disability, creating collaborative environment with the parents and professionals. Therefore, the resource teacher’s roles to identification of need for children with disability, co-operation with parents and general teachers that contributes to transition planning in the individualized education plan. The findings provided implications that produced a plan to assist in the collaboration between the two educational environments.
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