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Indopalpares pardus (Rambur, 1842), Palpares contrarius (Walker, 1853), and Stenares harpyia (Gerstaecker, 1863) are the species of the tribe Palparini which are recorded for the first time from the Kerala part of Western Ghats. All three taxa are redescribed and the genitalia features of P. contrarius, and S. harpyia are illustrated for the first time based on the freshly collected specimens. Lectotype and paralectotype specimens of S. harpyia are designated. The key to the genera of the tribe Palparini from India and the distribution of three species in India are also mapped. Moreover, their flight period in India is plotted.

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Thaumasura Westwood is one of the unique genera of Cleonyminae (Hymenoptera, Pteromalidae) represented from the Oriental region by only three species. The only known representative of the genus from India was described as Thaumasura indica Sureshan & Binoy, which was already preoccupied by Thaumasura indica Mani & Kaul (currently in Balcha Walker). Thus, the replacement name Thaumasura keralica Binoy nom. nov. is hereby proposed to resolve this homonymy. Furthermore, Thaumasura femoralis (Westwood) is redescribed and its morphological characters are illustrated. A key to the Oriental species of the genus is also provided.

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A new species, Stenomalina kasaragodensis sp. nov., from the Western Ghats has been discovered resulting in the first report of the genus Stenomalina Ghesquiѐre, (1946) (Hymenoptera: Pteromalidae: Pteromalinae) from India. A thorough overview and key to the Oriental species of Stenomalina are given, together with descriptions, illustrations, and comparisons with congeneric materials for the new species. A new species of the genus Stictomischus Thomson, 1876 (Hymenoptera: Pteromalidae: Miscogastrinae) i.e., Stictomischus sahyadriensis sp. nov., was also found in the Western Ghats. The new species is described, illustrated and compared with congeneric and a comprehensive review and key to the Indian species of Stictomischus are also provided.

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Aims: Maternal mortality and morbidity are serious health problems, especially in developing countries. Complications tend to increase in pregnant women with risk factors. This study aimed to investigate the effect of integrated health education in increasing the knowledge of pregnant women to detect high-risk pregnancies.
Materials & Methods: This quasi-experimental study, with a pre-test and post-test design, was conducted on 90 pregnant women in the third trimester of pregnancy, in Jambi City, Indonesia, from July 2020 to March 2021. The samples were divided into three groups, 30 participants received the Maternal and Child Health Handbook method, 30 others received videos, and 30 others received brochures. Before and after the intervention, participants' knowledge was assessed using a questionnaire. Data were analyzed using the Wilxocon test and moderated regression analysis test.
Findings: Most of the respondents' knowledge before the intervention of Handbook was in the Poor category (86.7%). After the intervention, the knowledge of pregnant women was mainly in the Good category (60%). Before the video intervention, most of the respondents' knowledge was poor (46.7%); after the intervention, it was in the Good category (93.3%). Likewise, before the brochure intervention, most of the respondents had poor knowledge (93.3%), and after the intervention, most of them (86.7%) had good knowledge. After the implementation of the interventions, the mean score of knowledge increased significantly compared to before the interventions (p<0.001).
Conclusion: Maternal and Child Health Handbook, video media, and brochures effectively increase pregnant women's knowledge to detect high-risk pregnancies.
 

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Although instructional strategies, obstacles, solutions, and technologies designed to assist students with special educational needs (SEN) learning a foreign language were much discussed both in special and inclusive schools, little evidence addresses how English as a foreign language (EFL) teachers construct their identities as legitimate inclusive school practitioners as they witnessed and encountered a range of disabilities. To fill this void, this study reports on a narrative inquiry scrutinizing how Indonesian inclusive EFL teachers construct their identity in teaching 15 students with SEN. Drawing upon Johnston's framework of teacher identity, this study showcases how inclusive EFL teachers cultivated a positive rapport with students with SEN through the utilization of a personal approach and the incorporation of humor in teacher-student relation. Regarding professionalism, they perceived it as service-oriented by consistently motivating all of their students, particularly those with SEN, exhibited tolerance for the regular ones, and implemented co-education or peer-mediated instruction strategies. In light of teachers’ religious beliefs in English language teaching (ELT), they accomplished well by embedding numerous character values, referred to as profile pelajar pancasila, in English classrooms. The implications of this study are to bring potential implementations of specialized teaching strategies training of professional development for inclusive EFL teachers and differentiated assessment for students with SEN.