American Research Journal of Humanities and Social Sciences

Writing systems and language played a significant role in shaping intellectual, social, and cultural life in ancient India. Scripts served not merely as mechanisms for recording speech but also as important means through which knowledge, beliefs, administrative practices, literary traditions, and collective memories were preserved and transmitted across generations. The study of ancient Indian scripts therefore provides valuable insight into the development of early civilizations and the diverse communities that used them. The relationship between language and script was particularly important in facilitating communication, preserving cultural expressions, and enabling the transmission of knowledge across geographical and social boundaries. Ancient India witnessed the emergence, transformation, and regional adaptation of several writing traditions, each reflecting distinctive historical circumstances and cultural interactions. Despite considerable scholarly attention, questions concerning the origins, development, classification, and interrelationships of these scripts continue to invite investigation. The present study adopts a predominantly historical and qualitative approach, supported by observation, formative analysis, and open-ended inquiry, to examine the evolution and major characteristics of ancient Indian writing traditions. By reviewing existing historical and scholarly interpretations, the study highlights the significance of scripts as enduring evidence of India's intellectual and cultural heritage.

Keywords: Ancient Indian Scripts, Writing Systems, Language, Civilization, Inscriptions, Cultural Heritage, Knowledge Transmission.

This study examines service quality in large-scale wholesale markets by focusing on the experiences and expectations of merchants operating within Yiwu Commodity City. A modified SERVQUAL framework is employed to develop an evaluation system covering six dimensions: tangibility, reliability, assurance, empathy, e-commerce services, and logistics support. Data were collected through a questionnaire designed to capture both the service expectations and actual service perceptions of market merchants. The weighted SERVQUAL approach was subsequently applied to identify gaps between expected and experienced service performance. The findings indicate that all six dimensions produce negative service-quality gaps, suggesting that the services provided do not fully satisfy merchant expectations. Logistics support and empathy emerge as the most pronounced areas of concern, reflecting weaknesses in operational convenience, responsiveness, and merchant-oriented assistance. The overall weighted service-quality score is -0.8092, while the perceived level of service represents approximately 79.77% of merchant expectations. The findings point to the need for improvements in market infrastructure, operational management, digital commerce facilities, logistics coordination, administrative responsiveness, and long-term market development strategies.

Keywords: Professional Wholesale Market; Service Quality; SERVQUAL; Merchant Experience; Service Evaluation; E-commerce; Logistics Services.

Background: Trauma-related experiences can influence emotional regulation, interpersonal relationships, and psychological adjustment long after military service or traumatic exposure. Trauma-informed care (TIC) offers a framework for addressing these difficulties while recognizing the importance of safety, trust, collaboration, and patient autonomy. Its application across different age groups requires attention to distinct developmental and psychosocial needs.

Objective: This review examines the contribution of trauma-informed approaches, conflict-management practices, and therapeutic communication to mental health support among adolescent and older veterans. It also considers their potential role in strengthening emotional regulation, interpersonal functioning, resilience, and adjustment to civilian life.

Methods: Relevant literature was examined to explore how TIC principles and communication-based interventions can support veterans experiencing trauma-related psychological and interpersonal difficulties. This was given to active listening, reflective communication, collaborative problem solving, emotional validation, and approaches to managing interpersonal conflict.

Results: Evidence indicates that trauma-sensitive communication can create a greater sense of psychological safety and encourage veterans to discuss difficult experiences at an appropriate pace. Conflict-management strategies may further support emotional regulation, relationship functioning, and constructive responses to interpersonal stress. Although these approaches may be particularly valuable for younger individuals developing emotional-expression skills and older veterans who may have long-standing patterns of emotional suppression, implementation remains inconsistent. Limited practitioner training, organizational restrictions, fragmented services, and inflexible care structures can reduce the effectiveness of trauma-informed practice.

Conclusion: Integrating therapeutic communication and conflict-management principles within trauma-informed care may provide a more responsive approach to supporting psychological recovery across different veteran age groups. Sustainable implementation requires ongoing workforce education, flexible service models, interdisciplinary collaboration, and organizational commitment to trauma-sensitive practice. Such changes may strengthen resilience, improve therapeutic relationships, and support healthier long-term adjustment following traumatic experiences.

Keywords: Trauma-Informed Care; Therapeutic Communication; Conflict Management; Mental Health; Veterans; Psychological Recovery; Emotional Regulation; Trauma Recovery; Resilience; Civilian Reintegration; Active Listening; Interpersonal Relationships.

Human resource management education is undergoing significant change as universities respond to shifting workplace expectations, technological developments, and evolving approaches to managing people. Contemporary organizations increasingly require professionals who can improve workforce effectiveness, understand employee motivation, support organizational culture, and respond to the growing influence of digital technologies. These developments have placed new demands on higher education institutions, particularly in preparing students to connect theoretical knowledge with practical human resource challenges. This review examines major developments shaping human resource management education within contemporary higher education, with attention to curriculum renewal, digital transformation, international perspectives, organizational culture, employee motivation, and changing workforce requirements. It also considers the institutional challenges associated with adapting academic programs to changing economic and organizational conditions. Emphasis is given to the need for universities to strengthen practical learning, interdisciplinary understanding, technological competence, and awareness of emerging employment practices. Changes in higher education governance and institutional structures further highlight the importance of flexible educational approaches capable of responding to labor-market developments. The review suggests that closer interaction between universities, employers, and professional organizations can strengthen the relevance of human resource management education and support the development of graduates who are prepared for complex and rapidly changing professional environments.

Keywords: Human Resource Management; Higher Education; Workforce Development; Curriculum Innovation; Digital Transformation; Organizational Culture; Employee Motivation; Professional Competencies; Employability; Internationalization; Human Resource Education; University Education.

Historical conflict remains a complex subject within contemporary education, particularly when painful or morally contested events are introduced to younger audiences. Museums and other cultural institutions increasingly face the challenge of presenting such histories in ways that encourage understanding without reducing suffering to spectacle or heroic remembrance. This review examines how difficult historical experiences, including warfare, colonial violence, and collective loss, can be interpreted for children through museum-based learning and public memory practices. The tension between commemoration, national narratives, critical reflection, and the emotional needs of young visitors. The review considers the responsibilities of museums in selecting narratives, contextualizing historical evidence, and creating age-appropriate interpretive environments. It further explores how encounters with challenging histories may contribute to historical awareness, empathy, ethical reflection, and a more nuanced understanding of the past. By bringing together perspectives from heritage studies, childhood education, museum studies, and memory research, this review highlights the importance of thoughtful mediation when presenting painful histories to younger generations.

Keywords: Difficult Histories; Cultural Institutions; Young Learners; Historical Memory; Museum Education; Childhood Learning; Emotional Engagement; Empathy; Colonialism; War History; Heritage Interpretation; Public Memory; Historical Awareness; Ethical Reflection.

Background: Inclusive higher education requires institutional mechanisms that enable students with disabilities to participate in academic and campus life on equitable terms. Equal Opportunity Cells can serve as an important institutional platform for identifying barriers, coordinating support, and promoting an inclusive educational environment.

Objective: This study examines the relevance and functioning of an Equal Opportunity Cell in addressing the educational needs, challenges, and concerns of students with visual impairments in higher education.

Methods: A qualitative case study design was adopted to examine the functioning of an Equal Opportunity Cell established to support students with visual impairments. Participants were selected through purposive sampling and included the head of the institution, the coordinator of the Cell, and its members. Data were gathered through interviews focusing on institutional practices, student support mechanisms, accessibility concerns, and the challenges encountered by visually impaired students. The collected information was examined thematically to identify recurring issues and institutional responses.

Results: The findings indicate that an Equal Opportunity Cell can provide an important institutional framework for promoting accessibility, academic participation, and social inclusion. Its activities can help identify barriers faced by students with visual impairments and facilitate appropriate academic, administrative, and campus-level support. The findings also highlight the need for greater awareness, coordinated institutional action, accessible facilities, and responsive support systems.

Conclusion: Equal Opportunity Cells have an important role in advancing inclusive practices within higher education. Strengthening their functioning can contribute to equitable educational opportunities, meaningful campus participation, and social justice for students with visual impairments. Universities should therefore ensure that institutional support mechanisms are accessible, responsive, and aligned with the diverse needs of students with disabilities.

Keywords: Equal Opportunity Cell; Higher Education; Visual Impairment; Inclusive Education; Accessibility; Disability Support; Educational Equity; Social Justice; Institutional Support; Student Inclusion.

Employer attractiveness has become increasingly important for organizations seeking to strengthen employee performance and retain valuable human resources. This study examines how employer attractiveness practices influence individual work performance and turnover intentions among employees, while also investigating whether talent changes these relationships. Data were collected from 227 employees between 18 and 62 years of age and analyzed using linear regression techniques. The findings indicate that several dimensions of employer attractiveness, including role value, familiarity value, career growth value, localization value, and development value, significantly influence employee-related outcomes. The analysis further demonstrates that talent plays a moderating role in the association between employer attractiveness and individual work performance. Talent quality significantly alters the relationship between career growth value and contextual performance, suggesting that employees with different levels of talent may respond differently to career-related organizational attractiveness. These findings highlight the importance of aligning employer attractiveness strategies with workforce capabilities and expectations. The study contributes to the understanding of how talent characteristics shape the effectiveness of employer attractiveness practices and offers practical implications for organizations seeking to improve employee performance while supporting workforce retention.

Keywords: Employer Attractiveness, Individual Work Performance, Turnover Intentions, Talent Management, Career Growth, Employee Retention, Contextual Performance, Organizational Attractiveness.

Background

The COVID-19 pandemic was accompanied by substantial psychological strain, and a large body of quantitative research has documented symptoms such as anxiety, depression, and emotional distress. Qualitative accounts have received comparatively less attention, particularly those examining why individuals exposed to similar pandemic circumstances may experience distress in different ways. Personal development, previous interpersonal experiences, and enduring personality characteristics may influence how stressful events are perceived and managed, yet these connections remain insufficiently described.

Purpose

This study examined the relationship between pandemic-related psychological distress, individual life experiences, and personality characteristics. The analysis also sought to identify a common psychological framework that could explain variations in individual responses to COVID-19-related stress.

Methods

Clinical records from three individuals who developed psychological difficulties during the COVID-19 outbreak were examined. The cases involved a woman in her thirties, a man in his thirties, and a woman in her twenties. All three presented with non-psychotic symptoms, including depression and/or anxiety. Clinical histories were reviewed with attention to developmental experiences, significant interpersonal relationships, personality patterns, and the circumstances surrounding their pandemic-related distress.

Results

The first case involved a history of difficult early relationships, including limited emotional acceptance from the mother and controlling behavior from the father. Experiences of betrayal and social exclusion during adolescence appeared to influence her sensitivity to rejection. When she was suspected of having COVID-19 and perceived herself as being excluded at work, these earlier interpersonal experiences appeared to shape her interpretation of the situation.

The second case was characterized by marked anxiety concerning occupational responsibilities and a strong tendency to rely on others. The use of personal protective equipment triggered panic, particularly when assistance from others was unavailable. Similar dependency was evident during childhood and adolescence, when he consistently sought the presence of friends or romantic partners and had difficulty spending time alone.

The third case reflected an unstable pattern of interpersonal relationships and a persistent fear of losing significant people. This concern had become more pronounced after experiencing an important loss in early adulthood. While working as a receptionist, she became highly fearful of contracting COVID-19 and transmitting the infection to her family. The possibility of causing harm to those close to her intensified her longstanding fear of separation and loss.

Conclusion

The three clinical narratives indicate that pandemic-related psychological distress may be closely connected with patterns established through earlier interpersonal experiences. Situations created by COVID-19 appeared to reactivate longstanding concerns involving rejection, dependence, responsibility, and fear of losing significant relationships. Understanding distress during a major public health crisis may therefore require attention not only to immediate circumstances but also to the individual's developmental history and established patterns of relating to others.

Keywords: COVID-19 Pandemic; Psychological Distress; Life History; Personality Characteristics; Early Life Experiences; Interpersonal Relationships; Anxiety; Depression; Psychosocial Vulnerability; Qualitative Analysis.

Innovation and entrepreneurship education has become an important component of higher education, particularly in developing students’ capacity to recognize opportunities and pursue entrepreneurial careers. This study examined the relationship between entrepreneurial potential and entrepreneurial intention and explored whether exposure to innovation and entrepreneurship education influences these outcomes. A quantitative research design was adopted with 133 third-year undergraduate students from two academic programs at a private university. The participants included 65 students who had not received formal innovation and entrepreneurship education and 68 students who had received such education. Data were analyzed using descriptive and correlational approaches. The findings showed that entrepreneurial potential (M = 4.63) and entrepreneurial intention (M = 4.43) were at moderate levels on a seven-point Likert scale. Students exposed to innovation and entrepreneurship education reported higher levels of entrepreneurial potential and entrepreneurial intention, by 0.22 and 0.31 points, respectively, than students without such educational exposure. Entrepreneurial potential was positively associated with entrepreneurial intention across the overall sample (R = 0.692). However, the association was stronger among students without innovation and entrepreneurship education (r = 0.722) than among those who had received it (r = 0.648). These findings suggest that innovation and entrepreneurship education can strengthen students’ entrepreneurial potential and intention, although its influence on the relationship between these two constructs may be limited. The study highlights the importance of designing entrepreneurship education that not only develops entrepreneurial capabilities but also effectively converts those capabilities into sustained entrepreneurial aspirations.

Keywords: Entrepreneurial Potential; Entrepreneurial Intention; Innovation Education; Entrepreneurship Education; Higher Education; Entrepreneurial Development.

Children’s emotional development plays an important role in their ability to understand others, regulate emotions, establish relationships, and participate in social environments. The family setting is particularly influential because parents serve as important attachment figures and models for children’s cognitive, behavioral, and emotional responses. Although previous research has examined parental behavior in relation to children’s developmental outcomes, less attention has been given to the relationship between parental conflict occurring in children’s presence and their emotional development, particularly among children with autism and those with typical development. The present study examined this relationship using questionnaire responses from 43 parents of children with autistic and typical developmental profiles. The frequency of parental arguments occurring in front of children was considered in relation to indicators of children’s emotional development. Pearson correlation analysis identified a positive association between the reported frequency of parental arguments and children’s emotional development. This finding should be interpreted cautiously, as the correlational design does not establish a causal relationship between parental conflict and emotional outcomes. The findings highlight the importance of examining the wider family environment when considering children’s emotional experiences and social development. Greater parental awareness of children’s emotional needs, constructive communication, meaningful play, and opportunities for positive social interaction may contribute to a more supportive developmental environment. Further research involving larger and more diverse samples is needed to examine regional, cultural, developmental, and family-related differences in children’s emotional development.

Keywords: Autism, Children, Emotional Development, Emotional Regulation, Parental Behavior, Parental Conflict, Parenting Practices, Parent–Child Interaction, Social Development, Family Environment.