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The purpose of this paper is to understand the effect of basin water depth towards the cumulative distillate yield of the traditional and developed single basin double slope solar still (DSSS).

Modified single basin DSSS integrated with solar operated vacuum fan and external water cooled condenser was fabricated using aluminium material. During sunny season, experimental investigations have been performed in both conventional and modified DSSS at a basin water depth of 3, 6, 9 and 12 cm. Production rate and cumulative distillate yield obtained in traditional and developed DSSS at different water depths were compared and best water depth to attain the maximum productivity and cumulative distillate yield was found out.

Results indicated that both traditional and modified double SS produced maximum yield at the minimum water depth of 3 cm. Cumulative distillate yield of the developed SS was 16.39%, 18.86%, 15.22% and 17.07% higher than traditional at water depths of 3, 6, 9 and 12 cm, respectively. Cumulative distillate yield of the developed SS at 3 cm water depth was 73.17% higher than that of the traditional SS at 12 cm depth.

Performance evaluation of DSSS at various water depths by integrating the combined solar operated Vacuum fan and external Condenser.

This paper investigated the possibilities of implementing inclusive education in the tertiary-level language classrooms and suggests new teaching methodologies adhering to the guidelines of multicultural education (MCE) framework. It explored how Indian teachers fostered social inclusivity in ESP (English for Specific Purposes) classrooms and documented the methods used by the language teachers to sustain a socially inclusive environment in the classroom.

This qualitative study undertaken with 17 faculty members using online interviews and surveys as tools revealed the challenges faced by the teachers.

The results have implications towards teacher training as there is a clear dearth of teacher strategies to foster an equitable and inclusive learning environment inside the classroom.

Classrooms are the sources of values and perspectives, and teachers are responsible for providing equal opportunities to students who are otherwise marginalised in society.

Inclusive education aims at providing equal opportunities to people despite the differences in terms of race, class, caste, region, religion, gender, sexuality, ethnicity and disabilities. India being a multilingual and multicultural country, inculcating values in students to enable them to reflect beyond these differences becomes important.