Indonesian J our nal of Electrical Engineering and Computer Science V ol. 40, No. 2, No v ember 2025, pp. 916 ∼ 925 ISSN: 2502-4752, DOI: 10.11591/ijeecs.v40.i2.pp916-925 ❒ 916 Effect of binaural beat brainwa v e entrainment on brainwa v e ratios in students with lear ning difculties Shweta Kanher e Banait 1 , Prabhat Ranjan 1 , Rajendra Mor e 2 1 School of Interdisciplinary Research and Studies, D Y P atil International Uni v ersity Akurdi, Pune, India 2 Oasis Counselors F oundation, Pune, India Article Inf o Article history: Recei v ed Jul 27, 2024 Re vised Aug 28, 2025 Accepted Oct 15, 2025 K eyw ords: Binaural beat Brainw a v e entrainment Electroencephalograph y Learning dif culties Learning performance Po wer ratio Po wer spectral density ABSTRA CT This study e xamined the impact of binaural beat brainw a v e entrainment (BB BWE) on cogniti v e function and learning performance (LP) in children aged 8-13 with learning dif culties. A group of 52 participants w as di vided into a test group (TG) recei ving BB BWE for four weeks and a control group (CG) without interv ention. Results sho wed signicant impro v ements in the TG, with LP increasing by up to 78% by week 4 according to cogniti v e assessment meth- ods. EEG data corroborated these ndings, sho wing a 74% impro v ement in TG students’ performance. F a v orable changes in Electroencephalograph y (EEG ) ra- tios were observ ed, including decreased theta/beta and theta/alpha ratios and an increased alpha/beta ratio. T opographical EEG maps re v ealed more balanced brain acti vity patterns post-BWE. The CG sho wed no signicant changes. No- tably , performance in the TG declined after discontinuing BWE, suggesting the need for ongoing interv ention to maintain benets. These ndings indicate that BB BWE could be an ef fecti v e non-in v asi v e method for enhancing cogniti v e function and learning capacity in i ndi viduals with learning dif cul ties. Ho we v er , further research is needed to establish long-term ef fects and optimal application protocols. This is an open access article under the CC BY -SA license . Corresponding A uthor: Shweta Kanhere Banait School of Interdisciplinary Research and Studies, D Y P atil International Uni v ersity Akurdi, Pune, Maharashtra - 411044, India Email:shweta.kanhere@gmail.com 1. INTR ODUCTION Digital media, particul arly social media, has become an inte gral part of modern society , with de vices lik e laptops, smartphones, and tablets serving as primary sources of potential addiction. WHO research sho ws that digital distractions hinder children from completing essential tasks [1]. F ocus on learning dif culties (LD) in children is crucial because it impacts core skills lik e reading, writing, and problem-solving, which can af fect their condence and academic progress, so early interv ention can signicantly impro v e their social, emotional, and cogniti v e de v elopment [2]–[5]. Current methods lik e beha vioral interv entions, special education, cogniti v e training, and pharmacological treatments for LD are costl y , require specialized resources, and frequently ad- dress only symptoms, with some treatments ha ving side ef fects that may impact o v erall health [6], [7]. Binaural beat (BB) brainw a v e entrainment (BWE) is a non-in v asi v e, promising technique to enhance concent ration, re- laxation, and cogniti v e performance; it helps synchronize brainw a v e frequencies (delta, theta, alpha, beta, and g amma) with desired cogniti v e states, as seen in Figure 1. BB’ s are generated when tw o sl ightly dif ferent frequencies are played separately into each ear , creating the illusion of a third tone [8], [9]. In this study , a 20 J ournal homepage: http://ijeecs.iaescor e .com Evaluation Warning : The document was created with Spire.PDF for Python.
Indonesian J Elec Eng & Comp Sci ISSN: 2502-4752 ❒ 917 Hz percei v ed binaural beat in the beta range is generated by presenting a 300 Hz tone to one ear and a 320 Hz tone to the other as sho wn in Figure 2. Figure 1. BWE frequencies and associated cogniti v e functions Figure 2. BB entrainment entering the brain with 20 Hz frequenc y Brainw a v e ratios are relationships between specic brainw a v e frequencies, which sho w imbalances or areas of acti vity that may relate to certain mental health conditions, cogniti v e functions, or responses to interv entions lik e BWE. In t his study , delta and g amma frequencies are e xcluded. Theta/beta ratio (TBR), theta/alpha ratio (T AR), and alpha/beta ratio (ABR) are particularly considered as the y are signicant for re- search objecti v es. Lo wer TBR is generally associated with better cogniti v e performance, including impro v ed attention and w orking memory [10]. The T AR of fers insights into attention, memory formation, and informa- tion processing, with a balanced ratio link ed to optimal cogniti v e states for learning [11]. The ABR indicates a state of relax ed focus when balanced, conduci v e to learning and cogniti v e performance [12]. Ele v ated or lo wered ratios can signify v arious cogniti v e challenges. These ratios typically change with age, reecting the maturation of cogniti v e systems. Electroencephalograph y (EEG) dif fers from other methods of recording brain acti vity by its non- in v asi v eness, portabilit y , and af fordability , which mak es it especially useful for study . Unlik e functional mag- netic resonance imaging (fMRI), magnetoencephalograph y (MEG), positron emission tomograph y (PET), and near -infrared spectroscop y (NIRS), which, although highly detailed, is e xpensi v e, less accessible, and requires participants to remain still in a lar ge machine, electrocorticograph y (ECoG) is in v asi v e and thus mainly limited to sur gical conte xts [13]–[15]. EEG enables more realistic mo v ement and may be used in a v ariety of settings. F or research focusing on instantaneous cerebral responses, EEG also pro vides higher temporal resolution, col- lecting brainw a v e v ariations in real time [14]. Se v eral studies ha v e indicated that alpha frequencies (10–12 Hz) ha v e been sho wn to promote relaxation and a calm, focused state [16]. Additionally , other BWE techniques lik e isochronic tones and visual entrainment may pro vide stronger ef fects. Also, monaural beats of fer an alter - nati v e, b ut the y often require specialized equipment and can’ t easily be used at home, while studying, tra v eling, or in other e v eryday situations, which can cause user discomfort [17], [18]. Ef fect of binaur al beat br ainwave entr ainment on br ainwave r atios in ... (Shweta Kanher e Banait) Evaluation Warning : The document was created with Spire.PDF for Python.
918 ❒ ISSN: 2502-4752 BB BWE demonstrates potential for cogniti v e enhancement and relaxation; ho we v er , there are notable research g aps that need to be addressed. The e xact mechanisms through which BB af fects brain function are still unclear , and more studies are needed to e xplore its long-term safety , particul arly for children and young adults. Indi vidual respons es to BB v ary , suggesting a need for personalized approaches. Additionally , research on the optimal frequencies, session durations, and real-w orld applications is limited by the lack of or g anized and accessible secondary datasets, further hindering progress in this eld. This study emplo ys a pre-and post-test e xperimental design to e xplore ho w BBs at 20 Hz af fect brain- w a v e ratios and enhance concentration, mental alertness, learning, and creati vity in children. A syllab us-based study assessment tool is designed to check weekly impro v ements. Beha vioral changes were recorded during the study duration. Post-analysis performances als o check for 4 weeks to observ e the long-term ef fects of the entrainment. 2. MA TERIALS AND METHODS The study in v olv ed identifying participants, obtaining consent, and ha ving them complete question- naires. EEG signals were collected, cleaned, and analyzed. Selected participants abstained from medications for one month before the study . Both pre- and post-interv ention data were compared using statistical analysis to assess changes in brainw a v e ratios. A friendly en vironment w as maintained to ensure participant comfort. This section includes information about participants, de vices used, data acquisition and analysis, e xperimentation procedures, and cogniti v e state assessments. D Y P atil International Uni v ersity , Pune ethically appro v ed the study . P articipants and their parents pro vided written consent, and the withdra w al option w as a v ailable, though no withdra w als occurred. 2.1. P articipants The study sample included N=52 students (40 bo ys and 12 girls) aged 8 to 13 years, selected from reno wned schools in Pune, India. P articipants were c h os en based on teachers’ reports and parents’ interests. Medical and f amily histories were recorded, and thos e with medication, hearing problems, or disorders other than ADHD were e xcluded. P articipants were di vided into tw o groups: the test group (TG) (N=30, including 8 with ADHD) recei v ed BWE, while the control group (CG) (N=22) did not. 2.2. De vices F or brainw a v e recordings, the EMO TIV EPOC X wireless 14-channel EEG headset with Emoti vPR O softw are for real-time brainw a v e monitoring is used. Saline-based electrodes of fered impro v ed signal quality and comfort for young participants. The headset features 8 frontal sensors (AF3, AF4, F3, F4, F6, F7, FC5, FC6), 2 occipital (01, 02), 2 parietal (P7, P8), and 2 temporal (T7, T8) sensors [19]. Figure 3 sho ws an EEG ac- quisition setup; Figure 3(a) sho ws the channel placement, and Figure 3(b) illustrates the headset w as mounted on the participant’ s head during EEG data recording. (a) (b) Figure 3. EEG acquisition setup: (a) channel placement in emoti v EPOC X headset and (b) de vice on participant’ s head Indonesian J Elec Eng & Comp Sci, V ol. 40, No. 2, No v ember 2025: 916–925 Evaluation Warning : The document was created with Spire.PDF for Python.
Indonesian J Elec Eng & Comp Sci ISSN: 2502-4752 ❒ 919 The electrode placement, illustrated in Figure 4, follo wed the 10-20 system, ensuring s tandardized positioning across studies [20]. High-quality stereo headphones were used to deli v er BBs accurately , with o v er -ear or on-ear models preferred for their sound isolation. Spec ialized softw are on tablets and smartphones managed the BB generation, ensuring consistent auditory stimuli throughout the study . Figure 4. The 10-20 system with front-back (nasion to inion) electrode distances [16] 2.3. Experimentation pr ocedur e De vices were check ed for compatibility , and the BB procedure w as e xplained. An initial re cording w as made before the e xperiment be g an. Demo sessions addressed participant queries, and on the rst day , participants set up their en vironm ent as instructed. P articipants listened to a 20 Hz BB stimulus for at least 20 minutes daily , then spent one hour each day m emorizing answers to challenging questions. The 30-day (4-week) e xperiment w as conducted both of ine at school and online via Zoom and Google Meet for absent students. Progress reports and weekly tests were used t o assess performance. A nal recording w as tak en after 4 weeks to compare the results with the initial data. A post-analysis w as conducted after the 4-week e xperiment to e v aluate the sustained ef fects of BB on brai n w a v e acti vity , cogniti v e function, and learning performances (LP) with the help of parents and teachers. 2.4. Data acquisition and pr ocessing The EEG signal processing o w is sho wn in Figure 5. Data were col lected in a soundproof room with open-e ye EEG recordings for 20 minutes before and after the e xperim ent. P articipants were advised to mini- mize head mo v ement, and good sensor contact w as maintained to ensure accurate data collection. Ra w EEG data were displayed in µ V per sample with a resolution of 128 Hz. Artif acts in EEG signals, including those from head mo v ement, muscle contractions, and electrical noise, can obscure true neural acti vity [21]. Rigorous preprocessing, such as artif act rejection and signal cleaning, w as emplo yed to ensure data reliability [22]. This approach enables accurate e v aluation of BB ef fects on cogniti v e functions, enhancing focus and learning. The results from EEG analysis, including brainw a v e ratios, po wer spectral density (PSD), and topological maps, were compared with beha vioral ndi ng s to g ain comprehensi v e insights. Additionally , a post-e xperiment anal- ysis w as conducted. Data from 52 participants has been or g anized and is a v ailable upon request. T o ll up the identied research g aps, this study’ s methodology is a systematic approach. EEG dat a stored in European data format (EDF) were pre-processed using MNE-Python. The process included notch ltering to remo v e 50 Hz interference, artif act remo v al with independent component analysis (ICA), and high-pass and lo w-pass ltering. Band-pass lters isolated theta (4-8 Hz), alpha (8-12 Hz), and beta (12-30 Hz) frequencies, while delta w a v es were e xcluded due to their association with deep sleep rather than acti v e cogniti v e functi ons [23]. Data were se gmented into 2-second epochs with 50% o v erl ap and analyzed using the f ast fourier transform (FFT) and W elch’ s method for po wer spectral density [24]. P aired t-tests compared pre- and post-BB BWE measurements [25]. Ef fect of binaur al beat br ainwave entr ainment on br ainwave r atios in ... (Shweta Kanher e Banait) Evaluation Warning : The document was created with Spire.PDF for Python.
920 ❒ ISSN: 2502-4752 Figure 5. Ov erall EEG signal processing o w 2.5. Cogniti v e states assessment Cogniti v e states assessment pro vided additional insights into mental and beha vioral skill impro v e- ments. A mental states questionnai re w as de v eloped to e v aluate changes in mental states and emotions before and after the e xperiment. It co v ered study-related, academic , f amily , and personal questions to assess mental health and impro v ements from BBs. P arents and teachers rated subjects using: − Frequenc y scale: ranges from 0 to 10, where 0 represents “Ne v er , ” 5 signies “Occasionally , ” and 10 indicates “Often. ” − Performance scale: includes cate gories such as “Excellent, ” “ A v erage, ” and “No Impro v ement. ” This multi- dimensional approach aimed t o pro vide a comprehensi v e vie w of mental health and measure the interv en- tion’ s ef fecti v eness in enhancing cogniti v e and emotional states. 3. RESUL TS AND AN AL YSIS From this e xperimentation w ork, i t w as found that those with LD had higher theta w a v e acti vity relati v e to beta w a v es, based on initial EEG data. In the TG, 18 participants, and in the CG, 6 participants sho wed this condition. Figure 6 illustrates the analysis of EEG ratios before and after BB BWE, re v ealing signicant dif ferences. As sho wn in Figure 6(a), substantial impro v ements were observ ed in TG: the TBR decreased from 3.5 to 2.1, the T AR decreased from 2.8 to 1.9, and the ABR increased from 1.2 to 1.5, all with p-v alues less than 0.05, indicating statistical signicance. In contrast, the CG did not e xhibit signicant changes, with TBR decreasing slightly from 3.8 to 3.7, T AR from 3.0 to 2.9, and ABR incre asing from 1.3 to 1.4, all with p-v alues greater than 0.05 as illustrated in Figure 6(b). T able 1 summarizes these ndings, sho wing mean v alues and standard de viations of EEG ratios before and after BWE, alongside the p-v alues indicating statistical signicance. The signicant impro v ements in the TG, with p-v alues belo w 0.05, conrm the ef fecti v eness of BB BWE in enhancing cogniti v e functions, while the stable ratios in the CG reinforce the interv ention’ s impact. Figure 7 presents EEG topological maps sho wing changes in brain acti vity for tw o participants from TG after one month of BB BWE. P articipant 1 sho wed a signicant shift from pronounced frontal right acti vity (red/orange) pre-BWE to a more balanced central acti vity (blue) post-BWE, suggesting impro v ed cogniti v e processing and attention illustrated in Figure 7(a). P articipant 2, who has ADHD, initially e xhibite d minimal central and left acti vity (blue). Post-BWE, there w as increased frontal and right act i vity (red), indicating en- Indonesian J Elec Eng & Comp Sci, V ol. 40, No. 2, No v ember 2025: 916–925 Evaluation Warning : The document was created with Spire.PDF for Python.
Indonesian J Elec Eng & Comp Sci ISSN: 2502-4752 ❒ 921 hanced eng agement of e x ecuti v e function areas illustrated in Figure 7(b). These changes, mark ed by color transitions from e xtremes (red and blue) to balanced distrib utions, suggest positi v e cogniti v e processing im- pro v ements tailored to indi vidual learning challenges. (a) (b) Figure 6. Brainw a v e rations before and after the completion of week 4: (a) TG and (b) CG T able 1. EEG ratios before and after e xperimentation Group Ratio Before BWE (Mean ± SD) After BWE (Mean ± SD) p-v alue TG TBR 3.5 ± 0.2 2.1 ± 0.1 < 0.05 T AR 2.8 ± 0.3 1.9 ± 0.2 < 0.05 ABR 1.2 ± 0.1 1.5 ± 0.15 < 0.05 CG TBR 3.8 ± 0.25 3.7 ± 0.3 > 0.05 T AR 3.0 ± 0.2 2.9 ± 0.25 > 0.05 ABR 1.3 ± 0.15 1.4 ± 0.2 > 0.05 (a) (b) Figure 7. T opographical maps for TG participants before and after BB BWE: (a) participant 1 (learning issues) and (b) participant 2 (learning issues + ADHD) Figure 8 sho ws the po wer spectral density (PSD) graph pre- and post-BB BWE with 30 TG part ici- pants. Before BWE (solid black line), peaks in theta, alpha, and beta bands indicated cogniti v e inef cienc y , moderate relaxation, and focus. After BWE (dashed dark red line), theta po wer decreased, alpha po wer slightly increased, and beta po wer signicantly rose, reecting impro v ed cogniti v e ef cienc y , relaxation, focus, and alertness. These changes, aligned with a 74% impro v ement in LP , underscore the ef fecti v eness of BB BWE in enhancing cogniti v e functions and learning. Prior to the e xperimentation, participants sho wed a pattern of memorizing 2-3 long answers within an hour b ut for getting them within 2-3 days, requiring re-memorization. This for getfulness c ycle, reported by both parents and teachers, w orsened if repetition didn’ t occur within a week. The study tar geted problematic subjects to assess LP , aiming to determine BWE’ s ef fecti v eness in impro ving retention and academic performance. This focused approach allo wed for a tar geted assessment of BWE’ s potential benets for students with LD. T able 2 presents the weekly performance test r esults of the TG and CG o v er se v en weeks, focusing on the number Ef fect of binaur al beat br ainwave entr ainment on br ainwave r atios in ... (Shweta Kanher e Banait) Evaluation Warning : The document was created with Spire.PDF for Python.
922 ❒ ISSN: 2502-4752 of question-answers memorized (QA) in one hour and the percentage impro v ement in LP . The TG sho wed signicant LP increases, peaking at 78% by week 4 b ut declined to 40% by week 7 aft er discontinuing BWE. The CG, which did not under go BWE, had modest and uctuating impro v ements , peaking at 22% in week 2 and stabilizing at 16% by week 7. After one month, the TG re gressed to problematic conditions, e xcept for six participants who continued BWE and retained good LP . The CG sho wed no long-term benets, highlighting the impact of BWE on LP . Figure 8. The PSD before and after BB BWE T able 2. W eekly performance test results and impro v ement Session W eek A v erage QA A v erage QA Impro v ement Impro v ement (TG) (CG) (TG) (CG) I 0 QA = 3 QA = 3 – – II 1 QA = 4±1 QA = 4±1 20 18 III 2 QA = 5±1 QA = 4±1 30 22 IV 3 QA = 5±2 QA = 4±1 50 15 V 4 QA = 6±1 QA = 4±1 78 21 VI 5 QA = 6±1 QA = 3±1 72 16 VII 7 QA = 4±1 QA = 3±1 40 16 4. DISCUSSION The study re v ealed s ignicant cogniti v e and learning impro v ements with 20 Hz BB BWE. The TG sho wed a 78% increase in memorization and LP by week 4 which is remarkable. Moderate impro v ement in academic performance w as noted by teachers. From EEG data analysis reduced TBR and T AR, along with an increased ABR, reecting enhanced cogniti v e control and a relax ed yet focused state. The PSD analysis sho wed a 74% impro v ement in LP , with increased be ta po wer post-BWE. T opographical maps conrmed more balanced brain acti vity . W e found a good alignment between beha vioral analysis and EEG, with an 87.84% correlation. The CG sho wed only random, minimal changes. According to observ ations, children with ADHD had less progress than other TG participants, suggesting that longer , more intense sessions are needed to maximize g ains. A decline in performance after discontinuing BWE suggests the need for ongoing interv ention. The dataset of N=52 participants with LD is or g anized and a v ailable upon request for further research. Indonesian J Elec Eng & Comp Sci, V ol. 40, No. 2, No v ember 2025: 916–925 Evaluation Warning : The document was created with Spire.PDF for Python.
Indonesian J Elec Eng & Comp Sci ISSN: 2502-4752 ❒ 923 5. CONCLUSION AND FUTURE SCOPE This study pro vides compelling e vidence for the ef cac y of BB BWE in impro ving brainw a v e rat ios, cogniti v e functions, and LP in indi vidual s with LD. A decline in performance af ter discontinuing BWE in- dicates that the benets may be temporary without continued application. These ndings suggest BWE as a promising non-pharmacological interv ention for students with learning challenges. This technique is straight- forw ard to use, portable, non-in v asi v e, and reasonably priced. It might greatly benet a v ariety of mental health conditions if incorporated into routine. Future research is needed to achie v e the long-term impacts of BB BWE. The use of adv anced neu- roimaging and machine learning techniques could deepen understanding and optimize strate gies. Expanding the database with di v erse, lar ger samples and e xamining cultural, en vironmental f actors, and academic perfor - mance correlations w ould enhance the rob ustness and applicability of BWE in educational settings. A CKNO WLEDGEMENTS W e are grateful to Principal Mona Chaddha of My School, W akad, Pune, for allo wing students to par - ticipate in this study and pro viding lab f acilities. W e also thank the teachers of My School for their cooperation and support throughout the research process. Additionally , we e xtend our heartfelt thanks to psychologists Dr . Maya Mainkar and Nutan Kant for their in v aluable guidance and support during this study . FUNDING INFORMA TION The author(s) declare that no specic funding w as recei v ed for this research w ork. A UTHOR CONTRIB UTIONS ST A TEMENT This journal uses the Contri b ut or Roles T axonomy (CRediT) to recognize indi vidual author contrib u- tions, reduce authorship disputes, and f acilitate collaboration. Name of A uthor C M So V a F o I R D O E V i Su P Fu Shweta Kanhere Banait ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Prabhat Ranjan ✓ ✓ ✓ ✓ ✓ ✓ Rajendra More ✓ ✓ ✓ ✓ ✓ C : C onceptualization I : I n v estig ation V i : V i sualization M : M ethodology R : R esources Su : Su pervision So : So ftw are D : D ata Curation P : P roject Administration V a : V a lidation O : Writing - O riginal Draft Fu : Fu nding Acquisition F o : F o rmal Analysis E : Writing - Re vie w & E diting CONFLICT OF INTEREST ST A TEMENT Authors state no conict of interest. INFORMED CONSENT W e ha v e obtained informed consent from all indi viduals included in this study , and in the case of minors, written consent w as obtained from their parents or guardians. ETHICAL APPR O V AL This study w as appro v ed by the Ethical Committee of D Y P atil International Uni v ersity , Akurdi, Pune, India. All procedures performed in the study in v olving human participants were in accordance with the ethical standards of the institutional research committee. Ef fect of binaur al beat br ainwave entr ainment on br ainwave r atios in ... (Shweta Kanher e Banait) Evaluation Warning : The document was created with Spire.PDF for Python.
924 ❒ ISSN: 2502-4752 D A T A A V AILABILITY The data supporting this study’ s ndings are a v ailable from the corresponding author (S.K.B.) upon reasonable request. Due to pri v ac y and ethical restrictions, the data are not publicly a v ailable. REFERENCES [1] W orl d Health Or g anization, Guidelines on physical activity , sedentary behaviour and sleep for c hildr en under 5 year s of a g e . 2019. [2] E. Cainelli and P . Bisiacchi, “Neurode v elopmental disorders: past, present, and future, ” Childr en , v ol. 10, no. 1, p. 31, Dec. 2022, doi: 10.3390/children10010031. [3] K. Brimo, L. Dinkler , C. Gillber g, P . Lichtenstein, S. Lundstr ¨ om, and J. ˚ Asber g Johnels, “The co-occurrence of neurode v elopmental problems in dysle xia, ” Dysle xia , v ol. 27, no. 3, pp. 277–293, Aug. 2021, doi: 10.1002/dys.1681. [4] A. Zamora-Moratalla, M. M. de Lagr ´ an, and M. 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Indonesian J Elec Eng & Comp Sci ISSN: 2502-4752 ❒ 925 BIOGRAPHIES OF A UTHORS Mrs. Shweta Kanher e Banait is currently pursuing a Ph.D. from D.Y . P atil Interna- tional Uni v ersity , Pune. W ith 15 years of teaching e xperience, her research interests include wireless sensor netw orks, signal processing, e-w aste management, cogniti v e therapies, and brain-computer interf aces. Additionally , she is a dedicated social w ork er , teaching slum students and w omen. She can be contacted at email: shweta.kanhere@gmail.com. Pr of . Prabhat Ranjan V ice Chancellor of D.Y . P atil International Uni v ersi ty , is a nuclear fusion scientist, futurist, educator , inno v ator , and entrepreneur . He serv ed as e x ecuti v e director of India’ s T echnology Think T ank, TIF A C, where T echnology V ision 2035 w as de v eloped under his leadership. He has cont rib uted to nuclear fusion research, the Chandrayaan-II mission, and assisti v e technology for persons with se v ere disabilities. He holds a Ph.D. in ph ysics from the Uni v ersity of California, Berk ele y , and has recei v ed numerous accolades for his contrib utions to science and technology . He can be contacted at email: prof.prabhat.ranjan@gmail.com. Dr . Rajendra Mor e is P h.D. and a retired AMC soldier wit h o v er 22 years of service in the Indian Army M edical Corps, specializing in psychological counseling, narco analysis, and clin- ical h ypnotherap y . As a senior clinical h ypnotherapist, moti v ational speak er , and life management coach. Post-retirement, he founded “Project Y uv a Chetna” and trained o v er 500 school counselors, beneting o v er 9 lakh youth. He is an International Licensed Master NLP Pra ctitioner (UK), UN v olunteer , and member of the Indian Psychiatric Society (IPS). He can be contacted at email: oasis- counsellors1@gmail.com. Ef fect of binaur al beat br ainwave entr ainment on br ainwave r atios in ... (Shweta Kanher e Banait) Evaluation Warning : The document was created with Spire.PDF for Python.