The number of accidents at level railway crossings, especially crossings without gate barriers/attendants, is still very high due to technical problems, driving culture, and human error. The aim of this research is to provide road maps application based on ergonomic visual displays design that can increase awareness level for drivers before crossing railway crossings. The double awareness driving (DAD) map information system was built based on the waterfall method, which has 4 steps: defining requirements, system and software design, unit testing, and implementation. User needs to include origin-destination location, geolocation, distance & travel time, directions, crossing information, and crossing notifications. The DAD map application was tested using a usability test to determine the ease of using the application used the System Usability Scale (SUS) questionnaire and an Electroencephalogram (EEG) test to determine the increase in concentration in drivers before and immediately crossing a railway crossing. Periodically, the application provides information on the driving zone being passed; green zone for driving distances > 500 m to the crossing, the yellow zone for distances 500m to 100m, and the red zone for distances < 100 m. The DAD map also provides information on the position and speed of the nearest train that will cross the railway crossing. The usability test for 10 respondents giving SUS score = 97.5 (satisfaction category) with a time-based efficiency value = 0.29 goals/s, error rate = 0%, and a success rate of 93.33%. The cognitive ergonomic testing via Electroencephalogram (EEG) produced a focus level of 21.66%. Based on the results of DAD map testing can be implemented to improve the safety of level railroad crossings in an effort to reduce the number of driving accidents.

In Ecuador, although regulations on curricular adaptations are clearly defined, Physical Education teachers face challenges at the micro-curricular level in adapting their classes to meet the needs of students with disabilities, specific learning difficulties, and vulnerable situations. The objective of this study was to analyze the presence and characteristics of specific curricular adaptations for Physical Education on a global scale. A scoping review was conducted following the PRISMA-ScR guidelines, covering studies from the Scopus database. A total of 112 articles were identified, and 16 that met the inclusion criteria were selected. These studies addressed curricular adaptations in Physical Education across five dimensions: teaching methodology, inclusive assessment, access to resources, accessible environments, and learning content, with a focus on students with disabilities. It was concluded that the combination of access adaptations, methodological strategies, and curricular content modifications enhances the inclusion and participation of students with disabilities. Interventions with these simultaneous adaptations achieved levels of satisfaction, self-efficacy, and holistic development, influenced by the geographical and cultural context.

This research aims to delineate the ecocity indicators from the local perspectives in urban communities in the Northeast of Thailand. The research was quantitative survey research. Data was collected from a sample of 400 people who live in Khon Kaen Municipality and Udon Thani Municipality using a questionnaire. Data was analyzed by descriptive statistics and factor analysis. We found that the eco-city indicators from the perspective of people in the urban communities in the Northeast of Thailand were divided into three main criteria: a) economic perspectives; b) social perspectives; and c) environmental perspectives. When considering each aspect, it was found that the economic perspective had a total of 9 issues with an average of 3.06 out of 5.00, the social perspective had a total of 16 issues with an average of 3.76 out of 5.00, and the environmental perspective had a total of 14 issues with an average at 3.00 out of 5.00.

This research explores the necessity and the effect of job resources for undergraduates’ career satisfaction during work experience in an apprenticeship program. Additionally, we examine the extent to which a supportive environment enhances apprentice career satisfaction by providing access to valuable learning experiences. We propose PLS equation modelling with a sample of 81 students who completed a dual apprenticeship degree in Business Administration and Management at Spanish University. The study finds that all three workplace job resources are necessary for career satisfaction among apprentices. Learning opportunities and social relations have significant effects, while job control contributes only marginally. It highlights that learning opportunities enhance social relations, emphasizing the importance of feedback. The study extends job resource research to university level apprenticeships, showing that without these resources, apprentices lack career satisfaction. It highlights that learning opportunities are crucial for satisfaction through social relations and offers guidance for designing effective workplace training programs.