The market demand for uniformity and productivity of commercial carrot roots has prioritized hybrid materials over open-pollinated varieties. In this sense, the objective of this work was to estimate the combining ability of carrot genitors for root productivity and resistance to leaf scorch. The experiments were conducted in Gama, DF, in the agricultural years 2012/13 and 2013/14. We evaluated 33 carrot hybrids, originated from crosses between three male-sterile populations, with 11 male-fertile S2 lines, all the genitors being of tropical origin. At 90 days after sowing, the severity of the leaf blight disease was estimated in the plots. At 100 days after sowing, harvesting was performed and root yield characters were evaluated. Analysis of variance and partial diallel analysis were performed for each year and jointly for both years. It was found that additive and non-additive genes are important in the manifestation of root yield and leaf blight resistance traits in carrot hybrids. The male-sterile parents with higher overall combining ability for root productivity are strains LM-649 and LM-650 and, among the male-fertile, strain LM-555-2-2. The best hybrids for root yield and leaf blight resistance are LM-649 × LM-555-11-1, LM-650 × LM-555-7-1 and LM-650 × LM-554-8-1.

Shared education has the potential to foster pluralistic values and improve relations between individuals from diverse ethno-linguistic backgrounds. This study aims to contribute to the understanding of how shared learning experiences can promote pluralism and social equality by examining the pedagogical factors that influence their success. This study focuses on a shared English learning model implemented with 8th-grade Arab and Jewish students in homogenous Israeli cities. This qualitative study, involving observations, interviews, focus groups, and transcript analysis, engaged 42 students, two teachers, and two administrators. The findings suggest that shared education has positive social implications. It facilitated interaction between Arab and Jewish students and challenged negative stereotypes. Notably, the Jewish students’ limited Arabic language proficiency led to complex interactions, stimulating critical thinking about linguistic inequality and increasing motivation to learn Arabic. While shared education improved intergroup relations, it also encountered logistical challenges that necessitated institutional support to optimize its effectiveness.