The design of effective flood risk mitigation strategies and their subsequent implementation is crucial for sustainable development in mountain areas. The assessment of the dynamic evolution of flood risk is the pillar of any subsequent planning process that is targeted at a reduction of the expected adverse consequences of the hazard impact. This study focuses on riverbed cities, aiming to analyze flood occurrences and their influencing factors. Through an extensive literature review, five key criteria commonly associated with flood events were identified: slope height, distance from rivers, topographic index, and runoff height. Utilizing the network analysis process within Super Decision software, these factors were weighted, and a final flood risk map was generated using the simple weighted sum method. 75% of the data was used for training, and 25% of it was used for testing. Additionally, vegetation changes were assessed using Landsat imagery from 2000 and 2022 and the normalized difference vegetation index (NDVI). The focus of this research is Qirokarzin city as a case study of riverbed cities, situated in Fars province, with Qir city serving as its central hub. Key rivers in Qirokarzin city include the Qara Aghaj River, traversing the plain from north to south; the primary Mubarak Abad River, originating from the east; and the Dutulghaz River, which enters the eastern part of the plain from the southwest of Qir, contributing to plain nourishment during flood events. The innovation of this paper is that along with the objective to produce a reliable delineation of hazard zones, a functional distinction between the loading and the response system (LS and RS, respectively) is made. Results indicate the topographic index as the most influential criterion, delineating Qirokarzin city into five flood risk zones: very low, low, moderate, high, and very high. Notably, a substantial portion of Qirokarzin city (1849.8 square kilometers, 8.54% of the area) falls within high- to very-high flood risk zones. Weighting analysis reveals that the topographic humidity index and runoff height are the most influential criteria, with weights of 0.27 and 0.229, respectively. Conversely, the height criterion carries the least weight at 0.122. Notably, 46.7% of the study area exhibits high flood intensity, potentially attributed to variations in elevation and runoff height. Flood potential findings show that the middle class covers 32.3%, indicating moderate flood risk due to changes in elevation and runoff height. The low-level risk is observed sporadically from the east to the west of the study area, comprising 12.4%. Analysis of vegetation changes revealed a significant decline in forest and pasture cover despite agricultural and horticultural development, exacerbating flood susceptibility. 

Improving educational outcomes in subjects such as English and mathematics remains a significant challenge for educators and policymakers. Strategic Human Resource Management (SHRM), which aligns human resource practices with organizational goals, has proven effective in business sectors but is less explored in educational contexts, especially from students’ perspectives. Existing studies often focus on teacher development, overlooking direct impacts on student performance. This research addresses the gap by examining how SHRM influences students’ performance in English and mathematics, incorporating student feedback to assess SHRM’s effectiveness. In the quantitative study, 200 students were analyzed to explore the relationship between SHRM practices and academic outcomes. The findings indicate that SHRM significantly affects student performance, with high predictive relevance and explanatory power in both subjects. The results suggest that strategic HR practices, such as professional development, performance management, and resource allocation, are critical to academic success. These insights provide valuable implications for educators and policymakers, highlighting the importance of integrating strategic HR management into educational frameworks to enhance curriculum design and resource distribution. The study demonstrates the broad applicability of SHRM across different academic disciplines, suggesting a need for comprehensive HR strategies that focus on both teacher and student performance. Future research should explore how SHRM influences educational outcomes and identify contextual factors that moderate its impact, enhancing effective HR practices in diverse academic settings.

This study aims to explore the perceptions of the Scholarship of Teaching and Learning (SoTL) of primary and secondary school teachers in C City, China, as well as the challenges they face in developing these abilities. Through narrative inquiry involving five current teachers, the research collected their personal experiences in the development of teaching and academic abilities, with data gathered through semi-structured interviews. The findings reveal that teachers are primarily driven by external forces, professional identity, personal growth, and the need to improve teaching quality in their efforts to enhance teaching and academic abilities. However, they also encounter challenges such as teaching pressures, time management difficulties, insufficient school support, and declining energy. To overcome these obstacles, teachers have adopted strategies such as time management, task allocation, and cognitive enhancement. The study concludes by recommending that through the combined efforts of teachers, schools, and society, a strong professional belief system should be established, and a supportive environment should be created to collaboratively promote the development of teaching and academic abilities among primary and secondary school teachers, thereby fostering their professional growth.

Intelligent toy design and development talents need to master certain electronic intelligent control, arts and crafts design, product modeling design and other skills. There is a shortage of intelligent toy designers in our country, and toy enterprises are in urgent need of professional and technical personnel engaged in toy product modeling and functional design. Therefore, it is urgent to cultivate intelligent toy design and development talents. This paper explores the necessity of cross-professional training of intelligent toy design and development talents, relies on teachers' scientific research and enterprise projects, etc., takes graduation projects as a breakthrough, pushes back the talent training curriculum system, and proposes an cross-professional collaborative training model. Through cross-professional combination training intelligent toy design talents, so that they have the design thinking of toy designers and a certain degree of electronic engineer design thinking, can better adapt to the rapid development of modern toy design industry, enterprises changing new requirements.