A serious problem in the workplace is incivility, which impacts especially vulnerable groups like single mothers who hold jobs and experience subtle unfair or damaging treatment. As the number of single working mothers continues to rise in today’s workforce, this study aims to clarify third-party perceptions about incivility against them at work and subsequent influences on individuals as well as the organization. Because the analysis is embedded in theories of social role expectations and organizational justice, it explores third-party observers’ perceptions (such as coworkers or supervisors) of whether incivility directed at single working mothers differs from that experienced by their comparison group—professionally equivalent peers who do not share equal caregiver responsibilities. The researchers employed a mixed-methods approach, incorporating both quantitative surveys and in-depth qualitative interviews to collect rich data from participants who represented several fields. They report their results that third-party observers are less likely to experience vicarious justification of incivility against single working mothers but may be equally unlikely or even more reluctant than in the case of other employees and furthermore find this data account for these differences. The results illustrate the intricate interplay of gender, family structure and work dynamics on workplace outcomes—all leading to lower job satisfaction rates, a high level of stress or even stagnation in career progression for single working mothers. Our findings also extend the workplace incivility literature by demonstrating ways in which single working mothers are particularly vulnerable to this form of mistreatment and a broader need for organizational policies that cultivate an inclusive, supportive environment. Implications for human resource management, organizational culture and policy based on these findings are discussed as it may provide some recommendations for handling incivility in the workplace environment.

An important element in dealing with HIV/AIDS is to disclose of its status to others. One of the problems faced by HIV/AIDS sufferers in disclosing their status is finding people they can trust, who can keep information about their HIV/AIDS status and not divulge it to other parties without their permission. Not many people can accept them without prejudice and stigma. This article discusses the communication efforts carried out by female AIDS activists in the community as co-owners who receive information from people with HIV/AIDS and subsequently become confidants and assist them in medical and psychological and social aspects. This study used a qualitative method. Data was collected through in-depth interviews with 9 Community AIDS activist women from 7 regions. The results of the study reveal the process of housewives transforming into community AIDS activists, how they get personal information about the status of HIV/AIDS and eventually become co-owners of information who eventually become confidants, have responsibilities and help people with HIV/AIDS in health, psychological and social aspects.

This study examines the impact of structured cultural educational activities on various dimensions of student well-being in primary education. Using a randomized controlled trial design, 120 third- and fourth-grade students from Arad County, Romania, were assigned to either an experimental group, which participated in cultural educational activities, or a control group, which received no intervention. Well-being and social behavior were assessed using the Strengths and Difficulties Questionnaire (SDQ) and the EPOCH Measure of Adolescent Well-Being, administered before and after the intervention. The SDQ evaluated emotional symptoms, hyperactivity, conduct problems, peer relationship issues, and prosocial behavior, while the EPOCH scale measured engagement, perseverance, optimism, connectedness, and happiness. Analysis revealed statistically significant improvements (p < 0.05) in the experimental group compared to the control group. Students in the experimental group exhibited reduced hyperactivity and peer relationship problems, alongside notable increases in engagement, perseverance, optimism, connectedness, and happiness. These findings highlight the efficacy of integrating cultural educational activities into the primary school curriculum as a strategy for enhancing emotional and social development. The study underscores the importance of such interventions in fostering positive developmental outcomes and offers a foundation for further research into their long-term effects and adaptability across diverse educational contexts.

This study examines the factors that predict successful transition outcomes for college students with impairments in Saudi Arabia. A stratified random sample method was employed to survey 500 people across various educational levels and disability categories. The efficacy of Individualized Education Plans (IEPs), cultural variables, and perceptions of transition services have been investigated using Structural Equation Modeling (SEM). The study revealed significant positive correlations between the efficacy of Individualized Education Programs (IEPs) and favourable impressions of transition services. Additionally, it highlighted the impact of cultural variables on transition results. The assessment of indirect effects confirmed that cultural variables partially mitigate the connection between IEPs and transition assistance. The document provides practical suggestions for enhancing the efficiency of Individualized Education Programs (IEPs), improving cultural proficiency among educators, facilitating collaboration among stakeholders, and guiding policies. These findings contribute to ongoing efforts to develop inclusive and culturally appropriate transition programs for students with impairments in Saudi Arabia.

The present study aims at exploring the extent to which the quality standards of educational activities in Arabic language syllabi is practiced. For this goal, the research adopted the descriptive approach. For the objective of the study, the researcher resorted to the mixed method; quantitative and qualitative data collection and analysis. The mixed data collection methods comprised list of quality standards for educational activities, observation card, and semi-structured interviews. The research sample included 28 Arabic language teachers in government schools for boys in Abha city and 4 language teacher supervisors and 4 School Accreditation Evaluation Specialist. The respondents of the sample were distributed as follows: 10 teachers from the upper grades of primary school, 10 Arabic language teachers from intermediate school and 8 teachers from secondary school. The study tools include a list of quality standards of educational activities and a classroom observation card. An observation card was designed to reveal the extent of practicing the quality standards of educational activities in Arabic language courses. Regarding the list of quality standards, the research identified 25 quality standards for educational activities in Arabic language syllabi. Ultimately, the study concluded that the degree of practicing the quality standards of educational activities ranged from 2.28 to 1.18, which means that the degree of practicing them is between average and low. Moreover, the extent of practicing the quality standards of educational activities in Arabic language syllabi as a whole was 1.59, which means that they are practiced at a weak level. Accordingly, the researcher suggested some recommendations and future studies.

This study evaluates the effectiveness of measures aimed at reducing traffic violations, specifically focusing on wrong-way driving, at intersections in Loja, Ecuador. The high incidence of accidents at these intersections, often resulting from wrong-way driving and non-compliance with traffic regulations, underscores the critical need for effective strategies to enhance road safety. To address this issue, we adopted a multidisciplinary approach to assess the impact of two specific interventions: the implementation of official warnings and the presence of traffic officers at a selected intersection. Data collection involved recording instances of traffic violations, administering road safety surveys, and monitoring the implementation of these interventions. The post-implementation analysis sought to determine the effect of these measures on driver behavior and overall traffic safety. Our findings indicate that while the interventions succeeded in increasing awareness about traffic violations, they did not produce a significant reduction in undesirable driving behaviors. This suggests that, although the presence of warnings and traffic officers is beneficial in raising awareness, these measures alone may not be sufficient to effect substantial behavioral changes. The research provides valuable insights for the development of more comprehensive road safety strategies and emphasizes the need for further studies to explore and address the underlying causes of traffic violations.