The menace of road traffic accidents (RTAs) has become a major constraint to development in most developing countries because of driving behaviour. This study examines the effects of road users’ education programmes on driving behaviour toward RTA reduction in Nigeria. Data for the study were collected by random sampling of 287 respondents. The respondents comprising road safety officers and drivers were selected at six (6) zonal headquarters of the Federal Road Safety Commission. The questionnaire presented seventeen (17) statements in a 5-point Likert scale for the respondents to rank in order of importance as they have influenced driving behaviour. The data collected were analysed using exploratory factor analysis to identify the most significant effects of road user education on driving behaviour. The study found that road user education programmes have influenced driving behaviour by improving bad driving acts, maintaining good vehicle conditions, and obeying road communication signs. The finding implies that appropriate driving behaviour will reduce road traffic accidents.

Climate change is an important factor that must be considered by designers of large infrastructure projects, with its effects anticipated throughout the infrastructure’s useful life. This paper discusses how engineers can address climate change adaptation in design holistically and sustainably. It offers a framework for adaptation in engineering design, focusing on risk evaluation over the entire life cycle. This approach avoids the extremes of inaction and designing for worst-case impacts that may not occur for several decades. The research reviews case studies and best practices from different parts of the world to demonstrate effective design solutions and adjustment measures that contribute to the sustainability and performance of infrastructure. The study highlights the need for interdisciplinary cooperation, sophisticated modeling approaches, and policy interventions for developing robust infrastructure systems.

This research aims to examine the influence of IHRMP, recruitment and selection, training, compensation, and performance appraisal on the productivity of Faculty Members (FM) productivity working in private universities in the UAE. The study also examines the mediating role of Organizational Commitment (OC) and the moderating role of the Entrepreneurial Mind-set (EM). The research adopted the social exchange theory. A survey was conducted comprising 160 FM. The data was analyzed using Structural Equation Modelling, Smart-PLS. The findings indicate a positive relationship between IHRMP and the productivity of the FM. The findings also show that OC mediates the relationship between IHRMP and the productivity of FM. Finally, an EM was found to moderate the relationship between IHRMP and the productivity of FM.

Protecting the environment and the Earth's natural resources is one of the most important tasks for modern societies, economies, and countries. Changes in the environment have made climate protection a key task of state policy implemented at the local, national, and international. They also have caused such negative social manifestations as environmental radicalism and terrorism. The purpose of this paper was to analyze the capacity of state institutions to prevent environmental terrorism and radicalism, particularly in the Russian context, by identifying and prioritizing key challenges and countermeasures. A mixed-methods approach was adopted, involving both qualitative and quantitative analyses. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, a total of 35 articles and reviews were selected to provide a foundation for understanding eco-terrorism trends. Additionally, an expert survey was conducted with 44 qualified participants to rank problems and recommended actions. The Kendall concordance coefficient was used to assess the consistency of expert opinions. The authors conclude that low environmental awareness and insufficient cooperation between state institutions and environmental organizations are the most significant challenges in preventing eco-terrorism. To adequately and competently prevent environmental terrorism and radicalism in society, the prevention system must be based on clear and thoughtful actions by state institutions.

Aims of this study clarify the intrinsic value of Galileo’s law of inertia, which holds significance in the history of science, and the process through which such law of inertia was formed, for educational purposes, and explores a possible conversion of this intrinsic value into an environmental ethical value. The research methodology is to establish a value schema and, through its application, to explore the changes in the active intrinsic value principle of Galileo’s law of inertia based on the history of science. This study derived the following results: First, Galileo professed the value he assigned and discovered as a complete experience to support heliocentrism. Second, he realized his personal religious ideal, or in other words, the ideal of life as a whole. Third, the overall process is to feel a comprehensive and integral expansion of the self. Above all, it shows that the principle of active intrinsic value based on Galileo’s experimental activities has changed and expanded throughout the history of science. One internalizes one’s faith in accordance with the activity-centered value. Only when combined with aesthetic experience does education make one ethical. As general school education does not necessarily guarantee ethics, we must lead our values education toward ecocentric ethics education, which highlights beauty. It shows that these active intrinsic values also extend to ethical values.

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.