The aim of this study is to examine the effects of green organizational climate and corporate social responsibility (CSR) on organizational environmental performance and cost efficiency of organizations. To address the gap, a cross-sectional design was executed through convenience sampling from 355 professionals working in various sectors including Technology, Communication, Manufacturing, Banking & Finance, Education, Healthcare, Marketing, etc. in Turkey. To measure the variables of the study, scales previously used in literature and whose reliability and validity have been determined were used. All scale items were adapted by the researcher, and validity was confirmed by consulting experts. Additionally, the cost efficiency scale was created by the researcher based on previous international studies and validated by the university scholars working on those subjects. According to the statistical analysis, the findings indicated that both green climate and CSR was positively associated with organizational environmental performance and cost efficiency. It was seen that green climate and CSR significantly increased organizational environmental performance and cost efficiency. Taken together, this study contributes to the literature by (1) introducing the validated scales measuring the research variables, (2) empirically identifying the associates of green climate and CSR with cost efficiency, and (3) integrating multiple variables into a unified model of green climate and CSR in the various sectors. The findings of the study are discussed and addressed from a theoretical and practical perspective. Furthermore, suggestions for further studies are presented and the limitations of the study are mentioned.

: In the context of globalization and digital transformation, global citizenship education has become an essential objective of contemporary education systems. Simultaneously, the increasing emphasis on English as a second language in Vietnamese schools requires innovative pedagogical approaches that integrate language learning across disciplines. This study examines the role of English integration in Geography education in fostering global citizenship competencies among high school students in Vietnam. Drawing upon the Content and Language Integrated Learning (CLIL) framework and global competence theories proposed by UNESCO and OECD, the study explores how bilingual learning environments can enhance students’ intercultural communication, critical thinking, global awareness, and academic language proficiency. A mixed-methods approach was employed, including questionnaire surveys with 126 high school students and semi-structured interviews with 12 Geography teachers from three public high schools in northern Vietnam. The findings indicate that integrating English into Geography lessons increases students’ motivation, improves access to international learning resources, and supports the development of global perspectives. However, several challenges remain, including uneven English proficiency, limited bilingual teaching materials, and insufficient teacher training in CLIL pedagogy. The study suggests that effective integration requires institutional support, professional development programs, and the development of localized bilingual resources suitable for Vietnamese educational contexts. The findings contribute to current discussions on interdisciplinary education, global competence, and bilingual instruction in secondary education.

This article examines the representation of the female body, wandering, and suffering in The Garden of the Ogre and A Sweet Dream by Leïla Slimani. It highlights how the Parisian urban space becomes a site for the expression and intensification of the heroines’ psychological distress. Through the characters of Louise and Adèle, the study demonstrates that public space is not merely a background setting, but an active structure that contributes to the externalization of inner turmoil, bodily fragmentation, and the gradual dissolution of identity. Drawing on the works of Gaston Bachelard and contemporary approaches in the sociology of time and space, the article reveals the ambivalent role of public spaces: while they offer temporary relief from domestic confinement, they also function as spaces of marginalization and downfall. Female wandering thus appears as an attempt to spatialize time in order to control inner anxiety, while simultaneously exposing the impossibility of escaping a logic of disintegration and disappearance.

This article explores Rousseau's natural pedagogy in the first two books of "Emile." The author advocates a negative education before the age of twelve, aiming to protect the child from social corruption rather than to instill precocious virtue. Based on the law of physical necessity and direct sensory experience, this method substitutes dependence on things for arbitrary human authority. It forges a robust and autonomous child, whose sensory reasoning forms the essential foundation for their future entry into the age of reason and education.

The implementation of child rights based activities in preschool classrooms has become an important orientation in contemporary early childhood education. However, the practical implementation of child rights based approaches in preschool settings is influenced by multiple pedagogical, environmental, and institutional factors. This study aims to identify and analyze the factors influencing the implementation of child rights based activities in preschool classrooms in Vietnam. A quantitative research design was employed using survey questionnaires administered to preschool teachers and pre-service early childhood teachers. The study examined five independent variables, including teacher awareness of child rights, professional competency, school support, educational environment, and parent collaboration, and their influence on the implementation of child rights–based educational activities. Data were analyzed using Cronbach’s Alpha, Exploratory Factor Analysis (EFA), Pearson correlation, and multiple regression analysis. The expected findings indicate that teacher awareness and professional competency are the strongest predictors of successful implementation of child rights–based activities. The study contributes empirical evidence to the literature on child rights based education and provides implications for teacher training, educational management, and policy development in early childhood education

Student engagement is a critical determinant of meaningful learning and sustained participation in Physical Education (PE), yet disengagement remains prevalent among adolescents. This action research examined the effectiveness of outdoor-based Physical Education activities in enhancing students’ active engagement, motivation, and participation. A total of 30 students (15 junior high and 15 senior high school) from a National High in Nueva Ecija, Philippines participated in the study using a pretest-posttest design. Data were collected through an observation checklist, a researcher-developed Likert-scale questionnaire, and open-ended response forms. Descriptive statistics were used to determine engagement levels, while the Wilcoxon Signed-Rank Test assessed differences between indoor and outdoor conditions. Thematic analysis was employed to analyze qualitative responses. Findings revealed that students initially demonstrated moderate engagement in indoor settings, particularly exhibiting low participation and effort. Following the implementation of outdoor-based activities, engagement significantly increased across all indicators, reaching very high levels in participation, cooperation, attentiveness, and sportsmanship (Z = -3.27, p < .001). Qualitative findings further indicated that outdoor environments enhanced students’ enjoyment, motivation, social interaction, and emotional well-being. These results support prior evidence that motivation and learning environment are key predictors of physical activity participation and align with experiential learning principles emphasizing active, context-based engagement. The study concludes that outdoor-based Physical Education is an effective pedagogical strategy for improving student engagement and motivation. However, limitations related to sample size and intervention duration warrant further investigation. Future research should explore long-term implementations and broader populations to validate and extend these findings.

Lord Prof PhD PhD Momtchil Dobrev-Halachev developed 2003 “ Theory and practice of creating and managing inequalities in countries and the whole world, 2008 “Theory of generating of crises “ , 2010 “Theory and practice of the Mafiotismus” and 2001 “ Theory of the mafia”, Theory and practice of creating, controlling, increasing and managing poverty developed by Prince Lord Prof. Momtchil Dobrev and Princess Lady Prof. Mariola Garibova-Dobreva – 2004, THEORY AND PRACTICE of CREATING, CONTROLLING, INCREASING AND MANAGING INEQUALITIES in countries, the whole world – by the Global Masonic Mafia-tized Elite and the deep mafia of Prince Lord prof. Momchil Dobrev - 2003. Based on these two theories this paper explane the establishment of the mafia all over the world – principles, theory and practice in European Union , European Commission and in the Republic Bulgaria

Humanitarian operations are conducted in some highly insecure field environments with diverse security risks that simultaneously threaten staff safety and the continuity of critical programmes. Insecure and conflict affected field environments are associated with diverse security threats and risks, chronic volatility and instability, and recurrent operational disruptions that undermine the ability of humanitarian organisations to continuously sustain critical life-saving programmes. Within this operational landscape, Humanitarian Security Risk Management (HSRM) and Business Continuity Planning (BCP) have emerged as central to operational resilience. HSRM focuses on identifying, assessing, and mitigating security threats in order to enable safe, secure and effective humanitarian operations while BCP focuses on preserving critical functions during and after significant disruptive events. Together they create the conditions for operational resilience, where humanitarian organisations can absorb shocks without losing their ability to operate in insecure environments. This study examines the nexus between HSRM and BCP, contending that their integration is a necessary condition for achieving operational resilience in insecure humanitarian environments marked by conflict and instability. Drawing on existing literature, organisational frameworks, field reports, case studies and empirical insights from humanitarian practitioners, the study demonstrates how integrated HSRM and BCP approaches enhance preparedness, decision making, and continuity of operations. The study underscores the importance of treating HSRM and BCP as interdependent components of a unified operational resilience architecture, essential for sustaining humanitarian action in insecure environments.

This study examines how event quality in meet-and-greet events influences Filipino fans’ intention to purchase exclusive merchandise. The respondents consisted of 385 P-pop fans from fan groups of BINI, BGYO, and SB19 residing in selected cities in Metro Manila. The study utilized a quantitative descriptive-correlational research design to analyze relationships between variables. Findings revealed that event quality dimensions—venue quality, access and logistics, content and performance, and meet-and-greet structure—positively influence purchase intention. Among these, emotionally engaging content and structured fan interactions showed the strongest impact on purchasing behavior. Overall, the study concludes that higher perceived event quality leads to stronger intention to purchase merchandise. It is recommended that event organizers enhance experiential elements and exclusivity to strengthen fan engagement and increase merchandise sales.

The purpose of this study was to explore the development of mental toughness among collegiate athletes using a qualitative phenomenological approach. Specifically, it examined the lived experiences of collegiate athletes, their coping strategies, and the support systems that contribute to the development of mental toughness and its influence on athletic performance. Eight (8) collegiate athletes from a state university in the Philippines were purposively selected to participate in the study. Data were collected through in-depth interviews and analyzed using thematic analysis following the framework of Braun and Clarke (2006). The analysis generated four major themes: (1) Experiences Contributing to Mental Toughness, (2) Coping Mechanisms, (3) The Role of Coaches and Teammates, and (4) The Impact of Mental Toughness on Performance. The study investigated how athletes develop resilience, maintain focus under pressure, overcome failures, and benefit from the support and guidance of coaches and teammates. Findings revealed that mental toughness plays a significant role in enhancing overall athletic performance. Personal experiences, adaptive coping strategies, and strong support systems were identified as key factors in fostering mental toughness, enabling athletes to effectively manage challenges, sustain focus in high-pressure situations, and continuously improve their performance.

Reward-based systems are widely used in educational settings to encourage student participation and engagement. In Physical Education (PE), rewards such as additional grades, incentives, and teacher recognition may influence students' motivation to participate in class activities. This study explored students’ perceptions of reward-based systems and their impact on participation in Physical Education classes. A qualitative phenomenological research design was employed to understand students lived experiences with reward-based systems. Ten college students enrolled in Physical Education courses at a State University in the Philippines participated in one-on-one semi-structured interviews. Participants were selected through convenience sampling. Data were analyzed using Braun and Clarke’s thematic analysis. The findings revealed that students generally viewed reward-based systems positively. Rewards were perceived as important sources of motivation that increased students’ willingness to participate and exert greater effort during PE activities. Grades, incentives, and teacher recognition emerged as the most meaningful forms of rewards. Students reported that both intrinsic and extrinsic motivation influenced their participation. While rewards provided additional encouragement, personal interest, enjoyment, and learning goals also contributed to their engagement. Moreover, participants indicated that they would still participate even in the absence of rewards because of academic requirements, personal responsibility, and peer support. However, some students experienced pressure when rewards were linked to group performance and expectations. The study concludes that reward-based systems can effectively enhance student participation and engagement in Physical Education. While extrinsic rewards serve as valuable motivational tools, intrinsic motivation remains essential for sustaining long-term involvement in physical activities. A balanced integration of both motivational approaches is recommended to promote meaningful participation in PE classes.

This study examined the dimensions of emotional intelligence as predictors of leadership styles in Nigerian Deposit Money Banks. Drawing on Emotional Intelligence Theory and Full Range Leadership Theory, the research investigated how specific emotional competencies influence transformational, transactional, and laissez-faire leadership styles. A sequential explanatory mixed-methods design was adopted, combining quantitative survey data from 425 bank employees with qualitative interviews. Standardized instruments, including the Wong and Law Emotional Intelligence Scale (WLEIS) and the Multifactor Leadership Questionnaire (MLQ-5X), were utilized. Regression analysis revealed that emotional intelligence significantly predicted transformational leadership (β = 0.48, R² = 0.31), moderately predicted transactional leadership (β = 0.29, R² = 0.17), and negatively predicted laissez-faire leadership (β = −0.22, R² = 0.11). The findings indicate that leaders with higher self-awareness, empathy, emotional regulation, and effective emotion utilization are more likely to adopt active and constructive leadership behaviours while avoiding passive tendencies. The study concludes that emotional intelligence is a critical determinant of leadership effectiveness in Nigeria’s banking sector and recommends integrating it into leadership development and human resources systems.

This study examined the influence of internal control failures on the operational efficiency of small enterprises in the United States. The survey research design was adopted, targeting owners of small enterprises, and a sample of 150 respondents was selected using the snowball sampling technique. Data were collected through an electronic questionnaire using a five-point Likert scale, capturing respondents’ perceptions of internal control practices and operational efficiency. The hypothesis was tested using simple regression analysis to determine whether internal control failures significantly affect operational performance. Findings revealed that weaknesses in internal controls have a significant negative influence on operational efficiency, indicating that small enterprises with inadequate control systems experience reduced productivity and increased operational risks. The study concluded that strengthening internal control mechanisms is essential for improving efficiency, safeguarding resources, and promoting the long-term sustainability of small enterprises. Therefore, small enterprise owners should implement comprehensive authorization procedures for all financial and operational transactions. By establishing clear approval processes and limits for spending, owners can reduce errors, prevent misuse of resources, and ensure that decision-making aligns with organizational objectives, thereby maintaining smoother operations and safeguarding productivity.

Physical Education (PE) plays an essential role in promoting students’ physical, social, and psychological development. However, limited qualitative research has examined how college students experience motivation and engagement in PE classes. This study explored the lived experiences of college students regarding motivation, engagement, teaching strategies, challenges, and meaningful experiences in Physical Education. Using a phenomenological qualitative design, data were collected through semi-structured interviews with nine college students enrolled in Physical Education courses. The interview data were analyzed using Braun and Clarke’s (2006) thematic analysis framework. Findings revealed that students’ motivation and engagement were influenced by social support, extrinsic motivation, intrinsic motivation, and task orientation. Factors affecting motivation included grades, social enjoyment, weather conditions, and curiosity. Students identified collaborative game-based learning, guided discovery, direct instruction, teacher enthusiasm, and demonstration-practice approaches as teaching strategies that enhanced engagement. Conversely, physical health concerns and emotional challenges reduced participation. Participants also described PE as a meaningful educational experience that fostered social connection, enjoyment, and physical and personal development. The findings highlight the importance of creating supportive, engaging, and student-centered PE environments that promote motivation, participation, and holistic student development.