This study investigates how school-based nutrition and dietary education can influence the relationship between frequency of watching mukbang broadcasts and body image distortion among Korean adolescents. Using data from a sample of 51,743 Korean adolescents collected from the 2022 Korea Youth Risk Behavior Survey (KYRBS).The results show that frequent mukbang viewers are more likely to have a distorted body image than those who watch less frequently. Furthermore, the positive relationship is substantially weaker among adolescents who have received school-based nutrition and dietary education than among those who have not. These results suggest that nutrition and dietary education are an important countermeasure to the harms of watching mukbang broadcasts.
Keywords: mukbang, cookbang, education, body image

Academic excellence remains a central benchmark in assessing the quality of secondary education. In Nigeria, and specifically in Uyo, secondary schools are often judged either by their ability to attract and select the brightest students through competitive admission processes or by their capacity to train and nurture learners of diverse abilities into high achievers. Yet, many learners who are denied admission for not meeting initial cut-off points may, with proper training, outperform their peers who passed the entrance exam. This study examined the real measure of academic standard among secondary schools in Uyo by interrogating the contributions and limitations of both selection and training. Using a descriptive exploratory design, data were collected from students, teachers, administrators, and policymakers across public and private schools through questionnaires, interviews, and document reviews. Findings revealed that private schools tend to emphasize excellence by selection, while public schools rely more on training and teacher effort. Although selection produced immediate exam success and prestige, training fostered inclusivity, skill development, and the transformation of average learners into high achievers. The study concludes that academic excellence in Uyo should be redefined as a product of training and holistic development, rather than mere selective elitism. Policy recommendations include reforms in admission practices, greater investment in teacher development and infrastructure, and redefining school rankings beyond examination outcomes.
Keywords: academic excellence, selection, training, secondary schools, Uyo

In this article, our research aims to address the potential issues raised by the use of intelligent systems in a context where these tools are becoming increasingly prevalent and present on an almost daily basis in the teaching-learning process. Although these intelligent systems as tools offer major and growing opportunities for personalizing learning and improving educational effectiveness, they also present major challenges in terms of responsibility, fairness, transparency, and trust. Faced with these transformations, teachers are confronted with ethical dilemmas that require careful consideration and appropriate solutions. The article consists of three parts: first, the ethical challenges faced by teachers; second, suggestions for more ethical use; and finally, a survey conducted among a large number of secondary school teachers who use these intelligent systems.
Keywords: Ethics in education – Educational values – Ethical digital competence – Human agency

Marine education plays an important role in promoting ocean sustainability by fostering students’ knowledge, attitudes, and responsible behaviors. This study examined marine environmental knowledge, attitudes toward marine conservation, and pro-marine behaviors among upper-grade elementary school students in central Taiwan. A quantitative survey was administered to 239 fifth- and sixth-grade students in coastal and inland areas, yielding 239 valid responses. The results showed that students demonstrated moderate-to-high marine knowledge, positive attitudes, and moderate pro-marine behaviors. No significant differences were found across gender or residential location, while grade-level differences were observed only in marine knowledge. Attitudes toward marine conservation were significantly and positively associated with pro-marine behaviors, whereas marine knowledge was not. These findings highlight the importance of affective and action-oriented approaches in marine education.
Keywords: Marine education, Ocean literacy, Environmental knowledge, Student attitudes, Pro-ocean behavior

This study aims to analyze the effect of teacher certification and professional competence on elementary school teacher performance in Bantargebang District, Bekasi City, with motivation as a mediating variable. The study was motivated by a declining trend in the average teacher performance over the past three years, although performance remains within the “good” category, thereby necessitating an empirical investigation into the determinants of teacher performance. The research employed a quantitative survey approach and was analyzed using Structural Equation Modeling (SEM) based on Partial Least Squares (SmartPLS 4.0.9.9) through a bootstrapping technique.
The results indicate that teacher certification has a positive and significant effect on teacher performance (β = 0.330; t = 2.470; p = 0.014). Motivation also has a positive and significant effect on teacher performance (β = 0.343; t = 2.726; p = 0.006). Professional competence similarly shows a positive and significant effect on teacher performance (β = 0.271; t = 2.572; p = 0.010). Furthermore, teacher certification has a positive and significant effect on motivation (β = 0.533; t = 5.656; p = 0.000), and professional competence also significantly influences motivation (β = 0.421; t = 4.468; p = 0.000).
The Adjusted R-Square value indicates that motivation is explained by teacher certification and professional competence by 80.5%, while teacher performance is explained by teacher certification, professional competence, and motivation by 78.4%. The Q² values of 0.492 for motivation and 0.499 for teacher performance indicate strong predictive relevance of the model. The findings also confirm that motivation serves as a mediating variable that strengthens the effect of teacher certification and professional competence on teacher performance. Therefore, improving teacher performance is not solely influenced by formal recognition through certification and mastery of professional competence, but is also strongly determined by teachers' level of work motivation. This study concludes that teacher certification and professional competence are strategic determinants in enhancing teacher performance, both directly and indirectly through motivation as a mediating mechanism.
Keywords: teacher certification, professional competence, motivation, teacher performance.

This article is part of an ongoing historical study carried out at the National Portuguese‘s library, Torre do Tombo, overseas historical archive and Geographical society ,and use some interviews to several migrant Hindus living in Portugal. The aim is analyses the Hindu diasporic movement, with a particular focus on Gujarati migration to Portuguese under Portuguese rule, especially Mozambique.
The study explores the historical phases of Indian presence, from early precolonial trade contacts to colonial and postcolonial migratory waves. It highlights the role of traders, settlers, and shopkeepers in the colonial economy, as well as the importance of caste, family, and religious networks in shaping social organization and settlement processes.
The research further demonstrates how interactions between Hindus, Africans, and Portuguese generated new cultural, dietary, and social dynamics, while also giving rise to political and commercial tensions marked by stigmatization and identity conflicts. By addressing the complexity of the Hindu-Gujarati diaspora, the article underscores the mechanisms of adaptation, resistance, and integration that characterized the Indian presence in Mozambique and, later, in Portugal.
Keywords: Indian and Portuguese history, migration, social and economic relations

This paper analyzes the European Union’s transition from a broad and fragmented system of external action toward a more coherent Common European Foreign Policy, with specific focus on whether and how a European Defense Union (EDU) constitutes a necessary condition for that transition. Building on postdoctoral research that examined EU strategic discourse and policy documents from 2010 to 2025 (Ftaklaki, P. E., 2025), the article argues that defense integration has moved from a peripheral and politically sensitive field to a central organizing axis of EU external action. The analysis combines a constructivist reading of strategic language with a new intergovernmentalist account of institutional bargaining among member states. It shows that the EU has made meaningful progress through instruments such as the European Defense Fund (EDF), Permanent Structured Cooperation (PESCO), the Strategic Compass, and the 2025 Readiness 2030/SAFE initiatives. At the same time, a persistent expectations capabilities gap, industrial fragmentation, and unanimity-based decision rules continue to constrain strategic coherence. The paper concludes that a European Defense Union is no longer optional if the EU seeks credible geopolitical agency; however, its viability depends on reconciling strategic autonomy with democratic legitimacy, ethical restraint, and a political settlement between supranational coordination and national sovereignty.
Keywords: European Defense Union; Common Foreign and Security Policy; strategic autonomy; Strategic Compass; European Defense Fund; PESCO; new intergovernmentalism; EU external action.

European avant-garde practitioners have decisively shaped contemporary performance and conceptual art through critical interrogations of spectatorship, embodiment, and ideology. This article examines the transformative impact of these lineages, focusing specifically on how Dora García and Adrian Piper reconfigure the relationship between the art object, the institution, and the spectator. García’s intermedial corpus utilizes durational performance and "situated knowledge" to deconstruct the neoliberal privatization of public space, employing relational dramaturgies to examine marginality and collective agency. Conversely, Piper synthesizes Kantian ethics with conceptual interventions to interrogate racialized and gendered subject formation. Through seminal works such as Catalysis and The Mythic Being, she utilizes somatic presence as a "social catalyst" to expose visceral biases and institutional gatekeeping. By situating these artists alongside figures such as Marina Abramović, Wolf Vostell, and Hermann Nitsch, the study illustrates a broader "durational turn" that dissolves disciplinary boundaries. Ultimately, the article contends that by refunctioning art as a site of ethical confrontation and "phronesis," these visionaries dismantle the neutrality of the "white cube," asserting the body as a vital archive of resistance and a conduit for structural transformation within the global art world.
Keywords: Contemporary Performance Art, Conceptual Praxis, Institutional Critique, Dora García and Adrian Piper, Durational Aesthetics, Somatic Embodiment

This study investigated the impact of workforce diversity and innovation on employees’ performance at Achievers University, Owo. Specifically, it examined the effect of diversity factors gender, age, education, and experience on performance, assessed the influence of innovation in work practices, teaching, and administrative processes, and evaluated their combined effect on overall organizational effectiveness. The study also identified strategies for enhancing employee performance through diversity management and innovation promotion. A survey design was adopted, and data were collected from a sample of 168 employees. Multiple regression analysis was employed to test the hypotheses. Findings revealed that both workforce diversity and innovation significantly influence employees’ performance individually and jointly, with the model explaining 62% of the variation in performance. Key strategies, including continuous professional development, technology adoption, and policies supporting diversity and inclusion, were identified as critical for improving performance. The study concludes that fostering a diverse and innovative work environment is essential for optimizing employee productivity and achieving institutional effectiveness.