The current research paper will discuss a new patent-based design that uses non-destructive testing (NDT), artificial intelligence (AI), and machine learning (ML) to forecast and eliminate failures of water pipes throughout the US. It is a systematic review of eight current peer-reviewed papers (2015-2025) dedicated to the topic of AI-based predictive analytics, bio-inspired robotic movement, and the economic sustainability of pipeline inspection. The quantitative results of the algorithm show that deep learning and tree-based models, such as CNN, YOLO, LSTM, and Gradient Boosting, achieved defect detection accuracy of 91 to 95%, which greatly decreases manual inspection time and, on average, excavation costs by 70 and 55 %, respectively. Moreover, the stylus of the bio-inspired robots was presented, e.g. the robots with mechanically inflatable bodies had demonstrated the ability to control 70-79% locomotion efficiency and complete 5.8 kg loads in a variable pipeline size, with these properties confirming their scalable robots with non-invasive continuous inspection. The study offers a multidisciplinary synthesis towards demonstrating how AI, robotics, and predictive maintenance are converging towards a system of developing sustainable infrastructure resilience. The proposed structure works together with making 300,000-plus ageing water mains in the United States more modernised through the adoption of cost-efficient automation, along with high diagnostic accuracy, to encourage safer, data-informed and more environmentally friendly processes. Regardless of the difficulties in the computational and operational planning, the research highlights that AI-robotic synergy has the potential to transform asset management in the civil infrastructure framework.

Colonization has left enduring social, cultural, economic, and political legacies across Fiji and the Pacific, profoundly shaping indigenous societies and their development trajectories. The imposition of foreign governance structures, land tenure systems, and Western education disrupted traditional knowledge systems, social hierarchies, and community governance, creating persistent inequalities and challenges to cultural continuity. This paper critically examines the lasting impacts of colonization on indigenous cultures in Fiji and the wider Pacific, highlighting how historical policies have influenced contemporary issues such as land disputes, educational disparities, social stratification, and economic dependency. Drawing on Human and Indigenous Knowledge frameworks, the study explores efforts at decolonization, including curriculum reforms that integrate indigenous epistemologies, community-led cultural revitalization programs, and policy initiatives aimed at restoring indigenous governance, land rights, and social equity. The paper emphasizes the resilience and agency of Pacific communities in reclaiming identity, knowledge, and cultural practices disrupted by colonial processes. Furthermore, it investigates the role of regional and international frameworks, such as the United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP) and the 2050 Strategy for the Blue Pacific Continent, in supporting local decolonization and cultural revitalization initiatives. The findings underscore that decolonization in Fiji and the Pacific is not merely a historical or symbolic endeavour but a transformative process with implications for education, governance, economic development, and social cohesion. By centring indigenous perspectives and fostering culturally grounded solutions, Pacific nations can navigate the legacies of colonization while promoting inclusive development, social justice, and cultural sustainability. This paper contributes to broader discourses on postcolonial studies, indigenous rights, and Pacific development, offering insights for policymakers, educators, and community leaders committed to creating equitable and culturally vibrant futures.

Education in Fiji has evolved through complex historical, cultural, and political transitions that have continuously reshaped its purpose, structure, and identity. This paper traces the historical trajectory of Fijian education from pre-colonial times when learning was grounded in communal life, oral traditions, and the vanua (land, people, and spiritual relationships), to the colonial era that institutionalised Western schooling through missionary influence and British administrative control. During this period, education became a tool for cultural assimilation and social stratification, creating enduring divides between indigenous, Indo-Fijian, and urban populations. Following independence in 1970, Fiji’s education system underwent significant reforms aimed at localisation, nation-building, and equity. However, persistent colonial legacies, socio-economic disparities, and the challenges of globalisation have continued to shape policy directions.

The analysis critically examines key phases of curriculum development, teacher education, language policy, and educational governance within the broader contexts of decolonisation, modernisation, and global competency frameworks. It highlights how recent reforms, including the ongoing review of the Education Act and curriculum modernisation efforts—seek to reconcile traditional knowledge systems with contemporary pedagogical and technological imperatives. Drawing on historical sources, policy documents, and regional scholarship, the paper argues that understanding Fiji’s educational evolution is essential for designing culturally responsive, future-oriented education that balances heritage with innovation. Ultimately, the study underscores education’s transformative role in shaping national identity, promoting social cohesion, and preparing learners for the demands of the 21st-century world.

The accelerating integration of Artificial Intelligence (AI) in education has generated unprecedented opportunities for personalized learning, data-driven decision-making, and global connectivity. However, in culturally diverse contexts such as Fiji and the wider Pacific, these technological transformations also pose profound ethical and cultural challenges. This paper critically examines how AI can be integrated into Fijian classrooms in ways that support rather than diminish indigenous knowledge systems, cultural identity, and collective well-being. Drawing on culturally responsive pedagogy, indigenous epistemology, and human-centred design theory, the paper proposes a Culturally Responsive AI Integration Framework (CRAIF) for Fijian and Pacific education systems.

The framework emphasizes human agency, relational learning, and indigenous values such as vanua (community and environment), talanoa (dialogue and empathy), and veiwekani (relational interconnectedness). It argues that educational technology must be guided not only by efficiency and innovation but also by cultural ethics, inclusivity, and social responsibility (Thaman, 2019; Nabobo-Baba, 2020). Through critical synthesis of global and regional literature, policy analysis, and emerging studies on the Fifth Industrial Revolution (5IR), the paper explores how Fijian educators and policymakers can navigate the tension between technological modernization and cultural preservation (Schwab & Zahidi, 2023).

The study highlights that uncritical adoption of AI risks deepening digital colonialism, marginalizing indigenous knowledge, and weakening local epistemic authority (UNESCO, 2023; Watanabe, Nakamura, & Kato, 2022). In response, it advocates for AI policies and educational designs that position technology as a partner in cultural transmission, not a substitute for human relationships and traditional wisdom. The paper concludes that safeguarding human agency in the age of AI requires re-centring education around cultural resilience, ethical innovation, and indigenous worldviews, ensuring that Pacific societies thrive in the digital era while preserving their spiritual and cultural foundations.

On the one hand, "Liber Pater", the Roman god of wine and fertility, the protector of plebeian, 'vulgar' freedom, being ‘free’ himself, perhaps 'unlimited', 'uncontrolled', even 'lewd'. On the other hand, the adjective "free", which has its conceptual basis in sympathy and friendship, covers the conceptual spectrum from individual to social liberation. In the 18th century, the European Enlightenment revealed the dual nature of 'freedom'. This was probably because the importance of individual freedom grew in the context of the historical process leading to the foundation of bourgeois society, as a prerequisite for the development of its driving force, the basis for the formation of its ruling class against the domination of aristocracy, but also in the face of the rising popular demands that will very soon seek to set limits to the lawlessness of the bourgeoisie. On the contrary, at the dawn of the 21st century, processes are intensifying for a new reconciliation of the two hypostases of "freedom", in a new era where social liberation will complement the individual one and where respect for the other will not be imposed but sought.

With the increasing international dissemination of Chinese children's literature, the cross-cultural adaptation of cover design has become a crucial factor influencing reader reception. Based on Roland Barthes’ semiotic theory and the framework of multimodal discourse analysis, this study examines the cultural adaptation mechanisms in the cover designs of contemporary Chinese children's picture books translated into Korean. Through a comparative analysis of the visual (color, imagery) and linguistic (title, typography) elements in ten Chinese picture books and their Korean translations, the study finds that localization strategies—such as the reinterpretation of traditional cultural symbols and adjustments in child-oriented color schemes—facilitate cross-cultural transmission. Core cultural elements are preserved within the target language context while being enhanced through multimodal coordination (text-image interaction, color symbolism) to foster reader engagement. This study provides a systematic analytical model for the transformation of visual semiotics in children's literature translation and reveals the implicit translational function of cover design as a cultural medium, offering new perspectives and practical guidance for cultural adaptation in future translation strategies.

The increasing prevalence of drug use among school-aged children has raised serious concerns for educators, parents, and policymakers globally. Evidence suggests that early exposure to drugs has long-term negative effects on academic performance, mental health, and overall well-being. While responses to drug use in schools have traditionally focused on reactive measures such as suspension and treatment programs, it is now clear that proactive prevention is essential. This paper examines the growing issue of drugs in schools, the impact they have on students, and the importance of investing in prevention strategies. It highlights the effectiveness of prevention programs, such as drug education, peer support, and community involvement, in reducing drug abuse among young people. The paper concludes that an integrated, evidence-based prevention approach is critical to addressing the problem and ensuring a healthier, more productive future for students.

The issue of children's rights versus parental responsibilities has long been a subject of significant debate across legal, ethical, and cultural domains. As the concept of children's rights becomes more deeply entrenched in international law, particularly through instruments like the United Nations Convention on the Rights of the Child (CRC), questions arise regarding the balance of power between parents and the state in raising and protecting children. This paper explores the evolving dynamic between children's rights and parental duties, emphasizing the legal, social, and ethical implications. It examines the responsibilities of parents to ensure their children's welfare, protection, and development, while also considering the autonomy and rights that children should have as individuals. The discussion highlights key areas such as parental authority, child protection laws, education, and the role of the state in intervening when parental responsibilities are not met. Through examining these various aspects, the paper aims to explore the complex relationship between parental rights, children’s rights, and the role of the state in ensuring the welfare of children.

In the 21st century, technological advancements have revolutionized the way education is delivered, but foundational skills such as literacy and numeracy continue to play a critical role in student success. As digital tools and resources become increasingly integrated into learning environments, students must not only understand how to use technology but also possess a strong foundation in literacy and numeracy to navigate and apply technological advancements effectively. This paper explores why literacy and numeracy remain essential in the context of the technologically-driven education system, discussing their importance for academic achievement, problem-solving, critical thinking, and global competitiveness. Furthermore, the paper highlights how strong literacy and numeracy skills empower students to succeed in both the digital world and their broader academic and professional lives. The conclusion emphasizes that educational systems must ensure a balance between the traditional skills of literacy and numeracy and the integration of new technologies for the holistic development of students.

The academic success and behaviour of students are influenced by a combination of factors, with healthy nutrition and parental care playing critical roles. A well-balanced diet is essential for cognitive function, emotional stability, and overall physical health, while parental involvement ensures a supportive learning environment. This paper examines the influence of these two factors on students' academic performance and discipline. By reviewing current literature and studies, it becomes clear that proper nutrition enhances concentration, memory, and cognitive abilities, while active parental care contributes to motivation, goal setting, and behaviour management. The findings underscore the importance of collaboration between schools, parents, and the wider community to ensure that students have access to proper nutrition and family support, which collectively contribute to academic excellence and good discipline.

This research examines the European Union's (EU) Strategic Partnerships, particularly focusing on the SP10 framework, to assess their role in enhancing global governance amid contemporary geopolitical challenges. The aim is to identify the critical governance mechanisms required to strengthen these partnerships, enabling the EU to advance its strategic interests and maintain its influence in a multipolar world.  The central research questions addressed include:

1. What are the current governance challenges faced by the EU in managing its Strategic Partnerships?  2. How can the EU effectively leverage these partnerships to navigate complex global issues such as climate change, economic inequality, and geopolitical rivalries? 3. What policy recommendations can be formulated to enhance the coherence and effectiveness of the EU's foreign economic policies within its Strategic Partnerships framework? Key findings reveal that the effectiveness of the EU's Strategic Partnerships is hindered by political fragmentation, lack of accountability, and insufficient flexibility in engagement strategies. Additionally, the research highlights the importance of adopting a multi-stakeholder approach, fostering transparency, and ensuring equitable representation to address the diverse interests of partner countries. Overall, the conclusion underscores that the EU must adopt a robust, adaptable, and transparent governance framework to capitalize on its Strategic Partnerships. By integrating geoeconomic strategies, enhancing diplomatic engagement, and prioritizing sustainable practices, the EU can position itself as a credible global actor, capable of responding effectively to shared challenges and advancing a stable and prosperous international order. We recommend a three-tiered approach encompassing the resform of the UNSC and policy framework, the great power concert restored out of the UNSC, and this EU-led international society to predominate.