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Nurses' turnover intention has become a major issue in developing countries with high power distance cultures. Therefore, the authors attempt to investigate how turnover intention among nurses' can be reduced through paternalistic leadership (PL). The authors further investigate the mediating role of job satisfaction between the associations of benevolent, moral and authoritarian dimensions of PL with turnover intention. Finally, the authors examined perceived organizational support (POS) as a conditional variable between job satisfaction and turnover intention.

The authors collected data from 374 nurses working in public and private hospitals of high power distance culture using a questionnaire-based survey on convenience basis.

Structural equation modeling confirms that benevolent and moral dimensions of PL positively affect nurses' job satisfaction which helps them reduce their turnover intention. While the authoritarian dimension of PL negatively affects job satisfaction to further enhance their turnover intention. In addition, the authors noted POS as a conditional variable to trigger the negative effect of job satisfaction on turnover intention.

The authors used a cross-sectional design to collect responses and ensured the absence of common method variance through Harman's Single factor test.

This study identified the mechanism (job satisfaction and POS) through which benevolent, moral and authoritative dimensions of PL predict turnover intention among nurses working in high power distance culture.

護士有離職意向，在擁有高權力距離文化的發展中國家，已成為一個重大的問題。因此，我們擬探討如何可以透過採用家長式領導、把護士離職的意欲減低，繼而研究工作滿足感，在離職意向與家長式領導中仁慈、道德和獨裁這三個層面的關係中所起的中介作用。最後，我們就組織支持感，作為是工作滿足感與離職意向之間的一個條件變數，進行了研究。

本研究透過採用在便利的基礎上進行的問卷調查，從374名在高權力距離文化的公營和私營醫院內工作的護士取得數據，進行分析。

結構方程模型證實了家長式領導中的仁慈和道德這兩個層面，會對可減低護士離職意欲的工作滿足感，產生積極的影響。家長式領導中的獨裁層面、則會對護士的工作滿足程度產生負面的影響，繼而增強其離職意欲。而且，我們確認了組織支持感是一個會增強工作滿足感與離職意向之間負相聯的條件變數。

我們以橫斷面的設計法來收集回應，並透過採用哈曼 (Harman) 的單因素檢定法，來確保共同方法變異不會存在。

本研究確定了一個 (工作滿足感與組織支持感) 機制，透過這機制，家長式領導中的仁慈、道德和獨裁這三個層面可預測於高權力距離文化工作的護士的離職意向。

The study aims to uncover the relationship between rising temperatures, increased greenhouse gas emissions and the prevalence of lethal violence, encompassing suicides and homicides. It also sought to identify how climate change affects different economic strata in countries, notably in high and middle-income nations, and across Asia and Africa.

This study rigorously explored the link between global climate change and lethal violence across 201 countries from 1970 to 2020. Climate change was measured using annual surface temperature fluctuations and greenhouse gas emissions, while lethal violence was estimated using data on suicides and homicides.

The analysis revealed significant positive associations between escalating temperatures, heightened greenhouse gas emissions and lethal violence. These connections were evident across different economic levels and geographic regions in Asia and Africa.

This study emphasizes the urgent need for comprehensive interventions to combat human-induced climate change and mitigate its extensive negative impacts on society, particularly its association with increased violent behavior.

The pandemic's health and social issues have significantly altered the character and manner of teaching and learning in higher education across the country. The use of technology to replace or integrate face-to-face learning with online learning has become a necessary requirement for promoting and continuing learning processes. Furthermore, integrating technology is a goal of Sustainable Development Goal 4 (SDG 4) to make teaching and learning more innovative and sophisticated. This paper is based on a systematic review grounded in a synthesis of research papers and documents analyzing the current status of teachers' pedagogy through online learning modes in the context of Pakistan.

Through content analyses of academic studies in higher education and reflection on the online teaching experiences, this study discusses how students' learning is associated with teachers' teaching approaches in the modern era of digitalization and innovation.

The review and analysis suggest that online teaching is not viewed as an innovative phenomenon; rather, teachers simply teach their traditionally designed face-to-face courses through the use of technology. The paper suggests that transforming teachers' pedagogical insight to make online learning sustainable is an urgent need for higher education.

The analysis provides a basis for consideration of teacher learning and quality education (SDG #4) to fulfill the nation’s agenda for sustainable development. The analysis helps educators and administrators in higher education institutions reflect on their policies and practices that have short- and long-term effects on students' learning outcomes.