Before the outbreak of the conflict between Russia and Ukraine, the Vienna talks on the Iranian nuclear issue had been going on and off for nearly a year, but there were still differences on some key issues. After the outbreak of the conflict between Russia and Ukraine, although the United States intends to reach an agreement to allow a large amount of Iranian energy to enter the international market to stabilize international energy prices, this may open a gap for sanctions against Russia. Because Russia asked the United States to ensure the normal conduct of its trade with Iran. More importantly, after the Russian-Ukrainian conflict, the US policy of trying to isolate Russia has put it in a dilemma in the Iranian nuclear negotiations: if Russia is allowed to participate in the negotiations, it is contrary to the purpose of isolating Russia; if Russia is not allowed to participate in the negotiations, Iran disagrees. To some extent, this has hindered the resumption of Iran’s nuclear negotiations. The conflict between Russia and Ukraine has made Iran further realize the decisive role of nuclear deterrence in maintaining national security, so it will be more firm in the maintenance of its own relevant nuclear rights. The long-term trend of the conflict between Russia and Ukraine and the subsequent long-term trend of fierce confrontation between the United States and Europe and Russia have made Iran feel the improvement of its strategic environment and are even more reluctant to compromise on the nuclear issue. Therefore, the conflict between Russia and Ukraine has had a negative impact on the process of resolving the Iranian nuclear issue.

This study has revealed a growing gap between level of higher education in public and private universities due to introduction of technological means as essential teaching aids. In India, the most serious issue is money of the necessary devices. Cellular data is not available even if gadgets are available. The biggest sticking point for government universities is enticing users to study online classes. For most students, online education has been a hardship due to a complete lack of a smart phone or internet access. Putting the state of Chhattisgarh under scanner, it has been observed that the quality of education in higher educational institutes varies markedly amongst government and private universities. This study analyses the issues and concerns that exacerbate the disparity between private and public institutions and measured quality of higher education. Striking distinguishing features such as classroom infrastructure, teacher quality, extra-curricular programs, and more may be visibly detected. While technology can be advantageous, it can sometimes be constraining, particularly in tribal states like Chhattisgarh, where basic access is limited. Not every student has access to a computer at home or to high-speed internet. Most students are apprehensive about their future as they failed to properly attend even a single online lecture because their parents could not afford the expense, plus streaming technologies appeared to be a significant financial strain. Other challenges beset both students and faculty in this mode of education. On the one extreme, private institution have seamlessly sustained online classes, whilst government universities have gone off the rails.

The study analysed the relationship between democratic style of leadership and performance of teachers in Uganda. The study employed a correlational descriptive research design with quantitative and qualitative paradigms. A sample of 72 respondents out of 155 target population was chosen using a table advanced by Morgan & Kreijcie (1970). Data was garnered utilising questionnaires and interview schedule and analyzed employing Descriptive statistics and Inferential analyses for quantitative data and systematic content analysis was utilised for analyzing qualitative information .The research study findings came up with a significant correlation between democratic style of leadership and performance of teachers, a case of primary schools in Rukungiri district in Uganda. It was therefore concluded that democratic leadership style has a potential to improve performance of teachers than other leadership styles like laissez-faire and autocratic leadership styles. The scientific research study recommended that democratic leadership style should be dominantly used by Head teachers so as to tap its benefits of participatory decision making and increased employee commitment in school organizations.