RESEARCH METHODOLOGY 

First, we Inspect the internal traffic safety facilities and environment of the campus, such as parking spaces, road conditions within school buildings, pedestrian (faculty and students) safety corridors, pedestrian and vehicle traffic flow rules, and warning signs and markings for pedestrian and vehicle intersections. Traffic control works within the campus should include road markings, and their accuracy must be confirmed by the local transportation bureau or traffic police. For students driving mini electric two-wheelers or bicycles, traffic safety education and awareness campaigns should be conducted regularly or irregularly to instill safe driving concepts in students. Schools can also organize on-campus bicycle licensing activities to encourage students to value traffic safety and enjoy the pleasure of riding. Junior high school:  Prevention of bicycle riding accidents and understanding and compliance with traffic regulations. High school: Enhance students' understanding of safe locomotive riding, accident scene handling, and rescue methods. By combining on-campus and off-campus human resources, a traffic guidance team (such as traffic police volunteers, traffic guidance volunteers, etc.) is planned and formed.The curriculum is designed to align with the school's characteristics and students'  needs, enabling students to understand and practice safety education during the teaching process, and enhancing their safety awareness and problem-solving abilities in daily life. We organize various traffic safety education and awareness activities, as well as regular traffic safety education and experiential activities, to enhance students' traffic safety knowledge and skills, thereby reducing the occurrence of traffic accidents involving students.

by LIN YI-CHING, HUANG WEI-XIU, YIN ZHI-XIAN

Cigarette butt litter has long been a problem on many campuses. It not only affects environmental cleanliness but also has negative impacts on students’ health and the overall image of the school. To effectively address this issue, relying on a single measure is not enough; instead, efforts must be made simultaneously in three areas: education, management, and environmental design.First, at the educational level, schools should strengthen students’ awareness of environmental protection and public responsibility. Through courses, lectures, or awareness campaigns, students can learn about the harm caused by cigarette butts—for example, the plastic filters in cigarette butts are difficult to decompose and lead to long-term pollution. At the same time, health education can be incorporated to explain the effects of smoking on the body, thereby reducing the number of smokers at the source. When students have the right knowledge and attitudes, they are less likely to litter cigarette butts.Second, in terms of management systems, schools can establish clear regulations, such as designating smoke-free areas and increasing inspections, as well as imposing appropriate penalties on violators. In addition, reporting and feedback mechanisms can be set up to encourage teachers and students to work together in maintaining the campus environment. Through institutional constraints and collective supervision, littering behavior can be effectively reduced. Furthermore, environmental design is also a key factor. Schools can install dedicated cigarette butt disposal bins in appropriate locations, especially near school entrances or designated smoking areas, to provide a convenient way for smokers to dispose of waste properly. Clear signage and guidance can also help increase their usage. At the same time, regular cleaning and maintenance should be carried out to keep the environment tidy and create a positive cycle.Finally, promoting student participation is an essential component. For example, schools can establish environmental volunteer teams to carry out regular campus clean-up activities or organize competitions and events related to “smoke-free campuses,” allowing students to develop a sense of responsibility and belonging through participation. When all members of the campus are willing to take initiative, the problem becomes much easier to solve.In conclusion, solving the problem of cigarette butt litter on campus requires cooperation from multiple parties and long-term efforts. By enhancing awareness through education, strengthening management through policies, and improving the environment while encouraging student participation, schools can gradually create a clean, healthy, and friendly learning environment.

by HUANG GUAN-JIE

   To investigate the campus waste issues stemming from poor sorting practices and insufficient environmental awareness, this research adopts a comprehensive literature synthesis and behavioral analysis methodology. The study first establishes a theoretical foundation by aligning local campus issues with the United Nations' "2030 Agenda for Sustainable Development." By utilizing the 17 Sustainable Development Goals (SDGs) as a macro-level blueprint, the research contextualizes campus waste management not merely as a logistical challenge, but as a critical component of global ecological protection and educational advancement. This framework allows for a systemic evaluation of how high-level policy goals can be translated into actionable strategies within an educational environment.

  Building upon this theoretical base, the methodology incorporates empirical case studies to analyze the practical dynamics of waste generation. This involves examining the quantitative impact of community access on campus cleanliness and assessing the efficacy of various physical interventions. The study evaluates the performance of "hardware" solutions, such as the strategic installation of signboards and specialized holiday trash bins, compared to "software" solutions like student patrols. This comparative approach helps identify which logistical adjustments yield measurable reductions in waste volume and which social pressures prove ineffective in a campus social hierarchy.

   Furthermore, the research integrates a social psychological lens to delve into the underlying causes of student non-compliance. By analyzing the tension between "descriptive norms" (the reality of a messy environment) and "injunctive norms" (the rules posted on signs), the study explores how laziness, time constraints, and psychological mimicry drive recycling behaviors. The methodology focuses on how visual communication—utilizing bright colors, cartoons, and emotional appeals—can be optimized to shift these norms. Ultimately, this research synthesizes these multi-layered insights to propose a holistic waste-reduction model. This model aims to bridge the gap between individual psychological triggers and institutional infrastructure, ensuring that environmental responsibility transcends the school gates to influence families and the wider community.

by LIN CHIH-YING, CHUANG MING-KUEI

Our project began with a trip to the Niaosong Wetlands, a vital ecological sanctuary known for its rich biodiversity. We obsvered the complex plant life that keeps the water clean and the habitat healthy. This firsthand experience allowed us to understand the delicate balance of this local ecosystem.Once back from the field, we transitioned into the creative phase. We synthesized our raw notes and photographs to design an educational poster that would bring our findings to life. The goal was to create a "window into nature" for the community. We organized the layout to feature striking visuals alongside "scannable" facts about avian behavior and conservation tips, ensuring the information was both engaging and easy to digest.Finally, we mounted the finished posters on the walls in a high-traffic area. By transforming our outdoor exploration into a public display, we hope to spark curiosisby. This project wasn't just about sharing information; it was about encouraging everyone to stop, look, and appreciate the incredible natural wonders thriving right in our own backyard.ty among passer

by CHIEN CHUAN-YI, LIU YU-HSUAN