Road safety has an extremely important role in existing transportation systems. Drivers on the road are influenced various factors (light and temperature conditions, visual smog, environment surrounding, etc.) and the driver´s distraction represents the most common cause of road traffic...

This article focuses on the multi-criteria evaluation of various delivery options in the conditions of chosen e-shop, from the customer's perspective. The evaluations were performed on conditions of the most popular e-shop in Slovakia and the customer segment was represented by a group of people of productive age. For the multicriteria analysis, the TOPSIS method was chosen. We identified four basic distribution options in the selected e-shop and nine evaluation criteria. The results of this research show the most preferable option for distribution according to the customer's preference and according to the results of the multi-criteria analysis by TOPSIS.

Online courses are gaining popularity because they provide extensive and varied course material, information, knowledge, and skills, whilst also creating an effective educational online community. This research adopts a case study approach to focus on the teaching method and the manner in which a strategic commitment to eLearning provides scope for the development and implementation of top quality educational online fully accredited programs. Entrepreneurship focuses on developing businesses that add value and create wealth and prosperity in our societies. Therefore, entrepreneurship is a key area of learning for graduate students seeking to set up and operate their own SME organizations. It can serve as a benchmark for the teaching of other graduate subjects that require a sound correlation for the correlation of concepts and theories to the challenging complexities of the real world. The program was developed on the basis of the implementation of a state-of-the-art eLearning platform that allowed for a combination of varied self-learning and collaborative learning elements and activities within a single platform. This enabled students to access the online content material efficiently and effectively. It allows for the development of a program based on the flipped classroom teaching methodology. The underlying concept of the flipped classroom methodology is that effective eLearning should comprise both synchronous and asynchronous learning activities. This combination of self-learning and collaborative learning calls for careful planning by the tutor to ensure that the learning objectives are clearly defined for each activity and that the relevant deliverables are monitored. The content material for each subject course module was designed, developed, produced, and presented by the different project partners in a holistic manner structured to motivate participants to learn. The results of our analysis have shown that students were able to learn, discuss their projects, and cooperate during an online course in an effective and participant-focused manner with their tutors. The feedback given highlights the importance of ongoing communications between students and the tutors who often need to act as mentors to retain student engagement.

This paper aims to present the effect of specific operational factors (temperature and humidity) on the selected mechanical properties of a conveyor belt. The tests were conducted in a climatic chamber, simulating the effect of both minus and plus temperatures −30 °C to 80 °C (243 K to 353 K) at specific humidity, and in a thermal shock chamber where a varying number of ageing cycles was applied for a specific range of thermal shocks. Six different tests in the climatic chamber and four different tests in a thermal shock chamber were conducted. The results of the climatic chamber tests demonstrate that many strength parameters have undesired values at a temperature of 10 °C (283 K) and 80 °C (353 K) at a relative humidity of 80%. Interestingly, the results revealed that tensile strength, tensile modulus and yield strength are higher at below 0 °C temperature than at above 0 °C temperature. For example, comparing the temperature −30 °C (243 K) and +30 °C (303 K) obtained a difference of tensile modulus of nearly 10%, and comparing the temperature −30 °C (243 K) and +10 °C (283 K) the differences were 22%.