The right physical environment of learning is a sine qua non for the realization of positive outcomes in any country's educational programme. Right environment in this work will include the combination of physical structures, right timing of teaching and learning, seating arrangement, level of sanitation and pollution of the environment, climate conditions within the environment and closeness of the learning environment to varied noise effects. According to Nigeria's National policy on education, one of the five sets of beliefs of the policy is that education in the country should be qualitative, comprehensive, functional and relevant to the needs of the society. The thrust of this paper is to assess the present status of the physical environment of institutions of learning, government policy directions and the philosophical orientation of the educational system. The method employed is a combination of descriptive and philosophical analysis of the physical environment and government policies and issues. The pathway to standard quality education for nation building, the paper suggests, is found in the right combination of effective resource management, adequate educational infrastructural development and appropriate governance structure that will drive all the other factors in the quest for attaining Nigeria educational goal. The paper concludes that there exists a wide infrastructure deficit in spite of government intervention mainly due to lack of political will and mismanagement of scarce resources while a marked improvement is manifested with the intervention of the private sector. The paper recommends among others, a purposeful synergy between parents and government for an improved physical learning environment.

Traditional-based security models are a threat to information security; they have been regarded as weak and ineffective to meet the dynamics of information system trust. An emerging framework, Zero Trust Architecture (ZTA) seeks to close the trust gap in information security through enforcing policies based on identity and continuous authentication and verification. This framework is built on several trust nodes and logical components that attempt to close the trust gap that exists in an information system. The adoption of this framework is still in its teething stage which is a result of several misleading deductions and assumptions. We attempt to explore the intricacies in the framework and close the existing knowledge gap. we surveyed the literature on ZTA and provided a foundational discussion on its implementation and effectiveness from prior studies. while we do not critique other models, this paper studied the strength and variables of the zero-trust security architecture and attempt to provide an overview of the model and close the knowledge gap on the effectiveness of adopting a Zero trust philosophy.

Classroom environment is not supposed to be attractive for teaching and learning alone but conducive for the test or assessment of the degree of learning taking place there. Classroom tests and examinations are means of establishing a students' level of accomplishment in a given subject. The classroom is expected to protect the learner from the vagaries of weather, air pollution, noise and when tests are to be conducted, the time of the day, invigilation and seating arrangements has to be conducive and appropriate also. The aim of this work is to determine how these environmental factors influence the performance of students in test and examination. The research was conducted using the survey instrument of questionnaire to obtain the perception of the respondents to the effect of environmental factors on learning outcome assessment. The questionnaire was subjected to mean score analysis to obtain respondents satisfaction value of the ordinal data on Likert scale. It is reasonable to assert from the analysis of the data that a test/examination conducted in a poor physical environment, such as those with poor lighting, under poor weather, noisy environment and polluted air will not be conducive to both the student and teacher hence produce poor performance in results of test /examinations. The findings revealed that due to the poor infrastructural development of Nigeria educational system, it is obvious that there is agreement to the effect that the environment factors affect learning. It is therefore advocated that apart from good teachers being employed in our educational system, location of schools should be considered very critically using these environmental parameters before approval is given for its establishment in the country.