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Factors influencing intrapersonal and interpersonal abuse, neglect, and quality of life have not received much attention from scholars. Few studies on intrapersonal and interpersonal abuse and neglect have focused on employees in organisations without addressing the problem from children or students' points of view. In light of this knowledge, the current study used a socio-ecological perspective to illustrate the factors that influence both intrapersonal and interpersonal abuse and neglect. These factors can be attributed to family structure, individual factors, macrosystem factors, contextual factors, quality of life, and emotional abuse.

This study examines the factors that influence the intention and actual use of e-learning in entrepreneurship education by undergraduate students. The paper relies on a predictive study design and the partial least squares structural equation modelling to analyse data from a cluster sample of 599 students from the University of Cape Coast, Ghana. The results demonstrate that all the independent variables, assessed within a framework of an extended unified theory of acceptance and use of technology, determine students' intention to use e-learning in entrepreneurship education. Of particular importance are the preponderant effects of hedonic motivation, facilitating conditions and social influence on students' intention as well as the effect of intention and facilitating conditions on actual use of e-learning. A key implication of the findings is that students' continuous acceptance and use of e-learning in undergraduate entrepreneurship course delivery is contingent upon adequate presence of all the examined predictors of technology usage.

To achieve cardiovascular health (CVH) equity in the United States, an understanding of the social and structural factors that contribute to differences and disparities in health is necessary. The Asian American population is the fastest-growing racial group in the United States but remains persistently underrepresented in health research. There is heterogeneity in how individual Asian American ethnic groups experience CVH and cardiovascular disease outcomes, with certain ethnic groups experiencing a higher burden of adverse social conditions, disproportionately high burden of suboptimal CVH, or excess adverse cardiovascular disease outcomes. In this scientific statement, upstream structural and social determinants that influence CVH in the Asian American population are highlighted, with particular emphasis on the role of social determinants of health across disaggregated Asian American ethnic groups. Key social determinants that operate in Asian American communities include socioeconomic position, immigration and nativity, social and physical environments, food and nutrition access, and health system-level factors. The role of underlying structural factors such as health, social, and economic policies and structural racism is also discussed in the context of CVH in Asian Americans. To improve individual-, community-, and population-level CVH and to reduce CVH disparities in Asian American ethnic subgroups, multilevel interventions that address adverse structural and social determinants are critical to achieve CVH equity for the Asian American population. Critical research gaps for the Asian American population are given, along with recommendations for strategic approaches to investigate social determinants of health and intervene to reduce health disparities in these communities.

Access to quality education for all children is important for achieving the Sustainable Development Goals especially in Africa. However, information and communication technologies (ICTs) and access to electricity have continued to be burning issues hindering access to quality education in Africa. However, empirical evidence on the impact of ICTs and access to electricity on primary education in Africa is rare. This paper, therefore, investigates the impacts of information and communication technologies and access to electricity on the education of children in Africa. The study used rich data on primary school enrolment, education expenditure, access to electricity, fixed broadband subscriptions, fixed telephone subscriptions, mobile cellular subscriptions, and individuals using the internet in Africa obtained from the World Development Indicators. Leveraging on panel autoregressive distributed lag model, we find that fixed broadband subscriptions, mobile cellular subscriptions, individuals using the internet, and access to electricity exert significant impacts on school enrolment in Africa. We find from the Granger causality test result a unidirectional causality between school enrolment and mobile phone subscription. Furthermore, we identified bidirectional causalities between school enrolment and access to electricity, education expenditure, fixed telephone subscriptions, fixed broadband subscriptions, and individuals using the internet. We conclude that information and communication technologies improve education in Africa.

The nation's explosive growth in Massive Open Online Courses (MOOCs) is likely to lead to low effectiveness of MOOCs, therefore, it is necessary to promote the high-quality and long-term development of MOOCs through understanding learner satisfaction. The present research adopted the Latent Dirichlet Allocation (LDA) to derive factors affecting the satisfaction of the learners and conducted a fuzzy-set qualitative comparative analysis (QCA) to analyze configurations of the high-level and low high level of learning satisfaction with computer science MOOCs. This study identified how course design, teaching style, teaching content, communication, exercise, and platform impact learner satisfaction based on 27,316 students' reviews of MOOCs. It has been found that five sufficient configurations are demonstrated to achieve high satisfaction while the other three configurations do not result in high satisfaction. In addition, although the six factors cannot alone constitute the necessary conditions for configurations of learner satisfaction, course design, teaching styles, and exercise play an indispensable role in improving learner satisfaction. Overall, this study adds to the literature by examining specific learner-level factors and extending configural understanding of the factors that affect MOOC learner satisfaction.

This article examined influences of academic and professional qualifications on the content knowledge, pedagogical knowledge and pedagogical content knowledge of lecturers. Research findings demonstrated no statistically significant influence of academic and professional qualifications on lecturers' PCK. Based on academic and professional credentials, there were no appreciable disparities in the lecturers' PCK. For professional qualifications, for instance, the lecturers' PCK was not significantly different among the professional and non-professional lecturers at CCTU. Similarly, the PCK scores did not differ significantly among the lecturers who have attained HND, bachelor's, master's and terminal degrees.

The Institute of Teacher Education and Development (INTED) was founded in Accra, Ghana, in 2011, thanks to a fellowship from Stanford University. The institute is a nongovernmental organization whose objective is to improve learner outcomes by supporting the professional growth of educators. At the center of INTED's model is a professional learning initiative for teacher leaders called the Master Fellows Program. The Masters Fellow Program builds the capacity of teachers to become instructional leaders who support professional learning communities, engage other educators in the institute's professional learning activities, share their experiences at conferences and community events, and act as mentors and champions of teachers. Looking into the future, INTED is seeking to expand offerings to include online learning opportunities to ensure that greater numbers of teachers and schools can access its programs at lower costs and improved convenience.

This study delves into the cultural perspectives surrounding gifted education practices in Ghana, focusing on 10 junior high school classroom mathematics and science teachers. Data were gathered through semi-structured interviews and analysis of lesson plans. The results brought to light a notable gender disparity of female participation in Science, Technology, Engineering, and Mathematics (STEM)-intensive courses compared to males. Teachers' beliefs concerning giftedness tended to be tacitly naive, rooted in traditional notions and influenced gifted students' development. Spiritual and supernatural giftedness emerged, perceiving the gifted to possess mystical powers. Implications underscore the implementation of gifted education within teacher educational institutions. This, in turn, addresses the tacit opinions and knowledge gaps among educators regarding gifted education in Ghana. The study advocates for a holistic approach to nurturing giftedness that extends beyond conventional academic realms, ensuring a more inclusive and equitable educational landscape.

Marginalized communities cannot and do not have decontextualized experiences with how socioscientific issues, such as exposure to COVID-19 as frontline essential workers, high Black infant mortality rates, air pollution leading to respiratory problems, and other issues, affect their communities. As PreK-12 science teachers and teacher educators strive to dismantle oppressive practices in their classrooms and curriculum, it would be helpful to learn from Black women science teachers who have been engaging in anti-racist practices before the racial awakenings of Summer 2020. In this study, three different virtual focus groups, or Sista Circles, were conducted with 18 Black women secondary science teachers. Ranging from 1 to 22 years of experience, Black women teachers across the country and international participants in Canada and Qatar participated in the Sista Circles. From intersectional qualitative analysis and narrative inquiry, the findings of the study reveal that Black women science teachers enact anti-racist science teaching by bringing something new to the community; using NGSS standards within the context of the community; teaching at the intersection of history, culture, and science learning and teaching; and building critical consciousness in the science classroom. Furthermore, the findings of the study have implications for the use of anti-racist frameworks within the context of science education that were authentically the practices of the Black women in the study. This study offers insights into how the critical consciousness of Black women teachers can be represented in the science classroom even in times of nonsupport from peers and administration. The power and necessity of Black women teachers are paramount in science classrooms specifically because of the neutral, apolitical ways science teaching has been approached in the past. The narratives and stories shared here exemplify how Black women science teachers transform science teaching and learning by displaying various acts of Criticality.

Abstract Calcium carbide is prohibited as a fruit ripening agent in many countries due to its harmful effects. Current methods for detecting calcium carbide in fruit involve time-consuming and destructive chemical analysis techniques, necessitating the need for non-destructive and rapid detection techniques. This study combined near infrared (NIR) spectroscopy with chemometrics to detect two banana varieties ripened with calcium carbide in different forms when they are peeled or unpeeled. Sixteen linear discriminant analysis (LDA) models were developed with high average classification accuracies for classifying banana based on the mode used to ripen banana, type of carbide treatment and the duration of soaking banana in carbide solution. Banana colour was predicted with partial least squared regression (PLSR) models with R2CV > 0.74, RMSECV and

Abstract Background Breast, cervical, and ovarian cancers are among the top ten global cancers, affecting women, with age-standardized rates per 100,000 being 47.8 for breast, 13.3 for cervical, and 6.6 for ovarian cancer. The journey from cancer symptoms, through diagnosis and treatment, to survivorship, presents numerous challenges. These challenges encompass physical, psychological, and social aspects, significantly impacting patients' quality of life. It is crucial for research to explore not only the challenges faced by patients but also the strategies they employ to cope with these obstacles. Methods This study employed a cross-sectional qualitative approach. Twenty respondents, aged between 15 and 45 years and had been diagnosed with a reproductive cancer (breast, ovarian, or cervical), and were either undergoing treatment or had completed treatment within one year of the study period were purposively selected. Respondents were interviewed using a semi-structured interview guide. A thematic analysis was conducted on twenty in-depth interviews (IDIs) to understand the challenges and support systems for cancer patients. Results The study identified two principal themes: the challenges faced by patients and the available support systems. The findings are based on patient narratives regarding the obstacles encountered during diagnosis, treatment, and follow-up, along with the mitigation strategies employed. Patients reported a range of challenges, categorized into financial and non-financial. Prominent among the non-financial challenges were psychological distress, body image issues, reduced sexual drive, and overall health deterioration. Support was primarily found through personal relationships and religious or spiritual beliefs. Conclusion The research highlights the extensive psychological and social effects of cancer and it’s treatment. The study revealed the intertwined nature of financial difficulties and non-financial challenges, emphasizing the importance of social support, including religious, family, healthcare, and peer support. The findings suggest that a comprehensive, multidisciplinary management plan which encompasses both medical and supportive care is required to enhance patient well-being.

Abstract The use of herbal products for the treatment of malaria, has increased globally. However, inadequate scientific studies about the safety and effectiveness of such herbal products have been raised. Also, the reduced sensitivity of the malaria parasites to artemisinin-based combination therapies is of concern. There is therefore the need for new antimalarial medications including those from alternative sources such as herbal medicinal products. In this study, a prospective, comparative parallel group randomized, clinical study was done to assess the safety and effectiveness of Mist Amen Fevermix and Mist Edhec Malacure with Artemether/Lumefantrine as control at the Tafo Government Hospital, Kumasi between July and November 2019, after Committee on Human Research, Publication and Ethics approval (CHRPE/AP/424/19). The study was conducted in accordance with Good Clinical and Laboratory Practice (GCLP) and registered with the Pan African Clinical Trials Registry with trial number PACTR202109664146698. Participant completed an informed consent form. Randomization was based on a single sequence to allocate participants to a group. SPSS version 19. One-way ANOVA test and exploratory statistics was used for data analysis. Total sample size was 150 participants with 50 on each arm of the group. Male and female patients aged 15–45 years and meet inclusion criteria with clinically established malaria were treated with Mist Amen Fevermix and Mist Edhec Malacure, at the specified doses of 45 mls (0.1063 g) and 30 mls (0.0521 g) three times daily after meals for three days. Artemether/Lumefantrine was administered at a dose of 80/480 mg/kg twice daily after meals for three days. Baseline data was taken on day 0. Patients were then followed up on Day 3, 7 and 28 to establish treatment outcomes and any side effect using a checklist for signs and symptoms and Karnofsky’s scale to assess the quality of life. Mist Amen Fevermix was effective with a cure rate of 95.89%. Mist Edhec Malacure was also effective with a cure rate of 91.87%. The cure rate of Artemether/Lumefantrine was 97.25%. Kidney and liver panels were within normal reference range at the end of the 28-day study. This study supports the use of Mist Amen Fevermix and Mist Edhec Malacure, two multi-component products as safe and effective for the treatment of uncomplicated malaria. Both products achieved a comparable clinical treatment outcome with Artemether/Lumefantrine.