Articles

Background:</b> Within contemporary medical education systems dominated by the biomedical paradigm, medical students commonly experience a decline in empathy alongside uncertainty in professional identity formation. Narrative medicine, as an educational approach designed to bridge objective technical reasoning and subjective human experience, has been proposed as a response to this humanistic crisis. However, the psychological mechanisms underlying its effects, the boundaries of existing empirical evidence, and strategies for systematic implementation remain insufficiently clarified. <b>Content:</b> Drawing on a comprehensive review of the literature, this article elucidates two core theoretical mechanisms through which narrative medicine operates. First, through the cycle of attention, representation, and affiliation combined with reflective practice, narrative medicine facilitates the coordinated development of cognitive empathy and emotional resonance. Second, through narrative integration, it supports learners in transforming fragmented clinical experiences into coherent professional identities. A synthesis of empirical studies published over the past decade indicates that well designed narrative medicine curricula can enhance reflective capacity, communication skills, and a sense of professional meaning, although their effectiveness is substantially moderated by curricular intensity, pedagogical modality including digital and multimodal approaches, and cultural context. <b>Conclusion:</b> The integration of narrative medicine currently faces structural barriers, including limited curricular space, the scarcity of standardized assessment tools, and insufficient faculty development. Future efforts should adopt implementation science frameworks to shift from isolated elective offerings toward longitudinal spiral curricula, develop multidimensional evaluation strategies, and explore the use of emerging technologies such as artificial intelligence and virtual reality in narrative pedagogy. These efforts may establish narrative medicine as a foundational pathway for cultivating physicians with core humanistic competencies.

<b>Background: </b>Socioeconomic status (SES) is widely associated with improved health, behavioral, and educational outcomes. However, emerging research suggests that these benefits are not uniformly experienced across populations or contexts. The theory of Marginalization-related Diminished Returns (MDRs) has primarily focused on racial and ethnic disparities, showing that individuals from racially marginalized groups often experience weaker protective effects of SES. There is a lack of evidence on geography—particularly rural residence—as a moderator of SES effects. <b>Objective:</b> This review explores how place, especially rural contexts in the U.S., shapes the extent to which SES translates into improved outcomes. We extend the MDRs framework to include place-based and geography-based marginalization, arguing that even among non-Hispanic White populations, rural residence can lead to diminished returns on education, income, and other forms of capital. <b>Content:</b> Drawing on theoretical models such as Fundamental Cause Theory and Bronfenbrenner’s Ecological Systems Theory, and synthesizing empirical findings from studies of academic achievement, substance use, and educational aspirations, this review highlights how structural disadvantages in rural areas weaken the effectiveness of individual and family-level resources. <b>Conclusion: </b>Rural health and educational disparities are not solely due to a lack of resources but may also reflect systemic conditions that erode the value of existing resources. Policy interventions must be place-aware and address the contextual constraints that limit opportunity. Future research should more explicitly test how geography moderates the effects of SES across a range of outcomes and populations.

This study investigated the pedagogical implications of out-of-field teaching in Social Studies. The Out-of-field Social Studies teachers could encounter several challenges in their preparation and the implementation of the integrated Social Studies curriculum. This study sought the lived experiences of the out-of-field teachers concerning the causes of out-of-field teaching in social studies, problems encountered by the out-of-field teachers and the mechanisms they employ to cope with the teaching of Social Studies. The study chose the qualitative phenomenological research design. Data were collected from all the 17 out-of-field Social Studies teachers through in-depth structured interview. Data were transcribed and analysed, through the inductive thematic analysis approach, unveiling of themes and concepts from the narratives of the research participants. The study revealed that out-of-field teaching in Social Studies occurs as a result of teacher shortage in integrated social studies programme. It is also caused by the perception that any teacher could teach Social Studies irrespective of the teachers’ qualification. Out-of-field teacher encounter problems such as inadequate content and pedagogical knowledge, lack of classroom managerial techniques and inability to deliver lessons through the integrated approach. Engaging in professional development courses, peer coaching, in-service training and workshops were some of the mechanisms employed by out-of-field teachers to cope with the teaching of Social Studies. The pedagogical implications of this phenomenon are that when teaching the Social Studies, the out-of-field teachers place more emphasis on aspects of the Social Studies curriculum where they have much knowledge and skip or put less emphasis on other aspects they lack in-depth knowledge, thus, the integrated approach to teaching Social Studies is not adopted effectively by out-of-field teachers. This waters down the content of Social Studies at the Senior High School level. Addressing the problem of out-of-field teaching in Social Studies requires training and recruiting more teachers who have background training and experience in the integrated approach to the teaching of Social Studies.

Foods rich in phytochemicals are well recognized for their role in the prevention of chronic disease development, in addition to fulfilling the nutrient requirements. However, different processing methods employed during preparation may affect their levels and functionality as they are sensitive to different processing parameters such as temperature and light. This study aimed to evaluate the effects of three common processing methods; boiling, fermentation, and drying (sun and solar drying, with and without blanching), on total phenolic content and total flavonoid content in cassava (<i>Manhot</i><i> esculenta </i><i>Crantz</i>), black jack (<i>Bidens</i><i> </i><i>pilosa</i>) and bitter lettuce leaves (<i>Launaea</i><i> </i><i>cornuta</i>) grown in Mkuranga District in the Eastern part of Tanzania. Total phenolic content and total flavonoid content were analyzed by using the spectrophotometric method with the use of Folin-Ciocalteu and Aluminum Chloride reagents, respectively. Total phenolic content ranged from 0.9±0.14 to 85.7 ± 0.56 mg Gallic Acid Equivalent (GAE)/100g and flavonoids ranged from 0.03±0.00 to 3.9±0.03 mg/100g across the treatments. Both parameters were adversely affected by fermentation and boiling, while solar and sun drying only reduced the flavonoid content. Results showed that direct solar and sun drying appear to be effective processing methods, for the retention and maintenance of total phenolic content in all samples while, none proved to be effective for flavonoid content.

Tanga City is the region with several micro-and small-scale pasta processing companies in the country. Therefore, the purpose of this study was to assess the quality and safety of folded vermicelli produced by the small-scale processors in Tanzania. Samples of 1 kg folded vermicelli were collected from 14 processing companies, by the intentional cluster sampling technique. The samples were analysed for aflatoxin and microbiological (<i>Escherichia coli</i>, <i>Aspergillus flavus</i>, and <i>Aspergillus parasiticus</i>) quality. Moreover, physico-chemical quality was assessed in terms of diameter by using a digital calliper, moisture content by oven-drying method at 110℃± 5℃, breaking strength by the texture analyzer, and colour by colourimeter (Chroma Meter CR-400) of the collected samples were determined. In terms of microbial quality, the results indicated contamination by <i>E. coli</i> (1.25-3.00 Log CFU.g<SUP>-1</SUP> in 8/14 samples), <i>A. flavus</i> (2.23-2.83 Log CFU.g<SUP>-1</SUP> in 12/14 samples), and <i>A. parasiticus</i> (1.22-2.75 Log CFU.g<SUP>-1</SUP> in 2/14 samples) as they are beyond the set limits. The diameter varied between 0.90 mm to 1.73 mm in 9/14 samples and moisture content were 10.61% to 12.65% in 13/14 samples, being within the established parameters. The samples indicated low breaking strength with levels between 6.79x10<SUP>5</SUP> N.m<SUP>-2</SUP> to 3.75x10<SUP>6</SUP> N.m<SUP>-2</SUP> in 11/14 samples. The result of brightness (L*) were between 53.03 to 72.14 and yellowness (b*) between 13.68 to 19.48 indices, indicating that there was no significant difference at the 5% level, respectively, although 2/14 samples had red (a*) colour values (-1.32 – +0.56). However, 4/14 samples were detected with aflatoxin B<SUB>1</SUB> (0.60-0.70 μg.kg<SUP>-1</SUP>), they are within the recommended level (5 μg.kg<SUP>-1</SUP>). The study underscores the need for concerted efforts to enhance production and hygiene practices to ensure consistent compliance with quality and safety standards.

<b>:</b>Basil (<i>Ocimumbasilicum</i><i> L.</i>) is an herbaceous annual aromatic herb that belongs to the Lamiaceae family. This study aimed to analyze the essential oil content and physicochemical properties of basil varieties stored under different drying methods and dried on different drying days. The fresh leaf of basil varieties was collected from the Wondo Genet Agriculture research center experimental field and subjected to open sun and shade drying methods and four drying days (0,5, 10, and 15). The sample was subjected to oven and hydrodistillation methods on each four particular drying days. The obtained essential oils were analyzed for physical properties (specific gravity and refractive index) and chemical composition using GC-MSD. As shown in the result of all-cause drying methods and drying days significantly affect the essential oil content and physicochemical properties of Basil Variety. In the case of Variety, Basil 02 has a high essential oil content than Basil 05 in the chemical composition, and different chemical compositions exist in both. In the case of drying methods, the sample dried under the shade is higher than in the open sun in essential oil content and physicochemical properties. In the case of different drying days, as the drying days increase, the essential oil content is significantly affected. The essential oil content and physicochemical properties of essential oil decrease as drying days increase for both basil varieties. Drying affects the chemical composition of the two variables, which means, as in the cause of open sun drying, affects the chemical composition more than shade drying as the drying days increase, and the chemical composition decrease. Therefore, this study provides evidence that drying herbs on different drying days and under drying conditions affect the essential oil content and physicochemical properties of essential oil.

The purpose of the study was to examine technological pedagogical content knowledge of teachers and their formative assessment practices in Social Studies lessons in the Junior High Schools in the Komenda Edina Eguafo Abirem (K.E.E.A) Municipality of Ghana. With a mixed method approach, the study adopted a descriptive survey research design. The population for the study included all Social Studies teachers at the public junior high schools in the in the Komenda Edina Eguafo Abirem Municipality. Purposive sampling technique was used to select all the seventy-four (74) public Junior High Schools and the Social Studies teachers for the study. The purposive sampling technique was used to sample the respondents because they constitute expert knowledge in the subject area and having the same characteristics. The two main instruments used to gather data for the study were questionnaire and observation. Data was analysed using descriptive and inferential statistics. The study indicated that the assessment practices of teachers during Social Studies lessons were on the average. There was disparity between theory and practice as far as the dictates of the profile dimensions are concerned. Teachers mostly assess the cognitive aspect of the child with little attention to the affective domain. The study also concluded that there was a significant positive relationship between TPACK of teachers and their formative assessment practices at 0.05 level of significance. It is recommended that Ministry of Education, National Teaching Council, Ghana Education Service should organize professional development workshop for teachers on their formative classroom assessment practices in Social Studies lessons. It is also recommended that, in order to ensure effective formative assessment practices, Ghana Education Service should collaborate with Colleges of Education and Universities training teachers to develop appropriate TPACK for teachers to improve on their formative assessment practices in the classroom.

Despite the pervasive nature of internet use among adolescents and young adults, there is not enough knowledge about whether and how involvement in social media influences substance use patterns and the risk of drug use-related problems. This study was conducted to examine the complex relationship between substance use-related social media engagement (viewing, liking, commenting, and posting the substance use-related social media content) and the drug use-related problem in adolescents from public perception. We surveyed to determine the perception of social media users regarding the association between substance use-related social media content and substance/drug abuse problems. An anonymous online questionnaire was conducted to collect the response from each participant. The response was generated after collecting the data from 126 users of mixed ages. The data was stringently analyzed, and the response was displayed in the form of bar charts. The primary findings indicated a significant relationship between drug/alcohol-related social media engagement and drug/alcohol-related problems. From public perception, a positive correlation was found between the engagement in the drug use-related content and drug use associated problems. However, further research is needed to determine the right direction of these associations that can provide substantiative solutions for numerous interventions aiming to prevent drug use-related adverse consequences.

The purpose of the study was to examine the objectives and contents of Social Studies and its related challenges facing the Colleges of Education in Ghana The study adopted a quantitative research approach. The population comprises tutors and students of Social Studies in the three (3) Colleges of Education in the Central Region of Ghana. The purposive sampling technique was used to select the three Colleges of Education and twenty (20) Social Studies tutors. Krejcie and Morgan’s table was used to determine sample size two and forty-eight (248) students out of seven hundred (700) students. The main instrument for data collection was a questionnaire. The quantitative data entry and analysis were done using IBM SPSS Statistics software, version 22. Frequencies and percentages were used as statistical tools to analyse responses to all the research questions. The study revealed that students in the Colleges of Education of Ghana had had an understanding of the Social Studies programme in terms of objectives, content, and scope as well as the integrated nature of the subject and its usefulness in the resolution of social problems. . The study also indicated teachers who may not be well versed in specific topics in the subject and may either skip it or teach it anyhow. It is recommended that regular workshops and conferences be organised for Social Studies teachers of the Colleges of Education in order to update their knowledge on some topics especially current issues on the subject. It is also recommended that Social Studies teachers should be encouraged to engage the services of resource persons to support them teach unfamiliar or challenging topics to avoid polluting the pre-service teachers.

The study objective was to assess the perceptions of Junior High School (JHS) Social Studies teachers in the Yilo Krobo Municipality of the Eastern Region of Ghana on teachers’ Pedagogical Content Knowledge (PCK). The study adopted Shulman's theory of Pedagogical Content Knowledge (PCK) as its theoretical framework. The philosophical approach upon which the study is hinged on is the ideology of interpretivism and positivism, in other words, pragmatism. The study used a mixed methodological approach as well as a descriptive survey design. A random sampling technique was used for the study. The study participants were JHS social studies teachers in Yilo-Krobo Municipality, Ghana. Eighty (80) out of the one hundred and two (102) representing 78.43% JHS Social Studies teachers were selected from the fifty-four JHSs in the Municipality. Both Questionnaire and interview guide were used for data collection. The survey data was analyzed using descriptive statistics and the interview data was analyzed using content analysis. The study indicated that at the heart of the PCK concept is the idea that 'deep knowledge' of content is essential for effective teaching and cannot be taken for granted; that it has a significant bearing on teaching and student learning, and that it is used as a cadre to define professional teaching knowledge. PCK also provides the uniquely necessary knowledge for the transformation of the different types of knowledge required for Social Studies teaching and evolves over time due to the progressive awareness of students' needs, while a wealth of content knowledge is imperative for the development of a comprehensive pedagogical content knowledge. The paper recommends that the Ghana Education Service (GES) should conduct regular in-service training for teachers on the enhancement of their PCK, to enable them select appropriate TLMs and pedagogical approaches that foster meaningful learning for students.

The purpose of this study was to evaluate teachers’ technological pedagogical content knowledge and pupils’ academic performance in Religious and Moral Education (RME) in basic schools in the Ga-South Municipality of Ghana. Correlational research design was used for the study. The population of the study comprised RME teachers and final year pupils in the basic schools in the Ga-South Municipality. Krejcie and Morgan table, cluster sampling technique multi-stage sampling technique, proportional allocation of sample size, and purposive sampling were used to select, 532 respondents (159 basic schools 357 pupils and 175 RME teachers) for the study. The main instruments for data collection were questionnaire, observation guide, standardised-achievement-test. The Pearson’s Correlational Coefficient was used to describe the linear relationship between each of the variables in the data analysis. The study concluded that it was uncertain as to whether teachers possessed adequate knowledge about the use of technology or instructional resources when it comes to the teaching of RME. The study also indicated teachers did not make effective use of the technology or instructional resources as observed, probably because they do not recognize the important role the use of technology plays in the teaching and learning process, they did not know how to use some of these technologies. Besides, some of these technologies were not available for use in the schools. Although, there was a weak positive correlation between teachers’ technological knowledge and pupils’ academic performance, the important role that technology plays in the teaching and learning process cannot be ruled out. It is therefore recommended that, the Ministry of Education, Ghana Education Service and Curriculum Research and Development Division should organise in-service training for teachers, since it turned out during the observation sections that teachers did not make use of audio-visuals (TV and motion pictures) and audio materials (example radio and tape recorders) in the Ga South Municipality.

Cassava crop improvement is a function of selecting superior genotypes that meets the end-users needs and preference. This is done via genotype testing at different environments thereby subjecting the materials to the elements of climate and other environmental factors. In pro-vitamin a cassava genotypes, dry matter (DM), total carotenoids (TC), and fresh root yield (FYLD) are important traits for improving economic status, nutritional health and livelihoods of farmers and processors. This study evaluated the effect of rainfall patterns on 42 provitamin A Cassava accessions for FYLD, DM, TC at different months (6,9&#x26;12 months after planting) and for two seasons (2019/2020 and 2020/2021) in Ibadan. The study shows that the relationship between TC and FYLD were more variable at second season than in the first season. The relationships between TC &#x26; DM and FYLD &#x26; DM at both seasons showed similar variability. The rainfall pattern shows that higher rainfall trend was noticed at the first cropping season (2019/2020) than 2020/2021 cropping seasons. At different months categories and across cropping season, rainfall recorded the least value of 4.58mm at 6 Months After Planting (MAP) which was in the month of December, increased at 9 MAP (Mar) and all through the 12 MAP (107.05mm). Traits relationship with rainfall shows that yield increased with rainfall, DM (25.70%) was highest during the months of least rainfall (4.58mm) and decreased (16.40%) as rainfall (52.09mm) starts during the 9 MAP and at 12 MAP, when the rainfall was 107mm, the DM was 18.76%. Total carotenoids were highest at 6 MAP with 13.76 µg/g when the rainfall was least and decreased (13.04 µg/g) with increased rainfall. During the first cropping season, DM and TC were higher with higher rainfall but with reduced fresh root yield while at second season, when the rainfall was lower, fresh root yield was higher.

Knowledge of the content alone is no guarantee for effective teaching and learning, there is the need for teachers to demonstrate high level of technological and pedagogical power. The study examined the technological pedagogical content knowledge of Social Studies teachers’ in Junior High Schools in Aowin municipality in the Western North Region of Ghana. The descriptive survey design was used for the study. The population for the study included all Social Studies teachers in the public Junior High Schools in the Aowin Municipality. Simple random and purposive sampling techniques were used to select the Seventy-four (74) Junior High Schools and Seventy-four (74) the Social Studies teachers for the study. The main instrument for data collection was questionnaire. The study revealed that, teachers have adequate content knowledge to teach Social Studies but there are doubts as to whether their knowledge is current. The study also concluded that, teachers were not confident about their technological, pedagogical and content knowledge in Social Studies and this resulted in their negative attitude towards the integration of technology in classroom activities. It is recommended that, the Ghana Education Service should organize In-Service Training and refresher courses for teachers to keep them current and up-to-date their content knowledge in Social Studies. It is also recommended that, teachers should adopt positive attitudes towards learning and using technology in their day-to-day activities.

The task of recommending products to customers based on their interests is important in business. It is possible to accomplish this with machine learning. To reduce human effort by proposing movies based on the user's interests efficiently and effectively without wasting much time in pointless browsing, the movie recommendation system is designed to assist movie aficionados. This work focuses on developing a movie recommender system using a model that incorporates both cosine similarity and sentiment analysis. Cosine similarity is a standard used to determine how similar two items are to one another. An examination of the emotions expressed in a movie review can determine how excellent or negative a review is and, consequently the overall rating for a film. As a result, determining whether a review is favorable or adverse may be automated because the machine learns by training and evaluating the data. Comparing different systems based on content-based approaches will produce results that are increasingly explicit as time passes.

The aims of this investigation will be to describe the language style based on Spider-Martin Man's Joos: far from home films and to identify the dominant language styles of the movie "Spider-Man: far from home." The analyzes are based on Martin Joo's theory's five types of linguistic style: frozen, formal, consultative, casual, and intimate. Qualitative research design was used in the research. Content or document analysis was used by researchers. The information is gathered by watching the film and the conversation containing the communication language is detected. Then classify according to the language styles found in the film and find the main kinds of language. The results of this research are as follows in the Spider-Man section: Far From the Home." These five language-style types are Frozen made up of two data (6,7%), formal three (10%), consultants of six data (20%), casual eleven (36,7%) and intimacy consisting of eight data. The following are the types of language-styles (26,6 percent). The Casual style is the most dominant type than other types from the result of the percentage. In last place, the style is frozen.