The aim of this paper is to identify and document some functions and contextsof traditional pottery within northern Ghana. The descriptive approach of the qualitative research methodology was employed. Interview and observation methods were employed as the data collection methods. They were used to ascertain reasons why some potteryare engaged in certain contexts andfor certainfunctions. The data was tabulated to include the traditional name of the pot, the function and the context. The data were then analyzed and the indications were that, the potters make interesting forms of traditional pottery for different purposes; and the local name given to each pot perfectly defines their functions and contexts within northern Ghana. On the flipside of the coin, the function and context of every pot can also be dictated by its end user. Base on this, the researchers were able to discover some functions and contexts of the indigenous pottery which were put into some groups. On the first hand, the researchers classified the functions into five groups of purpose. These included: domestic purposes, religious purposes, agricultural purposes, rites of passage purposes and traditional herbal medicinal purposes. On other hand, seven groups of contexts were also discovered at the time of the study. These included: courtyards, bedrooms, bathrooms, graveyards, kitchens, shrines, and hencoops as places where these pots can be found among the people of the Northern Ghana.

ABSTRACT: Aims: This study aimed to explore the impacts of neighborhood-level socioeconomic contexts (e.g., income, education) on the therapeutic and preventative dental quality outcome of children aged 3 to 15 years. Materials and Methods Anonymized billing data of 842 patients reporting to a university Children’s Dental over three years met the inclusion criteria. Their access to care (OEV-CH-A), topical fluoride application (TFL-CH-A) and dental treatment burden (TRT-CH-A) were determined by dental quality alliance (DQA) criteria. The three oral health variables were aggregated at a neighborhood-level and analyzed with census data provided by Statistics Canada within a GIS framework. The forward sortation area (FSA) was chosen as a neighborhood spatial unit and regression models were run both the individual and neighborhood level. Results: The individual-level regression models showed significant negative associations between OEV-CH-A (p=0.027) and TFL-CH-A (p=0.001) and the cost of dental care. There was a significant negative association between TRT-CH-A and median household income. Neighborhood-level Ordinary Least Squares (OLS) linear regression models show negative associations of all three dental health variables (OEV-CH-A, TFL-CH-A, TRT-CH-A) with median household income and the number of households without a college degree. Conclusion: GIS and spatial quantitative approaches may be an effective tool to explore the impacts of socioeconomic variables on oral health outcomes.

The extent of access to energy of displaced populations in settlements and camps in Africa is largely unknown, given 94% of displaced persons without access to electricity and 81% with a reliance on biomass for cooking. A multitude of contextual factors, such as the location and the characteristics of housing, the legal status, the socio-cultural background and the availability of humanitarian and public services impact the living conditions and the needed energy services. Limitations in accessing energy services have direct, multilayered, and far-reaching implications, including impacts on health, nutrition, education, protection, and livelihood. The objective of this article is to contribute to a more comprehensive understanding of the current state of energy ac-cess in displacement contexts on the African continent by identifying and utilizing existing data. After a screening of the vast and various available information, setting up of a database, consoli-dating the gathered data as well as assessing the quality through a quality assessment method, the currently available information is visualized and discussed. Remarkable differences in the access to electricity for displaced persons across the countries are found. For both electricity and clean cooking, the availability for displaced persons ranges from nearly no access at all up to an access rate of 100%. More strikingly, the results also show that besides South Africa, and the se-lected countries in the Maghreb region, the access to both clean cooking and electricity for dis-placed persons is remarkably low. At the same time, the poor data quality does not allow to draw solid conclusions nor impactful implementation activities. Novel conceptual frameworks and indicators are needed. Future research needs to focus on a more comprehensive understand-ing of how energy is interwoven in the lives of displaced persons, before a set of energy indicators can be derived. It is essential that the concerned persons, the displaced persons themselves are in-cluded in the research in a meaningful way.

(1) Background: Adolescent well-being is a multifaceted construct embedded in family, school, and peer socialization contexts. By adopting a social-psychological perspective we test the association between three sources of support (parents, teachers, peers) and specific components of subjective well-being (cognitive, affective, global-and-domain-specific) to determine whether there is a functional specialization of the role that these crucial socialization agents play for adolescents to attain well-being in specific life domains. (2) Methods: Cross-sectional Albanian data from Wave 3 of the Children’s Worlds International Survey (www.isciweb.org) were used, including 2,339 adolescents (age range 9-13; girls = 49.3%). A structural equation model (SEM) was employed to explore associations between supportive relationships with parents, teachers, and peers and adolescent well-being. (3) Results: Findings support a functional specialization hypothesis as parental support was significantly related to global cognitive and affective well-being; teacher support was significantly related with school satisfaction; and significant relations were found between peer support and almost all well-being variables (context-free, domain-based life satisfaction and affective subjective well-being). (4) Conclusions: Findings contribute to a more nuanced understanding of the role of supportive relationships with adults and peers in adolescents’ proximal socialization contexts (family, school, peer groups) and specific components of subjective well-being.

This comprehensive study delves into the implementation and effectiveness of the flipped classroom model in engineering EMI (English as a Medium of Instruction) courses in Taiwan. Situated within the strategic framework of Taiwan's Bilingual Nation 2023 policy, this research aims to enhance the global competitiveness of Taiwan's semiconducting manufacturing engineering sector. The study’s primary focus is on understanding the perceptions and learning outcomes of EFL (English as a Foreign Language) students in engineering courses. Through a methodical approach using descriptive statistics and chi-square tests, the study analyzes data from 33 junior engineering students specializing in mechanical and mechatronic fields. The findings highlight a significant positive influence of the flipped classroom model on various aspects of student learning, including increased engagement, heightened creativity, and enhanced problem-solving skills. Additionally, the study emphasizes the critical role of timely L1 support in facilitating effective learning in EMI settings. These outcomes not only demonstrate the flipped classroom's viability as a sustainable educational approach but also provide crucial insights for educators and policymakers. By aligning cutting-edge teaching methods with the evolving needs of engineering education, this study contributes to the discourse on educational innovation. It ultimately guides the development of future engineering programs that cater to diverse student needs and fosters the cultivation of skilled engineering professionals.

This case study explores the transformative effects of emergent digital technologies, particularly augmented reality (AR), on literacy engagement and reading for pleasure. The United Arab Emirates Ministry of Education implemented the UAE Storytime programme, utilising AR to create an interactive literacy experience for young learners. The programme incorporated bilingual episodes, featuring stories based on local and global contexts, with 3D objects and interactive games to enhance understanding. The results indicate a positive correlation between the use of AR and literacy engagement. A high proportion of learners scanned the QR codes to access the AR objects, which enhanced their engagement and understanding of the stories. The programme fostered a learner agency, engaged family members in the learning process, and established a sense of global community. The study recommends the integration of similar initiatives into the curriculum to promote collaboration, creativity, and holistic learning experiences.