Federal College of Education (Technical), Akoka

Introduction Calophyllum inophyllum is a medicinal plant that is extensively used in traditional Chinese medicine. Dipeptidyl peptidase IV is a diabetes mellitus enzyme that inhibits the action of key insulin-stimulating receptors. This study was designed to discover potential DPP IV inhibitors from C. inophyllum. Method A library of 140 phytochemicals was collated, and molecular docking was performed at exhaustiveness of 100. A 100 ns simulation was performed to examine the ligand’s dynamics and stability, while the selected phytochemicals’ ADMET properties were profiled using the pkCSM web server. Results Calanone (-10.2 kcal/mol), inophyllolide (-9.4 kcal/mol), brasilixanthone B (-9.4 kcal/mol), calozeyloxanthone (-9.4 kcal/mol), and calophyllin B (-9.4 kcal/mol) were identified as hit molecules against the receptor. The RMSD, RMSF, and interaction plots obtained from the molecular dynamics simulation showed that the phytochemicals exhibited good stability, while the ADMET profiling indicated that the ligands exhibited good drug candidacy properties. Discussion The study indicated that calanone, inophyllolide, brasilixanthone B, calozeyloxanthone, and calophyllin B are among the major antidiabetic compounds in C. inophyllum. A comprehensive in vitro and in vivo study is recommended for further studies.

Globally, terrorism has constituted a threat to human rights in different dimensions. Mali is no exception, and women have become more vulnerable to this threat. Drawing from desktop research and feminist security theory as its explanatory framework, this article argues that terrorism in Mali exacerbates women's vulnerabilities, limiting their access to fundamental rights and services. Under siege of terrorism, women are reportedly subjected to sexual assault, enslaved and used as instruments of suicide bombing and weapons of war. Equally, terrorism has affected fundamental comforts of life such as access to good health care, education, and employment opportunities, thus subjecting women to the violent extremist Islamic ideologies perpetuated by the terrorist groups. From the unfolding, the article concludes that failure in combating terrorism risks sustained infringement on women’s rights. It recommends gender-based counter-terrorism strategies in addition to enhancing ongoing government efforts to combat terrorism in the country.

Cerebral malaria (CM) remains one of the most severe and life-threatening manifestations of Plasmodium falciparum infection, predominantly affecting children and pregnant women in Sub-Saharan Africa, where resource constraints compound diagnostic and therapeutic challenges. Despite significant advances in antimalarial therapy, CM continues to be associated with high mortality rates (15%–30%) and significant long-term neurological sequelae among survivors (10%–30%). Challenges in the diagnosis and management of CM in resource-limited African settings, include widespread misdiagnosis (up to 23% of clinically diagnosed CM cases may not meet strict diagnostic criteria), delayed presentation, inadequate supportive care infrastructure, and limited access to specialized neurological rehabilitation services. The lack of fundoscopic examination, neuroimaging capabilities, and reliable biomarkers in most African healthcare facilities compounds diagnostic challenges. Treatment delays due to poor referral systems, geographical barriers, and inadequate transportation significantly impact patient outcomes. In this review, the practical challenges of diagnosing and managing CM in resource-limited African healthcare settings, an area inadequately addressed in existing literature, is discussed while providing context-appropriate recommendations for each identified barrier. We address health systems constraints including workforce shortages, supply chain disruptions, and absent rehabilitation services for CM survivors. By synthesizing current evidence and highlighting critical gaps, this review aims to inform policy makers, clinicians, and researchers about priority areas for intervention to reduce CM-associated morbidity and mortality in African regions.

Introduction: This study investigated the effect of ICT -integrated teaching facilities on digital pedagogical skills among pre -service primary school teachers in Lagos State Colleges of Education. Specifically, the study examined the availability and utilization of ICT -integrated teaching facilities, assessed the level of digital pedagogical skills possessed by pre -service teachers, determined the influence of ICT facilities on these skills, and identified the challenges affecting effective ICT integration. Five research questions and three null hypotheses guided the study. Methodology: The study adopted a descriptive survey research design. The population comprised 823 pre-service primary school teachers drawn from selected Colleges of Education in Lagos State. A sample of 263 respondents was selected using a combination of purposive, p roportionate, and simple random sampling techniques. Data was collected using a researcher-developed 35-item structured questionnaire titled ICT-Integrated Teaching Facilities and Digital Pedagogical Skills Questionnaire (ITFDPSQ). The instrument was validated by three experts in Educational Technology, Primary Educ ation, and Measurement and Evaluation. A pilot study involving 20 participants produced Cronbach’s Alpha reliability coefficient of 0.91. Data was collected over eight weeks through direct administration. Descriptive statistics answered the research questions, while Pearson Product Moment Correlation, independent samples t-test, and multiple regression analysis tested the hypotheses at the 0.05 leve l of significance. Results and Recommendations: The findings revealed moderate availability but high utilization of ICT-integrated teaching facilities, high digital pedagogical competence among pre-service teachers, and significant positive effects of ICT facilities on digital pedagogical skills. Signi ficant relationships, differences, and predictive influence were established through hypothesis testing. The study concluded that ICT -integrated teaching facilities substantially enhance digital pedagogical competence among future teachers. It therefore recommended increased investment in ICT infrastructure, continuous digital capacity building, sustainable maintenance of facilities, and strengthened institutional support for technology-enhanced teacher education.

The study investigated tertiary education teachers’ perception and utilization of Artificial Intelligence (AI) tools in evaluating students’ performance in Home Economics. The primary aim was to examine lecturers’ awareness, perceptions, extent of usage, and challenges in integrating AI tools for assessment purposes. The study was guided by four research questions and two null hypotheses. Specifically, it sought to assess whether lecturers’ perception significantly influenced utilization, and whether experience level accounted for differences in AI usage. The study employed a cross-sectional survey design. The target population comprised all Home Economics lecturers in Nigerian Colleges of Education, Polytechnics, and Universities offering Home Economics or related programs. A total of 150 participants were selected using a multi-stage sampling technique combining purposive, convenience, and quota methods. Data were collected using a 31-item structured questionnaire, validated by three experts and pilot-tested with 20 lecturers. The reliability coefficient was 0.90, confirming internal consistency. Descriptive statistics (mean, SD) were used to analyze research questions, while Spearman Rank-Order Correlation and One-Way ANOVA tested the hypotheses at 0.05 significance level. Findings revealed that while lecturers had moderate awareness and positive perceptions of AI, actual usage remained low, especially in evaluating practical components. A significant relationship was found between perception and usage, and less experienced lecturers used AI tools more frequently. The study concluded that AI adoption is hindered by infrastructural and training gaps. It recommends institutional investment in AI infrastructure and capacity-building programs to enhance integration into assessment practices.