Applied Sciences Research Periodicals

Evolution of Dietary Habits and Cultural Implications in Rural Households of the Haut-Nkam Region (Western Cameroon)

2026-06-25T03:00:02+01:00

In a context of territorial dynamics marked by urbanization, population growth, mobility, and the interconnectedness of urban and rural areas, a complex interplay of cultural practices is observed. It is within this overall dynamic process that dietary habits are changing. The objective of this study is to demonstrate how the evolution of dietary practices in the Haut-Nkam region impacts its food traditions. To achieve this objective, 393 households in Haut-Nkam, specifically in the localities of Bafang, Bana, and Kekem, completed a questionnaire designed to analyze the evolution of dietary habits and their impact on local food culture. This article, through a mixed-methods survey collecting quantitative and qualitative data, reveals a restructuring of the population's food consumption patterns. It is characterized by low consumption of local dishes (60% of households cook traditional local dishes less than three times a month), changes in meal preparation and seasoning methods, and the marginalization of local beverage consumption in favor of industrially produced sugary and alcoholic drinks. This shift in household diets is leading to a weakening of local culinary traditions and the cultural identity of the Haut-Nkam region. The study argues for the promotion of indigenous food products and practices in order to reconcile modern food practices with cultural sustainability.

Hidden Truths of Teaching and Learning Mathematics with Understanding in South Africa: The Importance of Mother Tongue Instruction in Primary Schools to Improve Conceptual Understanding and Procedural Fluency in the Intermediate Phase

2026-06-30T11:55:51+01:00

The purpose of this article is to uplift the standard of the mother tongue instruction and its importance to improve the teaching and learning of mathematics in our primary schools in South Africa. It also aims at exposing hidden truths of failing to identify problems learners and teachers have that lead to teaching and learning, leaving learners without achieving any conceptual understanding and procedural fluency. Studies show that learners who learn in their mother tongue perform better in the classroom than their counterparts. English speakers learn almost all the subjects in English as their home language and they perform better, understand the instructions faster and respond immediately. This shows that mother tongue instruction fundamentally enhances conceptual understanding and procedural fluency as they are interdependent and must be developed simultaneously. (Kilpatrick, et al 2001). Learning mathematics with understanding in one’s home language and use of manipulatives will eliminate barriers in learning and improvelearners’ proficiency in reading with understanding, counting and writing with less errors. This means that numeracy and literacy are improved, also the vocabulary of the learner increases. Mathematics is a language of its own with its terminology that requires attention. In my home language there might be challenges of standardized terminology which are lacking as this learning in the home language is also new, therefore borrowed words will be used to drive teaching and learning forward. There are hidden errors that teachers ignore in the classroom even if baseline evaluation has been administered to learners with content gaps and barriers to learning, learners have. Makonye (2015) argues that learners’ errors in the classroom are treated as failures to be erased rather than data to be examined. Makonye (2015) argues about diagnostic gaps that need time and attention, that a lack of time means errors are rarely treated as teaching tools. Most learners in our schools lack the basic number sense development they should have attained in the foundation phase where mother tongue instruction commences. Makonye (2015) further argues that content knowledge vulnerabilities in teacher training have also an impact because some newly qualified teachers graduate with weak conceptual understanding of primary and secondary mathematics. I agree with Makonye (2015) because some teachers learned modules at university that have nothing to do with teaching and after graduation they register for PGCE and qualify to be teachers, hence the difficulties in the classroom are difficult to repair. The department of education bridges the gap through continuous professional development to help teachers perform better in the classroom for the benefit of the learners. Teaching in the LOLT in other subjects requires the teacher to code switch to bring home conceptual understanding. I have noticed that learners first think in their home language and translate their thoughts to the LOLT, this delays the lesson as some learners are ashamed of expressing themselves in the LOLT in fear of grammatical errors and sentence construction. Chitera (2010) supports this by saying that if learners are presented with a mathematical problem in the second language, they translate it to the MT (Mother Tongue) for understanding before solving it, hence using MT prevents incorrect and inaccurate translations and will ensure that problem solving process is not weakened. This shows that language can hinder conceptual understanding and procedural fluency if it is foreign to learners, also cultural and technological issues. These issues hinder effective teaching and learning in the classroom. The theory of constructivism will drive the research project throughout (Social and Radical) where students learn to build their own concepts of what they learn through active cognitive and adaptive process (Vygotsky 1978).

Impact of Climate Change on Human Health and Ecosystem in South Sudan

2026-07-01T00:39:06+01:00

Background: South Sudan is highly vulnerable to climate change due to poverty and reliance on rain-fed agriculture, shifting from sporadic shocks to chronic, compound crises between 2015 and 2025. Rising temperatures and erratic, extreme rainfall have caused severe, consecutive flooding, particularly impacting Unity, Upper Nile, and Jonglei states. This environmental crisis, combined with limited adaptation capacity and conflict, has severely deepened food insecurity across the country. Objectives: This study assesses the compound impacts of climate change on human health and ecosystems in South Sudan between 2015 and 2025, identifying how environmental shifts—specifically persistent flooding and extreme heat—affect public health outcomes and ecological stability. Methods: This research employed a mixed-methods approach, utilizing climate Modeling data (temperature and precipitation), epidemiological surveillance data (malaria, malnutrition), satellite imagery of flood extents, and literature review of reports from UN agencies, MSF, and government reports. Findings: Health Crisis: Persistent 2019–2025 flooding and extreme heat have devastated health infrastructure, driving malaria cases toward 8.3 million by 2025 and causing outbreaks of waterborne diseases, malnutrition, and dehydration. Environmental & Human Impact: Massive flooding and concurrent droughts have destroyed agriculture, livestock, and ecosystems, forcing widespread displacement and fueling violent conflict over, scarce resources. In essence, climate change in South Sudan has created a "threat multiplier" scenario, merging environmental destruction with a collapsing health system. Conclusion: Between 2015 and 2025, climate change emerged as the primary driver of health and ecological crises in South Sudan, demanding an urgent transition to long-term adaptation, improved flood management, and enhanced early-warning systems to replace failing traditional coping mechanisms

The Dialectical Negation of the Negation of the Copernican Revolution

2026-07-03T16:44:52+01:00

Detoxification of Biomass Incineration Ash using an Immersion Type Treatment Device

2026-07-06T13:58:44+01:00

A small immersion type test device was manufactured as a treatment device for insolubilizing harmful substances such as hexavalent chromium and fluorine in biomass incinerated ash. This device puts biomass incinerated ash into a treatment tank filled with treatment agents, and collects the treated ash from the bottom of the treatment tank. The insolubilization of chromium was confirmed using a ferrous sulfate (II) and acidic calcium hydrogen phosphate. Using this method, basic data for the continuous treatment of various incineration ashes was accumulated.