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Research Article
Attitudes and Environmental Awareness of Vehicle Service Technicians in Generating and Disposing of Waste Lubricant Oil in Ghana: Barriers to the Circular Economy
Issue:
Volume 14, Issue 4, August 2026
Pages:
131-139
Received:
4 June 2026
Accepted:
16 June 2026
Published:
17 July 2026
Abstract: Inappropriate handling and disposal of waste lubricant oil (WLO) can lead to detrimental effects on soil and water matrices. Despite the documented economic and energy value of WLO, developing countries have not yet harnessed these opportunities due to a lack of information on quantities generated, perceived value, and infrastructure for collection, reuse, recycling, or disposal. In this study, the quantity of WLO generated and attitudes and environmental awareness of vehicle service technicians (n=329) were assessed in seven regions of Ghana. The mean volume of WLO generated was 35.6 L/shop/week, with southern urban suburbs generating more than their northern counterparts. Most (53%) technicians dispose of WLO by selling it, while 83.3% are aware that inappropriate disposal is detrimental to the environment. However, 10% discarded the WLO into sewers and soil. About two-thirds (63%) of vehicle service technicians are willing to use waste management services to dispose of WLO, but only 33% are willing to pay for such services. The study shows that closing the circular economy loop for the lubricant oil sector will have minimal barriers. Municipal waste management companies should invest in WLO collection infrastructure to help drive the circular economy of synthetic lubricating oils, reduce the fire hazard posed by improper WLO storage, educate technicians to eradicate soil and water contamination from poor waste oil handling and disposal practices, and safeguard ecosystem and human health in developing countries.
Abstract: Inappropriate handling and disposal of waste lubricant oil (WLO) can lead to detrimental effects on soil and water matrices. Despite the documented economic and energy value of WLO, developing countries have not yet harnessed these opportunities due to a lack of information on quantities generated, perceived value, and infrastructure for collection...
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Research Article
Conditions for the Transition from Reflexivity to Projective Action in the Morphogenetic Approach: T0, Chronostructures, and the Problem of Suspended Agency
Marek Wos*
Issue:
Volume 14, Issue 4, August 2026
Pages:
140-148
Received:
11 June 2026
Accepted:
14 July 2026
Published:
28 July 2026
Abstract: This article addresses the problem of the transition from reflexivity (T2) to projective action (T3) within Margaret Archer’s morphogenetic approach. The argument is developed through a retroductive mode of explanation. Empirical evidence concerning young people’s digital activity points to a configuration of suspended agency that cannot be explained with sufficient precision by the classical morphogenetic model alone. As a possible solution, the article proposes the concept of T0, understood as a relational generative mechanism enabling the operational integration and stabilization of axiological orientations in action. T0 does not constitute an additional level within the morphogenetic sequence. Rather, it functions as an explanatory condition that accounts for the transition from reflexivity to relatively stable forms of projective action. The article further develops the concept of chronostructures, understood as temporal conditions that stabilize social practices, and demonstrates their complementarity with T0. While T0 concerns the axiological integration of action, chronostructures provide the temporal conditions necessary for the continuity and sustainability of purposeful agency. The empirical illustration of the problem draws on data from EU Kids Online 2026, reports published by NASK, and findings from the Youth 4.0 project. The analysis demonstrates that suspended agency can be more adequately explained as the outcome of the simultaneous weakening of two complementary conditions: T0, responsible for the axiological integration of action, and chronostructures, responsible for its temporal stabilization. The principal theoretical contribution of the article consists in reconstructing T0 as a retroductively inferred explanatory mechanism complementing Archer's morphogenetic model rather than extending its ontology. The proposed model provides a more adequate explanation why reflexivity and declared values do not necessarily develop into sustained forms of projective action, despite continued access to cultural resources.
Abstract: This article addresses the problem of the transition from reflexivity (T2) to projective action (T3) within Margaret Archer’s morphogenetic approach. The argument is developed through a retroductive mode of explanation. Empirical evidence concerning young people’s digital activity points to a configuration of suspended agency that cannot be explain...
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Research Article
Mapping Learning Strategies to Pragmatic Competence in EFL Learners: A Structural Equation Modeling Approach
Issue:
Volume 14, Issue 4, August 2026
Pages:
149-164
Received:
19 June 2026
Accepted:
6 July 2026
Published:
28 July 2026
Abstract: Learning strategies are defined as the behaviors and thoughts that learners engage in during the process of learning, receiving, or producing language. However, the extent to which these strategies are naturalized in the meaning-making procedure has not been thoroughly scrutinized in an English as a Foreign Language context. Moreover, the complex interplay of self-regulated learning strategies significantly shapes learners' pragmatic competence. It is worth noting that there is an individual difference in establishing, developing, and maintaining pragmatic competence, akin to the specific strategies language users implement. The present study aims to explore learning strategies for developing and enhancing pragmatic competence through structural equation modeling, investigating the relationships among cognitive, metacognitive, sociocultural, and affective strategies and their impact on learners' ability to produce appropriate requests and apologies. Data from 150 university-level EFL learners revealed a dynamic network of strategic interactions. The study's findings revealed that while cognitive strategies directly support pragmatic competence, their relationship with metacognitive strategies is notably inverse. Furthermore, the management of learning (metacognitive strategies) strongly fosters social strategies, and the awareness of one's emotions (meta-affective strategies) is closely linked to navigating sociocultural contexts. The results underscore that pragmatic development is not a linear process but is mediated by a balanced and self-aware approach to strategy use. This highlights the pedagogical importance of moving beyond isolated strategy instruction to foster learners' overall self-regulation, particularly in managing the affective and social dimensions of communication.
Abstract: Learning strategies are defined as the behaviors and thoughts that learners engage in during the process of learning, receiving, or producing language. However, the extent to which these strategies are naturalized in the meaning-making procedure has not been thoroughly scrutinized in an English as a Foreign Language context. Moreover, the complex i...
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Research Article
Domestic Violence in Conakry, Guinea: Social Dynamics, Victim Profiles, and Institutional Responses from
Medico-Legal Evidence
Namandian Traore*,
Thierno Mamadou Cherif Diallo,
Ousmane Camara,
Sia Marie Ouendeno,
Ousmane Soumah,
Aly Badara Camara,
Sambou Oulare,
Djenabou Bah,
Marie Rose Lamah,
Idiatou Balde
Issue:
Volume 14, Issue 4, August 2026
Pages:
165-174
Received:
11 July 2026
Accepted:
28 July 2026
Published:
20 August 2026
Abstract: Background: Domestic violence is a major public health, human rights, and criminal justice issue worldwide. In Guinea, medico-legal evidence on domestic violence remains scarce despite its growing social and judicial importance. This study aimed to describe the epidemiological, contextual, and medico-legal characteristics of domestic violence cases examined at the Forensic Medicine Unit of the Regional Hospital of Conakry. Methods: A descriptive cross-sectional study was conducted using medico-legal records collected between January 1, 2022, and December 31, 2024. All victims of domestic violence examined during the study period were included. Data on socio-demographic characteristics, relationship to the perpetrator, circumstances of violence, injury patterns, instruments used, and Total Temporary Incapacity (TTI) were extracted and analyzed using descriptive statistics. Results: Among 3,693 medico-legal consultations, 579 (15.7%) involved domestic violence. Women accounted for 52.8% of victims, while 66.5% were aged 20–39 years. Most victims were married (54.8%), unemployed (36.9%), and resided in densely populated urban or peri-urban areas. Perpetrators were mainly husbands (35.9%) and in-laws (39.0%). Family disputes were the leading reported cause of violence (64.7%). Physical violence predominated (61.7%), with contusions representing the most common injuries (44.7%). The head and neck were the most frequently affected anatomical regions (40.9%), and blunt objects were the principal instruments used (63.6%). Most victims had a Total Temporary Incapacity of 21 days or less (94.5%), although severe cases requiring longer incapacity were also identified. Conclusions: Domestic violence represents a substantial proportion of medico-legal activity in Conakry and predominantly affects socio-economically vulnerable young adults. The findings highlight the importance of strengthening forensic medicine services, improving multidisciplinary victim support, and reinforcing coordination between health, social, and judicial sectors to enhance prevention, documentation, and protection of victims.
Abstract: Background: Domestic violence is a major public health, human rights, and criminal justice issue worldwide. In Guinea, medico-legal evidence on domestic violence remains scarce despite its growing social and judicial importance. This study aimed to describe the epidemiological, contextual, and medico-legal characteristics of domestic violence cases...
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Research Article
Academic Qualified Female Immigrants: Their Interrupted Careers, Identities Construction and Mental Health - All in the Name of a Love
Gláucia Maria de Queiroz*
Issue:
Volume 14, Issue 4, August 2026
Pages:
175-188
Received:
16 March 2026
Accepted:
7 April 2026
Published:
24 August 2026
Abstract: This article presents the results of scientific research conducted in Germany in 2024, which examines the integration experiences of Latin American women with academic qualifications and professional experience who migrated to Germany due to a marital relationship with a German resident. 205 respondents took part in the online survey, and 10 in-depth semi-structured interviews were conducted. The survey data were analysed statistically with support from the software SPSS. Triangulation techniques were used to compare and validate findings from both quantitative and qualitative data sources, enhancing the reliability of the results. The study aimed to identify patterns of associations between professional status, well-being and mental health, bicultural identity construction, and acculturative stress among immigrant women. The research focused on the mental health and well-being of these women, considering factors such as integration into the German labour market, the construction of identity/intercultural identity, and the role of motherhood in this process. In addition, the importance of motherhood in the lives of the respondents was investigated. The results indicated that, for this group, well-being and mental health are closely linked to the interruption of labour life and, in many cases, there is an impact on the individual’s identity. The most salient and worrying fact was the high number of female immigrants with clinical depression indications. The evidence highlights the need to pay greater attention to the well-being and mental health of professionally and academically qualified immigrant women. Such findings can strengthen debate around Germany and other European Union integration policies and practices for the development of strategies-political, economic, social and clinical-focused on the protection of mental health and the strengthening of the welfare of these populations.
Abstract: This article presents the results of scientific research conducted in Germany in 2024, which examines the integration experiences of Latin American women with academic qualifications and professional experience who migrated to Germany due to a marital relationship with a German resident. 205 respondents took part in the online survey, and 10 in-dep...
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Review Article
Perceived Impact and Contributions of Technical and Vocational Education and Training Programmes to Employment Opportunities in Sierra Leone
Issue:
Volume 14, Issue 4, August 2026
Pages:
189-198
Received:
2 August 2026
Accepted:
11 August 2026
Published:
27 August 2026
Abstract: This study assessed the contribution of Technical and Vocational Education and Training programmes to employment opportunities and income levels among youth and young adult graduates and examined stakeholder perceptions of TVET from the perspectives of students, employers, and educators. A convergent mixed-methods research design was employed, integrating quantitative survey data with qualitative interviews and document review. A total of 278 respondents were selected through stratified purposive sampling, with the sample size determined using Yamane's formula. Quantitative data were analysed using descriptive statistics, Spearman's rank correlation (ρ), and thematic analysis was applied to qualitative data. The findings revealed that 47% of students identified employment, self-employment, and income generation as the primary benefit of TVET, followed by livelihood and community development (21%). Among employers, 52.7% expressed positive perceptions of graduates' practical competence, although many emphasized the need for improved workplace readiness. Similarly, 45.9% of educators perceived TVET as enhancing student skills, employability, and reducing unemployment. Respondents reported positive perceptions of well-being improvement (M = 3.19, SD = 1.24) and labour market skills relevance (M = 3.17, SD = 1.27), while employability improvement received the lowest rating (M = 2.81, SD = 1.25). Spearman correlation analysis showed significant positive relationships between skills relevance and employability (ρ = 0.416, p < .001), income (ρ = 0.549, p < .001), and well-being (ρ = 0.618, p < .001), indicating that greater skills relevance is associated with improved livelihood outcomes. The study concludes that TVET contributes positively to employment, income generation, and overall well-being but that its full potential is constrained by inadequate industry linkages, limited career support services, insufficient workplace exposure, and lack of start-up resources. It recommends strengthening industry partnerships, modernising curricula, expanding apprenticeship opportunities, improving career guidance and job placement services, and increasing government and private-sector investment in TVET infrastructure and graduate entrepreneurship support to enhance employment and livelihood outcomes.
Abstract: This study assessed the contribution of Technical and Vocational Education and Training programmes to employment opportunities and income levels among youth and young adult graduates and examined stakeholder perceptions of TVET from the perspectives of students, employers, and educators. A convergent mixed-methods research design was employed, inte...
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