International Journal of Case Studies (ISSN Online 2305-509X)

VOLUME 14, ISSUE 8
IMPACT FACTOR 4.428

1) Women and Socio-Political Power: A Feminist Appraisal of William Shakespeare’s Tamora and Cleopatra in Respectively Titus Andronicus and Antony and Cleopatra
Author Details: Ayouba Idrissa Mariama-Faculty of Arts and Human Sciences, Abdou Moumouni University, Niamey-Niger
Abstract:
Women’s position has been a degrading one for very long. They have been regarded as physically and intellectually weak and fragile beings. For that reason, they are excluded from the socio-political progress of the society. However, William Shakespeare, though living in the 16^th century portrays women who defy the accepted norms of the patriarchal society. This analysis aims at exploring the relationship between women and political and social power in Shakespeare’s two tragedies Titus Andronicus and Antony and Cleopatra through their respective tragic heroine. Basing itself on a feminist ideology, the study has answered the question ‘is women’s power an effective and efficient one in the selected plays?’ It comes out that in contrast to what the patriarchal men think of women, Shakespeare’s main female character are strong, intelligent, manipulative and capable of yearning and handling conveniently the respective power that they possess.
Key words: Feminism, Power, Patriarchy, Shakespeare, Tragedy.
[Download Full Paper] [Page 01-10]
================================================================================

2) Artificial Intelligence in Medical Education: A Cautionary Advice for Medical Students
Author Details: Hasheem AL-Qahtanee^{1,2 (1)}SMA Health Group, Ringvägen 121A, 116 61 Stockholm, Sweden
⁽²⁾King Abdalla Medical City, AL-Werda, Bahrain *Corresponding author: Dr. Hashem El- Qahtanee
Västgötagatan 7, Stockholm, Sweden Email: hasheemalqahtanee@gmail.com Zip code: 11152 funding source: None
Abstract:
the integration of Artificial Intelligence (AI) into medical education offers substantial benefits but also presents critical challenges. As AI technologies become more embedded in healthcare, medical students face pitfalls such as over-reliance on AI tools, limited understanding of their limitations, and insufficient training in ethics and data quality. Many students feel unprepared to critically evaluate AI-generated recommendations, raising concerns about the erosion of clinical reasoning and decision-making skills. This dependence may result in future physicians who struggle to apply core medical principles independently. Furthermore, the lack of formal AI education leaves students unable to fully grasp ethical issues, including algorithmic bias and the opacity of “black box” decision-making. Although students recognize AI’s potential to enhance clinical outcomes, they also express concern about inadequate preparation for navigating its ethical complexities. This disconnect highlights the need for structured training that addresses both technical competencies and ethical considerations. Experts stress the importance of integrating AI education into medical curricula, emphasizing not only how AI systems function but also how to critically appraise their outputs and ensure patient-centered care. A balanced curriculum should foster critical thinking, ethical awareness, and real-world application. By equipping students with these skills, educational institutions can prepare future healthcare professionals to use AI as a supportive tool without compromising their clinical judgment or ethical responsibilities. In doing so, the medical field can embrace AI innovation while safeguarding the integrity of patient care and upholding professional standards
Key words: Education, Data integrity, Skin carcinoma, Artificial Intelligence, DNA damage, Data integrity
[Download Full Paper] [Page 11-15]
================================================================================