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It is often perceived that we have advanced as a Nation due to Westernization, but taking a closer look at it, one discovers that the Igbo people have been enslaved without their knowledge to adopt Western culture of injustice, disobedience, bribery, corruption and so on at the expense of their rich cultural heritage that promotes communal living, hard work, truthfulness and justice. Though Westernization emancipated the people from cruel practices but it ought not to wean them away from their culture. Therefore, to extricate the culture from extinction, the Igbo people need to retrace their steps and cease from neglecting the culture, but rather, welcoming it back from the long years of negligence, compensating it with quality appreciation as we discover the rich beauty inherent in it.

The dislocation of people from familiar place and customs leads to the shattering of their feelings of belongingness and identity. Women suffer more as the patriarchal set up not only ignores their sufferings due to the dislocation but also has customs and traditions that treat woman as property and exploit, suppress and marginalize them.

Students’ satisfaction has become an essence of success in today’s highly competitive world. In service industry specifically the education industry, communication is vital to determine students’ satisfaction. Past researches indicated that, most meaning of conversational messages comes from non-verbal communication. Therefore, this study intended to examine the relationship of non-verbal communication cues to students’ satisfaction. A total of 300 respondents were sampled from all around UiTM Kedah. They were evaluated on their perception on lecturers’ non-verbal communication behavior that would lead to their satisfaction to the services provided. The results of the study illustrate that three of the non-verbal communication cues were significant and positively related to students’ satisfaction. Kinesics and paralanguage was rated as among the non-verbal communication cues that provided the most impact on students’ satisfaction. However the result also indicated that there was no significant relationship between physical appearances of the lecturers to the students’ satisfaction. Overall, students’ in UiTM Kedah are fairly satisfied with the non-verbal communication cues of the lecturers. The present study caters for a wide spectrum of students and development professionals, especially those who are interested in non-verbal communication related issues. It is highly hoped that the information gleaned from the present study may assist all service employees specifically in understanding better, the importance of non-verbal communication and its effects on students’ satisfaction.

The present study was intended to investigate possible relationships of the development of EFL teachers’ possible selves with teacher efficacy and students’ achievement. Eighty seven teachers selected from different Language Institutes participated in this study and filled in EFL teachers’ Possible Selves Development Questionnaire as well as Teacher Self-Efficacy Scale (TSES). The participants were also requested to specify the mean scores of the achievement tests they administered to their students in the previous term. The results of data analysis indicated significant relationships of teachers’ possible selves development with their self-efficacy and students’ achievement. To investigate which components of possible selves might have more predictive power in predicting teacher’s self-efficacy and student’s achievement, regression analysis was run. The four subscales of possible selves – ideal, ought-to, actual, and feared selves- were found to be good predictors of teacher self-efficacy and only three subscales of possible selves including ideal, ought-to, and actual selves were strongly correlated with student’s achievement. We conclude by suggesting that a sense of self-efficacy as well as a concern for students’ achievement should be incorporated into the possible selves of EFL teachers.

This study examined the influence of religiosity and perceived social support on risky sexual behaviour among undergraduate students of Ekiti State University, Ado-Ekiti, Nigeria. Two hundred and fifty (250) students were randomly selected from among undergraduate students of Ekiti State University for the study. Six hypotheses were tested using the Santa Clara Strength of Religious Faith Questionnaire to measure Religiosity, the Multidimensional Scale for Perceived Social Support to measure Perceived Social Support, and the Sexual Risk Taking Questionnaire to measure Risky Sexual Behaviour. The results revealed that religiosity has a significant effect on risky sexual behaviour [F (246) = 22.13, P < 0.01]. It was also found that perceived social support has a significant effect on risky sexual behaviour [F (246) = 4.56, P < 0.05]. However, religiosity and perceived social support do not have any significant interaction effect on risky sexual behaviour [F (246) = 0.173, P > 0.05]. Findings from this study also revealed that males exhibit more risky sexual behaviour than females with significant difference in the mean scores of males (5.56) and females (2.70), [t (248) = 4.98, P < 0.01]. Nonetheless, females and males do not differ significantly on perceived social support [t (248) = -0.59, P > 0.05]. These findings were discussed in the light of available literature and it is recommended that to curtail risky sexual behaviour among Nigeria undergraduates, they should be encouraged to be highly religious, get involved in religious activities, and belief in God. Relevant authorities should also put in place measures to educate the citizenry, by embarking on a large scale enlightenment campaign against indiscriminate sexual involvements through the use of social networks and print and electronic media that would inform and enlighten young people about the consequences of indiscriminate sexual practices. Young people should also be provided with actual social support by friends, families, and significant others as findings revealed that young people who enjoy greater social support are less likely to engage in indiscriminate sexual practices.

The magnificent and painful experience of falling in love is unforgettable for the most of the young people. This article describes young adults’ (N=55) experiences of falling in love: where love begins, what happens when you fall in love, what kind of phases the process of falling in love comprises, and what are the problems that falling in love causes like. Falling in love turned out to be a fascinating temporary metamorphosis that responds to the (partly taught and predetermined) dreams but provides painful disappointments as well. The models and images given in public can be spuriously unbalanced: falling in love is not just happiness and joy. Instead, falling in love is a learning experience that moulds the young people’s identity and self-esteem.

The study by Lussier & Bobby (2007) and & Wictor Andersson (2012) states that a country is seen to be successful, viable and respected leader who is due to have strong leadership skills. According to Robinson (2009), a good leader can influence the team to participate in activities that to do well and be able to interact with the members of his team is to create a feeling of respect, understanding and cooperation among members. In the context of Malaysian national education, extra-curricular activities is an important program for developing students' potential as a holistic mission. Thus, uniformed bodies established for the purpose of meeting the interests and to address issues of misconduct among adolescents such as substance abuse, truancy, loitering and juvenile culture. Therefore, the development of leadership at the school level is important in producing students who are competent and have the added value of identity as meet the challenges of the future.

Ultrasonic velocity, density and viscosity for binary liquid mixture of fatty acid ester Ethyl Oleate with toluene have been measured at 2 MHz ultrasonic frequency within the temperature range of 303.15K to 318.15k. Thermo-acoustic parameters like adiabatic compressibility, acoustic impedance and intermolecular free length are calculated. The results are interpreted for interaction studies among the molecules of the mixtures.

The study investigated the utilization of laboratory facilities and students’ academic performance in chemistry. A total of 230 respondents (30 teachers and 200 SSII students) in Obio/Akpor Local Government Area were drawn through simple random sampling technique from four public secondary schools formed the sampled size for the study out of a target population 3,693 students and 42 chemistry teachers. Three research questions guided the study. Two hypotheses were formulated and tested at 0.05 alpha level using two instruments which were utilization of laboratory facilities questionnaire (ULFQ) and a proforma for collating students’ promotion examination score for chemistry. The data collected were analyzed using mean, standard deviation and Pearson product moment correlation as statistical tools. The results revealed that laboratory facilities are not adequately utilized in secondary schools for teaching chemistry as viewed by teachers and students. Also there was a significant relationship between utilization of laboratory facilities and students’ academic performance in chemistry. Based on the findings, it was recommended that adequate laboratory facilities be provided by relevant authorities. The utilization of laboratory facilities by teachers should be encouraged by the school authorities.

The Technological Pedagogical Content Knowledge (TPACK) framework operationalises the knowledge necessary for a teacher to use ICT in pedagogy as consisting of seven domains. The domains are content knowledge (CK), pedagogical knowledge (PK), technological knowledge (TK), pedagogical content knowledge (PCK), technological pedagogical knowledge (TPK), technological content knowledge (TCK), and technological pedagogical content knowledge (TPACK). Therefore, this study sought first, to establish the validity and reliability of each of the seven constructs. Second, to test whether the seven constructs were independent. Third, to re-examine whether the seven-factor TPACK model was reasonable. A sample of 87 was chosen from among 500 teachers of quantitative disciplines in Makerere University in Uganda who filled a self-administered questionnaire. The analysis involved using confirmatory factor analysis (CFA) and Cronbach alpha for the first objective; Pearson linear correlation (PLC) for the second objective; and exploratory factor analysis (EFA) for the third objective. (CFA) and Cronbach alpha for the first objective; Pearson linear correlation (PLC) for the second objective; and exploratory factor analysis (EFA) for the third objective. CFA and Cronbach alpha suggested that the seven constructs of TPACK were valid and reliable. However, PLC revealed that the seven constructs were highly inter-correlated. EFA revealed that while the TK and TCK constructs loaded together, the rest of the constructs (TPACK, PCK, CK, TPK, PK and PK in that order of importance) were distinct. It was recommended that researchers should continue using the TPACK framework as reasonable but at the same time while looking for avenues of refining it since it was found not to be perfect.