Social Sciences

Previous perspectives have indicated that self disclosure is an indication of intimate relationships. The high incidence of broken homes, non working and unhealthy interpersonal relationships, and multiple partners menace among adolescents around the world, in the recent times require that concerted efforts be geared towards an understanding of the root causes of this problem. This is particularly so because children of such broken homes are often mal-adjusted and constitute problems to the society. This study therefore examined the effects of sexual self esteem and sexual self assertiveness on sexual self disclosure among heterosexual adolescents in Nigeria. A sample of 172 Nigeria undergraduate students randomly selected from among the undergraduate students of the University of Ado Ekiti, Nigeria; whose mean age is 28.2 was used. Four hypotheses were tested and it was found out that sexual self esteem is not a significant factor affecting sexual self disclosure [F(1) 164 = .311, P>.05 ]. It was also revealed that sexual self assertiveness is a significant factor affecting sexual self disclosure [F(1) 164 = 16.594, P<.05]. And it was found out that there is no significant interaction effect of sexual self esteem and sexual self assertiveness on sexual self disclosure among heterosexual adolescents in Nigeria [F(1) 164 =.456, P>.05]. No significant relationship was also found between sexual self esteem and sexual self assertiveness [r(168) =.060, P>.01]. The findings were discussed in light of available literature and it was recommended that sexuality education should be included in schools curricular to enhance the acquisition of sexual life skills for the communication of sex related issues and boost a healthy sexual and interpersonal relationships.

Implementation of generic skill in co-curriculum activities among student is to enable the country to realize National Education Philosophy in the context of producing student balanced in term of physical, emotional, spiritual, intellectual and social which will be more competitive in the advent of a borderless world. Therefore, the direction of this writing is to unravel the relationship between curriculums with generic skills in producing high-quality graduates.

The central aim of this study was to investigate the comparative effect of process-oriented approach vs. product-oriented approach in teaching ESP writing within the specific domain of banking English in-service training. The forty participants of the present study were selected from among 50bank staff taking part in upper intermediate level of banking English courses held in the educational department of Export Development Bank of Iran. Following the treatment, which lasted 8 weeks, two 90-minute sessions per week, altogether 24 hours of instruction, a post test of ESP writing, which was the same the pretest, was administered to the learners of both experimental groups. The outcome of the posttest data analysis clarified that both product and process-oriented approaches significantly affect the improvement in the ESP writing ability of the in-service trainees taking part in an ESP course of banking English writing. Meanwhile, it was revealed that the process-based group outperformed the product-based group on the posttest of ESP writing indicating that there was a significant difference between the two groups’ mean scores on the posttest of ESP writing. It was thus concluded that there was a significant difference between process-oriented and product-oriented approaches in teaching ESP writing to the banking English in-service training students.

The purpose of this study was to investigate factors that hinder the effective selection and use of recommended instructional practices in Citizenship Education through History and Government at the secondary school level. The study adopted qualitative research with a multiple case study design. Data was collected using observation schedule, interview schedule and focus group discussion guide. Data was analyzed using grounded theory and constant comparative technique. The study findings indicate that, inadequacy in instructional resources has a major effect on the selection and use of recommended instructional practices in Citizenship Education. The study thus recommends for an endeavor by the government, school administration and History and Government teachers in the availing of adequate instructional resources.

Higher education has a strategic role in empowering women and in achieving gender equity. However, the increasing of women participation in higher education does not automatically extend and transform into the enhancement of women?s access and benefits from development. The purpose of this article is to explore gender issues and strategies of gender mainstreaming in higher education. It contributes to the analyzing of concepts and the implementation of power in organizational structure and practices in revealing the complexity of gender inequality in higher education. The intertwined of organizational, institutional and market significantly affect the realization of gender equality in higher education.

The purpose of this study was to investigate whether training and feedback had any effect on the errors in descriptive and argumentative writing of Iranian EFL learners. 60 females upper_ intermediate Iranian learners in English Hermes language Institute participated in this study. The participants were selected via preliminary English Test (PET). The learners were placed into two groups serving the Experimental Group (N=30) that received training and feedback, and the Control Group (N=30) that received score. The learners are homogenous English proficiency level and they were randomly assigned to Experimental and Control groups. Both groups were pretested at the outset of the study. A unified post _ test was administered at the end of the experiment. The results of an independent samplest_ test revealed a significant difference between training and focused feedback on the numbers of errors in the descriptive and argumentative writing.

The French Enlightenment of 18th century was the spiritual successor of Descartes’ rationalism and English empiricism. It gave the main inspiration to the radical political and cultural changes in whole Europe. Descartes himself escaped to draw possible logical consequences from his philosophical method in the field of moral and politics. But subsequent development of suggested method of critical inquiry soon raised suspicion not only to the existing scientific knowledge, but also to all forms of social beliefs and institutions. Very soon the critical reasoning spread over the European continent influencing all people who considered themselves progressive and modern. Different kind of followers united the idea of Reason and the power of new knowledge.

The purpose of the study was to assess the peer acceptance of sensory challenged and non-disabled children in an inclusive education environment. A self structured tool developed by the investigator was used to assess the peer acceptance of sensory challenged and non-disabled children. Purposive sampling procedure was used to select the schools catering to the educational needs of both sensory challenged and non-disabled children attending inclusive schools in Bangalore city. 100 sensory challenged and 100 non-disabled children aged between 10-15 years were selected for the study. The research design included a quasi experimental design. Data collected was analyzed using both descriptive and inferential statistics. The post assessment data revealed that the intervention programme had a positive influence on peer acceptance of sensory challenged and non-disabled children in an inclusive education environment.

This study examines the relationship between socio economic and demographic factors on the child health status by employing Logistic Regression Model. For this the data from the Pakistan Demographic and Health Survey (PDHS) 2006-07 was utilized. Education affects the capacity and the behaviors of the people living in the various regions along with some other explanatory variables. It was found that child’s health depends directly or indirectly on parental education and health acquiring activities. Parents with improved social status, protected source of water and access towards health services had better status of their child health. Death rate of child was found high among children of small aged mothers. Increase in birth space diminishes the chances of death and sickness of child. First order births faced great risk of death and sickness. Health care matter like maternal and fetal care in expecting period, delivery place and person who assisted during child birth also impact child physical condition. Research study suggested that Literacy rate should be enhanced to develop the understanding about reproductive health and to optimise the use of accessible health resources. Training and skills should provide to traditional birth attendants and enhance their contacts with professional health staff.

The mastery of writing skill is a crucial for ESL/EFL students. Scholars in the field of language teaching and learning have suggested so many strategies and methods to improve writing compositing. One of these methods is journal writing. However, whether the students actually realize that journal writing may improve a special kind of writing has not been explored. Therefore, the present study was conducted to investigate the effect of applying journal writing on the descriptive, reflective, and critical ability of EFL learners. The study included 80 male and female EFL learners of Hermes institute at the advanced level of language proficiency who were selected, and randomly assigned to experimental and control group. In the course of 10 sessions, the experimental group took the pretest and post test by which the teacher feedback and during which the treatment rubric were introduced. In control group, besides the pretest and posttest, they were provided with traditional writing with no treatment. Descriptive statistics and a paired sample t-test were utilized to analyze the data demonstrated that the two groups were significantly different regarding their writing ability. In order to compare the posttest of the three experimental groups while taking into account their initial differences on pretest (i.e. covariate) ANCOVA was administered. It was concluded that descriptive and reflective models of writing can lead to higher improvement in writing. In other words, the results of this study revealed that descriptive and reflective journal writing have positive effects on the learners’ writing achievements and provided opportunity for teachers to modify and revise their teaching performances in terms of allocating much time on the content of the learners’ writings to achieve the qualified teaching and learning.