This study examines the impact of oil price shocks on economic growth rate in Nigeria using the impulse response functions and forecast error variance decomposition on quarterly data from 2000 to 2016. This study finds that fluctuations in oil prices cause swings in GDP growth rate in Nigeria. The fluctuation in oil prices also depreciates Naira exchange rate. The country should branch out its revenue sources to shield the dangle effect of the fluctuation in prices of oil.

Passion has a motivating factor; therefore, it is a significant need for high quality learning and teaching. Passion is seeking for the new, and experiencing new ideas. Passion is on the basis of effective teaching. Passion which is indispensable for learning and teaching facilitates learning thorough desire and enthusiasm it creates. Passionate teachers via creating effective learning environments endeavor to increase learning potentials of their students. This study focuses on differences passionate teachers make, and points out the effects of passion on effective learning and teaching.

This research seeks to examine the impact of human development index (HDI) on economic transformation Nigeria. The paper adopted error correction mechanism to accentuate the dynamic paths of variables and aptitude of these variables to return to long-run equilibrium after a shock. From empirical results, it was found that HDI and school enrolment were most statistically significant in Nigerian growth equation. We thus recommend as a policy that emphasis human capital development in Nigeria most especially when the Nigerian nation is labor-intensive one.

Based on the interviews with the 1 st -grade teachers at Lesanpuro 1 Elementary School, it is found that the students have difficulties in writing a narrative story. Due to the learning activity that is not concrete, students tend to have difficulty to produce ideas because the teachers seldom use the help of media and writing example. So, from this study, it is important to do an action by using the accordion book. In this case, teachers become the model of writing by using the accordion book as its media. This research outlines two cycles in the observation. The results from the first cycle revealed that the writing ability of students who are above average is increased by 31,33 % and 37,33 % for the average students, then, as for the students who are considered to be below average, their writing skills are increased by 29 %. Furthermore, the second cycle showed that the writing ability of students who are below average is increased by 41,67 %, average students by 35,67 %, and above average by 39,67 %. Thus, it is expected that the teachers could create an interesting and innovative media so that students will enjoy the learning activity.

A two-year survey was conducted in the Northeast geo political zone of Nigeria to assess the rate of beehive colonisation in apiaries using improved and traditional methods of beekeeping. Snow-ball and purposive sampling methods were applied to select 185 traditional and three low-technology (Kenya TopBar Beehives: KTBH) apiarists, respectively, from the study area. A four-item open-ended questionnaire was used to collect data from the respondents in 2015 and 2016 cropping seasons. Findings show that majority of the apiarists used local attractants in bee baiting with cow dung accounting for 47.4% and 26.9% as the larger proportions in 2015 and 2016, respectively. While cumulatively beehive colonisation accounted for only 22.5% against 77.5% empty beehives in the first year, the second year recorded 62.5% and 37.5% colonised and unoccupied beehives, respectively. It’s therefore, concluded that there was a remarkably low rate of beehive colonisation in the study area. In this regards, research-based institutions should intensify efforts towards providing effective training on colony division for local farmers, financial assistance to beekeeping beginners and beekeeping-based curricula by institutions of learning to capture youths as future apiculturists for sustainability.

While technology has been embraced by most of the people, use of smart phones in the classroom has been received with mixed feelings. Some say it enhances learning while others complain that it disturbs instruction. This research wanted to find out the stance of secondary school teachers on this issue in Zimbabwe. A sample of 50 randomly selected teachers from 10 randomly selected secondary schools in Gweru District, Midlands Province in Zimbabwe was used. Data from self-constructed questionnaires were analyzed by SPSS mainly on descriptive statistics and correlation. Findings showed that teachers possess smart phones which they use for researching and other instructional purposes with moderate expertise. Teachers consider smart phones as hand-held computers that can enhance learning for they have high engagement potential and they extend classroom walls allowing students to engage with the global village. A correlation computation showed that there is a significant relationship between perceived problems of smart phones and smart phones integration factors. However, respondents felt that smart phones can cause lower levels of attention during lessons and allows cheating and copying during exams. They also concurred that teachers’ technical skills lag behind those of digital native students. Thus, they foresaw instructional problems on the part of the teachers on the use of smart phones in the classroom and were against their use. They doubted if the use of smart phones can improve the pass rate and whether they wanted their students to bring cell phones and use them during lessons for they perceived problems in controlling students using them. They also doubted if schools in Zimbabwe would ever benefit if students are allowed to use their phones in class. The study concluded that teachers in Zimbabwe are not yet prepared to have students use smart phone in the classroom and recommended for further research on the potential benefits of using smart phones in the classroom.

The citizenship education programs in Australian as a multicultural society has been reviewed for nearly two decades and both major parties in the Commonwealth Parliament are intended to support this progress in the citizenship education. They also allocated funding for curriculum materials and professional development for teachers and educators. In recent years, both commonwealth and New South Wales (NSW) government have tried in making civic and citizenship curriculum as an educational priority in Australia. In this process teachers and educators have occupied a vital role in promoting of student’s knowledge, skill and understanding of civic values, as they are responsible to the way of how and what they have to teach students from different backgrounds and cultures. This paper investigates the role of citizenship education programs in NWSs’ high-schools in encouraging new generation to collaborate with each other in the multicultural society as good citizens as well as to explain how teachers and educators in high-schools play a central role to educate students from different backgrounds and cultures. The significance of citizenship education is that improve young student’s participation in political and civic life, and a developing body of evidence demonstrate that citizenship education can really have an influence on new generation’s participation in the society.

The aim of this study was to know the effectiveness of pedagogical code switching (CS) and learner’s language attitude on EFL learner’s learning outcomes. This study was carried out at State Junior High School 23 of Malang, East Java. A quasi experimental design was used in this study. To this end, 68 students of 230 were randomly selected. The instruments used in this study were English tasks which required the students to answer in English and language attitude scale. The findings of this study revealed that (1) there was a significant difference between the students who were given pedagogical CS and those who were not given pedagogical CS on EFL learner’s learning outcomes (P=.001<.05), (2) there was a significant correlation between language attitude and EFL learner’s learning outcomes (r=.253; P=.038<.05), and (3) there was an interaction between pedagogical CS student’s language attitude on EFL learner’s learning outcomes (F=2.76; P=.027<.05). And determinant coefficient showed that 17.5% contributed to the EFL learner’s learning outcomes.

The general objective of this study was to assess the implementation and opportunities of HDP program for class room instruction. To realize the study, a descriptive survey research design was used in this study. About 35 HDP Candidates from Dire Dawa University were participated on the study. Questionnaire, classroom observation and interview were used to gather the data. Statistical techniques like percentage, frequency count, mean and one sample t-test was used to analyze the quantitative data. The data gathered through qualitative methods was categorized and analyzed on thematic basis as raised in the objectives and the research questions. The results show that, however HDP program has a great value for the instructors; in improving their professional development, HDP module, mode of delivery and the program by itself need some amendment.

As globalization raises new threats, so does the need to be globally skilled. The ability of teachers to be globally capable will allow them to participate in and explore solutions to issues in society. In the 21st century people are faced with more complicated events than they used to be and their global ability to interpret these things in confidence is more important than it used to be. Teachers have the key role to encourage people to deal with global issues as they are at the center of learning. Teachers are at the heart of every educational system. In order to help people to be aware of global issues, their professional development holds a very significant place. If teachers are not educated at a sufficient quality level, they are not expected to find solutions to global problems. This paper defines global education from different perspectives and stresses the elements global education should focus on.

The aim of this paper is to investigate the ways people understood their body during the medieval period in Britain. I bring together the multiple different ways in which the body was treated in death, I focus on the role and power of grave goods and evidence found in dead bodies for plasticity in life to embrace the complexity of the medieval body, I examine the cultural practice of nutrition and environment affected the bodily mold. Another point I take into consideration is the practice of dietary through differentiation between male and female body in which we explore how medieval people socially and culturally constructed body based on their notion and understanding of gender identity. In addition, religion had a great influence on people’s understanding to deal with dead bodies and I concentrate on how bodily resurrection impacted on people’s preparation for the Day of Judgment by placing the goods in burials.

Holistic education molds the head, the hand and the heart of a learner at all levels of education.Quality assurance has become an essential part of these academic core-value systems in institutions of higher learning, particularly, universities. This research focused on general quality; quality control, quality assurance and academic standards at Solusi University. The research took a library and computer based approach where information was gathered mainly from official documents. The researcher also got some information through observation. Collected data was analyzed qualitatively and the following themes emerged: assuring quality requires effort from all university workers and Solusi University has managed it; Solusi University controls quality through assessing the following: students entry requirements, programs, facilities, activities, faculty and feedback from stake holders; Quality is assured by Zimbabwe Council for Higher Education (ZIMCHE) and Adventist Accrediting Association (AAA). The study concluded that Solusi University has high academic standard that are abreast with global university expectations; although Solusi University has high quality, it has a number of areas that can still be improved.

Teachers always seek for possible ways to develop their teaching. There are many ways teachers can develop professionally. They can do this by generating new ideas or thinking deeply about reformulating what they do in class. Nevertheless, they cannot fully improve professional development on their own. Teachers can learn with the help of other people who have knowledge and experience in teaching and learning. They learn from in-service training programs that teach new techniques and approaches. Teacher development is a long-term process that requires systematic planning. Professional advancement in the teaching profession is based on some factors. This paper defines the characteristics of teachers’ professional development and aims to explain the factors it hinges upon.