iosr-JRME   Volume-5 ~ Issue-1 ~ Jan-Feb 2015

Abstract: The new and an innovative method was developed to quantify the sun protection factor (SPF) in sunscreen formulations. This method developed based on the MED equation for UVB sunscreen substances, the method validated as per ICH guidelines and found robust, accurate and linear. Method optimized by using UV-VIS spectrophotometry concentration level of 2 mg/ml for clear formulations/solutions. . The proposed spectrophotometric method is simple and rapid. Key words:UV-Visible spectroscopy, sunscreen substance, sun protection factor, Erythema dose, UV radiation,

[1]. European commission enterprise and industry directorate-general,12 July 2006, M/389 EN.
[2]. Osterwalder U, Herzog B. Sun protection factors, Worldwide confusion. Br. J. Dermatol, 2009, 161(3), 13-24.
[3]. Mansur JS, Breder MNR, Mansur MCA,Azulay RD. Determinagao Do Fator De Protegâo Solar PorEspectrofotometria. An Bras Dermatol Rio De Janeiro, 61, 1986, 121-4.
[4]. Chanchal Deep Kaur, Swarnlata Saraf. In vitro sun protection factor determination of herbal oils used in cosmetics. Pharmacognosy Research, 2010, 2(1), 22-25.
[5]. Khan MA and Engla G. Comparative studies on sun protection factor of some sunscreen formulations used in cosmetics. Research J. Topical and Cosmetic Sci, 3(2), 2012.

Abstract: This study explores the relationship between individual characteristics, job characteristics with job satisfaction of teachers in vocational schools at the Province of North Sumatera, Indonesia. The sample size of this study was obtained using the proportional random sampling which further resulting a total number of 166 teachers who were found having the expected qualification in Mechanical Engineering subject. The hypotheses tests based on the path analysis on the research model revealed that individual characteristics and job characteristics. The results showed that : 1) Individual characteristics directly affect the job satisfaction of vocational teachers in North Sumatra, and 2). Job characteristics directly affect the job satisfaction of teachers of vocational schools in North Sumatra. Keywords: Individual Characteristics, Job Characteristics, Job Satisfaction, Vocational School Teacher's

[1]. Chen, T.Y., Chang, P. L., and Yeh, C. W. (2004). ―A Study of Career Needs, Career Development Programs, Job Satisfaction and the Turnover Intentions of R&D Personnel‖, Career Development International, Volume 9, Issue 4, pp.424 – 437.
[2]. Cranny, C. J., Smith, P. C., and Stone, E. F. (1992). Job Satisfaction: How People Feel about Their Jobs and How It Affects Their Performance, New York: Lexington Books.
[3]. Daniel, E.G.S, 2013, ―Asia Pacific Science Education in a Knowledge Society‖, Asia Pacific Journal of Education, Vol. 33, No. 2, pp. 170–182.
[4]. Direktorat Pembinaan Pendidik dan Tenaga Kependidikan Pendidikan Menengah tahun 2012, Data Rekap Guru, http://ptkdikmen.kemdiknas.go.id/content/data-rekap-guru, retrieved from November 6, 2012. [5]. Ellickson, M.C. 2002, Determinant of Job Satisfaction of Municipal Government Employees, Journal Public Personnel Management, Vol 31, No 9, 343-358

Abstract: Nigeria like all other countries in the world has a National Policy on Education which provides the template to guide among other things the preparation of its teachers for the challenges of the new generation. While this is on paper, its implementation is a serious challenge thereby making it difficult for the state to effectively use the teacher as a tool of development to execute his mandate. This will make the state not to fulfil its role in the new generation. It is therefore, the opinion of the authors that the Nigerian Government and other stakeholders should brace up by summoning the political courage to faithfully implement its provisions on teacher preparation as provided in the NPE so that the country will be a key player in the new generation.

[1]. Abraham, N. M. and Olowuo S.O. (2009). Teacher training and development: Concepts and issues: In Trends in educational studies (TRES) Journal of the institute of education. University of Port-Harcourt. 4(1) pp. 95–103.
[2]. Adaralegbe, A (Ed) (1972). A philosophy for Nigerian education. Ibadan: Heinemann Educational Books (Nigeria) Ltd.
[3]. Adedeji, S (2011). Education policy formulation and implementation in Nigeria: Challenges and the Way Forward: A Lead Paper presented at the 8th Annual National Conference of History of Education Society of Nigeria held at the Conference Centre of the University of Ibadan from 6th-9th of December, 2011.
[4]. Buseri, J.C, Paulley, F.G, Agih, A.A & Egumu, A.C (2013). The challenges of preparing and retaining quality teachers in Nigeria for meeting the needs of Education For All (EFA) in the 21st century. A paper presented at the 28th annual congress of the Nigerian Academy of Education at Nnamdi Azikiwe University Awka, Anambra State.

Abstract: In recent years, funding for the Nigerian educational system has been in discourse for sundry reasons, chief of which is the quest for sufficient and stable funding for the system, as poor funding which hit the universities under the Nigerian jack-boot regimes has been a recurring decimal. Therefore, this paper is a historical synopsis cum appraisal of the pattern of funding for education, mostly as it affects university education, under an emerging democracy. The paper summits that lack of political will and government's refusal to prioritise the education sector for funding is remotely the major bane towards the much desired appropriate funding for university education. It therefore advocates for a revolutionary mind-set in order for government to correct the errors in funding university education.

[1]. Abdulkadir, I. A (2002) Funding university education in Nigeria: The way forward. Committee of Vice-Chancellors seminar. Minna: Committee of Vice-Chancellors
[2]. Abernethy, D.A (1969) The political dilemma of popular education. California: Stanford University Press.
[3]. Academic Staff Union of Universities (ASUU) (1987) "Why ASUU is under attack and What is to be done" Bulletin N0. 4, August 26 In Oneyenoru, F. (2009) Human Capital in Nigerian Universities: The Presence of the Past and Thrust of the Future In Joseph Kenny (ed) The Idea of an African University: The Nigerian Experience. http://spur.mag.com
[4]. Academic Staff Union of Universities (ASUU) (2011) Strike bulletin No. 2.
[5]. Ade-Ajayi, J.F (2002).Path to the sustainability of higher education in Nigeria.Proceedings of the 12th General Assembly of the Social Science Academy of Nigeria. Abuja: Social Science Academy of Nigeria.

Abstract:This paper sought to discuss the pervading challenges of crises and insecurity on the surface of the globe, the consequences which invariably affect human beings in different parts of the world. Insecurity knows no boundary, hence no country of the world, developed or developing is exonerated or immuned. Measures have been taken at different times by governments of world countries, but all to no avail. Seemingly, the problems of insecurity tend to defy all tried solutions. Resources, energies and times have been expended as well as other strategies adopted. Professional counseling, at both micro and macro levels will go a long way in addressing and assuaging the negative impacts or effects of insecurity. Counselling models, frameworks and specific approaches if applied will help prevent, manage or cope with the devastation of insecurity at the level of individuals, groups or society. Human lives and properties are so precious that conserving and utilizing them will foster development. Negative consequences of insecurity will gradually slide to naught, to guarantee peace, unity, tranquility and well being of the citizenry the world over.
Keywords: Global Security, Professional Counselling, Frameworks

[1]. Denga, D.I. (2012). Imperatives of cunselling for addressing security challenges in Nigeria:-A call for a national security counselling agenda. A lead paper presented at the 2012 Annual International Conference of the Counselling Association of Nigeria at Obafemi Awolowo University, Ile-Ife-Nigeria.
[2]. Kolo, I. A. (2012). Professional Counselling Frameworks for sustainability: Addressing global security challenges. Lead paper presented at the 2012 Annual International Conference of the Counselling Association of Nigeria at Obafemi Awolowo University, Ile-Ife-Nigeria.
[3]. Okene, A.A. (2010). National security and Integration. A lead paper presented at the 6th Annual National Conference of the school of Arts and Social Sciences, F.C.E Kano on 13th July, 2010.
[4]. Tor-Anyiin, A.S (2012). Crises prevention counselling as a basis for evolving ProfessionalFrameworks principles in addressing sustainable human security challenges. Lead paper presented at the 2012 Annual International Conference of the Counseling Association of Nigeria at Obafemi Awolowo University, Ile-Ife-Nigeria.

Abstract: This paper examined the impact of peer educational programme and gender on Biology students' knowledge of HIV/AIDS concept in two selected local government area in Ekiti State. The study adopted a pretest-posttest control group quasi experimental design. The sample consisted of 192 SSS II Biology Students from four schools randomly selected in Ekiti States. Three instruments used were -Teachers' Instructional Guides for: HIV/AIDS Peer Education and Conventional Lecture Method; Biology Science Students' Knowledge Scale (r=0.80). Three hypotheses were tested at 0.05 level of significance. Data were analyzed using ANCOVA and mean scores. Results showed that Treatment had significant main effect on knowledge (F (2,131) =32.62, P < .05). Gender had no significant main effect on knowledge (F (2,131) = 1.344, P > .05). (The two-way interaction effect of treatment and gender was not significant on knowledge (F (2,131) = 1.344, P > .05). peer education strategy is therefore, recommended to be adopted by Biology teachers and curriculum planners. Word Count: 158

Keywords: Peer Education instruction programme, Gender, Knowledge, Biology, HIV/AIDS.

[1]. Adegoke, A.A (2003). Adolescents in Africa; Revealing the problem of teenagers in a contemporary African society. Ibadan: Hadassah Publishing Company.
[2]. Adeyipo, K. (2007). Overview of HIV/AIDS: The facts, and the fiction. A paper presented at sensitization workshop for Kwara State based correspondents of National print and electronic media by the Ministry of Information and Home Affairs, Ilorin, Kwara State, Nigeria.
[3]. Arigbabu, A.A. & Mji, A. (2004). Is Gender a Factor in Mathematics Performance among Nigerian Pre-service Teachers? Sex Role, 51 (11 & 12), 749.
[4]. Bilesanmi-Awoderu,J.B. (2006). Concept - mapping, Students' Locus of Control, and Gender as Determinants of Nigerian High School Students' Achievement in Biology, Ife Psychological, 10 ,2, 98-110.
[5]. Dalzel-Ward, C. (2002) "AIDS: Causes and Preventions." World Health Organization (WHO) Magazine. No. Dec., 28 (8) Geneva.
[6]. David, K.D. & Stanley, H.L. (2000). Effect of Gender on Computer-based Chemistry Lynne Rienner Publishers.Problem- solving. Electronic Journal of Science Education, 4 (4).

Abstract: The study sought to determine theinfluence of the basic difference between everyday meaning of English words and their specialized uses in mathematics contexts on the mathematics performance of Hausa speaking primary school children. Using simple random sampling technique, 60% of each of the eleven public primary schools with a minimum of five (5) Hausa speaking pupils in its primary five and six was taken as sample for the study. This gave seven hundred and thirty five (735) respondents made up of 432 boys and 303 girls.Comprehension tests of ambiguous English words developed by the researcher were used to collect data. The result indicates that there is significant difference between Hausa speaking pupils' performance in basic every-day meaning of English words and their specialized uses in mathematics context. Hausa speaking primary school pupils tended to interpret lexically ambiguous words found in mathematics contexts in their ordinary sense.The statistically significant difference between dominant meaning and secondary context can be interpreted as pupils do not distinguish the meaning of English words. Their responses indicated that they seem prone to access the dominant sense of the common terms used even when they are used in sentences biased towards a mathematics meaning.

[1]. Abedi, J.; Lord, C. & Plummer, J. (1995). Language background as a variable in NAEP mathematics performance: NAEP TRP Task 3D: Language background Study. Los Angeles: UCLA Center for the study of evaluation/ National Center for Research on Evaluation, Standards, and Student Testing.
[2]. Abedi, J.; Lord, C. & Hofsetter, C. (1998). Impact of selected background variables on students‟ NAEP mathematics performance. Los Angeles: UCLA Center for the Study of Evaluation/National Center for Research on Evaluation, Standards, and Student Testing.
[3]. Adetula, L.O. (1990). Language factor: Does it affect children‟s performance on word problems?Educational Studies in Mathematics. 21(4),351-365.
[4]. Aiken, L.R. (1972). Language factors in learning mathematics. Review of Educational Research, 42, 359-385.
[5]. Barton, B. & Neville-Barton, P. (2003). Language issues in undergraduatemathematics: A report of two studies. New Zealand Journal of Mathematics,32, 19-32.

Abstract: While education is widely considered to be an imperative for employability, it is increasingly evident that the problem of functional literacy and employability particularly in developing countries, need to be addressed by the creation of a flexible education system. As academic streams have diversified into formal education, non-formal education, adult education, continuing education, executive education, and vocational education/ workforce retraining, the pedagogy of adult education in determining the extent of need and offering specific programmes has intensified. The NFE system with emphasis on vocational training is gaining significance as an alternative to basic academic education. The most important function of new educational approaches is to establish linkages between learning outcomes from different contexts, levels and institutions. It is the level of competence attained by the individual that is recognized, not how or where this competence was acquired. This further necessitates that non-formal adult education institutes require a system of validation of prior experience or education. The challenges of this endeavour may be addressed by suitable capacity training programmes.

Keywords: Non-formal education, Life Long Learning Capacity Building.

[1]. E. W. Taylor, Making meaning of Local Non formal Education: Practitioners Perspective Adult Education Quarterly 56 (4), 2006, 291-307
[2]. Khawaja, S. and Brennan, B., Non-formal Education: Myth or Panacea for Pakistan (Mr Books: Islamabad 1990)
[3]. Y. Harpaz, Teaching and Learning in a Community of Thinking, Journal of Curriculum and Supervision Winter 2005, 20 (2), 2005, 136-157
[4]. D. E. Brolin, Life-centered career education: A competency-based approach (3rd ed.) Reston, (VA: Council for Exceptional Children, 1991)
[5]. M. E. Cronin & J. R. Patton Life skills instruction for all students with special needs: A practical guide for integrating real-life content into the curriculum (Austin, TX: PRO-ED, 1993)
[6]. D.J. Sands; L. Adams; & D. M. Stout, A statewide exploration of the nature and use of curriculum in special education, Exceptional Children 62. (1), 1995, 68-83.
[7]. F.I. Soriano, Conducting Needs assessments: A multidisciplinary Approach (Thousand Oaks, CA: Sage, 1995).

Abstract: The study that fed this article investigates the progress/development of critical thinking skills through a reflective writing intervention. It is hypothesized in the study that metacognitive processes underlying reflective writing and critical thinking interweave. In other words, when students think critically or write reflectively they tend to use the same cognitive skills as writing in general is a circuit of thinking. Hence, It has been empirically proven that Reflective writing is a pedagogical strategy, among others, that enhances Critical Thinking skills of undergraduate students majoring in business, marketing and Finance. Reflective Writing productions of thirty Moroccan Business College Juniors were assessed, evaluated and scored over on academic term. The assessment was performed according to the Assessment Rubric for Critical thinking Skills which was originally designed within the Quality Enhancement plan (QEP) initiative, Georgia State University 2009. Current findings were very significant as the six critical thinking skills defined in the rubric proved major progress.

Key words: critical thinking, reflection, reflective writing

[1] D. Bok, M. Brand et al, College Learning for the New Global Century,(1818 R Street, NW, Washington, DC 20009), (2007)

[2] Critical thinking through Writing, Georgia state university‟s Quality Enhancement Plan, (2009)

[3] Emig, J.Writing as a mode of learning. College Composition and Communication, 28, 122-128. (1977)

[4] Moon, JCritical Thinking:An exploration of theory and practice. New York: Routledge . (2008).

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