IOSR-JHSS   Volume-15 ~ Issue-6 ~ Sep-Oct-2013

Abstract: In the face of increasing importance of regionalism, SAARC stands unavoidable and significant organization in South Asia. Since its formation in 1985, it has played an important role by bringing the membercountries closer together by holding various meetings and summits at various levels. Though overall development of this organization is marred by internal disputes and various other factors but still its establishment and the sense to develop regional integration has created a hope for its future progress. This research paper analyzes the role of SAARC. A critical evaluation has also been made of why SAARC has not been able to develop at par with other developed organizations like European Union (EU). The potential areas of cooperation have been pointed out and suggestions have been put forwarded for removing the existent hurdles and to move the wheel of integration in South Asia more fastly for improving the conditions of poor people in this region.

Key Words:SAARC, Pakistan, India, Regionalism, Integration, South Asia, Economic Interests, organization

[1]. The News, (Pakistan), December 14, 2007.
[2]. Tonnesson S. (2004).Globalising National States. Nations and Nationalism, Volume 10, Issue 1-2,180-184. [3]. Rehman, S.(1999). RegionalEconomic Cooperation in South Asia.In Ghosh, P. K.(Ed.), A Modernization Perspective(pp. 268-271).London: Greenwood Press.
[4]. Kripa,S. (2008). Regional Organizations and Conflict Management: Comparing ASEAN and SAARC, Working Paper 33 (Regional and Global Axes of Conflict),Singapore: Crisis States Research Centre, National University of Singapore, 12-15.
[5]. Hussain, M., Islam, I., &Kibra, R. (1999).South Asian Economic Development: Transformation, Opportunities and Challenges.London, New York: Rutledge Publishers.
[6]. President Pervez Musharraf‟s Statement Reported by M. Aftab, "Can SAFTA lead to South Asian Economic Union?" The News(Pakistan), January 19, 2004.
[7]. Dash K.C. (1996). The Political Economy of Regional Cooperation in South Asia,Pacific Affairs, Volume 69, No.2, 186-189.
[8]. Bhargava, K. K., & Lama M. P. (2008). SAARC 2015: Expanding Horizons and Forging Cooperation in a Resurgent Asia, New Delhi: Friedrich Ebert Stiftung.
[9]. Lama, M. P. (2006). Political Economy of Terrorism: Sustenance Factors and Consequences.In Muni, S. D. (Ed.), Responding to Terrorism in South Asia(pp. 34-44). New Delhi: Vedams Books.
[10]. The Nation, (Pakistan), February 23, 1999

Abstract: This paper presents the way in which Flannery O`Connor, who was tagged as one of the most important Southern female writers in the post-war America, succeeded in depicting a world full of contrast, by showing how the materialism of modern society shows the major themes of redemption and the grotesque. Wise Blood is Flannery O'Conner's first novel and since its publication, it has always been regarded as a difficult work to understand because of its religious themes, darkness, absurd plot, gothic horror and grotesque characters such as repulsive, wicked and unredeemable. In this novel she puts stress on massacre, insanity, estrangement and redemption. As a writer overflowing with a very strong sense of social responsibility and Catholic Beliefs, O'Connor dares to disclose the vices and virtues or sins and evils, and ways of salvation of the modern people. This work also examines the implication of human existence from a Christian point of view, philosophical themes and commercialized world overflowing with social corruption, spiritual blindness and moral decline.

Keywords- Grotesque, materialism, modern prosperity, modern world and spirituality.

[1] V.S. Pritchett, "Introduction". Wise Blood (London: Faber and Faber, 1996).

[2] A. D. Renzo, American Gargoyles: Flannery O'Connor and the Medieval Grotesque. (U.S.A.: Southern Illinois University Press, 1993).

[3] J.C. Keller, The Figures of the Empiricist and the Rationalist in the Fiction of Flannery O‟Connor. Arizona Quarterly, Autumn,1972,263-73.

[4] M.A. Doll, Like Letters in Running Water: A Mythopoetics of Curriculum (Mahwah, NJ: Lawrence Erlbaum Inc., 2000).

[5] C.W. Martin, The True Country: Themes in the Fiction of Flannery O'Connor (Kingsport, TN: Vanderbilt United Press, 1968).

[6] F. O‟Connor, Wise Blood (New York: Farrar, Strauss and Giroux, 1949).

[7] F. O‟Connor, Mystery and Manners (London and Boston: Faber and Faber Limited, 1972).

[8] J. Hendin, The World of Flannery O'Connor (Bloomington/London: Indiana University Press, 1970).

Abstract: Gender based bias against women is prevalent everywhere from times immemorial. The paper makes an attempt to study discrimination against Indian women in attainment of higher education in general and technical and professional education in particular in the era of economic liberalization and globalization. The phenomenon of globalization is supposed to have completely transformed higher education scenario in the developing world to emerge it as business. This in turn has completely altered the selection of subjects conducive for employment devaluing humanities and social sciences which were more popular among women in general.

Keywords: Educational Infrastructure, Female Enrolment, Female Degree Holders, Higher Education.

[1]. Appleton, S,P. Collier and P. Horsnell (1990), "Gender, Education and Employment in Cote d'Ivoire", Social Dimensions of Adjustment in Sub-Saharan Africa, Working paper No.8, World Bank, Washington D.C.

[2]. Chanana. K., (2007), "Globalisation, Higher Education and Gender Changing Subject Choices of Indian Women Students", Economic and Political Weekly, Feb.17, pp. 590-598.

[3]. Clarke, J.R. (1996), "Educational Equity in Higher Education : An International Perspective" in G.D. Postle et al. Toward Excellence and Diversity : Educational Equity in the Australian Higher Sector in 1995 : Status, Trends and Future Directions, USQ Press, Queens land.

[4]. Kingdon G.G. (1997), "Labour Force participation, Returns to Education and Sex-Discrimination in India". The Indian Journal of Labour Economics, Vol. 40, No.3, pp. 507-526.

[5]. Marginson, S. (2000), "Research As a Managed Economy : The Costs in T Coady" (ed), Why Universities Matter : A Conversation about Values, Means and Directions, Allen and Unwin, Sydney.

[6]. Nayyar, D. (2007), "Globalisation : What Does It Mean for Higher Education?" Economic and Political Weekly, Dec. 15, 2007, pp. 30-35.

[7]. Sahni, R and V.K. Shankar (2012), "Girls' Higher Education in India on the Road to Inclusiveness: On track but Heading where ", Higher Education, 63(2), pp. 237-56.

[8]. Sinha, A. (2009), "Gender Discrimination in Education and Employment", Bharat Book Centre, Lucknow

Abstract: The Mobility for employment is an important human right. Migration has become a key facet of today's world. In recent years , Rangareddy district of Andhra Pradesh is witnessing large inflow of migrant workers from different parts of the country. Labours from different states like Kerala, Bihar, Orissa, and Karnataka Migrate to Andhra Pradesh especially Rangareddy district for improving their family economy where local economy offer limited livelihood alternatives. Rangareddy district provide employment opportunity for those people in different sectors. With the rapid growth of states economy and increased infrastructure and construction sectors provides many opportunities for employment. It is also expected that in coming years it will grow faster. This study is an overall effort to measure the relationship between socio economic factors and the level of satisfaction among migrated agriculture labour in Rangareddy district and is mainly aimed to know the various economic and demographic attributes of the migrated labourers.

Key words: Migration, Labourers, employment, Opportunities.

[1] Acharya, Sarthi, and A.V. Jose (1991), "Employment and Mobility: A Study among Workers of Low-Income Households in Bombay City", ILO-ARTEP Working Papers, New Delhi.

[2] Castles, S. (2000), "International Migration at the Beginning of the Twenty First Century: Global Trends and Issues", International Social Science Journal, 8(1), 269-280.

[3] De Haan, A. Brock, K. and Coulibaly, N. (2002), "Migration, Livelihoods and Institutions: Contrasting Patterns of Migration in Mali‟, Journal of Development Studies special issue.

[4] Maboganje, (1981), Rural-urban migration: Dimensions, causes, issues and policies, in Prospects for Employment Opportunities in the Nineteen Seventies. Ed. Richard Jolly, Cambridge: Cambridge University Press, pp 41-45.

[5] Bryceson, (2003), Sub-Saharan Africa Betwixt and Between: Rural Livelihood Practices and Policies" Cambridge: Cambridge University Press, pp 68-77.

[6] Kundu (2003) in his study "Urbanization and urban governance: search for a perspective beyond neo- liberalism Working Paper 16, Manchester: Chronic Poverty Research Centre, Institute for Development Policy and Management, University of Manchester.

[7] Chant, S. (1992), Gender and Migration in Developing Countries, London: Belhaven Press.

Abstract: The present study investigated preference of four different modes of learning among under graduate students of pure science and applied science courses in Bangalore city. The respondents were divided into two groups – high and low academic achievement, based on their previous semester results. Gender was also considered for the analysis. The tool used for the present study was VARK Questionnaire (Version 7.0), (Fleming, 2001). For non-normal variable, Mann Whitney U and Kruskal Wallis were utilized to test various hypotheses of this study. The study revealed that, 80% of the students preferred single mode of information presentation, with a preference towards visual mode (3%), auditory mode (43%), reading/writing mode (7%), kinesthetic mode (27%). 20% preferred multiple modes [2 modes (17%), 3 modes (2%), and 4 modes (1%)]. Pure science and applied science course students differ significantly in their preference for visual learning style. There was no significant difference in learning style preference between high and low academic achievement students. Gender differences show that boys and girls differed significantly in their preference for auditory and reading learning styles.

Keywords: VARK (Visual, Auditory, Reading/Writing and Kinesthetic), Learning style, Academic achievement, Pure Science and Applied Science.

[1] Pallapu P. (2008). "An Exploratory Study of Undergraduate Students' Learning Styles", Doctoral dissertation, UMI No 3333140. Retrieved from http://etd.auburn.edu/etd/bitstream/handle/10415/1180/Pallapu_Prasanthi_38.pdf?sequence=1.

[2] Fleming ND (2001) "Learning style questionnaire" .Retrieved from http://www.vark-learn.com/english/index.asp

[3] Abidin MJZ, Rezaee AA, Abdullah HN, & Singh KKB. (2011) "Learning styles and overall academic achievement in a specific educational system". International Journal of Humanities and Social Science Vol. 1 No. 10; Retrieved from http://www.ijhssnet.com/journals/Vol_1_No_10_August_2011/19.pdf.

[4] Goodwin DD. (1995). "Effects of matching student and instructor learning style preferences on academic achievement in English", Dissertation and theses. Retrieved from Proquest database. (UMI No 9622393).

[5] Dunn R, De Bello, Brennan P, Krimsky J & Murrain P. (1981), "Learning style researchers define differences differently ". Educational leadership. Retrieved from http://ascd.com/ASCD/pdf/journals/ed_lead/el_198102_dunn.pdf.

[6] Lujan, H.L & DiCarlo, S.E., (2005) "First-year medical students prefer multiple learning styles", Advan in PhysiolEdu30:13-16; doi: 10.1152/advan.00045.2005. Retrieved from http://advan.physiology.org/content/30/1/13.full.

Abstract: This paper examines the twin issues of poverty and inequality as well as the underdevelopment of Third World Countries to see if the above have been caused by bad state polices of these countries or bad state global rules using the Neo-Marxist or Dependency School, the paper discovers that even though many developing countries have good state policies, their implementation has been hindered by bad global rules which are weighed against Third World Countries, especially Africa. This has hindered development in these counties. It is an established fact that development cannot take place where there is mass poverty and inequality. Drawing examples from some Third World Countries, it is clear that global rules are not in favour of the Third World. It is the position of this paper that if Third World Country must develop they must extricate themselves from the intricacies of global rules through the globalization process.

[1]. Bello, W. (2004) Deglobalization: Ideas for a New World Economy. The University Press.
[2]. Dirk, B. S. and Norbert, K. (eds.) (2003) Poverty and Democracy: Self-help and Political Participation in Third World Cities. Zed Books Ltd. London.
[3]. Genyi, M. E. (2008) "Poverty, Good Governance and Development Process in Nigeria", Paper presented at the Abuja International Conference on Arts and Humanity between 3rd – 7th November at the University of Abuja – Nigeria.
[4]. Khor, M. (2003) Globalization and the South: Some Critical Issues. Spectrum Books Ltd Ibadan.
[5]. Onoja, A. O. (2007) "Poverty Dimensions and Policies of Rural Poverty Reduction in Nigeria" in Okpe, O. et al (eds.) The Middle-Belt in the Shadow of Nigeria Makurdi. Oracle Business Ltd.
[6]. Saul, J. E. (2005) Development After Globalization: Theory and Practice for the Embattled South in a New Imperial Age Zed Books Ltd. London.

Abstract: This paper investigates the effects of corruption on Nigeria's developmental efforts. The work utilizes data through secondary sources and relies on the extractive theory as a framework of analysis to explore incidences of corruption and its effects on Nigeria's developmental strides. It identifies the causes of corruption to include poverty, pressure from families, community ethnic loyalties among others. The paper also understudies the Power Sector and Family Support Programme (FSP) to highlight the effects of corruption on government policies at development. Finally, it recommends among other strategies the implementation of stiff penalties such as execution of corrupt people, leadership recruitment by merit and the provision of basic amenities for the people as solution to the corrupt nature of the Nigerian society.

[1]. Ayua, I. A. (2001) " overview of corruption in Nigeria" in Nigerian journal of political and administrative studies, vol. 1, No.2.
[2]. Bedford, M.B (2000) The Roots of Corruption in Nigeria, in Journal of development studies, Vol. 2, No.1
[3]. Federal Republic of Nigeria (1987) Report of the political Bureau- Abuja: Federal Government printer.
[4]. Iji, E.P. (2005) "Globalisation and National Development in Nigeria" in NAPSS journal of politic and International Relations. Vol. 1, No. 6.
[5]. Obasanjo, O. (2000) " Address on the occation of the formal signing of the Bill of a law to prohibit and punish Bribery and corruption of or by public officer and other persons", Abuja.
[6]. Multiulla, J(2010) Democracy and the Leadership Question in Nigeria: Challenges and Prospects. Being a paper presented at the NASHER Annual National Conference, Abuja, 10th -13th June.
[7]. Rodney , W. (1981). How Europe Underdeveloped Africa. Washington: Howard.
[8]. Sorkaa, A.P. (2003) "Development as Ethics and Accountability in Governance: The way forward for Nigeria". BSU Inaugural lecture series No. 1. The BSU press.
[9]. The World Bank (1997) "Helping countries combat corruption: the role of the World Bank".
[10]. Ujo, A.A.(1995). Understanding Development Administration in Nigeria. Kaduna: Graphic Printers.

Abstract: This article is an attempt to understand and evaluate the beggars' problem in India, with special reference to Vidarbha region in the Maharashtra state. The present study provides the causes behind the begging problem and focuses on most important causes of the begging e.g. poverty, illiteracy, rituals, traditions, laziness and tendency of the acceptance of the circumstances and habitat. In the present analysis, social, economical and legal aspects will be studied, which would put light on the nature of beggars and views of the society towards them.

[1]. Brendo Jo, Bruggment and Gary l. Albrnch. Arts and Humanity 2012. The Ohio State University
[2]. Gay, Jahn. The Beggars Opera
[3]. Jock, Young. Crossing the Border to these Wet & Windy Shows
[4]. Ruppuswami, P. Our Beggars Problems
[5]. Times of India, Article.

Abstract: Language and Literature are not just a part of human expression but also of life, culture and history. No wonder then the teaching methods proposed by academic scientists are only catalysts that can supplement teaching-learning process, which is independent to a teacher and is subjected to change based on place and time. Orthodox religion and liberal language are always paradoxical to each other however the ubiquity of English language is changing the perspective of even conservative countries. There are the linguistic, cultural, educational, political and personal challenges that Arabic students face while learning English language. This paper is my sincere attempt to incubate my teaching-learning experience and to provide a preparatory glance for those who wish to see their career prosperity in the Arab world.

Key words: language, challenge, experience, innovation, EFL, Arabic Students

[1]. I. A. Khan, Learning Difficulties in English: Diagnosis and Pedagogy in Saudi Arabia. Educational Research, 2(7), July 2011. 1248-1257.

[2] L. Mukattash, The Problem of difficulty in foreign language learning, In E. Dahiyat, and M. Ibrahim(eds.), Papers from the First Conference on the Problems of Teaching English Language and Literature at Arab Universities, University of Jordan, Amman-Jordan. 1983.

[3] S. Suleiman, Teaching English to Arab students at the university level, In Dihayat and Ibrahim (eds.), Papers from the First Conference on the Problems of Teaching English Language and Literature at Arab Universities, University of Jordan, Amman-Jordan. 1983.

[4] M. Zughoul, The unbalanced program of the English department in the Arab world, In Dihayat and Ibrahim (eds.), Papers from the First Conference on the Problems of Teaching English Language and Literature at Arab Universities, University of Jordan, Amman- Jordan. 1983.

[5] M. Ibrahim, The Role of English Departments in Arab Universities, In Dihayat and Ibrahim (eds.), Papers from the First Conference on the Problems of Teaching English Language and Literature at Arab Universities, University of Jordan, Amman-Jordan. 1983.

[6] R. M. Felder, & R. Brent, Understanding Student Differences. Journal of Engineering Education, 94(1), 2005. 57-72.

[7] Teaching Techniques, Retrieved from
https://www.google.co.in/#q=what+constitutes+exemplary+teaching%2C%E2%80%99+Lowman+says%2C+
[8] Teacher quotes, Retrieved from http://adultesljobs.com/teacher-quotes/

Abstract: children today don't learn the way they learned 50 years back, said Pitroda, Teaching remains confined to blackboard, chalk, exams, marks and the like. The IT revolution has arrived and the internet, today, enables loads of packets of information to be accessed and explored. So, herein lies the need for generational changes. ICT can provide opportunities to enabling solutions for improving various existing approaches to content development and improve the quality of education, communicative skills must be incorporated in the present modern language curriculum and content development to protect the endangered Indian languages by updating the language technology. This paper analyses the challenges to present day curricular trends of Telugu language teaching and scope for the use of virtual classroom, which is the second largest spoken language in India listed in UNESCO atlas of endangered languages.

Key words: Language curriculum, Virtual Classroom, Virtual Education, Online pedagogy

[1] Christopher M. Colburn dude [at] bert.eds.udel.edu Online Strategic Interaction: ESL Role-Playing via Internet Relay Chat Department of Linguistics, University of Delaware http://bert.eds.udel.edu/~dude/
[2] Shafeeq. C.P. Knowdge of pedagogy and ICT for effective communication in language teaching LANGUAGE IN INDIA Vol 13 : 1 Jan 2013 (177).

[3] P.Lalitha and A.Swanalatha, Digital content development for Indian higher education: progress, challenges, approaches and best practises, International convention on virtual education: issues, challenges and prospects 24-25 feb 2012 CCE-UGC New Delhi(22)

[4] Giuseppe Riva, Brenda K. Wiederhold, Enrico Molinari (Eds.) Virtual Environments in Clinical Psychology and Neuroscience 1998 © Ios Press: Amsterdam, Netherlands.

[5] Short, D. (1991). Integrating Language and Content Instruction: Strategies and Techniques. NCBE Program Information Guide Series, 7 (Fall) [Online]. http://www.ncbe.gwu.edu/ncbepubs/pigs/pig7.html [Accessed June 7, 1997].

Abstract: The use of corporal punishment at home and school has been widely debated. Some believe it is a means of discipline while others call it abuse. Corporal punishment is harmful to children. It could lead to emotional and physical problems. Corporal punishment is so readily at hand that it discourages some teachers from trying alternatives .Corporal punishment is one teacher-child interaction harmful to children. Corporal punishment inhibits learning, interferes with the accomplishment of each of the important developmental tasks of children and their teachers, and has the potential for physical harm to the child. Corporal punishment should be considered as child abuse and prohibited in all our schools.

Key words: corporal punishment, emotional problem, physical problem.

[1]. Straus MA, Mouradian VE: Impulsive corporal punishment by mothers and antisocial behavior and impulsiveness of children. Behav Sci Law 1998; 16:353-374.
[2]. Gershoff ET. Bitensky, SH: The case against corporal punishment of children: Converging evidence from social science research and international human rights law and implications for U.S. public policy. Psychology, Public Policy and Law. Nov 2007; 13(4): 231-272. ]
[3]. McClure TE, May DC: Dealing with Misbehavior at Schools in Kentucky: Theoretical and contextual predictors of use of corporal punishment. Youth & Society Mar 2008; 39(3): 406-429.
[4]. Gershoff, E. T. Corporal punishment by parents and associated child behaviors and experiences: A meta-analytic and theoretical review. Psychological Bulletin, 2002,128, 539-579.
[5]. Turner, H. A. & Finkelhor, D. Corporal punishment as a stressor among youth. Journal of Marriage and the Family, 1996 58, 155-156.
[6]. Straus, M. A., & Mouradian, V.E. Impulsive corporal punishment by mothers and antisocial behavior and impulsiveness of children. Behavioral Sciences and the Law,1998 16, 353-374.
[7]. UNICEF (2007): "Violence against Children Study in Jordan" http://www.unicef.org/jordan/VAC_Study_English_FOR_SCREEN(1). [8]. Joan Durrant and Ron Ensom. Physical punishment of children: lessons from 20 years of research. CMAJ, 2012 DOI: 10.1503/cmaj.101314 [9]. Gershoff ET (2008). Report on Physical Punishment in the United States: What Research Tells Us About Its Effects on Children. Columbus OH: Center for Effective Discipline.
[10]. Vygotsky, L.S. (1978) Mind in Society: The Development of Higher Psychological Processes, Harvard University Press, Cambridge , Massachusetts.

Abstract: This study is intended to compare the expectations of Indian consumers from their banks with what bank actually provides. Additionally, the study helps to determine if there is any significant difference in consumers' expectations and banks' offerings between public sector and private sector banks in India. This paper reports on a quantitative study of executives working in private and public sector organizations and colleges in Northern India. The objective of this study is to determine the factors that have the significant gap between expectations and actual in terms of banks' service quality. There is not any significant difference between consumers' expectations between private and public sector banks. There is significant difference between private and public sector banks' actual offerings. There is significant difference (except Tangible factor) between consumers' expectations and bank's actual offerings for Private sector banks. There is significant difference between consumers' expectations and bank's actual offerings for Public sector banks. The deviation of consumers' expectations and bank's actual offerings is more in public sector banks as compared to private sector banks.

[1]. Report on Trend and Progress of Banking in India 1998-99, Reserve Bank of India, Supplement to RBI Bulletin, December 1999.
[2]. Report on Trend = and Progress of Banking in India 1997-98, Reserve
[3]. Bank of India, Supplement to RBI Bulletin, = November 1998.
[4]. Reserve Bank of India Annual Report 1998-99, Supplement to RBI Bulletin, September 1999.
[5]. "Service Quality Gap and Customers' Satisfactions of Commercial Banks in Malaysia" by Izaz Mohd Tahir and Nor Mazlina Abu
Bakar.
[6]. The dimensions of service quality: A study of Indian retail banking environment Customer expectations and perceptions across the
Indian banking industry and the resultant financial implications by Dutta, Kirti and Dutta, Anil

Abstract: Four hundred and forty seven (447) Colleges of Education workers in the South East of Nigeria were administered a questionnaire, to determine their perception of the 2006-2007 reform of the colleges. It was found that, although the workers were aware of the intention of the Federal Government in initiating the reform, they noted its poor implementation which caused untold hardship on the staff affected by the exercise. The poor implementation of the reform agenda made the attainment of the objectives of the reform unsustainable and unattainable. Recommendations were made to avoid a repeat of the shortfalls of 2006 reform agenda.

[1]. Bureau of Public Service Reforms (2006) Generic Guideline for the Reform of Ministries, Departments and Agencies (MDAS) in the Federal Civil Service Abuja. The presidency
[2]. Ayooso S. (2011) Nigeria and the Education Sector Reform, http://www.thetidenewsonline.com/2011
[3]. Bello Umar Gusau,( 2008) Educational Reforms in Nigeria: Successive Years of Inconsistencies and Confusions. Http:www.gamji.com/article6000/NEWS7831.htm
[4]. 3 Imoke (2012 ) Reforms in Education: The Roles of Alumnus: A Paper Presented by his Excellency, Senator Liyel Imoke at the University of Nigeria Nsukka. the willnigeria.com
[5]. Goodluck Jonathan in Lyyel Imoke (2012 )
[6]. Gusau (2008) Educational Reforms in Nigeria: Successive Years of Inconsistencies and Confusions htt://www.gamji.com/article6000/NEWS7831.htm
[7]. Obasanjo O. (2012) Education and Development at the Graduation Ceremonies of University of Nigeria Nsukka, .
[8]. Okonjo-Iweala (2012) Reforming Nigeria‟s Education System: Paradigm Shift. Keynote Speech at the 2012 Isaac Moghalu Foundation Lecture Civic Center, Victoria Island, Lagos
[9]. Onuigbo A.U. (2009) Education Reforms and the Merger Issues in Colleges of Education Polytechnics, andUniversities: Public Interest . Academic Staff Union Journal Eha-Amufu Chapter Vol. 1 No 1.
[10]. Our Reporter (2012) Nigerian Education at 52: Reforms Under Ruqayaytu Ahmed Rufa‟I PUNCH EDITORIAL BOARD (2013) Reform of Vocational Education http://www.punch,com/edtorial April 28

Abstract: This paper studied the possibility of making a new counselor in Nigeria. The study discovered among other things that a new curriculum has to come on board to train counselors, that the new counselor has to be global competent, holistic, 21st century active, online counseling competent , entrepreneurial, professional, dynamic, progressive etcetera. The paper noted the dare need for counselors in Nigeria to adopt counseling that can reach the unreached, especially; HIV/AIDS related cases, prisoners, drug users, teen pregnancies via tele or online counseling.

Keywords: counselor, curriculum, new, Nigeria

[1]. Fred, R. O. (1993) in Kaufman, R and Zahn, O. (1998). Quality management plus: the continuous involvement of Education. Newburg park. CA: Corwin press.
[2]. Heinlen,Welfel,ReynoldsRichmond,&Rak,(2003);Patrick,2006http/www.biblical.edu/images/conn ect/PDFs/Scripture%20 in 20Counseling. Retrieved August 12, 2010 at Web Site
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[4]. Olayinka, (1993) in Onuigbo A.U.(1997), Essentials of Guidance and Counseling. Nsukka, Nigeria: Chuka Educational Publishers.
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Abstract: This study examines the relationships between television (TV) advertising and patterns of food choice among children. This relationship is crucial in understanding the intricate interplay among several interrelated variables such as TV viewing, preference for certain foods and the problem of obesity. Specifically, the study investigates the degree of recognition of adverts and patterns of food choice among lean, overweight and obese children. This study uses an experimental test, but the assessment of the effects of advertisements was undertaken through questionnaires. There were 50 participants involved in the experiment. The outcomes of the study indicate that TV advertisements make a substantial contribution to what food a child chooses. Although there were some variations in terms of responses between age groups and gender, generally, children seemed likely to choose fast foods after treatment. Further analyses were performed which revealed that media, particularly TV advertising, appear to contribute significantly in terms of influencing children to choose fast food, followed by taste. The study also seems to suggest that there is a strong correlation between the weight of a child and food choice. In short, children who were inclined to choose fast foods tended to be overweight or obese. Keywords: TV advertising, food choice, obesity, children, Malaysia

[1] World Health Organization (2003). Obesity and overweight.Retrieved from www.who.int/dietphysicalactivity/media/en/gsfs_obesity.pdf.

[2] Rahman, M. (2001). The globalisation of childhood and youth: New actors and networks in protecting street children and working children in the South. In H. Helve & C. Wallace (Eds.) Youths, Citizenship and Empowerment. Aldershot, UK and Burlington Vt: Ashgate.
[3] Euromonitor (2006). Who eats the most fast food? Retrieved from http://blog.euromonitor.com/2006/08/who-eats-the-most-fast-food.html.
[4] Livingstone, S. (2004). Childhood obesity ‒ advertising in context: Children's food choices, parents, understanding and influence, and the role of food promotion. Report submitted to OfCam UK. Retrieved from http://stakeholders.ofcom.org.uk/market-data-research/tv-research/food_ads/
[5] Piernas, C., &Popkin, B. M. (2010). Trends in snacking among U.S. children.Health Affair, March, 2010, DOI 10.1377/htlhaff.2009.0666.Retrieved from http://content.healthaffairs.org/search?fulltext=Snacking+Trends&sortspec=date&submit=Submit&andorexactfulltext=phrase.
[6] Euromonitor (2010). Consumer foodservice by location in Malaysia. Retrieved fromhttp://www.euromonitor.com/consumer-foodservice-by-location-in-malaysia/report

[7] Totu, A. (2010). Consumerism in Malaysia: Mass Media, Lifestyles and Identities. Kota Kinabalu: PenerbitUniversiti Malaysia Sabah. [8] Shamsudin, M. (2002). Hail the pizza. The New Straits Times, 14.

[9] Moore, L., & Tapper, K. (2008). The impact of school fruit tuck shops and school food policies on children's fruit consumption: A cluster randomised trial of schools in deprived areas. Journal of Epidemiology and Community Health, 62, 926‒931.

[10] Warren, E., Parry, O., Lynch, O. R., & Murphy, S. (2008). "If I don't like it then I can choose what I want": Welsh school children's accounts of preference for and control over food choice. Health Promotion International, 23(2), 144‒151.

Abstract: The phenomenon of exam cheating was a big problem to the nation's education system., Oduwaiye (2005);Jega (2006), Ijaiya (2004); Joshua (2008); Olatunbosun (2009); Omonijo & Fadugba (2011).This phenomenon, which gangrenes the universities and affects all student profiles, had an extent and becomes a global problem in the world. Tunisia is hardly affected by cheating on exams. Our research is focused on the study of the phenomenon of cheating on scholar exams at the Tunisian University.365 students from the Higher Institute of Sport and Physical Education of Sfax (Tunisia) with mean age 20.9 ± 1.4 years for boys and 20.5 ± 1.2 years for girls participated in the realization of this study.Our results about the link between the choice of the undergraduate section and cheating chowed a negative results (p = 0.676, ddl = 4).Also our results showed that women cheat as much as men (49.8% against 50.2%)) and that cheating does not depend on gender(p = 0.278, ddl = 1). Contrariwise, the relationship between the university curriculum and cheating was significant at (p = 0.007, ddl = 2).

Keywords: Exam Cheating, academic curriculum; Gender

[1]. Oduwaiye, R. O. (2005)."Students' perception of factors and solutions to examination malpractices in Nigeria Universities: A case study of University of Ilorin". Ilorin Journal of Education. Volume 24.
[2]. Jega, A. M. ( 2006). "Examination Malpractice: Concept, causes, Consequences and Remedies". Education for Today, 6(2), pp. 59-72.
[3]. Ijaiya, N. Y. S. (2004). "Agents of Examination Malpractices in Nigerian Public Examinations: The Strongest Links". Publication of the National Association of Educational Researchers & Evaluators, 5 (1): 55-62.
[4]. Joshua, M. T. (2008). Examination malpractices. The Monster in our Midst. A paper presented at Capacity Building Workshops for Science and English Language Teachers in Akwa Ibom State, Nigeria. August 6th.
[5]. Olatunbosun, J. B.( 2009). "Examination Malpractice in Secondary Schools in Nigeria: What Sustains it? Examination malpractice in Nigeria what sustains it?" European Journal of Educational Studies 1 (3), pp. 6-7.
[6]. Omonijo, D. O. & Fadugba, O. (2011). Parental Influence in Escalation of Examination Malpractices in Nigeria. European Journal of Social sciences. 19 (2): 297-307.
[7]. Davis, S.F., Drinan, P.F. & Gallant, T.B. (2009). Cheating in school: What We Know and What We Can Do. Chichester, West Sussex, UK: Wiley-Blackwell.
[8]. Anderman, E. M. & Murdock, T. B. (2007). The psychology of academic cheating. In E. M. Anderman & T. B. Murdock (Eds.), Psychology of academic cheating (pp. 1–5). Burlington, MA: Elsevier.
[9]. Teixeira, A., & Rocha, M. (2010). Cheating by economics and business undergraduate students: an exploratory international assessment. Higher Education, 59(6), p. 663-701.

Abstract: Nigeria is ranked sixth in the world as the largest crude oil and gas producer. It has a history of well over 50 years of oil and gas exploration and exploitation, but for many of the area's inhabitants, this discovery has brought a curse rather than blessing to the Niger Delta region, which contributes about 80% of the nation's wealth .In the past half a century, the area had been left devastated by unprecedented environmental degradation occasioned by oil activities. This dire situation has led to local unrest, spearheaded by the likes of Isaac Adaka Boro and Ken Saro -Wiwa in the late 1960s and 1990s, respectively, who campaigned vigorously, albeit peacefully, for a better deal for the region. This movement eventually deteriorated into armed struggle, obstructing the national economic and social developments.The paper discusses the dilemma of the militancy in the Niger Delta on sustainable development of Nigeria. It also proffers strategies for achieving sustainable development. The study utilizes the secondary data collection that was generated from journals, magazines, official publications, and the Internet. Findings are descriptively analyzed. The central argument is that militancy in the Niger Delta affects sustainable development in Nigeria.

[1]. Abraham, N.M. [2011];"Functional Education, Militancy and Youth Restiveness in Niger Delta: The place of multinational oil corporations [MNOCS]‟‟, African Journals of Political Science and International Relations, Vol 5[10]pp 442-447,December.
[2]. Afinotan, L. and Agagu,A. A,[2008]; "The Niger Delta crisis the Nigerian State- Citizenship Dilemma‟‟, in Agagu,A.A.(eds); The Nigerian State and The Dilemma of Citizenship,[Issues and Challenges], Lagos,Policy Development and Consultant Limited.
[3]. Afinotan, L.A. and Ojakorotu, U. [2009],""The Niger Delta Crisis, Issues,Challenges and Prospects‟‟, African Journal of Political Science and International Relations Vol 3{5} pp. 191-198,May.
[4]. Akinola S.R.[2003];Resolving the Niger Delta Crisis Through a Polycentric Governance System. http;//www.indianaedu.workshop/colloquial material papers/ akinola-present.pdf.
[5]. Akinola S.R. [2011]; `` Post Amnesty Plan,Peace-Building and People-Centered Development in the Niger Delta- A Polycentric Planning and Poverty Reduction Strategy [PPPRS]", inJournal of Sustainable Development and Environmental Protection, Vol 1 No3, July-September.
[6]. Akinbobola, T.O.(2010);`` Niger Delta Crisis: Implications on Nigeria‟s Domestic Economic Output‟‟, in Ojakorotu, V. and Gilbert,L.D(eds);Checkmating the Resurgence of Oil Violence in the Niger Delta of Nigeria. http://www.iags.org/NigerDelta.bokpdf
[7]. Amaraegbu,D.A.[2011];`` Violence, Terrorism and Security Threat in Nigeria‟s Niger Delta: An old Problem Taking a New Dimension‟‟,African journal of Political Science and International Relations Vol5 [4], pp208-217,April.
[8]. Bagaji, A. S. Y, Achegbulu J.O, Maji, A, & Yakubu,N. (2011); ""Explaining the Violent
a. Conflicts in Nigeria‟s Niger Delta:Is the Rentier State Theory and the Resource-curse Thesis Relevant?‟‟ Canadian Social Science, 7 (4), 34-43. [9]. Chukwuemeka E.E.O and Aghara V.N.O. [2010]; ""Niger Delta Youth Restiveness and Socio-Economic Development in Nigeria‟‟,Educational Research and Reviews V 5[7] pp.400-407,July. http://www.academicjournals.org/ERR2
[10]. Egwemi, V [2010], ""From Militancy to Amnesty,Some Thoughts on the President Yar‟dua‟s Approach to the Niger Delta Crisis‟‟,Current Research Journal of Economic Theory 2[3]:136-141 http://maxwellsci.com/print/crjetv2-136-141.

Abstract: The present study was conducted to identify the level of different temperament traits of students belonging to single and dual earning families. It also aimed to determine difference, if any, in temperament of students belonging to single and dual earning families. The sample comprised of randomly selected 100 students studying in IX and X standard, with 50 of them each from single and dual earning families, studying in five different Government Models Schools of Chandigarh. The findings highlighted that majority of students from dual earning families as compared to those from single earning families were found to have more of low level of a large number of positive temperament traits. Students belonging to single earning families were found to have higher mean scores as compared to those from dual earning families with regard to traits of sociability, placidness, vigorousness, cooperativeness, persistence, tolerance, and tough mindedness. While the students from dual earning families were found to have higher mean scores than those of their counterparts from single earning families in traits like secretiveness, impulsivity and aggressiveness .

Keywords: Aggressiveness, impulsivity, placidness, sociability, vigorousness

[1] D. J. Moore, J. H. Atkinson, H. Akiskal, R. Gonzalez, T. Wolfson and I. Grant, Temperament and risky behaviors: a pathway to HIV, Journal of Affective Disorders, 85 (1), 2005, 191–200.
[2] M.S. Griggs, S.G. Gagnon, T.J. Huelsman, P. Kidder-Ashley and M. Ballard, Student-teacher relationships matter: moderation influences between temperament and preschool social competence, Psychology in the Schools, 46 (6), 2009, 553-566.
[3] M. K. Rothbart and M. R. Rueda, The development of effortful control,in U. Mayr, E. Awh and S. W. Keele (Eds.), Developing individuality in the human brain ( Washington, DC: American Psychological Association, 2005) 167-188.
[4] N.K. Chadha and S. Chandna, Dimensions of temperament scale. (New Delhi : National Psychological Corporation, 1984).
[5] H. Palisin, Preschool temperament and performance on achievement tests, Developmental Psychology, 22(6), 1986, 766-770.
[6] H.A. Klein, The relationship between children's temperament and adjustment to kindergarten and head start settings, The Journal of Psychology, 112, 1982, 259-268.
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[9] L.S. Dana, Child temperament, social play, and early academic achievement in the kindergarten classroom, Master diss., Carleton University, Ottawa, Ontario, 2001.
[10] A.Malik & S. Katyal, A comparative study of frustrations in daughters of working and non-working mothers, Indian Psychological Review, 40 (1-2), 1993, 9-13.

Abstract: This paper highlights the working women's triple roles. First, she has to function as a wife, second as a mother and third as a worker. The question arises how efficiently can a working women function as a mother/wife at a home and a worker in the place of work. In an attempt to study these differences, the present study is carried out on children of working mothers, of different occupational categories. It intends to examine the relationship between mother's work status and family environment and its consequential effects on adjustment of their children.

Key Words: Working Women, Child Care, Domestic Chores, Kashmir Valley

[1]. Aggarwal, J.C. and Aggarwal, S.P. 1994. ―Women's education in India‖. Concept publishing house, New Delhi.
[2]. Ashraf, Ara Talat. 1992. ―Muslim Women in changing perspective‖ Common wealth publishers, New Delhi.
[3]. Chakraborty, K. 1995. ―The conflicting worlds of working mothers‖ Calcutta publishers press.
[4]. Chris, Jains. 1982. ―The sociology of childhood‖ Bastford academics and education ltd.
[5]. Chodorow, N. 1978. ―The reproduction of mothering‖ University of California press, Berkeley.
[6]. Chandra, Jai Shree 1993. ―Women and child‖ Rawat publications, New Delhi.
[7]. Kuzma, K. 1980. ―Working mothers‖ Start ford press, Los Angeles.
[8]. Kapur, P. 1970. ―Marriage and working women in India‖ Vikas publishing house, New Delhi.
[9]. Myrdal, A. Klein. 1968. ―Women's two roles‖ Routledge London.

Abstract: This study tried to describe data of team effectiveness at Center of Development and Empowerment for Teachers and Education Personnel Medan and find out the indicators that are still weak on team effectiveness variables for enhanced in the future. Respondents are trainers and staff with a number of 127 people. Analysis of the data by using descriptive analysis. The results showed the highest scoring team effectiveness is 120, the lowest score is 64, the mean is 102.47 and standard deviation is 13.21, while the ideal highest score is 120, the ideal lowest score is 24, and the ideal mean score is 72 and ideal standard deviation is 16. Data tendency team effectiveness is 73.23% in the high category, 24.41% in the enough category and 2.36% in the low category. Indicators of team effectiveness in this study were achievement of the objectives, quality of work, timeliness of completion and creativity of unit. The weakness indicators of all are is the creativity of unit.

Keywords: creativity of unit, goal achievement, quality of work, team effectiveness, timeliness

[1]. Colquit, LePine. Wesson. 2009. Organizational Behavior, Improving Performance and Commitment in the Workplace, New York: McGraw-Hill.p.373-393

[2] Slocum, Hellriegel. 2009. Principles of Organizational Behavior. South Western: Cengage Learning.p.321 [3]. McShane, Glinow Von. 2007. Organizational Behavior (Essential). New York. McGraw-Hill, p.135