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This study examines the symbiotic relationship between history, oral tradition, and the African Essence within the landscape of contemporary Nigerian drama, using Sam Ukala’s Iredi War and Iseghohimen Aihimegbe’s The Virgin’s Cloth as primary texts. While Western dramatic forms have historically influenced African theater, this research investigates how indigenous playwrights utilize "Folkism" and ritual aesthetics to reclaim cultural identity and decolonize the stage.<br> <br> The analysis of Iredi War focuses on Ukala’s use of historical recovery, specifically the 1906 Owa rebellion, to demonstrate how folk logic and communal participation serve as tools of political resistance. Conversely, the study explores The Virgin’s Cloth through the lens of cultural symbolism and morality, highlighting how Aihimegbe employs traditional rites to interrogate gender roles and the sanctity of communal laws in a modern context.<br> <br> Adopting a qualitative research methodology anchored in Literary Analysis and Sociological Criticism, the study finds that both playwrights successfully synthesize African performance aesthetics—such as proverbs, dance, and song—with contemporary sociopolitical themes. The research concludes that the "African Essence" in these works is not a static relic of the past, but a dynamic, syncretic force that ensures the continued relevance of Nigerian drama in a globalized world.<br> <br> Keywords: African Essence, Folkism, Nigerian Drama, Sam Ukala, Iseghohimen Aihimegbe, Oral Tradition, Cultural Identity.

Presently, plant nutritional has emerged to become the lead in nutritional science<br> and therefore this study is focused on the determination of the proximate<br> composition of Citrus sinensis (Orange) peel found in Enugu, Nigeria. Prior to the<br> analysis, the orange peel was collected from Ugbo Odogwu, Enugu North LGA of<br> Enugu State. Furthermore, the orange peel was dried and ground tom powder<br> and this study, the proximate composition was determined. From the result of the<br> analysis, the orange peel contains ash (5.04±0.02mg/100g), moisture<br> (10.10±0.10mg/100g), fat (2.03±0.04mg/100g), fiber (10.80±0.05mg/100g),<br> protein (16.04±0.16mg/100g) and carbohydrate (55.99±2.03mg/100g). The low<br> fat content (2.03 mg/100g) makes orange peels suitable for low-fat diets, while<br> the high fiber content (10.80 mg/100g) supports digestive health and chronic<br> disease prevention. The presence of high content of carbohydrate suggests that<br> the plant can be a major source of energy and can be utilized in nutritional<br> industries. These findings indicate that orange peels can be utilized for nutrient<br> extraction, particularly carbohydrates, proteins, and dietary fiber. Despite the low<br> mineral content limiting their use in mineral supplements, the nutritional profile<br> supports incorporating orange peels into food science and industry for enhanced<br> dietary benefits.

INTRODUCTION<br> 1.1 Background of the Study<br> All over the world, universities are regarded as centre of learning, training<br> and research. Universities are also regarded as institutes of higher education.<br> Education, basically, involves transfer and acquisition of knowledge and skills in<br> certain competences through the process of teaching and learning. Julius Okojie<br> (2013) notes that education is a process for manpower development which is<br> necessary for the achievement of rapid growth and development in any country. S.<br> 0. Awokoya, a former Minister of Education in Western Region, Nigeria, was<br> reported to have declared in a parliamentary debate: "Educational development is<br> imperative and urgent. It must be treated as a national emergency second only to<br> war. It must move with the momentum of revolution" (Ukeje and Aisiku, 1982).<br> Former President of Nigeria, Olusegun Obasanjo (cited in Okojie, 2013) avers that<br> education is the major agency for both personal and national socio-economic<br> development; hence investment in human capital development is critical to growth,<br> development and productivity of any nation. Now University education, according<br> to UNESCO, is a platform through which human beings are equipped with<br> Knowledge, skills, attitudes, and values in order to position them to derive<br> Inaximum benefits from the society, and lead fulfilling lives, and contribute to the<br> <br> <br> <br> 1<br> <br> wellbeing of the community in which they are members (See Okojie, 2013). The<br> World Bank (2002) states that the University is fundamental to nation building and<br> societal development.<br> A graduate is expected to acquire knowledge while in the school to give him<br> opportunity to contribute to the development of his society. At the end of his<br> programme, it is assumed that he has passed through a standard process of training<br> for the award of degree certificate (Yusuf et al, 2010).

ABSTRACT <br> Adolescence is a crucial period for identity formation, during which self-concept clarity (SCC) significantly influences psychological well-being. SCC refers to the extent to which individuals possess a clear, coherent, and stable sense of self. This study examines the impact of internalization of societal appearance ideals, appearance pressures, and appearance comparison on SCC among secondary school students in Nigeria. <br> A cross-sectional survey was conducted among 250 secondary school students (143 females,<br> 57.2%; 107 males, 42.8%) from both public and private schools. The study utilized the <br> Self-Concept Clarity Scale (α = .845), the Sociocultural Attitudes Towards Appearance Questionnaire-4 (SATAQ-4) with five subscales; Internalization: Thin/Low Body Fat (α = .749), Internalization: Muscular/Athletic (α = .838), Pressures from Family (α = .822), Peers (α = .845), and Media (α = .865) and the Physical Appearance Comparison Scale (α = .904). Multiple regression and t-tests were used to analyse the data. <br> Results indicated that internalization of societal appearance ideals significantly predicted SCC (R <br> = .38, R² = .14, F(2,247) = 20.47, p < .001). Both thin (β = .20, t = 2.78, p < .01) and muscular (β = .23, t = 3.32, p < .001) appearance internalization significantly influenced SCC. Appearance pressures also had a significant effect on SCC (R = .36, R² = .13, F(3,246) = 12.18, p < .001), particularly pressures from family (β = .23, t = 2.32, p < .05) and peers (β = .21, t = 2.12, p < .05), while media pressures were not significant (β = -.06, t = -.65, p > .05). No significant difference in SCC was found between students with low and high levels of appearance comparison (t(248) = 1.81, p > .05). However, a joint influence of internalization, appearance pressures, and comparison on SCC was observed (R = .42, R² = .18, F(3,246) = 17.89, p < .001). Additionally, a significant gender difference in SCC was found (t(248) = -2.20, p < .05), whereas demographic factors, including age, BMI, religion, ethnicity, class, birth order, and living arrangements, had no collective impact on SCC (R = .21, R² = .04, F(7,242) = 1.54, p > .05). Independently, age (β = -.26, t = -2.77, p < .01) and class (β = .23, t = 2.45, p < .05) significantly influenced SCC. <br> This study emphasizes the role of internalization of societal appearance ideals, appearance pressures, and comparison in shaping SCC among secondary school students. The findings highlight the need for parents and educators to promote a holistic self-concept by encouraging filtering and questioning of societal appearance ideals. <br> Keywords: Self-concept clarity, internalization of societal appearance ideals, appearance pressures, appearance comparison <br> Word count: 34

Sugar fermentation test here carried out using lactose, glucose and sucrose.<br> <br> To each test tube 10ml of peptone water was added, item in test tubes, 1.5g of each sugar was separately dissolved into these test tubes, and labeled. Then three drops of 0.01% phenol red was added. Durhan tubes were inserted in an inverted position into the tubes for the detection of gas production while the tubes were plugged with non-absorbent cotton wool.

This research work is dedicated to Almighty ALLAH for the free gift of life and who saw me through my undergraduate program, in university of Maiduguri and also to my parents, who supported me financially and be at my side

This study examines how the selected Nigerian social media influencers - Very Dark Man (VDM), Mr Macaroni, Aisha Yesufu, Okwuluora, and Kevin Blak, communicate social commitment and depict messianic imaging in their digital contents. The study is anchored on Van Leeuwen's (2007) Discourse Model of Legitimation, where he provides four principal strategies for the justification of their actions - moralization, authorization, rationalization, and mythopoesis. The study adopts a mixed research design of qualitative analysis of contents, and a quantitative survey and statistical interpretation to assess audience perception and digital engagements with their digital contents. Findings reveal that influencers deliberately frame themselves as moral agents of change, and advocates of justice, legitimized through the four legitimation strategies, to command public trust and collective actions. The study concludes that social media influencers in Nigeria play a crucial role in shaping digital activism and moral leadership by framing themselves as messianic figures committed to social justice and reform. It recommends that influencers sustain ethical communication and avoid excessive self promotion or savior-like posturing that may lead to hero worship.

ABSTRACT<br> Adolescence is a period defined as the transition from childhood to adulthood, where various physiological and anatomical changes take place. Yet, millions of adolescents struggle with sexual and reproductive health which have necessitated the global attention. The study therefore investigated challenges to adolescents' sexual reproductive health education among secondary school students in Anaocha local government area of Anambra State, Nigeria. The study utilised a cross-sectional study design. A multistage sampling method was employed to select 200 students who were administered semi-structured questionnaires. The primary data was analysed using descriptive statistics on the Statistical Package for the Social Sciences (SPSS version 20). Findings from the study revealed that majority of respondents (62.6%) reported receiving education on sexual reproductive health (SRH), with menstrual health and hygiene being the primary aspect of SRHE. Schools emerged as the primary source of knowledge on SRH. However, the study found that the Adolescents' Sexual Reproductive Health Education is not taught as a subject in the four secondary schools surveyed. The study identified lack of inclusion in schools, opposing cultural and religious norms, parental reluctance, stigma and shame, and social norms and taboos as challenges having adolescents' sexual reproductive health education in Anaocha LGA. Therefore, the study recommended that it is necessary for comprehensive and mandatory inclusion of SRHE as a subject across all secondary schools.