Youngsters are the future of the world, but their growth is affected by various social trends of thought and new media. Destructive Cults use the "broken windows theory" to do great harm to teenagers. In this paper, through the analysis of the realistic challenges of youth education, destructive cults use "broken windows effect" poisoning youngsters and so on, to illustrate its huge harm and adverse effects of destructive cults; based on the "broken windows theory" destructive cults prevention and control, the researchers put forward corresponding countermeasures and suggestions from the national social level and the individual level of young people, especially for youth training, education and guidance.

The water forms an important component of our body and is essential for life. Water is involved in every bodily function from digestion and circulation through to the control of body temperature and the excretion of waste products. It plays an important role in body homeostasis. If there is an excess loss of water then it adversely affects various oral and surrounding structures. Water loss is temporary and can be easily replenished.

A geriatric patient is prone to a number of oral health problems like loss of teeth, xerostomia, mucosal alterations and others. The oral functions need to be restored. Prosthesis like RPD, FPD, CD can be used for restoring oral functions. However, all these require maintenance and care. This article deals with various techniques for oral health care in elderly and also emphasizes on the need for oral health education to the elderly population.

This paper focuses on some strategies and procedures that can be used to teach speaking to beginners and intermediate students in Senegal where the majority of the students has not only a lack of opportunities and are seldom exposed to the English language, but also are found to be silent, shy or have a profound fear of being wrong. Since more importance is given to reading and writing skills, communicative activities such as introductions, role plays, use of fables and talking tasks are efficient alternatives to improve students’ oral communication skills in junior and high secondary public schools in Senegal by integrating lessons with the National curriculum for English language. This study also claims that students’ use of mobile phones which is forbidden by the schools legislation is inevitable to improve speaking skills in the process of foreign language learning. It shows that despite resources constraints in many remote areas, it is possible to improve students’ oral communication skills in a relaxed and stress free environment.

Globally, the changing demands of society require that learners be trained with innovation and creativity in mind. The United Nations Sustainable Development Goals (SDG) 2030, specifically SDG4, aim to ensure inclusive and equitable quality education and the promotion of lifelong learning opportunities for all students. The technical model of education has been known to stifle learning opportunities for students and promote inequality. In keeping with the world wide mandate for inclusive education that values that right of all students to meaningful education, what is taught and valued as outcomes for all students is an important consideration of the education system. Curricula should be seen as having a positive effect as levers for the sustainable, inclusive, fair and cohesive development of a country. This position paper focuses on current practice in Trinidad and Tobago‟s school system and describes how it is lacking with regard to the flexibility of the curriculum that is needed for inclusive education implementation. The paper gives a brief overview of the technical and post-modern perspectives of curriculum and aims to justify how a shift to the post-modern perspective might be better suited for our present time. Implications for practice relating to teacher practice, curriculum content and student outcomes, which will all result from increasing the relevance and applicability of our curriculum, are also presented

This study focused on the efficacy of the rational Emotive Behaviour Therapy in ameliorating the incidence of youth restiveness and militancy in the Niger Delta area of Nigeria. This study adopted the quasi-experimental research design. The participants of the study were thirty-five year two students from an intact two hundred level (200L) class as the experimental group and another thirty from year three hundred level students of an intact class, as the control group, from Niger Delta University, Bayelsa State of Nigeria. The treatment in the study has two levels, pre-treatment and posttreatment. Validated and reliable instrument called „Rational Emotive Inventory was used for data collection. This study has one research question and two null hypotheses to guide it. The mean, standard deviation and z-test statistics were used to analyse data in this study. The results of the study revealed a significant effect of the Rational Emotive Therapy on the experimental group, unlike the control group that received an inert treatment. From the study, the use of Rational Emotive Behaviour Therapy in the Universities of the Niger Delia area was recommended to work on the mindset of the student‟s restiveness and militancy in this country.

Scientific knowledge is one of the expected direct impacts in the Scientific Inquiry learning model (Joyce, 2009), which means that Scientific Knowledge is the learning outcome that is to be achieved in learning. Scientific knowledge is the result of student physics learning that is concerned with strengthening cognitive structures in understanding, mastering and applying physics concepts so students can solve physics problems from simple to complex. As for the purpose of this study are: 1. To know whether or not there are differences Scientific Knowledge of Physics between students taught using the Scientific Inquiry learning model and conventional learning 2. To find out whether or not there are differences in Scientific Knowledge of Physics caused by students 'Formal Reasoning 3. To find out the interaction between the learning model and Formal Reasoning in increasing students' Scientific Knowledge? As for research design in this study using different analysis for the two dependent variables. Variables are bound to Scientific Knowledge using analysis of variance or 2x2 ANOVA. The research instrument used was in the form of a description for the scientific knowledge test, and multiple choice forms on the students' formal reasoning test. The conclusion of this study was 1. The ability of scientific knowledge of students to use scientific inquiring learning was better than the scientific knowledge ability of students using expository learning models, The ability of scientific knowledge of students in the formal reasoning group is above average better than the scientific knowledge ability of students in the formal reasoning group below the average, 3. There is an interaction between the learning model and formal reasoning in improving students' scientific knowledge. The scientific knowledge learning outcomes of students taught through the scientific learning model in the formal reasoning group above average and formal reasoning are below the higher average compared to the results of scientific knowledge learning students taught through conventional learning in the formal reasoning group above average and in the formal reasoning group below average.

The current study aimed to identify the negative effects of using the social network (Facebook) on the students of the secondary level and their differences according to the variables of gender and stream. The sample of the study consisted of (224) secondary students: 91 males and 133 females who were intentionally selected from the secondary schools in AlYarmouk area of Bani Kinana in Northern Jordan. The questionnaire was adopted in the process of data collection. The results showed that the mean of the negative effects of using the Social Network (Facebook) on the secondary students as a whole was (2.98) by a medium degree. The descending order of the fields of the tool is: (Social effects, health effects, academic effects, behavioral effects, and emotional and psychological effects). The results also showed that there were no statistical differences in the negative effects of using the social network (Facebook) on the secondary students due to the impact of the variables of gender and stream. The study recommended the need that the Ministry of Education adopts a national training project to help students cope with the negative effects of using the Facebook.

Sports is any activity that you do for pleasure and that needs physical effort or skill, usually done in a special area and according to fixed rules this paper discussed the influence of sport participation on students’ academic performance in public secondary schools in Dutsin-Ma metropolis of Katsina State. Survey research design was utilized in this study. The population of this study consist of 1, 574 students, 430 teachers and 7 public secondary schools in Dutsin-Ma metropolis. For the purpose of this study, purposive sampling technique was adopted and five (5) public secondary schools were selected in Dutsin-ma Metropolis. One hundred (100) teachers were selected as respondent from the 5 selected secondary schools. A self-developed, structured and validated questionnaire was used to elicit the desired information regarding influence of sports participation on students’ academic performance of secondary schools in Dutsin-ma metropolis. The findings in Table-2 show that health benefits of sport participation on academics performance is positive and not negative with mean responses below 2.50 in item 1 and 3 and with mean responses above 2.50 in item 2,4 and 5. It was concluded that students who participate in sports aspire more to come to school and remain in class. It recommended that sports and games should be given proper allocation of time in the school time table. The principals must ensure this.

This paper discusses the influence of social media on the academic performance of boys in secondary schools in Bungoma East and Webuye West Sub Counties, Kenya. The period 2011-2014 had shown the performance of secondary school boys in these study area to be lower than that of girls. Purposive sampling was used to select boys’ secondary schools in Bungoma East and Webuye West sub-counties while random sampling was used to get a sample of respondents from the boy’s schools. The study was informed by the social development theory by Lev Vygotsky. Primary data collection was done by use of questionnaires while document analysis was used to collect secondary data especially on the performance of students in the mid-year exams, 2016. The study used multiple linear regression to analyze the data; findings of which were presented in tables. The study results showed that social media has a significant influence on the academic performance of secondary school boys in Bungoma East and Webuye West Sub Counties. This paper thus concludes that secondary school boys’ exposure to social media in is high and, consequently, negatively affects their academic performance.

The state has employed polices that is meant to encourage the identification and conversion of credits between universities both domestically and abroad. This is an initiative to integrate Chinese domestic universities with world-class universities abroad. Through conducting the research and sorting out the credit transfer system of top universities in both China and abroad, we found that there is still a long way to go before this policy is fully developed. We also found problems in the existing credit transfer system, and therefore, we proposed several mythologies to optimize the credit transfer system. Educational institutions should be innovative and use practical actions to promote the realization and improvement of credit recognition and conversion systems for higher education in China.

Since the Dakar education forum of 2000, Kenya has committed herself to universalizing basic education. However, it faces the challenge of class repetition in both primary and secondary school levels has indicated by the government concern through a circular number MOE/HRS/3/7/4 to schools in 2013 (ministry of education, 2013). The World Bank noted with concerns that 6% of school going children repeat a class annually in the country (World Bank, 2014). Policy guidelines in Kenya has faced varieties of challenges in its implementation stages (McConnell, 2014; Gacheche, 2010) and this study sort to identify fundamental issues that need to be addressed so as to enable the class repetition policy to be a success not a failure. The study found out that research is essential in policy and quality of education should be a concern in the implementation process. Teachers play a crucial role in creating a new approach to teaching and handling of emerging issues in learning environments. The study recommended for a need assessment of the impact of the policy on academic performance and school infrastructure. Teachers being implementers of policy should be agents of change in any success of policy in education.