This paper synthesizes empirical evidence on the environmental and socioeconomic impacts of petroleum exploration and production in the Niger Delta, Southern Nigeria, focusing on soils, surface and groundwater, and local livelihoods. A review of field-based studies, environmental assessments and community surveys reveals pervasive hydrocarbon contamination (TPH, PAHs), elevated heavy-metal concentrations, and widespread degradation of mangrove and farmland soils. Contaminants migrate into surface waters and shallow aquifers, impairing drinking-water quality and fisheries. Empirical studies also document reduced agricultural yields, loss of fish catches, health complaints, and livelihood erosion—effects compounded by weak monitoring, delayed spill response and chronic seepage from aging pipelines. Remediation efforts (engineered excavation, bioremediation, phytoremediation) show variable success; cost, ecological sensitivity (mangroves) and governance deficits limit large-scale recovery. The synthesis concludes that meaningful restoration requires coordinated long-term remediation, rigorous monitoring, community engagement and strengthened regulatory enforcement. Priority actions include hotspot remediation, alternative livelihood support, and establishing transparent contaminant and health-monitoring systems.

Theatre for Development (TfD) is a unique program that falls under the category of applied and community theatre but still faces scepticism as a curricular subject in tertiary institutions in Nigeria. This research explores the influence of the Core Curriculum Minimum Academic Standards (CCMAS) of the National Universities Commission on the manner of TfD teaching and practice in Nigerian universities and suggests a repurposed TfD curriculum responsive to local realities and digital divides. We have in this article the comparative document analysis of the course modules and the semi-structured interviews with the lecturers and students of the three universities (University of Benin, Ambrose Alli University, and Igbinedion University). Based on these three sources, the paper not only traces the continuity and divergence of the historical and pedagogical but also identifies the limitations of the CCMAS framework and evaluates how much the student-centred, participatory learning is encouraged by the current curricula. It is revealed that CCMAS standardisation ensures the promotion of uniform learning outcomes, but at the same time, it puts a limitation on institutional autonomy, lessens the emphasis on practice-orientated pedagogy, and does not sufficiently take into account digital and contextual variability. The research ends with suggestions for a TfD programme that is versatile, multi-levelled and focuses on community-based research, participatory methodologies, digital literacies and fieldwork that is sustained. The proposals are about policy revision, university curricular autonomy, and the implementation strategies to make TfD a core, practice-centred component of theatre education in Nigeria.

The Abhaluyia, Kenya's second-largest ethnic group, present an intriguing case for philosophical inquiry, particularly with regards to their conception of personhood – a notion that arguably lies at the heart of African philosophical thought. This emic study seeks to address a significant lacuna in scholarship by reconstructing the traditional Luyia understanding of personhood, prevalent from 1850 to 1910, prior to the profound influences of colonialism and missionary activity. This inquiry aims to illuminate the Abhaluyia's distinctive perspective on what it means to be human by examining their cultural beliefs and practices including proverbs, idioms, oral narratives, and rituals, The paper reveals that, at its core, the Luyia concept of personhood revolves around the essence of being human (imero yo omundu) seen as inextricably linked to the interdependent entities of the physical body (omubhiri), the inner self (omwoyo), and the posthumous liminal entity (eshimakombe). Within this framework, personhood is not simply a biological given, but rather a lifelong journey of cultivating one's innate capacities for knowledge and wisdom (obhuchesi or obhunina) and moral consciousness (ebhima or emima). Individuals strive to attain the revered status of dignified personhood (oluyali), which embodies the full actualization of human potential through socialization, experiential learning, and personal agency. This understanding of personhood acknowledges the interplay between genetic influences, human fallibility, and the communal, culturally particularistic context in which individuals develop.

Herein, embodies the result of a study under a topic titled, Review on the Historical Development and Challenges Faced by Almajiri Educational System in Northern Nigeria. This study relied upon primary data collected from the literature, and aimed at investigating and feeding the general public with factual information concerning the original and eventual nature of Almajiri educational system in addition to the causes of transformation of the system into current state. The result of this study highlighted in the context of the literature, certain factors that might have influenced the Almajiri Education in Nigeria as suggested by different researchers. Such factors were classified according to this research, into eight categories which include: the economic-, educational-, environmental-, geographical-, legal-, political-, religious-, as well as socio-cultural- factor. However, the fact that such factors may vary depending upon the living conditions for the individual citizens of the country, this study recommended the need for carrying out another fresh research in the form of field survey for either validation and/or identification of the various contemporary factors resulting in the high resistance of such educational system under discussion.

This study assesses the level of attainment of SDGs 3 (Health), SDG 4 (Education), and SDG 6 (Clean Water and Sanitation) in Bui Division, North West Region of Cameroon. To attain the study objective and obtain meaningful results, a convenient methodology was used. The methodology involved a mixed-methods approach where data was collected through field surveys, stakeholder interviews, observations and analysis of secondary sources. Findings indicate that health services are constrained by inadequate health infrastructure and facilities, limited medical personnel, and insufficient access to essential medicines, resulting in suboptimal health outcomes. The education sector faces challenges including insufficient educational facilities, depreciated and destroyed school infrastructures, inadequate teaching materials and qualified teachers, insecurity and disparities in access, particularly in rural communities. Access to safe and potable water remains limited, with many populations relying on unimproved sources, increasing vulnerability to waterborne diseases. Despite these challenges, communities have implemented adaptive strategies such as local health initiatives, informal educational support, and community-based water management. These efforts demonstrate resilience and highlight the critical role of community participation in advancing development goals. The study concludes by recommending that achieving SDGs 3, 4, and 6 in Bui Division requires a multi-faceted approach that combines increased government investment, infrastructural development, capacity building, safe environment and community engagement. Leveraging local adaptation strategies alongside systemic interventions by stakeholders is essential to improving health, education, and water access, thereby enhancing overall quality of life. These findings provide valuable insights for policymakers, development practitioners, and researchers working in similar sub-national contexts.

The purpose of the present study was to find the alteration in leg strength, explosive power and flexibility after resistance training followed by yoga practice and combination of resistance and plyometric training followed by yoga practices. For this purpose, forty-five male players of various games and sports from St. John’s College of Physical Education, Veeravanallur, Tirunelveli District, Tamilnadu, India in the age group of 17 – 25 years were selected. They were divided into three equal groups (n = 15), each group consisted of fifteen subjects, in which group – I underwent resistance training followed by yoga practice, group – II underwent combination of resistance training and plyometric training followed by yoga practice and group – III acted as control group who did not participate in any special training apart from their regular curricula. The training period for this study was three days in a week for twelve weeks. Prior to and after the training period the subjects were tested for leg strength, explosive power and flexibility. Leg strength was assessed by using leg lift with dynamometer, explosive power was measured by administering standing broad jump and flexibility was assessed by administering sit and reach test. The analysis of covariance (ANCOVA) was used to find out the significant difference if any, among the experimental groups and control group on selected criterion variables separately. Since there were three groups involved in this study the Scheffẻ S test was used as pos-hoc test. It was concluded from the result of the study that the resistance training followed by yoga practice group and combination of resistance training and plyometric training followed by yoga practice group has positively altered the criterion variables, such as, leg strength, explosive power and flexibility. The result of the study also shown that there was no significant difference occurred between the experimental groups on selected criterion variables except explosive power. In explosive power, the combination of resistance training and plyometric training followed by yoga practice group has significantly improved than resistance training followed by yoga practice group and control group.