Jozac Publishers [JP] (former JFP Publishers) (E-Journals)
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A synta-onomastic analysis of Yorùbá nicknames of selected English Premier League football clubs
Full text linkThe main thrust of this research is to analyse the use of nicknames as an instrument of banter among fans of the English Premier League and sportscasters in Yorubaland. The aim of this research is to examine if the use of these names is parasitic or symbiotic to the Yoruba language and culture. Data for this research work were gathered from both primary and secondary sources, which include interviews and recordings of football fans’ conversations in selected viewing centres in Ibadan, Ilorin, and Malete towns, as well as gathering data from media sources, which include BBC Yoruba and Splash 105.5 FM Ibadan through their Meta accounts. The theory adopted for this research is the socio-onomastic theory, which sees a name as a social construct. From this research, it was discovered that syntactically, Yoruba nicknames of English Premier League clubs can be classified into nominal class and sentence class. Socio-onomastically, it was discovered that Yoruba nicknames of English Premier League clubs can be classified into Colour and symbol, Yoruba folklore, Clubs’ current form, Club history and Place and personal names. It was also discovered that Yoruba socio-cultural beliefs, which include belief in destiny and predestination, the concept of “Orí” ‘head’ in Yoruba cosmology, as well as other cultural practices such as the system of government, religion, etc., are embedded in Yoruba nicknames for English Premier League Clubs. In conclusion, Yoruba nicknames perform a symbiotic role between football and the Yoruba language and culture.
Authentic assessment practices among senior high school physical education teachers in Eastern Ghana: Tools, gender, and educational level differences
Full text linkThis study seeks to investigate authentic assessment procedures utilised by senior high school physical education instructors in the Eastern Region of Ghana, emphasising the tools employed, gender disparities, and the impact of educational attainment. The study utilises a quantitative research methodology and a descriptive survey design to gather extensive data about existing evaluation methods within a specified demographic. The population consists of all 234 senior high school physical education teachers in the region, using a census sample to include every eligible participant, ensuring comprehensive representation of assessment practices and minimising sampling bias. Data gathering utilises the Mintah Physical Education Authentic Assessment Inventory (MPEAAI), a structured tool validated by expert evaluation and reliability testing, designed to quantify assessment frequency, perceptions, and demographic data. Data analysis utilises IBM SPSS Statistics version 26, applying descriptive statistics to identify prevalent assessment tools and inferential statistics, including the Mann-Whitney U test, to examine differences related to gender and educational qualifications. The findings are anticipated to underscore standard assessment practices and reveal notable demographic impacts, providing insights into areas that require professional development and resource support. The study reveals that educators primarily rely on conventional, observable evaluations, such as checklists and observations, with minimal use of varied performance-based instruments. Recommendations include improved teacher training, policy changes, and resource allocation to facilitate the broader implementation of authentic assessment techniques in Ghanaian physical education, with the ultimate goal of enhancing student competencies and comprehensive development
My personal encounter with reviewer fatigue: Strategies for broadening the reviewer pool in a period of peer review crisis
Full text linkThis editorial presents my personal encounter with reviewer fatigue as an editor and peer reviewer, dedicated to help in improving the scientific papers that are published by academic journals. I then highlight strategies I feel could help broaden the pool of reviewers during this period of peer review crisis. While reviewing manuscripts presents itself as a healthy exercise that could potentially enhance the professionalism of every scholar, reviewer fatigue is fatal to the scholar and the journals. Hence, Higher Education Institutions (HEIs) must put up strategies to help their staff and students nurture the love for volunteering to conduct editorial and peer reviews. Strategies suggested in this editorial include research professors mainstreaming the art of peer reviewing into their research methods lessons, senior scholars co-reviewing manuscripts with junior colleagues and students as a means of mentoring, HEIs rewarding scholars who are remarkable in the conduct of peer reviews during staff promotion and annual award ceremonies, journals showing recognition for peer reviewers through various means including monetary tokens if they are profit-making journals. This editorial firmly asserts that every true scholar must deem the conduct of peer review as a necessary activity that improves science while mentoring students to develop a love for it to sustain the peer review system, an essential ingredient for maintaining the scientific rigor and integrity of published papers
Imbogamizi mu myigire n’imyigishirize yo gusoma Ikinyarwanda mu mwaka wa gatatu w’amashuri abanza yo mu Rwanda
Full text linkThis research has the purpose of pointing out the challenges that are found in learning and teaching reading Kinyarwanda and the favorable ways that can be used in clearing reading of Kinyarwanda in lower primary three. In selecting the respondents of this study, the purposive sampling method was used, where eight teachers who teach Kinyarwanda in the third year of primary school and four school administrators responsible for the curriculum were chosen. In total, twelve participants were involved in the study. To demonstrate the methods used by lower primary three teachers during teaching to read the Kinyarwanda language, to show the obstacles faced by lower primary three learners during learning and of reading the Kinyarwanda language, to show challenges faced by lower primary three teachers during teaching to read the Kinyarwanda language. The obstacles faced by Kinyarwanda teachers during teaching to read, this study has shown that there are insufficient books, parental influence, the influence of school leaders, the teachers who didn’t study Kinyarwanda as well as the ways it is taught, the learners who are promoted in primary three unaware of differentiating vowels and consonants and others. Referring to the findings from respondents recommend the increasing of Kinyarwanda reading books, especially in lower primary schools. Furthermore, the number of libraries in schools must be increased, as well as changing Kinyarwanda\u27s essay to audiovisual to be kept and used by using technology. The teachers of Kinyarwanda in lower primary should be given different training about teaching Kinyarwanda reading skills
Language in the service of disempowerment: Unpacking women’s socialization in Ekegusii
Full text linkThis paper seeks to illustrate how sexualized Ekegusii transitive verbs and common nouns portray women as passive recipients of men’s actions, reinforcing their subordinate roles in the Gusii community. It addresses two questions: Do sexualized Ekegusii verbs and nouns discriminate against women? And how does this language impact the self-concept and worldview of Gusii girls and young women? Based on a study in Southern Kisii, Kenya, the findings reveal how language can be used discursively to socialize girls into accepting a feminine ideal that perpetuates their subordinate status. Ekegusii nouns and verbs were found to be used discursively to depict women as powerless and inferior persons, underscoring the need to examine this language as a tool for social control. Raising awareness could lead to healthier self-concepts and support the broader struggle against gender inequality in the community. The study also highlights that the linguistic framing of women adversely affects the self-image and agency of Gusii girls and women, indicating that language not only reflects societal attitudes but also shapes individual perceptions. It emphasizes the urgent need for increased self-awareness and critical reflection among girls regarding the discursive use of Ekegusii, thereby enabling them to actively contribute to combating oppressive gender dynamics in society
Reordering for prominence and consequent reconfiguration of the mood structure in Gikuyu clauses
Full text linkCertain communication situations may need emphasis on specific sentence elements. Speakers utilise their linguistic competence to choose from various emphatic structures for the need, structures resulting from reconstruction of the basic sentence. This reconstruction could be through reordering of clause elements through processes like: passivisation, cleft and pseudo-cleft structuring, topicalisation, and inversion of clause elements. This paper aimed at establishing the realization of these processes in Gĩkũyũ and their effects on the syntactic analysis of the mood structure in the clause as exchange analysis within Functional Grammar theory. The data for the paper was Gĩkũyũ clauses portraying the reordering processes. The paper adopted a descriptive research design, purposively sampling the clauses and their sources. The clauses were grouped under the various reordering processes and subjected to clause as exchange analysis, which was compared to that of their kernel sentences for the effect of the reordering on the mood structure. The reordering processes were found in Gĩkũyũ and the processes discovered to affect the mood structure of the kernel clauses, either in the reconfiguration of the structure or reconstitution of its elements. Some instances of passivisation were discovered to drop some mood elements like Complement, while the subject-complement inversion led to a Mood Residue inversion. The paper concludes that Gikuyu has resources enabling its users to strategically place specific elements for prominence as required by a given communication context. The findings significantly revealed the flexibility of Gikuyu clauses and the applicability of Systemic Functional Linguistics in analyzing Gikuyu emphatic clauses
Hybridisation in the poetry of Christopher Okigbo: A study of Labyrinths
Full text linkChristopher Okigbo is a hybrid creature (this claim may sound adventurous and outlandish), but who is not. This applies to both his personality and creative efforts. This phenomenon is not unique to Okigbo but extends to all colonial subjects. The African continent has passed through crucibles of re-orientation geared towards adjusting the mentality and psychology of Africans towards hating everything African and loving and adoring everything Western. This has created in Africans a dual kind of personality, which in the present circumstance has manifested as a hybrid subject. Hybridity in the African manifests in the overall disposition of the African. Hybridisation/Hybridity is carefully and profusely demonstrated by Okigbo in his poetry. This paper examines the origin and nature of the concepts of hybridisation and hybridity. Then, their deployment in Labyrinths was investigated. The paper demonstrates that Christopher Okigbo deployed hybridisation in the crafting of Labyrinths. The paper concludes that Okigbo employed hybridisation as a stylistic device in his poetry for the advancement of the treatment of his themes, especially those of dual personality, culture conflict, disorientation as a result of inability to identify and deal with one\u27s personality, and lack of confidence in the African.
How coping strategy bridges the gap: Self-efficacy as a key to treatment adherence
Full text linkChronic illness management often requires long-term adherence to treatment regimens, yet many patients struggle to maintain consistent adherence. While there is substantial evidence on the role of self-efficacy in promoting adherence, less is known about how coping strategies influence this relationship. This study investigated the mediating role of coping strategies in the relationship between self-efficacy and treatment adherence among chronic patients in Nigeria. Participants were 398 chronic patients (62% female), aged 21-65 years (M = 54.71; SD = 9.45), with conditions including hypertension (37%), dyslipidemia (31%), diabetes (20%), and COPD (12%). They responded to the Chronic Pain Self-Efficacy Scale, the Brief-COPE Inventory, and the Morisky Medication Adherence Scale. Following the mediation framework proposed by Baron and Kenny (1986), a series of regression analyses were conducted. Results of data analysis showed that self-efficacy was significantly associated with treatment adherence ((B = 0.58, β = .42, p < .001). Coping strategies were significantly associated with treatment adherence (B = 0.47, β = .38, p < .001). Findings also indicated that coping strategies served as a pathway through which self-efficacy was linked to adherence (B = 0.28, β = .18, p < .001). These findings suggest that adaptive coping strategies not only directly improve adherence but also enhance self-efficacy, which further promotes adherence. The study highlights the importance of addressing both coping strategies and self-efficacy in interventions aimed at improving treatment adherence among chronic patients
Internet humour beyond jokes: The perplexity of Nigeria’s educational system
Full text linkCartoons have become a powerful tool for social commentary in the 21st century, particularly in Nigeria. This new global internet sensation is a revolutionary tool in the Nigerian digital space employed in political, social, and economic criticism. This research investigates how internet humour exposes the complexities and contradictions within Nigeria’s educational system, highlighting corruption, poor funding, teacher quality, and governance issues that affect education quality and access. It admits that while humour on the internet often appears casual, it exposes a critical insight into the educational challenges and societal perceptions in Nigeria. Drawing from the Multimodal Metaphor Theory, the study analyses twenty online satirical cartoon texts. It finds that internet humour serves as a powerful outlet for releasing pent-up emotions among students, teachers, and stakeholders as well as to voice concerns, challenge narratives, and advocate for reforms. This work contributes to digital humanities and cultural studies, highlighting the importance of leveraging internet humour for critical thinking and positive change. The study concludes that internet humour is a valuable lens for understanding the perplexities of Nigeria\u27s educational system. Beyond entertainment, such humour reflects societal critiques and calls for reform. It underscores the need to address systemic challenges to improve education quality and restore public trust. Nigerian internet comedy and cartoons offer a continual yet humorous critique of the country\u27s educational system, providing a forum for socio-political discussion and understanding of the implications conveyed by these humorous realities
Sexism in Nigerian English
Full text linkThis study explores how gender prejudice appears in linguistic practice and the prevalence of sexism in the English language among educated Nigerians. The usage of sexist language, such as gender exclusive phrases, stereotyped portrayals, and the reinforcement of established gender norms. The research applies qualitative and quantitative methods using a sample of 250 educated Nigerians in its analysis, which is done by collecting data from questionnaires. Text analysis of written resources, including scholarly articles, official documents, and media releases, was used to gather information from a sample of educated English speakers in Nigeria. Feminist linguistic theory is used as the theoretical framework that guides the research. This theory talks about the verbal patterns that uphold gender inequality. The findings show that sex languages persist, despite increased awareness and efforts to prevent them among educated Nigerians. The study shows that while the English language, as spoken by educated Nigerians and others, mirrors broader worldwide trends in gendered language, purposeful linguistic change is still required to achieve gender inclusion. This study will contribute to the ongoing discourse about language and sex inequality in Nigeria