Knowledgebase & Articles

Several university courses require students to give presentations or speeches as part of the curriculum, making public speaking anxiety a prevalent problem among undergraduates. These projects can be especially difficult for students who battle with public speaking anxiety, which can present as bodily symptoms such as sweating, trembling, and nausea, as well as mental symptoms such as racing thoughts and a sense of panic (Pierini, 2020). University lecturers must realize the potential impact of public speaking anxiety on their students and give support and resources to help students manage their fear and thrive academically. This may involve providing opportunities for practice and feedback, offering workshops or courses on public speaking, and being empathetic and accommodating to students who struggle with public speaking fear (Greeve, et al., 2021). Undergraduate students in higher education may face anxiety when it comes to public speaking for a variety of reasons. A lack of experience or self-assurance in public speaking may be the cause for some people. Others can be concerned about being evaluated or judged by their classmates or teachers. In addition, the worry that one will humiliate themselves, forget their content, or make a mistake while speaking in public can also be a contributor to the condition known as public speaking anxiety (Venkatesh, 2020). Undergraduate students in universities today are fortunate to have access to a variety of services that might assist them in overcoming their fear of public speaking. Students can gain the knowledge, experience, and self-assurance they need to excel in public speaking by taking part in one of the many colleges that provide workshops or classes on the subject of public speaking. In addition, higher education institutions have student support services, such as counselling or peer mentorship Programmes, which can assist students in learning how to manage their anxiety and create measures for coping with it. The practice of relaxation techniques, such as deep breathing, visualization, and progressive muscle relaxation, can also be beneficial to individuals who feel anxiety related to public speaking. Also, preparing and practising presentations or speeches ahead of time can assist in increasing confidence and minimizing anxiety. This can benefit both the presenter and the audience. It is crucial to keep in mind that worry about public speaking is a typical sensation, and that many outstanding public speakers had to work hard to overcome their nervousness before they could achieve success. Undergraduate students in higher education can learn to control their nervousness, become excellent public presenters, and grow more confident in their abilities with time, consistent practice, and assistance. References Grieve, R., Woodley, J., Hunt, S. E., & McKay, A. (2021). Student fears of oral presentations and public speaking in higher education: a qualitative survey. Journal of Further and Higher Education, 45(9), 1281-1293. Pierini, F. (2020). Public Speaking in EFL Postgraduate Courses in Italy: A Case Study with Students of Political Science, University of Genoa. English Language Teaching, 13(8), 127-134. Venkatesh, A. (2020). Public Speaking Anxiety in College Students: Developing A Treatment Protocol Through Correlation Of Socio-Environmental Causes To Non-Traditional Treatment Methods. Mr. Adelokun Adetunji Oluwapelumi is a Lecturer II at the School of Art, Management and Social Science, Skyline University Nigeria. He has a Master of Arts Degree in English Literature from the University of Ibadan and a graduate degree in English from Ajayi Crowther University, Oyo Nigeria. You can join the conversation on facebook @SkylineUniversityNG and on twitter @SkylineUNigeria

Introduction Nickel is a shiny, silvery metal that can take a high polish and is malleable, hard and ductile. It is magnetically magnetic and has a low thermal and electrical conductivities. Its important characteristics for industrial use include; resistance to oxidation and alkali corrosion, strength at high temperatures, and the capacity to alloy with many other metals. Nickel has an average abundance of 80 parts per million (ppm) in the earth’s crust, however, it is highly concentrated in the core. The transition group metal nickel, which has 14 known isotopes, including five stable ones, is the fifth most prevalent element on earth. It can replace iron in many minerals because it has the same oxidation state (+2) and comparable ionic size to iron and other similar transition group metals. Nickel-bearing minerals can be found in laterites and as sulphides in significant proportions. Garnierite and nickeliferous limonite are the two principal nickel-bearing minerals found in laterites.The most significant nickel sulphide mineral is pentlandite, which is found in mafic and ultramafic igneous rocks along with pyrrhotite, chalcopyrite, and pyrite in economic deposits. Occurrence of Nickel in Nigeria Nickel, an important industrial metal used in several applications including the fabrication of stainless steel, batteries, and electronics, is reportedly present in substantial amounts in Nigeria. The northern states of Kaduna, Kebbi, Nasarawa, and Taraba, according to the Nigerian Geological Survey Agency (NGSA), are where the majority of Nigeria’s nickel reserves may be located. (Obaje 2009). About 5 million metric tonnes of nickel deposits, with an average nickel concentration of 1-3%, have been identified in Nigeria (Obaje 2009). According to these projections, Nigeria has a lot of potential for creating a nickel industry that can supply both domestic and international markets. Due to a lack of infrastructure and investment in the sector, Nigeria still imports nickel for use in industry. The Nigerian government and private companies have made several attempts to grow the nickel sector. To add value to the raw nickel ore, the Nigerian government announced plans to build a $5 billion nickel processing factory in Kaduna State (Reuters, 2016). The proposed factory would be capable of producing 600,000 tonnes of pure nickel annually, and it is anticipated to increase employment and regional economic growth. Additionally, there are proposals to build smaller nickel processing facilities in other regions of Nigeria to boost domestic output and lessen reliance on nickel imports. The Nigerian government is attempting to diversify the economy and lessen its reliance on oil exports through these Programmemes. To sum up, Nigeria has large nickel reserves that could spur the country’s economic expansion and development. To utilise the potential of the nickel deposits, greater investment and infrastructure development are required in the nation’s nickel industry, which is still relatively underdeveloped. References Obaje N. (2009). Geology and mineral resources of Nigeria. Springer. Reuters. (2016). Nigeria to tap mineral wealth for economic development. Mr. Aliyu Mohammed Lawan holds a Master’s degree in Applied Geophysics from Ahmadu Bello University Zaria and a Bachelor’s degree in Geology from the University of Maiduguri. He has also obtained a National Certificate of Education from FCE (T) Potiskum. You can join the conversation on Facebook @SkylineUniversityNG and on Twitter @SkylineUNigeria

The Conference of Parties (COP) is an annual meeting where states that have consented to the United Nations Framework Convention on Climate Change (UNFCCC) gather, to discuss and negotiate international action on climate change. Last year’s COP 27 was held in Sham el-Sheikh, Egypt. It particularly focused on implementing the earlier adopted Paris Agreement, endorsed at COP 21 in 2015. The Paris agreement aims to limit carbon emissions and reduce global warming below 2 degrees Celsius above pre-industrial levels and also, to reduce and limit the earth’s temperature to below 1.5 degrees Celsius. COP 27 aimed to make progress towards achieving these earlier identified goals. The conference is significant for actors to align their vision for a safer world and enhance their decision-making towards achieving a climate-friendly environment.  As clearly put forward by Townend (2022), “COP 27 is a rare opportunity for parties and observers to come together and grapple with a challenge that is impacting all of humanity. Although the COP is taking place in the midst of a worldwide, poly-crisis”. He adds that, “climate action and cooperation can offer practical solutions for food, energy, nature, and security challenges as well as a crucial hub for international cooperation and discussion on these matters.” After several weeks of effort, considerable development was reached. There was the establishment of a fund for damage and loss responses for the most vulnerable nations i.e., developing countries. Ighobor (2022) used the recent floods in Pakistan and Nigeria to illustrate how this is a game-changer for venerable nations. In Nigeria, a lot of farms and homes were completely destroyed. Families were forced out of their homes by heavy floods. About 14,000 farms were destroyed and wiped off by heavy floods in Kano State. Of great importance, there was the adoption of a new global market mechanism. The new mechanism will allow countries to trade carbon credits, which represent emissions reductions achieved thr ough projects or actions that reduce greenhouse gas emissions. It is intended to encourage more significant emissions reductions by providing a financial incentive to countries and companies.  In summary, the conference saw progress in the negotiations around climate finance, with advanced economies committing to increasing their funding for climate action in developing countries. This funding is seen as essential to support the implementation of the Paris Agreement and to help developing countries transition to low-carbon economies. Overall, COP 27 is seen as a success in terms of making progress towards the goals of the Paris Agreement. However, many stakeholders also recognized that much more needs to be done to tackle the urgent and pressing issue of climate change. Hence, there is much anticipation for the upcoming COP 28 which will be held in in the United Arab Emirates (UAE), later this year.   References Ap. (2022, November 12). COP27: Un Climate Change Talks near halftime with key issues unresolved. Business Standard News. Retrieved February 17, 2023, from https://www.business-standard.com/article/current-affairs/cop27-un-climate-change-talks-near-halftime-with-key-issues-unresolved-122111201007_1.html Masood, E., Tollefson, J., & Irwin, A. (2022, November 21). COP27 climate talks: What succeeded, what failed and what’s next. Nature News. Retrieved February 17, 2023, from https://www.nature.com/articles/d41586-022-03807-0 Ruth Townend Research Fellow – Climate Risk and Diplomacy. (2022, November 2). What are the key issues at COP27? Chatham House – International Affairs Think Tank. Retrieved February 17, 2023, from https://www.chathamhouse.org/2022/08/what-cop27 United Nations. (n.d.). COP27 closes deal on loss and damage: ‘a step towards Justice’, says UN chief | UN news. United Nations. Retrieved February 17, 2023, from https://news.un.org/en/story/2022/11/1130832 You can join the conversation on facebook @SkylineUniversityNG and on twitter @SkylineUNigeria Mr.  Farid Iliyasu Illo is a Lecturer II of the Department of International Relations, Skyline University Nigeria. He holds a Master’s Degree in Strategic Studies from University Utara Malaysia (UUM) and a Bachelor of Arts in International Affairs Management.

Introduction Information and Communication Technology (ICT) tools have revolutionized the way Higher Education Institutes (HEIs) function, making teaching and learning more efficient, accessible, and effective. ICT tools encompass a wide range of digital technologies, including hardware, software, and online platforms, which have transformed traditional classroom settings into technology-enabled learning environments. These tools are used to support and enhance various aspects of HEIs, including teaching and learning, research, administration, and communication. ICT tools in HEIs range from Learning Management Systems (LMS) to digital libraries, e-books, virtual classrooms, online databases, and citation management software. These tools provide students with access to a vast array of digital resources, facilitate remote learning, and enable faculty and staff to collaborate and communicate seamlessly, regardless of their location. They also automate various administrative tasks, making the administrative processes more efficient and accurate. The adoption of ICT tools in HEIs has revolutionized the way education is delivered, providing students with an interactive and engaging learning experience, promoting self-paced learning, and enhancing the quality of education. Additionally, the use of ICT tools has enabled HEIs to expand their reach and offer education to a wider audience, regardless of geographical location. Overall, the integration of ICT tools in HEIs has transformed the traditional classroom setting into a technology-enabled learning environment, providing students with access to a vast array of digital resources, enhancing teaching and learning, improving administrative processes, and facilitating collaboration and communication, which ultimately helps HEIs achieve their educational goals. Role of ICT Tools in Higher Education Institutes ICT (Information and Communication Technology) tools play a critical role in Higher Education Institutes (HEIs) in various ways. Here are some of the most important roles that ICT tools play in HEIs: Enhancing Teaching and Learning: ICT tools like Learning Management Systems (LMS), e-books, digital libraries, multimedia content, and virtual classrooms facilitate remote learning and provide students with access to a vast array of digital resources, making the teaching and learning process more engaging, interactive, and effective. Improving Administrative Processes: ICT tools like Student Information Systems (SIS), Human Resource Management Systems (HRMS), and Financial Management Systems (FMS) automate various administrative tasks, such as registration, fee payments, grade management, attendance tracking, and record-keeping, making these processes more efficient and accurate. Encouraging Collaboration and Communication: ICT tools like email, instant messaging, video conferencing, and social media platforms enable students, faculty, and staff to collaborate and communicate seamlessly, regardless of their location, which is especially helpful in remote learning environments. Enhancing Research: ICT tools like digital libraries, online databases, and citation management software provide researchers with easy access to a vast array of digital resources, making the research process more efficient, productive, and accurate. Supporting Professional Development: ICT tools like online training Programmes, webinars, and e-learning platforms provide faculty and staff with access to professional development opportunities, helping them enhance their skills and knowledge, thereby improving the quality of teaching and learning in HEIs. Overall, ICT tools have become an indispensable part of HEIs, providing students, faculty, and staff with access to digital resources, enhancing the teaching and learning process, improving administrative processes, and facilitating collaboration and communication, which ultimately helps HEIs achieve their educational goals. Conclusion In conclusion, ICT tools have become an essential part of Higher Education Institutes (HEIs), transforming the way education is delivered, received, and administered. These digital technologies provide students with access to a vast array of digital resources, making the teaching and learning process more efficient, accessible, and effective. Additionally, ICT tools automate various administrative tasks, making the administrative processes more efficient and accurate. The use of ICT tools in HEIs has enabled educators to create a technology-enabled learning environment that promotes collaboration, communication, and self-paced learning, allowing students to learn at their own pace and in their preferred location. Furthermore, the adoption of ICT tools in HEIs has enabled HEIs to expand their reach and offer education to a broader audience, regardless of geographical location. In summary, the integration of ICT tools in HEIs has revolutionized the traditional classroom setting, providing students with an interactive and engaging learning experience, promoting self-paced learning, and enhancing the quality of education. Therefore, it is imperative for HEIs to continue adopting and integrating ICT tools into their curriculum, infrastructure, and administration, to improve the quality of education and prepare students for the digital world. References Ali, M., & Jahanzeb, M. (2018). Impact of information and communication technology on higher education. Library Philosophy and Practice, 1-10. Al-Fadhli, M. A. (2017). The role of ICT in higher education in the 21st century: ICT as a change agent for education. Journal of Education and Practice, 8(17), 75-83. Bates, A. W., & Sangrà, A. (2011). Managing technology in higher education: Strategies for transforming teaching and learning. John Wiley & Sons. Mhlanga, E. (2018). The role of ICT in higher education pedagogy: An analysis of collaborative models of practice. British Journal of Educational Technology, 49(5), 821-834. Picciano, A. G. (2017). The evolution of big data and learning analytics in American higher education. Journal of Asynchronous Learning Networks, 21(2), 7-20. Selwyn, N. (2011). Education and technology: Key issues and debates. Continuum. Tella, A., & Turunen, M. (2015). ICT for inclusive education: A pedagogical framework for developing countries. Education and Information Technologies, 20(2), 403-419. Wankhade, K., & Akbar, M. (2017). Adoption of cloud computing in higher education: A review of the f literature. Journal of Computing in Higher Education, 29(2), 358-383.   Dr. A. Senthil Kumar is an Associate Professor in the Department of Computer Science and the current Dean of the School of Science and Information Technology (SSIT) in Skyline University Nigeria. He has completed his Ph.D. in Computer Applications from Manonmaniam Sundarnar University, Tirunelveli, Tamil Nadu, India You can join the conversation on facebook @SkylineUniversityNG and on twitter @SkylineUNigeria

In the 21st century, the digital divide has become a global issue. In Nigeria, the digital divide is evident, especially in the gap between urban and rural areas. This divide is further complicated by the country’s multicultural and multilingual nature. As such, understanding the digital divide in multicultural Nigeria is vital for bridging the gap and ensuring equal access to information and communication technologies (ICTs). Nigeria is a country with over 200 ethnic groups, each with its language and culture. This diversity is an essential characteristic of the country, but it also poses a challenge for bridging the digital divide. Studies have shown that language and cultural barriers contribute significantly to the digital divide (Gichoya & Yilmaz, 2016; Kamal, 2014). Although the literacy level in Nigeria is on the rise, there is still a fraction of the population’s demography that might lose out on the benefit of digitization as a result of the language barrier. The geographical divide is also a big factor with rural areas being less developed than urban areas. The digital divide between these two areas is evident, with urban areas having better access to ICT infrastructure than rural areas. According to National Communication Commission (NCC) (2022), broadband usage has risen from 40.9% in February 2022 to 44.5% in July 2022, with a projection of achieving the national broadband target of 70% in 2025. Despite this feat, the lack of infrastructure, coupled with the high cost of accessing the internet, has contributed to the digital divide in rural areas, making it harder for people in these areas to access online services. The socio-economic status of individuals also plays a significant role in the digital divide in Nigeria. Studies have shown that people with higher income and education levels are more likely to have access to ICTs (Gichoya & Yilmaz, 2016; Kamal, 2014). Poverty, no doubt, contributes to the digital divide in the country. The high cost of accessing ICTs makes it difficult for people in low-income households to access the internet. Low levels of education and digital literacy also contribute to the divide, making it harder for people in these groups to use ICTs effectively. In conclusion, the digital divide in multicultural Nigeria is a complex issue that requires a multifaceted approach. Bridging the divide requires addressing language and cultural barriers, improving infrastructure in rural areas, and reducing poverty levels. Digital literacy Programmes should be developed and implemented to help marginalized groups effectively use ICTs. Governments and other stakeholders should collaborate to address these issues, ensuring that everyone has equal access to information and communication technologies. References Gichoya, D., & Yilmaz, S. (2016). Bridging the digital divide: factors affecting the adoption of ICT in developing countries. Journal of International Technology and Information Management, 25(2), 69-88. Kamal, M. M. (2014). Bridging the digital divide in developing countries: An exploratory study of the role of NGOs. International Journal of Education and Development using Information and Communication Technology, 10(2), 4-20. Mehmood, A. (2019). Bridging the digital divide in Nigeria. International Journal of Emerging Technologies and Society, 17(1), 51-67. NCC (2022, August 11) Broadband penetration hits 44.5%. https://www.ncc.gov.ng/media-centre/news-headlines/1248-broadband-penetration-hits-44-5-as-ncc-reviews-short-code-services

Inequality in terms of power relations between men and women is a subject of immense concern for scholars and researchers. This is because inequality persists in spite of policies designed to ensure women’s empowerment. Women are seen as deputies of men today, they are still being forced into prostitution, marriage, hard labor, and terrorism. Women and young girls are kidnapped and denied educational opportunities. Although, the economic status of men and women are similar in the world of work in the twenty-first century, yet, it is still not equal as some women receive lower employment incomes than men and they carry out a larger share of unpaid work in the home (Ponthieux and Meurs, 2015). Women are sometimes prevented from accessing employment opportunities due to their susceptibility to maternity leave among others. It is quite unfortunate that these incidences are recorded in the 21st century in spite of an enormous number of women who have distinguished themselves in different fields of endeavor over the years. Indeed, discrimination against women in Nigeria manifests within and outside the home. For instance, a significant number of women in Nigeria, which might include highly placed women, are exposed to domestic violence. At the social level, especially with regard to the ongoing democratic dispensation, fewer women are nominated for political appointments. According to Ejumudo (2013), laudable efforts have been made in Nigeria to reduce the incidence of gender discrimination in order to ensure gender equality and human dignity. The National Policy on Women was replaced with the National Gender Policy to curb gender inequality problems in Nigeria. However, a carefree attitude to gender variables posed a lot of problems to the policy. Gender-blind and gender-insensitive orientation of the first two decades of development planning in Nigeria persists to date and is militating against women’s empowerment despite the interest and attention given to women’s empowerment in the millennium development goals and sustainable development goals. The situation of women is worsened in rural areas where negative attitudes and beliefs about women’s participation in socio-economic development are culturally entrenched. Development experts and planners have conceptualized different ways of improving women’s status in society to ensure women’s empowerment at all levels. This is because women’s empowerment is a key to sustainable development (Lohani & Aburaida, 2017; Ajayi &  Adebayo, 2022). The need for women’s empowerment cannot be overemphasized because women are key to sustainable development. Unfortunately, Nigeria is still struggling to achieve sustainable development in spite of the contributions of international multinational, bilateral, and non-governmental organizations to development strides in the country. This is due to the increasing level of poverty, unemployment, and conflict with little or no corresponding growth in basic infrastructure and social amenities (Ajayi & Adebayo, 2022). Women empowerment epitomized by equal access and rights to economic resources among others as expressed in SDG goal number 5 (Gender equality) is essential for the realization of other sustainable development goals. An investment in the empowerment of women will go a long way in speeding up the process of achieving a series of targets attached to sustainable development. References Ajayi, O.A; and Adebayo, A. (2022). Women’s Empowerment and Sustainable Development in Nigeria. Revista Universitara de Sociologie XVIII (2), 10 -18. Danjuma, Muhammad, & Alkali (2013). Factors Militating Against Women Economic Empowerment and Poverty Reduction in African Countries, IOSR Journal of Business and Management, 13 (6), 47-51. Ejemudo, K.B.O (2013) Gender Equality and Women Empowerment in Nigeria: The Desirability and Inevitability of a Pragmatic Approach. Developing Country Studies 3 (4), 60. Lohani, M; and Aburaida, L. (2017). Women Empowerment: A key to Sustainable Development. The Social Ion 6 (2), 26 – 29. Ponthieux, S. and Meurs, D. (2015) Gender Inequality. Handbook of Income Distribution 2A: 983. DOI: 10.1016/B978-0-444-59428-0.00013-8    Dr. Ajayi is a Lecturer I at the School of Art, Management and Social Science, Skyline University Nigeria. He bagged a Doctor of Philosophy (Ph.D) degree in Sociology at the University of Ilorin, Nigeria. You can join the conversation on facebook @SkylineUniversityNG and on twitter @SkylineUNigeria

Studies have shown that physical education and sports have multiple opportunities. For example, athletic Programmemes are considered educational Programmemes and regular physical activity has a positive effect on the entire body system. On the career side, Physical education teacher, school sports director, recreational Programmemer, personal trainer, policy analyst-recreation, sports development officer, youth worker etc. are some of the career opportunities available in sports. With these opportunities, there seemed to be a growing concern on low female participation, particularly in varsity sports. In Nigeria and other parts of the world, young females are at greater risk for not getting enough physical activity compared to young males and gender inequities in sports continue to exist. There are also issues of disparities in the availability of forums to disseminate the expertise of women in the field of sports compared to their male counterparts. Lack of physical education in secondary schools and limited opportunities to play sports in the universities mean girls have to look elsewhere for sports –which may not exist or may cost more money. Often there is an additional lack of access to adequate playing facilities near their homes that makes it more difficult for girls to engage in sports. As girls grow up, the quality level of their sports experience may decline. The facilities are not as good as the boys’ venues and the playing times may not be optimal. The availability of quality, trained coaches may be lacking in their community or these coaches may be more focused on the boys’ Programmes that have more money for training. School sports budgets are being slashed every day, all across the country. Fewer opportunities within schools mean families must pay to play in private Programmes while also footing the bill for expensive coaches, equipment and out-of-pocket travel requirements. This additional expense is just not possible for many families. Today’s girls are bombarded with images of external beauty, not those of confident, strong female athletic role models. To some girls, fitting within the mould that they are constantly told to stay in is more important than standing out. Peer pressure can be hard for girls at any age; when that pressure isn’t offset with strong encouragement to participate in sports and healthy physical activity, the results may lead girls to drop out altogether. While these challenges abound, there are a few reasons why girls should stay in sports. More than three-quarters of working women feel that sports participation helps enhance their self-image; Female athletes have more positive body images than non-athletes; Girls active in sports are 20% less likely to get breast cancer later in life; Through sports, girls learn important life skills such as teamwork, leadership and confidence. REFERENCE Sabo & Snyder (1993) Sports and Fitness in the Lives of Working Women. https://researchspace.ukzn.ac.za/xmlui/bitstream/handle/10413/14788/Mthethwa_Mthokozisi_Michael_2017.pdf?sequence=1&isAllowed=y https://www.tandfonline.com/doi/abs/10.1080/13573320412331302449 https://rua.ua.es/dspace/bitstream/10045/26601/1/jhse_Vol_VII_N_IV_783-793.pdf Adedoyin, R.A., Ibrahim, R.A., Awotidebe, T.O., Ativie, R.N., & Oyeyemi, A.L. 2014. Psychosocial correlates of physical activity participation among Nigerian university students. International Journal of Sports Science, 4, 205-211. Mr. Musa Mohammed is the Head of Sports of Skyline University Nigeria. He has a B.Ed in Physical & Health Education from Bayero University Kano. You can join the conversation on facebook @SkylineUniversityNG and on twitter @SkylineUNigeria