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• INVISIBLE LINES, INVISIBLE LIVES; EDUCATION OF AFGHAN MIGRANT CHILDREN AND THEIR FUTURE WITHIN IRAN’S BORDER

  91-108

  Mozhdeh Taherizadeh

  Views:

  190

  During the Soviet Union occupation of Afghanistan, the Taliban insurgency within this country’s borders, and a subsequent war with the USA, people inhabiting this land were forced to leave their country to cross the neighbouring borders with the Islamic Republic of Iran. Exploring their right place in Iran’s society resulted in the residency of approximately 3.000.000 of them, which has yielded both constructive and at the same time disturbing economic and educational experiences for both nations. Cultural similarities and deviations, in some cases mutual language, and common religion have been presented as the underlying reasons for integration opportunities and also challenges. This study explains how the trends for delivering education to Afghans in Iran have fluctuated so far, yet been remarkably more efficient than their departure point. The educational future of the second, third, and even fourth generation of Afghans in Iran has become a big question with regard to the economic status and political relations of the two countries. What this study manifests is the need to recognize and fill the gaps in the education of Afghans. This goal will be achieved through a review of human rights opposing geographical determinism, illiteracy, and mistaking prejudice and excessive behaviours in the host country.

• Nexus between Personal Factors and Practice of Self-Medication among Primary School Teachers in Oyo State, Nigeria

  101-107

  Oladele Omolara

  Muraina Kamilu Olanrewaju

  Muraina Kehinde Maruf

  Views:

  43

  The purpose of this study was to examine the nexus between personal factors and the practice of self-medication among primary school teachers in Oyo State. Five hundred participants constituted the study’s sample out of which only 476 were used after data administration. Both the independent and dependent variables were measured with validated instruments with 0.85 reliability co-efficient and the data obtained was analyzed using the Pearson Product Moment Correlation (PPMC) Statistical method. Two research hypotheses were formulated and tested at a 0.05 level of significance. The result showed that there was a significant relationship between poverty and the practice of self-medication among primary school teachers (r= .823; p<0.05) as well as between illiteracy and the practice of self-medication among primary school teachers (r= .643; p<0.05). The implication of this showed that poverty and illiteracy level had significant impacts on the practice of self-medication among primary school teachers. In view of these findings, it was recommended that educational stakeholders should frequently organize seminars and workshops for primary school teachers, especially in rural areas on the dangers of self-medication.