Background: Social media plays a central role in the daily lives of college-aged women, serving as a primary source of communication, entertainment, and health information. These platforms offer opportunities for promoting nutrition awareness but also present risks when unverified or misleading content is shared by unqualified influencers.

Objective: This study examined the influence of social media on young adult women, focusing on their understanding of evidence-based nutrition guidelines, perceptions of source credibility, and related behaviors.

Method: A survey distributed via Qualtrics at a mid-South U.S. university assessed participants’ foundational nutrition knowledge, social media use, and perceptions of information sources. The instrument was aligned with the most current Dietary Guidelines for Americans and included items addressing both credential recognition and demographic cues influencing trust.

Results: Participants (n = 332) were primarily White women aged 18–21, with 99% actively using social media. Most respondents recognized registered dietitians as reliable sources, yet over half also trusted “nutritionists,” a title lacking standardized regulation. While many participants correctly identified certain national dietary guidelines (e.g., carbohydrates as the body’s primary fuel), notable gaps persisted, particularly regarding protein requirements. Visual and demographic cues, such as gender, age, and race, also shaped perceptions of credibility. Nearly 70% reported that social media influences their food choices.

Conclusion: Social media shapes young women’s nutritional understanding and behaviors, with both informed preferences and persistent misconceptions evident. Findings highlight vulnerabilities in discerning evidence-based guidance, especially when heuristic cues override credential recognition. Interventions to improve nutrition literacy should integrate media literacy skills, clarify credential distinctions, and strategically feature diverse, relatable credentialed professionals in social media outreach.  

When advertisers engage in code-switching, the language switches are either unmarked or marked choices. This means that the language switches are either normal and expected to occur or their occurrence are unexpected or unpredicted by the listeners. The objective of this study is to examine the marked and unmarked code-switching used by the advertisers in the selected advertisement jingles and the underlying reasons why the advertisers make these language choices. The primary source of data was drawn from 60 code-switched advertisement jingles collected from 30 radio commercials and 30 online advertisements on YouTube through purposive random sampling technique. The 30 radio jingles were collected from 12 radio stations in the Southwestern states in Nigeria which are Osun, Oyo, Ondo, Ogun, Ekiti and Lagos. In each of the states, a private radio station and a public radio station were selected. The result showed that the advertisers made use of both marked and unmarked code-switching. The marked code-switching made by advertisers have a way of diverting the listeners’ attention towards the information of the advertised products and services. However, irrespective of whether the code-switching is marked or unmarked, there are some underlying reasons why the advertisers made the language switches which are ultimately geared towards ensuring an effective conveyance of intended information about the advertised products and services to the members of the society. It is therefore recommended that advertisers make use of code-switching as a rich and authentic communication tool rather than seeing it as a sign of linguistic ineptitude so as to prevent advertising from becoming fruitless and a waste of time. 

English language is a lingua franca and the dominant language for international communication, research, business, and education, English stands out among the many other global languages. Therefore, this study addressed the interplay between assessment approaches, student motivation, and proficiency among undergraduate language students in a private university in Nigeria.

A survey research design was adopted for this study while total enumeration sampling method was used to select the participants of this study. A self-designed questionnaire was used for data collection. Four research questions were raised to guide the study. Analysis of data was done using descriptive statistics and simple regression analysis fixed at the .05 significant levels.

A total of 70 respondents participated in the study. Their age ranged from 20-53 years with a mean age of 36.8 years. The results show that the most common assessment approaches employed in teaching English Language are summative assessment (3.431), formative assessment (3.209), peer assessment (2.987) and self-assessment (2.339). Additionally, the overall motivation level for English proficiency was moderately high; undergraduates are proficient in English language while 34% of the total variance in the undergraduates' English proficiency is accounted for by assessment approaches employed in teaching English language and students' motivation towards English proficiency.

The study concluded that assessment modes and motivation play a significant role in English proficiency among students. Additionally, motivated students are more likely to develop effective learning habits, pursue goals with persistence, and experience a greater sense of well-being.  

This paper identifies the contributions of Presocratic Greek moral philosophers to educative leadership. Educative leadership is defined as leadership that is educative in intent and outcome, thereby including deontological and teleological ethics. Forms of educative leadership used to trace the impact of Presocratic ethics include transformational, instructional, distributed, ethical, adaptive and culturally responsive theories of leadership in education. Four themes are identified in contributions: the transition from mythology to rational thought, the development of diverse ethical approaches, understanding the cosmos and human nature, and adopting degrees of relativism and Sophistic thought. It is argued that, by integrating these Presocratic themes, educative leaders can develop a more holistic, inclusive, and ethically grounded approach to leadership, ultimately enhancing the educational experiences and outcomes for all members of a learning organisation. It is concluded that Presocratic ethical frameworks can inform educative leadership by emphasizing rationality, virtue, and evidence-based decision-making, guiding leaders to navigate diverse contexts, model ethical behaviour, and foster inclusive environments.

The proliferation of digital streaming platforms has profoundly altered media consumption patterns, particularly among the collegiate population. This article aims to comprehensively explore television binge-watching within this demographic, focusing on its conceptualization, the underlying motivations (gratifications) that drive it, and the self-reported consequences. By synthesizing extant literature, this study provides an integrated perspective on this widespread behavior. Findings indicate that binge-watching is a complex activity fueled by desires for entertainment, emotional escape, and social engagement. Concurrently, it is associated with a range of perceived negative impacts on academic performance, sleep quality, and physical well-being. A nuanced understanding of these dimensions is crucial for educators, parents, and students to effectively navigate the evolving digital media landscape.