ABSTRACT
In test development, there is the need for accurate estimation of item difficulty, discrimination and distracter indices of the test especially in the classical test theory. The study adopted instrumentation research design. The sample of the study was 1000 drawn from students in public junior secondary school one in Rivers West Senatorial District, Rivers State. The sample was drawn through multi stage sampling procedure. The instrument for data collection was a 50 item non-verbal intelligence test developed and standardized by the researcher in 2007. The instrument yielded a reliability coefficient of .92 and was determined through the use of Kuder-Richardson estimate21. Results of the study showed that most of the items of the non-verbal intelligence test possessed moderate difficulty index and discrimination index and distracter index. Based on the results, the researcher recommended that there should be more awareness on the development of non-verbal intelligence test and the regular training of test developers on intelligence testing generally and non-verbal intelligence test in particular.

ABSTRACT
Background: Drug therapy for tobacco abstinence has shown limited effect. Though Bupropion was tried in many studies to access the abstinence rate in smokers while limited data is available for smokeless tobacco (ST) users. This study is an attempt to assess the efficacy and safety of bupropion SR for tobacco abstinence among ST users. Methods: Adults using smokeless tobacco were randomized to bupropion SR titrated to 150 mg twice daily (N= 32) for 12 weeks. First assessment done at 6 week was the 7-day point-prevalence tobacco abstinence. Secondary outcomes were assessed at week 8 and week 12 in terms of prolonged and continuous tobacco abstinence rates, craving and nicotine withdrawal. Results: The prevalence of abstinence rates among smokeless tobacco users with bupropion SR at week 6 (28.1%), week 8 (28.1%) and week 12 (28.1%); p = 0.0003). The prolonged and continuous tobacco abstinence rates did not differ at weeks 6, 8, and 12. The treatment response was observed over time with FTND-ST scale. The mean (±SD) FTND-ST score change from baseline among abstinent subjects was a decrease of 2.66 (±1.52) for the bupropion SR group at 12 week. Conclusions: Abstinence rate with Bupropion SR showed significant increase among ST users. It also showed significant decrease in craving during treatment period.

ABSTRACT
This article resolves the combination problem in physics and philosophy through Paul C. Mocombe’s consciousness field theory. The combination problem emerges as a result of suggesting that consciousness is either (nonlocal) outside (cosmopsychism) of the brain or everywhere and in everything (panpsychism) in the multiverse. If that is the case, how does universal consciousness combine in the brain to give us the phenomenal experience of subjective consciousness? Using Mocombeian consciousness field theory, I argue that the psychonic wave of the brain is connected to the Schumann wave of the earth to give us consciousness in material reality. The latter, Schumann wave, gives us a rhythm to life that is reflected, I go on to argue, in the two-chord structure of konpa, which comes out of Vodou. In Vodou the attempt is to find balance and harmony, through drumming and dance, between the waves to harmonize our psyche or call upon other psyches (lwas), operating on different wavelengths, throughout the multiverse. I conclude the article by arguing that Louis Gary Belizaire’s rhythm on the dance floor is a visionary expression of the psychonic and Schumann waves in unison, i.e., in harmony, and produces a harmonized (visual) wave, i.e., the Garyian wave.

ABSTRACT
Teachers’ professional competence is vital for the school organization, so this study aims to explore teachers’ professional competence based on the teaching facilitation perspective. The study uses a literature review that relies on data sourced from various relevant literature, both books, and journals. Data were analyzed through critical analysis. The results of this study revealed that the teacher as a facilitator is only feasible if he considers the development of student cognition as a predisposition or prerequisite for the development of affection (attitude) and conation (behavior). Each range of students' cognitive development has its specifications and levels, thus requiring a different pattern of teaching facilitation in each developmental range. Thus, the teaching facilitation pattern of elementary school students will be different from that of junior high school students and high school students, because they have different ranges of cognitive development. In addition, teachers as facilitators need to be proactive, creative, innovative, extra-empathic, and super-humanist and have intellectual, emotional, social, adversity, and cultural intelligence. Such skills do not only require extra efforts from teachers to learn self-taught through digital literacy or formal and informal discussions with experts and continue studies at higher education levels but also require supervision support from school stakeholders, especially school principals, and school supervisors.