Milk and its products are needed for proper body building. Processed cheese, nunu and soy milk consumed within Abuja and Keffi metropolises were analyzed for their mineral contents. X1, Y1, Z1 represents soy milk, nunu and cheese from Abuja metropolis while X2, Y2, Z2 represents sample from Keffi metropolis respectively. Calcium (265.53±0.25 mg/mL), iron (1.19±0.92 mg/mL), potassium (162.77±0.02 mg/mL) were found to be higher in cheese milk (Z1) from Abuja than that (225.82±0.13 mg/mL, 1.05±0.60mg/mL and 130.41±0.04 mg/mL) found in Keffi (Z2) examined respectively, though the amount of sodium present (151.0±0.08 mg/mL) in cheese (Z2) from Keffi is slightly higher than that (150.08±0.01 mg/mL) from Abuja (Z1). Also, Soya milk from Abuja (X1) had highest amount of zinc (0.76±0.00 mg/mL) while that of Keffi (X2) was 0.65±0.3 mg/mL, for magnesium and copper, higher values 18.40±010 mg/mL and 0.25±0.02 mg/mL were recorded for soy milk (X2) from Keffi while soy milk from Abuja (X1) had 17.97±0.20 mg/mL and 0.16±0.01 mg/mL respectively. Chromium was dictated in both cheese samples but not dictated in soya and nunu milks from both metropolises. It is seen from the investigation that cheese had more minerals followed by soya milk. Nunu milk sample had the least quantity of minerals; also all the samples analyzed have minerals present in them. Therefore, they are needed for the proper functioning of the body system Keywords: Analysis, Concentration, Milk, Mineral, Metropolis, Flame Atomic Absorption Spectroscopy
Music composition over the years has continued to be a much dreaded course of study by so many Nigerian students of Music in tertiary institutions. Through the interview conducted in this study, it was discovered that the students’ fear of the course stems from its abstractness or rather as a result of the erroneous belief that it is a very complex area of specialization to venture into, in music pedagogy. This study is aimed at disabusing the minds of the students of music from this xenophobic wrong impression and by creating an enabling mind-set and interest in music composition through this expository study on the multimedia technology as a vital instrument in music composition. A simple observation and comparison of the old manual system of music composition/notation with the new computer-assisted multimedia system reveals that the computer-assisted multimedia method is much better in terms of facility as well as performing numerous tasks than the old system and it is therefore recommended for compositional and notational purposes. Participation, interview, observation and literature review were the research methods employed for this study.Keywords: Multimedia, Technology, Music, Composition
The life of the Igbo children of Eastern Nigeria is surrounded by music and musical activities. The aim of this research is to survey the various levels of involvement of the Igbo children (from childhood to adolescence), in music learning and performance. The socio-cultural activities and similar occasions, on which these children's music and musical activities rotate, were investigated. Some of the children's music genres focus on entertainment, ordinary games, labour execution, character formation, learning (education) and so on. The benefits derived from performance of these genres are very rewarding. They range from making the children socially fit, to making them culturally, mentally and physically sound. The methods of imparting all musical knowledge vary according to age and music type. This research attempts the classification of these methods and brings to bare, their approaches and effectiveness as regards competence and excellence.
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