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The continuing conflict situation in Nigeria have created over 2 million displaced persons. In 2019, women and children accounted for about 80% of the internally displaced population in the country. Displacement increases the need for reproductive health services. This study explored the reasons for non-use of modern contraceptives among forcibly displaced Bakassi women in Akwa Ibom State, southern Nigeria. Focus group discussions were used to collect data from a convenience sample of 40 women of reproductive age (15–49 years) in two makeshift resettlement camps in the region in January and February 2020. Data were analysed using a qualitative inductive approach, with thematic organization and analysis of the transcribed responses from the focus group discussions. The findings revealed that many of the women were not using modern contraceptives at the time of the study, and the major reasons they gave for non-use were misconceptions, costs, religious beliefs, desire for more children and the inaccessibility and unavailability of contraceptive services. The use of family planning services can be a life-saving intervention in unstable, crisis environments. Programme implementation to address non-use of contraceptive services among women in crisis contexts should target social norm change, reproductive health education, empowerment programmes and health service provision. [ABSTRACT FROM AUTHOR]

The language of written communication among students of Nigerian tertiary institutions has, over the years, shifted from the learnt, conventional English to a casual, trendy, developing form mostly used by youths and young adults who frequently communicate on social media platforms. In this study, we look at the codes used by these student-users of the social media for communication, the domains of usage and their attitudes towards these codes, among others. With data from one hundred and fifty students, selected through the random sampling method from three tertiary institutions in Akwa Ibom state, it was discovered that more than 90% of students use the social media codes among themselves and in other informal situations including with their lecturers who use these platforms. As rampant and varied that these codes are, the students also use them in their classrooms to take notes, with a negligible few using them on their test and examination papers. In as much as they have usage justifications ranging from cheapness, time and energy saving, to solidarity, most of these students are not unaware of the academic implications if these codes are used beyond the informal bounds. Our position is that inasmuch as the social media platform has been able to carve out a linguistic community for its users, who do not seem to retrace their steps as far as usage of these codes is concerned, they should be used within the bounds of the community. Domains like the classroom and even with parents may not help them to be restrictive in their usage. [ABSTRACT FROM AUTHOR]