Hauntington Disease

Huntington disease Name Institute Huntington Disease Introduction Shortage of information about Huntington disease (HD) and its non-clinical management inveigled me into a quest for journal articles about this comparatively rare illness. Having pored over scores of Journal of Clinical Nursing Issues, I stumbled across the article entitled â€Å"Exploring supportive care for individuals affected by Huntington disease and their family caregivers in a community setting†.It immediately arrested my attention, as it touched upon the possible implications of HD for the affected persons, their family members (including those, who could inherit the illness genetically) and caregivers. This article is a collaborative work of the three authors from the University of Plymouth, namely Beverley Soltysiak, Penny Gardiner and Heather Skirton. It was published first on 10 July, 2008. Summary of the articleAccording to McDonald (2003), Huntington disease, formerly known as Huntington’s c horea, is a chronic neurodegenerative condition caused by a genetic mutation in the Huntingtin gene, situated on chromosome 4†. The article traverses implications and supportive care approaches to the individuals, who suffer from Huntington disease. Authors argue that different approaches should be applied to various age categories of the affected. The difference in symptoms may be subtle at first glance, but younger individuals, affected by the long-term conditions, find facilities for their senior counterparts unsuitable.Important role in this regard belongs to the psychological aspects of the disease. People struck by HD tend to lead sedentary and recluse life. Huntington disease affects badly humans’ perception and cognition, renders their speech unintelligible, and makes them helpless to some extent in general. The far-reaching implications include unsteady gait and severe depressions, which sometimes result in strangers mistaking persons with HD for inebriates or drug abusers. It takes protracted periods of time and frenzied efforts of caregivers to jolt people ffected by Huntington disease out of the so-called â€Å"public alienation†. Authors argue that Huntington disease is debilitating in terms of its impact on the person’s physical condition, but they conclude that it is devouring person’s psychological strength even more eagerly. Sporadic outdoors activities lead to the development of the trait of standoffishness, which, in its turn, hinders the process of treatment. This illness is incurable, while affected people usually live no more than 30 years after the emergence of the first symptoms.However, multifarious therapies and techniques aimed at helping patients to cope with the disease are employed (physiotherapy, occupational therapy, speech therapy). A multidisciplinary approach is utilized to make sure that complex care needs are met. Research focuses in part on interviewing the afflicted people in order to und erstand better how to help them to deal with the problems they face every day (anxiety disorders, animosity, petulance, apathy, and obsession). Depending on their willingness to cooperate, separate persons were interviewed individually or in groups.It was found that participants with cognitive deficits or/and psychic disorders did not feel comfortable to communicate with impaired colleagues in groups, and consequently opted for individual interview or shunned it at all. The same specialists facilitated both group and individual interviews. â€Å"Data analysis was undertaken using inductive coding technique† (Miles & Huberman, 1994). Interviewers point out that it was a daunting task for them to conduct the research, because cognitive problems of people with Huntington disease barred interviewers from following their train of thought.The heed was paid to the participants’ standpoint on the following themes: 1) Deciding whether to have genetic test; 2) Being given the le thal diagnosis; 3) Disclosure of information about the participant’s being diagnosed with HD; 4) Entering into serious relationship and having a child; 5) Making decisions about how to let children know of the genetic mutation; 6) Observing a family member suffer and wither from HD. Following the diagnosis of one individual, other family members are haunted by or preoccupied with the fear of having genetic mutation.Some people prefer being oblivious to this possibility, while others, prompted by the desire to obtain confidence in future, eagerly agree to undergo a genetic test. In any event, propitious outcome of a genetic test has not proved to be a precondition for sunny disposition. It failed to provide them with a necessary degree of certainty, as those, who turned out to be healthy, started to monitor themselves vigilantly for the possible appearance of symptoms. Evaluation This article provides a comprehensive study of the implications of HD and the means to address the challenges that these implications entail.The main emphasis is placed on those with HD; though, a good amount of attention is also paid to their family members, who are prone to inherit the genetic mutation, and caregivers. Bearing in mind brevity of this research and overall paucity of research into non-clinical management of HD, it would not be wise to grumble about certain details that authors failed to examine. However, I see it fit to note that more approaches of incorporating the afflicted people into the social milieu should have been developed, or at least, more thorough analysis of those listed should have been provided.In terms of interest, I would give this article eight points out of ten. On the plus side, it is laced with excerpts from the interviews, which enable the readers to take a closer look at the problem. Moreover, authors managed to construe the material without abusing the buzzwords. This makes the article flow easily and renders it readable to a broad audien ce. Given the scarcity of knowledge about this area of health assessment, there are no slightest doubts that further research into this area should be carried out. Many gaps still are due to be filled. Some of the possible directions of research were mentioned above.The information highlighted in this article would be of an utmost importance to the family members of people with HD and those, who take care of these people. Hospital staff could also defer to some advice put forward by Soltysiak et al. This article constitutes a precious groundwork for the researchers, who are interested in this particular area. Conclusion People affected by Huntington disease have to address a series of challenges in everyday life. It should be noted that neither these very people, nor their relatives, lead ordinary life after a family member has een diagnosed with HD. Huntington disease seriously undermines person’s physical and psychological well-being, with psychological effects having far g reater scopes. Reluctance of the affected persons to engage in social activities exacerbated by their distorted vision of the world hampers the process of treatment. There is no efficient treatment at all; though, a number of therapies were developed to extenuate the implications. The problem is that at the same time as people with HD need outdoors activities to muster stamina, they also need to muster stamina to go outdoors.By and large, individuals prone to HD feel frustrated at the lack of information about HD held by health professors. References MacDonald, M. E. , Gines, S. , Gusella, J. F. & Wheeler, V. C. (2003). Huntington’s disease. Neuromolecular Medicine, 4. Miles, M. , Huberman, A. (1994). Qualitative data analysis – an expanded sourcebook. (2nded. ). Thousand Oaks, CA: Sage Publications. Soltysiak, B. , Gardiner, P. , Skirton, H. (2008). Exploring supportive care for individuals affected by Huntington disease and their family caregivers in a community sett ing. Journal of Clinical Nursing, 17, 7b, 226-234.

Business Plan in Bangladesh

Yangon Institute of Economics Department of Management Studies MBA Programme Business Plan for POINT footwear manufacturing and distribution Submitted by : Nay Zar Myo Roll No : 36 15th Batch MBA Plan Outline 1. Executive Summary 2. Company Summary 3. Products 4. Market Analysis Summary i. Market Segmentation ii. Distribution Strategy iii. Market Trends 5. Competition and Buying Patterns Competitive Edge 6. Strategy and Implementation Summary Sales Strategy 7. Management Summary 8. Financial Plan i. Important Assumptions ii. Break-even Analysis iii. Projected Profit and Loss iv. Projected Cash Flow v. Projected Balance Sheet vi.Business Ratios 1. Executive Summary POINT is a recent start-up manufacturer of an upscale ladies foot wear line (in order to substitute Foreign foot wears market) targeted at females between the ages of 16 and 65. POINT not only develops the foot wear line, but supports it with advertising and promotion campaigns. Pyay Lai Manufacturing and Trading Company pl ans to strengthen its partnership with retailers by developing brand awareness. POINT intends to market its line as an alternative to existing foot wear lines, and differentiate itself by marketing strategies, exclusiveness, sophisticated design and technologies and high brand awareness.The key message associated with the POINT line is classy, upscale, versatile, and inexpensive footwear. The company's promotional plan is diverse and includes a range of marketing communications. In the future, the company hopes to develop lines of accessories, raw materials (rubber, leather, velvet) and foot wears for men, women, and children. The Figure is drawn based on the Income Statement of the year 2000, 2001 and 2002 when the company manufactured and distributed only traditional slippers (leather and velvet) for men, women and children. Keys to Success 1. Seek out feedback from our customers (teens and ad

A Review of the Movies City of God, Gueros and Wadjda

A Review of the Movies City of God, Gueros and Wadjda City of God, Geros, and Wadjda can be described as the movies of the season. The videos present real-life situations, capturing the attention of their audience and changing their view of the societal norms and practices. Although the movies were written and produced by different people, they nevertheless contain individual physical, social, and cultural aspects that may or may not be the same. In each movie, there is a main character whose decisions and actions are influenced by the environment, societal and cultural beliefs. Therefore, the purpose of the paper is to describe the similarities and differences in the physical, social, and cultural factors in the films that influence the decisions of the main characters. Physical Differences In Wadjda, the leading actor is Wadjda, rebellious young lady who has her beliefs on how the universe should run. She is affected by three physical factors. First is her desire of own a bicycle. Her environment does not accept a woman to ride a bike. However, as a child, Wadjda has always wanted to ride one. She has seen a beautiful bike a nearby shop and intended to buy it. Her desire causes her to join the school music festival hoping she would win and get the money she needs to by the bicycle. This is a secret she keeps to herself. Secondly, Wadjda is influenced by the school, where she meets people from different backgrounds with different beliefs. She learns about freedom, and she wants to extend the same in her surrounding. Finally, Wadjda does not like the dressing code. Women in her society have to cover their faces and hair. Wadjda, however, does the opposite and leaves her face and hair exposed. In the City of God, the main character, Alexandre Rodrigues, or Rocket, is influenced by two factors. First, he does not like the dirty city. Rocket was born and raised in the slum. All his life he has witnessed the unhygienic state of his home. When he becomes of age, he decides to join the gang and move out of the dirty slum life. Again, his decisions are affected by the people around him. While growing up, the only ones around him were criminals who were part of gangs. He grows up knowing that there is the only way to go. He later joins a band although he was not good at it. Finally, the main character in Geros is influenced by the desire to do things his way for a better life. For instance, when he goes to visit his college brother in New York and finds them living in a small, filthy room with no power, he wonders why they have not yet stricken. According to him, the strike would be the only way to push the administration to ensure students welfare is attended to properly. Social Differences Although the society prevents girls from befriending boys, Wadjda respects and values friendship and has no problem befriending the boy next door. She believes people from both sexes should be allowed to be friends. Additionally, she listens and watches western music that gives her more exposure to the world, and she learns it is not bad to own a bicycle. Violence and gangster life influence Rocket, on the other hand. In his society, being part of a gang is the only means of livelihood available. One has to join a group to earn income for the family. This forced Rocket to be part of a gang although he did not like it. Finally, Geros is affected by poverty and his will for freedom. He opposes everything that reduces human dignity. He also makes quick and irrational decisions some of which land him in trouble. His mother sends him to New York after she could not tolerate him anymore. There, he mobilized students, and they engage in a strike demanding for better housing conditions. Cultural Differences Wadjda does not like her cultural beliefs. The fact that women have not say in the society annoys her. Her teacher claims she a stubborn girl because she opposes some things she does not like. She also forced to watch her mother suffer in her fathers hands. The girls religion also demands that women should not walk without guardians even when they are married. Wadjda opposes this walking alone admiring the city. Rocket, however, is influenced by the slum life his surrounding is living in. Their culture is that of poverty, and people are forced into criminal acts to make ends meet. Rocket has no choice but to follow suit. He, however, moves out of the slum and finds a good place to stay. Lastly, Geros is influenced by political radicalism and the need for social change. He seems to oppose the authority and demands them to perform their duties. Even his mother gets tired of him and sends him to New York. In New York, he becomes one of the ring leaders organizing strikes and demonstrations. Physical, Social, and Cultural Similarities Physically, all the movies are set in the modern society. Wadjda can access and watch videos. She has also seen and liked a bicycle and intends to buy it. In the same way, Rocket is born and raised in a slum. Slums are familiar in the main cities where people in the lowest social class live. They are usually dirty, and gangsters are very many. Geros is also exposed to the town of New York, which is one of the largest cities in the United States. Together with other youths, they engage in strikes to improve the condition of people living in the city. Socially, freedom fights and violence are common in all the three movies. Wadjda wants to buy the bicycle because it represents her freedom. Rocket joins gang life as he wants a better life that enables him to move out of the dirty life. Geros also engages people in strikes in the quest for freedom and better living conditions. Finally, poverty is a cultural phenomenon that drives all the main characters in the films. Wadjda cannot afford the bicycle; and thus, she is forced to join the music competition. Rocket is a gang because his family is poor. They are also living in a slum. Geros and his brother are also poor. They live in a dirty little room without electricity. In conclusion, the three movies are the true presentation of the modern societies and the challenges that people experience in their daily lives. They give pictures of how people are forced to make hard decisions as they attempt to make their lives better and easy.

Causes of Renaissance Essay Example | Topics and Well Written Essays - 1250 words

Causes of Renaissance - Essay Example Apart from that, urbanization of cities and growth of commerce provided a suitable background for the rise of Renaissance. Before the twelve century, Italy was mostly rural with only several small urban centers. However, the established trade relationships with Byzantine and Muslims guaranteed the flow of money and goods that added to the development of commerce and, subsequently, to the wealth of the country as a whole. (Mantin 62-63)The following, in its turn, led to the growth of individual and self-governed cities-states with their own banking and political systems. Consequently, by the time the central and northern European cities were still ruled by monarchs, cities in Italy enjoyed high levels of autonomy that penetrated into various aspects of life. The atmosphere of prosperity and freedom was established and appeared to be quite conductive for the beginning of Renaissance. Furthermore, decentralization of power weakened the influence of church and its strict doctrines on people as well as contributed to the prosperity of people in Italy. The medieval society was totally subdued by the dominant rule of a church. It made impossible social development and did not allow any intellectual or economic advancement, viewing them as contradictory to Christian doctrines. The situation changed in the thirteen century when the power and prestige of the Pope were questioned. At that time, monarchs and common people started to challenge the overwhelming influence of the church with its constant proclamations of asceticism.

Data analysis Speech or Presentation Example | Topics and Well Written Essays - 750 words - 1

Data analysis - Speech or Presentation Example Teachers report using many of the reform strands almost every day or several times a week. The reforms most used (by at least 70% of the teachers) were constructivism, learning styles, thematic approach, alternative assessment, equity, STS, technology, and science subject matter. Alternative assessment (90%), equity (88%), and technology (83%) were the most used reform strands the teachers reporting using it â€Å"almost every day† or â€Å"several times a week†. Classroom management stood out among the reform strands least implemented in the classroom. Only 45% of teachers reported using classroom management almost every day or several times a week. Less frequently used reform strands (used once a week, less than once a week, or never) by over 30% of teachers include classroom management (55%), cooperative learning (42%), hands-on/minds-on activities (37%), and nature of science (30%). Considering all items measuring the necessity of the reforms to be an effective science teacher are equal, a new variable â€Å"belief† was formed. Similarly, a new variable â€Å"implementation† was formed by adding all items in implementation of the reform in teacher

To Assess or Not to Assess, That is the Question Essay

To Assess or Not to Assess, That is the Question - Essay Example I am horrified by science fiction futuristic movies with a plot of enforced conformity and predictability. So when I researched the controversy about the use of personality tests to predict who should or should not be hired, who will or will not behave appropriately on the job, I found myself having some strong feelings. A careful reading of quite a few articles eventually helped me to sort out my particular stance on this matter, however. The controversy itself rests on the foundation argument as to whether human behavior can, or cannot, be predicted through personality tests. Psychologists, especially those in organizational behavior and human resources, want an easy way to predict who will or will not be likely to be successfully integrated into a company, be easily supervised, and perform their duties in a non-violent manner (Baglione, Arnold, & Zimmerer, 2009). It costs a lot of money to recruit, train and build skills in an employee, and mistakes are costly for the company. Com panies naturally want to avoid preventable waste of resources (Baglione, Arnold, & Zimmerer, 2009). On one side of this argument are those who vigorously argue that personality tests can indeed predict this with reasonable accuracy (Boutelle, 2011), especially when focused on Big-Five Model factors and understood clearly, and therefore they should definitely be used (Hogan, Hogan, & Roberts, 1996). They are ethical and legal, if specifically job-related (Griggs v. Duke Power Co., 1971), and they are thought to increase productivity. Within that side of the argument are those who favor normative tests and those who favor ipsative tests (Bartram, 1996). Among the 22% of companies using personality testing for personnel selction, there is also a faction (9.3%) which favor online tests, either normative or ipsative (Piotrowski & Terry Ar, 2006). On the other side are those who say that personality tests are not good indicators. The reasons given include the tendency of people to fake th eir answers or cheat by obtaining the answers from a central source; the fuzzy legality and ethics of sorting out people in ways that might reflect mental disorder or other impairment, ethnicity, sexual preference, and other discrimination-protected characteristics forbidden to be used in hiring choices (Morgeson, M.A, Dipboye, J.R, Murphey, & Schmitt, 2007); and various arguments about whether to use normative or ipsative tests. Ipsative tests are considered to be less reliable because you cannot reasonably use factor analysis on them without having artificial results, and the results apply only within a single person and not across a range of people, therefore invalidating them as being useful for determining whether they are a better or worse choice than another employment candidate (Paul, 2010). Furthermore, apparently up until 2010, the only real defense of ipsative testing came from a company with vested interest in selling ipsative tests for personnel selection, or came from people using that company’s data (Paul, 2010). However, this year a doctoral candidate in Spain, Dr. Anna Brown, won a â€Å"Best Doctoral Dissertation Prize† from the Psychometric Society for her breakthrough methodology that applies Item Response Theory Modeling to Ipsative test data, and thereby overcomes the psychometric limitations of this type of personality testing (The Psychometrics Society, 2011). Brown concludes that the limitations of ipsative data are overcome in that the

Influence and change in organizations Essay Example | Topics and Well Written Essays - 1000 words

Influence and change in organizations - Essay Example Since the â€Å"creativity, innovation, individuality, and independence† of the workforce decreases out of poor teamwork (Robertson, Callinan and Bartram, 2002, p. 29), the overall work performance of a team tends to suffer. Also known as interpersonal interaction conflict, another factor that can trigger a significant decline in work performance is the presence of relationship conflict. Based on the research study that was conducted by Martinez-Moreno et al. (2009), the presence of relationship conflict when combined with process conflict could severely damage the team performance. Similar to the research findings of Martinez-Moreno et al. (2009), explained that the presence of positive and negative mood has a significant impact over the level of relationship conflict. According to De Dreu and Weingart (2003), relationship conflict occurs when the team members encounter interpersonal disagreements with one another. When left unresolved, the presence of task-related and relati onship conflicts could adversely affect the team members’ desire and satisfaction to work with the group (Bono et al., 2002). In most cases, having a large group of unsatisfied team members is enough to motivate themselves to withdraw themselves from working with the team. Given that the number of unsatisfied team members is high, the chance wherein the group performance would decrease increases. In the past, several studies revealed that the presence of interpersonal disagreements could negatively affect the mood, feelings, and work attitude of the involved team members (De Dreu and Weingart 2003; Bono et al., 2002). With this in mind, it is clear that the presence of relationship conflict can be considered as a hindrance towards the ability of the team to improve the quality of their group performances. Since the presence of relationship conflict can create an unhealthy work environment, the Chief Executive Officer (CEO) should challenge himself to keep on searching for new ways on how to effectively solve issues not only related to relationship conflict but also that of a task-related conflict. To improve team performance, the CEO should be aware of the importance of having a good leadership approach. Basically, a good leadership skill is necessary to increase the ability of the CEO to motivate the team members to become not only a self-directed employee but also an active team member who can be easily directed to work towards a single organizational goal (Bambacas and Patrickson, 2008; Mayfield and Mayfield, 2006; Barbuto, 2005). In this case, the use of transformational leadership style is effective in terms of encouraging the rest of the team members to work well without much need of supervision (Winston and Patterson, 2006; Barbuto, 2005). To accomplish a collective goal, each of the team members is expected to work interdependently as they convert their inputs into a group performance (Marks, Mathieu and Zaccaro, 2001). However, the presence of conflicts makes the team unable to accomplish a collective goal. By nature, task-related or informational conflict and relationship conflict differs from one another. For this reason, Curseu (2011) strongly suggest that the CEO should carefully select the best leadership style that could effectively solve the type of disagreement. For instance, when solving problems related to relati

Caree Action plan And self reflection Essay Example | Topics and Well Written Essays - 1250 words

Caree Action plan And self reflection - Essay Example At this present day, when internet marketing is considered a necessity, not an advantage it is considered the basic requirement of marketing strategy and a source of introducing a company worldwide. The key competency required to be a marketer is to be the generator of ideas out of the limitations. Individuals with skills and knowledge are valuable and appreciated in the company. Marketing is the idea of reaching out the customers worldwide with better strategies (Pride, 2006). As a marketer of this modern era, marketers have to think out of the boxes and limitations. Marketing is all about creativity. A different strategy for a new product or service can attain greater attention from valuable customers. A good marketing strategy can play an incredible role in achieving a positive image in the eyes of the customer (Hoffman & Bateson, 2010). It is the point where the marketer is considered to have brilliance in his sector of a job. To be specific, marketing is all about creating a valuable and positive image in the mind of potential customers. After graduating from school with specializing in marketing, students are considered to be creative. They are required to have enough potential to think and create new techniques of marketing by thinking out of the box and limitations. To be able to think out of the limitations, one needs to be attentive to the surroundings. It is necessary for the marketer to be the best communicator as the job requires customer dealing (Fill, 2002). A marketer should possess good communication skills either verbally or non-verbally. On the other side, a marketer should be able to understand gestures of customer (Ang, 2014). Information Technology is playing a vital role in marketing sector as the potential customers are approached by using the internet. A marketer should possess wide knowledge of information technology. The competition is growing rapidly, and the companies require those who possess

Audit of Panera Bread Company Quality Service and Market Share Process Research Paper

Audit of Panera Bread Company Quality Service and Market Share Process - Research Paper Example This is because, few customers subscribe to this company and, therefore, the expenses incurred by the company compared to the revenue generated from the services rendered is relatively high. In order to decrease its liabilities, and hence portray a positive image of the company, managers may attempt to take the losses into a different account especially the expenses accounts. In addition, when customers are disappointed in the orders they make, there is a higher possibility of them demanding that their order be remade or refunded. This environment provides the possibility of pilfering by employees as they can always say they had to remake an order with no hint of plausibility. Increased customer returns and higher rates of pilfering by the employees increases the costs of goods sold by the company. Another risk is that Panera Bread is in the provision of services it offers on a national, regional, and local level, and this reduces its revenues and market share. When customers get poo r services, it increases their chances of shifting to another competing company offering the same services. This reduces the amount of revenue and the company incurs expenses such as, in advertising and improving its services to be better than those offered by their competitors. However, the company must make sure not to increase its prices since the customers will again shift to the competing companies. Since advertising is necessary, the managers then tend to hide the expenses behind the advertising expense in the statement of account. Controls To alleviate the risks coming from poor services, Panera Bread should put into practice several controls. The company, to alleviate the risk of accounts payable being understated, as a result of increased expenses and, therefore, managers resulting to understating the expenses, should require proper authorisation of orders and entry of these orders in its ledger. The company should establish regular receipt book control, and ledger book to help reduce the irregularities. In a bid to entice customers, advertising is done. A control on this should also be enacted where the company should ensure that there are supporting documents any time a manager books an advertising expense. It should also provide an appropriate division of duties such that a manager does not fake any advertising expenses. The company, to deal with the risks of losing its customers, can offer differentiated services from those that it normally offers. This can be done through, introducing offers, for example, ‘buy one get two’. Also, the maintenance of a serene environment can also be an advantage. This increases the influx of customers thereby solving the problem of managers faking expenses to reduce the liabilities since the revenue will increase in the long run. Audit Objectives During this audit, I plan to test the accuracy and the valuation of the contingent liability for losses associated with poor services, the completeness of pur chases and accounts payable and the existence of advertising expenses. Risk Assessment As a result, many emerging enterprises, especially in the food service industry, restaurants are always searching for ways of increasing their profits: Therefore, I assessed natural risk throughout all financial assertions. Moreover, the contingent liability is an estimation and, therefore, at a high risk of manipulation by the managers. The controls around the accounts payable

Example Proposal Essay Example for Free

Example Proposal Essay I have heard that Batangas City Council will be having a Scout Jamboree in the celebration of Scouting Month. In relation to this I would like to bring it to your notice that our Philip’s Sanctuary is an eco-recreation farm, perfect for team building activities, picnics, retreats, company outings, school field trips, parties and more! We have alternative forms of outdoor activities that stimulate the mind, body and spirit amidst a landscape of natural and man-made resources. Activities include team building games, orienteering, wall climbing, mountain trekking, outdoor skills training, outdoor cooking and jungle survival. It is home to nature lovers, and of adventure sports enthusiasts such as mountain bikers, hikers, trekkers, campers, mountaineers, and many more. Phillip’s Sanctuary boasts of obstacle courses that include the high ropes course, low ropes course, zip lines, hanging bridge, mud crawl, wall climbing, tight rope walk, river log balance, tarzan jump and many more. As a background Boy Scout of the Philippines vision of becoming the â€Å"leading provider of progressive outdoor based non-formal education for young Filipino males with the view of developing them to be morally straight, disciplined, concerned, self-reliant citizens in the best tradition of world scouting†, the BSP has set out to instill in Scouts and Scouters love of God, country, and fellowmen, prepare the youth for responsible leadership, and contribute to nation-building, according to the ideals, principles, and programs of Scouting. The BSP has promoted the ability of boys to do things for themselves and others, trained them in Scout craft, and taught them patriotism, courage, self-reliance. Participation in Boy Scouting means enjoying a lot of things together with other scouts. Scouting provides great adventure in outdoor learning. It designs activities that bring about the development of skills that will turn boys into dependable and self-reliant men. Lord Baden Powell, the founder of scouting said that â€Å"a scout is one who thoroughly trains himself in scout craft and places that training at the disposal of the community for public service.† The badges they wear are symbols, which say that they will continue to build and to keep friendship, give happiness to others with their daily good deeds, and live the ideals of the Scout Oath and Law. Scouts grow up to be upright and respectable citizens of the community and of the country. Philip Sanctuary can include facilitator in the package or you may bring your own facilitator. Attached in this letter are the package rates; day rates and the overnight rates. DAY RATES Day Package A: Day Tour no meals – P550.00/pax * Entrance fees and use of all common areas including swimming pool * Use of teambuilding facilities * Use of rafting/boating lagoon * Use of team challenge/low ropes course/obstacle course, hanging bridge * Use of all trails for biking, hiking, trekking * Day activity program * Facilitator’s Fee Day Package B: Day Tour with plated lunch and 2 snacks – P800.00/pax * All of package A inclusions plus plated lunch, AM Snack and PM Snack Day Package C: Day Tour with buffet lunch and 2 snacks – P950.00/pax * All of package A inclusions plus buffet lunch, AM Snack and PM Snack OVERNIGHT RATES Overnight Package A: Overnight Stay only – P800.00/pax * Entrance fees and use of all common areas including swimming pool * Overnight accommodations (dormitory style, no aircon) * Use of teambuilding facilities * Use of rafting/boating lagoon * Use of team challenge/low ropes course/obstacle course, hanging bridge * Use of all trails for biking, hiking, trekking * Day activity program * Facilitator’s Fee Overnight Package B: Overnight Stay with plated meals – P1,300.00/ * All of package A inclusions with plated lunch, dinner and breakfast and 2 snacks Overnight Package C: Overnight Stay with buffet meals – P1,700.00/pax * All of package A inclusions with buffet lunch, dinner and breakfast and 2 snacks In addition to our team building package, you may also be interested in the ff adventure bundles that you can do during your visit. Must be arranged and paid upon booking. Adventure Bundles Bundle A Basic Adventure P100/person -Round Trip Zipline -Use of mud slide Bundle B Advanced Adventure P200/person -Round Trip Zipline -Use of High Ropes Course Bundle C- Extreme Adventure P220/person -Round Trip Zipline -Use of High Ropes Course -Use of Mud Slide We hope that you will merit our proposal. We promise you an experience of learning, fun and adventure you won’t forget!

Law Heritage of International Law

Law Heritage of International Law International law theorists are largely in agreement when discussing the natural law heritage of International Law. The two were virtually synonymous until the nineteenth century.[1] The conception of International Law as a branch of law is often associated with Hugo Grotius, the celebrated natural law theorist, which is a testament to the undeniable link. This was also due in part to the underdevelopment of international positive law, the relative absence of recognised customary international law and treaties, such as we enjoy today. This void was instead filled by natural law, which had matured over some two millennia. Natural law has often been referred to as philisophia perennis by some scholars.[2] Therefore, the common ground that legal systems share has been cultivated under natural law, and similarly, the common ground for the genesis of an international legal system had also been natural law. By the thirteenth century natural law had reached its zenith with the works of Thomas Aquinas. However, it was not until much later, the middle of the twentieth century to be more precise, until legal positivism became hegemonic. This was a result of post-enlightenment European thought and the rise of thinkers such as Hobbes and Locke who provided fresh insights into philosophy as well as governance. Fresh thought brought with it fresh reaction for and against the work of the naturalistic school of jurisprudence. The criticisms came from within the naturalist tradition due to a divergence from the original lex naturalis, as well as out with from the positivists.[3] At the beginning of the nineteenth century, attempts to successfully establish international law within the positivist framework proved futile. At first it was decisively excluded from the realm of positivist jurisprudence, following which it sought to reclaim it on its own terms. Lon Fuller has appropriately described thi s approach as one of icy rejection and [then] an acceptance in a bone-crushing embrace.[4] The unacceptance of international law by the legal positivists, at least initially, was due to the latters unwavering loyalty to legal positivisms core tenets. Despite numerous attempts by positivists, they were simply dumbfounded at the possibility of an object with so-called juridical character which did not stem from the will of a sovereign. By the start of the twentieth century the tide had well and truly turned in favour of legal positivism. This ushered in a new era on the jurisprudence of international law, which was rather glibly summed up in a 1926 opinion of the Mexico-United States General Claims Commission: The law of nature may have been helpful, some three centuries ago, to build up a new law of nations, and the conception of inalienable rights of men and nations may have exercised a salutary influence, some one hundred and fifty years ago, on the development of modern democracy on both sides of the ocean; but they have failed as durable foundation of either municipal or international law and can not be used in the present day as substitutes for positive municipal law, on the one hand, and for positive international law, as recognised by nations and government through their acts and statements, on the other hand.[5] As the eighteenth century drew to a close, so did the window to what was now a dated philosophy in the field of jurisprudence natural law. This was largely down to a continental shift toward proper science. This new dawn in European civilisation left little room for conjecture and ideas of a capricious nature. In other words, scholarly credibility lay in forming ideas based on a methodology akin to that of the natural sciences. Over a relatively short space of time international law theorists tipped their proverbial hats to natural law for its immense contribution to the field of international law and gave up conjecture for observation, and analysis in place of evaluation. Two of the most important figures in the history of legal positivism were Jeremy Bentham (1748-1832) and, his compatriot John Austin (1790-1859). Austin is a distinguished and celebrated figure in the positivist tradition because of his innovations in English legal thought. His works have been praised far and wide, and perhaps by none more so than the Cambridge jurist T.A Walker (1862-1935) who pronounced Austins work as the starting point of all English dissertations on legal science.[6] In the hope of extending jurisprudence the same status as that of the natural sciences, Austin was resolute in his stance on the distinction between law and ethics. With said task in mind, Austin provides a succinct account of what defines positive law: The essential difference of a positive law (or the difference that severs it from a law which is not a positive law) may be stated thus. Every positive law, or every law simply and strictly so called, is set by a sovereign person, or a sovereign body of persons, to a member or members of the independent political society wherein that person or body is sovereign or supreme.[7] However, regarding international law, Austin adopts a different tact. In an attempt to offer an explanation to the enigma that is international law, Austin decides to head it under the science of positive morality as opposed to law properly so called. His reasoning stems from international laws apparent unfulfillment of the criteria put forth by legal positivism. Austin believes international law to be materially lacking in the sense that no laws strictly so called emanate from a sovereign to members of an independent political society. Therefore, since there is no sovereign and independent political community which is in turn subject to said sovereign, then international law is not law so properly called.[8] The need for a sovereign in Austins view is largely due to the power it affords the law. He believes the obligatory status conferred upon the law is a result of the possible punishment, by the sovereign, that may befall a wrongdoer in case of disobedience: the prior of which is not bound by any law and is the source of all law properly so called. The notion of all law being dependent on the will of a sovereign state is one that is entirely mismatched to the characterisation of international as a proper legal system. This concept seeks to preclude the very possibility of any form of real governance of international relations amongst sovereign nations. This rather seems a case of square pegs and round holes. It is perhaps the narrow mindedness of attempting to fit international law in an entirely uncompromising mould. This approach fails to connect with the reality of international life. Which is evident in the fact that states continue to respect international law as law; through their acceptance of the rulings in the vast majority of cases, through upholding diplomacy, exercising legal rights and accepting others legal rights as well as signing treaties and regarding themselves and others as being bound by those treaties. An alternative perspective to the absolute expulsion of international law from the positivist arena, is one posited by H.L.A Hart. In his view the rules of international law need only be accepted as standards of conduct and supported with appropriate forms of social pressure to be regarded as obligatory, binding, legal rules.[9] However, since there is no secondary rule which stipulates the criteria of legal validity of rules, their existence depends on whether they are accepted as a rule or not.[10] International law therefore consists of rules which constitute not a system but a set of rules.[11] Albeit this line of reasoning is more accepting of international law as a binding, obligatory force, it does contain a major caveat. Whilst conceding international does indeed exist as law, Hart does not afford it the same status as that of a municipal legal system, which he considers to be more advanced and acceptable to the standards of positivist thought. This presents a dilemma for int ernational lawyers: to accept Harts reductionist methodology or is international law deserving of a more comprehensive designation in the jurisprudential sphere. As discussed previously, international law owes a great deal to natural law for laying the foundation for a system that is now known as international law. However, due to its metaphysical nature it was unable to ground itself as a science properly so called. In the post-enlightenment era, the baton of jurisprudence was passed over to the now favoured legal positivism. This is where we initiate proceedings into the correct classification of international law. Chapter 2: International Law as Law: An Academic Glass Bead Game? The classification of law is a concern of the utmost gravity for the international lawyer, as this has the ability to influence perceptions about the field, which is a hugely significant factor in the reaction it invokes when infringed. Perhaps the most imperative question on the minds of those who doubt international system as a legal system is the quality of it.[12] Too often it is the case that international lawyers adopt an argumentative tact which ultimately proves to be a futile endeavour, because the question remains unanswered.[13] With the introduction of his celebrated work, The Province of Jurisprudence Determined,[14]John Austin has yielded great influence over the jurisprudence of international law: most notably because of the command theory. Austin proposed theory was as follows: law consists of rules which are issued by a sovereign; are defined as commands, coercive orders, or wishes; backed by the threat of imposing an evil in the form of a sanction in case of non-compliance with said command, coercive order, or wish.[15] In Austins view a material condition for a rule to elevate to a law is that it must be issued by a sovereign who is habitually obeyed by the majority of a society and who himselfÂÂ   does not habitually obey another human superior.[16] As is evident, the command theory precludes international law from the ambit of law. According to Austin international law is not sourced from the command of a sovereign but rather it is set by general opinion and enforced by sanctions that equate t o a mere moral duty.[17] Therefore, international law is outside the legal positivist tradition and is reduced to a form of international morality by Austin.[18] As a result of Harts effective repudiation of Austins command theory,[19] which had proven to be a formidable hindrance in recognising international law as law has been largely abandoned. Austin can be considered as the last significant denier of the legal quality of international law and the refutation of one of his most notable theories has provided some much-needed respite to the international law is law camp. However, the debate is still very much alive and kicking as there have always been and still are approaches which neither fully discount international law nor accept it as the finished article for the purposes of international politics. The legal realists such as Georg Schwarzenberger and Hans Joachim Morgenthau, illustrate this well by decreeing it as a reality of the international system but vehemently questioning its ability to kerb power exercised by states.[20] To the same effect, Kenneth Waltzs neo-realist account of international relations entirely omits any part play ed by international law.[21] More recently a fresh challenge has been posed by Jack Goldsmith and Eric Posner in their work The Limits of International Law, who argue that a states interests, above all else, is the determinative factor regarding its compliance with international obligations.[22]ÂÂ   Thereby claiming that international law in all its might has little to do with state conduct in the international arena. It can be said that the various ways in which the legal quality of international law is brought into question is not ultimately decided upon the basis of the jurisprudential question of whether international law really is law properly so called. However, such questions do fuel the fire of doubt which lends itself it to strengthening the position of commentators who seek to endorse a more restrictive approach to the international legal order. The benefit of clarifying international laws position through an analytical framework is two-fold: it can help explain the system better, and perhaps rather more importantly, it can aid the international lawyer in correctly identifying and interpreting the law.[23] Thus permitting a seemingly theoretical endeavour to yield practical results. The Significance of Hart in Particular The mere fact that analytical jurisprudence is of great importance in fashioning a well-reasoned answer to our proposed question does not alone merit an exhaustive engagement with Harts concept of international law. However, for a multitude of additional reasons it seems a conducive exercise, not least of all from the perspective of international law, to analyse Harts theory. As previously stated, Hart carried out the repudiation of Austins attempt to diminish international law to mere international morality. Further to this, positivism is considered by commentators on the subject of international law to be one of the most influential theoretical approaches.[24] In the same vein, it seems only natural to examine the works of one who is not only one of the most influential contemporary legal positivists, but also one of the very few legal theorists who was concerned with approaching international law from the perspective of analytical jurisprudence. There is a prevalent belief that the study of positivism within international law has now reached the stage of flogging a dead horse. This notion is somewhat misconceived when Hart is the theorist in question. Whose concept of positivism saw fit to move away from the consideration that one could gauge the validity of a legal system with the will of sovereign states. The late 19th century and early 20th century positivist accounts of international law were essentially voluntarist theories of international law. This is evident in the works of classical positivist such as Georg Jellinek, who viewed the basis for obligations under international law as an act of auto-limitation by states,[25] and Heinrich Triepel, who further developed this voluntarist theory replacing the will of the individual states with the common will of states.[26] This voluntarist approach found its basis on the landmark Lotus decision of the Permanent Court of Justice in which the court held that [i]nternational l aw governs relations between independent States. The rules of law binding upon States therefore emanate from their own free will as expressed in conventions or by usages generally accepted as expressing principles of law.[27] Therefore, positivism not only gives a firm nod of approval toward state sovereignty but also displays a belief in the consensual character of international law: no state can be bound by a rule of international law unless it has explicitly or tacitly consented to it. The historically strong affiliation between legal positivism and voluntarist conceptions of international law has led many scholars to believe that positivism is essentially a voluntarist approach to international law.[28] However this signals a tunnel vision to legal positivism, which in the international law arena does not have to be equated with voluntarism.[29] At the crux of legal positivism, there is an assertion that all legal facts are determined by social facts alone.[30] However, a point of disagreement arises when the question of what those social facts are is posed. For Jellinek and Triepel it was the will of states, for Kelsen it was the Grundnorm,[31] for Hart the rule of recognition. Positivism can be considered a malleable concept of law, as it has the ability to encompass an approach to international law which overcomes the constrictive nuances of voluntarism. Learning from Austins Mistakes: A Critique of the Command Theory Hart believed that the major defect with Austins theory lay in its promulgation of understanding law as a set of rules which had been issued by a sovereign. Based on this contention Hart began his work, by refuting both Austins theory on rules and his proposed theory on sovereignty. Respectively, Hart was unsatisfied with the explanation of labelling all legal rules as coercive orders. Whilst the fact was true that such a theory could provide the basis for understanding certain branches of the law, namely criminal law and delict/tort, it fails to take into consideration power-conferring rules. The latter of which do not encumber individuals, but rather they are utilised in finding and altering legal relations or granting powers to public officials.[32] Hart believes that homogenising power-conferring rules with orders backed by threats has given rise to a misnomer commands which has distorted the difference.[33] An additional concern with this characterisation is that it provides n o explanation for a scenario in which the sovereign can issue law which binds himself.[34] Lastly, Hart states that it would be baseless to suppose that all legal rules can source their origin to a wilful act of a legislator, especially with regards to customary law.[35] The role accorded to a sovereign in Austins theory is highly disputed by Hart. Who finds the concept to be overreaching in the sense that the sovereign issues orders, which are habitually obeyed, and who himself obeys no one else. The issue, as Hart states, arises with respect to the continuity of law. This common ideal cannot be upheld under habitual obedience.[36] That is to say, Austins theory fails to explain the effect of a new lawmakers particular powers because the basis of his theory rests on the normative supposition of habitual obedience, which it is not.ÂÂ   This in turn cannot lend itself to a successful transfer of law making powers to the new legislator. Therefore, Hart posits that past habitual obedience is no guarantee of future habitual obedience to a new sovereign.[37]Further to this, the command theory also neglects to clarify the persistence of law.[38] Which begs the question: if a command by a person who was habitually obeyed is no longer in power, what leg al value does the command retain, if any at all. Hitherto, it is one of the defining features of a legal system that laws passed by a legislator retain their power long after the legislator waives his position. Lastly, the influence granted by Austins theory to the sovereign disregards legal limitations faced by a legislature.[39] Austin suggests that the legislator may only face legal limitations if said legislator is under obligation to another legislator. This has the undesired effect of not only undermining the sovereignty of a legislator but rather removing it altogether due to his subjection to another sovereign.[40] Therefore, removing the possibility of law being understood as the will of a sovereign.[41] Chapter 3: Harts Fresh Start: Law as the Union of Primary and Secondary Rules From the criticism of Austin, Hart forges a fresh approach in the form of primary and secondary rules. The lack of explanation offered by Austin on the subject of power-conferring rules acts as a catalyst for Hart to introduce and explain the difference between primary and secondary rules.[42] At the crux of it, primary rules impose duties on individuals. Whereas secondary rules provide the basis for creating, altering and defining the ambit of primary rules and are more commonly known as power-conferring rules. In his endeavour to demonstrate the requirement of secondary rules, Hart puts forth the example of a primitive society, which although follows certain customary rules, it does not fulfil the requisites for a legal system.[43] The system in such a society will no doubt have rudimentary regulations that facilitate its governance, but it will ultimately lack the power or means to authoritatively alter rules and resolve disputes arising from said rules. In Harts view, such a system would only be able to satisfy a relatively cognate society, and would not be agreeable if replicated on a larger scale.[44] The system of rules would suffer from rigidity in the face of social change as there would be no identifiable way to authoritatively alter them; uncertainty would arise surrounding the effectiveness of rules as there would be no means to monitor their efficiency. To address the issues facing primary rules, Hart proposes a system in which they are accompanied by secondary rules.[45] Harts rule of recognition would mitigate uncertainty and problems in authoritatively identifying primary rules. Further to this, rules of change would make the system more adept by vesting power in an individual or a group of individuals to readily create new primary rules when necessary. Lastly, the rules of adjudication would grant the representative powers to adjudicate authoritatively on possible violations of primary rules, thereby overcoming the inefficiency of a primitive system. The rule of recognition can be described as the defining characteristic of Harts concept of law. He believed it to be at the core of a legal system, as it lends authority to primary rules.[46] In contemporary legal systems, the rule of recognition dictates the precedence afforded to varying criterion.[47] The supreme criterion amongst them, must be one that overarches all other sources of law. Therefore, the rule of recognition, is the ultimate decider in a legal system.[48] Thereby granting it the unique position of not having to source its origins back to any other rule in a legal system, unlike every other criterion which is subject to the rule of recognition. In short, it serves as the standard bearer for every other rule and is perpetual in its existence. In order to establish a workable template for a legal system that amalgamates primary and secondary rules, Hart lays out the foundational aspects for such a system.[49] An elemental criteria according to Hart, is one of general obedience to the primary rules by the citizens. On the other hand, Hart rejects the assumption of secondary rules being obeyed by public officials, to whom they are addressed. This seems an amicable stance, as it would be unintelligible to class their conformity to the rules which confer law making powers on them as obedience or when they fail to conform, as disobedience. Let us consider the example of a judge, who in his duty of identifying and applying a statue, obeys the rule of recognition. It hardly seems an appropriate description of his task. Consequently, the rule of recognition requires unanimous acceptance by public officials according to Hart.[50] Whereas primary rules need only be accepted by the citizens to be considered legally valid, the rule of recognition is reliant on the fact that public officials believe it to be the general standard of legal validity and enact it to that degree.[51] Basic Elements of Harts Concept of International Law On the basis of his general theory Hart develops his concept of international law in Chapter X of The Concept of Law. In this chapter Hart approaches the question whether international law constitutes law or international morality. Only in the last section of Chapter X does Hart ask whether international law is sufficiently analogous to the municipal legal order to be qualified as a legal system. International Law as Law? According to Hart, international law lacks certain features which place it outside the fold of a developed legal system. He believes this ascription to be merited on the basis of; lack of an international legislature, absence of courts with sufficient authority, and the inadequacy of centrally organised sanctions.[52] In his estimation, such shortcomings ultimately consign international law to the position of a simple form of social structure, found in primitive societies.ÂÂ   Thereby giving rise to Harts claim that international law is largely made up of primary rules with little in the way of secondary rules. Hart goes on to examine the consequence of a lack of centralized sanctions, more notably, the effect this has on the classification of international law as law. In his view, not only are there no such sanctions under international law, United Nations Security Council attempts to establish them under Chapter VII of the UN Charter would be an exercise in futility as the veto would prove to be an unsurmountable challenge.[53]On the other hand, Hart does not believe sanctions are the elemental factor in states satisfying their obligations under international law. Such a belief would stem from the command theory obligations being backed by the threat of sanctions in case of disobedience which Hart had already refuted. Similarly, Hart argues that in establishing primary rules which prohibit the free use of force and providing rules for the use of force on official grounds as a sanction, are essential traits for all municipal legal systems. Such a system derives logic from the fact that human beings are based in communities, are of roughly equal strength, and have innumerable opportunities to harm their counterparts, all of which requires an approach that goes beyond relying on mere natural deterrents.[54] On the other hand, the international stage presents a different situation altogether. International acts of aggression are very well documented compared with those that occur on a domestic level between individuals. The possibility of third parties getting involved and the unpredictable nature of war, more often than not, acts as reason enough for states to avoid violence. Moreover, all states are not equal with regards to power and strength.[55] That is to say, sanctions would offer little in the way of acting as a deterrent for powerful states or forcing such states to obey the rules.[56] The absence of sanctions from the international level is of little concern to the legal quality of international law. [1] Sir Fredrick Pollock, Essays in the Law (1922) 63. [2] Philosophia perenis: This term has been used to denote the collective works of, most notably: Aristotle, the stoics, Augustine, the scholastics, and more latterly the neo-scholastics and the neo-thomists, referring to the body of philosophical truths common across ages and civilisations. See Heinrich A. Rommen, The Natural Law: A Study in Legal and Social History and Philosophy (1946: 1998 edition translated by Thomas R. Hanley) 27-2, note 21. [3] Sir Fredrick Pollock remarking on the damage done by some scholars in the Enlightenment period post-Rousseau to natural law: Modern aberrations have led to a widespread belief that the Law of Nature is only a cloak for arbitrary dogmas or fancies. Essays in the Law (1922) 32. [4] Lon L. Fuller, The Morality of Law (1969 revised edition) 232. [5] North American Dredging Company of Texas (USA) v. Mexico, 4 RIAA 26, at 29-30 (1926). [6] T.A Walker, The Science of International Law *1893) 4.

Sojourner Truth Essay -- essays research papers

Introduction Sojourner Truth was born in 1797, in Hurley N.Y. Sojourner was born into slavery, and was given the name Isabella Baumfree. Sojourner’s parents, were also slaves, in Ulster county N.Y. Because slave trading was very prominent in those days, Sojourner was traded and sold many times throughout her life. Sojourner ran away from slavery before the Emancipation act was published, and decided to change her name to Sojourner Truth. This name bares great meaning, because she intended on telling the truth to all people about slavery. Sojourner also wanted a religious name, and she felt that this name would best suit her purpose. Sojourner set out on her mission, to educate all people on the subject of slavery, and became a very powerful speaker. She became an influential speaker for women’s rights, as well for the abolishment of slavery all over the country. She became famous for being the first black women to speak out against slavery. Sojourner died at her home in Battle Creek, Michigan on November 26, 1883. She left behind a legacy of ideas and principles for other great black leader to follow. She will always be remembered for her courage, perseverance, diligence, and patience. Her Birth And Parentage Sojourner Truth, originally named, Isabella Baumfree, was born, between the years 1797. She was the daughter of James and Betsey, slaves of one Colonel Ardinburgh, Hurley, Ulster County, New York. Colonel Ardinburgh belonged to that class of people called Low Dutch. Sojourner can give no account to her first master, because she was a young infant when he died. Sojourner and her parents, along with a number of other slaves, became the property of Charles Ardinburgh, son of the deceased master. She distinctly remembers hearing her father and mother say, that their lot was a fortunate one, because their new master, Charles, was the best of the family, because he was very kind to his slaves. James and Betsey, by their faithfulness, docility, and respectful behavior, gained favoritism, and received a lot of land. This land lay on the slope of a mountain, on which they managed to raise a little tobacco, corn, or flax, which they exchanged for extras, in the articles of food or clothing for themselves and children. Who was Sojourner Truth? Sojourner Truth came to Northampton in 1843 to live at the Northampton Association of Education and Industry, a ut... ... no mand could head me! And ain't I a woman.† Conclusion Sojourner Truth has overcome many obstacles in her life, which have made her the great historical icon that she is today. She will always be remembered for her courage and bravery that helped make a difference. Sojourner has made many sacrifices in her life that has not only benefited herself, but many others. Sojourner fled from her life of enslavement to find a better life for her and her children. She did whatever she could do to free her children and to keep them safe. After gaining her freedom, Sojourner set out to free others who were enslaved all over the country. She realized that this would be a difficult task to accomplish on her own, but she knew that there was a higher power that governed us all. She believed and had unmovable faith in the almighty God. Sojourner knew that without God, she would have never been as fortunate as she has. Sojourner gave a whole new meaning to the phrase, "without no struggle, there is no progress." She has truly demonstrated the validity of this phrase, because she has struggled to accomplish what she felt God wanted her to do, and for this she will always be honored.

Should We Respect Pro Wrestling and Pro Wrestlers? Essay -- Expository

Pro Wrestlers – Why Can’t They Get Any Respect? Time to point out the obvious: pro-wrestling is not a sport. Why? Because pro-wrestling involves no sport[ing]. Wrestlers do not show up to work every day trying to do all they can to win; they show up to work trying to do all they can to do their job, which is entertain the fans. However, this line of thinking often leads to another conclusion: If pro wrestling is not a sport, then wrestlers are not athletes. This could not be further from the truth. What pro wrestlers do in the ring day in and day out may not be sport, but it is athletic activity on the most demanding level. It is high time that the men and women who work harder than any other professional athletes got a little respect. Think about the four major sports in America: football, baseball, basketball, and hockey. Football players perform once a week. Hockey and basketball players work from 2-4 times a week. Baseball players may play up to five games a week, but the physicality of that sport is much lower than the other three (especially football and hockey). Now, how often do professional wrestlers perform? Well, for example, the World Wrestling Federation performs three weekly shows: Raw on Mondays, Smackdown! on Thursdays, and Heat on Sundays. In addition, each month there is a Pay-Per-View event on a single Sunday. Now, that means 3-4 times per week, already even with hockey and basketball players. However, wrestlers also work what are called House Shows: non-televised "events-between-events." They can do up to 3 a week in addition to their already[-] busy schedules. Not wrestling today? Get on the bus and travel to the next town. Not travelling today? Get in the gym and train. The work never ends. Take ... ... millions watching around the world. Hart fell from rafters 40 feet above the ring, hitting his head on a turnbuckle on the way down and snapping his neck. He died on impact, during what was a common way for him to enter the ring as his "Blue Blazer" persona. Knee and back injuries plague wrestlers from Hulk Hogan to Steve Austin and all the way down, and always have. Pro wrestling is just as dangerous as pro football. And wrestlers get paid a whole lot less, on average. Pro wrestling is not for everyone, and I would be naive to think I could change a lot of minds with this piece. However, I hope I have given sufficient examples as to why pro wrestlers should be given more respect as athletes. A final thought: many pro athletes cannot speak straight when interviewed after a game, but pro wrestlers have to be passable actors, in addition to their athletic prowess.

The Role Of Women in the Renaissance Essays -- European Renaissance Ess

When one talks about the Renaissance, the most common topic is art and architecture. It is true that the Italian Renaissance was marked by some of the greatest and most prolific masters of painting, sculpture and building. It is also true that the era marked the emergence of a great deal more. It was a time of awakening from the intellectual darkness of the medieval order and the emergence of many of the concepts that would form the basis for civilization as it is known today. The era saw the birth of new attitudes concerning the role of man in his relationship to the world and to God. Unfortunately, for the most part, the expansion of the 'role of man' did not include the role of women. "Renaissance (from the French for "rebirth") is a term coined in the nineteenth century originally to denote the revival of art and letters under the influence of ancient Roman and Greek models. This revival began in Italy in the fourteenth century, flourished in the fifteenth, and in the sixteenth reached apogee and then crisis in Italy, while it spread through most of Europe. But humanism's classical learning alone cannot account for the immense changes that took place during these centuries; moreover, movements originating in the North also contributed to these changes. Therefore the term Renaissance has also come to denote the era in general and its overriding spirit, in which desires intrinsic to human nature, generally repressed under medieval feudalism, burst forth with new fervor and resulted in a new culture" (Osmond 18). The most conspicuous of these changes were in the world of art and intellectual pursuits. The social structure of Italy and the culturally defined ge nder roles were not as affected as art and architecture. ... ...litical scientist" (Rhu 326). The Renaissance is perceived as a time of intellectual and creative growth, and, indeed, the arts and architectural accomplishments of the era bear out this perception. The two centuries denoted as the Renaissance in Italy are also known as a period of growth in the sciences, with such known personages as Leonardo de Vinci making strides into mathematics, anatomy and other sciences that would open the door for the empirical investigations of later centuries. The greatest of the Italian Renaissance writers, Niccolo Machiavelli, mirrors one of the least known attributes of the time, the social relegation of females. Although it is a time where the role of women is enlarged to some degree, it continues to place strictures on the place and meaning of women that were forged in the writings of the ancient Greeks, such as Aristotle.

Police Accountability Essay

Police Officer Accountability is policy practice biggest thing. An officer is accountable for the community, the department, and themselves (Peak, 2012). An officer action is an accountability which can bring on more strain and concern that might get in the way of the officer’s split decision making when an officer is involved in a pursuit, the officer must keep in mind the public safety, as well as the safety of the suspect, and when he arrest the suspect he should make sure that he abide by the law and to make sure that the reason for the pursuit is but in the report for court. The ramifications would be making sure his accountability is successful or take responsibility if something tragic happens. An example of a specific situation where officer accountability for his actions that would affect his decision making in enforcing the law would be: An officer is sitting in a store parking lot and he sees a car speeding through the parking lot heading in the direction of people who are going in and out of the store. The car runs over one of the people and keeps going. The officer takes off behind the car and pulls it over. The officer gets of his car and walk to the driver side of the car, as he approach the car and starts to ask the driver for his license and registration he notice that it is one of his fellow officer and he is extremely intoxicated. The off duty officer asks him to let him go with a warning not realizing that the reason he was pulled over was because he just ran someone over. If the officer who is on duty lets him go he would be held accountable because he would taking a risk by letting him continue to drive and risk him harming someone else or himself. The officer arrests his fellow officer so he can be held accountable for his unlawful actions.

Our Relationship with Others.. Essay

â€Å"Our relationships with others help define who we are† In trying to make sense of ourselves we often look to others and our relationships with them to help us. Our first relationships are with our family. Their influence is often vital to our self- definition. These relationships can give us a sense of who we are and where we have come from and it is often comforting to know we are part of something bigger. Often these relationships are positive, but they can also be negative. Being rejected by our family is not wanted but it can have a big impact on who we are and how we live our lives. It can test our strength of character. As we move through to adulthood and start to gain a greater insight into who we are, we often look to others outside the family and they too can have a lasting influence on us. The people we meet and the experiences we share with them are crucial to our development as individuals. We need to cross these relationships carefully as we balance our uniqueness with conforming to keep those around us happy. Our family strongly influence the sense of who we are and our behavior, family is a part of who we are. What we first connect with is our parents and our family. What our parents said and what they did will influence our behaviour. In the film Skin, Sandra’s father Abraham told Sandra ‘Never give up’ and he never gave up reclassifying Sandra to be white. All of these influence Sandra, even though she left him for nearly 30 years, Sandra still remembered and did as what he said. It made her try to connect with her mother even though she never get her mother write back and Petrus was angry about this, but she never gave up. In the end of the film when Sandra’s children question why she bothers to look for her white family, Sandra said ‘You never stop needing your parents, they are party of who you are.’ For me, my parents influenced me a lot. For example, my mum had always played sport as a young girl and teenager and even now she still plays, an d this has influenced me because I now play or have played every sport that she has, and she is now the coach of my netball team. Where we find happiness is where we belong. Sometimes we need to try to find where we really belong, where people accept us and care for us. In the film  Skin, Sandra was rejected by her father because of her falling in love with Petrus. When she was rejected by her family she felt sad and confused, but she felt she did not belong in the white group and that she will never accepted by the white people, she felt happy when she stayed with Petrus, she had asked Petus ‘how could you make me feel better’ what Petrus did is he just accepted her. When she was rejected by her family Sandra chose to live with Petrus and found out that she was belonging to black community. What Sandra did is try to find where she really did belong, where she will be treated equality and be accepted. When Petrus found out that Sandra keep in touch with her mother, he got angry with Sandra he suspected her loyalty, he rejected her, and Sandra had to take her two children and left Petrus, to try t o find other places where she will have her happiness and make her felt like she belonged. Our sense identity also is influenced by other people, what other people say to us, say about us and how they act around us will change our sense of identity. When we move through to adulthood and start to gain a greater insight into who we are, we usually change our sense of identity by some outside influence. In the film Skin, when Abraham tried to put Sandra into a white school, what happened to her in the school changes herself identity. Sandra did not even know she was coloured unstill she started school where she was the target of prejudice, racism and abuse because the staff and students questioned her status as ‘white ’. When Sandra lived in the boarding, one of a little girl said to Sandra ‘They said you are black.’ When Sandra had maths class the teacher hit her and said she was ‘disgusting’, etc. What happened to her let Sandra know that she is not white, she is coloured and she will never got in the white community. All of these chan ged Sandra, when we can see that even at nearly 30 years old Sandra still feels inadequate, when she talks with people and she’s afraid look at others eye to eye.

Comparative Programmes of Business Education in Nigerian Universities (a Case Study of Ambrose Alli University, Ekpoma and Delta State University, Abraka)

Current Research Journal of Social Sciences 2(2): 58-64, 2010 ISSN: 2041-3246  © M axwell Scientific Organization, 2010 Submitted Date: November 18, 2009 Accepted Date: December 14, 2009 Accepted Date: March 10, 2010 Comparative Programmes of Business Education In Nigerian Universities (A Case Study of Ambrose Alli University, Ekpoma and Delta State University, Abraka) 1 F. O. Ohiwerei and 2 N. A zih Department of Vocational and Technical Education, Ambrose Alli University, Ekpom a, Edo State, Nig eria 2 Departm ent of Business Education, E bon yi State University, Abakaliki, Eb ony i State, Nigeria Abstract: This paper is aimed to critically x-ray the business education curriculum of Nigerian Universities a case study of Ambrose Alli University, Ekpoma and Delta State U niversity, Ab raka. It w as observed that in Amb rose Alli University business education is housed in the department of Vocational and Technical Education with two options namely Accounting Education and Secretaria l Education while it runs a specialized system right from 1 00 to 4 00 lev els. On the other hand the Delta State University runs a 100 to 200 levels broad based system. Specialization is done in 300 and 400 levels.Here business education is a unit of its own; housing accounting option, secretarial option, management option, but unfortunately computer education options is not functional. It was observed that the objectives, philosophy and ad mission requ irements of bo th universities are the same. While courses offered are different in nature. Conclusion and recommendations were made. Key w ords: Business educ ation, curriculu m, effectiveness, pro gram me, teachin g, univ ersity INTRODUCTION Education is the totality of life experience that man acquires and which enables him to cope with and derive satisfaction from living in the word.This is because it enables him to achieve social competence and optimum individual development. Broken down, business education which is a subset of the general education can be seen as the development of person’s h ead, heart and han ds for his self fulfillment and optimum service s to human ity. To achieve this according to the National Policy on Education (2004), compu ter education was integra ted into the primary school curriculum, a welcome development but sad to note that sub jects like shorthand, typewriting, commerce, and book-keeping are integrated together to form business studies thereby losing their original identity.Experience has shown that most people are not interested in business education as a profession with the mind set that it is education meant for the less privilege or a programme, which up on graduation, there is no opportunity for securing a job. This is so because Bu siness educ ation curriculum planners who are not profe ssional membe rs in the field could not design a uniform curriculum that will ho use all the universities offering business educ ation courses in Nigeria. The incompetence on the part of business education graduates also lays on the curriculum not properly designed to reflect the psychomotor nature of our noble profession.Pitman (1974) defin ed curriculum as a prescribed courses of studies. While Hornby (2006) says curriculum are the subjects that are included in a course of study or taugh t in a school, college, etc. According to Okoye (1991), the process of curricu lum developm ent and plan ning is continuo us. It does not end once and for all time. Acco rding to Uwaifo (2006) a close look at the current Vocational and Technical Education curriculum g enera lly reveals some problems that border on inadequate course content.Uhumuavbi and Ebhomhen (20 06) in their ow n vain stated that irrespective of the level of education and training given during the pre-colonial days in Africa, it was functional because the curriculum was relevant to the needs of the society. Unemployment if it existed at all was minimal and very few young men roamed the villages and towns with nothing to do. According to Snyder (2008), a flexible curriculum is important because there is no single cu rricular path to career success. We are giving students more flexibility; this is not a radical departure from our curriculum.Robert and Booth (2008) stated that the curriculum changes allow students to increase the intensity o f their studies. The present Nigerian Universities business education curriculum has overstayed, therefore, it is important that they be modified to meet today’s needs. This is very essential from the standpoint of academic integrity. One will be tempted to ask at this juncture, is there anything wrong with the present Nigerian Universities business Corresponding Author: F. O. Ohiwerei, Department of Vocational and Technical Education, Ambrose Alli University, Ekpoma, Edo State, Nigeria 58Curr. Res. J. Soc. Sci. , 2(2): 58-64, 2010 education curriculum? The researchers answer is â€Å"YES’ but that does not mean that the p res ent curriculum on ground can not be improved upon. The reasons for the reform ation of the business education curriculum is aimed to he lp create tomorrow’s competitive workforce by inspiring and engaging businesses to work in partnership with schools to raise the levels of achievement of young people, especially those in disadvantaged circumstances. Business education has advanced the level of â€Å"garbage in, garbage out words system† but a leadership role.The importance of the business edu cators is increasing as the business world becomes more complex. Through this programm e, individuals are educated to become skilled employees who can contribute mea ningfully to the overall effectiveness of an office, teaching and learning in schools. It is on the basis of this therefore; the researchers attempt to examine, compa re and contrast the cu rriculum of business education programmes of Ambrose Alli University, Ekpoma and Delta State University, Abraka with a view to s cientifically reform it to meet the ever increasing techn ology deve lopm ent.This study will be of benefit to the teachers, students, parents and governmen t. Through this study, students’ competency for work placem ent w ill be ach ieved . The teachers will be properly informed on what should be included or excluded from the curriculum for effective teaching and learning. The parents will have a sign of relief that upon gradu ation from the unive rsity their children will be gainfully employed or self-reliance. The government will appreciate the programm e, as it will help to reduce unemployment and crime rate in the society.LITERATURE REVIEW BUSINESS EDUCATION PROGRAMM ES OFFERED BY AMBROSE ALLI UNIVERSITY, EKPOMA AND DELTA STATE UNIVERSITY, ABRAKA Business education program mes offered by A mbro se Alli University, Ekpoma are: C C Accounting education option Secretarial education option C W hile the business education programmes offered by the Delta State University, Abra ka are: C C C C C Accounting Option Secretarial Technology Option Management Option. Computer Education Option.Programm e title: Secretarial Studies/O ffice Ma nagem ent: Both universities have the same philosophy, specific objectives and admission requirements as described below: Philosophy: The introduction of the office automation, by the use of electronic equipment has not only brought changes on office procedures and competencies, but also has created new functions in the business offices. In order to met the chan ging o ffice skills, educational have also changed their business education programmes to cater for the new requiremen ts by introducing office management programme.In Nigeria, office automation has become a reality and all levels of government are requesting educational institutions to include co mpu ter literacy in their curriculum. This programme is designed to meet the requirements of the changing office environment and the call by the governments in Nigeria. Spec ific Objectives: This programme is designed to give the students the liability to work in modern business offices and to teach modern office skills in seconda ry schools.Specifically, the programme will give the students the skills to perform the follow ing functions in the office: C C C C C Planning and organizing office operations, W ritten communications and telecom mun ications in the office, Information and records management in the office, Leadership and Human Relations in the office, Controlling office operations. Adm ission requirements: (Four-year programmeUM E): W est African School Certificate (W ASC) or General Certificate of Education (GCE O/L or NECO with at least credit passes in five relevant subjects which must include English Language.Direct entry: C Passes at merit level in relevant Diploma programme of a University or any other institution recognized by Senate in addition to fou r O/L credit passes which must include English Language. Passes in two relevant subje cts at A /L in ad dition to three C/L credit passes or its equivalent which must include English Language, Passes at merit level in least tw o sub jects in NC E in addition to three credit passes in G CE O/L or its equivalent, in not more than two sittings.In the actual sense, Accounting, Secretarial and man agem ent op tions are opera tional. 59 No student shall qua lify for the award of an hono urs degree of the University if he/she spends more than two sessions (four semesters) beyond the normal period allowed for the degree programme. Curr. Res. J. Soc. Sci. , 2(2): 58-64, 2010 Accounting Education University, Ekpoma Option of A mbrose A lli ACC ACC ACC ACC 304 306 307 308 Public Finance Com pany Law Banking A nd Finance Quantitative Analysis For Business Decision 2C 2C 2C 2C 24F I R ST S E M E S T E R 1 0 0 L E V E L S E C O N D S E M E S T E R 3 00 L E V E L EDU 100 EDU 101 EDU 102 ECO 101 ACC 101 GS T 10 1 GS T 1 02 CSC 101 Introduction To Teaching Profession H istory Of Educ ation Developm ental Psy 1 E conom ics Principles 1 Principle Of Accounting U se O f Eng lish An d Lib rary P hilos oph y A nd L ogic Intro To Compu ter 2C 2C 2C 3C 3C 4C 2C 2C 20 VTE 311 Students Industrial Work Experience Scheme F I R ST S E M E S T E R EDU EDU ED U ACC ACC 400 LEVEL 15CS E C O N D S E M E S T E R 1 00 L E V E L EDU 111 EDU 115 GS T 11 1 GST 1 12 EC O 1 11 BED 111 BED 114 AC C 1 11 Introductions To Social Studies Intoduction To Special Education N igeria Peo ples A nd C ulture History And Philosophy Science E cono mics P rinciple II Office Practice F undam entals Of Bu siness P rinciples O f Acc oun ting II 2C 2E 2C 2C 3C 2C 3C 3C 19 400 Project 402G uidance And Counseling 4 03 C ontin uou s A ssess men t 402Auditing And Investigation 404 Public Sector Accounting 4 00 L E V E L C 2C 2C 3C 3C 16 SECOND SEMESTER EDU 411 EDU 413 EDU 415 ACC 412 AC C 4 14 ACC 415 BED 413 BED 415 VTE 411 F I R ST S E M E S T E R 2 0 0 L E V E L EDU 201 EDU 202 VTE 201 ACC 201 ACC 204 A C C 2 08 ECO 201 Philosophy Of Education C urriculum And Instruction Vte In Nigeria And Other Coun tries Financial Accounting 1 Introduction To Finance 1 B us in es s L aw 1 M icro Economics 2C 2C 2C 3C 2C 2C 3C 16 C 2C 2C 3C 3C 3C 3C 3C 2C 23 Secretarial Education Option of A m b ro se A ll i U n iv er si ty , E k po m a F I R ST S E M E S T E R 1 0 0 L E V E L EDU 100 EDU 101 EDU 102 GS T 10 1 GS T 1 02 BE D 1 01 BED 102 AC C 1 01 CSC 101 Introduction To Teaching Profession H istory Of Education Developm ental Psy I U se O f Eng lish An d Lib rary P hilos oph y A nd L ogic S hortha nd I Typew riting I P rinciples O f Acc oun ting I Introduction To C omputer Science 2C 2C 2C 4C 2C 3C 3C 3C 2C 23O rganization of Primary And Secondary Education C omparative Education E ducational Psychology Management Accounting F inan cial M ana gem ent M anagement Information System H uman Relations And Personnel Management B usiness Communication Professional SeminarF O R D I R E C T E N T R Y ST U D E N T S O N L Y GS T 10 1 U se O f Eng lish An d Lib rary GS T 1 02 P hilos oph y A nd L ogic CSC 101 Introduction To C omputer Science S E C O N D S E M E S T E R 2 00 L E V E L EDU 211 EDU 212 EDU 213 EDU 214 ACC 211 ACC 213 AC C 2 14 GST 222 VT E 2 11 Subject Method E ducational Technology Sociology Of Education R esearch Method S and Data Processing Financial Accounting 11 Cost Accounting I In troduc tion To Finan ce II Peace And Conflict Resolution V OC & T ech .Edu catio n in N igeria 3C 3C 2C 2C 3C 2C 2C 2C 2C 21 4C 2C 2C 24 S E C O N D S E M E S T E R 1 00 L E V E L EDU 111 EDU 115 GS T 11 1 GST 1 12 BED 111 BE D 1 12 BE D 1 13 BED 114 AC C 1 11 Introduction To Social Studies Introduction To Special Education N igeria Peo ples A nd C ulture History And Philosophy Science Office Practice T ypew riting II S hortha nd II Introdu ction To B usiness P rinciples O f Acc oun ting II 2C 2E 2C 2C 3C 3C 3C 3C 3C 23F I R ST S E M E S T E R 2 0 0 L E V E L EDU 201 EDU 202 VTE 201 B ED 201 BED 202 BED 203 BED 205 BED 208 Philosophy Of Education C urriculum And Instruction VT E In Nigeria And Other Countries Intermediate Shorthand Intermediate Typewriting P lanning O rganizing Office O perations I B usiness Co mmu nications I Business Law 2C 2C 2C 3C 3C 3C 3C 3C 21 F O R D I R E C T E N T R Y ST U D E N T S O N L Y GS T 11 1N igerian P eople A nd C ulture GST 1 12 History And Philosophy Of Science 2C 2C 25F I R ST S E M E S T E R 3 0 0 L E V E L EDU 300 EDU 301 EDU 302 VTE 301 BED 304 ACC 301 ACC 303 Teaching Practice E ducational Administration And Planning E ducational Technology Time M anagement B usiness Machine Intermediate Financial Accounting I Element Of Management 3C 2C 2C 2C 2C 3C 2C F O R D I R E C T E N T R Y ST U D E N T S O N L Y GS T 10 1 U se O f Eng lish An d Lib rary GS T 1 02 P hilos oph y A nd L ogic CSC 101 Introduction To C omputer Science 4C 2C 2C 8 0 Curr. Res. J. Soc. Sci. , 2(2): 58-64, 2010 S E C O N D S E M E S T E R 2 00 L E V E L ED U 211 EDU 212 EDU 213 EDU 214 GST 222 BED 211 BED 212 BE D 2 13 BE D 2 15 VT E 2 11 Subject Method E ducational Technology Sociology Of Education R esearch Methods And Data Processing Peace And Conflict Resolution Intermediate Shorthand I Intermediate Typewriting I P lanning /Orga nization O ffice O peration s II B usiness Co mm unication II V oc. A nd te ch.E duc ation in N igeria 3C 3C 3C 2C 2C 3C 3C 3C 3C 2C 27 S E C O N D S E M E S T E R 1 00 L E V E L BE D 1 11 In troduc tion to S ecretarial Ed ucation in Sho rthand II BE D 1 12 In troduc tion to S ecretarial Ed ucation in Typ ewriting II BED 113 Principles of Business Education BED 114 Introduction to Vocational & Technical Education BED 115 Principles & Practice of Cooperative EDU 112 Introduction to Social Studies Education AC C 1 11 In troduc tion to A ccou nting II BUS 114 B usiness Communication EC N 1 11 P rinciples o f Eco nom ics II GS T 11 1 N igeria Peo ple and Cu lture GST 113 Peace Studies andConflict Resolution GS T 1 14 Com munication in French F I R ST S E M E S T E R 2 0 0 L E V E L 2C 2C 4 BED 201 B asic Word Processing: Shorthand I BED 202 B asic Word Processing: Typewriting I BED 203 M arketing Management Education EDU 200 Principles of Instruction EDU 201 Philosophy of Education EDU 202 C urriculum Development ACC 201 Financial Accounting I AC C 2 03 Q uan titative F inan cial A naly sis BU S 2 01 P rincip les of M ana gem ent I CSC 200 Introduction to Compu ter S E C O N D S E M E S T E R 2 00 L E V E L BE D 2 11 B asic W ord P rocessin g: Sho rthand II BE D 2 12 B asic W ord P rocessin g: Typ ewriting II BED 213 O ffice Management BED 214 Leadership Behaviour BED 215 Finance and Economics of Business Education EDU 211 B usiness Education Method EDU 212 T est and Measurement EDU 213 Sociology of Education AC C 2 11 F inancial A ccou nting II BU S 21 1 Princ iples of M anag emen t II 2C 2C 2C 2C 2E 3C 3C 2C 3C 2E 23 Accounting Option 300 Level of Delta State University, Abraka BED BED EDU EDU EDU ACC ACC ACC BUS 302 B usiness Edu cation Statistics I 303 B anking Education 300 Teaching Practice 301 E ducational Administration and Planning 302 Educational Technology 301 Corporate Accounting I 303 Cost Accounting I 305 Auditing B us in es s L aw I 2C 2C 3C 2C 2C 3C 3C 3C 2C 22 2C 2C 2C 2C 2C 2C 2C 2E 3C 3C 22F O R D I R E C T E N T R Y ST U D E N T S O N L Y GS T 11 1N igerian P eople a nd C ulture GST 1 12 History And Philosophy of Science 4 F IR S T S E M E S T E R 3 00 L E V E L EDU 300 Teaching Practice EDU 301 E ducational Administration And Planning EDU 302 E ducational Technology VTE 301 Time M anagement BE D 3 01 In termed iate Sho rthand II BE D 3 02 In termed iate Typ ewriting II BE D 3 03 R eco rd M ana gem ent I BED 304 B usiness Machine AC 3 06 Com pany Law S E C O N D S E M E S T E R 3 00 L E V E L VTE 311 Students Industrial Work Experience Scheme F I R ST S E M E S T E R 4 0 0 L E V E L EDU EDU EDU BED BED BED 400 Project 402 G uidance And Counseling 403 C ontinuous Assessment 401 O ffice Dictation I 402 W ord Processing I 403 Personnel Management 6C 2C 2C 3C 3C 3C 19 15C 3C 2C 3C 2C 3C 3C 3C 2C 3C 24 2C 2C 2C 2C 2E 2C 2C 2C 3C 2C 2C 2C 25 S E C O N D S E M E S T E R 4 00 L E V E L EDU 411 O rganization Of Primary And Secondary Education EDU 413 C omparative Education EDU 415 E ducationalPsychology VTE 411 Professional Seminar BE D 4 1I O ffice D ictation II BE D 4 12 W ord P rocessin g II BED 413 Hum an Relations And Personnel BE D 4 14 R ecord M anag emen t II ACC 415 M anagement Information System 2C 2C 2C 3C 3C 3C 2C 3C 3C 23 Accounting, Secretarial and M ana gem ent O ptions of D elta Sta te University, Abraka F I R ST S E M E S T E R 1 0 0 L E V E L BED 101Introduction to Secretarial Education in Shorthand I BED 102 Introduction to Secretarial Education in Typewriting I EDU 100 Introduction to Teaching Profession EDU 101 H istory of Education EDU 102 D evelopmental Psychology ACC 101 Introduction to Accounting I BUS 102 I ntroduction to Business Mathematics ECN 102 P rinciples of Econom ics I GS T 10 1 U se of E nglish a nd L ibrary GS T 1 02 P hilos oph y an d L ogic 2C 2C 2C 2C 2C 2C 3C 3C 2C 2C 22S E C O N D S E M E S T E R 3 00 L E V E L BE D 3 12 B usiness Edu cation S tatistics II BED 313 H uman Resources Management in Education EDU 311 Educational Psychology EDU 312 R esearch Methods and Data Processing ACC 311 Corporate Accounting II (Accounting Option) ACC 312 Taxation AC C 3 13 C ost A ccou nting II F I R ST S E M E S T E R 4 0 0 L E V E L BED BED BED BED EDU EDU EDU ACC 400 Research Project 402 Project Evaluation 403 A dmin. Of Vocational and Technical Education 404 Business Finance 401 Teaching Practice 402 G uidance and Counseling 403 C ontinuous Assessment 402 Advanced Financial Accounting 6C 2C 2C 2E 3C 2C 2C 3C 21 2C 2C 2C 3C 3C 3C 3C 18 61 Curr. Res. J. Soc. Sci. , 2(2): 58-64, 2010S E C O N D S E M E S T E R 4 00 L E V E L BED BED BED BED BED EDU EDU ACC 410 Students Industrial Work Experience Scheme (SIWES) 411 Sm all Business Development 412 Professional Seminar 413 B usiness Education and Industrial Relations 414 M anpower Training and Development 411 O rganization of Primary and Secondary Education 412 C omparative Education 412 Financial Management 6C 2C 2C 2C 3E 2C 2C 3C BED 313 H uman Resources Management in Education BE D 3 14 In termed iate W ord P rocessin g II B E D 3 15 In te rm ed ia te Sh orth an d II (1 00 W PM ) BED 316 Law and :Practice of Meetings (E) BE D 3 17 S ecretarial Pro cedu re EDU 311 E ducational Psychology EDU 312 R esearch Methods and Data Processing F IR S T SE M E S T E R 40 0 LE V E BED 400 Research Project BED 402 Project Evaluation BED 403 A dmin.Of Vocational and Technical Education BED 404 Business Finance BED 405 A dvanced Word Processing I B E D 4 06 Ad va nc ed Sh orth an d I (1 10 W PM ) EDU 401 Teaching Practice EDU 402 G uidance and Counseling EDU 403 C ontinuous Assessment S E C O N D S E M E S T E R 4 00 L E V E L B ED 410 BED 411 BED 412 BED 413 BED 414 BE D 4 15 B E D 4 16 BED 417 EDU 411 EDU 412 Students Industrial Work Experience Scheme (SIWES) Sm all Business Development Professional Seminar B usiness Education and Industrial Relations M anpower Development A dvan ced W ord P rocess II Ad va nc ed Sh orth an d I (1 20 W PM ) V ocational Guidance in Business Education O rganization of Primary and Secondary Education C omparative Education 6C 2C 2C 2C 3E 2C 2E 2E 2C 2C 25 4C 2C 2C 2E 2C 2E 3C 2C 2C 21 2C 2C 2C 2E 2C 2C 3C 19 22Managem ent Option of Delta State University, Abraka F I R ST S E M E S T E R 3 0 0 L E V E L ED U 30 2 Bu siness Education S tatistics I BED 303 B anking Education EDU 300 Teaching Practice EDU 301 E ducational Administration and Planning EDU 302 E ducational Technology BUS 304 Production Management BUS 307 D ata Processing and Management Information B U S 30 2 Bu si ne ss La w I S E C O N D S E M E S T E R 3 00 L E V E L BED 311 Business M achines BE D 3 12 B usiness Edu cation S tatistics II BED 313 H uman Resources Management in Education EDU 311 E ducational Psychology EDU 312 R esearch Methods and Data Processing BUS 316 C onsumer Behaviour and Production BUS 317 D ata Processing and Management Information F I R ST S E M E S T E R 4 0 0 L E V E L BED BED BED BED EDU EDU EDU BUS 400 Research Project 402 Project Evaluation 403 A dmin. Of Vocational and Technical Education 404 Business Finance 401 Teaching Practice 402 G uidance and Counseling 403 C ontinuous Assessment 401 Business Policy 6C 2C 2C 2E 3C 2C 2C 3C 22 2E 2C 2C 2C 3C 3C 3C 17 2C 2C 3C 2C 2C 2C 3C 2C 18DISCUSSION The objectives, philosophy and admission requirements of both universities are the same. The course description of Compu ter education option of Delta State University was not stated in their handbook an indication that the p rogramm e is yet to take of. It was also observed that the present curriculum being operated by the Business Education of Delta State University bec ame operational in 2006/2007 academic session to date. Differences in course units were observed. For example, according to Ambrose Alli University, F aculty of Education hand book (2000), shorthand, which is 3 units in Ambrose A lli University, is 2 units in Delta State University. Title differences were observed e. g. n Amb rose Alli University BED 205 and BED 215 is Business Comm unica tion, w hile in De lta State University Business Communication is coded BUS 114. BED 400, which is research pro ject in D elta State University, is EDU 400 in Am brose Alli Un iversity. There are some courses that are offered in Ambrose Alli University that are not offered in D elta State University. A lso there are some courses that are offered in Delta State University that are not offered in Ambrose Alli University, such as BED 113 Principles of Business Education, GST 114 Communication in French, BED 203 Marketing Management Education, BED 214 Leadership b ehaviou r, BED 410 Small Business Deve lopment, BED 413 Business Education and Industrial Relations BED 414 Manpower Training and D evelo pme nt.S E C O N D S E M E S T E R 4 00 L E V E L BED 410 Students Industrial Work Experience Scheme (SIWES) BED 411 Sm all Business Development BED 412 Professional Seminar BED 413 B usiness Education and Industrial Relations BED 414 M anpower Development EDU 411 O rganization of Primary and Secondary Education EDU 412 C omparative Education BUS 416 Sale Management 6C 2C 2C 2C 3E 2C 2C 2C 21 Secretarial Technology Option of Delta State University, Abraka F I R ST S E M E S T E R 3 0 0 L E V E L BED 302 B usiness Edu cation Statistics I BED 303 B anking Education BED 304 Intermediate Word Processing I B E D 3 05 In te rm ed ia te Sh orth an d I (9 0 W P M ) BED 306 Office Information System EDU 300 Teaching Practice EDU 301 E ducational Administration and Planning EDU 302 E ducational Technology B U S 30 2 Bu si ne ss La w 1 S E C O N D S E M E S T E R 3 00 L E V E L BED 311 Business M achines BE D 3 12 B usiness Edu cation S tatistics II 2C 2C 2C 2C 3C 2C 2E 3C 2C 2C 2C 20 62 Curr. Res. J. Soc. Sci. 2(2): 58-64, 2010 W hile the following are courses offered in Am brose Alli University that are not offered in D elta State University; BED 111 O ffice Practice; BED 114 Foundamental of Business; ECO 111 Economics Practice; ACC 208 Business Law; V TE 301 Time M anag eme nt; VTE 201 VTE in Nigeria and other coun tries; BED 203 Planning Organizing Office; BED 303 R ecord Manag eme nt, and BED 415 M anagement Information System. CONCLUSION C It is our responsibility to plan, im plem ent, and update programmes so that students can attain a satisfactory level of achievement appropriate to either imm ediate employment or advanced education in preparation for later employment. Opportunities are ab undant for studen ts in the business w orld if their preparation is complete and if their attitudes are positive.RECOMMENDATIONS The authors hold the view that to be relevant in t he 21 st Century, business educ ators sh ould be trained based on the following courses: 100 and 200 level for both office education and accounting education: (1) Computer in business education (2) Shorthand (3) Introduction to Office Education in typewriting 1 (4) Principle of Accounting 1 (5) Introdu ction to Office education in typewriting II (6) Office Ma nagem ent (7) Introduction to B usiness (8) Principles of Accou nting II (9) Office Information System 1 (10) Basic word processing in Office (11) Business Communication (12) Financial Accounting 1 (13) Business Law 1 (14) Basic word processing in Office II (15) Business Ma chines (16) B usiness C omm unication II (18) Planning/Organisation of Office operations. (19) Office Information system II (20) Entrepreneurship. 00 and 400 level office technology: (1) Audio typing (Manual and Electric) (2) Record Management (3) Time Management (4) Company Law (5) Sma ll Scale Business (Introduction to Bu siness) (6) Indu strial Attachment (SIWES) (7) Practical Teaching ( 8) Applied W ord processing in Office (9) Office Dictation I (10) Business Ownership/Applied Economics (11) Human/Personnel Management (12) Marketing (13) Industrial and Labour Relations (14) Applied W ord processing in Office II (15) Office Dictation II (16) Record Management II (17) Seminar and Project wo rk. This is how ever subjec t to regular revision. 300 and 400 level accounting education: (1) Record Management (2) Time Managem ent (3) Company Law (4) Small Scale Business (Introduction to Business) (5) Industrial Attachment (SIWES) (6) Practical Teaching (7) 63 C Business Ow nership/Applied E conom ics (8) Human/Personnel Management (9) Marketing (10) Industrial and Labour Relations (11) Record Management II (12) Seminar (13) Project work. Accounting courses from Accounting Department should be added to the above. This is however subject to regular revision.Other recommendations are; C National University Commission should regularize the curr iculum of business education in all Nigerian Universities. Curriculum planners should be careful while planning in order not to remove some essential recipes from the existing content. Such as the issue of shorthand to be or not to be. All business education students should be allowed to offer all courses in 100-200 levels and specialized in 300 levels. National University Commission should take it upon her self to redeploy those lecturers who are not business educators specialist to their specialized departments. Regular review of the curriculum of our educational system is urgently required.This view is supported by that of Snyder (2008) which stated tha t flexible curriculum is important because there is no single curricular path to career success. While Kaplan (2008) says g iving studen ts more flexibility, is not a radical departure from their curriculum . Government shou ld provide fun ds and equ ipment to assist holistic regular curriculum designers for the smooth running of business education programmes as this will encourage parents, teachers and students. This is in line with Omo-Ojugo and Ohiwerei (2008) that stated that local, state and federal gove rnments shou ld assist by providing funds and equipment for teaching and learning of business education.More courses shou ld be incorporated in the business curriculum to provide more job opportunities for graduates as recently carried out by the U niversity of Chicago Gradu ate school of Business as confirmed by Sny der (2008). REFERENCES Amb rose Alli U niversity, 2000. Fac ulty of Education Handbook for Undergraduate Students 2000-2004. Ekpoma, AAU. Delta State University, 200 6. Bu siness Education Unit Academ ic Programme for B. Sc. Degree In Business Education. Abraka, Delsu. Federal Government of Nigeria, 2004. National Policy on Education. Yaba Lago s: NERD C Press. Hornby, A. S. , 2006. Oxford Advanced Learner Dictionary of Cu rrent Eng lish. th Edn. , London, Oxford press. C C C C Curr. Res. J . Soc. Sci. , 2(2): 58-64, 2010 Kaplan, S. , 2008. Curriculum Changes Announced by University of Ch icago Graduate School of Business. Business Wire. Posted on W ednesd ay, 8th October. 09:00 CDT. Okoye, N. S. , 1991. Curriculum Theory and Development. Enugu, Ne w A ge Publishers. Omo-Ojugo, M . O. and F. O. Ohiwerei, 2008. School factors affecting teaching and learning of business education studies in Nig eria. Pak. J. Soc. Sci. , 5(7): 663-670. ISSN : 1683 -8831. Pitman, I. , 1974. Dictionary of English and Shorthand. Lon don, Sir Isaac Pitman and Sons Ltd. Robert, G. and W. W . Booth, 2008.Curriculum Changes Announced by University of C hicag o Graduate School of by Business. Business W ire. Posted on Wednesday, 8th October. 09:00 CDT. Snyder, E. , 2008. Curriculum Changes Announced by University of Chicago Graduate School of Business. Business W ire. Posted on W ednesd ay, 8th October. 09:00 CDT. Uhumu avbi, P. O. and E. S. Ebhomhen, 2006. Curriculum innovation in Nigeria, succe sses and failures: implication for teacher ed ucation. J. Curric. Stud. Instr. , 2: 69-77, ISSN: 1117-4080. Uwaifo, V. O. , 2006. Vocationalization A panacea for a s us ta in a ble t e c h n ol o g i ca l a nd m an p ow e r development in Nigeria. J. Curric. Stud. Instr. , 2: 3039, ISSN: 1117-4080. 64