Students Unrest in Institutions of Higher Learning Essay Example For Students

Students Unrest in Institutions of Higher Learning Essay UNIVERSITY OF NIGERIA ( NSUKA ) RESEARCH PAPER AUTHOR: HENRY ONYEKACHI NWAPA TITLE: A SURVEY OF STUDENTS UNREST IN INSTITUTIONS OF HIGHER LEARNING, CAUSES, EFFECTS, AND SOLUTIONS FACULTY: BUSINESS DEPARTMENT: MARKETING DATE: AUGUST 2010 SIGNATURE A SURVEY OF THE STUDENTS UNREST IN INSTITUTIONS OF HIGHER LEARNING, CAUSES, EFFECTS, AND SOLUTIONS A RESEARCH PROJECT PRESENTED TO THE FACULTY OF BUSINESS, UNIVERSITY OF NIGERIA, NSUKA IN PARTIAL FUFILMENT OF THE REQUIREMENTS FOR THE AWARD OF BACHELOR OF SCIENCE IN MARKETING BY HENRY ONYEKACHI NWAPA GSP- 101 DEPARTMENT OF MARKETING. AUGUST, 2010 II DEDICATION This work is dedicated to the God almighty, who is the giver of life, Who freely gives wisdom to all. Who inspired me all through this work. III ABSTRACT This study is aimed at looking into student’s unrest in institutions of higher learning, causes, effects and solutions. And the scope of this research is not focused on a particular institution, but a general over-view of all the institutions in NIGERIA The following three research questions form the bases of this investigation. (1) To what extent does the difficulty experienced by the students at school lead to student’s unrest? (2) To what extent does the activity of secret societies in the institutions of higher learning lead to student’s unrest? (3) To what extent does student’s protest of unwelcomed policies lead to student’s unrest? We will write a custom essay on Students Unrest in Institutions of Higher Learning specifically for you for only $16.38 $13.9/page Order now The population of this research was drawn from students in various universities across the country. A mail questionnaire was designed to elicit information as answers to the above research questions. The replies to the questionnaire were analyzed using the simple mean and standard deviations. The results of the study as shown by the analytical method are as follows: (1) The difficulties experienced by students in the institutions led to students’ unrest. (2) The activities of secret societies in the institutions contributed greatly to students’ unrest. 3) Students protest of unwelcomed policies led to unrest. IV TABLE OF CONTENTS Page No Dedication and acknowledgement†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. ii Abstract †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ iii Table of conten ts †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ IV List of Tables†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. V CHAPTER ONE INTRODUCTION †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 1 1. 1 Background of the study †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 1 1. 2 Statement of the problem†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 4 1. 3 Purpose of the study †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 6 1. 4 Significance of the study †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 6 1. 5 Scope of study†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 7 1. 6 Research question†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 7 CHAPTER TWO LITERATURE REVIEW†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 8 2. 1 Definition of students’ unrest†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 8 2. 2 Difficulties experienced by students at school†¦Ã¢â‚¬ ¦ 9 2. 3 Activities of secret societies†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 10 2. 4 students protest unwelcomed policies†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 12 2. 5 Summary of review†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 14 CHAPTER THREE EFFECTS, SOLUTIONS, CONCLUTION†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 15 3. 1 Effects†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 15 3. Solutions †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 16 3. 3 Conclusion †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 18 3. 4 References †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 19 CHAPTER ONE INTRODUCTION 1. 1Background of the study Nigerian hig her educational institution is established with the aim of giving any student who enrolls, a very sound and qualitative education, to be able to function effectively in any environment in which he/she may find him/herself; so as to become more productive, self-fulfilling and attain self-actualization (Federal Government of Nigeria, 1981). Under the Nigerian Policy on Education of 1977, revised in 1981, higher education aims at: (a) The acquisition development and inculcation of the proper value – orientation for the Survival of the individual and society; (b) The development of the intellectual capacities of individuals to understand and appreciate their environments; (c) The acquisition of both physical and intellectual skills which will enable individuals to develop into careful members of the community; and (d) The acquisition of an objective view of the local and external environment (Fafunwa, 1991). Specifically, Nigerian universities are expected to pursue the above mentioned goals through: (i) Teaching, (ii) research, (iii) dissemination of Existing and new information (especially through publication); and (iv) the pursuit of service to the community and being a store house of knowledge (Fafunwa, 1991; Federal Government of Nigeria, 1981). The above mentioned objectives were formulated because education in Nigeria during the colonial era was tailored to meet the demand of the colonial masters. Most of the educated elites were trained to become civil servants, teachers, and preachers. Though there were skilled professionals like engineers, lawyers, and doctors, these had there training abroad. So, skilled manpower were lacking in the Country at independence. To mitigate this anomaly, Nigeria had to embark o Importation of skilled manpower needed for her economic construction while, at the same time, she sponsored students to study abroad to gain the required skills. The government also undertook the provision of higher institutions to complement those studying abroad. Nigeria depended solely on petroleum export, at the mercy of fluctuating price on the world market. So the provision of free education up to university level became A substantial drain on her economy resulting in a high cost of living and a fall in standard of living. It was therefore no wonder to find Nigerians at the tax-payers’ expense deciding to live and work abroad instead of returning home to hel p in their countries’ development. Despite the above stipulations, research (i. e. Akinade, 1993; Aluede and Aluede 1999; Aluede, 2000; Ehiametalor, 1979; Nwokwule, 1992; Tawari, 1986; Yalokwu, 1992) Does indicate that many of Nigerian universities are finding it increasingly difficult to achieve the highlighted goals because of the many attendant problems that they are made to face. These difficulties are largely due to the problems which students who enroll these institutions either face or cause irrespective of their home backgrounds (Tawari, 1986). These problems make students’ life within and outside Nigerian university campuses, frequently a traumatic experience; which is the major reason why tudents of various Nigerian university campuses frequently demand an overhaul of the entire system (Tawari, 1986) Today, in Nigeria, students’ militancy in the Nigerian universities has come to be recognized as one of the most visible perennial problems of significanc e When compared with other social vices in Nigeria university campuses like campus cult activities, cases of examination malpractices, And drug abuse and addiction. Such that in the history of Nigeria, no group has established itself more in terms in frequency and intensity of such violent incidents as the student population. Hence, unrest is proving to be one of the most ubiquitous single factors characterizing these members of the society (Nwokwule, 1992). In Nigeria, cases of student unrest were reported as far back as 1945. Ezera 1960 (as cited in Onwuejeogwu, 1991) posits that between 1940 and 1945, the West Africa Students Union (WASU) had agitated in pamphlets and public lectures for Political reforms in all British West African territories. In doing so, they aroused 2 Fairly enthusiastic audience of the British public opinion in favour of Africa freedom. Similarly, Ajuluchukwu 1962 (as cited in Onwuejeogwu, 1991) note that from the inception, the National Union of Nigerian Students (NUNS) embarked upon deliberate campaigns of fostering national consciousness and inspiring a strong sense of militancy in the Nigerian people’s liberation struggle (Aluede, 1995; Babatope, 1974). Babatope (1974) and Onwuejeogwu (1991) note that the students’ union was born and nurtured in the womb of colonial protest. Hence student unionism was more of a protest union rather than student union, which was aimed at far reaching changes in the society. One incident of student unrest in 1960 was essentially due to students’ dissatisfaction with government insensitivity to national issues, and its inability to address them appropriately. Nigerian students aware of the British government’s intention to establish a military base in Nigeria and by so doing perpetuate a neo-colonial state, decided to stage a protest against the proposed Anglo-Nigerian Defense pact in Lagos on November 14, 1960. Another incident was students’ dissatisfaction with newly introduced educational policies. Before independence, only mature students were admitted into the few existing tertiary institutions. Although, they paid minimal fees, their clothes, including bedding was laundered at government expense. At independence, and thereafter, there occurred an explosion in student population and proliferation of higher education, which brought in its train a teeming population of adolescents (Ehiametalor, 1979). Added to this, was the withdrawal of tuition fees in all tertiary institutions in Nigeria. This act of the government led to the 1978 student crisis â€Å"Ali Must Go†. Since these events, students have used several opportunities to express their grievances. Table 1 below indicates a very brief sketch of the prevalence of student unrest in Nigeria. It is evident from the table1, that protest and unrest are regular features in Nigerian tertiary institutions. 3 Year Institutions stated causes of unrest Consequences 1981 Ahmadu Bello Religion and against Vice- Student died and Vice-Chancellor dismissed. University, Zaria Chancellor over alleged Rice deal 984 Many Nigerian Proposed introduction of Many Universities were closed down for Tertiary institutions tuition fees and the scrapping months of catering services 1986 Many Universities High handedness of the Most Universities in Nigeria were closed In Nigeria Vice-Chancellor of Ahmadu down for months. While several students Bello University, Zaria were expelled. 988 Many Nigerian Removal of subsidy from many schools were closed for a period of Universities petroleum and allied products Six months. 198 9 Several schools Introduction of Structural Improved conditions of service for workers In many parts of Adjustment Program closure of several institution for about six Nigeria (SAP) by the military months. Government Many students lost their lives during the protest as a result of open shooting by Police/Army 1992 Many Universities Deregulations of Nigerian Several students died, workers’ conditions In Nigeria currency and mounting of service were improved, while several Hardship schools were closed for months 1998 Ambrose Alli Uni. Cult Activities Violent leading to the death many students Ekpoma, Nigeria 2003 Many universities increase in the prices of Peaceful in some campuses violent in others In Nigeria petroleum products The intent of this paper is threefold: (a) to state the issues that had in the past Precipitated student unrest in Nigeria; (b) the effects (c) and to proffer solutions 1. 2Statement of the problem Students’ unrest in institutions of higher learning had perturbed the minds of Educational administrators, parents, and governments. Nigerian experience had been so much that it had been termed ‘an annual event’. As the national concord (1990) reports 4 When the federal military government reopened the higher institutions That had been shut in the wake of the last May’s anti-S. A. P riot, the Publics expectations was that these institutions would settle down to Orderly academic work, in a climate of peace and tranquility. As so much of Precious irretrievable time had already been lost to last year’s long spell of Closure, it was only expected that both students and the authorities would, Therefore, work out a mode of orderliness and cooperation on campuses, to Avert any further disruptions. Regrettably, however that expectation has not Been realized. Over the last few weeks, a growing number of the nation’s Higher institutions have been shut for various reasons. Only last week, just as The Ahmedu Bello and Obafemi Awolowo universities were announcing Their new resumption dates, students of the University of Port Harcourt in River states were again sent packing from their campuses. The picture emerging is that nation’s students are now constantly on the move, moving into their campuses one day, and moving out the next. Even at the huge expense students, parents, guardians, who not only have to pay unbudgeted transport cost but also suffer grave anxiety each time the schools are closed down. It also cost thousands of students a lot as they now have to make do with haphazard emergency exterminations. Finally, the nation the brunt of the whole thing as she now annually delivers thousands of poorly-taught, half-baked graduates. This situation of affair must not be allow to continue, for it will drag educational development in particular as well as the entire development of the nation to the mud. The main problem facing this study therefore is finding out the causes of students unrest in institutions of higher learning, the effects, and olutions, and recommend ways of preventing future occurrences, for as Onanuga (1987:11) put it The trend is worrying. It must not be allowed to continue The image of the higher schools needs an urgent redemption. The university’s tradition as a place of excellence must not Die. If it does, our society dies with it. 5 1. 3 Purpose of study Students’ unrest has become a recurrent event in educational establishments all over the wo rld. It has become an annual problem in Nigeria. .udd4f0ab30bf26280aac3f3d8a116a5b4 , .udd4f0ab30bf26280aac3f3d8a116a5b4 .postImageUrl , .udd4f0ab30bf26280aac3f3d8a116a5b4 .centered-text-area { min-height: 80px; position: relative; } .udd4f0ab30bf26280aac3f3d8a116a5b4 , .udd4f0ab30bf26280aac3f3d8a116a5b4:hover , .udd4f0ab30bf26280aac3f3d8a116a5b4:visited , .udd4f0ab30bf26280aac3f3d8a116a5b4:active { border:0!important; } .udd4f0ab30bf26280aac3f3d8a116a5b4 .clearfix:after { content: ""; display: table; clear: both; } .udd4f0ab30bf26280aac3f3d8a116a5b4 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .udd4f0ab30bf26280aac3f3d8a116a5b4:active , .udd4f0ab30bf26280aac3f3d8a116a5b4:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .udd4f0ab30bf26280aac3f3d8a116a5b4 .centered-text-area { width: 100%; position: relative ; } .udd4f0ab30bf26280aac3f3d8a116a5b4 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .udd4f0ab30bf26280aac3f3d8a116a5b4 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .udd4f0ab30bf26280aac3f3d8a116a5b4 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .udd4f0ab30bf26280aac3f3d8a116a5b4:hover .ctaButton { background-color: #34495E!important; } .udd4f0ab30bf26280aac3f3d8a116a5b4 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .udd4f0ab30bf26280aac3f3d8a116a5b4 .udd4f0ab30bf26280aac3f3d8a116a5b4-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .udd4f0ab30bf26280aac3f3d8a116a5b4:after { content: ""; display: block; clear: both; } READ: Essay On Symbolism In The Great GatsbyThe riot of 1989 termed, â€Å"SAP RIOT† which involved higher institutions in the country was so disastrous that the country and the citizens were highly alarmed. The riot took a very dangerous trend. It was the most disastrous of all the riots that had ever occurred in the country. The rioters went to the extent of releasing prisoners, setting government vehicles and building ablaze. Many lives and property were lost. This act of indiscipline Brings untold hardship to the government, the institutions, and the parents who are often asked to pay for the damaged property. This study, therefore is aimed at finding out the cause of students unrest in institutions of higher learning, effects, and recommendation of possible way’s of preventing future occurrences, 1. 3Significance of the study Unrest is not conducive to teaching and learning. As has been established earlier, a lot of damages are being done to life and property. If the situation is not checked, education, society and future generation will be badly affected. The result of the study should of necessity be directed to the government and educational institutions for use, with a view to reducing the incidence of tudents’ of unrest. The government, students, society, and staff shall definitely benefit if factors that cause students’ unrest are identified and well handled. Students will then study under peaceful atmosphere. The staff will be free to carry out their work without fear of molestation and interruption. Government and parents will justify their huge expenses on ed ucation and also parents would be saved the problem of being asked to pay for damages being caused by their wards. 6 1. 4Scope of the study The study was aimed at finding out the cause of student’s unrest in institution of higher learning. The researcher examined the extent to which the factors below caused students’ unrest in institutions of higher learning. The factors are: 1. Difficulties experienced by students at school. 2. Activities of secret society in the higher institutions. 3. Students’ protest unwelcomed policies 1. 5Research Questions For effective study, the researchers posed the following research questions to guide the study. 1. To what extent does the difficulty experienced by the students at school lead to student’s unrest? 2. To what extent does the activity of secret society in institutions of higher learning lead to student’s unrest? . To what extent does student’s protest of unwelcomed policies lead to student’s unrest? 7 CHAPTER TWO LITERATURE REVIEW 2. 0 Introduction The researcher consulted a few libraries. In these sources, much literature dealing directly on the subject was found and so the researcher organized the review under the following sub-headi ngs. 1. Definition of students’ unrest 2. Difficulties experienced by students at school 3. Activities of secret society in higher institutions 4. Students protest unwelcomed policies . External factors 6. Summary of review. 2. 1 Definition of students’ unrest The term ‘students’ unrest’ connotes a feeling of dissatisfaction by the students either with the authority of the general conditions of the student’s body. This dissatisfaction is usually manifested in such overt behavior as boycott of lectures, refusal to take part in examinations, meals or part in sporting activities, demonstration, riots, and strikes. It sometimes takes the form of frivolous outburst, football riots, pantry raids and faddish activities. It can be an open manifestation of conflicts between the student body and the school authority and/or between the student’s body on the one hand and the government on the other. Oloko (1981: 3) defined the term ‘students’ unrest’ as A situation in which students in secondary or other higher Institutions resort to the use of or threat of use of violence Against persons or properties in their attempt to resolve any Issue of conflict of interest they may have with other people In their own interest. These other people may be other students, Staff or the administrators on one hand or public authorities, National or foreign on the other. 8 Students’ unrest in our institutions is a big social problem for it affects our society in general. As a societal problem, it is very necessary for everybody in the society with it. This goes to explain why there has been a lot of newspaper articles and radio broadcast on students’ unrest from day to day. Sanya (1981:3) commenting on the issue said, â€Å"Nigeria was rocked almost to its foundation by waves of students’ unrest in 1970 to 1980 decade†¦ . 2 Difficulties experienced by students at school Students react violently when they are deprived of certain pleasure and when they face frustrating situations. Yusuf, the pro-chancellor of the university of the university of illorin (1989:8) commenting on the standard of living of most of the students said Most of our students are living far below the poverty Datum line , and a truly hungry man or woman, Particularly an adolescent, tends neither not to care About GOD or country. Poor sanitary conditions in the institutions also lead to student’ unrest as was indicated in the Nigerian mirror (1990:2) Official activities were paralyzed for more than three Hours in Ado-ekiti local Government secretariat on Wednesday as students of ondo state university, Ado- Ekiti besieged the secretariat protesting the poor sanitary Conditions of their satellite hostel†¦. These students also complained about their water pipes that are damaged. Before the students’ riot at the university of Nigeria, Nsuka on 17th of February 1981, the students wrote the Vice-chancellor of the university telling him of all 9 Their problems which ranged from poor sanitary conditions of hostels, lack of toilet rolls, beddings-pillow, bed-sheets and pillow cases, seats, blackout at toilet ends, dangerous obstructions with beds, mattresses and lockers in hostel veranders, no common rooms in some halls. Lack of classrooms laboratory and library accommodations, poor catering services, poor quality and quantity of food, poor service. They also complained about the accounts department. They urged that those in that department be made to do their work promptly to alleviate the problem encountered by students. They also complained about scarcity of drugs at the medical centre and also absence of doctors there. These students equally requested that those in the works department should sit up and mend the facilities that are damaged in the campus and also finish up the work at the students’ centre. The students equally demanded for the removal of the Dean of student whom they alleged do not represent their interest and is the cause of their suffering as he failed to represent them well before the authorities. They issued an ultimatum that if their problems are not solved by the 16th of February that they will endure the situation no more. The letter to the Vice-chancellor was dated 9th February 1981. The students of the university started demonstrations on the 17th of February 1981 after the expiration of the ultimatum and nothing visible to them was done. 2. 3 Activities of secret societies in higher institutions Secret societies as Sunday best (1990:7) defined it as groups or organizations characterized by the use of secret initiation and other rituals, oaths and signs or recognition between members. According to it (Sunday best) the first rule and cardinal obligation of a member of most secret societies is the maintenance of absolute secrecy both of his or her identity, those of fellow members and of the activities of the society. 10 In an answer to the question on why secret societies exist on campuses; the Sunday best (1990:7) said that It is first of all a carry-over from society at large. It went on to explain that some of the secret societies In the campuses are branches, so to say of parent Societies outside the campus. It gave examples with Such societies, the pyrates, the Eckanker and other Popular fraternities known and existing in the larger Society which are found on the campuses. According to the Sunday best, some of these campus societies are quite independent of outside parent societies, merely copings of them while some are directly sponsored and financed by parent societies outside the campus. They have various callings and objectives. Among the secret societies that originate on the campuses are the more sinister and violence-oriented ones that are really the cause of rumpus in the campuses. Their usual method as the Sunday best said, is intimidation and harassment of non-initiate students and staff with the objective of instilling fear and submission in them, thereby enthroning their authority to be law unto themselves and hence achieve their selfish ends. These ends, according to the Sunday best, could range from passing an examination, satisfying sexual esires, attracting financial support or even resisting sabotaging college policies and regulations. Talking more on the activities of the societies, the Sunday best said that members of such organizations could walk into bar and order non-member to leave or else force them to buy drinks for them. A member could order a female student to sexual intercourse or more appropriately, rape her without as much as the girl or madam daring to make noise in the form of off icial report, as such action could mean much more bitter chastisement and harassment for her. The secret societies sometimes engage each other in bloody fights as a result of rivalry and clash of interest. The incident at the University of Nigeria a few years ago in which one student was killed and two other seriously wounded by unknown people gives an insight to the activities of these secret cults, for the following day as Usen (1990:14) reported 11 A vicious cult gang which called itself the Ever-ready-souls of the Concern, claimed responsibility for the bloodbath. In the statement Issued on a piece of paper, smeared with blood, the gang, better Identified as the Buccaneers, said its midnight attack was a Revenge against â€Å"acts of terrorism† by another underground Campus cult called the pyrates. It warned the pyrates and other Members of the university community to be ready to shed more Blood and lives anytime from now. One can then imagine the kind of teaching and learning that take place under this condition. This situation is not peculiar to university of Nigeria, Nsuka; these activities occur in higher institutions in the country. Students are even more distraught, said I. M. Onuoha, student union leader of ASUTECH as Usen reports. He said: The whole thing is getting out of hand. The (campus cult) Have become so heartless and callous that students no Longer feel safe to pursue learning under an ideal, happy And healthy environment. Commenting on the issue, Mike Ibekwe (1991:5) said â€Å"if secret cults exist in our educational institutions, it is goodbye to the education of the nation. 2. 5 Student protest unwelcomed policies During Babangida’s regime, students protested because of S. A. P and the way government officials behave. The sap pains were not evenly distributed as the nation continues to witness an uninterrupted flow of V-boot Mercedes; the lip-service paid to the curtailment of extravagant perquisites by senior government officials, the high level sharing of prime la nd, the booming luxury apartment when the entire populace is suffering led to the students’ unrest in 1989. 12 According to Omuabor and Co’s 91989:22) account; The nation began to witness the SAP rebellion. University Of Benin was the start-off point of the protest†¦ the students Marched out with mock coffin, headed for the government house, Benin crying â€Å"SAP must go†, â€Å"We are dying of hunger in the name of SAP, â€Å"and Babangida must go† In 1978 during Obasanjo’s regime students protested the astronomical increase in food prices in universities. They blamed government policies on education on Ahmadu Ali, a colonel and commissioner for education, and demanded his immediate removal. ALI must go†, they said. In the spreading violence more than six students were killed in clash with police. Students’ unrest are caused by the attitudes of those in power who look on students as rabble-rousers, lay-about and misguided lots. According to Obanigba (1988:13) When students in Apartheid South Africa go on protest, They are quickly hailed as patriots who are fighting for Their future†¦ But when Nigeria students protest against The implementation of the I. .u189040c8ae7c8e5a3c3ae4517f31e273 , .u189040c8ae7c8e5a3c3ae4517f31e273 .postImageUrl , .u189040c8ae7c8e5a3c3ae4517f31e273 .centered-text-area { min-height: 80px; position: relative; } .u189040c8ae7c8e5a3c3ae4517f31e273 , .u189040c8ae7c8e5a3c3ae4517f31e273:hover , .u189040c8ae7c8e5a3c3ae4517f31e273:visited , .u189040c8ae7c8e5a3c3ae4517f31e273:active { border:0!important; } .u189040c8ae7c8e5a3c3ae4517f31e273 .clearfix:after { content: ""; display: table; clear: both; } .u189040c8ae7c8e5a3c3ae4517f31e273 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u189040c8ae7c8e5a3c3ae4517f31e273:active , .u189040c8ae7c8e5a3c3ae4517f31e273:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u189040c8ae7c8e5a3c3ae4517f31e273 .centered-text-area { width: 100%; position: relative ; } .u189040c8ae7c8e5a3c3ae4517f31e273 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u189040c8ae7c8e5a3c3ae4517f31e273 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u189040c8ae7c8e5a3c3ae4517f31e273 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u189040c8ae7c8e5a3c3ae4517f31e273:hover .ctaButton { background-color: #34495E!important; } .u189040c8ae7c8e5a3c3ae4517f31e273 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u189040c8ae7c8e5a3c3ae4517f31e273 .u189040c8ae7c8e5a3c3ae4517f31e273-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u189040c8ae7c8e5a3c3ae4517f31e273:after { content: ""; display: block; clear: both; } READ: Chapter 11 EssayM. F-sponsored economic policies As subsidy removal, they are dubbed unpatriotic. This should Not be so. Students are too patriotic to sit still and watch while Their future is mortgaged†¦ students in this country have always Borne the brunt of our leaders’ painlessness†¦. Students’ unrest are at times caused by students’ solidarity in support of their fellow students or lecturer whom they feel are being victimized by the government or the school authorities. For instance, after the April 1988 demonstration against the removal of petroleum subsidy which started at the university of Jos, the federal government closed down the school that participated and went on to shower those that did not participate with gifts but the gifts were turned down by the students who felt that the government wants to bribe them and break their solidarity. As Elumunor and co. 91988:9) put it The federal government made a dramatic gift of three buses To Ahmadu Bello university (ABU), Zaria and two to the University of Benin (UNIBEN), as â€Å"a mark of gratitude from the 13 Government for their maturity in not joining their colleagues Else where in demonstrating against the hike in petroleum Product prices†. In a swift move, the students of both Universities turned down the vehicle offers; the UNIBEN students Described the gift as â€Å"a bribe too stinking for our dignity† and went Ahead to demand the very things for which students else where Went on strike- the restoration of oil subsidy, release of detained Student’s leaders and the immediate reopening of the closed Schools. A. B. U students followed suit saying the gesture was a â€Å"Bribe,†Ã¢â‚¬ ¦ â€Å"An attempt to break the unity and solidarity among Students and to set the working masses and the general populace Against us†. 2. 8 Summary of Review The review shows that the following factors contribute to students’ unrest in institutions of higher learning: 1. Difficulty experienced by students in the institutions. 2. Activities of secret societies in the institution 3. Students protest unwelcomed policies. 4 CHAPTER THREE EFFECTS,SOLUTION,CONCLUTION EFFECTS As we can see, students’ unrest is highly counter-productive to education. Education ought to take place in a conducive atmosphere free from bitterness and rancor. The issue of closing down the institutions now and then because of students’ unrest does not benefit either the students or the society. It rather results to the production of half-baked graduates for most of the times courses and exterminations are rushe d in order to meet up with time. The effect of the above action is often very costly and shameful. Many lives and property are lost during these unrests. Many parents and teachers are demoralized. Even some innocent students get disenchanted with the school system. The school authorities are also highly affected since they have to contend with an unhappy environment full of bitterness. The lecturer and others in the campus often live in fear. Many people both students and staffs of the institutions find it difficult to go about their business on the campus. Academic and research works that are done in the higher institutions are highly tasking and need to be done by peaceful minds for positive achievements to be made. The researcher therefore decides to address this issue of students’ unrest which does not make for productive work in the institutions. Though many people have talked on this issue of unrest, the situation remained unabated. One can hardly pass any month in the year without hearing of the incident occurring in one institution or the other. The researcher decided to dig-deep into the causes of these students’ unrest with a view to recommending solutions which, if adhered to, will help in curbing students’ unrest in higher institutions in the country 15 SOLUTIONS Based on the researcher’s findings, the researcher makes the following recommendations which she feels if implemented, would help in curbing students’ unrest in institutions of higher learning in Nigeria in particular, so that education will no longer be interrupted and teaching and learning will take place in a conducive atmosphere. They are as follows: 1. Students should be provided with adequate hostel accommodations. This will include beds and beddings as well as toilet facilities. These are very necessary since the students engage in serious academic and research works they need to have adequate rest to help them keep fit. 2. The environment should be kept clean, starting from the hostels down to the lecture rooms, the libraries, laboratories, recreation grounds and most importantly the toilet ends. This is very necessary to avoid epidemics on the campuses. Cleaners should be employed to do these jobs since the students are engaged in their studies most of the times. But they should help at least once in a month in keeping their environment clean. 3. Since most of the hostels are far away from the lecture rooms, the libraries and laboratories and these places most of often are highly separated, transport within the campuses is very necessary. All the school should be provided with some buses or/and taxi cabs to help in conveying the students inside the campuses. The prices should also be controlled to avoid exploitation of the students. . Contractors now provide food for students in the institutions and they are very much after making profits. Their activities should be checked by an honest food committee to make sure that they do not exploit the students and also that the food is prepared in a clean environment. 5. Lecture rooms are very necessary in the institutions. Students deserve to sit comfortably and receive their lectures, but this is not the case in our institutions. Students struggle for even spaces to stand and listen to the lecturers, not to talk of where to sit down. This should not be the case. I recommend that provision of lecture rooms and seats for students should be a number one priority in every institution. Students should be provided with comfortable lecture rooms, where they can sit down, see whatever is written or demonstrated in the lecture room, hear the lecturer as he speaks. 16 6. Library books are highly indispensable especially these days that books are very expensive. Not all parents can afford the money for these books, so if meaningful teaching and learning can take place in the institutions the libraries need to be well equipped. 7. Laboratory equipment is also very essential in the higher institutions since learning there is done through teaching and research. The laboratories should not lack any of the things needed for the researches. 8. Students should be given regular bursary award, since most of them come from poor families. They ought to be helped for their education will be for the benefit of the whole nation. 9. There is an adage which says that ‘health is wealth and a healthy mind dwells in a healthy body’. Since this is the case, we see that providing medical services in our institutions is very necessary. Most of the times, doctors assigned to the medical centers’ in the higher institutions do not turn up. They do private practices to the detriment of their official duties with the result that most of the times doctors are not available at the medical centres. These doctors should be made to do their jobs. Drugs should be provided in the medical centres. It should not be the question of recommending drugs for the students to go and buy for this exposes them to the exploitation of the traders who most of the time sell expired drugs to them thereby putting their lives in danger. 0. It has been made clear that secret societies are not desired in the higher institutions. Most of them cause a lot of havocs in the institutions. These bad ones should be sought out and stamped out. The authorities have already started this but they need to pacify efforts to fish all of them out and bring them to book. Anyone found guilty should leave the campus. 11. The government should avoid being de ceitful and hypocritical in her policies. For instance, the structure adjustment programme issue which is meant for the people to curtail luxury ought to have affected every section of the society, but the high ranking military officers and a few others in the society appeared to be immunized. So the majority of the populace whom the student represents see themselves as being cheated. 12. Finally, students should make conscious efforts not to engage in the destruction of properties whenever they have a cause to demonstrate. History has shown that they always bear the consequences of the destructions directly or indirectly. 7 CONCLUSION It is imperative to recognize those issues that are likely to generate campus unrest, especially in the subsequent decades of the millennium: student campus life issues; poor funding of Nigerian universities by the government; and withdrawal of subsidy from petroleum products. In appreciation of the potential issues that would generate student protests in the near future, student services prof essional would be challenged to evolve strategies that would help to bring the incidents of student unrest in Nigerian universities to the barest minimum. 18 REFERNCES Akinade, E. A. 1993. â€Å"Guidance and Counselling Strategies for Preventing or Controlling Students Activism in Nigerian Tertiary Institutions†. pp 130 138. in O. Animba, D. Denga and P. F. Omoluabi (eds. ), An Appraisal of Student Unrest in Nigeria. Enugu, Nigeria: AB/C Publishers. -Aluede, O. O. 1995. Factors Influencing Student Unrest in Tertiary Institutions in Edo State of Nigeria. Unpublished Ph. D. Thesis, University of Benin, Benin-City, Nigeria. -Aluede, O. O. 1996. â€Å"Counselling intervention strategies in curbing student unrest in Nigerian tertiary institutions†. Journal of Educational and Vocational Studies, 1(4): 24- -Charlotte buhler co. (1958). Childhood Problems USA: Henry holt and co -Dowse and Hughes (1972). Political Sociology New York: John Wiley and sons ltd -Eleanya Leo (1991). Great lessons for the third Republic. Enugu: auto-century Publishing ltd. -Ozigi Albert (1976). A handbook on school Administration and management. London: Macmillan Education ltd DOCUMENTS 1. National Policy on Education, 1981 2. University of Nigeria Report of Inquiry into students’ Disturbance and act of vandalism at Nsuka Campus (24th Feb. 1981 19

Free Essays on Women In Combat

Women in Combat The idea of women in combat is not unusual anymore. They should be able to hold combat positions because although physical strength matters, the military still needs the intelligence that women can bring. Also, banning women from the combat hurts their military careers. Although women account for a very small percent of the enlisted personnel they are still a major part in the armed forces. Their performance recently has generated support from Congress and the public for enhancing the role of females in the military. Women fall back on the old "unit cohesion", "male bonding†, and "good order" rubbish that is left over from the Roman Empire. It's rather like saying that women can't play major league baseball because they can't spit, scratch and rearrange their cod pieces as well as the boys - regardless of whether or not they can throw a baseball from left field to third base. Units made of women and men have bonded, cohered, and maintained good order for centuries. Military units of mixed sexes have quietly maintained order, accomplished missions, and passed operational readiness inspections with flying colors. They're too busy doing their jobs to worry about which latrine to use. Desert Storm is a classic example of mixed units performing as cohesive and effective teams even under fire. Yet a problem with bonding is that too much bonding might occur, as to where it becomes sexual tension, where one might risk their life over another soldier’s life. During the Persian Gulf War, women were sent to the Middle East to fly helicopters, service combat jets, refuel tankers, and load laser-guided bombs. Their performance has led the world to realize that women are extremely useful in combat. Defense secretary Dick Chaney said "Women have made a major contribution to this [war] effort. We could not have won without them." Leaders in the field agreed. The Gulf War had the largest deployment of women in the armed forces... Free Essays on Women In Combat Free Essays on Women In Combat Women in Combat The idea of women in combat is not unusual anymore. They should be able to hold combat positions because although physical strength matters, the military still needs the intelligence that women can bring. Also, banning women from the combat hurts their military careers. Although women account for a very small percent of the enlisted personnel they are still a major part in the armed forces. Their performance recently has generated support from Congress and the public for enhancing the role of females in the military. Women fall back on the old "unit cohesion", "male bonding†, and "good order" rubbish that is left over from the Roman Empire. It's rather like saying that women can't play major league baseball because they can't spit, scratch and rearrange their cod pieces as well as the boys - regardless of whether or not they can throw a baseball from left field to third base. Units made of women and men have bonded, cohered, and maintained good order for centuries. Military units of mixed sexes have quietly maintained order, accomplished missions, and passed operational readiness inspections with flying colors. They're too busy doing their jobs to worry about which latrine to use. Desert Storm is a classic example of mixed units performing as cohesive and effective teams even under fire. Yet a problem with bonding is that too much bonding might occur, as to where it becomes sexual tension, where one might risk their life over another soldier’s life. During the Persian Gulf War, women were sent to the Middle East to fly helicopters, service combat jets, refuel tankers, and load laser-guided bombs. Their performance has led the world to realize that women are extremely useful in combat. Defense secretary Dick Chaney said "Women have made a major contribution to this [war] effort. We could not have won without them." Leaders in the field agreed. The Gulf War had the largest deployment of women in the armed forces...

Sentence Ending Particles in Japanese

Sentence Ending Particles in Japanese In Japanese, there are many particles that are added to the end of a sentence. They express the speakers emotions, doubt, emphasis, caution, hesitation, wonder, admiration, and so on. Some sentence ending particles distinguish male or female speech. Many of them dont translate easily. Ka Makes a sentence into a question. When forming a question, the word order of a sentence does not change in Japanese. Nihon-jin desu ka.æâ€" ¥Ã¦Å" ¬Ã¤ º ºÃ£  §Ã£ â„¢Ã£ â€¹Ã£â‚¬â€šAre you Japanese?Supeingo o hanashimasu ka.ã‚ ¹Ã£Æ'šã‚ ¤Ã£Æ' ³Ã¨ ªÅ¾Ã£â€šâ€™Ã¨ © ±Ã£ â€"㠁 ¾Ã£ â„¢Ã£ â€¹Do you speak Spanish? Kana/Kashira Indicates that you are not sure about something. It can be translated as I wonder ~. Kashira㠁‹ã â€"ら is used only by women. Tanaka-san wa ashita kuru kana.ç” °Ã¤ ¸ ­Ã£ â€¢Ã£â€šâ€œÃ£  ¯Ã¦ËœÅ½Ã¦â€" ¥Ã¦  ¥Ã£â€šâ€¹Ã£ â€¹Ã£  ªI wonder if Mr. Tanaka will come tomorrow.Ano hito wa dare kashira.㠁‚㠁 ®Ã¤ º ºÃ£  ¯Ã¨ ª °Ã£ â€¹Ã£ â€"らI wonder who that person is. Na (1) Prohibition. A negative imperative marker used only by men in very informal speech. Sonna koto o suru na!㠁 Ã£â€šâ€œÃ£  ªÃ£ â€œÃ£  ¨Ã£â€šâ€™Ã£ â„¢Ã£â€šâ€¹Ã£  ªDont do such a thing! (2) Casual emphasis on a decision, suggestion or opinion. Kyou wa shigoto ni ikitakunai na.ä »Å Ã¦â€" ¥Ã£  ¯Ã¤ »â€¢Ã¤ ºâ€¹Ã£  «Ã¨ ¡Å'㠁 Ã£ Å¸Ã£  Ã£  ªÃ£ â€žÃ£  ªI dont want to go to work today.Sore wa machigatteiru to omou na.㠁 Ã£â€šÅ'㠁 ¯Ã©â€"“é â€¢Ã£  £Ã£  ¦Ã£ â€žÃ£â€šâ€¹Ã£  ¨Ã¦â‚¬ Ã£ â€ Ã£  ªI think that is wrong. Naa Expresses emotion, or a casual remark of wishful thinking. Sugoi naa.㠁™ã â€Ã£ â€žÃ£  ªÃ£ â€šHow great it is!Mou sukoshi nete itai naa.も㠁†å °â€˜Ã£ â€"Ã¥ ¯ Ã£  ¦Ã£ â€žÃ£ Å¸Ã£ â€žÃ£  ªÃ£ â€šI wish I could sleep in a little more. Ne/Nee Confirmation. Indicates that the speaker wants the listener to agree or confirm. It is similar to English expressions dont you think so, isnt it? or right?. Ii tenki desu ne.㠁„㠁„å ¤ ©Ã¦ °â€"㠁 §Ã£ â„¢Ã£  ­Its a beautiful day, isnt it?Mou nakanaide ne.も㠁†æ ³ £Ã£ â€¹Ã£  ªÃ£ â€žÃ£  §Ã£  ­Please dont cry anymore, okay?

Article Review on Technology in Education Essay Example | Topics and Well Written Essays - 500 words

Article Review on Technology in Education - Essay Example The author describes the technology as the combination of a computer (coupled with internet connectivity) and a projector. The projector is used to create a touch-screen display on a whiteboard that might be mounted anywhere in the classroom. Koven (2008) stated that the touch feature of the screen enables the users to write and erase notes on the board and even control the computer applications that might be running on the computer. The author explains that screenshots can be taken of the board that would facilitate future reference to the information. Figure 1: Display of a mathematics problem with teacher’s notes on the interactive whiteboard (Koven, 2008) SMART Technologies Inc. (2006) stated that the interactive whiteboard provides the functionalities of a traditional blackboard since teachers and students can write on it with ease and it also serves as a multimedia connected to a computer that can project websites, images, videos, documents and applications to make the l ectures more interactive and interesting. The article discusses the advantages of interactive whiteboards in his paper and explains how this technology proves to even help students with special needs and disabilities.

Final Project Essay Example | Topics and Well Written Essays - 750 words - 5

Final Project - Essay Example Holy Crap was also intended to be a cereal for emergency kits because of its healthy nutritional content and long shelf-life but the consumer does not want it to be a mere survival kit but a cereal breakfast. Holy Crap started at farmers markets and sales were slow at first. In 2010, they made $58,000 and the brand was originally called Hapi. Until they changed the name to Holy Crap, the CRAP stood for its components which are the combination of apple and cinnamon or C.R.A.P. Their phenomenal sales growth online were first doubted by Paypal to be a scammed that their payments were given in small dollops. Today, Holy Crap is now a reputable company and is now going global as is now setting up distribution to at least 11 countries and thousands of stores. The article of Troy White illustrated the trend in marketing that by just changing the brand name that is catchy, sales will tremendously increase. This was the experience of Corin and Brian Mullins that their sales increased to 1,000% just by changing the name of their cereal from HapiFoods which is not exactly a sexy sounding name according to Corin Mullin to Holy Crap. At first she was adamant with the brand but when sales increased from 10 bags a day to 10 bags a minute, she is now selling Holy Crap Cereals. Summary: In this article by small businessbc, it showed where the trend of Holy Crap in the near future considering their phenomenal growth. They are going to sell their cereals around the world with the very best stores via licensing agreements,† says.   The expansion will involve duplicating the company’s prototype facility and employment plan around the world to create local jobs and development opportunities in smaller communities. The article also narrated the evolution of the product from a mere survival kit to a fast selling cereal product. a) What stage of the product life cycle is Holy Crap Cereal in? Discuss the Marketing Objective, Competition,

School Driver Essay Example for Free

School Driver Essay My aunt, a school driver, she has a problem of picking the student up to school. She lives in Belvedere Garden, and picks student to the school in Shek Lei Estate (the map is on the last page). In order to save the cost by shorten the distance to the school, she asked me to solve the problem for her. By the virtue of keen competition, she couldnt charge for the high fees from the students. Besides, the fuel is very costly and variable. Thus, her income becomes unstable. She tries to solve it by picks up more students from different places, but the routes will be more complex and the time does not allow her to do so. She has to pick 50 students up from 12 places, there are 10 seats left and therefore she can only save the cost by pick more students up from these 12 places but not the other places. I also found her driving routes have a great problem, she didnt choose the fastest way. So I will choose the fastest routes for her. She has to drive 4 times per school day 1. From BG to SLE (through all places in shortest routes) 2. From SLE to BG (fastest routes to back home) 3. From BG to SLE (fastest routes to back to school) 4. From SLE to BG (through all the places in shortest routes). I have asked her where the 12 places were, how much profits she earns totally per month and how much the costs are. Here is the information: The name of the twelve place: Belevedere Garden Phase 3 (BG) Tsuen King Garden (TKG) Clague Garden Estate (CGE) Discovery Park (DP) Water Side Plaza (WSP) Luk Leung Sun Chuen (LYSC) Pa Tin Pa Tsuen (PTPT) Kwai Yin Court (KYC) Lei Muk Chuen Estate (LMSE) Shek Yam Estate (SYE) Shek Yam East Estate (SYEE) Shek Lei Estate (SLE) The distances between the places: Second drive: After sending the students to the school, my aunt will then go back home (From SLE to BG). Her original route is showed below: BGi DPi KYCi SLE 5km Third drive: She has to pick up the students again after the school (From BG to SLE). Her original route is showed below: Â  BG 13. 09km The total distance of the whole drive is 12. 6 + 5 + 5 + 13. 09=35. 69km There are 22 school days average per month, which means the total distance of one month is 35. 69 x 22 = 785km. In HK, the cost of the fees are 15p per km average, thus her original cost per month is 785 x 15p = i 118 and her income is i 810. So her actual income decreases to i 810 i 118 = i 692 Now I am going to find out the shortest routes of four drives. For the first drive and the last drive, I solve the problem by showing all possible ways as she has to go through all 12 places. The second and the third drive, I do only find the shortest routes and therefore I will use the Dijkstras algorithm. There are 52 way in the first drive and 66 ways in the fourth drive. Possible ways for first drive: BGi TKGi PTPTi Therefore, the new total distance per month is (12. 12 + 4. 93 + 4. 93 + 12. 6) x 22 = 761km The new cost is 761 x 15p = i 114 So her actual income increases to i 810 i 114 = i 696 If my aunt is willing to use this my methods, she could save i 4 a month (i 696 i 692 = i 4) Evaluation As a result, I saved i 4 for my aunt. In England, people may think that i 4 is just a little amount of money. However, i 4 in Hong Kong and China you can help many poor. They may get warm and full by buying food, clean water and clothes. I suggested my aunt that she could save more by delete the second and the third drives. It saves almost i 33 more (4. 93 x 2 x 22 x 15p ). It would spend her leisure at home during the resting time but save her more money. She could also earn more by picking more students from those 12 places. The cost cannot save so much because the routes in Hong Kong are not very long but complex, Hong Kong is just a point in the map only. In addition, she picks students up from 2 districts only and therefore the roads are shorter. The time is a problem as well, she is not allowed to pick more students. Otherwise, all of the students will be late for school and their parents will complain her. In the first drive and fourth drive, I have found out the shortest routes by showing all possible. Actually, its very difficult to find out and its take me a long time. When I was doing it, I needed to check many times whether I had showed all the possible or not. Besides, its easy to make mistakes when I was calculating the distance of the possible routes. In the second and the third drive, I used Djkstras algorithm to find out the shortest easily. It is very convenience and hard to make a mistake. This is the best method for me which I have learned. I impacted my aunt as well and she found it is useful.

Biography of Frederick Douglass Essay examples -- Informative Essay, B

Frederick Douglass was a combative African American slave born the year of 1818 in Tuckahoe, Maryland who fought his slave breaker during an unfair dispute and beat him. He demonstrated how a man was turned into a slave since birth then how a slave was turned into a man. As a rebellious runaway slave that later became known as the greatest abolitionists in history believed in his liberty more than his own life. Not only was he one of the most scholarly and effective orators but he also became revolutionary. As one of the best-known black leaders in the nineteenth-century he was asked to deliver a speech, â€Å"What to the Slave is the Fourth of July† to celebrate America’s independence from Britain. As an American slave he delivered this speech with an emotional content against America. His speech was seen as hypocrisy by not keeping up with the Declaration of Independence. However, as a former slave he was deprived from liberty for many years, which, makes America hypo critical by asking him to speak about liberty to the United States. Douglass rhetorically tells America, â€Å"Who so stolid and selfish that would not give his voice to swell the hallelujahs of a nation’s jubilee, when the chains of servitude had been torn from his limbs? I am not that man† (Douglass, 255) to make them see his point of view as a former slave talking about liberty. On July 5, 1852 Frederick Douglass was orating to America where he proclaimed â€Å"July fourth to be the bitterest reminder of America’s failed promise† (Douglass, 247). During this time the 1850 compromise was passed through congress where the Mason and Dixon line was established because of the controversy between the North and South. Some important parts were the 3/5th compromise in which a ... ...y,† demonstrates that they do not follow what they worship to the fullest. He is using the religious aspect of African Diaspora to demonstrate his point that liberty should be extended to all citizens including African American. Another part of African Diaspora is the study of back to Africa, which was mentioned by Martin Robinson Delany. Delany and Douglass had two opposing view of Africans living in the U.S. Frederick Douglass believed in mainstream ideas and that America can one day end slavery and welcome them as citizens. On the other hand, Delany believed that was not possible because they needed a county of their own. Both views were part of African Diaspora as well as religion which all unite to make one movement for people of African Descent dispersed all over the world. Works Cited "what to the slave, is the fourth of July" (1852), pp. 246-268

Human Organ Donation Opinion Paper Essay

1. The progress and spread of transplant medicine and surgery nowadays makes possible treatment and cure for many illnesses which, up to a short time ago, could only lead to death or, at best, a painful and limited existence. This â€Å"service to life,†[1] which the donation and transplant of organs represents, shows its moral value and legitimizes its medical practice. There are, however, some conditions which must be observed, particularly those regarding donors and the organs donated and implanted. Every organ or human tissue transplant requires an explant which in some way impairs the corporeal integrity of the donor. 2. The present shortage of available organs for transplant has resulted in a number of propositions for improving the situation so as to preserve the life of those in danger of imminent death, and/or to improve the health of those who are suffering from various aliments. These propositions range from state-funding of more Organ Donation coordinators, to the establishment of a free market in organs. 3. Not all options, however, are morally acceptable. Moreover, every option must be subject to clear, coherent and rationally defensible ethical analysis. The approach used in this opinion is that of the authoritative moral teaching of the Magisterium of the Roman Catholic Church and the natural law tradition (specifically that articulated by the Magisterium). It does so on the basis that (a) all other approaches that purport to be based on reason alone are essentially deficient and ultimately incoherent; and (b) that the moral truth of natural law is, by definition, accessible to all. The Church thus rejects those approaches to morality, such as all forms of utilitarianism, that require people to engage in the epistemologically and intellectually impossible task of measuring and weighing all the certain and possible good and evil effects of an action.[2] To cite John Paul II, â€Å"How could an absolute obligation resulting from such debatable calculations be justified?†[3] Instead, the Catholic analysis of a policy’s moral dimension focuses upon asking whether an option is choice-worthy, or if it is excluded from upright choice by its opposition in some way to the human goods (bona humana) to which St. Thomas Aquinas says all people, religious or otherwise, are directed by the first principles of practical reasonableness,[4] the basic reasons for action which the encyclical letter Veritatis Splendor calls â€Å"fundamental human goods.†[5] 4. This opinion considers only one proposition: that is, â€Å"The Richard M. De Vos Position Paper on Financial Incentives for Organ Donation† (hereafter the Position Paper). This proposition involves the establishment of a tax incentive or an insurance benefit to be received by the designated beneficiary of a donor upon the successful transplant of the donor’s organs following the donor’s natural death. This policy encourages people to designate, unambiguously, if they wish to have their organs recovered after death with the object of an act being the saving of human life. 5. Should there be any change in the composition of the Position Paper, this opinion should be considered null and void until the author has had the opportunity to consider the ethical implications of the changes. 6. Should the Magisterium of the Roman Catholic Church pronounce authoritatively and specifically on the proposition articulated in the Position Paper or a similar proposition, then the author’s position should be henceforth assumed to adhere to that of the Church. The Catholic Position on Organ Transplantation and Compensation for Donation of Human Organs There are positive and negative dimensions to the teaching of the Catholic Church on organ transplantation and the question of compensation. Positive Dimensions 1. Transplantation between species, specifically from animal to human, in general, is not morally forbidden. â€Å"It cannot be said that every transplant of tissues (biologically possible) between two individuals of different species is morally reprehensible, but it is even less true that every heterogeneous transplant biologically possible is not forbidden and cannot raise objections. A distinction must be made between cases, depending on which tissue or organ is intended for transplant. The transplant of animal sexual glands to humans must be rejected as immoral; but the transplant of the cornea of a non-human organism to a human organism would not create any problem if it were biologically possible and advisable.†[6] 2. Transplantation from a corpse requires that the corpse be treated with the respect due to the abode of a spiritual and immortal soul, an essential constituent of a human person whose dignity it shared.[7] 3. Transplantation from a corpse to a living being is permissible. Physicians should not, however, be permitted to undertake excisions or other operations on a corpse without the permission of those charged with its care and perhaps even in the face of objections previously expressed by the person in question.[8] â€Å"Organ transplants are not morally acceptable if the donor or those who legitimately speak for him have not given their informed consent. Organ transplants conform with the moral law and can be meritorious if the physical and psychological dangers and risks incurred by the donor are proportionate to the good sought for the recipient. It is morally inadmissible directly to bring about the disabling mutilation or death of a human being, even in order to delay the death of other persons.†[9] 4. People may choose in their wills to dispose of their bodies after natural death for legitimate medical purposes.[10] 5. Organ transplantation from a live donor is also permissible. People are not, however, free to destroy or mutilate their members or in any other way render themselves unfit for their natural functions, except when no other provision can be made for the good of the whole body. This does not rule out live organ donation for transplantation, provided that the donor’s own health, identity, or adequate biological functioning is not endangered. â€Å"One can donate only what he can deprive himself of without serious danger to his life or personal identity, and for a just and proportionate reason.†[11] Vital organs may only be donated after death.[12] 6. Organ donation is neither a duty nor â€Å"an obligatory act of charity.†[13] But â€Å"a transplant, and even a simple blood transfusion, is not like other operations. It must not be separated from the donor’s act of self-giving, from the love that gives life. The physician should always be conscious of the particular nobility of this work; he becomes the mediator of something especially significant, the gift of self which one person has made—even after death—so that another might live.†[14] 7. Specifically regarding the issue of incentives for organ donation, compensation (financial or otherwise) is not in principle ruled out. â€Å"In advertising (for cornea donors) an intelligent reserve should be maintained to avoid serious interior and exterior conflicts. Also, is it necessary, as often happens, to refuse any compensation as a matter of principle? The question has arisen. Without doubt there can be grave abuses if recompense is demanded; but it would be an exaggeration to say that any acceptance or requirement of recompense is immoral. The case is analogous to that of blood transfusion; it is to the donor’s credit if he refuses recompense, but it is not necessarily a fault to accept it.†[15] Hence, while organ donation is commendable, acceptance of compensation may be permissible. Negative Dimensions 1. The following conditions would render compensation for donating human organs morally impermissible: (a) if the compensation were carried out in a manner that obfuscates, denies, or undermines the belief in the divine origin of human life or the dignity thereby due the corpse; (b) if the intention and object of seeking compensation for either oneself or others was an illegal, immoral, or irreligious end, or directly violated one or more of the fundamental human goods; or (c) the act of compensation amounted to merely instrumentalising the donor or the donor’s mere self-instrumentalization. 2. The transplantation of the sexual glands from animals to humans is to be rejected as immoral[16] because such a transplant would directly deny the sacred element in humanity and the goods of human love. 3. Society, specifically in the form of its political organization, the State, may not commandeer the organs of a deceased human being without the prior permission of that person or the consent of his family.[17] The relation of individual human persons to the body politic is moral, not organic. This rules out any form of coercive donation, including organ procurement strategies such as presumed consent in which, absent a specific refusal, one is presumed to have consented to donation. 4. It is forbidden for any form of organ donation, be it by a living donor or from a corpse, to involve any mere instrumentalization of the person from whom the organ is taken. This prohibition includes any mere self-instrumentalization by a living donor. John Paul II states, â€Å"The body cannot be treated as a merely physical or biological entity, nor can its organs ever be used as items of sale or exchange. Such a reductive materialist conception would lead to a merely instrumental use of the body and therefore of the person. In such a perspective, organ transplantation and the grating of tissue would no longer correspond to an act of donation but would amount to the dispossession or plundering of the body.†[18] Acceptance of compensation for oneself or others, as described above, however, need not proceed from a choice merely to instrumentalise oneself. 5. It is forbidden to engage in the commercial trafficking of bodies. â€Å"Also, in the case of dead fetuses, as for the corpses of adult persons, all commercial trafficking must be considered illicit and should be prohibited.†[19] 6. â€Å"Ethically, not all organs can be donated. The brain and the gonads may not be transplanted because they ensure the personal and procreative identity respectively. These are organs which embody the characteristic uniqueness of the person, which medicine is bound to protect.†[20]

Enta

Are entrepreneurs born or created? New Zealand needs more successful entrepreneurs and much thought has been given to how that may be encouraged. C an we create entrepreneurs? Is the ability to see a business opportunity and take the risks necessary to exploit it endowed by nature or is it a result of nurture? I had always thought it was nurture. But recently I learnt more about my own family history and it made me question whether genetics has a bigger influence than I thought.My Hillock ancestors can be traced back eight generations to Edward Hillock who was born in 1687 and lived in the small Essex village of Shades. He was a carpenter and commercial property owner (leasing out the land and building occupied by one of the village's many public houses). That combination of being self-employed and owning property has since been shared by eight generations of Hillock men spread over more than 300 years. During that time there have been carpenters, farmers, millers, a brewer (Hillocks Karol Ale was popular in the sass) ND a pioneer developer of New Zealand farmland.Perhaps something in our shared genes encouraged this strong legacy of enterprise? To find out more I read Danish writer Lone Franks 2012 book My Beautiful Genome. She summarizes the 52 NOVEMBER 2013 latest research on how our genes influence our health and behavior. Among many issues, she discusses the L variant of the MAO gene, which has been linked with aggression. This variant is known as the â€Å"warrior gene† and is carried by an unusually high proportion of male prison inmates. Most men who carry the warrior gene are not, however, involved in crime.It seems to influence different people in different ways. Carriers of the MAO-L gene appear more willing to take risks in general while also being better at assessing their chance of success in high-pressure situations. That's useful in battle but the gene also seems to influence characteristics that favor entrepreneurship. A California Insti tute of Technology study in 2010 tested this possibility in a financial simulation. The 83 men tested had to choose between a safe option and various other options which offered higher risks along with a range of identically higher returns. .. It seems more likely that a shared family culture and perhaps resources handed down from one generation to the next is what sustains these family traditions of business success The men carrying the MAO-L gene were much more likely to take financial risks but only where the odds were in their favor – they were good at assessing risk while also being prepared to take on the risk to generate the return. Those men who did not carry the MAO-L gene typically chose the lower risk and lower return option and were tryingly averse to any potential downside.This research shows there could be a genetic influence on entrepreneurship – at least in Menlo . The warrior gene (perhaps in time it will also be called the â€Å"entrepreneur geneâ₠¬ ) cannot, however, explain multiple generations of fathers and sons starting and running businesses. That's because the MAO gene is linked to the X-chromosome. Men inherit their single copy of the gene from their mother, not their father. Around one-third of all men of European descent carry the MAO-L variant so there is still a good chance that several f my male ancestors carried it, or that I carry it today.With the rapid advances being made in genetic research it is possible that some other gene will be linked with entrepreneurship and help explain why some families (including the Hillocks) have such strong records of entrepreneurship. But unless that occurs it seems more likely that a shared family culture and perhaps resources handed down from one generation to the next is what sustains these family traditions of business success. Lone Frank explains that the expression of many genes is influenced by such environmental factors.It appears that aggressive outcomes for those ca rrying the MAO-L gene are triggered by conditions such as mothers who smoke or drink during pregnancy or childhood trauma. In a different and more positive environment the gene variant could influence business success. Such an environment would of course also encourage success in those without the MAO-L gene. While there is evidence that some people have greater natural affinity for entrepreneurship it is likely that it is the environment in which people live or work that has the greatest influence.For now we can't alter our genes but we can create the environment in which more people are encouraged to set up new businesses and be more likely to succeed. . I am not aware of any similar research done on women who carry the MAO-L variant John Hillock is Director at Absolute Certainty Ltd. He can be contacted at [email  protected] Com Plan your success in the CA Program with our comprehensive PREP Workshops and Exam Coaching dad Leaders in accounting education Pass your exams and bec ome a chartered accountant in 2014! See preparers. Co. NZ Daniel hunt

50 Great Topics for a Process Analysis Essay

50 Great Topics for a Process Analysis Essay If youve ever read an instruction manual or written out a set of directions, then you know what a process analysis essay is. This form of composition is often used in the field of technical writing, where complex systems need to be clearly explained in a logical, orderly fashion. As such, process analyses can be very detailed and sometimes quite long. Process analysis  writing is more than just a set of simple instructions. As a writer, you must go beyond merely identifying the steps involved and examine that process with an analytical eye. This analysis requires expertise- if not firsthand, then from research. Your topic needs to be focused, usually how to do one specific thing, and written in a clear, straightforward tone that readers can follow easily.   Tips for Writing a Process Analysis Essay When developing a paragraph, essay, or speech through process analysis, keep these tips in mind:Be sure to include all steps and arrange them in chronological order.Explain why each step is necessary, and include warnings where appropriate.Define any terms with which your readers may not be familiar.Offer clear descriptions ​of any tools or materials needed to carry out the process.Provide your readers with a way of determining whether the process has been carried out successfully or not. 50  Topic Suggestions: Process Analysis You shouldnt find it difficult to follow the guidelines above if youve chosen a topic that you know quite well. These 50 prompts are meant to help you discover that topic. How to mow your lawnHow to win at Texas hold emHow to lose weight without losing your mindHow to find the perfect roommateHow to get rid of a roommate- without committing a crimeHow to succeed in (or flunk out of) collegeHow to pitch a knuckleballHow to plan the perfect partyHow to survive a night of babysittingHow to pitch a tent in the rainHow to housebreak your dogHow to kick a bad habitHow to overcome insomniaHow to stay sober on a Saturday nightHow to rent your first apartmentHow to avoid a nervous breakdown during examsHow to enjoy the weekend for under $20How to make the perfect browniesHow to keep peace with a spouse or a roommateHow to bathe a catHow to complain effectivelyHow to survive a recessionHow to toilet train a babyHow to develop self-confidenceHow to use Twitter sensibly and effectivelyHow to wash a sweaterHow to build a great music collection- cheaply and legallyHow to get along with an instructor without sucking upHow to give yourself a haircutHow to plan the per fect class schedule How to apply the Heimlich maneuverHow to end a relationshipHow to select the best portable media playerHow to take decent photographs with your cell phoneHow to quit smokingHow to survive without a carHow to make the perfect cup of coffee or teaHow to save money while saving the environmentHow to build a great sandcastleHow to edit a videoHow to make (and keep) friends on FacebookHow to insert a contact lensHow teachers make up examsHow parents (or children) make us feel guiltyHow an iPod worksHow ice cream is madeHow a cell phone takes picturesHow a magician saws a woman in halfHow a pocket calculator worksHow to choose a major

Tourism Development in China

Tourism Development in China Tourism is a burgeoning industry in China. According to the United Nations World Tourism Organization (UNWTO), 57.6 million foreign visitors entered the country in 2011, generating over $40 billion dollars in revenue. China is now the third most visited country in the world, behind only France and the United States. However, unlike many other developed economies, tourism is still considered a relatively new phenomenon in China. As the country industrializes, tourism will become one of its primary and fastest growing economic sectors. Based on current UNWTO forecasts, China is expected to become the worlds most visited country by 2020. History of Tourism Development in China Shortly after the Chairmans death, Chinas most famous economic reformist, Deng Xiaoping, opened up the Middle Kingdom to outsiders. Contrary to Maoist ideology, Deng saw the monetary potential in tourism and began to promote it intensely. China quickly developed its own travel industry. Major hospitality and transportation facilities were constructed or renovated. New jobs such as service personnel and professional guides were created, and a National Tourism Association was established. Foreign visitors quickly flocked to this once forbidden destination. In 1978, an estimated 1.8 million tourists entered the country, with the majority coming from neighboring British Hong Kong, Portuguese Macau, and Taiwan. By 2000, China welcomed over 10 million new overseas visitors, excluding the aforementioned three locations. Tourists from Japan, South Korea, Russia, and the United States comprised the largest share of that inbound population. During the 1990s, the Chinese central government also issued several policies to encourage the Chinese to travel domestically, as a means of stimulating consumption. In 1999, over 700 million trips were made by domestic tourists. Outbound tourism by Chinese citizens recently become popular, as well. This is due to a rise in the Chinese middle-class. The pressure presented by this new class of citizens with disposable income has caused the government to ease international travel restrictions greatly. By the end of 1999, fourteen countries, mainly in Southeast and East Asia, were made designated overseas destinations for Chinese residents. Today, over a hundred countries have made it onto Chinas approved destination list, including the United States and many European countries. Since the reform, Chinas tourism industry has registered consistent growth year-after-year. The only period in which the country experienced a decline in inbound numbers are the months following the 1989 Tiananmen Square Massacre. The brutal military crackdown of peaceful pro-democracy protestors painted a poor image of the Peoples Republic to the international community. Many travelers ended up avoiding China based on fear and personal morals. Tourism Development in Modern China When China joined the WTO in 2001, travel restrictions in the country were relaxed further. The WTO reduced formalities and barriers for cross-border travelers, and global competition helped cut costs. These changes additionally enhanced Chinas position as a country for financial investment and international business. The rapidly developing business environment has helped the tourism industry prosper. Many businessmen and entrepreneurs often visit popular sites while on their business trips. Some economists also believe the Olympic Games fostered an increase in tourism numbers due to worldwide exposure. The Beijing Games not only put The Birds Nest and Water Cube on center stage but some of Beijings most incredible wonders were displayed as well. Moreover, the opening and closing ceremonies showcased to the world Chinas rich culture and history. Shortly after the conclusion of the games, Beijing held a Tourism Industry Development Conference to present new plans to boost profits by riding the games momentum. At the conference, a multi-year plan was set in place to increase the number of inbound tourists by seven percent. To realize this goal, the government plan on taking a series of measures, including stepping up tourism promotion, develop more leisure facilities, and reduce air pollution. A total of 83 leisure tourism projects were presented to potential investors. These projects and goals, along with the countrys continued modernization will undoubtedly set the touri sm industry on a path of continuous growth into the foreseeable future. Tourism in China has received a major expansion since the days under Chairman Mao. It is no longer uncommon to see the country on the cover of a Lonely Planet or Frommers. Travel memoirs about the Middle Kingdom are on bookstore shelves everywhere, and travelers from all over are now able to share a personal photo of their Asian adventures with the world. It is not surprising that the tourism industry would thrive so well in China. The country is filled with endless wonders. From the Great Wall to the Terracotta Army, and from sprawling mountain valleys to neon metropolises, there is something here for everyone. Forty years ago, no one could have ever predicted how much wealth this country was capable of generating. Chairman Mao certainly didnt see it. And he definitely did not foresee the irony that preceded his death. It is amusing how the man who detested tourism would one day become a tourist attraction, as a preserved body on display for capitalistic gains. References Wen, Julie. Tourism and Chinas Development: Policies, Regional Economic Growth and Ecotourism. River Edge, NJ: World Scientific Publishing Co. 2001.

Compare and Contrast Antigone and Creon from the play 'Antigone' by Essay

Compare and Contrast Antigone and Creon from the play 'Antigone' by Jean Anouilh - Essay Example Thus Antigone is mainly a play about the perennial human conflict between the thirst for expression and the wrath of the state for defying submission. Although the story of Antigone is part of the Oedipus legend on the curse on the house of Labdacus, like all true literature it transforms itself into our own story, our own curse. The character of Antigone reminds one of Emerson's famous dictum: Trust thyself. Every heart vibrates to that iron spring. Or, more appropriately: To be great is to be misunderstood. She is a sensible, resolute character. Her resolve is her strongest muscle. The decision to bury her brother is not born out of contemplation or debate, but out of sheer self-knowledge that the burial shall be done come what may. The entire play revolves around this fatal decision and how each of the characters respond to it also reveals their own philosophy of life. Antigone's iron will is contrasted with the submissive nature of Ismene, her sister. While Ismene is all obedience to the state and wants to lead a normal life, Antigone is always doubtful of dreadful normalcy. She admires her sister both for her complacency and compliance. She is even jealous of her womanly features that make Ismene fell men. May be it is the combination of fragility and resilience that defines Antigone as a woman of all t imes. Audiences have likened her to Joan of Arc, as another figure of French Resistance. She, like Joan, is alone in her fight against state power. The mix of politics, relationships, morality and religion brings a sense of poignant pathos to her mission. The character of Antigone comes out best in her confrontation with King Creon. This is not a battle of a subject with its ruler. It is a battle of wits between the resourcefulness of a woman and the mediocrity of the state. Creon advises her to be obedient because she too happens to be the daughter of a king. He persuades her to marry, have children and lead a good life. Creon uses several strategies to dissuade Antigone from disobedience. Antigone's arguments born on the premise that she was conceived to love and not to hate disarms the king. Her act of defiance - the burial of her brother who has been declared the enemy of the state - invites punishment of live entombment. She accepts penalty with the same smile that she had when she buried her brother. When her lover too joins her in the tomb she is neither hopeful nor ecstatic. Antigone is the very opposite of the melodramatic heroine. Her death and its aftermath teach us more than any history of proper conduct. King Creon is Antigone's uncle. His main concern is the rule of the state. He does not understand the power of intellectual resistance. There are several instances in the play when he confesses the drudgery of administration and laments how heavily the throne sits on him. There are also streaks of compassion in the king. His pleadings with Antigone and the instinctual shock on hearing the death of his son and the queen are all proofs of the human traits lying dormant in the poor ruler. But the tragedy is that Creon considers his kingship above all and