The Holocaust with Its Many Dimensions Essay Example | Topics and Well Written Essays - 5250 words

The Holocaust with Its Many Dimensions - Essay Example This Anti-Semitic movement was planned primarily to deprive the Jews from civil and political liberties that enabled their representation as a nation in Europe which was pointed by Adolf Hitler in order to satisfy his racial hygiene perception. In order to understand the destructive memoirs of the Holocaust we need to scrutinize Adolf Hitler as an individual who conspired the entire movement just because of his own beliefs and perceptions against the Jews and how he analyzed and consumed the vantage point of his power that he possessed right at that point in time. Through out the world the Holocaust period is known as an animation of Adolf Hitler's brutal motives and a symbol of inhumanity acknowledged by the vicious tactics which were employed to slowly or swiftly kill the people. To scrutinize meticulously the entire Holocaust movement with numerous aspects attached with it and most eminently to understand thoroughly the role of Adolf Hitler in this entire genocide can be done no better than through the source of the biography written on Adolf Hitler by 'Ian Kershaw'. This book was introduced to the literary world as just another brilliant addition to the Holocaust literature, but it differentiates itself from the typical in-depth Holocaust explanation solely because it projects for the most part Hitler's perception and his brutal aims and objectives leading directly towards the wiping off of Jews from the European realm completely which was his ultimate political objective. The author Ian Kershaw is a renowned historian and a professor teaching modern history at the University of Sheffield in the United Kingdom. Ian Kershaw has primarily specialized in the medieval period and Nazi-Germany which inspired him to write numerous books on the respective subjects out of which most of the books were especially dedicated to the Holocaust period. This book was based on two volumes but eventually the fast track sales of this book convinced the literary world to combine the two to welcome a great source of understanding and innovative perceptions that Ian Kershaw introduced through this work of literature regarding the Holocaust and Adolf Hitler. Further description: Ian Kershaw with the inception of the book describes Hitler as someone who mistakenly entered the political sphere because as we recall correctly Hitler always aspired to be a famous painter which proves his credibility as a politician since he had no political upbringing or any sort of background for that matter. Kershaw also pointed out meticulously that Hitler entered the political sphere solely on the basis of his rhetorical capabilities which were out-standing if evaluated through his structured and coherent quality of speeches and regardless of what his political aims were. Moving on, the book explores Hitler's over all personality claiming like most of the texts based on Holocaust that Hitler had no private life possibly because he was so focused towards achieving his brutal revenge of a goal and because his possession of ultimate power at last required political participation every second of the day. "The book chooses to

Service Operations Management - Celebrity Cruises Case Study

Service Operations Management - Celebrity Cruises - Case Study Example Celebrity Cruises has an ambiguous strategy for marketing that lacks focus in attracting new customers and improving the loyalty of previous customers. First, celebrity Cruises must start by identifying clear marketing positions to source for additional potential customers. Secondly, their customer service is also failing them. Additionally, their services are getting old and need to be revitalized to attract new customers. Finally, their product also lacks consistency. To deal with these issues, Celebrity Cruises must alter its marketing strategy to place more emphasis on customer service. Pricing also requires to be changed to emphasize upgrades with added value rather than dollars off discounts. Finally, the employees need to be re-trained in customer service provision. Background The Chandris Group started celebrity Cruises in 1989 in Greece, originally as a shipping company. The company merged in 1997 with Royal Caribbean International to form the Royal Caribbean Cruises Ltd. in order for the two companies to target their particular market segments, the parent company decided to separate the two brand companies’ operations and marketing. Royal Caribbean Cruises Ltd. ... However, given the highly competitive nature of the cruise shipping line industry, the marketing strategy employed by celebrity Cruises is, at best, indistinct since it finds it difficult to find ways of creating and maintaining customer loyalty while also working towards increasing revenues. Problem Statement Celebrity Cruises is in possession of a marketing strategy, which is ambiguous and that has no focus on attracting customers and fumbles with increasing or improving customer loyalty. Analysis Celebrity Cruises needs to develop aspects of their operations, as well as transform them if they are to increase their market share (Vogel et al 22). First, celebrity Cruises must start by identifying clear marketing positions to source for additional potential customers. While Celebrity cruises has done a commendable job in appealing to their prospective customers, their marketing initiatives still require to be fine-tuned and implemented. Celebrity cruises needs to be able direct their efforts at marketing towards the correct market segment, which, in this case, is the multi-generational market and baby-boomers market. Baby boomers make up a large population of United States with one-fourth of the population in the US being aged between forty two and sixty in 2006 (Vogel et al 24). Celebrity Cruises is also missing out by choosing not to market to the people in the thirty to forty age bracket. While this has the ability to alienate the older crowd who like travelling on cruise ships, there will be some classy ones in this generation who are already used to dining in fine restaurants and knowledgeable in theater etiquette. For this generation

Education throughout history

Education throughout history Introduction Education has been defined (Ukeje, 1966) as a process by which people are acclimatized to the culture into which they are born in order that they may advance it. It is the process through which people are prepared to live effectively in their environment. Today, the environment refers to the universe. This definition suggests that various cultures from time immemorial patterns and systems of education (formal or informal) suitable for their needs and environment. In many cases the content of educational programme may differ in terms of method and/or approach but the import (i.e. the purpose) is usually the same maintenance and transmission of culture (knowledge, beliefs, attitudes, skills, technology, values, etc). As the form, content, method and approach to education continue to be dynamic following the changing circumstances of the culture, it became necessary to pass on more and more knowledge and skills from one generation to the next. Records have it that every culture started educational process through informal method. As more needs arose and life became more dynamic and complicated, it became expedient that the process of education must change to reflect the changing circumstances of the culture. Various cultures therefore evolved formal systems of education so as to be orderly in their approach to transmission of knowledge and skills. Educational activities usually involve training in socio-economic activities of the environment in form of skill training in technological, recreational and intellectual subjects. It is pertinent at this point to have an idea of how education was organized in nations of early civilization and note the contribution those ancient communities have made to the development of modern day education. Educational Practice In Ancient Greece Greece is known as the cradle of civilization. The ancient Greece covered very large expanse of territories in Europe and parts of Asia. Invention of writing by the Greeks was one of the greatest achievements in the history of Education. Greek language had a great influence on English and other modern European languages and so it was essential for Western civilization. City state is the unit of political administration in Greece. Sparta and Athens are the main city states of Greece world. So, our discussion will centre on education in Sparta and Athens. Spartan Education: Only Spartans who were regarded as the citizens received any education and this was mainly physical, military and moral. Spartan education was geared towards physical vigor, determination, courage, military skill, obedience to law and constituted authority. Only healthy Spartan children were raised to become citizens, unhealthy ones were either exposed to die early or left to be adopted by the subject classes. Education Of The Boys: Spartan boys were exposed to military training very early as from the age of 7. They were organized in smaller groups in the barracks where they had a leader to whom they were responsible rather than their parents/families. The physical education was to make them tough and develop the spirit of endurance. They were to put on minimum clothing, eat less food, have little rest, etc. Mental and moral training were involved in their dances and music. Their religion was largely patriotism. Reading and writing were not included in the public education. As from age 18-20, they were exposed to practice in professional battle (mock battles) and at 20 they were matured enough to seek for active service among the hostile groups. Up to age 30, they lived in the barracks as active soldiers until age 60 when they disengaged to take active part in politics. Education Of Girls: Greek girls received public athletic training in sports, jumping, throwing discus and javelin, but not boxing. They were organized into troops like boys by ages. They engaged in dancing, singing, marching and took part in public religious rites, but they lived at home. If a Spartan girl failed her test, she would lose her right of citizenship and became perioikos (a member of the middle class). Objectives Of Spartan Education: Spartan education was determined by the desire for military efficiency. It aimed at providing patriotic, obedient and military efficiency in citizens so as to defend the integrity of the state. It prepared women for womanhood. Appraisal Of Spartan Education. Positively, the Spartan education was efficient in its organization and relevant to the needs and aspiration of the people of the time. There was provision of equal education for men and women. Negatively, the Spartan education was too narrow, short-sighted and inadequate. It was tied strictly to the defense of the state. Other areas of need were neglected (e.g. economic and socio cultural aspects) It failed to take care of individual differences and it had no regard for human rights and dignity. The Athenian Education: Athens was one of the city-states of the Ancient Greece. In ancient Athens the purpose of education was to produce citizens trained in arts, to prepare citizens for both peace and war. Athenians believed that their form of education was better than that of the Spartans and so they did not share the kind of admiration other city-states had for Spartans. Athenians felt that they were more superior to the Spartans in terms of their training and upbringing like the Spartans, the Athenians boys are taught at home by the mother or by a male slave until they attain the age of 7. As from that age, they attended elementary school until they were 13 part of their training was gymnastic. The younger boys learnt running, jumping, wrestling, discus and juvenile throwing. They also learnt to play musical instruments and sing. They learnt to count, read and write. They took a lot of lesson and practice in dictation, memorization and ac ting. Books were very expensive and rare, so subjects were read out loud and the boys had to memorize everything. Pioneers Of Practical And Popular Education: The Great Teachers (a) The Sophists and the Philosophers: Apart from elementary school masters, instructors and the like. The first professional higher education in the world was the group of brilliant talks and keen thinkers who appeared in Greek during the 5th Century B.C. (500BC). They were called Sophists meaning professional wise men. Later they were known as philosophers i.e. lovers of wisdom for it own sake. They were the first to discus whether there were any absolute standard of morality or nearly artificial conversion. Whether justice is consistent or simply means the way of the ruling class. They were phenomenally graceful and subtle talkers (orators) usually to fairly large audiences. They toured the large cities giving carefully prepared flowering speeches. They were highly paid and widely advertised and welcome by a reception committee and entertained by ambitious hosts. They claimed to be authority on everything and that they could lecture on any subject under the sun. They demonstrated that almost anything could be proved by a smooth talker. Their main legacy to the Greece and the modern world is that thought alone is one of the strongest forces in human life. The respect they create for the thinkers is enduring till today. (b). Socrates: He was an Athenians and he stayed in Athens talking to his fellow citizens instead of the whole world like the Sophist. He distrusted and opposed almost everything done by the Sophist. He refused regular payment, living and dying for. He wore worn clothes and was barefooted. He talked to people at street corners and in the gymnasium rather than specially prepared hall. He trained people to think. He said he knew nothing and try to find out. While we can consider Sophist to be the first lecturer Socrates was the first tutor. He made the other fellow to do most of the talking, he merely ask questions. Socrates questioned all sorts and conditions. His methods were: (A) The modest declaration of his own ignorance which imperceptibly faulted the other man and made him eager to explain to such an intelligence burnaivel enquires. (B) His adaptability which showed him the side on which each man could best be approached. (C) His unfailing good humour which allowed him always to keep the conversation going and at crises when the other lost his temper, he would now dominate the discussion. (c). Plato (428BC 347): He was the greatest of the Socrates students. He founded a college called Academy to pursue the study of the Socrates. Socrates had launched him to engage himself in teaching, studying and writing books on philosophical problems all his life. In all his books and teachings, he acknowledged his teacher (Socrates) and subordinated himself entirely to the personality and methods of Socrates. In all different situations, Plato combined the steady unflinching aid in the pursuit of truth with the most subtle adaptability of approach to different peoples. Plato talked more systematically and more exclusively than his master. He established a college rather than going about the street. He had entrance examination and disciplinary rule. Instead on chatting on everybody he preferred specially selected pupils. He gave lectures instead of spontaneous speech. He was a noble man, rich and gifted. He limited his effort to highly trained and carefully chosen listeners. He was the founder of examination system. Through his teachings and books, he made many pupils including Dionysius of Syraccus (a tyrant) and a superlative (good one) Aristotle probably the best and single mind the human species has ever produced. (d). Aristotle (385 322 BC): He was a rich doctors son and he always preferred thescientific habit of thought. He was admitted to Plato Academy at the age of 17 and he remained there until when he was about 40 years i.e. until Plato dies. After traveling and doing independent research for some years he founded a college of his own call ‘LYCEUM. Apparently, he thought of research and teaching as two sides of the same coin Aristotle organized his teaching very thoroughly. His Lyceum resembled a modern research institute with the vast number of specimens for his biological work which he collected from many parts of the known world, which must have been examined by squad of his research students. His mastering political to treaties was the distillation of important analysis of numerous existing constitutions made by his assistants under his supervision. Much of Aristotles teaching then was the type of very high level discussion which goes on in similar institutions today. Much of his teaching also was done on a slightly lower level to less advanced students who were still much more highly educated than the average citizens. Many of the works was handed down under his name were not books he personally wrote but collection of lecture notes taken down by his pupils and perhaps later corrected from his own personal note. We see from them (note) that he combined lecturing with class discussion but put the emphasis on the lecture i.e. he set out a series of topics which link together to form a complete survey of a subject. He took each topic separately, broke it down into a number of problems and then examined each of them separately. The note showed him talking on continuously, analyzing one suggestion after the other, explaining where each falls short and why and finally working his way to the solution. (e) Other leading philosophers and educators whose thoughts influenced the development of formal education in the world include: (i) J. H. Pestalozzi (1746 1827) (ii) Fredrick Froebel ((1782 -1852) (iii) John Dewey (1859 -1952) and (iv) Maria Montessori (1880 -1952) Traditional Education In Nigeria Islam and Christianity, which have influenced Nigerian education in no small measure, are of recent development compared with the indigenous system of education which is as old as man himself in Africa. Every society whether simple or complex has its own system of training and educating its youth. In old Africa society the purpose of education was clear, it was functionalism. African education emphasizes social responsibility, job orientation, political participation, spiritual and moral value. Although Nigeria consists of many ethnic groups and societies, each with their own culture and tradition, they all have common educational aims and objectives but methods differ from place to place chiefly because of social, economic and geographical imperatives. The education of the child phical imperatives. The education of the child from Nigerian society starts from infancy. At this initial stage, the child is more intimately involved with his mother than anybody else until he is about the age of 5 or 6, this is understandable and universal. The father is out most of the day and the mother stays at home with the child. His mother is his first teacher and he watches and learns everything his mother does. At about the age of 4 and 6, other members of the family become involved in the education of the child. They send him errand, tell him story, teach him obedience and respect for elders, code of behaviour, and history of the family or ethnics group. Traditional education is all embracing and every social institution involves an educational activity which leads the individual to acquire behaviour pattern, abilities and skills necessary for effective citizenship in the society in which he lives. The traditional African educational system finds expression in the age group. Age is an important element in the life of the African. The elder is assumed to be a custodian of wisdom and he is expected to demonstrate this in speech and action if he is to keep his position among those who look unto him for leadership. Goals Of Traditional African Education: The broad goal of Traditional African Education is to produce an individual who is honest, respectable, and skilled and conforms to the social order of the day. This broad goal can be split into the following objectives: (1) To develop the child latent physical skills (2) To develop character (3) To inculcate respect for elders and those in position of authorities. (4) To develop intellectual skills (5) To acquire specific vocational training and to develop a healthy attitude towards honest labour (6) To develop a sense of belonging and to participate actively in family and community affairs. (7) To understand, appreciate and promote the cultural heritage of the community at large. Muslim Education In Nigeria Islam was brought to Hausa land in the 14th Century by traders and scholars. The first set of mosques was built in Kano in 1349 1385. Kano then was a commercial city. The elementary Arabic schools in Nigeria were called Quranic schools and both Arabic, as a language and Islam as religion were taught simultaneously. When a pupil began to read the Arabic alphabet, he did so with an intention to read the Holy Quran. One of the Islamic Tradition says â€Å"The best man among you is one who learnt the Quran and the care to teach it†. Therefore teaching religion to others was considered a duty for which a person should expect no earthly reward. The system of teaching and learning the Quran and Arabic language started in Northern Nigeria where the teacher in the early stage depended on living on charity. The Islamic education was well entrenched in the North and it became highly organized that centres of advanced Islamic education started springing up. The Jihad period of Shehu Uthman dan Fodio assisted the spread of Islam in the North and consequently the establishment of Quranic Schools in the North. Jihad spread to Southern Nigeria through Ilorin which became a centre of Islamic learning up till this time. At about 1830, Islamic along with Quranic school spread to other parts of Yoruba land and a large number and small Quranic schools and institutions of higher learning similar to those already existing in the North sprang up in many Yoruba cities including Iwo, Ofa, Oyo, Shaki, Iseyin, Ogbomoso, Osogbo, Lagos, Epe, Abeokuta, Ijebu-Ode, etc. A Quranic school is usually found in or outside the mosque. The Ustaz (teacher) sits under a tree or in his parlour, verandah, porch, or in the mosque surrounded by volumes of the Quran and other Islamic books. A little distance to the Ustaz but near enough to be within reach of his long whip squatting are some 10 to 40 pupils in semi-circle, folding broad wooden slates from where they chant different Arabic alphabets, words or Quranic verses. The teacher in most cases is assisted by the brightest or the oldest or both among the pupils. Muslim children begin their Quranic education as from about the age of 3. At this stage learning was by repetition and rote (learning by heart) in a sing-song pattern. The teacher recite to his pupils the verse to be learnt and they repeat it after him, he does this repeatedly until he is satisfied that they have mastered the correct pronunciation. The pupils, sometimes in group, are thereafter left on their own to continue repeating the verse until he has thoroughly memorized it. The verse is then linked with the previously memorized verses and in this way; the pupil gradually learns by heart the whole chapters of the Quran. Islamic education could be dividend into the following stages: 1st Stage: Learning of Arabic alphabets and words. 2nd Stage: Learning and committing the first 2 essus and memorizing it. They also learnt basic tenets of Islam and Hadith. 3rd Stage: Had a broader and wider curriculum. The pupil begins to learn the meaning of the verses he had committed to memory. The teacher does his best to explain the Arabic text. The pupils are introduced to other writings such as hadith. 4th Stage: This may be considered the post secondary level. At this stage, the pupils begin to learn grammar and vocabulary in Arabic. The course of study also includes Logic, Mathematic, Jurisprudence, Geography, Medicines, etc. 5th Stage: It is after the 4th stage that the student decides in what area he wishes to specialize. This marked the beginning of university education. He proceeds to University at Fez, Lahore, Timbuktu, Al-Azeez. In the alternative, he continued home learning from local specialists called Sheiks. After finishing, he is free to practice as a teacher, Imam or Sheik, depending on his area of specialization. The Early Mission Schools And Their Problems Missionary contacts with the people of Nigeria started at the later part of 15th Century when the Portuguese set their feet on the soil of what is now called Nigeria. The Portuguese on arrival at Lagos and Benin ports in 1472 felt the need for introducing Christian religion and establishing schools for the purpose of sharing common faith and language with their customers. By 1515, the Catholic Missionary activities had started in Benin with a school established in the palace of the Oba of Benin for the sons of both the Oba and his Chiefs who had been converted to Christianity. This initial effort of the Portuguese missionary led to the establishment of trading posts, host churches and schools in Benin, Brass, coastal towns in Delta, Bayelsa and Lagos States and a seminary on the highland of Sao Tome off the coast of Nigeria. The main objective of the seminary was to train Africans as priests and teachers to manage the churches and schools that had been established. It is on record that the 1st set of schools was wiped out by the slave trade that ravaged West Africa for nearly 300 years. Sierra Leone became a territory acquired by the British Empire as a colony where the liberated Africa could settle when slave trade was abolished late 18th Century. Within a short time, some librated Africans, including Ajayi Crowther had been converted and educated in the formal school system in Freetown. The second coming of the Missionary was after the abolition of a slave trade. The Wesleyan Methodist became the 1st Christian organization, to arrive Badagry in Nigeria. The contact was made by Reverend Thomas Birch Freeman and Mr. Mrs. de Graft. With the contact schools started, other missions started sending their men to Nigeria. The first known school was established by Mr. Mrs. de Graft (an African born in Cape Coast) in Banditry and was named Nursery of the Infant Church. Later, many other schools were established by various other missions in Abeokuta, Lagos, Calabar, Ogbomosho, Onitsha, Bonny and other coastal towns. The history of secondary education started with the establishment of CMS Grammar School in Lagos in 1859 by Reverend Thomas Macaulay with 6 students. The primary objective of the early Missionary was to convert the native to Christianity through religion. The knowledge of the bible, ability to sing hymns, to recite catechism and to communicate both orally and in writing were considered essential for good Christianity. So the primary education curriculum was geared toward the achievement of the above. The early secondary schools taught mostly Latin, Greek and the 3Rs i.e. reading, writing, and arithmetic. They taught little or no science for nearly half a century. The entire educational provision was dependent upon the effort of the Christian Missions supported by the home- churches and gifts from friends. The government, both local and imperial, did not make any provision on education until 1877. Problems/Features of Early Mission Schools: In the process of implementing the educational policies, the missions faced the following problems: (1) There were no central schools laws and as a result there were no standard for running the schools. (2) Varying administrative techniques were adopted for school management. (3) No standard qualification for teachers. (4) No regulation to guide the school attendance and regularity of teachers and pupils. (5) In all the schools emphasis was on conversion to Christianity and religious instruction remained the basic core of the school curriculum during the period. (6) There was inadequate finance. (7) There were no trained teachers and no training colleges. (8) There was no common syllabus and no standard text books. (9) There was inadequate supervision of schools. (10) No central examination system. (11) There was no uniformity in the conditions of service for teachers. (12) There was intense missionary rivalry in the Southern part of Nigeria which led to uneven distribution of School. Education During The Colonial Era Educational Ordinance Of 1887: This ordinance laid down the principles which have become the foundation of educational laws and policies in the country. The principles included: (1) The constitution of a Board of Education made up of Governor as the Chairman. Members of legislative council Four nominees of the Governor Inspector of schools (which Dr. Henry Cars was the first inspector). (2) The appointment of inspectors of schools. (3) Extension of grants-in-aid to teacher training colleges. (4) Power of the board to make, alter and revoke rules for regulating the procedures for grants-in-aid. (5) Empowering the governor to open up and maintain schools. (6) Rates and condition of grant-in-aid to schools were based partially on subject taught and partially on degree of excellence in the school. (7) Safeguard as to religious and racial freedom. (8) Certification of teachers. (9) Admission of poor and alien children as may be directed by the Governor. (10) Establishment of scholarship for secondary and technical education. Even though, the 1887 Ordinance was meant primarily for Colony of Lagos, it influenced the gradual expansion of schools into Yoruba land and the Calabar area of the eastern part of what was to be known as Nigeria. Dr. Henry Carr, a Nigerian in 1891, was appointed the first indigenous inspector of schools for the Colony of Lagos. He advocated for greater government involvement in schools, particularly in the area of finance and control. Major Enactments That Shaped The Nigerian Education Since The Colonial Era (a) The 1916 Education Ordinance was promulgated by Lord Lugard to provide for the whole country, education based on good character and the usefulness to individuals and the society at large. (b) The Phelps-Stoke Commission on Education in Nigeria (1920). This was meant to review the existing educational practices in Africa and make recommendation to reform education in Africa. The commission visited Nigeria and other British control countries in West Africa. The commission report was published in 1922. Its recommendations were far reaching and they intimidated the British Colonial Government to issue the 1925 memorandum on education. (c) The 1925 memorandum on Education in British Territories. The memorandum was: (1) The first statement of the intention of the colonial government on Africa since 1842 when western education was introduced in Nigeria. (2) The outcome of Phelps-stoke report which brought into light the apathy of colonial government to the education and the incompetence of the Christian mission in the field of education. (3) The document that piloted Nigerian Educational policies and development from 1925-1945. (d) The 1926 Education Code. Sir Hugh Clifford, Nigerian Governor, in 1926, enacted education (colony and Southern provinces) Ordinance No 15 of 1926 to curb the development of sub-standard schools that were mushrooming beyond the control of the missionary. The Ordinance made provision for improvement on the qualities of teachers, providing schools with experienced leadership and guidance, creating a conducive atmosphere for realistic co-operation among the agencies/stakeholders and generally supplying the educational needs of individual and the community at large. (e) Other policies that assisted in shaping the Nigerian Educational sys tem included: (i) Davidsons 10 year Education Plan (1942-1952). (ii) Asquith Commission, 1943. (iii) Elliot Commission, 1943. (iv) Self determination educational policies of the regions (1952-`1959). (v) The Ashby Commission, 1960. (vi). National Policy on Education 1977, 1982, 1998, 2004. Tutorial Questions (1) Attempt a distinction between the Sophists and the Philosophers in the Ancient Greek education and explain how the contributions of Aristotles, Plato and Socrates influenced the education system of various nations of the world. (2) The early Greek education prepared citizens for rigorous life. Examine this statement by presenting the nature of the Spartan and Athenian education. (3) Write short notes on the contributions of the following to education: (a) Perstalozi (b) Froubel (c) Montessori (d) Dewey (4) Explain the nature of the African indigenous education and the goals the system was set to achieve. (5) Attempt the comparison of early Christian Mission School with the Muslim Education. What are the main problems faced by this educational system? (6) Discuss 3 of the enactments (ordinance, commission, memorandum, etc) that shaped the Nigeria Educational system during the colonial period. (7) To what extent will you say that the National Policy on Education has brought order to the Nigerian educational system? (8) With your knowledge of the functions of the various commissions overseeing various levels of Nigerian educational system, make a case for the establishment of National Commission for Senior Secondary Education. (9) Justify the fact that the National Policy on Education is the major post independence achievement of government in bringing order to Nigerian educational system. References: i. Achunine, R. N. and Irondi, E. O. (Ed.) (1998). Management administration of secondary education. Owerri: Totan Publishers Limited ii. Adesina, Segun, Adeyemi, K. and Ajayi, K. (Ed.) (1983).Nigerian education: trends and issues. Ibadan: University of Ife. iii. Ajayi, T., Fadipe, J. O., Ojedele, P. K. Oluchukwu, E. E. (Ed.) (2002).Planning and administration of universal basic education (UBE) in Nigeria. Ijebu-Ode: National Institute of Educational Planning and Administration, Ondo. iv. Babalola, J.B. (Ed.) (2003). Basic text in educational planning. Ibadan: Department of Educational Planning, University of Ibadan. v. Fagbamiye, E. O., Babalola. J. B., Fabunmi, M. Ayeni, A.O. (Ed.) (2004) Management of primary and secondary education in Nigeria. Ibadan: NAEAP. vi. Fafunwa, A. B. (1974). History of education. London: George Allen Unwin. vii. Oyekan, S. O. (2000). Foundations of teacher education. Ibadan: Ben Quality Prints viii. Osokoya, I. O. (1989).History and policy of Nigerian education in world perspective. Ibadan: AMD Publishers. ix. Ukeje, B. O. (1967). Education for social reconstruction.

Plagiarism Essay -- Cheating School Education Essays

Plagiarism What is plagiarism? Obviously the word must be of some importance as I know it can greatly change ones future. From what I know, plagiarism can happen by careless mistakes, being uneducated of what plagiarism really means or just on purpose to save time for themselves. Some writers may not know the actual detail of how you give another writer full credit of their work. Another could be that some students are lazy, worried or in a rush to finish a paper and think plagiarizing is the best solution at that time for them. Mainly, I think this would happen in high school and colleges. Students in these areas are so busy which could make the idea plagiarizing a way to save them a little time to worry and finish another project up. I know, for me during High School, I was so busy working and keeping up my grades with trying to have a normal life plus all the pressure I had to face with what I am going to do with my life. With this in mind, I could see how students could feel that plagiarizing could be the best option for them. However, if I had plagiarized through my school work I could have easily ruined my goals for my future. From what I know, my definition of plagiarism would be basically stealing someone elses work. As far as I can remember through all my schooling I have been taught that plagiarizing is wrong. In elementary school, around the time of starting the fourth grade, was the first time I knew the basics about plagiarism. High school though is really the time where I learned about the consequences of plagiarism. While doing my first research paper, the teacher made it clear that if anyone in the class plagiarized you would not only fail the assignment, you would fail the class, the principal would be n... ...ing a smart thing by stealing when actually they are only hurting themselves. In my opinion, Jayson Blairs decision of plagiarizing shows how unqualified he was at his career if he had to become successful by taking credit of another persons work. I thought before writing this paper that I actually understood the basics of plagiarism. As I went further and further into research I found out how wrong I was. When I think of plagiarism I basically thought that it only happens at school and it wasnt that much of an important issue. I was proven otherwise. Anything you think of can be plagiarized. For example, lyrics to a song, quotes from a book, symbols from a product, a research paper, articles from a newspaper, etc What also amazed me was the number of students that have actually admitted to plagiarizing. I do hope that they learn With plagiarism comes consequences.

Proposal for Library System

ACLC College Balanga City, Bataan CAPSTONE PROJECT TITLE PROPOSAL In Partial Fulfillment of the Program Requirements In Bachelor of Science in Information Technology Proposed Start Date: Anticipated Date of Graduation: Engr. Carmencita O. Savella Thesis Adviser 1. Tentative Thesis Title: This needs to be succinct, reflecting the appropriate scope of work you are undertaking.For instance, â€Å"Investigations in the Applications of XML† is so broad as to be meaningless, â€Å"Using XML for Data Representation† is a little more focused but is still too broad, but â€Å"Using XML for Data Representation in Financial Service Brokerage Systems† might be reasonable, and â€Å"Comparing XML Data Representation to Traditional Data Representation in Financial Services Brokerage Systems† would be much more appropriate. At this point, consider your title a working title, since changes in direction along the way will affect the results you finally achieve. 2. A bstractDescribe, in one or two sentences, what the central theme, or thesis, of this project is to be. Then, in only two or three paragraphs, give a summary of what you hope your project will show, what technologies are relevant, and what your approach is. 3. Thesis Project Description In this section, elaborate on the summary above. This gives you a chance to describe how background work you have already done in narrowing down your thoughts to a thesis topic of a reasonable scope. Include references to material you have used to help you define this proposal (use the References section to give a complete description of the references).Begin by describing the context in which this project is being done. This includes relevant course work, research sources, your own background and readiness for the topic, other research that is like yours or upon which your project is based (use references if need be). Next, describe how you will approach the project and related implementation work. F or instance, you can give a description of background information you have already gathered, and other sources you expect to tap into.Then describe the implementation vehicle (for instance, an application you will build) that will either illustrate your thesis or form the core of your demonstration. If you have any preliminary requirements or design information (including object models, data models, algorithms) describe them here. This chapter should cover the following: †¢ Background of the project †¢ Comparison of your approach to other approaches †¢ A description of the application or software components that will be written as part of the project †¢ A brief description of your technology choicesToo often, a student will present a diagram showing a set of tiers, such as Presentation, 3 Business Logic and Data Access. This is usually accompanied by text that explains the well-known purpose of each tier. While this is a useful way to organize one's implementatio n that is supported by many platforms, there are two problems with this diagram as â€Å"the architecture for my system†. First, most people who use this don't include a single word on the diagram that refers to any specific feature of the application; that is, the diagram is application-independent. An nalogy is that of a housing architect sending you a model for your new house that shows four tiers: a foundation, two floors with walls, and the roof. What you really need to see are diagrams that show how the house fits into its surroundings and the elements of the house and their relationships to one another – the style of the doors and windows, the location of rooms, stairs, hallways, and so on, so that you can imagine how you might live in the house. Second, although these multi-tier diagrams have been around and are available from many sources, no citation of the source used is present.So you need to think carefully about the major functional components of the appl ication you're building from a user perspective (e. g. , a Customer Information Service, an Order Subsystem, a Business Rule Interpreter) and also indicate how these components depend on one another. Only then can you convey to a potential user what the system will do when it's built and how you are planning to design and stage the implementation. 4 Work Plan In this chapter, describe what your overall work plan is.Be as specific as you can as to how the parts of your project work will come together so that you and your thesis director can make better decisions about changes as new information comes to light. 4. 1 Assumptions, Risks and Alternatives Describe the development environment you require (language, OS, system) and other tools you expect to use. Also describe any assumptions you have made about what it will take to finish your work. Describe the risks you now see as inherent in your work and alternatives you might have to take to ameliorate these risks (e. g. , project scop e and alternatives for scope reduction) 4. Preliminary Schedule Give a breakdown of the activities that lead to completion of major milestones in your work, and give rough time estimates for completing these activities. These should be at the level of detail of 2-4 weeks each. 5 Glossary You should not assume that all readers are familiar with the technology or terminology referred to in your thesis proposal. This section should include definitions of major terms and an explanation of acronyms. 6 References Be sure to adhere to the format for references in the Thesis Guide. Also, use the proper format for citations of references in the document.

Enteprise risk management unilever by the example of unilever lipton Essay

Introduction More and more companies begin to understand the importance of risk management (Enterprise Risk Management, ERM) — the fields of management thanks to which business doesn’t revolve, and receive an additional boost. Still, quite recently many ERM programs were directed, mainly, to studying of already known problems, or to the assessment of all risks in a row, irrespective of their level. Though such activity also allows giving employees full-time job, it seldom brings benefit to the company focused on the result. It is obvious that conditions of business are accompanied by the huge amount of risks. Without preliminary preparation of the company, supported with the realization of the strategy, can fall a victim of any unforeseen event which will threaten their success, and it is possible, and to survival. In such time, it is very important to have the reliable ERM program which is interwoven into the fabric of strategy of the company and is integrated into its daily business activities. However, implementation of the effective ERM program is today not the simplest task. Having faced the uncertainty of prospects of changes in standard regulation and economy, many companies make considerable efforts to create the effective and purposeful program which will provide an understanding of the most important risks. Though each enterprise and branch has the specifics, there is a number of the general actions which will lead to the creation of more effective ERM program. Background information Unilever is the British and Netherlands company, one of the world leaders in the market of foodstuff and goods of household chemicals (including perfumery). Now in these segments, the company is the second in the world sales volumes. The headquarters are located in London and Rotterdam. The company is led by the board of director’s representative Michael Treschow. The executive managing director is Paul Poleman. The net income for the previous year was on the level of 5.2 billion euros. The company has more than 175 thousand employers worldwide. ERM Overview Risk management plays an essential role in the company in achieving its long-term goals. The success of the Unilever company. The overall company’s success depends on its abilities to identify and evaluate risks and opportunities generated by either business or markets the company is in. The total turnover of the company was more than â‚ ¬52.7 billion in 2016. 57% of the business being held across the world takes place in emerging markets. The company owns 13 brands, all of them have annual sales volume more than 1 billion euros per year. The company has more than 169 thousand employers worldwide. The gender structure of the company is following: 46% of managers are women and 54% are men. By 2016, over 610 Unilever sites were distributing zero non-hazardous waste to landfill. The Unilever company is number one FMCG graduate employer of choice in 34 of the 60 countries to be recruited. In 2016 Sustainable Living brands grew 40% faster than the rest of the business of the Unilever. ERM Integration with strategy Appraisal of Unilever’s Risk Management Strategies Unilever has perceived that the vast majority of the dangers presented to it might wind up noticeably material snags to the organization’s further advancement. According to this fact, it has attempted to take some viable and organized measures to distinguish and after that endeavor the key hazard administration systems for the business. There are several specific risk management strategies that are implemented with company’s mission and long-term strategy: Unilever has been carefully observing monetary markers and purchaser conduct in various territories through broad and expert research with a specific end goal to react rapidly and take new and adaptable measures to take care of the changing demand of clients. So as to manage the issue of budgetary instability, the organization has been attempting endeavors to access worldwide obligation advertises through different routes, for example, short-term or long-term debt programs. Unilever appends extraordinary importance to the change of loan cost, attempting to have distinctive sorts of budgetary administrations and adjust the dangers amongst drifting and settled rate enthusiasm after an expert forecast and appraisal of the financing cost. Regarding the remote foreign exchange rates, Unilever sets an arrangement which constrains the working organizations’ monetary outside trade exposures in order to reduce such risk. Unilever has made a progression of standards and strategies for the technique of design, producing, and retailing of items to guarantee the high requirements of items’ quality. What more Unilever has a â€Å"Sustainable Development Group† which consists of 5 external specialists, involving in the company’s strategy development. Associated Risks Conclusion References http://www.cfin.ru/finanalysis/risk/ERM.shtmlhttps://www.unilever.com/Images/risks_ar15_tcm244-477397_en.pdfhttps://www.slideshare.net/muthukum/unilevers-lipton-risk-management-with-business-intelligencehttps://www.unilever.ru/about/who-we-are/introduction-to-unilever/