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

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

“Dulce Et Decorum Est” by Wilfred Owen Essay

In the poem â€Å"Dulce Et Decorum Est†, by Wilfred Owen, Owen uses imagery and diction to convey the meaning of the poem. Throughout the poem, Owen paints visual pictures in the reader’s mind. His word choice also emphasizes what he is expressing in the poem. Diction and imagery are two literary devices that help the reader understand that they should feel sorrow and understand the intensity of war, the purpose of the poem. Owen puts a mental image in the reader’s mind, which is a picture of a war scene. The soldiers are trucking on â€Å"limped, blood shod† and through the treks. He is showing that the soldiers are injured and exhausted, which tells the reader they are at war. When Owen talks about the dream of the soldier plunging â€Å"at me, guttering, choking, drowning†, this paints a picture for the reader and sets a very intense mood because the soldier’s bad injury. Diction is used as well to convey the meaning of the poem. The soldiers are slouching on, â€Å"knock-kneed, coughing like hags, they cursed through sludge†. The reader wonders what is going on and sets the feeling of sorrow and sick feeling the reader should feel when reading Owen’s poem. When Owen explained the scene of the injured as â€Å"obscene as cancer, bitter as the cud, of vile, incurable sores of innocent tongues.† This makes the reader feel sorrow for the innocent soldiers and shows the awfulness of the war scene. Wilfred Owen, used word choice and mental pictures to set the mood for Dulce Et Decorum Est. Diction and imagery are two literary devices that can put purpose into words. As for Owen’s poem, the purpose was to make the reader understand the seriousness of war and sorrow for the soldiers.

Intercultural Communication Essay Example | Topics and Well Written Essays - 1500 words

Intercultural Communication - Essay Example What I have learned during the course on intercultural communication is that in today’s world of growing contacts in every part has resulted in effective communication among the people of different languages and cultures. In this present scenario, communication has got to be as positive as possible without any possibilities of breakdowns and misunderstandings. I believe that research on the characteristics of languages and similarities and differences in cultures will provide a definite outcome (Nasreen, â€Å"Some Views about Intercultural Communication†). The above pictures show the eating styles of two different cultures: the Western and the Arabic. In the Arabic countries, people dine in a different style than that of the people in England. In Arab countries, a carpet is first put on the floor where the people wish to dine. Then cushions are set on the carpet for the people to sit on. Instead of cushions, at times small stools are used for the purpose of sitting. Then placing the plates, glasses, cups and dishes on the carpet, they start dining (Fairfax Country Public School, â€Å"Arabic Upper Levels > Scientific and Creative Advancement†). In England, people eat in continental style where knives are placed in the right side and fork in the left. Moreover, there are number of eating etiquettes that they follow while dining in England. These etiquettes are taken as a rule of eating in England and the people put much emphasis to the table manners during dining (Barrow, â€Å"Acceptable Behaviour in England†). During our semester, I came across students of various cultures and groups and developed friendship with them in due course of time. When we used to have dinner in any of our Arabic friends’ place, we used to dine in the floor in their traditional manner. The dining style of my English friends was not new as this was considered as the standard style in the world. By

Legislator Letter & Outline Summary (2 parts to assignment) Coursework

Legislator Letter & Outline Summary (2 parts to assignment) - Coursework Example For instance, when there are more health personnel to handle the patients’ issues, it means more people will access the vital health care service and reduce time wasted waiting to for services. My intent to write to you is because I know you have a significant influence toward the amendment of this bill; thus, I urge you to support the bill and bolster healthcare service delivery. The residents of Boston will for sure benefit from improved services due to an addition of more APRNs and physicians. For example, section 3401 of the H. R. 1907 bill suggests that there shall be a minimum number of nurses required regarding hospital staffing (NARA, 2014). The case will ensure that all hospitals will have a minimum number of healthcare personnel that serve patients. Therefore, I am requesting you to support Bill H. R. 1907 to enable more healthcare professionals into the healthcare system to strengthen delivery of the services.I will appreciate your support of this bill since it will permit a considerable access to quick, quality, and safeservices Thank you for taking your precious time to read my letter and I hope you will support this H. R. 1907 bill to enhance healthcare service delivery in our state. I am looking forward to your response regarding the bill. Thank you once again. There was no response to my letter. Assumedly, this happened because the letter failed to detail on a planned visit to the local or Austin. For future contact with the legislator, I prefer planning and writing the letter in time to allow for a prompt reply. Besides, it is important to prepare for a physical visit and interact on a personal basis with the policy maker. My reaction towards the issue of writing letters to the legislators is to know why some letters go unanswered yet they may be having excellent suggestions that can help to enhance healthcare system within the country. Assuredly, it was exciting to compose a letter that would establish imperative

The subterranean museum Assignment Example | Topics and Well Written Essays - 250 words

The subterranean museum - Assignment Example I personally find this ridiculous. While many people were targeted by the Holocaust, Jews were by far the most targeted. When Hitler enacted the final solution, it was not the final solution to deal with the problem of mentally handicapped people, nor was it the final solution to deal with gays and lesbians. It was the final solution to end the existence of the Jewish people, and the industrial slaughter machine was targeted solely at Jews. Of course everyone needs to be remembered in some way, but I also think it’s perfectly fair that there is a memorial specifically for Jews, and I think it should be the biggest and most important one. There was also a great deal of controversy over the inclusion of a subterranean museum, or â€Å"Ort.† The original designer did not like to include a subterranean museum, but one was built alongside the memorial anyway. I don’t think that it really mattered whether or not the museum was included with the project. Surely a museum about the Holocaust needed to be included somewhere, and most people visiting one site would probably visit the other. It does perhaps take away some of the solemnity of the memorial itself, by turning it into numbers and digits, however. There was also a great deal of conversation about whether it was appropriate for America to have a Holocaust memorial, when the Holocaust was perpetrated in Europe. I think that this is a waste of taxpayers’ money, and there are better ways to remember America’s role in

The History of Affirmative Action Research Paper

The History of Affirmative Action - Research Paper Example n the schools, denied equal chance at acquiring good jobs and rejected from housing areas all reserved exclusively for the pale-skinned dominant culture of the west Europeans. This separation was made possible because of an ideology that believed white people were of a higher, more refined nature than those who had not yet been ‘cleansed’ of their barbarism. In many cases, minority members of society were restricted to slave or near-slave status even after the conclusion of the Civil War in 1865. Through a variety of tactics, the prevailing opinion of the ‘less civilized’ minority people of color was perpetuated by existing legislation and unfair practices that prevented these people from achieving the same kinds of success discovered by white people. Even after legislation now collectively referred to as the Jim Crow laws were abolished, inequality prevailed through shady or evasive business practices, finally forcing the enactment of countermeasures now kn own as Affirmative Action. Although controversial, this legal action was required in order to try to equalize the opportunity for all, extending the right for all free people to reach the potential they are willing to work for. Without affirmative action to help ensure equality, the balance in this country would still be heavily in favor of the ethnic majority and segregation would be much more blatant than it is today. Social evolution depends on widespread social acceptance of differences. It is a process that doesn’t seem to occur naturally in this country without the benefit of affirmative action polices. Since its enactment, affirmative action has succeeded in balancing the opportunities available to men and women of all ethnicities. Although the majority ethnic group, the white people, may now feel they are being treated unfairly simply because they have lost their stranglehold on the economic high ground, affirmative action has been successful in distributing opportuni ty on a more equal basis. A

Ifagovernmentcanhinderorharmapersontopreventharmtoothers,whynotforthat Essay

Ifagovernmentcanhinderorharmapersontopreventharmtoothers,whynotforthat person'sowngoodCriticizeMill' - Essay Example However, the harm principle bars individuals from continually harming themselves and their property, since doing so may have severe implications on other societal members. The harm principle states that freedom of speech is essential because every individual possesses liberty of thought (Eisenach 117). However, he did agree that although freedom of speech is justified, it should not cause any harm to others. Mills argues that tyranny is a democracy form of government for uncivilized countries, on the best people on condition that they look into the interests of their subjects. He introduced the various tyrannies that included the majority and the societal tyrannies (Mill 156). The harm principle proves to be democratic, since it equates individuals, with the reigning regime ensuring the law is upheld. Mill’s principal on liberty also safeguards people from being downcast and keeps them content, thereby promoting a self-sacrificing society (Mill 156). The harm principle thus se ems to promote fairness among member of the society. It precludes selfish behaviors and makes an individual aware of the consequences if they were to hurt others. Mill’s principle on liberty appears to promote individual’s liberalization and a free society. However, critics argue that the principle may have some loopholes (Linklater 104). Mills principle fails to elaborate the meaning of harm, and only tries to quantify physical harm that can be effortlessly measured, thereby failing to address other forms of harm, including physical harm. The theory highlights the significance of safeguarding individuals from harm emanating from their fellow societal members’ acts. However, it fails to explicate on issues of self-harm, as well as individual harm from external aspects. Besides, the affected parties may be willing to be harmed for the own pleasure (Linklater 105). The principle only safeguards individuals from harm from others, thereby failing to address the fate of animals, plants and other natural resources that are of significant interest for the survival of humanity. The society may perceive various individual acts as amorous, as well as detrimental to its ultimate development. This renders the principle incompetent and it highlights its inability to govern a country alone. As such, the reigning regime ought to intervene and implement other laws that safeguard individual and societal rights, thereby promoting development. Philosophers conducted in-depth research, in their quest to refute Mill’s principle on liberty (Eisenach 117). Such include Durkheim, who stated that the self-freedom may not always be for the benefit of involved parties. He indicated that self-gratification did not always lead to contentment. Thorough research compelled Durkheim to assert that societies that upheld Mill’s principle faced the predicament of several individuals committing suicide. Instances where the harm principle may appear incomplete in clude drug abuse, abortion and gay marriages (Linklater 105). Various activists may apply the harm principle in promoting such incidences. These activities may pose adverse impacts in individuals. The role of the government is to protect individual rights, thereby promoting societal growth. Such incidences obligate the government to implement measures that discourage such acts. These activities may seem to be harmless to parties that are not actively involved in them. However, severe indirect

Graduate Reflection Paper Essay Example | Topics and Well Written Essays - 750 words

Graduate Reflection Paper - Essay Example I was very aware of Gardners 7 Intelligences and I attempted to gear as many lessons as possible to different learning styles so that all students were able to grasp the course. This spoke to my ability to accommodate and adapt learning materials. One example, is when I gave an assignment in which I allowed students to express themselves in their own way. Many students said they enjoyed this assignment. I learned about myself as a facilitator. As an example, I found that adults ask many more questions than children. I also found that a facilitator must know the material very well because adults think on their feet. I feel that I have met. In the second criteria (1b), I found it interesting to understand the differences between formal and informal groups. At my job, Ive found informal groups to be those that come together for a brainstorming session or to answer a particular questions that the business must answer. Often, these meet around lunch and they tend to be groups that come together for a short time. They can also come together as social groups. Formal groups usually come together under the direction of the head of the company of a specific supervisors needs. The formal groups must organize larger issues and create change within the company. Groups have a variety of dynamics which may be difficult at times and a group can quickly become dysfunctional depending on the circumstances. As an example, when one person within the group becomes dominant in the group and they are not the leader, the group becomes dysfunctional because no one else has a chance to speak. To bring it back to function, the group leader must be able to maintain a balance between all people within the group. Each individual must be able to bring in their point of view during discussions so that they can feel heard. The many readings in this area helped me become a better facilitator. As an example, The Kolun (2001) article gave several

Diversification in a porfolio Research Paper Example | Topics and Well Written Essays - 2500 words

Diversification in a porfolio - Research Paper Example Graham (2010) observes that the risks of an investment are reduced to between 80-90% through diversification of portfolios. However, there have been questions as to whether portfolio diversification is the best way to increase returns of an investment and to yield higher returns. Some studies have shown that portfolio diversification only reduces non market risks when the diversification is done up to a certain degree. According to Hagin (2004), even though portfolio diversification reduces non market risks and increases the returns of an investment, the rule of diminishing returns usually applies at a very early stage of the investment. This paper therefore tries to answer the question as to whether diversification of portfolios with aggressive and defensive risks profiles the best way to invest. In order to answer the main question of the paper, the paper reviews the various aspects or factors that are involved in an investment and determines how they correlate with diversification and returns. Portfolio can be broadly defined as a collection of various financial assets that are owned and managed by an individual investor or a group. According to Hagin (2004), portfolio refers to combination of different investments assets that are mixed with the aim or purpose of achieving the goals of an investor or a group of investors in any given market and region. Some of the financial assets include equities, liquid assets, fixed income instruments, bonds as well as cash. The kind of portfolio an investor chooses strongly determines the risks and returns associated with that particular investment. Diversification of portfolios on the other hand refers to an investment strategy that involves mixing of various assets in order to reduce the risks of an investment portfolio. This is through the spreading out of the risks that are associated with each investment assets to ensure that when a financial crisis occurs or affects one asset, the other

The impact of education on someone who is disadvantaged Essay

The impact of education on someone who is disadvantaged - Essay Example For the poor children, their parents do not have such information or knowledge. In the essay by Welty, she describes the influence her first grade teacher, Miss Duling, had on her life. Although her parents were uneducated, school helped her gain what her parents did not provide. Duling was the kind of teacher that demanded perfection. She describes her as a figure of authority. These are the skills Miss Duling and the other teachers passed to her students. People from poor backgrounds might not have access to such knowledge. However, education, especially their interactions with the teachers, gives them the vita skills that prepare them for a better life. She notes that they learned â€Å"grammar, arithmetic, spelling, reading, writing, geography, physical training, and singing† (Welty, 414). As Welty notes in the essay, Miss Duling had ‘stridden into a larger part of my work than I’d realized until now’ (Welty, 414). Similarly, in the TED talk by Dr. Cana da, he points out that the children of the wealthy have an advantage because their parents know many things. The poor people do not know. Education is the only channel through which the poor can be helped. Poor people do not operate on the same level as the rich. While the rich might be able to enjoy certain privileges, the poor cannot afford these. Through education however, people from poor backgrounds are able to access the same opportunities as the rich. In the video by Dr. Canada for instance, he argues that while the rich will take their children to pre-kindergarten and access the benefits that come with it, the poor do have the chance. Through education however, the poor and the wealthy are equalized. In the essay by Welty, the idea of equality is also brought out. For instance, when the new governor sent her daughter to Davis School, Miss Duling telephoned her and told her that she will simply ‘be plain Rachel here’ (Welty, 414). Although she was from a wealthy

Information and Communication Technology in Higher Education Essay Example for Free

Information and Communication Technology in Higher Education Essay Introduction: Information and communication technology (ICT) is a force that has changed many aspects of the way we live. If one was to compare such fields as medicine, tourism, travel, business, law, banking, engineering and architecture, the impact of ICT across the past two or three decades has been enormous. The way these fields operate today is vastly different from the ways they operated in the past. But when one looks at education, there seems to have been an uncanny lack of influence and far less change than other fields have experienced. A number of people have attempted to explore this lack of activity and influence (e.g. Collis, 2002). There have been a number of factors impeding the wholesale uptake of ICT in education across all sectors. These have included such factors as a lack of funding to support the purchase of the technology, a lack of training among established teaching practitioners, a lack of motivation and need among teachers to adopt ICT as teaching tools (Starr, 2001). But in recent times, factors have emerged which have strengthened and encouraged moves to adopt ICTs into classrooms and learning settings. As we move into the 21st century, these factors and many others are bringing strong forces to bear on the adoption of ICTs in education and contemporary trends suggest we will soon see large scale changes in the way education is planned and delivered as a consequence of the opportunities and affordances of ICT. This paper seeks to explore the likely changes we will see in education as ICT acts as a powerful agent to change many of the educational practices to which we have become accustomed. In particular, the paper will explore the impact both current and emerging information and communication technologies will be likely to have in coming years on what is learned, when and where learning will take place and how the learning will occur. The impact of ICT on what is learned: Conventional teaching has emphasized content. For many years course have been written around textbooks. Teachers have taught through lectures and presentations interspersed with tutorials and learning activities designed to consolidate and rehearse the content. Contemporary settings are now favoring curricula that promote competency and performance. Curricula are starting to Emphasize capabilities and to be concerned more with how the information will be used than with what the information is. A. competency and performance-based curricula: The moves to competency and performance-based curricula are well supported and encouraged by emerging instructional technologies (e.g. Stephenson, 2001). Such curricula tend to require: access to a variety of information sources; access to a variety of information forms and types; student-centered learning settings based on information access and inquiry; learning environments centered on problem-centered and inquiry-based activities; authentic settings and examples; and teachers as coaches and mentors rather than content experts. Contemporary ICTs are able to provide strong support for all these requirements and there are now many outstanding examples of world class settings for competency and performance-based curricula that make sound use of the affordances of these technologies (e.g. Oliver, 2000). For many years, teachers wishing to adopt such curricula have been limited by their resources and tools but with the proliferation and widespread availability of contemporary ICTs, many Restrictions and impediments of the past have been removed. And new technologies will continue to drive these forms of learning further. As students and teachers gain access to higher Bandwidths, more direct forms of communication and access to sharable resources, the capability To support these quality learning settings will continue to grow. B. information literacy Another way in which emerging ICTs are impacting on the content of education curricula stems from the ways in which ICTs are dominating so much of contemporary life and work. Already There has emerged a need for educational institutions to ensure that graduates are able to display Appropriate levels of information literacy, â€Å"the capacity to identify and issue and then to identify, Locate and evaluate relevant information in order to engage with it or to solve a problem arising from it† (McCausland, Wache Berk, 1999, p.2). The drive to promote such developments Stems from general moves among institutions to ensure their graduates demonstrate not only skills and knowledge in their subject domains but also general attributes and generic skills. Traditionally generic skills have involved such capabilities as an ability to reason formally, to Solve problems, to communicate effectively, to be able to negotiate outcomes, to manage time, Project management, and collaboration and teamwork skills. The growing use of ICTs as tools of Every day life have seen the pool of generic skills expanded in recent years to include information Literacy and it is highly probable that future developments and technology applications will see This set of skills growing even more. The impact of ICT on how students learn Just as technology is influencing and supporting what is being learned in schools and universities, So too is it supporting changes to the way students are learning. Moves from content-centered Curricula to competency-based curricula are associated with moves away from teacher-centered Forms of delivery to student-centered forms. Through technology-facilitated approaches, Contemporary learning settings now encourage students to take responsibility for their own Learning .In the past students have become very comfortable to learning through transmissive Modes. Students have been trained to let others present to them the information that forms the Curriculum. The growing use of ICT as an instructional medium is changing and will likely Continue to change many of the strategies employed by both teachers and students in the learning Process. The following sections describe particular forms of learning that are gaining prominence in universities and schools worldwide. A. Student-centered learning Technology has the capacity to promote and encourage the transformation of education from a Very teacher directed enterprise to one which supports more student-centered models. Evidence of This today is manifested in: The proliferation of capability, competency and outcomes focused curricula Moves towards problem-based learning Increased use of the Web as an information source, Internet users are able to choose the Experts from whom they will learn The use of ICT in educational settings, by itself acts as a catalyst for change in this domain. ICTs By their very nature are tools that encourage and support independent learning. Students using ICTs for learning purposes become immersed in the process of learning and as more and more Students use computers as information sources and cognitive tools (e.g. Reeves Jonassen, 1996), the influence of the technology on supporting how students learn will continue to increase. B. Supporting knowledge construction The emergence of ICTs as learning technologies has coincided with a growing awareness and recognition of alternative theories for learning. The theories of learning that hold the greatest Sway today is those based on constructivist principles (e.g. Duffy Cunningham, 1996). These Principles posit that learning is achieved by the active construction of knowledge supported by various perspectives within meaningful contexts. The strengths of constructivism lie in its emphasis on learning as a process of personal understanding and the development of meaning in ways which are active and interpretative. In This domain learning is viewed as the construction of meaning rather than as the memorization of facts (e.g. Lebow, 1993; Jonassen Reeves, 1996). Learning approaches using contemporary ICTs provide many opportunities for constructivist learning through their provision and support for resource-based, student centered settings and by enabling learning to be related to context and to pract ice (e.g. Berge, 1998; Barron, 1998). As mentioned previously, any use of ICT in learning Settings can act to support various aspects of knowledge construction and as more and more Students employ ICTs in their learning processes, the more pronounced the impact of this will Become. The impact of ICT on when and where students learn In the past educational institutions have provided little choice for students in terms of the method And manner in which programs have been delivered. Students have typically been forced to Accept what has been delivered and institutions have tended to be quite staid and traditional in terms of the delivery of their programs. ICT applications provide many options and choices and Many institutions are now creating competitive edges for themselves through the choices they are offering students. A. Any place learning The concept of flexibility in the delivery place of educational programs is not new (e.g. Moore Kersey, 1996). Educational institutions have been offering programs at a distance for many Years and there has been a vast amount of research and development associated with establishing Effective practices and procedures in off-campus teaching and learning. Use of the technology, However, has extended the scope of this activity and whereas previously off-campus delivery was An option for students who were unable to attend campuses, today, many more students are able to make this choice through technology-facilitated learning settings. The scope and extent of this Activity is demonstrated in some of the examples below. The communications capabilities of modern technologies provide opportunities for many Learners to enroll in courses offered by external institutions rather than those situated locally. These opportunities provide such advantages as extended course offerings and eclectic class Cohorts comprised of students of differing backgrounds, cultures and perspectives. ï‚ ·Ã¯â‚¬  The freedoms of choice provided by programs that can be accessed at any place are also Supporting the delivery of programs with units and courses from a variety of institutions, There are now countless ways for students completing undergraduate degrees for example, to Study units for a single degree, through a number of different institutions, an activity that Provides considerable diversity and choice for students in the programs they complete. B. Any time learning In concert with geographical flexibility, technology-facilitated educational programs also remove Many of the temporal constraints that face learners with special needs (e.g. Moore Kearsley, 1996). Students are starting to appreciate the capability to undertake education anywhere, Anytime and any place. This flexibility has heightened the availability of just-in-time learning and provided learning opportunities for many more learners who previously were constrained by other commitments (e.g. Young, 2002). Through online technologies learning has become an activity that is no longer set within Programmed schedules and slots. Learners are free to participate in learning activities when time permits and these freedoms have greatly increased the opportunities for many students to Participate in formal programs. ï‚ ·Ã¯â‚¬  The wide varieties of technologies that support learning are able to provide asynchronous Supports for learning so that the need for real-time participation can be avoided while the Advantages of communication and collaboration with other learners are retained. Emerging Issues A number of other issues have emerged from the uptake of technology whose impacts have yet to Be fully explored. These include changes to the makeup of the teacher pool, changes to the Profile of who are the learners in our courses and paramount in all of this, changes in the costing And economics of course delivery. A. expanding the pool of teachers In the past, the role of teacher in an educational institution was a role given to only highly qualified people. With technology-facilitated learning, there are now opportunities to extend the Teaching pool beyond this specialist set to include many more people. The changing role of the Teacher has seen increased opportunities for others to participate in the process including Workplace trainers, mentors, specialists from the workplace and others. Through the affordances And capabilities of technology, today we have a much expanded pool of teachers with varying Roles able to provide support for learners in a variety of flexible settings. This trend seems set to Continue and to grow with new ICT developments and applications. And within this changed pool of teachers will come changed responsibilities and skill sets for future teaching involving high levels of ICT and the need for more facilitative than didactic teaching roles. B. expanding the pool of students In the past, education has been a privilege and an opportunity that often was unavailable to many students whose situation did not fit the mainstream. Through the flexibilities provided by technology, many students who previously were unable to participate in educational activities are now finding opportunities to do so. The pool of students is changing and will continue to change as more and more people who have a need for education and training are able to take advantage of the increased opportunities. Interesting opportunities are now being observed among, for example, school students studying university courses to overcome limitations in their school programs and workers undertaking courses from their desktops. C. The cost of education Traditional thinking has always been that technology-facilitated learning would provide economies and efficiencies that would see significant reductions in the costs associated with the delivery of educational programs. The costs would come from the ability to create courses with fixed establishment costs, for example technology-based courses, and for which there would be savings in delivery through large scale uptake. We have already seen a number of virtual universities built around technology delivery alone. The reality is that few institutions have been able to realize these aims for economy. There appear to have been many underestimated costs in such areas as course development and course delivery. The costs associated with the development of high quality technology-facilitated learning materials are quite high. It has found to be more than a matter of repackaging existing materials and large scale reengineering has been found to be necessary with large scale costs. Likewise costs associated with delivery have not been found to diminish as expected. The main reason for this has been the need to maintain a relatively stable student to staff ratio and the expectation of students that they will have access to teachers in their courses and programs. Compared to traditional forms of off-campus learning, technology-facilitated learning has proven to be quite expensive in all areas of consideration, infrastructure, course development and course delivery. We may have to brace ourselves for the advantages and affordances which will improve the quality of education in the near future to also increase components of the cost. Efforts of Indian government in this aspect Realizing the importance of Information and Communication Technology (ICT) the Ministry of Human Resource Development as per the Mission Document, ICT is the tool in education available to enhance the current enrolment rate in Higher Education, at present 15 percent to 30 percent by the end of the 11th Plan period. The Ministry also launched a web portal named â€Å"SAKSHAT† a ‘One Stop Education Portal’. The high quality e-content once developed will be uploaded on SAKSHAT in all disciplines and subjects. Several projects are in the completion stage and are expected to change the way teaching and learning is done in India. The Mission has two major components viz., (a) content generation and (b) connectivity along with provision for access devices for institutions and learners. It seeks to bRDge the digital divide, i.e., the gap in the skills to use computing devices for the purpose of teaching and learning among urban and rural teachers/learners in Higher Education domain and empower those, who have hitherto remained untouched by the digital revolution and have not been able to join the mainstream of the knowledge economy. It plans to focus on appropriate pedagogy for e-learning, providing facility of performing experiments through virtual laboratories, on-line testing and certification, on-line availability of teachers to guide and mentor learners, utilization of available Education Satellite (EduSAT) and Direct to Home (DTH) platforms, training and empowerment of teachers to effectively use the new method of teaching learning etc. On the one hand, the Mission would create high quality e-content for the target groups and on the other, it would simultaneously seek to extend computer infrastructure and connectivity to over 18000 colleges in the country including each of the departments of nearly 400 universities/deemed universities and institutions of national importance. The peer group assisted content development would utilize the Wikipedia type of collaborative platform under the supervision of a content advisory committee responsible for vetting the content. Interactivity and problem solving approach would be addressed through â€Å"Talk to a Teacher† segment. It is an opportunity as well as a challenge for the bright faculty members of our Universities and Institutions of Excellence to invest their intellectual capital for the knowledge empowerment of all the learners of our Country. We need to synergize our individual efforts in this direction. Summary and Conclusions This paper has sought to explore the role of ICT in education as we progress into the 21st century. In particular the paper has argued that ICTs have impacted on educational practice in education to date in quite small ways but that the impact will grow considerably in years to come and that ICT will become a strong agent for change among many educational practices. Extrapolating current activities and practices, the continued use and development of ICTs within education will have a strong impact on: What is learned; How it is learned; When and where learning takes place; Who is learning and who is teaching. To ensure that the opportunities and advantages are realized, it will be important as it is in every other walk of life to ensure that the educational research and development dollar is sustained so that education at large can learn from within and that experiences and activities in different institutions and sectors can inform and guide others without the continual need for re-invention of the wheel. Once again ICTs serve to provide the means for much of this activity to realize the potential it holds. References Collis, B. (2002). Information technologies for education and training. In Adelsberger, H., Collis, B, Pawlowski, J. (Eds.) Handbook on Technologies for Information and Training. Berlin: Springer Verlag. Duffy, T., Cunningham, D. (1996). Constructivism: Implications for the design and delivery of instruction, Handbook of research for educational telecommunications and technology (pp. 170-198). New York: MacMillan. Oliver, R. (2000). Creating Meaningful Contexts for Learning in Web-based Settings. Proceedings of Open Learning 2000. (pp 53-62). Brisbane: Learning Network, Queensland. Oliver, R. Towers, S. (2000). Benchmarking ICT literacy in tertiary learning settings. In R. Sims, M. O’Reilly S. Sawkins (Eds). Learning to choose: Choosing to learn. Proceedings of the 17th Annual ASCILITE Conference (pp 381-390). Lismore, NSW: Southern Cross University Press. Soloway, E. Pryor, A. (1996). The next generation in human-computer interaction. Communications of the ACM, 39(4), 16-18. Starr, L. (2001). Available at http://www.education-world.com/a_tech/tech075.shtml [Accessed July 2002]. Stephenson, J., Ed. (2001). Learner-managed learning- an emerging pedagogy for online learning. Teaching and Learning Online: Pedagogies for New Technologies. London, Kogan Page. Young, J. (2002). The 24-hour professor. The Chronicle of Higher Education, 48(38), 31-33.

Favorite Teacher Essay Example for Free

Favorite Teacher Essay Choosing a favorite teacher is fairly difficult when one puts into account all the types of teachers they have known, all of them are important. Teachers are the second most important people in our lives, right after our parents. Teachers are persuasive and have the power to build a child up from an immature student to become a responsible adult; or they can completely and utterly crush a students hopes and dreams. As an identical twin my mother has always pulled a few strings to have my sister and me in the same classes throughout elementary school. We were absolutely inseparable. Transitioning from elementary to middle school was a milestone for me. Every class I was placed in was different from my sister’s. I was friendless, and at times I felt hopeless scrambling to find friends; I was overwhelmed by the turmoil of the middle school system. At my locker I forgot a key ingredient, the combination; completely overloaded with homework, tests and loneliness, I sat at my locker and sobbed. It was there I crossed paths with one of the most important people I have ever known. The first time I met Ms. Reagan was when she gave the upcoming middle-schoolers a tour of the school the summer before my sixth grade year. She was short, thin and had an intelligent look. She seemed truly interested in me, given my mother had met her on vacation a few years back. Ms. Reagan assured my worried mother I would do perfectly fine in a new environment without my sister. However, when school began, so did my problems. Mr. Wolff was my sixth grade English teacher, as an advanced English student the first essay he assigned was rather demanding. Struck by writer’s block, I was only able to conquer five pages of the assigned six-page essay. Mr. Wolff asked for a word after class; obliging I listened to him rant about how he expected more out of me than five pages of redundancy. I left the classroom with a rigid, seemingly emotionless expression. I went to my only friend, my locker, and began to sob when I remembered I had forgotten my combination. Walking back from the teachers’ lounge, Ms. Reagan calmly asked me to explain my dilemma; she offered support and assured me I would do well, promising me I would make friends. I left school that day consoled and filled with a newborn hope that I would progress through the sixth grade successfully; after all it was just the third day of school. After a few weeks of attending middle school, I began to gain friends; they were not comparable to my twin, but they were accepting. I listened to what Ms. Reagan had mentioned to me and I was able to gain more and more friends I today refer to as my closest friends. With Ms. Reagan’s advice I was able to conquer my fears of having no friends, and I finally was able to master the dreaded locker combination. Ms. Reagan is the embodiment of a leader and sets an endless example of respect and commitment for her current students and students of years prior. She treats everyone with kindness and compassion and is always willing to give advice to anyone. Most importantly, she believes in herself as a teacher and, in turn, her students learn to believe in themselves. I have been able to acquire this knowledge of Ms. Reagan through various lunch visits when I was unable to find a table. We spoke of our families, futures, travels and opinions. Although it has been years since I sat in her classroom, Ms. Reagan continues to affect me in a very meaningful way. In the summer we often go to the same part of Newport during the same time; she often walks past my house, and even on the hottest of days, she will always stop at the end of my driveway just to chat. In return, when I get the chance, I like to stop by to visit her after school lets out just to catch up for a little bit and fill her in on the latest news in my life. However, although our conversations may be few and far between, they always make for memorable moments. As I continue to get older, I cannot help looking back and reminiscing about my days as an elementary student. I feel lucky for having such an unforgettable childhood and thankful for the people that were apart of it. Ms. Reagan has always been more than an educator to me, and I am so blessed to have her as a part of my life.

Mergers and Acquisitions in the Pharmaceutical Industry

Mergers and Acquisitions in the Pharmaceutical Industry Introduction Mergers are done to expand the business and improve profitability by companies with mutual consent. Acquisitions occur when one company takes over another which may be friendly or hostile. Mergers and Acquisitions (MA) are actively taking place in the pharmaceutical and biotech organizations and this trend is expected to prevail for the next one to two years. The bio-pharma industry is dynamic and is currently changing focus from RD to licensing and outsourcing. So before any MA activity a strategy formulation is very essential with emphasis on creating a competitive advantage for the business. Mergers and Acquisitions (MA) are generally done with the following motives: to exploit economy of scale, to eliminate duplicated functions, to share managerial expertise, synergy, taxation, market power because of decreased competition. MA that are done with reduced competition as motive are socially unacceptable and illegal as they lead to monopolistic scenarios. The MA may not be successful in generating returns if the deal was closed with a high price due to impulsive and enthusiastic deals. MA also leads to diversification which has proved to be beneficial in stabilizing the returns. A merger or acquisition is an extremely stressful process for those involved: job losses, restructuring, and the imposition of a new corporate culture and identity can create uncertainty, anxiety and resentment among a companys employees. (Appelbaum 2000) Companies focus on the legal and financial issues involved with the MA and fail to pay attention to the long term effects like corporate identity and communication which greatly influence the employee motivation and productivity. The pharmaceutical industry The Indian Pharmaceutical Sector is currently the largest amongst the developing nations. There is a worldwide structural trend evolving in pharmaceuticals and Indian companies play a key role in this framework, driven by their superior biotech and drug synthesis skills, high quality and vertically integrated manufacturing assets, differentiated business models and significant cost advantages. Companies across the world are reaching out to their counterparts to take mutual advantage of the others core competencies in RD, Manufacturing, Marketing and the niche opportunities offered by the changing global pharmaceutical environment. (Shukla 2006) The pharmaceutical sector offers an array of growth opportunities. This sector has always been dynamic in nature and the pace of change has never been as rapid as it is now. To adapt to these changing trends, the Indian pharmaceutical and biotechnology companies have evolved distinctive business models to take advantage of their inherent strengths and the Borderless nature of this sector. (Shukla 2006) Environmental factors The changing environment in the bio-pharma industry is driving an increased activity of Mergers and acquisitions. In 2008, sales growth of prescribed drugs globally has reached the lowest rate in since 2001. Along with this slowdown, the pharmaceuticals sector is faced with an increasingly challenging environment resulting from increasing patent expirations, growing generic sales, reducing new drug pipelines and stricter regulations. The biotechnology sector also faces increased regulatory challenges as well as shortage of credit. The patents are getting expired and there is increased competition for generic drugs. Patients are becoming more aware and manage their own conditions. The healthcare models are thus changing. With such environmental pressures increasing the companies resort to MA as a tool for corporate growth. MA do not exceed their cost of capital. Still companies go for MA because of some strategies like increased market strength consolidating for cost reduction broadening geographic coverage pipeline stuffing (Coles 2002) Some recent MA The US and European generics companies are scouting for alliances/buyouts at the back end of the chain, which would allow them to offset any manufacturing cost advantage held by companies in the developing markets. The Indian companies are looking at the front-end integration as building a front-end distribution set-up from scratch could take significant time. (Shukla 2006) There are also entry barriers for companies from the developing countries and acquisitions make it easy for these organizations to find a foothold in the developed markets. For instance, there is a cultural and language barrier in Europe and Europe is high on the radar of Indian pharmaceutical companies. The sheer heterogeneity of Europe and the fragmented nature of its pharmaceutical market make acquisitions an easy route for entry into this region and the US being the largest pharmaceutical market in the world will always interest the Indian pharma companies for its sheer size. (Shukla 2006) The acquisitions of RPG Aventis (by Ranbaxy) and Alpharma (by Cadila) in France are clear examples of acquisitions proving to be a drain on the companys profitability and return ratios for several years post acquisition. In several other cases acquisitions by Indian generic companies are small and have been primarily to expand geographical reach while at the same time, shifting production from the acquired units to their cost-effective Indian plants. A few have been to develop a bouquet of products. Other than Wockhardts acquisition of CP Pharma and Esparma, it has taken at least three years for the other global acquisitions to see break-even. Most of the acquiring companies have to pay greater attention to post merger integration as this is a key for success of an acquisition and Indian companies have to wake up to this fact. Also, with the increasing spate of acquisitions, target valuations have substantially increased making it harder for Indian companies to fund. In January 2009, Pfizer entered into a merger agreement with Wyeth valued at US$68 billion. The deal is to be financed through a combination of cash, stock and debt. A consortium of banks will provide US$22.5 billion for the MA. In March 2009, Roche acquired the remaining 44 percent of Genentech shares for an all-cash US$46.8 billion deal. Prior to the deal, Roche raised US$39 billion through bond sales. In March 2009, Merck Co. acquired Schering-Plough in a cash-stock deal worth US$41.1 billion. The cash component includes US$9.8 billion from Mercks cash reserves and US$8.5 billion committed by JP Morgan Chase. (MA: Outlook for pharmaceuticals 2009) If a company was acquired for its RD pipeline and development projects or platform technology, in majority of cases, the acquiring company failed to derive full benefits and most of the projects were later discontinued or terminated. Diversified companies like Roche, JJ, Abbott and Novartis with devices, generics and diagnostic performed better as compared to pure pharmaceutical RD driven company like Pfizer and Merck. Strategies for successful MA The industrys experience shows that megamergers often do not produce the intended synergies, but rather tend to erode shareholder value and create major integration challenges, while not achieving improved new drug pipelines. (Alternatives to mega mergers 2009) Tetenbaum (1999) suggests an alternative set of seven key practices to assist with a successful merger or acquisition: Close involvement of Human Resources managers in the acquisition process; they should have a say in whether or not the deal goes ahead. Building organisational capacity by ensuring that close attention is paid to the retention and recruitment of employees during the acquisition. Ensuring that the integration is focused on achieving the desired effect (for example, cost savings), while at the same time ensuring that the core strengths and competences of the two companies are not damaged by the transition. Carefully managing the integration of the organisations cultures. Completing the acquisition process quickly, since productivity is harmed by the disorganisation and demoralisation that inevitably occur while the change is underway. Communicating effectively with everyone who will be affected by the change. Other authors agree that being truthful, open and forthright during an acquisition is vital in helping employees to cope with the transition. (Appelbaum 2000) Developing a clear, standardised integration plan. Tetenbaum cites the example of Cisco Systems, which, like GE Capital, makes large numbers of acquisitions and has been able to learn from its experiences and build up tried-and-tested processes for carrying them out successfully. (Tetenbaum 1999) Conclusion The companies may be heading towards more megamergers of the scale seen in the recent past or they may move towards smaller strategic acquisitions. Deals in the biotechnology sector could increase further as small and mid-size biotechnology companies become increasingly willing to enter into deals at value prices. Large pharmaceutical and biotechnology companies are scouting around for deals at much lower valuations, and the current trend of MA in generics is one to watch for in the future. Although there are many different opinions on precisely what causes so many mergers and acquisitions to fail, and on how these problems can be avoided, there are certain points that most analysts appear to agree on. It is widely accepted, for instance, that the human factor is a major cause of difficulty in making the integration between two companies work successfully. If the transition is carried out without sensitivity towards the employees who may suffer as a result of it, and without awareness of the vast differences that may exist between corporate cultures, the result is a stressed, unhappy and uncooperative workforce and consequently a drop in productivity.

We Should Build New Sports Stadiums :: Argumentative Persuasive Essays

We Should Build New Sports Stadiums In Roger G. Noll’s article on pro sports’ stadiums in the New York Times, he states that a new baseball stadium in New York City (or anywhere else) is too costly to construct. Mr. Noll is an economist and so it stands that he would understand the financials of building new stadiums. He even attempts to look at the issue, though not an honest effort, from all perspectives. He says that these facilities never pay for themselves, that there is an increase in overall community income, but not enough to offset cost. He states that though highly paid, a team employs very few workers. A new stadium offers more amenities that are more expensive, such as luxury skyboxes, thus bringing in more revenues than the old stadiums. The teams do see some of these profits but so do the cities. Noll writes that new stadiums force other entertainment out of town, this can be true, but it also brings in new business in the form of restaurants and pre and post-game entertainment. The profits from transportation can be much larger in the post stadium city. It is true that many cities are financing most if not all of the cost for new athletic complexes. The cost is, in the least, absorbable by the city. The urging of teams to force the pay for the cost of a stadium is a bluff, and should be called by the city. The Yankees will not leave New York and the millions of dollars in T.V., radio and merchandise licensing that a city of that stature can bring. The fact that cities are forced to pay for stadiums is a call for better negotiators for the city, not a reason not to build a stadium. Hall says that not even New York can keep the Yankees without subsidizing it. Currently it is true that the Yankees are subsidized by the city of New York, but as I previously stated, the Yankees would not give up the fringe benefits of the city that never sleeps. The Yankees tradition is very long and very great. In the current economics of professional sports the Yankees could not leave New York and still afford their current payroll. If the Yankees were forced to cut their player payroll then they would put their winning tradition at risk.

Arthur Miller :: essays research papers

â€Å"Figure it out. Work a lifetime to pay for a house. You finally own it, and there’s no one to live in it.† This line was from the 1949 play Death of a Salesman. In his early years Miller wrote plays, but none of them were produced. Death of a Salesman was not his first success, but was still widely admired. He grew to become one of the century’s greatest American dramatists. However this title was not easily achieved. After growing up in Harlem and working the Brooklyn Navy Yard to becoming a Pulitzer Prize winner, Arthur Miller is held with high respect. Miller had a lifelong dream. That dream was to become a famous playwright. With a lot of hard times and struggles, he reached his goal.   Ã‚  Ã‚  Ã‚  Ã‚  Miller went through college with many failed and unpublished plays. Still, he never gave up hope. Finally he hit one success which kept him on the Broadway stage for several decades to come. Arthur Miller is a New York born American playwright who developed a reputation by dealing with political and moral issues through his plays. However, this is just the tip of the iceberg with it comes to the story of Arthur Miller. Arthur Miller was a good man, and with a good man comes character strengths. He always put forth the effort to judge a man by his rightful position and his fair play. He also attempted to judge a man by his moral sanity and his welfare of the community (Foner and Garraty, 1). Miller never judged someone based upon a first impression. He made great attempts to know people thoroughly before finally judging them. This was one of the greater strengths he posses in life. This helped him build the reputation that stuck with him over the years and that he became known for.   Ã‚  Ã‚  Ã‚  Ã‚  However, Miller had a contradicting weakness along with his strength. He had an eagerness to express his judgement, which became a downfall for him. â€Å"This one weakness lead to showing his views and opinions openly. This often interrupted the more subtle interplay between social and psychological ways that others were accustom too† (Foner and Garraty, 2). Miller was good in giving it time to accurately know a person before judging him, but often showed his views too eagerly, which did not come off well to the public.   Ã‚  Ã‚  Ã‚  Ã‚  In all the years Miller wrote plays, he had one goal in mind when he wrote.