Students Unrest in Institutions of Higher Learning Essay Example For Students

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

The Atanasoff-Berry Computer

The Atanasoff-Berry Computer John Atanasoff once said to reporters, I have always taken the position that there is enough credit for everyone in the invention and development of the electronic computer.   Professor Atanasoff and graduate student Clifford Berry certainly deserve some credit for building the worlds first ​electronic digital computer at Iowa State University between 1939 and 1942.  The Atanasoff-Berry Computer represented several innovations in computing, including a binary system of arithmetic, parallel processing, regenerative memory, and a separation of memory and computing functions. Atanasoff’s Early Years   Atanasoff was born in October 1903, a few miles west of Hamilton, New York. His father, Ivan Atanasov, was a Bulgarian immigrant whose last name was changed to Atanasoff by immigration officials at Ellis Island in 1889.   After John’s birth, his father accepted an electrical engineering position in Florida where  Atanasoff completed grade school and began  understanding the concepts of electricity- he found and corrected faulty electric wiring in a back porch light at the age of nine- but other than that event, his grade school years were uneventful. He was a good student and had a youthful interest in sports, especially baseball, but his  interest in baseball faded when his father purchased a new Dietzgen slide rule to help him at his job. The young  Atanasoff became totally fascinated with it. His father soon discovered that he didnt have an immediate need for the slide rule and it was forgotten by everyone- except young John. Atanasoff soon became interested in the study of logarithms and the mathematical principles behind the operation of the slide rule. This led to studies in trigonometric functions. With the help of his mother, he read A College Algebra by J.M. Taylor, a book that  included a beginning study on differential calculus and  a chapter on infinite series and how to calculate logarithms.   Atanasoff completed high school in two years, excelling in science and mathematics. He had decided that he wanted to be a theoretic physicist and he entered the University of Florida in 1921. The university did not offer a degree in theoretic physics so he began taking electrical engineering courses. While taking these courses, he became interested in electronics and continued on  to higher mathematics. He  graduated in 1925 with a Bachelor of Science degree in electrical engineering. He accepted a teaching fellowship from Iowa State College because of the institutions fine reputation in engineering and sciences.  Atanasoff received his masters degree in mathematics from Iowa State College in 1926. After marrying and having a child, Atanasoff moved his  family moved to Madison, Wisconsin where he had been accepted as a doctoral candidate at the University of Wisconsin. The work on his doctoral thesis, The Dielectric Constant of Helium, gave him  his first experience in serious computing. He spent hours on a Monroe calculator, one of the most advanced calculating machines of the time. During the hard weeks of calculations to complete his thesis, he acquired an interest in developing a better and faster computing machine. After receiving his Ph.D. in theoretical physics in July 1930, he returned to Iowa State College with a determination to try to create a faster, better computing machine. The First â€Å"Computing Machine† Atanasoff became a member of the Iowa State College faculty as assistant professor in mathematics and physics in 1930. He felt he was well equipped to try to figure out how to develop a way of doing the complicated math problems he had encountered during his doctoral thesis in a faster, more efficient way. He did experiments with vacuum tubes and radio and with examining the field of electronics. Then he was promoted to associate professor of both mathematics and physics and moved to the school’s Physics Building. After examining many mathematical devices available at the time, Atanasoff concluded that they fell into two classes: analog and digital. The term digital was not used until much later, so he  contrasted analog devices to what he called computing machines proper. In 1936, he engaged in his last effort to construct a small analog calculator. With Glen Murphy, then an atomic physicist at Iowa State College, he built the Laplaciometer, a small analog calculator. It was used for analyzing the geometry of surfaces.   Atanasoff regarded this machine as having the same flaws as other analog devices- accuracy was dependent upon the performance of other parts of the machine. His obsession with finding a solution to the computer problem built to a frenzy in the winter months of 1937. One night, frustrated after many discouraging events, he got in his car and started driving without a destination. Two hundred miles later, he pulled into a roadhouse. He had a drink of bourbon and continued thinking about the creation of the machine. No longer nervous and tense, he realized that ​his thoughts were coming together clearly. He began generating ideas on how to build this computer. The Atanasoff-Berry Computer After receiving a $650 grant from Iowa State College in March 1939, Atanasoff was ready to build his computer. He hired a particularly bright electrical engineering student, Clifford E. Berry, to help him accomplish his goal. With his background in electronics and mechanical construction skills, the brilliant and inventive Berry was the ideal partner for Atanasoff.  They worked at developing and improving the ABC or Atanasoff-Berry Computer, as it was later named, from 1939 until 1941.   The final product was the size of a desk, weighed 700 pounds, had over 300 vacuum tubes, and contained a mile of wire. It could calculate about one operation every  15 seconds. Today, computers can calculate 150 billion operations in 15 seconds. Too large to go anywhere, the computer remained in the basement of the physics department.   World War II   World War II started in December 1941 and work on the computer came to a halt. Although Iowa State College had hired a Chicago patent lawyer, Richard R. Trexler, the patenting of the ABC was never completed. The war effort prevented John Atanasoff from finishing the patent process and from doing any further work on the computer. Atanasoff left Iowa State on leave for a defense-related position at the Naval Ordnance Laboratory in Washington, D.C. Clifford Berry accepted a defense-related job in California. On one of his return visits to Iowa State in 1948, Atanasoff was surprised and disappointed to learn that the ABC had been removed from the Physics Building and dismantled. Neither he nor Clifford Berry had been notified that the computer was going to be destroyed. Only a few parts of the computer were saved. The ENIAC Computer   Presper Eckert and John Mauchly were the first to receive a  patent for a digital computing device, the ENIAC computer. A 1973 patent infringement case, ​Sperry Rand vs. Honeywell, voided the ENIAC patent as a derivative of Atanasoffs invention. This was the source for Atanasoff’s comment that there is enough credit for everyone in the field. Although Eckert and Mauchly received most of the credit for inventing the first electronic-digital computer, historians now say that the Atanasoff-Berry Computer was the first. It was at an evening of scotch and 100 mph car rides, John Atanasoff also told reporters, when the concept came ​for an electronically operated machine that would use base-two binary numbers instead of the traditional base-10 numbers, condensers for memory, and a regenerative process to preclude loss of memory from electrical failure. Atanasoff wrote most of the concepts of the first modern computer on the back of a cocktail napkin. He was very fond of fast cars and scotch. He died of a stroke in June 1995 at his home in Maryland.

Mediation Research Paper Example | Topics and Well Written Essays - 1250 words - 1

Mediation - Research Paper Example In this form of mediation, the mediators drive the conflicting parties’ attention to focus on what drivers of conflict exist in their situation (Moore, 2014). This enables the parties to understand overt issues and go beyond them to the deep root causes of the conflict that they may not understand including the parties respective position in the conflict. The abstract needs that the individuals in a conflict have are the interest that should be focused on at this. As such the mediation seeks to have a bargain that will satisfy these interests. The process, substantive, relationship and principle interests as ell need to be included in order for a successful mediation. An example of integrative mediation is the case of divorce where partners share the wealth and children have access to both parents. It does not consider the betrayal, heart break that made of the parties seek divorce. Distributive approach of mediation on the other hand can be understood as competitive mediation that where the parties in conflict seeks to distribute the pie amongst them (Moore, 2014). It is often described as a zero sum exchange since the parties tend to believe that whatever it is that one side gains the other side loses. It is therefore position focused where the involved parties move from position to another to reach an agreement. Several compromises based on the shifts in positions through the mediations take place until an agreement is reached. In the distributive approach of mediation, agreements are normally reached after a compromise leading to a mid point is achieved. This are typically from the first positions or demands set out by the conflicting parties in the onset of the mediation. However this offers made are considered reasonable by the other party in the conflict and as such may not consider any bargaining parameters for negotiation (Moore, 2014). An example is in the case

Special need offender Essay Example | Topics and Well Written Essays - 1250 words

Special need offender - Essay Example In most countries, convicted sex offenders are required to register with the sex offenders’ registry in their areas of jurisdiction. These registry databases are open to the public for viewing (Borzecki, 2008). If an individual is involved in a high-level sexual offence, he or she is deemed to stay in the registry forever but if the crime is low level, he or she may be registered for a short duration of time. There are various programs that have been established to aid in treating the sexual offenders and all programs are geared towards one goal: making the offenders refrain from committing future sexual offences. Before an individual is admitted to a treatment program it is always essential for the individual to admit guilt and agree to be treated. The reason behind this is that all sexual offenders are manipulative in nature and when put together they will effectively confront their manipulative problem since all of them have had similar experiences. Another reason for group therapy is that the offenders will be free to share with each other without fear of being victimized. These therapy groups provide the sexual offenders with the right environment to be aware of the harm they cause to their victims; they acquire new skills of coping with life as well as learn healthy ways of meeting their sexual and emotional needs both from their peers and therapists (Borzecki, 2008). Group therapy has its own pitfalls in that some sexual offenders don’t fully explain their inner most feelings. Some may hide their true emotions and tell lies to their counterparts. As a result, ascertaining if a sexual offender is telling the truth to others could be difficult. Secondly, there’s always no evidence of success of this therapy to cure sexual abuse and prevent recidivism. It is just an approach that is insisted by the system. Community notification is also a program that has been put in place in order to curb sexual offences. In this program convicted sexu al offenders are required to register to the sexual offenders’ registry and these databases are left to the public for view. The state also has a role to play by informing the public about sex offenders who live in close proximity. This program is efficient in the sense that sex offenders who are known to the public are arrested more quickly for new crimes than offenders who are not known to the public. Community notification on the other hand, has resulted in many sexual offenders losing their jobs or home, getting threats or being harassed or losing their property. Research has shown that 19% of sex offenders have realized some negative consequences in other family members. (Furby, 2009). Community notification does not fully play its role of enhancing public safety by exerting stressors such as loss of employment, shame, isolation and depression on a sexual offender. These may force the sexual offenders to commit sexual crimes again in protest of their fate. Some states al so publicize the location of sex offenders without fully conducting risk assessment and this may bring anxiety among citizens making them live in constant fear. Residence restriction is also a program implored by many states to reduce sexual offenders’ activities. These states have enacted laws which prevent sexual offenders from residing in close proximity to a day care centre, a school or a school bus stop. The most common restrictive distance is 1,000 to

Radical And Liberal Theories Of Inequality Essay Example for Free

Radical And Liberal Theories Of Inequality Essay Social inequality (as a general philosophical and social concept including, before all economic inequalities along with the modern racial and gender issues of disparity) has always been a characteristic feature of human society therefore it is not surprising that majority of ancient and contemporary social philosophers are involved into discussion of how the inequality came to be and what can be done to reduce it. As usually there is no single opinion on the issue. There is an attitude that inequality is an ingrained feature of our social structure so any attempts to reduce or eliminate it are self-defeating. Still there is another opinion: inequality emerged on a certain stage of development of human society when one group of people took advantage of all other people and captured the source of welfare – material goods. It is not yet clear which one is true. The problem of social inequality has a long tradition of analysis; at least since the times of Aristotle, the existence of social disparity appeared a key problem for democratic theory and practice. Nowadays several major philosophical paradigms study the nature of inequality, i.e.: conservative, liberal, and radical; each of them has different vision of the problem (Conservative†¦ 2004). We will focus on liberal and radical visions of the problem and contrast their approaches to view the problem. Libertarian approach before all concentrates on freedoms and social rights of individuals as the members of common society. The approach focuses on people and, contrasting radical outlooks of the problem could be described as the â€Å"individualistic† one. Radical approach, speaking critically, is a â€Å"collectivistic† paradigm that put a focus on social classes instead of people. Liberalists, in their turn, stay on the premises that everyone is before all an individual, and that all individuals have inalienable social rights guaranteed by the society (Kidder et al, 2004). The central value of liberalistic theory is, therewith, inborn freedom of people. Liberals believe that people are able to change their social status themselves and become prosperous in this life. Radicals, on the contrary observe people as foredoomed creature who can’t leave the measures of their social class. As a result, they could become equally treated only through revolutionary changes. Capitalists, observing radical philosophy of social inequality, use all resources available to make the rest of the society equal; therewith, capitalists appear the primary enemies of social inequality who victimize the average people. Liberals never expressed such radical ideas; instead they believe that it’s rather the role of capitalists and government to establish a welfare society. The core differences between liberal and radical approaches, comparing and contrasting ideas of Marx (Avineri, 1968) and Weber (1958), lie in their vision of the fundamentals of social inequality. While Marx stayed on the material premises and some objective reasons that people can’t change, Weber believed in people’s rationality and knowledge that help them to achieve social equality themselves. Weber’s ideas of liberalism are close to the vision of people from protestant religion perspective, while Marx’s ideals are, admittedly, closer to orthodox Christianity. The serious difference between radicals and liberals lies in their vision of key aspects of social inequality origin. Radical philosophers develop a theory of social classes where material aspect is considered to be the key one in people’s social inequality. While liberals believe that relatively few people are unequally treated in the modern welfare societies, radical philosophers and Marx (Avineri, 1968) first of all state that the inequality is to be observed in a wider context, first of all as a disparity between major social classes. Marx outlined five social formations; inequality did not exist in the first and the fifth formation. All people were equal during the epoch of Primitive Communism but gradually the situation changed. Asiatic or Ancient formation (slavery), Feudalism and Capitalism – other three formations – were based upon different modes of production and were characterized by great inequalities. Liberals don’t support the idea of social classes in which radical philosopher believe so blindly. Instead, they believe that the roots of social inequality lie simply in unequal share of commonwealth during the previous time periods. This unequal distribution is, as liberal philosophers believe, the principle factor in the emergence of social inequality. One of the first liberal philosophers Jean-Jacques Rousseau (1993; p. 84) exploring the problem of inequality came to the conclusion that it wasn’t a natural state of human beings; instead he claimed that people were born equal but voluntarily bonded themselves into the society that was evil in itself. As a result, apologists of this approach see the problem of emerged inequality as arising from societies where individuals were not listened to or treated equally. Standing on this ground, liberal philosophers criticize unlimited acquisitiveness as sheer greed, and do not agree that the market should be the arbiter of all values. As far as liberalists stay on the principles of equal freedoms and opportunities they criticize the permanent system of welfare distribution amidst the society. The fundamentals of liberal approach to social inequality could be described, in fact, as the civilized and humane ideals where all people possess individual freedom, moral and physical autonomy social equality, a set of inalienable human rights (i.e.: to life, to express own thoughts and opinions, religious worship etc), due process at law), private property, democratic participation etc. Individual rights and freedoms are therewith are at the top of liberals’ value scale. Liberals believe in democracy as the best way of human existence and states’ development and vote for equal opportunities for all people. They, however, don’t support the necessity of regimes’ changes as the radicals’ do. Radical philosophers, in their turn, vote for immediate and rapid changes of the society. At the same time, radical philosophers vote for rapid changes of society’s norms and traditions through revolutions. There lies the major though implicit difference between both approaches as liberals first of all want to fit unequally treated people to the standards of the others, radicals, on the contrary insist that the top of society must be pulled down and treated unequally. As a result, radicals don’t suggest a clear solution of inequality eliminating because in their model one social class shifts another while inequality isn’t reduced at all (the former USSR could serve here a good illustration). Liberals and radicals also differ in the vision of ideal society, while first one support regulated and humane capitalism, radical philosophers believe in socialistic society where are people have equal rights. This idea, however, turned to be utopist one judging from the USSR collapse example. Dislike radical philosophers, liberals observing Kidder (2004) never vote for the rapid and all-round changes in the society in order to reduce or eliminate inequality. Instead, they suggest the remedies for those, who became unequal in this society through no fault of their own. Therewith, liberalism as a philosophical and political system is targeted to defend people from any abuses by authorities or other people. To achieve relative social equality liberals suggest various social programs, labor units, reduction of taxes for those who are in need of such alterations. Liberalists, dislike radical philosophers, believing in the role of society and a state as a self-regulating mechanism that is helpful for every its member. In order to achieve this objective, the government is to regulate somehow market relations to protect public interests. Apologists of liberal approach believe that government can indeed play a constructive role in the society and don’t insist on its elimination as the radicals do. In a word, liberals want both business and government to be more responsible and responsive to the public interest. That’s achieved through corporate social responsibility and governmental regulation of businesses. Radical philosophers and politicians (Kidder, 2004) never presume the idea that a government or a state could abolish social inequality. Instead, only the unequally treated people could do this through revolutionary changes in the society having wiped out a ruling class and capitalists. The language of the radicals tends not to â€Å"convert† but to â€Å"repel† most people. Radicals, therewith, call for some drastic and fundamental changes in the economy including nationalization instead of private property, complete governmental regulation instead of partial intervention and equation of all salaries instead of mixed approach. Do you think American society is open now? Traditionally, American society is believed to be the most free and democratic one in the world. Comparing with the other states, even the democratic ones, we come to the conclusion that American society is quite open nowadays: that mean that all people are born equal and are provided with equal conditions for their life and development. At the same time American as probably no other society could guarantee its people the same financial welfare. Instead, provision of people with equal rights make them responsible for own social and financial development. At the same time, American society is not deprived of several serious drawbacks that slow down building of a completely open society. It’s first of all social discrimination and derogatory stereotypes that dominate over the minds of million Americans; protectionism and some other forms of inequalities that, however, tend to lessen in the modern society. REFERENCES: Avineri, S. The Social and Political Thought of Karl Marx. Cambridge University Press, 1968. Conservative, Liberal, Radical Economic Philosophies (2004). Online article retrieved July 13, 2004 from http://www.tc.umn.edu/~smith097/articles/C.3.htm T. et al (2004). World Views on Inequality: Where Did It Come From and What Can We Do? Online article retrieved July 13, 2004 from http:/www.earlham.edu/~pls/ Rousseau, J.-J. The Social Contrast and The Discourses. [Translated by G.D.H. Cole]. London: David Campbell Publishers Ltd., 1993. Weber, M. (1958). The Protestant Ethic and the Spirit of Capitalism, trans. Talcott Parsons. New York: Charles Scribners Sons.

Chiang Kai-shek :: Essays Papers

Chiang Kai-shek Chiang Kai-shek, also known as Chiang Chung-cheng, was the son of a middle-class wine merchant who lived in the village of Chikow in Chekiang Province. When he was fourteen years old, following the Chinese custom of that time, he was arranged to be marry by his mother (the bride’s name is not mentioned). His bride and he did not see each other until his walk down the aisle. He did this without complaints only to please his mother. Once he was married he met his bride’s parents, as was tradition. Due to Chiang’s bad temper, the meeting ended in arguments between Chiang and his bride’s father. Once home he tried to keep his mind off of the marriage and concentrated more on what kind of man he wanted to become. He dreamed of becoming a soldier. He saw adventure in a military career and felt comfortable with the demand for authority, order, and strength. Though his family objected and hoped for him to study law, he went off to Tokyo Military Staff College i n 1907. There he became a follower of the revolutionary leader Dr. Sun Yat-sen. This encouraged him in 1911 to take part in the revolt that established the Chinese Republic. In 1917 when Sun established the Guangzhou government, Chiang was his military aide. Sun sent him to the USSR to study Russia military methods and was more than willing to go. He got a good response from the people there. Not only did they give him advice but they also sent thirty or so military men as help. One of these men, named Michael Borodin suggested that they start a military academy in China. They placed it in Whampoa and named it the Whampoa Military Academy. Their main goal was to demand and deserve respect. Once opened they received 1,500 applicants. It planned to register only 300. Sun began to encourage Chiang’s participation in the Nationalist party. After Sun died in 1925, Chiang became a powerful figure in the it and in 1926 took command of the Nationalist army. This was called the Northern Expedition, entering into Shanghai, Hankou, and Nanjing. Chiang initiated the long civil war between the Nationalist government and the Communists.. This was ended in 1936 by General Chang Hsueh-liang who hoped to unite in defense of the approaching Japanese. Many felt that unity could not be achieved unless Chiang were removed as commander-in-chief even before the expedition was completed.

High School and Graduation Essay

Time gets closer to the day we move our tassels from senior to graduate. Graduation steps on the back of our heels like the annoying freshman running late for class. It acts as if it is going to creep up on us, but we all know it will be here soon. It tip-toes in the back of our minds. Graduation: a day of freedom, maturity, and proof that nobody is any better than another. â€Å"There are many different ways of following through†¦ Sometimes it’s about going there, not getting there. Sometimes it’s the journey that teaches you a lot about your destination. â€Å" –Drake. This quote says a lot. He actually spoke at a graduation, and told that graduation class this same thing. This quote reaches out to me because I know my journey will be a rough journey. Becoming the person I want to be after high school is a journey all its own. I hope I get to where I want to be. Even if I do not, I have learned. Although graduation is only a few months away, I am getting nervous. I am nervous. But graduation day will be the day I go from high school student to adult. Age is just a number. Intelligence proves adulthood. I am proud to say I am looking forward to graduation day. I am looking forward to becoming an adult. I am looking forward to taking that next step in my life. I want the rest of my class to be as ready and nervous as I am because I will not feel alone. I know I am not the only one who feels this way. Every senior all around the United States is put in this position. We all do the same thing. We all walk onto that stage, shake hands, smile, wait for a picture and walk off with our high school diplomas in hand. Adults and older siblings did not lie when they told me that my four years of high school will be the best four years of my life. I have had an amazing four years. I have lost friends, gained friends, met some amazing people, and even met some people that I did not want to meet. I got put in positions I was not sure I was mature enough to handle. I handled them though. I got forced to make choices I did not know I needed to make on my own, but I made them and I know I made the right ones because of the person I am today. I am already ready to walk on that stage and smile. Smile big for those who made choices that caused them to not be able to walk with me. I smile for the  people who have tried to bring me down in life so far. And most of all I smile for myself, I smile because I made it. I made it to this graduation day; a day full of freedom, maturity, and proof that nobody is any better than me.