Machiavellis Claim to Be Either Feared or Loved

Niccolo Machiavelli, a reputable Italian philosopher, posed a question in his book the Prince, â€Å"Is it better for the Prince to be feared or loved?† Through this question, Machiavelli attempts to offer pragmatic and practical advices on the means of acquiring and sustaining power.Advertising We will write a custom essay sample on Machiavelli’s Claim to Be Either Feared or Loved specifically for you for only $16.05 $11/page Learn More In this regard, he discussed multiple merits and demerits of each trait of leadership methods that allow a prince to gain leadership control. Mostly, during his era, the prince’s main role in power was to acquire new states, tackle internal uprising, form alliances, and maintain a strong military base. Classically, Machiavelli observed and presented the ideal characters that would form the good qualities of a prince in order to prevent inappropriate governance. Although some personal virtues prescrip tion may have been depriving to the state, they were indispensable for its efficient operation (Clester 2011, p. 74). Nevertheless, the attainment of the good will of one’s followers is essential in the maintenance of power for a prince or leader. In describing a leader’s demonstration of his personal skills and knowledge for the attainment of the state’s good, Machiavelli focuses the importance of statesmanship. In this regard, he elaborates how the availability of good laws indicates the existence of a strong military. Evidently, he indicates that a state’s growth depends entirely on the successful wars that form the foundation of every state. Therefore, applying the fear or loved concept demonstrates how one will acquire new territories and handle domestic insurrections. In such cases, effective leadership entailed the use of power in the formulation of military strategies that ensured successful warfare. Some of the military strategies that were criti cal included international mediation, domestic politics, tactical strategy, geographical mastery, and historical analysis of a leader (Lee 2002, p. 144). Therefore, it was necessary for a leader to choose the appropriate design of leadership as either to be feared or loved. Considering that the actual expectations of one’s followers are to realize a leader’s strategies, a leader had to inculcate the appropriate methodologies in handling state strategies. It was significantly important for a leader to maintain goodwill and reduce hatred from his followers while in power. In this regard, it was better for him to be loved than be feared. This was mainly due to the belief that hatred caused mistrust and an eventual prince’s downfall.Advertising Looking for essay on political sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More Machiavelli advocated for the use of cruelty and dictatorship as long it never interfered with the long-run good will of a prince’s people. Additionally, such leadership designs guaranteed respect from the price’s subjects and the best defense against domestic uprisings and foreign aggressions. To reduce instances of hatred, a prince had to avoid taking extreme measures such as the confiscation of personal property or interference with traditional institutions as he executed his duties (Machiavelli 1979, p. 124). Through this approach to leadership, a prince will be confident that his haters cannot rise against him. In this regard, Machiavelli indicates how people’s goodwill is essential in sustaining a prince in power. Machiavelli defines the appropriate virtues that leaders should exhibit. The most essential virtues that ensured the sustenance of power included generosity, compassion, and devoutness. In this regard, a prince was supposed to portray exemplary virtues to his people and expect reciprocation from them. Despite the fact that the pursuit of v irtues could be depriving concerning the maintenance of principality, a prince needed to evaluate the appropriate virtues for each context. For instance, during the periods of domestic insurrection and foreign aggression, a leader could resort to cruelty or dishonest for the benefit of the state (Morris 1999, p. 102). These characters were attributed to the effective realization of harmony and respect both internally and externally. In this regard, the pursuance of a virtue should be based on the effects it has on the state other than its intrinsic moral values. Generally, the leaders who portrayed this skill retained power and maintained support from their subjects. Nevertheless, such leaders could easily win the interest of the subjects and manipulate them for their own personal gains. Considering the unstable human nature, Machiavelli demonstrated the importance of a leader to adopt the appropriate leadership design to help him deal with the varied human nature. In this regard, p eople acted in any situation for their own benefit. The fact that during prosperous moments, people are trustworthy and respectful, but on adversity, they turn selfish and deceitful exemplifies this observation. Repeatedly, people appreciate traits like generosity, courage, and piety in other individuals, but they rarely portray such virtues themselves.Advertising We will write a custom essay sample on Machiavelli’s Claim to Be Either Feared or Loved specifically for you for only $16.05 $11/page Learn More In this regard, Machiavelli advocates for leaders to be knowledgeable on the human nature and demonstrate the ideal virtue for any context (Machiavelli 2003, p. 72). Additionally, conflicts between the statesmanship and virtuousness could cause adversity to the state. This means that people will hate a prince if he fails the state rather than when he lacks virtues. Thus, it is wise for a prince to understand that duty should not conflict with s elf-sacrifice. For a feared leader, the probability maintaining power is higher compared the leader who adopts the aspect of love. In this regard, a leader would instill fear and loyalty from his people. For the fear of their leader’s wrath, people will attempt to work according to the laws outline by the state. Considering that the people’s satisfaction emanates from guaranteed basic needs and security, a leader would retain power for a considerable time. In the event of a domestic insurrection, a feared leader would threaten the concerned individuals. This would help to mitigate the potential harm of such individuals to the state. At the same time, when foreign aggressions emerge, a feared leader would compel his military men to face their adversaries with courage and purposefulness (Bireley 1990, p. 124). As a result, the people of the state would be assured of security and foreign enemies would refrain from any intents of war. On the other perspective, a leader who adores being loved rather than feared would gain support from his people. This implies that the leader would have to exhibit fundamental virtues that his followers appreciate. Some of these values include courage, generosity, piety, and being considerate. Machiavelli asserts that when a prince becomes extremely generous and loyal to his people, greed, and deceit emerges. From such a notion, jealously and competition develop among the people. The outcomes of this form of leadership will likely lead to dire ramifications for the ruling prince. In this regard, to suppress domestic insurrection, it would require considerable efforts in negotiating with people (Viroli 1998, p. 128). Naturally, although the people may have a liking for a virtuous leader during the times of prosperity, they will be defiant to such a leader in adversity. As a result, leaders should be considerate concerning the virtues they exhibit to avoid ruining their states because of the failure to adhere to their dut ies.Advertising Looking for essay on political sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More Critically analyzing the two types of leadership designs portray by Machiavelli, to be feared is considerably better than to be loved. This is because of the guaranteed safety and progress of a state during the tenure of a feared leader. The inducement of fear through cruelty and dictatorship will earn a leader unity and loyalty among his people. When other people fear a person, they are inclined not to cross boundaries his boundaries because of the anticipated repercussions. At the same time, foreigners who became jealous and hateful towards a state would restrain themselves from taking any action against such a state considering the high probability of a lethal response from the state’s leader. As a result, the effective maintenance of security and adherence to the needs of the state by the people is realized. Overtime, the Machiavelli’s philosophical thoughts concerning leadership have been considerably critical in the analysis of state politics. For most of the st ates, they apply the two forms of leadership designs on different scales. In countries such as the United States, the feared form of leadership is the most ideal when dealing with other countries. In this regard, the political influence concerning the resources and military prowess exhibited by the United States elicits fear from other countries. Notably, while focusing on the creation of good relationships with other countries, the feared leader design is employed to achieve the objective. In the domestic affairs of a country, leaders demonstrate good virtues to elicit the ethical nature of ideal leadership. These virtues create interest and mentorship among the citizens in embracing the leaders’ efforts in their contributions towards the country (Morris 1999, p. 245). Most countries have portrayed identical leadership characteristics to the United States. As a result, leaders have been able to obtain respect and loyalty from their subjects. In this regard, the laws and the leader play a significant role in achieving the earlier form of leadership suggested by Machiavelli, which elicits fear from the subjects. Following Machiavelli’s suggestion, most states consider a leadership design that portrays the loved prince leadership design as being vulnerable to all forms of man’s wicked nature. In this regard, there is the depiction of human beings as being self-centered from the Machiavelli’s claim that men are ungrateful, deceitful, and selfish. In this regard, the significance of being feared outweighs the urge to be loved since man’s affection can easily be won or lost through proper measures (Viroli 1998, p. 56). Evidently, Machiavelli’s suggestions have had considerable impacts in the maintenance of security and winning man’s loyalty in each state. As a result, most leaders have accepted some of his ideologies and identified them as effective on each particular scenario. For the case of prosperity, being loved by both the state’s people and foreigners is an ideal form of leadership to portray. At the same time, during adversity to a state, the adoption of the being feared form of leadership presents the best outcome. Nevertheless, Machiavelli’s thoughts have received numerous criticisms of their nature being tyrannical. This is because Machiavelli mainly illustrated the need for leaders to adopt cruelty in enforcing their duties. Such form of leadership is considered unethical and undesirable to achieve favorable leadership. References Bireley, R. (1990). The Counter-Reformation prince: anti-Machiavellianism or Catholicstatecraft in early modern Europe. University of North Carolina Press: Chapel Hill. Clester, S. (2011). Machiavelli: the prince. Writers of the Round Table: Mundelein, IL. Lee, R., Walsh, J. (2002). The Prince, NiccoloÌ€ Machiavelli. Spark Pub: New York. Machiavelli, N., Bondanella, P. E., Musa, M. (1979). The portable Machiavelli. Penguin Books: Hammond sworth, Eng. Machiavelli, N., Rebhorn, W. A. (2003). The prince and other writings. Barnes Noble Classics: New York. Morris, D. (1999). The new prince: Machiavelli updated for the twenty-first century. Renaissance Books: Los Angeles. Viroli, M. (1998). Machiavelli. Oxford University Press: Oxford. This essay on Machiavelli’s Claim to Be Either Feared or Loved was written and submitted by user Kiana R. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Argumentative Research Paper Topics

Argumentative Research Paper Topics Argumentative Research Paper Topics Argumentative Research Paper Topics An example of the research paper introduction on the topic about the Internet: The end of the XX century is marked by the increasingly widespread use of computers and information technology in so many different areas. Computers permit significantly improve the efficiency of work in the various activities and open up new horizons of knowledge to humans. Therefore, the possession of skills of working with the computer is very important for today's effective work, and especially for getting maximum benefit from such skills in the future Note if you have any computer terms such as WWW or others in your paper, you should give their definition in the introduction. The confidence that everybody in your group knows what it is does not give you the permission to avoid explanation of these terms in the introduction of your research paper. Help Writing a Research Paper While writing a research paper about the culture of ancient Greece, you may research such interesting historical topics as culture and art, the world of the Greek myths (life after death, Olympic games, etc.), and Roman conquest. In the result of your college research paper writing, you may write the following conclusion: But not only the art and science of Greeks have influenced the development of European civilization. The Greek understanding of the value of individual rights, the recognition of their rights to personal liberty and the rights of every people to self-determination were the ideas on which all modern European democracy was based.   In such a way, ancient Greece approved and was carrying out through centuries its highest spiritual authority, notably defined the shape of the whole world. Research Paper Help Research paper writing on any topic requires good understanding of the topic and good argumentation to support your thesis statement. Write a research paper on the basis of your thesis statement. Describe the main controversial point of view in your college paper writing. English research paper must not be boring. Before writing your paper, you may ask your colleagues whether it would be interesting for them to know this or that information. The confidence that something would be interesting for them gives you a desire to find an interesting answer to the question. While writing research paper, you should feel yourself as Christopher Columbus. You will be discovering something new and unknown to your friends. All you need to do is to find an interesting research paper topic. is available 24/7 to assist you with research paper writing.   If you have not decided on argumentative research paper topic, you are welcome to request free advice.   We are open for cooperation and sharing of ideas.   Feel free to contact us if you want to learn more about prices, services, bonuses and discounts.

Linear and Non Linear Programming Essay Example | Topics and Well Written Essays - 1750 words

Linear and Non Linear Programming - Essay Example Regression, for example, may help the manager to forecast his sales based on past record, but he must make sure that the user of his product has not undergone any changes in taste and preference. Therefore, an econometric model may prove a better aid than pure mathematics and statistics. In linear programming, the statement of the optimisation (maximisation or minimisation, as the case may be) problem runs in a linear form where these variables are restricted to values satisfying a system of linear constraints, i.e., a system of linear equations, and linear inequalities. In any optimisation, problem involving a single inequality constraint, the LaGrange method can still be used and is quite simple. However, when more than one inequality constraint is involved, linear programming will be a better method. In fact, the linear programming technique differs from the classical optimisation technique based on calculus, and it deals with optimisation problem in which the optimiser faces inequality constraints, and where the constraints as well as the objective function are all linear rather than non-linear. For example, while making the purchase decision, the buyer is required to finance the expenditure out of his or her budgeted income, B. Thus: Linear Programming (LP) is a mathematical method to determine optimum allotment of scarce resources. LP can be applied practically in almost all aspects of business like Transportation & distribution, advertising & production planning and the like. A linear programming solves the objective functions which are to be optimized and is linear. As such, the relations between the variables which correspond to the resources will also become linear. This problem solving method was first formulated and solved in the late 1940's. Seldom there is a novel mathematical technique being used with such a wide application as LP. In the present days this theory is productively implemented to problems of capital budgeting, conservation of resources, economic growth prediction, and transportation systems. Of late LP has also helped to solve and unite many outstanding applications. The most vital facet of a linear programming problem is to set it up appropriately for manual or automated solution. This calls for properly understanding the natures of the objective function and constraints so that their equations and inequalities may be well planned and formatted. Problem solving: The Transportation Problem Transportation models play a key role in logistics and supply chain management for decreasing cost and enhancing service. Therefore, the goal is to find the most cost effective way to transport the goods. Let us consider a model with 2 origins and 2 destinations. The supply and demand at each origin (e.g.; warehouse) O1, O2 and destination (e.g.; market) D1 and D2, together with the unit transportation cost are summarized in the following

The Role of the Police in Society Research Paper

The Role of the Police in Society - Research Paper Example is such that it undertakes all these tasks and many more so that the people at large are not unduly made to suffer and be on the receiving end at any moment in time (Garland, 2011). Proper understanding of the role of the police has made the people of America know that it exists to satisfy their concerns and to make sure that the relevant authorities are doing their jobs in a proper and adequate way. What is even more important is the fact that the role of the police has been expounded upon by these very authorities on a consistent basis so that the people know beforehand what to expect of them, and how these shall provide value for the sake of the community members. This discussion will now focus on the different styles of policing which are in use. These include the three different styles, namely the watchman, the legalistic and the service perspectives. Since the work of the police is broad in the basic sense of the word, and they have limited resources available at their disposal , the role of the police administrators and authorities are geared to develop certain policies which are there to prioritize and emphasize upon these activities and tasks in essence. The watchman style of policing focuses upon the maintenance of order which is found in different communities which have a declining industrial basis as well as a blue-collar and mixed population based on ethnicity and race (Mackenzie, 2011). This watchman form of policing is less proactive than the other two styles where one can see that certain offenses are overlooked when it comes to a mix of legal, cultural and social grounds. This is so done so as to make sure that the public order element is under wraps and that there are no predicaments in the light of the same. The charges of discrimination are a direct... This paper approves that the values of a community might just get affected by the style and role of policing for the sake of that community. This is because if a community is looking forward to receiving a service form of policing, then the service style is suited for its own needs. However if there are a large number of arrests due to law and order issues, then the aspect of legalistic policing might just do the trick. This is important to ascertain what kind of policing would in essence play the bridge between the people and the police authorities at the end of the day. Once such understandings are reached upon, then only can one devise the ways and means through which policing can be studied and its different styles are implemented and executed in the most literal sense. It is also possible that all three styles of policing – watchman, legalistic and service are being used in combination with one another. Police works to good effect to service the people against the intrude rs entering into the community. This report makes a conclusion that the role of policing is such that it brings wellness and serenity within the society. In order to be termed as a success within the community domains, it is imperative to think of policing in the light that it should be serviced for the sake of the people at large. All said and done, policing is any society of the world is indeed one of the most important elements and should be given due priority as it sets things right no matter how tough the circumstances are.

Equity and trusts assignment (law) Essay Example | Topics and Well Written Essays - 3000 words

Equity and trusts assignment (law) - Essay Example Sadhia owns 1,000 shares in Yorkshire Water and owns and runs a retail clothes shop. She also owns a number of freehold commercial properties in Bradford and London, in addition to a cottage in Devon and a cottage in Scotland. Sadhia is admitted to hospital shortly before the anticipated birth of the baby because her symptoms of infection were widespread and she needed constant medical care; she was advised by her consultant that she only has a few weeks to live. She calls her brother and her eldest children Irfan and Safeena to a family meeting in the hospital at which she says she wishes them both to take over the retail shop and run it together. Sadhia also says that Irfan is to have her recently acquired Audi estate car. 6. I give to my husband the balance standing to the credit of my Barclays bank account for his sole use and what is left or that he no longer needs shall be held on trust for the children in equal shares. 9.I give to my trustees my collection of original Indian prints upon trust for sale and I direct that they should allow any member of my family to choose one of the paintings before the collection is sold. In order to be able to advise the parties with regard to the dispositions in the will and the trust deed it is necessary to consider which of the bequests can be regarded as valid and which might fail due to having not been properly constituted. In an express trust the person making the bequest must adhere to certain formalities in order for the will and the trust document to be regarded as valid. In relation to determining the validity of the will an the trust deed the court will need to consider whether the requirement of the three certainties has been satisfied. One of the first considerations that will be made by the court will be in respect of the capacity of the person making the will. This is governed by the Family Law

Benefits Of Developing Conservation Strategies Environmental Sciences Essay

Benefits Of Developing Conservation Strategies Environmental Sciences Essay Increases in the human population and degradation of habitats have caused many species that were formerly common to decline to near extinction. As a result, we have become increasingly involved in attempting to preserve populations of rare or endangered species (Deborah T., 1987). Over the last two decades almost all arguments about nature conservation have involved the issue of biological diversity and ways to preserve it. These discussions culminated in the 1992 Convention on Biological Diversity and its implementation (Glowka L, 1994). The conservation of biodiversity is a vast undertaking, requiring the mobilization of existing data, huge amounts of new information, and the monitoring and management of wildlife on an unprecedented scale (Malcolm L. Hunter, 2007). The biologists are fairly skilled at looking at the big picture, at seeing forests not just trees. They understand that we cannot maintain genetic diversity without maintaining species diversity and that we cannot mainta in species without maintaining without ecosystem diversity (Malcolm L. Hunter, 2007). In addition, the size of a habitat and the number of species it can support are systematically related. Physically larger species and those living at lower latitudes or in forests or oceans are more sensitive to reduction in habitat area (Drakare S, 2006).Therefore, endangered species conservation requires many lines of inquiry to provide the evidence required for a holistic approach to conservation planning (Sutaria D 2009). Conservation biology is reforming around strategic plans that include principles, guidelines, and tools for the purpose of protecting biodiversity (M. E. Soule, 1986). Conservation biology is crisis-oriented and multi-disciplinary, including ecology, social organization, education, and other disciplines outside of biology (F. van Dyke, 2008). Preserving biodiversity is a global priority in strategic conservation plans that are designed to engage public policy and concerns affecting local, regional and global scales of communities, ecosystems, and cultures (Gascon C., 2007). Action plans identify ways of sustaining human well-being, employing natural capital, market capital, and ecosystem services (G. W. Luck, 2003). A strategy, simply defined, is a set of actions that a conservation project implements to reduce threats, capitalize on important opportunities. Examples of strategies include building the capacity of local law enforcement, educating schoolchildren about wildlife, and dev eloping alternative livelihood options such as ecotourism. One could say that the conservation of endangered species to be effective, both biological and social elements of the conservation process must be considered as a basic for minimizing threats (Beasley L. 2007). This essay will discusses about evaluating the conservation costs and benefits of developing conservation strategies focusing on species, then habitats and finally on the resources. Biological species tigers, butterflies, trees, frogs, whales, and so on are integral to nature; they are the players on the stage; species and their interrelationships, including the relationship to people. Many of the closest relationships human beings have established with nature are based on species (IUCN, 2008). There are several strategies that are beneficial for species and human. One of several strategies is the Opportunities for Debt Investment in Environmental Conservation. By combining microfinance lending approaches with performance-based payments for conservation of environmental assets, long-term incentives for environmental conservation and sustainable economic development can be coupled. For example, migratory species like loggerhead and leatherback sea turtles suffer from a suite of human impacts, including harvest of eggs and adults on nesting beaches across many Pacific island nations and mortality from industrial fishing on the high seas. These species are at a cr itical point, it has been estimated that loggerhead turtles may be extinct in 50 years. Some governments have taken steps to minimize impacts on marine turtles by limiting coastal development and regulating fisheries, at some cost to the public and private sectors. Investment in endangered species recovery in low-income countries can deliver local benefits, such as increased opportunities for sustainable harvest, nature-based tourism or other non-turtle related economic activities, as well as monetary and non-monetary dividends back to governments .There are a number of potential advantages with using debt investment as a tool for environmental conservation. The program is aimed directly at improving livelihoods and lending can be targeted at reducing unsustainable resource use, an environmental mortgage program could directly address the alleviation of poverty. In some instances local people are as motivated, or even more motivated than conservationists to protect the animals in th eir homeland, especially when they represent a valuable resource for food or commerce. But for some communities, it comes down to protecting animals that are as much a part of a hostile environment as drought or fire (C. Josh Donlan). As with African villagers expected to protect an elephant herd that continually destroys their crops and leaves them hungry without a means of generating income. For example, when villagers living in or near a game reserve are told by authorities that they cant hunt an animal because it is endangered even as they are struggling with hunger. Although, the African elephants are protected by CITES (Kimbra C, 2010). Habitat change is another cause for animal endangerment. Without a large enough area to breed and hunt, animals have no way to survive. Climate changes also cause risks to animals. With the planets surface warming up, some animals are forced to move to other areas in order to find food and breed. From this problem, the US Fish and Wildlife Service have been promoting the use of habitat conservation plans which allow some loss of endangered species habitat in exchange for activities which minimize and mitigate for the loss. These plans have come under increasing criticism from environmentalists and conservation biologists who argue that the plans are contributing to the continued loss of endangered species habitat. The habitat conservation planning provisions were modeled on an effort to resolve a dispute over protection of habitat for two endangered butterflies on San Bruno Mountain in San Mateo County, CA. The San Bruno plan allowed for the loss of some butterfly habitat in exchange for the permanent protection and management of much of the habitat on the mountain for these species. This paper proposes that mitigation banking of endangered species habitat may provide a useful tool to resolve endangered species conflicts on private lands while concurrently advancing the recovery of endangered species. Mitigation banking would allow landowners seeking a permit to destroy endangered species habitat to mitigate the loss by buying mitigation credits from other private landowners who restore and or protect suitable habitat. Mitigation banking has the potential to increase mitigation alternatives for the regulated community while providing a needed economic incentive for other landowners to restore and protect important habitats. From an ecological perspective, mitigation banking could allow for the exchange of fragmented habitats with little long range viability for habitats that are strategically located and can contribute to species recovery (Robert B., 1999). Thi s is a strategy in US to preserve habitat for species conservation. Another exam is in the South East Asia. The strategy habitat conservation is under Mekong Wetlands Conservation and Sustainable Use Program, Floodplain and wetland areas which are flooded part of the year or which expand greatly in area during the flood season can produce much far more aquatic resources than permanent water bodies of the same size, such as lakes and reservoirs. In fact, according to Ringler and Xai (2006) natural wetlands are amongst the most productive ecosystems in existence and the benefits from wetland products are often considerably higher per unit area than from other land uses. The benefits in terms of the regional fishery and other aquatic resources have already been considered and identified as huge, but wetlands also provide a wide range of additional ecological goods and natural services as specified. These include physical benefits such as natural flood storage and flood attenuation, imp roved water quality through pollution control and waste dilution, habitat provision for resident and migratory species and the maintenance of important biochemical equilibrium. For these and other related reasons, the economic benefits generated by wetlands and the economic costs associated their degradation or loss are usually unknown and omitted in project and policy analysis. As a result, the potential of wetlands to be used as contributors to economic growth, income generating activities and as sources of goods and services has been underestimated in many parts of the world resulting in the loss of valuable species, services, and livelihoods. The strategy can help a diversity of wildlife habitats to be successfully developed on restored or constructed wetland sites because ecosystem function can be restored to degraded or impacted wetland areas. Restoration can rapidly establish a stable biological community, including invertebrates and soil microorganisms. A good cover of fast- growing annual, as well as perennial, vegetation can be established within the first year. Within three years, a wetland restoration effort can produce a diverse community of desired plants and animals. In addition, constructed wetlands can be very effective in improving water quality in downstream waters. Constructed wetlands are effective in removing or stabilizing sediments, metals, and organic contaminants. However, although constructed wetlands may function as sediment retention systems, excessive amounts of sediment can reduce function over time. In addition, contaminants immobilized in upstream sediments are not eliminated by downstream constructed wetlands. These contaminants remain in place unless they are removed using a separate remediation technology, such as phytoremediation or physical removal (Ken W.) However, the World Conservation Strategy was aimed at policy-makers, development practitioners and conservationists. It defined conservation in human terms as the management of human use of the biosphere so that it may yield the greatest sustainable benefit to present generations while maintaining its potential to meet the needs and aspirations of future generations. For development to be sustainable it must take account of the social and ecological factors as well as economic ones: of the living and non-living resource base and of the long-term as well as the short-term advantages and disadvantages of alternative actions(Seema P). The World Conservation Strategy (1980) is intended to stimulation more focused approach to the management of living resources and to provide policy guidance on how this can be carried out. The aim of the World Conservation Strategy is to achieve the three main objectives of living resource conservation: a. to maintain essential ecological processes and life-support systems (such as soil regeneration and protection, the recycling of nutrients and the cleansing of waters), on which human survival and development depend; b. to preserve genetic diversity (the range of genetic material found in the worlds organisms), on which depend the functioning of many of the above processes and life-support systems, the breeding programs necessary for the protection and improvement of cultivated plants, domesticated animals and microorganisms, as well as much scientific and medical advance, technical innovation, and the security of the many industries that use living resources. c. to ensure the sustainable utilization of species and ecosystems (notably fish and other wildlife, forests and grazing lands), which support millions of rural communities as well as major industries (world resource strategic). Although, the WCS emphasized the integration of environment and conservation values/concerns into the development process. In addition, caring for the earth: A Strategy for Sustainable Living elaborated the Brundtland theme, integrating environmental/conservation, social and economic imperatives and elaborating principles for their practical integration (Barry Dalal-Clayton, 2002). In the other hand the WCS The World Conservation Strategy was frequently criticised for being concerned mainly with ecological sustainability rather than sustainable development( Barbier, 1987). distinguishes two strands of debate at this time about economic development: one focusing on basic needs with emphasis on helping the poor; the other stressing that real development was impossible without consideration of the environment and without taking into account local social and cultural values and enabling stakeholder participation (Barry Dalal-Clayton, 2002). Even nowadays, it is understood that the conservation strategy is the foundation necessary to be indispensable, if mankind has to have the well-being and security forever. But while we are awarding of the importance and necessity of these biological resources, one of the things facing humanity across the world and is becoming increasingly serious is the loss of biodiversity. Especially in tropical regions which are rich source of this important natural resource. The conservation strategy should combine both biological and economical, as the Opportunities for Debt Investment in Environmental Conservation which bring debt and conservation turtle together. This way not only protect the species but also help the raise revenue in community where they protect the species for sustainable.

Importance of Initial Consultation and Ethical Issues Facing the Therapist

Introduction This paper discusses why the initial consultation is so important and what factors an ethical therapist will cover in this aspect of the therapy process. It also tackles the ethical issues besetting a therapist in the conduct of his profession dealing with psychotherapeutic counseling and hypnotherapy and counseling skills. The role of a therapist in the behaviour alteration of his or her client is so vital that it is necessary to observe some ethical considerations in the practice of his profession. Importance of initial consultation An initial consultation is the first of the stages of psychotherapy and generally includes a discussion of the reasons as to why the client is seeking psychotherapy help and what he is hoping to obtain from the experience. Why it is important is because it provides an opportunity to find out whether the needs, interests, and goals of the client fit with the skills of the therapist. This stage also provides the initial clarification about the limits of confidentiality, therapeutic approach, and other terms of professional services. Moreover, the initial consultation helps both the client and the therapist to gauge whether each is likely to be able to work with the other successfully (Plante, 2011). The importance of initial consultation is also found in making a formal determination of the client’s fit for a psychotherapeutic relationship and potential for meaningful change (Klonoff, 2010). Whilst informed consent is shown as important in the therapy process, with a clear descr iption of the limits of confidentiality, full informed consent to treatment has been mandated by ethical guidelines. If for example, a client approaches a therapist for initial consultation, informed consent to treatment may involve information on behavioural therapies demonstrating effectiveness and rapid changes in the treatment of the behavioral problem that the client is complaining about (e.g. panic) (Weiner and Hess, 2006). Further, initial consultation is important because it is where a range of decisions are in terms of whether to schedule a second session. For example, the client may evaluate whether it is adequate to have his or her needs be met by working with the therapist, as well as whether the practical terms of the therapy are acceptable to the client. In addition, considering the information thus provided during the consultation session, the therapist may ascertain whether he or she possesses the needed expertise to work effectively and successfully with the client (Klonoff, 2010). Another importance of initial consultation is that it allows initiating a collaborative relationship between the client and the therapist and evaluating initial consultation efforts. If the therapist happens to assess a need for consultation services, then the entry stage would then initiate a consulting relationship. The value of initial consultation is seen in the establishment of a voluntary and collaborative consulting relationship between the counselor and the client. Different role expectations can lead to resistance on the part of the client, which thus necessitates a vital importance of agreement relating to role expectations to reduce such potential resistance. An initial step in evaluating a client’s condition is establishing an accurate diagnosis, which is done during the initial consultation (Boylan et al., 2011). Much as the above are important for conducting an initial consultation, it is also because such consultation may potentially lead the client not to continue further services. The client may come to a decision that the therapist, for some reason, cannot adequately meet his or her needs. For example, he or she may find the therapist as being too direct, aloof, expensive, inexperienced, young, old, etc., and thus may conclude that the therapist’s qualities are not fit to his or her needs. The client may also feel better after the initial consultation and may no longer feel compelled to continue further sessions. Similarly, the therapist may decline from providing continued services for a variety of reasons, such as the client’s revelation of an alcohol problem, about which the therapist might decide to refer him or her instead to a specialist in the treatment of problems relating to substance abuse (Plante, 2011). Alternatively, there are times that patients are referred by their physician right after discharge from an inpatient rehabilitation setting. Of note, the one seeking therapy for the patient is in fact not the patient himself but the patient’s family. Perceptive health care professionals are the ones who usually recognise a need for psychotherapy by the patient, with an emphasis on coping, psychoeducation, and deficit adjustment. Therefore, it must not always be assumed that it is the client who is motivated to seek psychotherapy (Klonoff, 2010). In cases of patients being considered for psychotherapy, a physician’s referral is needed, in which relevant medical records must be acquired to determine whether the patient is appropriate for therapy as well as whether he or she anticipates potential psychotherapeutic needs and challenges. It is during the initial consultation in which records are presented after being obtained and reviewed in advance in order for the therapis t to thoroughly understand what the client has gone through or is going through (Klonoff, 2010). Therefore, without the initial consultation, psychotherapeutic intervention might not be sufficient and effective enough. Ethical issues faced by therapists The psychotherapist is guided by ethical standards and codes that provide professional standards aimed at guiding their ethical conduct (Kohlenberg and Tsai, 2007). One ethical issue faced by a therapist in terms of initial consultation is whether to provide the consultation free of charge to the client, as some clients who have taken up this offer tended to decide to continue in counseling because of being obliged to do so. This would prompt a concern whether the therapist has violated any portion of the code of ethics (Welfel, 2013). There are some who do not charge for initial consultations, and it is important that the client is informed whether the therapist does or does not charge for the first session (Wheeler, 2014). A potential problem may ensue with the use of a free initial consultation. This is because clients may feel committed after the initial consultation and may have difficulty declining further treatment because the initial consultation was free of charge. Some mig ht even regard this practice as taking advantage of clients and may perhaps be seen as undue influence mentioned in the code of ethics (Welfel, 2013). Another ethical issue that may ensue during initial consultation is sexual attraction between the client and the therapist, which is identified as a boundary ethical issue (Houser et al., 2006). The client may have emotional or sex-related problems that he/she initially presents to the therapist, which the therapist must approach objectively. Albeit discussion of these feelings can foster therapeutic progress, it is still unethical and counter-therapeutic to act on them. Even when it may seem sound to become sexual with a client with sexual problems as an intervention, engaging in such unethical activity is definitely against established ethical standards and codes. Rather, the best intervention that the therapist may adopt for his/her client with sexual problems is sex therapy with the client and a significant other.The several malpractice suits filed against therapists relating to sexual relationships with their client only confirm the unethical and counter-therapeutic stance of se xual relationship between the therapist and client (Kohlenberg and Tsai, 2007). Even at the onset of the initial consultation, sexual attraction may already spark, which the therapist, being the more responsible person, must put a wall against. Emotional tyranny is also a common ethical issue that may occur even during an initial consultation. It is a term describing abuse of power by psychotherapists to the disadvantage of their clients, caused by the power imbalance between them. For example, during the initial consultation, the therapist’s power is seen in how he establishes the therapy session, how long the session should last, how often he and the client should meet, how much the session costs, and what the permissible and impermissible behaviour must be within the session (Kohlenberg and Tsai, 2007). The realm of ethical decision-making involves the aspects of ethical dilemma, the client and the therapist’s values, race, gender, personal history, etc.; local and national laws; professional knowledge; and codes of ethics (Houser et al., 2006). The therapist may also face violations relating to dual relationships. Such relationships are nonsexual that may involve counseling a friend, relative, or neighbour, as well as receiving referrals from people who know the client and the counseling process. An ethical dilemma of dual relationships may potentially occur when the therapist has several roles with a client; in that apart from being a client, the person is also a friend, a neighbor, a relative, etc. to the therapist. It has been suggested that accepting referrals from existing clients may constitute a boundary violation (Houser et al., 2006). Indeed, even at the initial consultation, the therapist is already face-to-face with the issue of whether to continue with the professional relationship, or terminate it right away upon seeing his or her friend across the table as a client seeking therapy. Self-disclosure is another ethical issue besetting the therapist. Even during the initial consultation, the issue of self-disclosure may occur. Relating to this issue, it is important to determine the extent of information a therapist should share with the client and the types of self-disclosure to be made as well. Another example of ethical issue involving boundary is socialising with a client outside the counseling session and negotiating for fees (Houser et al., 2006). One possible ethical dilemma facing the therapist during is confidentiality, which deals with maintaining privacy and non-disclosure of information to others outside the counseling relationship, unless the client expresses consent to do so (Jenkins, 2007; Houser et al., 2006). Whenever the client enters the counseling room for the first time, he or she already expects that anything being discussed with the therapist would be kept confidential. It has been found that violations of confidentiality were a common complaint made against therapists and counselors. The client, even in the initial consultation, already begins disclosing some personal matters to the therapist, which the therapist is expected to keep confidential as his legal duty. Of important note however is the fact that confidentiality is not absolute and that there are times in which the therapist may divulge certain information a necessary (Corey, 2013; Houser et al., 2006). Examples of these are those surrounding harm that may involve the client who is contemplating about suicide or is expressing thoughts about inflicting harm to others; court-involved clients; child abuse reports; and clients with medical conditions who express engaging in precarious acts relating to their condition (e.g. HIV) (Houser et al., 2006). Further, it was found that successful outcomes ensue when clients change their personal values and take a close resemblance of that of the therapist/counselor. A relevant ethical dilemma with regard to this is in order for the counseling to be successful, how similar the client’s values must be to the counselor. Moreover, another dilemma is whether fostering such similarity is ethical and helpful enough to the client. A question for the profession is whether therapists utilise moral and ethical frameworks reflecting society’s norms as the only basis of their ethical decision-making, or whether therapists come to an ethical decision whilst taking into account the values, morality, and ethical stances of their diverse client population (O’Donohue and Fisher, 2009; Houser et al., 2006). These issues are being dealt with even upon an initial consultation. Conclusion This paper dealt with the importance of initial consultation and the ethical issues facing the therapist in the performance of his profession. An initial consultation is important because it forms the basis of the client’s diagnosis. It generally covers finding out the reasons as to why the client seeks help and what he or she aims to obtain as a result of the psychotherapy experience. The ethical issues faced by the therapist in the conduct of his profession during the initial consultation are those involving a decision to charge the client for a specific fee or not for the initial consultation; potential sexual attraction between them; the issue of confidentiality and client consent; emotional tyranny; violations relating to dual relationships; and self-disclosure. Having laid down these ethical factors besetting a therapist, the conclusion being arrived at is that the therapist is bound by set standards and ethical codes through which the expected functions of his performance must be based, and that he/she should conduct the initial consultation and further sessions objectively. References Boylan, J. C., Malley, P. B/, and Reilly, E. P. (2011) Practicum Internship: Textbook and Resource Guide for Counseling and Psychotherapy. Third Edition. NY: Brunner-Routledge. Corey, G. (2013) Theory and Practice of Counseling and Psychotherapy. Ninth Edition. Mason, OH: Cengage Learning. Houser, R., Wilczenski, F. L., and Ham, M. (2006) Culturally Relevant Ethical Decision-Making in Counseling. London: Sage Publications, Inc. Jenkins, P. (2007) Counseling, Psychotherapy and the Law. London: Sage Publications, Inc. Klonoff, P. S. (2010) Psychotherapy After Brain Injury: Principles and Techniques. NY: The Guilford Press. Kohlenberg, R. J. and Tsai, M. (2007) Functional Analytic Psychotherapy: Creating Intense and Curative Therapeutic Relationships. NY: Springer. O’Donohue, W. T. and Fisher, J. E. (2009) General Principles and Empirically Supported Techniques of Cognitive Behavior Therapy. NJ: John Wiley & Sons. Plante, T. G. (2011) Contemporary Clinical Psychology. NJ: John Wiley & Sons. Weiner, I. B. and Hess, A. K. (2006) The Handbook of Forensic Psychology. NJ: John Wiley & Sons. Welfel, E. (2013) Ethics in Counseling and Psychotherapy. Mason, OH: Cengage Learning. Wheeler, K. (2014) Psychotherapy for the Advanced Practice Psychiatric Nurse: A How-to Guide for Evidence-Based Practice. NY: Springer Publishing Company, LLC. Bibliography Boylan, J. C., Malley, P. B/, and Reilly, E. P. (2011) Practicum Internship: Textbook and Resource Guide for Counseling and Psychotherapy. Third Edition. NY: Brunner-Routledge. Clarkson, P. (2005) Transactional Analysis Psychotherapy: An Integrated Approach. NY: Routledge. Cooper, J. and Alfille, H. (2011) A Guide to Assessment for Psychoanalytic Psychotherapists. London: Karnac Books Ltd. Corey, G. (2013) Theory and Practice of Counseling and Psychotherapy. Ninth Edition. Mason, OH: Cengage Learning. Forrest, G. G. (2010) Self-disclosure in Psychotherapy and Recovery. Plymouth: Jason Aronson. Houser, R., Wilczenski, F. L., and Ham, M. (2006) Culturally Relevant Ethical Decision-Making in Counseling. London: Sage Publications, Inc. Jenkins, P. (2007) Counseling, Psychotherapy and the Law. London: Sage Publications, Inc. Klonoff, P. S. (2010) Psychotherapy After Brain Injury: Principles and Techniques. NY: The Guilford Press. Kohlenberg, R. J. and Tsai, M. (2007) Functional Analytic Psychotherapy: Creating Intense and Curative Therapeutic Relationships. NY: Springer. O’Donohue, W. T. and Fisher, J. E. (2009) General Principles and Empirically Supported Techniques of Cognitive Behavior Therapy. NJ: John Wiley & Sons. Plante, T. G. (2011) Contemporary Clinical Psychology. NJ: John Wiley & Sons. Weiner, I. B. and Hess, A. K. (2006) The Handbook of Forensic Psychology. NJ: John Wiley & Sons. Welfel, E. (2013) Ethics in Counseling and Psychotherapy. Mason, OH: Cengage Learning. Wheeler, K. (2014) Psychotherapy for the Advanced Practice Psychiatric Nurse: A How-to Guide for Evidence-Based Practice. NY: Springer Publishing Company, LLC.

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

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