Voltaire In Writing Candide History Essay

Voltaire In Writing Candide History Essay Elaborate upon what advantages there might be for Voltaire in writing Candide as a satire (albeit a philosophical one), as opposed to an out-and-out philosophical essay. Satire: An artistic work in which human vice or folly is attacked through irony, derision, or wit. Irony or caustic wit used to expose or attack human folly. American Heritage Dictionary. Voltaire was a French writer, philosopher and one of the leaders of the Enlightenment movement. Voltaire wrote with a critical attitude, yet presented the story of Candide in a humorous manner. The story is fictional, but based on real situations happening in the world at the time Voltaire wrote the story. Voltaire wrote Candide using a lot of satire and irony to get his philosophical points across regarding the main theme of book, optimism. The plot of the story is fast paced, and comes across pretty incredulous as the main characters narrowly escape death over and over again, allowing the chance for the tragedies to compound over and over again using the same characters. It is through all of these horrible experiences the characters in Candide endure that he mocks the idea of a perfect world (optimism), and ends up pointing out how indifferent the world is to humanity in general. One of the advantages to Voltaire writing Candide as a satire instead of a philosophical essay was that it kept him from getting thrown into jail, and potentially helped him to avoid persecution and death. At the time he wrote the book there were some significant events happening in history, and writing Candide was a way for Voltaire to convey information and opinion about the events without necessarily getting himself into trouble. Writing in this manner gave Voltaire the opportunity to make fun of the rich and famous, religion, and events prominent at that point in history. Additionally, writing his accounts in a satirical manner allowed him to criticize what was happening in Europe, by putting his fictional characters in realistic settings allowed him to explore current events. I can almost picture him using the excuse: Why, I wasnt talking about you, its just part of the story! A great example of optimism and irony is expressed in chapter five, where he draws attention to the Lis bon earthquake and the devastation it caused. Candide, injured in the earthquake and trapped underneath a pile of rubble, cries out for help from Pangloss, who comes back simply saying -But these earthquakes are nothing new. The city of Lima in America experienced the same tremors last year: same causes, same effects: there must certainly be a seam of sulphur running underground from Lima to Lisbon. Pangloss continues to assure all that This is all for the best. In chapter four, Pangloss is telling the story of how he contracted syphilis passed down through multiple encounters when he indicates that one of the encounters à ¢Ã¢â€š ¬Ã‚ ¦was a Jesuit who passed it to a page boyà ¢Ã¢â€š ¬Ã‚ ¦ insinuating the Jesuits being homosexual, a sin in the Roman Catholic Church. He later then goes on to state that if it wasnt for Columbus bringing syphilis to the Americas in the spirit of all is for the bestà ¢Ã¢â€š ¬Ã‚ ¦ we wouldnt have the enjoyment of chocolate (the association of syphilis to chocolate in this story has sort of ruined it for me). Another example, leaning more towards a political genre regarding the Seven Year War, is in chapter 23 when Voltaire satirizes the actual death of British Naval Commander John Byng by execution on the deck of his own ship in Portsmouth harbor. In the story, Candide and Martin sail into the Portsmouth Harbor on a Dutch ship, discussing the conflict in North America between the French and the British over Canadian territory, Candide expressing his disdain for the fight over land that had more consequences than what was worth fighting for. In the story they come into Portsmouth Harbor spying on a British admiral who is being executed for failing to engage the enemy properly to win the battle. Candide speaks out What is all thisà ¢Ã¢â€š ¬Ã‚ ¦and what the devil is at work in this world? Why kill this admiral? the answer being à ¢Ã¢â€š ¬Ã‚ ¦He did not get enough people killed when he had the chanceà ¢Ã¢â€š ¬Ã‚ ¦but in this count ry it is considered useful now and again to shoot an admiral, to encourage the others. Candide being stunned and shocked by what he heard, refused to set foot on English soil and fled to Venice. This could have made a strong statement to readers, affecting their opinions of England during wartime, especially since the execution of John Byng was such significant event. Candide reminds me of a 1700 version of Saturday Night Live, with all the political and historical satire, done in a clever way as to not get the author in trouble with the masses, yet gets his points across to those who get it and understand the meaning behind the satire. Reflection: Part Two Identify some aspect of contemporary culture (in art, politics, media, science, religion, etc) that has been profoundly shaped by one (or more) of the philosophers weve studied during this course explain the reasons why you make this claim. The Age of Enlightenment, also referred to as the Age of Reason, is centered around a time in history when philosophy centered on reason being the primary source of authority and legitimacy. Enlightenment philosophers believed that science and reason led to progress, that knowledge was attainable by man, (not just a revelation from God), and that man wanted to free himself from existing religious worldview through scientific understanding. The Enlightenment movement developed simultaneously in Europe and the American colonies, and culminated with the liberation of America from England during the American Revolution. Enlightenment principles, developed by philosophers such as Voltaire, Hume and Locke, greatly influenced how the United States government was formed. Since Voltaire is the philosopher I understood the most, I will focus on his philosophies and beliefs. These Enlightenment philosophers had broadened their scope of criticism during this time in history to include religion and politics. Their opinions and ideals influenced the authors of the Declaration if Independence, and the United States Bill of Rights. Voltaire, famous for his satire and advocacy of civil liberties, including freedom of religion and free trade, are ideals that are alive and well today. He was outspoken on social reform despite the strict censorship and penalties in place that prosecuted the violators of that day and age. It is apparent that his philosophies on religion and politics have influenced our government and that those philosophies are still in play today. At the time Voltaire was writing his philosophical ideals, the idea of the Unites States was just being born, and as changes began taking place, like the Revolutionary War and the signing of the Declaration of Independence, it indicated that individuals in Americas history were going beyond discussion o f enlightened ideas, like Voltaires philosophies, but were taking action on them. As far as religious influence, Voltaires ideals about the separation of church and state have probably been one his biggest influence in the American government. The concept of separation of church and state refers to the distance in the relationship between organized religion and the nation state. This all came about from Voltaires critical views on religion, reflecting his belief in the separation of church and state, formed after he had been exiled to England for a time. To explain, during the eighteenth century there was a big push to use rationalism to demonstrate the existence of God. Devotion, reverence and belief were integral parts in the exploration of natural philosophy and ethics in addition to political theories of the age. Voltaire considered himself a deist, expressing the idea what is faith? Is it to believe that which is evident? No. It is perfectly evident to my mind that there exists a necessary, eternal, supreme, and intelligent being. This is no matter of faith, but of reason. Deism is the philosophical belief in a deity based on reason, rather than religious revelation or dogma. Deism greatly influenced the thought of intellectuals and Founding Fathers, including James Madison, John Adams, Benjamin Franklin, Alexander Hamilton and George Washington. It is noted that The First Amendment to the Constitution states that Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof, of course lending itself to individual interpretation, the establishment of separation of church and state. Philosophers like Voltaire really got the ball rolling and changed how people were thinking about government. People began to look more intuitively at how the government was run, and started questioning the authority of the rulers. The philosophers believed that written law needed to reflect the general will of the people. The Enlightenment is named so for good reasonà ¢Ã¢â€š ¬Ã‚ ¦the new ideas that sprang from this movement stated that individuals had rights and that government was a contract between the people and their ruler, and that under this contract both the ruler and citizens had rights and responsibilities. One sided rule was not acceptable anymore. The people wanted change from absolutism and the divine right of kings, and they wanted to have a say in how things were being done. An excellent example of enlightenment thinking is the Declaration of Independence, which marked the beginning of self government in America. In conclusion, Voltaire, along with other Enlightnement philosophers, had great influence in laying the foundation of law and shaping of our country.

A Survey of Engineering Education in Nigeria Essay

Sustainable development at local, regional and global scales is perhaps the most daunting challenge that humanity has ever faced. Knowledge and its application are two elements common and central to each of the economic, social and environmental pillars of sustainable development and the many approaches aimed at achieving sustainability. Solutions to the major sustainability problems of the 21st century including poverty alleviation, decoupling of economic growth and environmental impact, renewable energy sources, desertification, diminishing ecosystem services, biodiversity maintenance and use, climate change, and the risk of megacities – all critically require knowledge from scientific research and appropriate technologies. Those solutions are available to any society which invests adequately in the optimum education and training of its engineers. The role of educational outcomes in the promotion of economic growth has long been recognized by economists and other people. Early researchers like Smith are cited by Okoye (1989) to have noted the acquisition and use of the abilities of all inhabitants or members of a society through education as part of its economic fortune. Engineering education has been an integral part of national development strategies in many societies because of its impact on productivity and economic development. Galloway cited by Eze (2008) made a serious case about engineering education reform for the American Society in particular and for the global arena in general. She argued that if engineers are to compete successfully in the global world in the 21st century and establish the profession as a leader in solving most of the world’s problem of infrastructural development, engineering education must embrace the need for professional innovation and do so very quickly. Central to this innovation, the presentation explained that the institutional understanding for the long established methods of practicing engineering and educating future engineers are in critical need of reforms, if the profession must remain relevant. If United States that have almost finished public infrastructure can be invited to any engineering education improvement summit, then Nigeria who is in search of technological and economic transformation that could rival that of the 1st world countries come the year 2020 needs total overhaul in engineering administration and training. Nigerian institutions turn out large number of engineering graduates every year. Yet, not many of our engineers are involved in many of the engineering activities going on in most parts of the country. Why?  We shall examine briefly the making of the Nigerian engineer as a basis for determining his relevance and proper placement in committee of global professionals. THE EDUCATION OF THE NIGERIAN ENGINEER Ideally, an engineer has to be trained in a broad sense so as to be able to synthesize ideas, design new systems, plants and machinery and manage a complex mixture of resources including men, materials, machinery and money. In pursuance of this, the Nigerian engineer begins his introduction to formal learning much like any other person from the very basic forms i. e. the nursery and primary schools. He then proceeds to the secondary school which is where some diversification begins. Here, the student gets his first introduction to basic science and technology ideas and concepts. This also marks the beginning of the process where the individual attains cognition, acquires process skills and develops scientific attitudes which will enable him think critically. After the secondary level, he then progresses to the tertiary stage. The entry qualification to an engineering program had been reviewed by Oluka et al. This involves a minimum of five credits in ordinary level subjects which must include mathematics and the basic sciences. With this qualification, candidates apply through the Joint Admissions and Matriculation Board (JAMB) who conducts a national examination for applicants. Final admission is given by JAMB on recommendation by the Universities based on certain policies which include merit, educationally disadvantaged states and discretion. For direct entry students, admission is given without any examination. However, the candidates must have the higher school certificate or GCE advanced level in three subjects-Physics, Chemistry and Mathematics. Candidates must undergo at least 6 months of Industrial Attachment under the SIWES program sponsored by the Industrial Training Fund (ITF), Oluka et al (1999). It is in the Universities that the engineer gets properly acquainted with engineering theories and practical via the regular forms of formal training (lectures, seminars, projects etc) and interactions with experienced people in the field of study. The selection and organization of curriculum content, curriculum implementation and evaluation, the development, distribution and use of teaching materials,  standard of examinations among other things go a long way in determining the effectiveness of this process and how the workforce of engineers being produced through it is able to meet the demands and yearnings of a fast changing world. ROBLEMS OF ENGINEERING EDUCATION IN NIGERIA THE CURRICULUM OF ENGINEERING EDUCATION AND ENGINEERING STUDENTS EVALUATION As discussed above, some factors such as the curriculum and how it is implemented, facilities available, prevailing government policies regarding education, general standard of education in Nigeria affect the quality of the engineers that are produced by the system. While the domain of education in Nigeria has been growing largely because of the need to have adequate manpower to meet the challenges of making the country great and to meet the demands of the 21 century, unfortunately, there is no sustained efforts to use education to prepare the Nigerian engineer to meet the on-the-job requirements of entrepreneurs in blue chip companies in the country or to fend for himself and also create job for others given the supposed wealth of knowledge. This simply means that the dydx in the classroom require some modifications so as to translate to putting food on the Nigerian engineer’s table in the event of job unavailability upon graduation. What obtains now is as dangerous as it is disheartening. An average Nigerian graduate engineer is considered â€Å"half baked† or †unemployable† because they have been claimed not to possess adequate competencies required by their end users. This has thrown a big challenge to tertiary education and training of future engineers in Nigeria. It is noteworthy that the problems related to curricula became noticeable soon after Nigeria’s independence from colonial rule in 1960. By the mid-1960s, educators and educational planners were rethinking Nigeria’s education system and in particular, the curriculum being taught in the schools. The question is; has Nigeria educational policy been capable of providing the needed manpower development to stir the nation’s socio-economic exigencies left by the colonial masters? Eze (2008) affirms that an independent survey by an indigenous project managing firm put the contribution of engineering construction of all categories and dimensions to Nigeria’s GDP at only 1. 5%. This is compared with 6% which the sector contributes to GDP in most developed and developing economies. For example, engineering related activities account for about 8% of the UK’s GDP, 16% in Republic of Ireland’s, 11% of the United Arab Emirates, 6% GDP in India and South Africa respectively. The slow pace of industrialization and technological growth in Nigeria can be attributed to the widening gap between science and technology as a result of inability of engineering education programme to adequately utilize the scientific ideas to promote technology. Science Teachers’ Association of Nigeria (STAN) is a body that have worked hard to translate national and educational objectives into curricula and teaching objectives through the development of curricula designed to help individuals attain cognition, acquire process skills and develop scientific attitudes which will enable them to think critically, manage and use available resources, to effectively adapt to their environment, assume responsibilities and fulfill domestic, economic, social, and political roles. The council for the regulation of engineering in Nigeria (COREN) can as a matter of urgency seek any needed support from government and institute an active machinery to give a critical appraisal of the engineering education curriculum with a view to identifying defects and devising original solutions. Today, there are many institutions made up of eighty nine universities owned by government and private organizations, several colleges of education and agriculture and mono/polytechnic that produce graduates for the few job situations that are available in the country. The graduate engineer is therefore faced with the difficulty of readily gaining jobs immediately after school due to the deficiencies in the curriculum and evaluation pattern in which he was molded. Some of the problems associated with the current curricular and evaluation methods include but not limited to the following: * They are based on a foreign model involving ideal conditions (staff, equipment, infrastructure, training opportunities, etc) that are not easily duplicated in developing countries. * There is a shortage of highly competent indigenous teaching and support staff with h sufficient wide practical experience of technological intricacies. * The curricular seems to exhibit some imbalance between pure and applied sciences and the practical engineering and technology realities, project/business management and innovation concepts and entrepreneurship skills development. * The duration of the sectional semesters for the teaching of engineering courses is very short to allow for good comprehension and application by the students. * The student evaluation and grading is almost dependent on his performance on theoretical examinations devoid of consolidating practical orientation. SELECTION OF ENGINEERING STUDENTS Given a very good curriculum, engineering education administration must be free from mediocrity. My participation in teaching and invigilating engineering students’ examinations raised issues which have continued to agitate my mind as a lecturer, and as one who is expected to make inputs to the production of good engineers. A good percentage of the students find it very difficult to understand the basic principles of engineering courses and hence put a very poor performance in the examinations. This is a pointer that they are not supposed to have been admitted into the engineering school in the first place. In event of escaping a dependable and credible admission scrutiny, COREN in conjunction with the engineering school administration should device a process of pruning the engineering misfits and placing them in other disciplines where they would perform better and later contribute to nation building. The problem recognition, formulation and solution task of an engineer really calls for a little above average students who will later consider societal repercussions and constraints within a complex landscape of old and new ideas. With this, Nigerian engineering graduates will be dissociated from the report of Okadara (1984) and Oladeji (1994) who variously showed that of the initial years of tertiary education, majority of graduates (86. 6%) found work within two months of searching, but as their institution grew older, the length of time they needed to find employment increased. I strongly believe that institutions remain the same but the quality of students that pass through it experience gradual degeneration due to unwarranted compromise. INFRASTRUCTURAL DEVELOPMENT Suppose the right students are admitted into the engineering schools and their training is guided by a well structured and societal problem-responsive curriculum, the problem of poor or absence of state-of-the-art laboratories, instructional materials and a conducive engineering academic environment must also be arrested. The situation why engineering graduates find it difficult to secure adequate job after their graduation is not unconnected with infrastructural handicaps in their institutions which is no fault of theirs. Consequently, many engineering graduates do not possess appropriate job competencies required by employers. Some could not develop their personality traits due to the absence of suitable infrastructure to spur creative and innovative strategies that could promote the engineer’s qualities and enhance his proficiency. Unfortunately, several end users of engineering graduates’ skills have had to spend huge sums of money to retrain these graduates to suit their business after the completion of their programmes of study, even though they were selected at the background of excellent and imposing certificates. This certainly calls for engineering curriculum innovation and renewal, better monitoring and evaluation of engineering students, as well as immediate overhaul of engineering schools infrastructure in Nigeria. Such action must be in line with every factor needed by engineering students to confidently secure or create employment easily for themselves and the several others who are waiting on the unending employment queues outside the tertiary institutions. Our universities, polytechnics and technical colleges that are supposed to train proficient engineers, technologists, and technicians are now filled with obsolete and in most cases nonfunctional equipment. This affects the quality of products from these technological institutions. India, it is claimed, ranks third to the United States and the former USSR in scientific and technical manpower (The Nigerian Engineer, December 2003). It has over four million scientists and engineers. In 1985, Indian universities have 750,000 Engineering students registered. There were five elite institutions called India Institutes of Technology, funded and equipped to the highest standards, to provide high quality university graduates in electronics, computer science and other high technology disciplines. Their products emigrate in large number to the University States and other countries to apply their skills where they are also valued and in demand, like the Republic of Ireland and Philippines. It is however not a surprise to see engineering graduates in our Nigerian Universities who cannot differentiate between a bolt and a nut. Some other problems associated with engineering education and technology development in Nigeria includes but not limited to the following: * Lack of innovation and motivation. * Graduates are produced in older discipline at the expense of new or emerging discipline. * Poor funding * Graduates of Science and Technology exodus to other professional areas * Dilapidated and obsolete state and quality of laboratories in engineering schools and departments * Very astronomical student increase and lecturers decline TECHNOLOGY DEVELOPMENT AND SELF-EMPLOYMENT The technological development of any nation is critical to the economic survival and vibrancy of that nation. This holds particularly true for developing nations like Nigeria, who is still grappling with chronic problems of public infrastructure, total unemployment and underemployment, which have retained them in the class of 3rd world countries with dismal economic frustration. A country is said to be technologically backward when * It cannot produce capital goods such as tractors, lathe machines, drilling machines, cars, trains, and other very important equipment. * It is unable to exploit her natural resources except with the help of foreigners who will normally provide the technology and expertise to undertake the exploitation of her resources. * It is unable to mechanize her agriculture i. e. crude implements are still used for agricultural production activities by a large percentage of those who are involved in agricultural production. * It depends on other countries for the supply of its spare parts for industrial machinery etc. Nigeria can be adjudged a technologically underdeveloped/poor country going by their possession of all the characteristics itemized above. The greatest contributor to her qualification as such is the inadequacy of the indispensable trio of science, engineering technology and innovation (SETI) for any economy that is serious about technology development. SELF-EMPLOYMENT Self employment can be defined as earning a living by working independently or running a gainful business for the satisfaction of one’s needs. Having realized this, many industrialized and newly industrialized countries have committed resources and time to the promotion of entrepreneurship through various means including specific emphasis on the educational sector  reorientation, especially at the tertiary level. As stated earlier in this paper, many Nigerian engineering graduates have been branded â€Å"unemployable†. It is the duty of engineering educators to rebrand our future engineers. Suffice it to observe that the present problem accumulated over the years. The compartmentalization of educational, industrial, employment and labour policies in Nigeria seem not to have encouraged self employment right from the colonial era. Many of the educational policies centered on primary, secondary and adult education. The colonial educational policy centered on the production of literate nationals who were required to man positions, which would strengthen the colonial administration. Thus our educational institutions, few as they were remained factories for producing clerks, interpreters, forest guards and sanitary inspectors as no special professional or entrepreneurial skill was envisaged in the educational system, (Akinyemi, 1987). Unfortunately, the trend affected the foundation of engineering education in Nigeria. The complete absence of enterprise education in the educational policy had continued till now. The industrial policy which came on board only after the Nigerian independence in 1960 initially concentrated on the establishment of big industries with utter neglect for small scale business. By so doing entrepreneurship which is the bedrock of small scale business was unwittingly de-emphasized. The combination of apathy to ‘education for self-employment’ in the engineering schools system and the long term apathy to the development of entrepreneurial skill through a robust and all encompassing engineering curriculum has contributed in no small way to the serious unemployment problem facing the engineering graduates. There needs to be an urgent link between engineering education, enterprise and self employment through an integrated national policy on engineering education. This would serve as a panacea for solving the massive unemployment problem, diminish rural poverty and empower a larger percentage of the citizens economically. NEED FOR REFORM It is obvious that Nigeria is grappling with myriads of economic, social and political problems. Even, the structures and practice of democratic governance reintroduced in 1999 needs a structural reform to sustain it. Faced as it is with so many short term issues, the government should be aware that she should also address long term issues, which posses the greater potential to shape the countries future. In today’s world in which markets are increasingly globalizing and technological changes are recognized as a leading indices of economic growth and dynamism, Nigeria cannot afford to neglect the need to an active Engineering and Technological infrastructure operating in a policy environment, which encourages and rewards research and development, as well as meritocracy. Much as Nigeria has conveyed a curriculum conference to restore the direction of our National education objectives in 1969, and have experienced some technological growths, we are yet to see technological development. Our economic life has refused to improve in an era when many nations of the world have entered the phase of industrial revolution in which computers, robots, microelectronics, biotechnology and nuclear technology are in common use, Nigeria is yet to grasp the first phase of industrial revolution which began in Europe in the eighteenth century. We must henceforth seek to create the much needed technological culture in which the general public is made aware of the need to use scientific methodologies in their daily operation. Many graduates of our institutions are unemployed or unemployable. This ultimately poses questions to the nature of training given to them in our institutions. Do they have enough specialized skills that would make them job seekers or job creators in the area of Science, Engineering, Technology and Innovation? Meanwhile, the National Economic Empowerment and Development Strategy (NEEDS) demonstrated that so much has been put into paper to grow the economy. This has not translated to the much expected transformation, technology development and self employment capability in the citizenry. Something really has to be done and very quikly especially with reference to the Millenium Development Goals (MGGs) which is focused on poverty eradication and the Vision 20-20-20 national development plan. REMEDIES AND CONCLUSION STAFF TRAINING AND RETENTION Continuous training of the trainers is very important in engineering education. To obtain a grounded knowledge and detailed experience in real world aspects of engineering theories, policies and global best practices, with emphasis on current status and further studies of various engineering fields, the engineering educators must be subjected to continuous sponsored training courses. Making efforts to prevent the fully trained engineering educators from resignation of their duty is equally essential. Engineering is a professional course. Their practitioners must be well taken care of by government. If not, the experts would be tempted to move to other spheres where they get better pay for their services. Poor conditions of service also explains why engineering lecturers leave the country to acquire more knowledge and skill but either refuse to return or leave teaching entirely for the industry. There is also some cases where skilled and intelligent engineering teachers remain in their teaching and research objectives, but do not devote their full attention to the work in their bid to supplement their economy through other activities. The engineering lecturers’ remuneration ought to be adjusted to come at par with that of other professionals in the country. This will not only arouse the needed interest in the job but also prevent brain drain in engineering education and provide for more efficient teaching and research exercise. A number of recommendations for the successful administration of science and engineering education in Nigeria are given below with respect to self-employment and technology development in the nation: * Strengthening University-Industry Interaction Programme * Periodic Accreditation Exercises by Regulatory and Professional bodies such as National Universities Commission (NUC), National Board for Technical Education (NBTE), COREN, MDCN, NIA, etc. * Introduction of Supervised Graduate Training Scheme in Engineering (SGTSE) * Curriculum Review in Institutions to address the current unemployment in the country * Establishment of Nigeria Institute of Engineering Technology with the aim of providing practical drills to graduate engineers of all discipline. * Provision modern engineering infrastructure. * Establishment of Technology Innovation Fund. * Launching and Development of Mobile Internet Unit for easy access to current trends in engineering practice. There is also the need to bridge the gap between the Nigeria Entrepreneur and the University. Very few entrepreneurs have been stimulated to have meaningful interaction with the Universities and Polytechnics. There is a lot to be learnt by the Universities from the experiences of entrepreneurs who have toiled, failed and succeeded, and failed again and succeeded (Olufokunbi, 1995). Similarly the entrepreneurs can achieve this inter-relationship by: * Inviting academics to spend some time in their establishment e.g. Sabbatical leave; * Sending some of their staff for in-service training in tertiary institution * Visiting higher institutions on invitation to share experiences with students and staff * Financing research and consultancy especially those related to their businesses. CONCLUSION A survey of the administration of engineering education in Nigeria has been made in relation to technology development and self employment. Its advantages and drawbacks have been reviewed. It is now known that for any nation especially developing ones like Nigeria to grow and develop, proper attention has to be paid to the environment, condition and manner in which engineering education is taught in her institutions, as it is the backbone of all technology development. Qualitative mastery of the tenets of engineering by lectures and students will aid self-employment and inadvertently effect the actualization of the federal government of Nigeria’s vision 20-20-20 development goal. REFERENCES Oluka, S. I. Onwualu, A. P, Eneh, I. I. (1999). Engineer – In- Society. SNAAP printers and publishers, Enugu Eze, E. M, (2008). Infrastructural Development in Nigeria: Need for Engineering Edducation Reforms. On the occasion of 12th Herbert Macauly Memorial Lecture, University of Nigeria, Nsukka, june 7, 2008 Bassi, S. Y, (2004), The role of the Directorate of Technical Cooperation in Africa (DTCA) in Technology Transfer and Acquisition in African Countries. Proceeding of Africa Regional Conference on Engineering Educatio, University of Lagos, Nigeria, 20th-22nd September, 2004 Okoye, C. C. (1989). The place of manpower planning in national economic development. Paper presented at the national seminar on manpower planning organized by National Manpower Board in collaboration with ILO and UNDP http://www. herpnet. org/REFORMING_HIGHER_EDUCATION_IN_AFRICA/Chapter%2015. pdf Okadara, J. T. (1984). Employment Status of University of Ibadan Graduates 1950-1971 Ibadan University Press, Ibadan. Olunloyo, V. O. S (2002). The challenges of Globalization for the Design of Technical Curriculum in Developing Countries, First Edition, University of Lagos Press. Federal Government of Nigeria: National Manpower Board. 1986, 1984 Graduate Employment Tracer Study. Lagos, Nigeria. Oladeji, S. I. (1994). Absorption of educated manpower into Nigeria’s informal sector. Diagnostic Studies, National Manpower Board. Lagos, Nigeria. Adeniyi, E. O. (2001). Problems of the national education system. In strategies of introducing new curricula in West Africa, Akinyemi A. O. (1987). Effects of Government Policies on the Development of Small-Scale Industries in Nigeria. Paper presented at the National Conference on Small-Scale Industries Organized by Business and Projects Consultancy of NISER Ibadan. 23-25th Feb. 1987. Aladekomo O. Florence: Nigeria Educational Policy and Entrepreneurship. 2004. http://www. krepublishers. com/02-Journals/JSS/JSS-09-0-000-000-2004-Web/JSS-09-2-075-148-2004-Abst-PDF/JSS-09-2-075-083-2004-Aladekomo-F-O/JSS-09-2-075-083-2004-Aladekomo-F-O. pdf Uwaifo V. O. (2005), Vocational Education and Generous education, Conflict or convergence. Niger J. Education press, Institute of Education; Ambrose Ali University, Ekpoma Uddin P. S. O, Uwaifo, V. O, (2005). Principles and Practice of Vocational Technical Education in Nigeria, Ever blessed publishers, Benin City. Olufokunbi B. (1995). Entrepreneurship within The Nigerian Economy Today. Paper Presented at the Conference on Entrepreneurship within the Nigerian Economy organized by CIRD, Obafemi Awolowo University Ile-Ife. 11th Oct. 1995. Wikipedia, the free encyclopedia: en. wikipedia. org/wiki/education_in_Nigeria Science and Technology for Sustainable Development. 2002.

Personal Experience That Changed My Life Essay

When will the government realize that public smoking is toxic to public health? Exposure to fumes can be just as unhealthy for a non-smoker as it is for the smoker. Smoking should be banned in public because people are exposed to hazardous smoke in many places, a ban can lead to prevention and quitting of smoking and second hand smoke can cause many illnesses and diseases. People are exposed to second hand smoke in many places and it is very dangerous. Homes, cars, and work are some places where exposure occurs (Secondhand Smoke). By allowing smokers to smoke in those places, we are putting others at risk of smoking-related problems. Furthermore, the most dangerous gases feature in the highest levels within side stream smoke (Few Facts). Due to this, there is no safe level of exposure to secondhand smoke (Secondhand Smoke). People are at great chance of disease and illness by just walking past a smoker. Smoke free environments can lead to more smokers quitting and less non-smokers st arting to smoke. In a survey, it was reported that about 7 out of 10 smokers want to quit, and they believe that a smoke-free environment will help them (A few facts). Read more:  Essay on an Experience That Changed Your Life When a smoker tries to quit, they may see others smoking in public and this can cause an urge to smoke. Each day more than 3800 people under 18 try their first cigarette (Fast Facts). Of those 3800, 1000 begin smoking cigarettes on a daily basis (Fast Facts). When kids see people smoking, they may think that it’s â€Å"cool† and they will try smoking for the same reason. Although, smoking is not healthy, the government gets much needed money from cigarettes and banning public smoking would decrease the income. In 2011, state governments received $25.3 billion from tobacco taxes and legal settlements (Fast Facts). However, is it really worth it getting money from something that causes cancer and other illnesses? People die from second hand smoke and now the government is getting money from the source. Even with the income the government receives, the price of smoking outweighs that profit by about nine to one. Second hand smoke can cause many serious illnesses and diseases. For example, the chance of lung cancer is increased by 16-19% when in contact with second hand smoke (Few Facts). Second hand smoke increases the risk of heart disease by 25-35% (Few Facts).People are exposed to smoke in many places so the risks of diseases related to smoking are increasing even in non-smokers. In addition, children exposed to second hand smoke have an increased risk of colds, pneumonia, bronchitis, and asthma (Secondhand Smoke). This can lead to many lost days of school, hospitalizations, and in some cases, even death in children. In conclusion, public smoking is a danger to smokers, as well as non-smokers and should be banned entirely. Starting a petition, contacting a senator or representative, just trying to raise awareness about this issue will help to get it resolved. Second hand smoke is a risk to everyone and public smoking allows it to reach all types of people. Knowing about the dangers of public smoking can result in healthier people and a brighter future for everyone.

Preparing to Conduct Business Research Essay - 2369 Words

Preparing to Conduct Business Research: Part III The dilemma facing XYZ Employment is the cost of providing Workman’s Compensation Insurance and the costly nature of its claims. All companies that have employee require this costly, yet necessary standard. It is provided to protect hard working employees in difficult circumstances. While most times it is a legitimate claim, fraud does occur. XYZ would like to eliminate the preventable claims and fraudulent collections. XYZ is making all efforts to reduce this cost by the significant amount of 40% by yearend. XYZ Employment intends to discuss the significance, scope, magnitude and feasibility of a solution to this outrageous associated cost, through various methods of research. This will†¦show more content†¦This hurts the bottom line as well as the safety marks against XYZ Employment. This brings us to the final variable, lost profitability because of the above stated issues; this will damage the bottom line and can be minimized with the correct positive outcomes fr om the research and application of new and improved policies. In using statistical research, we would use the exploratory method, as we are starting with a base number of accidents, but the research is into the why and how. To delve into this would be a process of exploration looking into variables that are independent of the accidents. Items to be looked at are hours worked in shifts, proper training, company status, as well as paid leaves in excess of the accidents. By looking at the options available for study, we are able to sample and study each attribute pertain to each accident. The Who, What, When and How so to speak. When you start a new job, there should always be some type of orientation so that you will know the company policies. 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