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Local Government Areas in Nigeria…Nigeria has a complex cultural system with 774 local government areas (L.G.As). And every local government space is administered by a local Government Council comprising of a chairman who is the Chief executive of the LGA, and alternative elective members who are named as Councillors that are in control of Wards.

What is a Local Government Area?

A local government is a type of public administration that, during a majority of contexts, exists because of the lowest tier of administration inside a given state. The term is employed to cause a distinction with offices at state level, that is stated because of the central government, national government, or (where appropriate) centralized (federal government) and additionally to a supranational government that deals with governing establishments between states. Local governments typically act inside powers delegated or allocated to them by legislation or directives of the upper level of the presidency. In federal states, local government usually contains the third (or sometimes fourth) tier of the presidency, whereas, in unitary states, local government usually covers the second or third tier of the presidency, usually with bigger powers than higher-level body divisions.

LOCAL GOVERNMENT AREAS IN NIGERIA BY STATE


Abia State Local Government Areas:

Aba North
Aba South
Arochukwu
Bende
Ikwuano
Isiala Ngwa North
Isiala Ngwa South
Isiukwuato
Obi Ngwa
Ohafia
Osisioma Ngwa
Ugwunagbo
Ukwa East
Ukwa West
Umuahia North
Umuahia South
Umunneochi
Adamawa State Local Government Areas:

Demsa
Fufore
Ganye
Girei
Gombi
Guyuk
Hong
Jada
Lamurde
Madagali
Maiha
Mayo-Belwa
Michika
Mubi North
Mubi South
Numan
Shelleng
Song
Toungo
Yola North
Akwa Ibom State Local Government Areas:

Abak
Eastern Obolo
Eket
Esit-Eket
Essien Udim
Etim-Ekpo
Etinan
Ibeno
Ibesikpo-Asutan
Ibiono-Ibom
Ika
Ikono
Ikot Abasi
Ikot Ekpene
Ini
Itu
Mbo
Mkpat-Enin
Nsit-Atai
Nsit-Ibom
Nsit-Ubium
Obot-Akara
Okobo
Onna
Oron
Oruk Anam
Ukanafun
Udung-Uko
Uruan
Urue-Offong/Oruko
Uyo
Anambra State Local Government Areas:

Aguata
Awka North
Awka South
Anambra East
Anambra West
Anaocha
Ayamelum
Dunukofia
Ekwusigo
Idemili North
Idemili South
Ihiala
Njikoka
Nnewi North
Nnewi South
Ogbaru
Onitsha North
Onitsha South
Orumba North
Orumba South
Oyi
Bauchi State Local Government Areas:

Bauchi
Tafawa Balewa
Dambam
Darazo
Dass
Toro
Bogoro
Ningi
Warji
Ganjuwa
Kirfi
Alkaleri
Misau
Giade
Shira
Jama’are
Katagum
Itas/Gadau
Zaki
Gamawa
Bayelsa State Local Government Areas:

Brass
Ekeremor
Kolokuma/Opokuma
Nembe
Ogbia
Sagbama
Southern Ijaw
Yenagoa
Benue State Local Government Areas:

Ado
Agatu
Apa
Buruku
Gboko
Guma
Gwer East
Gwer West
Katsina Ala
Konshisha
Kwande
Logo
Makurdi
Obi
Ogbadibo
Ohimini
Oju
Okpokwu
Otukpo
Tarka
Ukum
Ushongo
Vandeikya
Borno State Local Government Areas:

Maiduguri
Ngala
Kala/Balge
Mafa
Konduga
Bama
Jere
Dikwa
Askira/Uba
Bayo
Biu
Chibok
Damboa
Gwoza
Hawul
Kwaya Kusar
Shani
Abadam
Gubio
Guzamala
Kaga
Kukawa
Magumeri
Marte
Mobbar
Monguno
Nganzai
Cross River State Local Government Areas:

Abi
Akamkpa
Akpabuyo
Bakassi
Bekwarra
Biase
Boki
Calabar Municipal
Calabar South
Etung
Ikom
Obanliku
Obubra
Obudu
Odukpani
Ogoja
Yakuur
Yala
Delta State Local Government Areas:

Ethiope East
Ethiope West
Okpe
Sapele
Udu
Ughelli North
Ughelli South
Uvwie
Aniocha North
Aniocha South
Ika North East
Ika South
Ndokwa East
Ndokwa West
Oshimili North
Oshimili South
Ukwuani
Bomadi
Burutu
Isoko North
Isoko South
Patani
Warri North
Warri South
Warri South West
Ebonyi State Local Government Areas:

Abakaliki
Afikpo North
Afikpo South
Ebonyi
Ezza North
Ezza South
Ikwo
Ishielu
Ivo
Izzi
Ohaozara
Ohaukwu
Onicha
Enugu State Local Government Areas:

Aninri
Awgu
Enugu East
Enugu North
Enugu South
Ezeagu
Igbo Etiti
Igbo Eze North
Igbo Eze South
Isi Uzo
Nkanu East
Nkanu West
Nsukka
Oji River
Udenu
Udi
Uzo-Uwani
Edo State Local Government Areas:

Akoko-Edo
Egor
Esan Central
Esan North-East
Esan South-East
Esan West
Etsako Central
Etsako East
Etsako West
Igueben
Ikpoba-Okha
Oredo
Orhionmwon
Ovia North-East
Ovia South-West
Owan East
Owan West
Uhunmwonde
Ekiti State Local Government Areas:

Ado-Ekiti
Ikere
Oye
Aiyekire (Gbonyin)
Efon
Ekiti East
Ekiti South-West
Ekiti West
Emure
Ido-Osi
Ijero
Ikole
Ilejemeje
Irepodun/Ifelodun
Ise/Orun
Moba
Gombe State Local Government Areas:

Akko
Balanga
Billiri
Dukku
Funakaye
Gombe
Kaltungo
Kwami
Nafada
Shongdom
Yamaltu/Deba
Imo State Local Government Areas:

Aboh Mbaise
Ahiazu Mbaise
Ehime Mbano
Ezinihitte Mbaise
Ideato North
Ideato South
Ihitte/Uboma
Ikeduru
Isiala Mbano
Isu
Mbaitoli
Ngor Okpala
Njaba
Nkwerre
Nwangele
Obowo
Oguta
Ohaji/Egbema
Okigwe
Onuimo
Orlu
Orsu
Oru East
Oru West
Owerri Municipal
Owerri North
Owerri West
Jigawa State Local Government Areas:

Auyo
Babura
Biriniwa
Birnin Kudu
Buji
Dutse
Gagarawa
Garki
Gumel
Guri
Gwaram
Gwiwa
Hadejia
Jahun
Kafin Hausa
Kaugama
Kazaure
Kiri Kasama
Kiyawa
Maigatari
Malam Madori
Miga
Ringim
Roni
Sule Tankarkar
Taura
Yankwashi
Kaduna State Local Government Areas:

Birnin Gwari
Chikun
Giwa
Igabi
Ikara
Jaba
Jema’a
Kachia
Kaduna North
Kaduna South
Kagarko
Kajuru
Kaura
Kauru
Kubau
Kudan
Lere
Makarfi
Sabon Gari
Sanga
Soba
Zangon Kataf
Zaria
Kano State Local Government Areas:

Ajingi
Albasu
Bagwai
Bebeji
Bichi
Bunkure
Dala
Dambatta
Dawakin Kudu
Dawakin Tofa
Doguwa
Fagge
Gabasawa
Garko
Garum Mallam
Gaya
Gezawa
Gwale
Gwarzo
Kabo
Kano Municipal
Karaye
Kibiya
Kiru
kumbotso
Kunchi
Kura
Madobi
Makoda
Minjibir
Nasarawa
Rano
Rimin Gado
Rogo
Shanono
Sumaila
Takai
Tarauni
Tofa
Tsanyawa
Tudun Wada
Ungogo
Warawa
Wudil
Katsina State Local Government Areas:

Bakori
Batagarawa
Batsari
Baure
Bindawa
Charanchi
Dan Musa
Dandume
Danja
Daura
Dutsi
Dutsin-Ma
Faskari
Funtua
Ingawa
Jibia
Kafur
Kaita
Kankara
Kankia
Katsina
Kurfi
Kusada
Mai’Adua
Malumfashi
Mani
Mashi
Matazu
Musawa
Rimi
Sabuwa
Safana
Sandamu
Zango
Kebbi State Local Government Areas:

Aleiro
Arewa Dandi
Argungu
Augie
Bagudo
Birnin Kebbi
Bunza
Dandi
Fakai
Gwandu
Jega
Kalgo
Koko/Besse
Maiyama
Ngaski
Sakaba
Shanga
Suru
Danko/Wasagu
Yauri
Zuru
Kogi State Local Government Areas:

Adavi
Ajaokuta
Ankpa
Bassa
Dekina
Ibaji
Idah
Igalamela-Odolu
Ijumu
Kabba/Bunu
Koton Karfe
Lokoja
Mopa-Muro
Ofu
Ogori/Magongo
Okehi
Okene
Olamaboro
Omala
Yagba East
Yagba West
Kwara State Local Government Areas:

Asa
Baruten
Edu
Ekiti
Ifelodun
Ilorin East
Ilorin South
Ilorin West
Irepodun
Isin
Kaiama
Moro
Offa
Oke Ero
Oyun
Pategi
Lagos State Local Government Areas:

Agege
Alimosho
Ifako-Ijaye
Ikeja
Kosofe
Mushin
Oshodi-Isolo
Shomolu
Ikeja Division
Apapa
Eti-Osa
Lagos Island
Lagos Mainland
Surulere
Lagos Division
Ajeromi-Ifelodun
Amuwo-Odofin
Ojo
Badagry
Badagry Division
Ikorodu
Ikorodu Division
Ibeju-Lekki
Epe
Epe Division
Nasarawa State Local Government Areas:

Akwanga
Awe
Doma
Karu
Keana
Keffi
Kokona
Lafia
Nasarawa
Nasarawa-Eggon
Obi
Toto
Wamba
Niger State Local Government Areas:

Agaie
Agwara
Bida
Borgu
Bosso
Chanchaga
Edati
Gbako
Gurara
Katcha
Kontagora
Lapai
Lavun
Magama
Mariga
Mashegu
Mokwa
Munya
Paikoro
Rafi
Rijau
Shiroro
Suleja
Tafa
Wushishi
Ogun State Local Government Areas:

Abeokuta North
Abeokuta South
Ado-Odo/Ota
Ewekoro
Ifo
Ijebu East
Ijebu North
Ijebu North-East
Ijebu Ode
Ikenne
Imeko Afon
Ipokia
Obafemi Owode
Odogbolu
Odeda
Ogun Waterside
Remo North
Sagamu
Yewa North
Yewa South
Ondo State Local Government Areas:

Akoko North-East
Akoko North-West
Akoko South-East
Akoko South-West
Akure North
Akure South
Ese Odo
Idanre
Ifedore
Ilaje
Ile Oluji/Okeigbo
Irele
Odigbo
Okitipupa
Ondo East
Ondo West
Ose
Owo
Osun State Local Government Areas:

Aiyedade
Aiyedire
Atakumosa East
Atakumosa West
Boluwaduro
Boripe
Ede North
Ede South
Egbedore
Ejigbo
Ife Central
Ife East
Ife North
Ife South
Ifedayo
Ifelodun
Ila
Ilesha East
Ilesha West
Irepodun
Irewole
Isokan
Iwo
Obokun
Odo-Otin
Ola-Oluwa
Olorunda
Oriade
Orolu
Osogbo
Oya State Local Government Areas:

Akinyele
Afijio
Egbeda
Ibadan North
Ibadan North-East
Ibadan North-West
Ibadan South-West
Ibadan South-East
Ibarapa Central
Ibarapa East
Ido
Irepo
Iseyin
Kajola
Lagelu
Ogbomosho North
Ogbomosho South
Oyo West
Atiba
Atisbo
Saki West
Saki East
Itesiwaju
Iwajowa
Ibarapa North
Olorunsogo
Oluyole
Ogo Oluwa
Surulere
Orelope
Ori Ire
Oyo East
Ona Ara
Plateau State Local Government Areas:

Barkin Ladi
Bassa
Bokkos
Jos East
Jos North
Jos South
Kanam
Kanke
Langtang North
Langtang South
Mangu
Mikang
Pankshin
Qua’an Pan
Riyom
Shendam
Wase
Rivers State Local Government Areas:

Abua/Odual
Ahoada East
Ahoada West
Akuku Toru
Andoni
Asari-Toru
Bonny
Degema
Emohua
Eleme
Etche
Gokana
Ikwerre
Khana
Obio/Akpor
Ogba/Egbema/Ndoni
Ogu/Bolo
Okrika
Omuma
Opobo Nkoro
Oyigbo
Port Harcourt
Tai
Sokoto State Local Government Areas:

Binji
Bodinga
Dange Shuni
Gada
Goronyo
Gudu
Gwadabawa
Illela
Isa
Kebbe
Kware
Rabah
Sabon Birni
Shagari
Silame
Sokoto North
Sokoto South
Tambuwal
Tangaza
Tureta
Wamako
Wurno
Yabo
Taraba State Local Government Areas:

Ardo Kola
Bali
Donga
Gashaka
Gassol
Ibi
Jalingo
Karim Lamido
Kurmi
Lau
Sardauna
Takum
Ussa
Wukari
Yorro
Zing
Yobe State Local Government Areas:

Bade
Bursari
Damaturu
Geidam
Gujba
Gulani
Fika
Fune
Jakusko
Karasuwa
Machina
Nangere
Nguru
Potiskum
Tarmuwa
Yunusari
Yusufari
Zamfara State Local Government Areas:

Anka
Bakura
Birnin Magaji/Kiyaw
Bukkuyum
Bungudu
Tsafe
Gummi
Gusau
Kaura Namoda
Maradun
Maru
Shinkafi
Talata Mafara
Zurmi
Abuja-F.C.T:

Abaji
Abuja Municipal
Gwagwalada
Kuje
Bwari
Kwal

SOURCE: [https://www.siaglobe.com/local-government-areas-in-nigeria/]

Kofi Annan’s Popularity Check…The Popularity of The Late Ghanaian Diplomat Kofi Annan is Arguably And Undoubtedly a Fact That Cannot Be Override. He’s Been Reckoned Upon as One of The Greatest United Nations Secretary-Generals To Have Ever Lived. As We Go In-Dept, We Will Find Out The 10 Reasons For This Kofi Annan’s Popularity Check.

Kofi Annan’s Popularity Check: See 10 Reasons Why He Had Been So Popular Till Now


Brief Biography of Kofi Annan:

Birth and Parentage:

Kofi Annan, also known in full-term officially as Kofi Atta Annan, was born in the Suburb of Kofandros in Kumasi, Ghana on April 8, 1938 (then Gold Coast). He had a twin sister by the name Efua Atta who died in 1991. Both of them were born into one of Ghana’s aristocratic families of Ashanti and Fante, in which their grandfathers and uncles were tribal chiefs.

Education and Up Bringing:

Between 1954 and 1957, Kofi Annan went to the Elite Mfantsipim school, the Boarding School which was owned by the Methodist Church, established in the Cape Coast around the 1870s. Later in 1958, Kofi studied Economics at Kumasi College of Science and Technology (now known as Kwame Nkrumah University of Science and Technology of Ghana). He received a grant award from the Ford Foundation which facilitated the completion of his undergraduate course (Economics) at Macalester College in St. Paul, Minnesota, United States, in 1961.

He also furthered his education and completed a diplôme d’études approfondies Master of Advanced Studies degree in International Relations in The Graduate Institute of International and Development Studies in Geneva, Switzerland, between 1961 and 1962. He also studied at the MIT Sloan School of Management after working for some years from 1971 to 1972, where he earned a Master’s Degree. To add to his portfolio, Kofi Annan was also good in English, French, Akan, and some of the Kru languages and other African languages.

His Career:

Kofi Annan began working as a budget officer for the World Health Organization, a United Nations (UN) Agency in 1962. He also worked as a manager of Ghana Tourist Development Company in Accra between 1974 and 1976. He became UN High Commission for Refugees (UNHCR) Head of Personnel in Geneva, Switzerland, 1980. In 1983, Annan was appointed the Director of Administrative Management Services of the UN Secretariat in New York. However, below is a summary of his further appointments;

Assistant Secretary-General for Human Resources Management and Security Coordinator for the UN system (1987)
Assistant Secretary-General for Program Planning, Budget and Finance, and Control (1990)
Deputy to then Under-Secretary-General Marrack Goulding of Department of Peacekeeping Operations (1992)
Under-Secretary-General of Department of Peacekeeping Operations (1993)
Special Representative of the Secretary-General to the former Yugoslavia (1995-1996)

Kofi Annan’s Big Appointment (The Big Break):

Kofi’s big break came as a result of his appointment as Secretary-General of the United Nations after UN Security Council gave him a thumbs up on 13 December 1996. And the confirmation of the General Assembly which triggered his official unveiling as UN Secretary-General, January 1st, 1997. Also, his subsequent reappointment occurred on June 29, 2001.

Having known a brief summary of Kofi Annan, then what do you think would be Kofi Annan’s Popularity Check? With this notion in mind, we will be looking at the factors that triggered Kofi Annan’s Popularity Check, even at his death. Some factors that were responsible are enumerated and explained below:

Kofi Annan’s Popularity Check: See Why He Had Been So Popular Till Now

1. Kofi Annan’s Operation Deliberate Force Idea: Annan gave orders to UN officers to relinquish for a restricted amount of the time their authority to veto air strikes in Bosnia. This move allowed the North Atlantic Treaty Organization (NATO) forces to conduct Operation Deliberate Force and this earned him U.S. favorite. And this also triggered America’s confidence in Kofi to be a perfect replacement for Boutros-Ghali the then Secretary-General of the United Nations.

2. His Reformation of The United Nations: Annan unleashed two reports on management reform immediately after his appointment as UN Secretary-General. On the seventeenth day of March 1997, the report Management and Organisational Measures (A/51/829) brought in new management mechanisms through the institution of a cabinet-style body to help him and be grouping the UN’s activities in tandem with four core missions. A comprehensive reform agenda was issued on 14 July 1997 entitled to invigorating the United Nations: A Programme for Reformation (A/51/950). Vital proposals enveloped the introduction of strategic management to strengthen the bond of purpose, the institution of the position of Deputy Secretary-General, a 10-percent reduction in posts, a discount in administrative prices, the consolidation of the United Nations at the country level, and reaching bent on civil society and also the personal sector as partners.

3. Kofi’s Establishment of United Nations Information Technology Service: Annan urged the institution of a UN Information Technology Service (UNITeS), a syndicate of sophisticated volunteer corps, together with internet Corps North American country and Net Corps America, that UN Volunteers would co-ordinate. within the Report of the high-level panel of specialists on info and communication technology (22 May 2000) suggesting a United Nations ICT Task Force, the panel welcome the institution of UNITeS, and created suggestions on its configuration and implementation strategy, together with that ICT4D volunteering opportunities, create mobilizing “national human resources” (local ICT experts) among developing countries a priority, for the advancement of each men and women. The initiative was launched at the UN Volunteers and was active from February 2001 to February 2005. Initiative employees and volunteers participated within the World Summit on the Information Society (WSIS) in Geneva in December 2003.

4. Kofi Annan’s Millennium Development Goals: Kofi’s main idea about this development was visible in his quest to better the lives of people at the developing and under developing countries of the “Third World.” This arrangement beckoned on member states to make people’s interest and wellbeing their center of focus. He was looking forward to alleviating the poverty rate of more than 1 billion masses suffering its effect. And this gave a boost to his popularity across the globe.

5. Kofi’s Global Compact of The UN: In associate address to the World Economic Forum on thirty one Jan 1999, Annan the Secretary-General of the UN argued that the “goals of the United Nations and people of business will, indeed, be reciprocally supportive” and planned that the non-public sector and therefore the United Nations initiate “an international compact of shared values and principles, which can provide a face to the world market” However, the United Nations Global Compact was officially inaugurated on 20th July 2000 at the UN Headquarters in New York. The Compact established 10 core principles within the areas of human rights, labor, the setting, and anti-corruption, and beneath the Compact, firms arrange to the 10 principles and are brought alongside United Nations agencies, labor teams, and civil society to effectively put them to practice. CONTINUE READING [https://www.siaglobe.com/kofi-annan-popularity-check/]

Thanks, Hash! I appreciate your kind gesture!

The Higher Institution Is Entirely A Different World Of Its Own, Where You Must Meet The Good, The Bad And The Ugly At Every Point In Time As Far As The Higher Institution Is Concerned. It’s A Cosmos Where Certain Traits Are Developed Through The Influence Of The Various Categories or Groups That Exist On Campus.

1. The File Carriers: A mere mentioning this you’d probably know who these guys are. They’re generally and officially called freshers in the higher institution. But we used to call them “fresh fish” or “jjc.” Every and anyone that got admission into the university for the first time passed through this stage. In our days we used to carry file from morning till evening, navigating from one office to another, signing course forms and authenticating receipts in order to be counted as a bonafide member of the school. It’s funny to also believe that some of us carried those files around in a bit to flaunt our studentship. And anyone that sees us would know we were “freshers”. Have you ever had such a feeling? Being in the higher institution for the first time? I know you did.

2. The “Gang” Freaks: Another or one of the 30 top categories of students in the higher institution is this group. If you are currently a student or done with school, you should be conversant with this guys. There is a specific set of students that habitually walk together, you’ll always see them. They can be two, three, four or thereabouts. But they will always walk together; reading, playing, eating, strolling, gisting, and so on. In this group, they relate more like siblings, very close and binding.

3. The Corporate Dressers: You’ll always find these guys either on a suit or shirt on trousers tucked in. This is one of the 30 top categories of students you’ll find in school. However, it’s more likely a departmental or faculty thing or a custom, where students belonging to specific departments are required to appear in that manner, such as the Faculty of Law and more likely Cultural and Religious Studies and History and International Studies. But even as at that, or beside that, there were and are students who appear like that. I had certain coursemates that were corporate dressers right from the time we started year one till we finished. And I wondered how they coped because I was not and still not a corporate freak until occasion demands.

4. The “Swagger” Dressers: You’ll never go through school without seeing this group. These guys are always on the go! They have a customized way of walking especially when “I get my swag on” is activated. Students in this category which is one of the 30 Top Categories of Students are always mad about the latest outfit, and the first place to display what they got is in school. The shoes, jeans, t-shirts, polos, fancy bags, chains, wrist watches, and all that expensive stuff. They have a dress-to-kill slogan so that “all eyes on me” will be achieved!

5. The Political Die-Hards/Analysts: When it comes to political analysis of certain political acts of politicians, this group holds the trophy. You’ll always find them lurking around under trees to shade them away from the sun, wiping off the sweats on their faces and jacking up the front end of their trousers and pose with full audacity to prove they’ve been “politicized.” Of course, you’ll mostly find 90 percent of these students in the Political Science Department. They’re always updated with news or information pertaining to politics, and when they assemble, arguments and brainstorming erupt. As one of the 30 Top Categories of Students, if you observe them closely, these students are not really that savvy when it comes to dressing; they’d prefer being casual in school, especially during political campaigns and election. But at political meetings where their godfathers would chair, they’ll appear with their best attire. Most of the time these guys appear to be the “political hallelujah boys” Hon. Patrick Obahiagbon opined. Another trait you’ll discover is that they brag a lot about their meeting with certain political fathers, and they’re always available at the students’ union meeting of their local government.

6. The Football Freaks/Analysts: How I got to know football updates were through this group. These guys will narrate football events or matches, analyze the formation, discuss the fixtures and predict scores. They’ll even tell you how the match would have ended. You will also find them in departmental football teams, playing in inter-departmental or inter-faculty competitions. After class the central topic of discussion is football.

7. The Flirts: These are the subtle ones who go for “them girls” in school, and they are also one of the 30 Top Categories of Students. Not for a relationship or a serious date but to just spark up a feeling and walk away. You’ll find these guys behind and in classrooms (at a far end corner), in the field, under trees, at the back of people’s cars and strolling with different kinds of girls…always around “babes”! You will even see some walking in the midst of six girls! One noticeable behavior in them is that they don’t come to school with many books, but just one exercise book to write lecture notes on all the courses available for a semester. Funny right?

8. The Slay Queens: Them girls with four inches eyelashes, lol! Five inches long nails, the Brazillian hair “fixers”, the Gucci bag, chain on left leg, three rings on right-hand fingers, makeup and kits in the bag and more make up these girls as one of the 30 top categories of students in the higher institution. They also move in a group, ” charming” every dude around the campus. Their sitting position in the class is the back seat. You don’t frequently see them in class but are always around some locations on campus. You can guess!

9. The Music Addicts: These guys are seen to always carry earphones around, either plugged in the ear or around the neck dangling on the chest. They can tell you the latest songs on the internet or trending in town. No too much time for boring lectures. Some of them that were my coursemates seldom came for lectures not to talk about coming to school. But if any music event is scheduled to hold on campus, they’d surely be there.

10. The Carefree Ones: We had a handful of them around in my department then. These guys don’t care about school updates, activities or anything on campus! They even seem to have been forced to come to school. But one thing about students in this category is that most of them are carefree but not careless about their studies in reality, in the sense that their notes are always complete and semester results good or at least the average!

11. The Scribes (Scholars): OMG! We had them a lot on campus; in almost all the departments in the Faculty of Arts and Law Faculty! They were and are regarded as the “Aristotle” of our time. One of the physical properties you’ll see around them is big books. Most of them carry a dictionary and encyclopedia just to prove a point. One important trait I discovered about these guys is 90 percent of them don’t read those books in the actual sense. And also they’re among the corporate dressers.

12. The ITKs (I Too Know): This is funny right? But this happens to be one of the 30 top categories of students on campus. They’re also known as the “front benchers.” Always in the front row to “impress” the lecturers during lectures. You don’t dare correct them or make mistakes about any academic discussion when they’re around. They know “everything”! 80 percent of questions thrown to the class are answered by these “geniuses.” But the truth is 70 percent of them score below the average.

13. The Critics/Gossipers: You don’t impress these guys easily on campus no matter how hard you try. They criticize about everything in school; school structure to fee increment, both fine and ugly students. Gossip about lecturers, co-students, people, things and so on campus. These guys have their special group, they don’t mingle around with “just any kind of group.”

14. The Lecturers’ Boys/Girls: As far as the higher institution is concerned, you’ll always see these guys hang around a lecturer immediately after class. They normally tag the lecturer, “my favorite” or “best lecturer in the department.” These students eat deeper into the lecturer’s life to the point of almost knowing everything about him or her. Some of the smart ones will turn themselves to his/her personal assistant; carry books for the lecturer before and after the class session.

15. The Late-To-Class Comers: These guys have the award of “The Best Late Comer.” they can’t explain why they come to class late, but will never change. You’ll see them late during classes, test, and even examination...CONTINUE READING [https://www.siaglobe.com/30-top-categories-of-students/]

Master of Business Administration Degree…Study Online And Get A Degree In One Year From The Comfort Of Your Home. Robert Kennedy College, In Exclusive Partnership With Three Prestigious Universities; the University Of Cumbria, University of Salford Manchester And York Saint John University, Has World-Certified Courses or Programs To Offer. You Could Be At Your Best To Apply And Be Certified In Your Field Of Study. See More Details Below.

Master of Business Administration Degree: Get A Degree In 1 Year Online Program

The Master of Business Administration Degree

The Master of Business Administration Degree is the prime management qualification for managers. Built for your success, the MBA creates, furnishes and brings to you distinctive managers with a highly comprehensive knowledge of the latest or trending business practices. This MBA gives you a great overview of the business world and boosts your knowledge and skills further. It also provides a much deeper understanding or insight of the business environs and helps you to become able, capable and reliable managers in the business world.

However, This global gold standard management qualification provides a rigorous and challenging postgraduate business and management experience for Master of Business Administration Degree in which students develop or build a business mindset and character alongside other experienced managers and business professionals to facilitate them becoming more effective and productive managers or professionals.

So, I implore you to learn at Switzerland’s premier private college and graduate with students from over 130 different countries of the world and from the University of Cumbria.

Admission Eligibility For Master of Business Administration Degree

According To The College, “We welcome applications from students who may not meet the formal entry criteria but who have relevant experience or the ability to pursue the course successfully.”

Below Are The Formal Entry Requirements For Master of Business Administration Degree:

An honors degree at 2:2 or above.
At least 2 years’ relevant work experience.
English language at IELTS 6.5 (minimum of 5.5 in each component).
NB: Applications are considered from candidates who do not meet the formal entry requirements but can provide evidence of equivalence.

Examples of equivalence are:

A wide range of professional qualifications and/or work experience.
Working or studying in English or an English-speaking environment.
Note: Applications will be considered from candidates who do not meet the formal entry requirements but who can demonstrate by an interview the commitment to complete the programme successfully.

Major Purpose of The Master of Business Administration Degree:

The Master of Business Administration Degree programme aims at developing managers’ understanding and critical appreciation of the theories, tools, and techniques of management to enable and prepare them to effectively lead and manage change in organizations in order to make effective use of resources available at their disposal in the strategic decision-making process. In so doing, it looks forward to improving the quality of management as a profession. In particular, the purpose of the programme is to provide students with the following:

An advanced understanding of the management of organizations and the changing external context in which they operate.
Opportunities for the systematic development of the skills of objective analysis, evaluation, and presentation to enable them to further develop confidence in effectively appraising and implementing management strategies.
An ability to apply knowledge and understanding of business and management to complex issues, both systematically and creatively, and to improve business and management practice.
The Result You Should Expect in Master of Business Administration Degree:

This Master of Business Administration Degree programme provides opportunities for students to develop and demonstrate an understanding of the following:

The role and function of organizations and the context in which they operate, including the key drivers of change.
The core disciplines of business and management including finance, human resource management, marketing, and strategic planning at middle/senior management level.
The range of research methods that can be applied to the study of business management and leadership.
The application of strategic thinking to the successful management of organizations including a critical understanding of the processes of strategic problem solving and decision making.
You will participate in the Master of Business Administration Degree in a serene and stimulating academic environment, rooted in the experiences of the student, but firmly based on the values of academic openness and critical appraisal.

Duration

Minimum 12 months, maximum 5 years.

Delivery Method
Mostly online via OnlineCampus (an interactive online learning environment) with intensive or in-depth class discussion and collaboration, plus a one-week compulsory residency. The residency is held in the United Kingdom and organized by the University of Cumbria.

In this section
The MBA is the prime management qualification for managers. Designed for your success, the MBA creates distinctive managers with a comprehensive knowledge of the latest business practices. This MBA gives you a great overview of the business world and enhances your knowledge and skills further. It provides a much deeper understanding of the business environment and helps you to become able managers.

This global gold standard management qualification provides a rigorous and challenging postgraduate business and management experience in which students develop alongside other experienced managers and business professionals to facilitate them becoming more effective managers or professionals.

Learn at Switzerland’s premier private college and graduate with students from over 130 different countries and from the University of Cumbria.

Places
The number of places per term is strictly limited to 90.

Ranking
Doing Master of Business Administration Degree in this college is guaranteed. The Guardian University Guide for Business and Management Studies (2012), the University of Cumbria is ranked in the top three higher-education institutions in the North West of England

Terms

Four terms per year (winter, spring, summer, and autumn).

Tuition Fees

Master of Business Administration Degree Tuition Fees is 10,000 CHF (Swiss Francs). This fee includes library access, OnlineCampus access, graduation fees, and University matriculation fees. Fees are payable in interest-free installments, however, the programme is not eligible for UK Postgraduate Loans for Master’s Study. The fees are for the entire programme and include all the courses as well as supervision for the final dissertation. Residency costs, such as airfare and accommodation, plus a 2,000 CHF (Swiss Francs) tuition fee for the residency, and some of the textbooks that you will need for the course are not included in these fees.

Accreditation and Recognition

The University of Cumbria Master of Business Administration Degree programmes offered online in exclusive partnership with the Robert Kennedy College are Recognised Worldwide. Once you complete your studies at Robert Kennedy College, you will receive a degree from the University of Cumbria. The University of Cumbria received the University title, and degree awarding powers, from Her Majesty’s Most Honourable Privy Council. It is fully recognized by the British Government and duly listed on the United Kingdom’s Department for Business, Innovation and Skills list of recognized UK awarding institutions.

What are you waiting for? APPLY NOW!

Address:

Robert Kennedy College Zürich GmbH
Technoparkstrasse 1
8005 Zürich
Switzerland

Contact:

P: +41 844 007 007
F: +41 844 007 008
E: zurich@rkc.edu
SOURCE: [https://www.siaglobe.com/master-of-business-administration-degree/]

To sum this up, Francis Fukuyama made this clear in his book, "History and the Lastman", that any entanglement to trigger ww3, the war will be fought with sticks and stones!

You right, Japan hit the U.S. right in the heart @Justflow!

Abstract

Pearl Harbor…The Pearl Harbor Was U.S. Naval Base On Oahu Island, Hawaii, Where The Imperial Japanese Navy Air Service Launched A Surprise Attack Against The United States Naval Base, Hawaii Territory on 7 December 1941. Remembering Pearl Harbor Attack Brings To Mind The Incidence That Occurred Between Japan And The United States. In The History Of America, The Incidence Is Still As If It Was Yesterday; Still Glaring Even After 77 Solid Years So. This Article Will Focus On The Entire Scope of The Pearl Harbor Experience.

Pearl Harbor Incidence-A Historical Event of 77 Solid Years

Where Is Pearl Harbor Located?

Pearl Harbor is a lagoon harbor on the island of Oahu, Hawaii, west of Honolulu. It has been long visited by the Naval fleet of the United States before it was acquired from the Hawaiian Kingdom by the U.S. with the signing of the Reciprocity Treaty of 1875. Much of the harbor and surrounding lands is now a United States Navy deep-water naval base. It is also the headquarters of the United States Pacific Fleet. The U.S. government first obtained exclusive use of the inlet and the right to maintain a repair and coaling station for ships here in 1887. The attack on Pearl Harbor by the Empire of Japan on December 7, 1941, was the immediate cause of the United States’ entry into World War II

Preliminary Of The War

The United States had disengaged all economic relations with Japan by mid-1941 and was at the same time providing material and financial help to China. Japan had been at loggerhead with China since 1937, and the German invasion of the Soviet Union in June 1941 secured that the Soviets were no longer a threat to the Japanese on the Asian mainland. The Japanese were tactical and strategic about weakening U.S. Naval strength, so they believed that once the U.S. Pacific Fleet was neutralized, all of Southeast Asia would be open for conquest.

However, American foreign policy in the Pacific had more to do with the U.S. support for China in the late 1930s, and Japan’s aggression against China therefore necessarily would bring Japan into serious conflict with the United States. As early as 1931, the government of Tokyo had stretched its tentacles of control over Manchuria the Chinese province, and the Japanese had a concrete hold on the region with the creation of the puppet state of Manchukuo the following year. A clash at the Marco Polo Bridge near Beijing on July 7, 1937, hinted the dawn of open arms struggle between Japan and the United Front of Chinese Nationalists and the Chinese Communist Party. In response, the United States government extended its first loan to China in 1938.

More so, in July 1939 the U.S. made a declaration of bringing to an end the Treaty of Commerce and Navigation of 1911 with Japan. Starting in the summer of 1940, the U.S. began to barricade the export to Japan of materials that were useful in war. Between June 1940 and the day of the crisis of December 1941, there was an upsurged tension constantly mounted between the belligerents. In July 1941, the Japanese had already occupied all of Indochina and had covenanted an alliance with the Axis powers (Germany and Italy). At this time, the U.S. government cut off or disengaged all commercial and financial relations with Japan. Japanese assets were brought to a standstill, and an embargo was placed on shipments to Japan of petroleum and other crucial war materials needed to sustain them. Militarists were steadily gaining dominion in the Tokyo government; they bitterly kicked against U.S. aid to China, which by this time had been fired up. They saw in the German invasion of the Soviet Union an unrivaled or unopposed opportunity to go after a policy of aggression (war tendencies) in the Far East without danger of an attack upon their rear by the forces of the Red Army (Russian Soviet Federative Socialist Republic). In spite that, negotiations looking forward to finding some kind of understanding between the two belligerents (the United States and Japan) happened in the duration the autumn of 1941, and it became extremely visible by the end of November that no agreement or compromise was attainable.

Moreover, Japan, despite their readiness to take action, continued to negotiate with the United States up to the D-day of the Pearl Harbor attack, the government of Prime Minister Tōjō Hideki made a final decision on war. Admiral Yamamoto Isoroku, the commander-in-chief of Japan’s Combined Fleet, had meticulously organized the attack against the U.S. Pacific Fleet with great care. Once the U.S. fleet was out disabled, the way for the unhindered Japanese conquest of all of Southeast Asia and the Indonesian archipelago would be paved. The order for the assault was given on November 5, 1941, and on November 16 the task force began its assignation in the Kuril Islands. Commanders were allocated instructions that the fleet might be recalled or retrieved, however, in case of a favorable result of the response of the negotiations in Washington, D.C. On November 26, Vice Admiral Nagumo Chuichi led a fleet including 6 aircraft carriers, 2 battleships, 3 cruisers, and 11 destroyers to a point some 275 miles (440 km) north of Hawaii. From there about 360 planes in total were launched.

Warnings
The U.S. Pacific Fleet had been situated at Pearl Harbor since April 1940. To add to this, nearly 100 naval vessels, 8 battleships inclusive, were substantial military and air forces. As the tension mounted, Admiral Husband E. Kimmel and Lieutenant General Walter C. Short, who was also in command at Pearl Harbor, were warned of the outcome and the possibility of war, specifically on October 16 and also on November 24 and 27. The notification of November 27, to Kimmel, began thus; “This dispatch is to be considered a war warning,” went further to say that “negotiations have ceased,” and directed the admiral to “execute an appropriate defensive deployment.” Kimmel also was given orders to “undertake such reconnaissance and other measures as you deem necessary.” The communication of the same day to Short stated that “hostile action is possible at any moment” and, like its naval counterpart, urged “measures of reconnaissance.”

Responses
In response to the several warnings, the strategies taken by the army and navy commanders were inadequate. Short ordered an alert against sabotage and concentrated most of his fighter planes at the base on Wheeler Field in an effort to avoid damage to them. He also allocated orders to operate five of the mobile radar sets that had been configured on the island from the hour of 4:00 AM to 7:00 AM, were considered to be the most dangerous period. And as such, Radar training, however, was in a far-from-advanced stage.

Furthermore, Admiral Kimmel, despite the fact that his intelligence had not been able to hit the right spot of substantial elements in the Japanese fleet—especially the first-line ships in carrier divisions 1 and 2—did not extend his reconnaissance activities to the northwest, the logical point for an attack. He fast-forwarded the whole fleet (except that part which was at sea) in the harbor and granted a part of his personnel to go on shore leave. Neither of these officers suspected that the base at Pearl Harbor would itself be subjected or vulnerable to attack. Nor, for that matter, is there any signal that their superiors in Washington D.C. were in any way conscious or alert of the coming danger. In the 10 days amidst the war warning of November 27 and the Japanese attack itself, no additional action was taken by Washington.

To be sure, in the early hours of Sunday on December 7, Washington had knowledge of the fact that the Japanese ambassadors had been told to ask for an interview with the secretary of state at 1:00 PM (7:30 AM Pearl Harbor time). This was a lucid indication that war was in anticipation or at the corner. The message took some time to be decoded, and it was not in the hands of the chief of naval operations until about 10:30. It was delivered to the War Department between 9:00 and 10:00 AM. Gen. George C. Marshall, the U.S. Army chief of staff, was out horseback riding and did not see the dispatch until he arrived at his office about 11:15 AM. The chief of naval operations, Adm. Harold Stark, even then did not think that the communication called for any additional instructions to Kimmel. However, Marshall decided to send a new warning and gave orders to the military command to have a dialogue with the navy. He did not make any call on the telephone, fearing that his words might be obstructed, and instead resorted to sending his dispatch by telegram. There was a mix-up or confusion in communication, and because of that, the warning did not reach Hawaii until after the attack had begun. It is of a necessity to observe that it had not been filed until noon, only an hour before the Japanese planes unleashed on the base.

At Pearl Harbor itself, there were incidents that if properly interpreted, would have given a snippet information concerning the warning. Four hours before the decisive moment (taking a stand), a Japanese submarine was seen by the minesweeper, USS Condor. About two and a half hours later, the commander of the destroyer USS Ward sent a message saying that he “had attacked, fired upon, and unleashed depth charges upon submarine operating in defensive sea area” near Pearl Harbor. While Kimmel waited patiently for confirmation and approval of this report, the Japanese opened hostilities. In these same morning hours, U.S. Army Pvt. George Elliott, practicing on the radar set after its normal closing time, noticed a gigantic flight of planes on the screen. When he telephoned his lieutenant, he was told to ignore the observation or take it lightly, as a flight of B-17 bombers from the United States was expected at that time. Once again an opportunity was missed.

The Attack On Pearl Harbor

On November 26, 1941, the Japanese Striking Force (task force) of six aircraft carriers—Akagi, Kaga, Sōryū, Hiryū, Shōkaku, and Zuikaku—left Hittokapu Bay on Kasatka (currently Iterup) Island in the Kurile Islands, during the course of the journey, to a position northwest of Hawaii, with the intention to launch its 408 aircraft to attack Pearl Harbor: 360 for the two attack waves and 48 on defensive combat air patrol (CAP), with nine fighters from the first wave inclusive.

The first wave was to be the primary attack, while the second wave was to combat carriers as its first objective and cruisers as its second, with battleships as the third target. The first wave carried or had most of the ammunition to attack capital ships, mainly specially adapted Type 91 aerial torpedoes which were built by default to act as an anti-roll mechanism and a rudder extension that allowed them to take action effectively in shallow waters. The aircrews were commanded to select targets with the highest value ( which were battleships and aircraft carriers) or if these were not in place, any other high-value ships (cruisers and destroyers). Dive bombers in the First Wave were to attack or combat ground targets. Fighters were ordered to attack repeatedly and consistently, and destroy as many parked aircraft as possible to make sure they did not get into the air to interrupt the bombers, especially in the first wave. When the fighters’ fuel started to finish or reduced they were to refuel at the aircraft carriers and get back to the combat scene. Fighters who were to serve CAP duties where needed, and of importance, especially over U.S. airfields...CONTINUE at [https://www.siaglobe.com/pearl-harbor/]

African Diaspora in America-The Concept of New Diaspora

New Diaspora

The word diaspora is a dispersion or spread of any people from their original homeland. A new diaspora is the displacement, migration, and dispersion of individuals away from their homelands by forces such as globalization, neoliberalism, and imperialism. Although the term diaspora has been used for the Jewish diaspora in the history, it is now used to explain a variety of events and phenomena. In addition to this, like every term in social sciences, the term diaspora’s definition is also debatable. Scholars have made various explanations about diaspora. Some of them have added more features to the previous definitions whereas some of them have thought that the term should be more limited to define that phenomenon. In this paper, firstly I want to give the definitions of some scholars who have already defined diaspora.

However, the concept of a new diaspora looks at two possible causes of African Diaspora in America.

The Causes of African Diaspora in America
1. Internal Pushy-Factors: These are the factors within the continent of Africa that instigate this voluntary movement. As far as the term “Third World” is concerned, Africa falls in this category, and as a result of this, a majority of the countries in Africa are categorized as underdeveloped. And the reasons for this are as follows;

Low Wages and Salaries: One of the major reasons for this exodus is poor wages and salaries. In a place like Nigeria with a population of approximately 180,000,000 individuals living in a country where job opportunities are lower than the masses. So if anyone stumbles “luckily” on a job, he or she is expected to earn something small at the end of the month.

Poor and Unsatisfiable Living Conditions: When people living in a particular geographical location do not enjoy the environment they find themselves, relocation is inevitable.

Haphazard Utilization of Qualified Personnel: This entails that the best brains in Africa are not regarded or valued for what they know or contribute. People with higher degrees work in abysmal conditions. And people with inventory ideas and innovations are treated badly. This has been one of the major causes of African Diaspora in America.
Lack of the Spirit of Research and Research Facilities: When the facilities or instruments that are supposed to help students or scientists in their research projects are crude or absent, moving out to where they can fully utilize their potentials becomes the available option.
The Decline in The Quality of Educational System: a poor educational system is one of the major reason for this exodus. Low education rates in Africa is the lack of adequate schooling facilities and unequal opportunity for education across countries. Many schools across Africa find it difficult to employ teachers due to the low pay and lack of suitable people. This is particularly a fact for schools in rural areas. Most people who manage to receive education would prefer to move to big cities or even overseas where more opportunities and higher pay await. Thus, there will be an overly large class size and a high average number of students per teacher in a school.
Discrimination in Appointment for Employment: This act is on a rampage in Africa, where jobs are given based on relationship or “godfatherism”. It is so obvious that if you don’t know a “big man” or have a connection with a person of a higher authority that could recommend you will mean little or no chance of getting employed. So this discrepancy has triggered a lot of cross-overs to the greener pastures.
Issues of Bad Governance and Corruption: Africa has been noted over the years to be a continent where countries in it carry out infringement on human rights and poor living in all ramifications which include; lack of quality education (earlier mentioned), bad economy, money embezzlement, unstable power supply, poor infrastructures, poor social amenities, uneven distribution of wealth, bad roads, theft, terrorism, internal and intertribal crisis, poor management of international funds and so on.

2. External Pull Factors: This is just the opposite of the Internal Pushy-Factors. These are the developments seen in the Western World (greener pastures) that enables the African Diaspora in America. It is a major evidence that the Western World is termed “developed” in the sense that it is proved by the standard of living enjoyed by the citizens. It is nothing of argument that everybody on the surface of the earth desires to live in Utopia! And as such, the following best explains this;

Higher Salary or Wages and Standard of Living: The joy of working and being paid hourly, and if you exceed your stipulated work hours, you get an extra pay, can send someone to the moon! In the Western World, such environment is provided for her workers. And of course, most of the university professors in Africa, especially in Nigeria, prefer being called abroad to lecture in their schools because they know how awesome their pay cheque is. People from African countries dare to even pass through deserts, oceans, and so on just to gain access to abroad. A lot do it illegally to show you there are many opportunities out there compared to what is seen in Africa. People in the Western World enjoy a good standard of living, that is the reason why you see more migrants in Africa.
Favorable Working Conditions: This applies to the work schedules, which can permit a citizen working in different places and choosing the time off work.
Readily Available Research Grants: These are donations that are allocated to certain departments to carry out a research work in school. In the UK it is known as Small Grants; fund programmes of activities that enables researchers to build professional networks, develop new research agendas and increase the efficiency of work. With a kind of programme, the exodus effect is activated!

Modern and Advanced Technology: The Western World is noted over many centuries to possess or be in control of sophisticated technological developments. And because of this, many migrants in Africa choose to spend their entire lives in order to enjoy this modern equipment.

Qualitative Educational System: With this notion, you can actually point out the reason why most students in Africa choose to study abroad instead of home. Their education system is more sophisticated the ones seen in Africa.

Transparency, Hard Work, and Intellectual Freedom: Intellectual freedom embodies the freedom to hold, receive and disseminate ideas without restriction. People naturally, wants to enjoy seeing their ideas accepted and cherished. So in an environment where such practice is held in high esteem, people will throng there. This has been some of the issues why Africans prefer practicing Western culture to their own.

What is The Solution?

In reality, African governments have only two choices; either to accelerate the entrenchment of democracy and integration of the continent while embarking on a development policy of public expenditures on education, health and other socials and economic infrastructure which would create jobs (the basis of economic growth) and retain Africa’s best brains, or continue down the path of appealing for more foreign aid and pursuing policies that will increase the exodus movement which is a bad omen for economic downturn.

Source: [https://siaglobe.com]

Fifty (50) Major Thinkers You Should Know About

1 Hedley Norman Bull

Born: 10 June 1932, Sydney, Australia

Education: University of Sydney

Main interest: International relations

Academic Rank: Professor

Major Publication: The Anarchical Society: A Study of Order in World Politics (1977)

2 Terry Nardin

Born: 19 January 1942

Education: University of Chicago

Main interest: Political Theory, History of Ideas and International Political Theory

Academic Rank: Professor

Major Publication: Terror, Culture, Politics: Rethinking 9/11 (2006)

3 John Carter Vincent

Born: 19 August 1900, Seneca, Kansas, United States

Education: Mercer University, Macon

Main interest: Diplomacy

Academic Rank: Professor

Major Publication: The Extraterritorial System in China: Final Phase

4 Michael Walzer

Born: 3 March 1935, New York City, New York, United

Education: Harvard University (1961), University of Cambridge (1956–1957), Brandeis University (1956)

Main interest: Political Theory and Public Intellectual

Academic Rank: Professor Emeritus

Major Publication: Just And Unjust Wars (1977)

5 Martin Wight

Born: 26 November 1913, Brighton, United Kingdom

Education: Hertford College, Oxford

Main interest: Theory of International Relations

Academic Rank: Professor

Major Publication: Power Politics (1946)

6 Karl W. Deutsch

Born: 21 July 1912, Prague, Czech Republic

Education: University of Prague

Main interest: War and Peace, Nationalism, Co-operation, and Communication

Academic Rank: Professor

Major Publication: The nerves of government, MORE

7 Robert Keohane

Born: 3 October 1941 (age 77 years), Chicago, Illinois, United States

Education: Harvard University (1966)

Main interest: Neoliberal Institutionalism

Academic Rank: Professor

Major Publication: After Hegemony (1984)

8 David Mitrany

Born: 1888, Romania

Education: Institute for Advanced Study (IAS), Princeton, New Jersey

Main interest: Political Theory

Academic Rank: Professor

Major Publication: The Functional Theory of Politics, MORE

9 Ernst Bernard Haas

Born: 1924 Frankfurt, Germany

Education: Columbia University

Main interest: Neofunctionalism

Academic Rank: Professor

Major Publication: The Uniting of Europe (1958)

10 John Ruggie

Born: 18 October 1944, Graz, Austria

Education: University of California, Berkeley, University of Waterloo

Main interest: International Relations Theorizing,

Academic Rank: Professor

Major Publication: Constructing the World Polity (1998)

11 Alexander Wendt

Born: 12 June 1958 Mainz, Germany

Education: University of Minnesota

Main interest: Constructivism

Academic Rank: Professor

Major Publication: Social Theory of International Politics (1999)

12 Richard Ashley

Born: Not Stated

Education: University of California, Santa Barbara

Main interest: International Relations Theory

Academic Rank: Associate Professor

Major Publication: The Political Economy of War and Peace: The Sino-Soviet-American Triangle and the Modern Security Problematique

13 Robert B. J Walker

Born: 1947 Reading, United Kingdom

Education: University of Victoria

Main interest: Theories on Modernity, Security, and Sovereignty

Academic Rank: Professor

Major Publication: One World, Many Worlds (1988)

14 Jean Bethke Elshtain

Born: 6 January 1941, Windsor, Colorado, United States

Education: Brandeis University (1973), Colorado State University

Main interest: Gender and International Relations

Academic Rank: Professor

Major Publication: Just War Against Terror (2003)

15 Cynthia Enloe

Born: 16 July 1938 (New York City, New York, United States

Education: University of California, Berkeley, Connecticut College

Main interest: Gender and Militarism, and Feminist International Relations

Academic Rank: Professor

Major Publication: The Curious Feminist (2004)

16 J. Ann Tickner

Born: 1937 London, United Kingdom

Education: University of London, Yale University, Brandeis University

Main interest: Feminism

Academic Rank: Professor

Major Publication: Gender International Relations (1992)

17 Anthony Giddens

Born: 18 January 1938, Edmonton, London, United Kingdom

Education: University of Hull (1959), King’s College, Cambridge

Main interest: Modern Societies

Academic Rank: Professor

Major Publication: Introduction to Sociology (1982)

18 Michael Mann

Born: 1942

Education: the University of Oxford in 1963

Main interest: War on Terror and Neo-imperialism

Academic Rank: Professor

Major Publication: The Autonomous Power of the State. European Sociology Archives, 1984

19 Charles Tilly

Born: 27 May 1929, Lombard, Illinois, United States

Education: Harvard University (1958), Harvard University (1950), Balliol College, University of Oxford

Main interest: Social Science, Sociology, Political Science and History

Academic Rank: Professor

Major Publication: Dynamics of Contention (2001)

20 Immanuel Wallerstein

Born: 28 September 1930 New York City, New York, United States

Education: Columbia University (1959), Columbia University (1954), Columbia University (1951)

Main interest: World-system Theory

Academic Rank: Professor

Major Publication: The Modern-system World (1980)

21 Benedict Anderson

Born: 26 August 1936, Kunming, China

Education: Cornell University (1958–1967), University of Cambridge(1957)

Main interest: Origins of Nationalism

Academic Rank: Professor

Major Publication: Imagined Communities (1983)

22 Ernest Gellner

Born: 9 December 1925, Paris, France

Education: St Albans School, Hertfordshire, Verulam School, Balliol College

Main interest: Critical Rationalism

Academic Rank: Professor Emeritus

Major Publication: Nations and Nationalism (1983)

23 Anthony D. Smith

Born: 23 September 1939, London, United Kingdom

Education: the University of Oxford, London School of Economics and Political Science

Main interest: Nationalism Studies

Academic Rank: Professor Emeritus

Major Publication: The Ethnic Origins of Nations (1987)

24 Raymond Aron

Born: 14 March 1905, Paris, France

Education: École Normale Supérieure, University of Paris

Main interest: Political Philosophy

Academic Rank: Professor

Major Publication: The Opium of the Intellectuals (1955)

See Related Post: 10 Top Reasons Why You Should Study in The University

25 Edward Hallett Carr

Born: 28 June 1892 London, England

Education: Trinity College, Cambridge

Main interest: International Relations

Academic Rank: Professor

Major Publication: The Twenty Years’ Crisis (the 1930s)

26 Robert Gilpin

Born: 1930, Burlington, Vermont, United States

Education: University of California, Berkeley (1960), University of Vermont, Cornell University

Main interest: International Security, International Political Economy

Academic Rank: Professor Emeritus

Major Publication: War and Change in World Politics (1981)

27 John Herz

Born: 23 September 1908, Düsseldorf, Germany

Education: the University of Cologne, Graduate Institute of International and Development Studies

Main interest: Realism

Academic Rank: Professor

Major Publication: Political Realism and Political Idealism: A Study in Theories and Realities

28 George Kennan

Born: 16 February 1904, Milwaukee, Wisconsin, United States

Education: Princeton University

Main interest: Diplomacy

Academic Rank: Professor

Major Publication: American Diplomacy, 1900-1950 (1951)

29 Henry Kissinger

Born: 27 May 1923 Fürth, Germany

Education: Harvard University (1952–1954)

Main interest: International Relations and Diplomatic History

Occupation: United States Secretary of State

Major Publication: World Order (2014)

30 Stephen Krasner

Born: 15 February 1942 New York City, New York, United States

Education: Harvard University (1972), Columbia University (1967), Cornell University (1963)

Main interest: Statehood and Sovereignty

Academic Rank: Professor

Major Publication: International Regimes (1983)

31 Hans Morgenthau

Born: 17 February 1904, Coburg, Germany

Education: Universities of Berlin, Frankfurt, and Munich

Main interest: International Politics

Academic Rank: Professor

Major Publication: Politics Among Nations (1948)

32 Susan Strange

Born: 9 June 1923, Dorset, United Kingdom

Education: London School of Economics (LSE)

Main interest: International Relations

Academic Rank: Professor

Major Publication: States and Markets (1988)

33 Kenneth Waltz

Born: 8 June 1924, Ann Arbor, Michigan, United States

Education: Columbia University (1954)

Main interest: International Relations

Academic Rank: Professor

Major Publication: Theory of International Politics (1979)

34 Norman Angell

Born: 26 December 1872, Holbeach, United Kingdom

Education: University of Geneva

Main interest: International Politics

Occupation: Lecturer and Author

Major Publication: Europe’s Optical Illusion (1909)

35 Charles Beitz

Born: 20 July 1949

Education: Princeton University (1978)

Main interest: Political Theory

Academic Rank: Professor

Major Publication: Political Theory and International Relations (1979)

36 Michael Doyle

Born: 14 September 1948 Honolulu, Hawaii, United States

Education: Harvard University (1977), Jesuit High School, United States Air Force Academy

Main interest: Democratic Peace

Academic Rank: Professor

Major Publication: Ways of War and Peace (1996)

37 Francis Fukuyama

Born: 27 October 1952 Hyde Park, Chicago, Illinois, United States

Education: Cornell University, Yale University, Harvard University, State College Area High School

Main interest: International Political Economy

Academic Rank: Professor

Major Publication: The End of History and The Last Man (1992)

38 David Held

Born: 27 August 1951 United Kingdom

Education: University College, Durham

Main interest: Politics, International Relations

Academic Rank: Professor

Major Publication: Models of Democracy (1987)

39 John Hobson

Born: 6 July 1858, Derby, United Kingdom

Education: Lincoln College, Oxford, Derby School

Main interest: Theory of Underconsumption

Academic Rank: Lecturer

Major Publication: Imperialism: A Study (1902)

40 Stanley Hoffmann

Born: 27 November 1928, Vienna, Austria

Education: Harvard University, Sciences Po (1947)

Main interest: International Politics

Academic Rank: Professor Emeritus

Major Publication: Duties Beyond Borders (1981)

41 Richard Rosecrance

Born: 1930

Education: Harvard University (1957)

Main interest: International Relations

Academic Rank: Professor

Major Publication: Rise of Trading State (1986)

42 Woodrow Wilson

Born: December 28, 1856, Staunton, Virginia, U.S.

Education: Princeton University

Main interest: Political Science and History

Profile: 28th President of the United States and Academician

Major Publication: Fourteen Points (1918)

43 Alfred Zimmern

Born: 26 January 1879, Surbiton, United Kingdom

Education: New College, Oxford

Main interest: International Relations

Academic Rank: Professor

Major Publication: The Third British Empire (1926)

44 John W. Burton

Born: 2 March 1915, Melbourne, Australia

Education: Newington College, University of Sydney, London School of Economics and Political Science

Main interest: Conflict Resolution

Academic Rank: Professor

Major Publication: World Society (1972)

45 Robert Cox

Born: 1926 Montreal, Canada

Education: McGill University

Main interest: Politics Science

Academic Rank: Professor

Major Publication: Approaches to World Order (1996)

46 Richard A. Falk

Born: 13 November 1930, New York City, New York, United States

Education: Harvard University (1962), Yale Law School, University of Pennsylvania, Yale University

Main interest: American Human Rights

Academic Rank: Professor Emeritus

Major Publication: A Study of Future Worlds (1975)

47 Andre Gunder Frank

Born: 24 February 1929, Berlin, Germany

Education: Swarthmore College, University of Chicago

Main interest: Dependency Theory

Academic Rank: Professor

Major Publication: Dependent Accumulation and Underdevelopment (1978)

48 Johan Galtung

Born: 24 October 1930, Oslo, Norway

Education: University of Oslo

Main interest: Peace Studies

Academic Rank: Professor

Major Publication: Peace by Peaceful Means (1996)

49 Vladimir I. Lenin

Born: 22 April 1870, Ulyanovsk, Russia

Education: Saint Petersburg Imperial University

Main interest: Leninism

Profile: Leader of the Soviet Union

Major Publication: The State and The Revolution (1917)

50 Andrew Linklater

Born: 8 March 1949, Aberdeen, United Kingdom

Education: the University of Oxford, University of Aberdeen, London School of Economics and Political Science

Main interest: International Relations

Academic Rank: Professor

Major Publication: The Transformation of Political Community (1998)
Source: [https://www.siaglobe.com]

[10 Top Reasons Why You Should Study in The University]


10 Top Reasons Why You Should Study…The Essence of University Education; This Article Will Be Focusing on 10 Top Reasons Why You Should Study in The University.

[10 Top Reasons Why You Should Study in The University]

According to Wikipedia, a university is an institution of higher education and research which awards academic degrees in various academic disciplines. Universities typically provide undergraduate education and postgraduate education. It is also a place where academic pursuit for certificate is attained.

However, every and any admission seeker would make university his or her first choice before considering other options available to explore. People want to enjoy the best opportunities life has to offer when it comes to academic institutions, and as such the rate of JAMB Forms registering university have been on the increase over the years. To be sure, with these 10 Top Reasons, whatever will be discussed here is purely from the standpoint of personal experience as to why university should be your choice environment of study. As I walked through the university, I discovered 10 Top Reasons Why You Should Study in The University, and I’m going to share with you right away.

10 Top Reasons Why You Should Study in The University:

A Higher Education Qualification: University qualification makes you more attractive before your future employers in the sense that you will be more preferred above when it comes to certification. The labour market is more interested in university graduates than any other institution. Most often, graduates with BA or B.sc tend to be favoured in such a way that they are placed in the A-list of big companies and their earnings or salary is always attractive. It also shows that you have the ability and self-motivation to learn at a higher level, and the dedication to see your course through to the end.

Better Career Prospect: Have you observed that there are many courses offered in the university that are not seen in polytechnics? Why? This is one of the reasons why students opt for university education. Before you crucify me hear me out, I’m not saying that polytechnic education is bad or not recommended, of course most highly technical and statistical courses are best studied in polytechnics! What I’m saying in the context of this subheading is that you have a better opportunity to actually study the discipline of your choice. Certain A-List Careers are discovered and picked in the university because of the value placed on it. So if you already have the foreknowledge of what you want to do after graduating, a vocational degree can significantly add value to your job prospects at the same time as giving you professional skills and knowledge relevant to your future career.

Valuable Employ-ability Skills: The truth is in our modern world, employers frequently look out for the key skills that you work, groom or develop in the duration of your degree pursuit in the university; such as communication skills, teamwork, problem solving and information technology. University education will open you up to opportunity as this.

Personal Development Time: University is an environment where students are naturally exposed to practices that will enhance personal worth through personal development. When it comes to time allocated to personal development, university education encourages that. University lets you develop as an individual, certain skills. It gives you the time and opportunity to nurture new interests, learn new skills and meet new people. Especially if you are a newbie away from home and around campus, you’ll become more solo and self-reliant. You’ll also have space to incubate an idea of the path you want to take after graduation.

An Environment of Opportunities: You will have the opportunity to actualize your dreams by meeting new people from all walks of life, thereby expanding your horizon and stretching your capacity to accommodate prospect responsibilities and purpose. When facing new challenges, you will make use of the huge range of new activities, clubs and societies on offer. You may even be able to take part of your course abroad and learn a new language and culture.

Work Experience: If you choose a vocational course, you will have the opportunity to undertake work placements in your chosen subject area. These placements not only give you hands-on experience in your potential future career, but also enable you to start building a network of industry contacts. This means that you could actually practice what you are to face after graduation; in other words you have a foreknowledge of your field of study thereby preparing you for a better work experience professionally in the labour market after school.
Flexible Learning Option: Another major reason why university education sounds appealing is that you have full control over your choice course of study. University doesn’t necessarily involve several years of full-time study in one place. Flexible study options lets you choose how and when you learn. These include part-time study, distance and online learning, work-based learning and study abroad options.

Talent Discoveries: So many people before admission into the university, never realized or understood the idea of talent maximization until they eventually had access into the university. Through university education, the world have received influx of gifted folks who have coloured the society with their talents. One of the most potent reasons (with proof) of studying at the university is the ability to maximize one’s gifts and potentials. For me personally, I knew I could do certain things, but I never really got the true scope of what talent was all about until I met certain folks in school that helped sharpened me.

Confidence and Self-Worth: Studying in the university gives you self-worth. There are certain people that were shy, not outspoken when they first gained admission into the university. But at graduation were quite a chatterbox. Some were even very timid that they couldn’t express themselves in public, but before the end of their stay in school, they’d probably steal your show. University education enhances confidence in self. It gives you the impression that you are the best choice any employer could opt for.

Excellent Spirit: Every student in the university strive to attain excellence in their course of study. There is a competitive spirit in the university that drives students toward exploring all possible and impossible strategies to come out the best. At university, because of the high competitiveness, students seem to imbibe the spirit of excellence through determination to study hard and graduate with good certificate so as to be in hot demand in the labour market, of course nobody will choose 2nd Class Upper over 1st Class graduate!

Conclusion

In conclusion, you will agree with me that in a place like Nigeria, companies prefer to spend money on employing university graduates because of the value they convey. Studying at the university, in a nutshell, gives you an edge over others who don’t roll in the same cadre with you. It is not a thing of partiality but a value-base selection in the labour market. If you are yet to be admitted, seek to study at the university. For those who are already in the polytechnic, go for direct entry and boost your certificate value.

See Also: National Universities Commission (NUC) Current Board Members Of Nigeria at [http://siaglobe.com]