Organs Or Arms Of Government

Organs Or Arms Of Government
These are (a) Executive, (b) Legislature and (c) Judiciary
THE EXECUTIVE
It is in two forms (a) Parliamentary Executive and (b)
Presidential Executive
FUNCTIONS OF EXECUTIVE
i. implementation of laws
ii. maintenance of law and order through police
iii. making of law through its power of delegated legislation
iv. it prepares budget
v. it oversees day to day running of the administration
vi. the chief executive signs bills into law
vii. it initiates bills into parliament

THE LEGISTLATURE
It is also known as parliament. Every country has its name
for it, for example in nigiera, it is known as National
Assembly
FUNCTIONS
i. its main function is law making
ii. it approves annual budget
iii. it give approval to nominees of chief executive
iv. ratification of treaty negotiated by the executive
v. it performs semi-judicial function in some countries
vi. it can carry out investigation on issue of public interest
vii. it performs enlightenment campaigns through its
activities like debates
TYPE OF LEGISLATURE
(a) Bicameral Legislature
(b) Unicameral Legislature
BICAMERAL LEGISTLATURE
This refers to the legislature with two legislature chambers
or houses e.g. Nigeria, U.S.A, and Britain etc.
REASONS/ ADVANTAGES
i. To check, delay and reverse any hasty legislation that
would have been passed by a single house.
ii. Distinguished citizens can be nominated where possible
for their wisdom and resources to be sapped.
iii. To prevent emergence of dictatorial government.
iv. In a nominated seconds house, the house can be non-
partisan
v. It allows for efficiency as a result of sharing of works
between the two houses
vi. In a federal system of government, the second house can
be used to provide for sequel representation among states
e.g. Nigeria senate.
PROBLEMS/ DISADVANTAGES
i. there May be rivalry between the two houses because of
problem of power distribution
ii. it is a waste of resources and manpower
iii. the second house may be two conservative e.g Britain
iv. in a nominated second house, it may be seen to be
undemocratic
v. it may bring delay in law making
vi. it is too expensive to run smoothly
UNICAMERAL LEGISLATURE
This refers to a legislature with a single legislative house e.g.
Israel
ADVANTAGES
i. Quick law making process
ii. Absence of rivalry
iii. Less expensive to run
iv. Ideal for a unitary state.
DISADVANTAGES
i. Bills can be hastily passed
ii. It may not be appropriate for a federal system
iii. Legislature can easy dominate executive
iv. Doctorial regime can easily emerge
v. It make it easy for the dominant party to dominate the
legislative

THE JUDICIARY
It is the arm of government that is responsible for
interpretation of law and settlement of disputes.
FUNCTIONS OF THE JUDICIARY
i. it interprets laws
ii. it settles conflicts in the society
iii. it protect the right of individuals
iv. it protects the constitution from both executive and
legislature
FEATURES OF THE JUDICIARY
i. Independent of both executive and legislature
ii. Professionalism – they are legal experts
iii. Stable tenure of office
iv. Judicial immunity in the course of performing their
official duties
v. It operates based on laid down procedure
vi. It has laid down code of conduct
INDEPENDENCE OF THE JUDICIARY
It means judiciary should be free from the excessive control
of the other two arms of government when carrying out its
official duties

How To Become A Successful Rap Star Like Olamide

How To Become A Successful Rap Star Like Olamide

If you want to be successful as the Nigerian rapper known as Olamide, you can read the secret to his success.
Olamide (27 Years Old) is one of Nigeria’s biggest rappers. Since the success of his sophomore album ‘YBNL‘ in 2012, Olamide has been a main fixture not only in Nigeria’s music scene but also in the celebrity as well.

It’s not surprising to say that the YBNL boss is one of the biggest male celebrities today. He has millions of fans and he has been able to convert his fame into some sort f cult of personality.



While Olamide can be described as a celebrity juggernaut, his fame and success can be distilled into four simple things that any aspiring celeb can practice and excel at.

You can read all about them below:-

1. Be Consistent

Since his debut album in 2011, Olamide has dropped an album every year. This year he would be dropping his sixth solo album (Read Here)

In 2015 he released two albums- ‘Eyan Mayweather‘ and the collaborative LP ‘2 Kings‘ with his frequent collaborator Phyno. Olamide has made it his business to be consistently in your face which has worked excellently for him. With so much music to choose from these days, you cannot but bump into a new song from Olamide.

By doing this his buzz is all year around. For upcoming celebrities this is a strong lesson to take from Olamide. If you are into movies, shoot round the clock and have like 5-6 movies come out each year. If you are a viral sensation flood social media with your content. With this strategy your face will be imprinted in the minds of many people.

2. Quality Material

It’s not only about being consistent and flooding the scene with your content. On the other side of quantity is quality.

Olamide drops some of the best music in this country now. This increases his rankings and makes him very popular. When you drop quality material it makes you stand out from the crowd and once you are not huddled with the pack, then you are own your way to being a genuine celebrity.



3. Trend/Go Viral

This cannot be stated enough. In 2016 the ability to trend and go viral is an ability every aspiring celebrity must possess to be successful in the business.

From the gunman pose to the infusion of the ‘sneh’ suffix to our street lexicon, Olamide has proven himself to be a viral machine. To truly dominate social media a celebrity must know how to create content that can easily go viral and trend on social media.

Twitter, Instagram are the places where trends are created.




4. Influence

Olamide is not only does things above but he is also influential. With his success he has been able to jump start the careers of many artistes and helped others to be successful.

His YBNL imprint has helped launch the careers of Lil Kesh and Adekunle Gold. His constant collaboration with Phyno has helped the Igbo rapper become a mainstay in the South-West music scene. With Olamide reaching out to work with so many people his influence in the rap game has increased. To be a successful celebrity influence is key and to get that influence you have to work with a lot of people.

Just keep it Real and Trust me, You’ll grow bigger!!

Nigeria publishes details of recovered assets, withholds names of looters

President Muhammadu Buhari on Saturday partially fulfilled his promise to publish specific details of funds traced to and recovered from corrupt former government officials as part of his war against endemic graft.

The names of the corrupt officials from whom the assets were recovered were however not disclosed.

Details of the recoveries, published by the Federal Ministry of Information, showed that the Nigerian government successfully retrieved total cash amount N78,325,354,631.82, $185,119,584.61, £3,508,355.46 and €11, 250 between May 29, 2015 and May 25, 2016.

Also released were recoveries under interim forfeiture, which were a combination of cash and assets, during the same period: N126,563,481,095.43, $9,090,243,920.15, £2,484,447.55 and €303,399.17.

Anticipated repatriation from foreign countries totaled: $321,316,726.1, £6,900,000 and €11,826.11.

The ministry also announced that 239 non-cash recoveries were made during the one-year period.

The non-cash recoveries are – farmlands, plots of land, uncompleted buildings, completed buildings, vehicles and maritime vessels, the ministry said.

Since May 29, the president had endured intense criticism from the Nigerian public who criticised him for failing to fulfill a promise he made on May 14 in London.

Read full statement below. 

The Federal Government made cash recoveries totaling N78,325,354,631.82 (Seventy eight billion, three hundred and twenty-five million, three hundred and fifty-four thousand, six hundred and thirty one Naira and eighty two kobo); $185,119,584.61 (One hundred and eight five million, one hundred and nineteen thousand, five hundred and eighty four US dollars, sixty one cents); 3,508,355.46 Pounds Sterling (Three million, five hundred and eight thousand, three hundred and fifty-five Pounds and 46 Pence) and 11, 250 Euros (Eleven thousand, two hundred and fifty Euros) from 29 May 2015 to 25 May 2016.

In a statement in Lagos on Saturday, the Minister of Information and Culture, Alhaji Lai Mohammed, also disclosed that recoveries under interim forfeiture (cash and assets) during the period totalled N126,563,481,095.43 (One hundred and twenty six billion, five hundred and sixty three million, four hundred and eighty one thousand, and ninety five Naira, forty three Kobo; $9,090,243,920.15 (Nine billion, ninety million, two hundred and forty three thousand, nine hundred and twenty Dollars, fifteen cents; 2,484,447.55 Pounds Sterling (Two million, four hundred and eighty four thousand, four hundred and forty seven Pounds, fifty five Pence) and 303,399.17 Euros (Three hundred and three thousand, three hundred and ninety-nine Euros, 17 cents ).

According to the statement, which is based on the interim report on the financial and assets recoveries made by the various government agencies from 29 May 2015 to 25 May 2016, the funds awaiting return from foreign jurisdictions total $321,316,726.1 (Three hundred and twenty one million, three hundred and sixteen thousand, seven hundred and twenty six Dollars, one cent); 6,900,000 Pounds (Six million, nine hundred thousand Pounds) and 11,826.11 Euros (Eleven thousand, eight hundred and twenty six Euros, 11 cents).

It showed that non-cash recoveries (Farmlands, Plots of Land, Uncompleted Buildings, Completed Buildings, Vehicles and Maritime Vessels) during the period total 239.

The following is the breakdown of the recovered cash and assets

Labeling and Eligibility for Special Education

Some educators believe that the labels used to identify and classify exceptional children today stigmatize them and serve to deny them opportunities in the mainstream (e.g., Danforth & Rhodes, 1997; Kliewer & Biklen, 1996; Reschly, 1996). Others argue that a workable system of classifying exceptional children (or their exceptional learning needs) is a prerequisite to providing needed special educational services (e.g., Kauffman, 1999; MacMillan, Gresham, Bocian, & Lambros, 1998) and that reducing the stigma associated with disability requires honest and open recognition of the condition and that using more “pleasant” terms minimizes and devalues the individual’s situation and need for supports.

The stigma of cancer has not abated because people tried to cloak it with euphemisms, new terms considered more upbeat and less offensive. Imagine our reaction if someone were to say, “We no longer use the word cancer; now we use less unpleasant terms, such as prolific cells or challenging tissue.” The stigma of cancer has abated because people were encouraged to confront it for what it is, treat it, and prevent it. Cancer of any type is not nice, not desirable, not anything we would wish for someone we love, but something to be acknowledged and treated. We want people who don’t have it to avoid it if they can, even as we want our society to be accepting and supportive of those who have it. We should work for a similar understanding and response to disability—a realistic, no-nonsense depiction of what it is and a loving, supportive attitude toward those who have disabilities. (Kauffman, 2003, p. 196)

Classification is a complex issue involving emotional, political, and ethical considerations in addition to scientific, fiscal, and educational interests (Luckasson & Reeve, 2001). As with most complex issues, there are valid perspectives on both sides of the labeling question. The reasons most often cited for and against the classification and labeling of exceptional children are the following:
Possible Benefits of Labeling

• Labeling recognizes meaningful differences in learning or behavior and is a first and necessary step in responding responsibly to those differences. As Kauffman (1999) points out, “Although universal interventions that apply equally to all, . . . can be implemented without labels and risk of stigma, no other interventions are possible without labels. Either all students are treated the same or some are treated differently. Any student who is treated differently is inevitably labeled. . . . When we are unwilling for whatever reason to say that a person has a problem, we are helpless to prevent it. . . . Labeling a problem clearly is the first step in dealing with it productively”.
• Labeling may lead to a protective response in which children are more accepting of the atypical behavior of a peer with disabilities than they would be of a child without disabilities who emitted that same behavior. (A protective response—whether by peers, parents, or teachers—toward a child with a disability can be a disadvantage if it creates learned helplessness and diminishes the child’s chances to develop independence [Weisz, Bromfield, Vines, & Weiss, 1985].)
• Labeling helps professionals communicate with one another and classify and evaluate research findings.
• Funding and resources for research and other programs are often based on specific categories of exceptionality.
• Labels enable disability-specific advocacy groups (e.g., parents of children with autism) to promote specific programs and spur legislative action.
• Labeling helps make exceptional children’s special needs more visible to policymakers and the public.

Possible Disadvantages of Labeling

• Because labels usually focus on disability, impairment, and performance deficits, some people may think only in terms of what the individual cannot do instead of what she can or might be able to learn to do.
• Labels may stigmatize the child and lead peers to reject or ridicule the labeled child. (Not all labels used to classify children with disabilities are considered equally negative or stigmatizing. One factor possibly contributing to the large number of children identified as learning disabled is that many professionals and parents view “learning disabilities” as a socially acceptable classification [MacMillan, Gresham, Siperstein, & Bocian, 1996].)
• Labels may negatively affect the child’s self-esteem.
• Labels may cause others to hold low expectations for a child and differentially treat her on the basis of the label, which may result in a self-fulfilling prophecy. For example, in one study, student teachers gave a child labeled “autistic” more praise and rewards and fewer verbal corrections for incorrect responses than they gave a child labeled “normal” (Eikeseth & Lovaas, 1992). Such differential treatment could impede the rate at which a child learns new skills and contribute to the development and maintenance of a level of performance consistent with the label’s prediction.
• Labels that describe a child’s performance deficit often acquire the role of explanatory constructs (e.g., “Sherry acts that way because she is emotionally disturbed”).
• Even though membership in a given category is based on a particular characteristic (e.g., deafness), there is a tendency to assume that all children in a category share other traits as well, thereby diminishing the detection and appreciation of each child’s uniqueness (Gelb, 1997; Smith & Mitchell, 2001).
• Labels suggest that learning problems are primarily the result of something wrong within the child, thereby reducing the systematic examination of and accountability for instructional variables as the cause of performance deficits. This is an especially damaging outcome when the label provides a built-in excuse for ineffective instruction (e.g., “Jalen hasn’t learned to read because he’s learning disabled”).
• A disproportionate number of children from some minority and diverse cultural groups are included in special education programs and thus have been assigned disability labels.
• Special education labels have a certain permanence; once labeled, it is difficult for a child to ever again achieve the status of simply being just another kid.
• Classifying exceptional children requires the expenditure of a great amount of money and professional and student time that might be better spent in planning and delivering instruction (Chaikind, Danielson, & Brauen, 1993).

Clearly, there are strong arguments both for and against the classification and labeling of exceptional children. On the one hand, most of the possible benefits are experienced not by individual children but by groups of children, parents, and professionals who are associated with a certain disability category. On the other hand, all of the potential negative aspects of labeling affect the individual child who has been labeled. Of the possible advantages of labeling listed previously, only the first two could be said to benefit an individual child directly. However, the argument that disability labels associate diagnosis with proper intervention is tenuous at best, particularly when the kinds of labels used in special education are considered. What Becker, Engelmann, and Thomas (1971) wrote more than three decades ago is still true today: “[The labels] rarely tell the teacher who can be taught in what way. One could put five or six labels on the same child and still not know what to teach him or how”.

Although the pros and cons of using disability category labels have been widely debated for several decades, neither conceptual arguments nor research has produced a conclusive case for the total acceptance or absolute rejection of labeling practices. Most of the studies conducted to assess the effects of labeling have produced inconclusive, often contradictory, evidence and have generally been marked by methodological weakness.Labeling and Eligibility for Special Education