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Thursday, 8 March 2012
Tuesday, 6 December 2011
LLM International Commercial & Maritime Law
The LLM programmes at Swansea University requires commitment to study throughout one calendar year. Students are given the opportunity to develop a number of important skills which are not only essential to those wishing to become lawyers but are valuable, transferable skills in themselves in other employment contexts. The School offers its postgraduate students dedicated resources, including IT facilities and teaching rooms. Students are fully supported by the School's dedicated Law Librarian and the Law Library holds an extensive selection of legal materials and on-line services such as Lexis and Westlaw. Students are encouraged to take advantage of training sessions run by the Faculty, such as legal research methods.
This Programme has been developed with a view to providing students with a sound and relevant body of information and understanding, thereby providing an effective springboard to a future career in legal practice or some other profession, or in education, industry, commerce, finance or arbitration.
The degree is divided into Parts I and II. Part I is made up of 4 taught modules each weighted at 30 credits. Students may choose any four options from the modules listed below. At least one module must be chosen from the asterixed (*) modules and at least one module from the double asterixed (**) modules
Modules:
•Admiralty Law *
•Marine Insurance *
•Charterparties and Carriage of Goods by Sea *
•Marine Cargo Claims *
•Law of the Sea -International and Regional Perspectives*
•International Trade Law **
•Law and Practice in International Banking and Commercial Payments**
•World Trade Law **
•International Intellectual Property Law **
•Law of Intellectual Assets Management & Transactions**
•European Competition Law **
•Law, Globalisation and Commerce **
•Company Law in a Comparative Context**
•E-Commerce
•International Litigation and Arbitration
Part II is composed of two projects (LLM Research Projects), which are weighted at 60 credits.
For further information, Please Contact Aceworth Nigeria; your pathway to Swansea University.
This Programme has been developed with a view to providing students with a sound and relevant body of information and understanding, thereby providing an effective springboard to a future career in legal practice or some other profession, or in education, industry, commerce, finance or arbitration.
The degree is divided into Parts I and II. Part I is made up of 4 taught modules each weighted at 30 credits. Students may choose any four options from the modules listed below. At least one module must be chosen from the asterixed (*) modules and at least one module from the double asterixed (**) modules
Modules:
•Admiralty Law *
•Marine Insurance *
•Charterparties and Carriage of Goods by Sea *
•Marine Cargo Claims *
•Law of the Sea -International and Regional Perspectives*
•International Trade Law **
•Law and Practice in International Banking and Commercial Payments**
•World Trade Law **
•International Intellectual Property Law **
•Law of Intellectual Assets Management & Transactions**
•European Competition Law **
•Law, Globalisation and Commerce **
•Company Law in a Comparative Context**
•E-Commerce
•International Litigation and Arbitration
Part II is composed of two projects (LLM Research Projects), which are weighted at 60 credits.
For further information, Please Contact Aceworth Nigeria; your pathway to Swansea University.
Monday, 14 November 2011
Born to Learn
“Birds fly, fish swim; man thinks and learns.”—JOHN HOLT, AUTHOR AND EDUCATOR.
A NEWBORN deer has an inner drive to stand erect on its long, wobbly legs and follow its mother. A human baby, on the other hand, may not walk for a year. Yet, humans are gifted with a truly amazing brain vastly superior to that of any animal. This superiority is reflected in a child’s insatiable curiosity and passion for discovery and knowledge.
In order to satisfy that curiosity, normal, healthy babies turn their world into a type of laboratory. Hand them an object, and they will study it with every sense, including taste! And the experimentation does not stop there. As every parent knows, babies will bend, bash, shake, and break things—often with glee—in their quest to understand and experience their environment.
Children’s appetite for knowledge becomes even more evident when they begin to speak—an amazing feat in its own right! Overnight, it seems, children become the embodiment of the question mark. Questions, such as ‘Why this?’ ‘Why that?’ shoot from their lips in an endless barrage, testing many a parent’s patience. They “do much of their learning in great bursts of passion and enthusiasm,” said author John Holt.
Then, a few years later, children in many lands step into a new world of learning—one of teachers, textbooks, desks, and perhaps hundreds of other children. Sadly, after years at school, many young ones become less eager to learn in that way. Some even come to view school as stressful or as a drudgery. Maybe certain subjects or teachers fail to inspire them. Or perhaps the pressure to attain good grades causes them unbearable anxiety.
Acquired negative attitudes toward such learning may persist into adulthood and even old age, making those affected shy away from anything involving deep thought, study, or research. Elderly people have an additional obstacle to contend with—the belief that advanced age automatically impairs learning ability. But as we will see, that view is unwarranted.
Do you want to enhance your ability and desire to learn, regardless of your age? If you are a parent, do you want your children to be better students and to enjoy learning throughout their school years and beyond? If so, then please read the article posted earlier 'How to nuture love for learning '
Reference
Awake, August 2004
A NEWBORN deer has an inner drive to stand erect on its long, wobbly legs and follow its mother. A human baby, on the other hand, may not walk for a year. Yet, humans are gifted with a truly amazing brain vastly superior to that of any animal. This superiority is reflected in a child’s insatiable curiosity and passion for discovery and knowledge.
In order to satisfy that curiosity, normal, healthy babies turn their world into a type of laboratory. Hand them an object, and they will study it with every sense, including taste! And the experimentation does not stop there. As every parent knows, babies will bend, bash, shake, and break things—often with glee—in their quest to understand and experience their environment.
Children’s appetite for knowledge becomes even more evident when they begin to speak—an amazing feat in its own right! Overnight, it seems, children become the embodiment of the question mark. Questions, such as ‘Why this?’ ‘Why that?’ shoot from their lips in an endless barrage, testing many a parent’s patience. They “do much of their learning in great bursts of passion and enthusiasm,” said author John Holt.
Then, a few years later, children in many lands step into a new world of learning—one of teachers, textbooks, desks, and perhaps hundreds of other children. Sadly, after years at school, many young ones become less eager to learn in that way. Some even come to view school as stressful or as a drudgery. Maybe certain subjects or teachers fail to inspire them. Or perhaps the pressure to attain good grades causes them unbearable anxiety.
Acquired negative attitudes toward such learning may persist into adulthood and even old age, making those affected shy away from anything involving deep thought, study, or research. Elderly people have an additional obstacle to contend with—the belief that advanced age automatically impairs learning ability. But as we will see, that view is unwarranted.
Do you want to enhance your ability and desire to learn, regardless of your age? If you are a parent, do you want your children to be better students and to enjoy learning throughout their school years and beyond? If so, then please read the article posted earlier 'How to nuture love for learning '
Reference
Awake, August 2004
Tuesday, 24 May 2011
LISTEN AND LEARN
Listen and Learn
Although we spend much of our time listening, we are distracted or preoccupied or we forget 75 percent of what we hear. According to a report in the Toronto Star newspaper "We've learned 85 per cent of what we know by listening,”. These attention-grabbing statistics highlight the need to develop our listening ability.
“Poor listening skills are at the root of many of society’s problems,” according to the report by the Star. Rebecca Shafir, a speech pathologist and communications expert, believes that this is often a factor in suicides, school violence and family breakup
Social scientists observe that people have different listening styles. Some are people-oriented listeners and like to hear all the colorful details surrounding a story. Others are action-oriented listeners and want the speaker to get to the point. “So, in a conversation between a people-oriented listener and an action-oriented listener, what we could have is a failure to communicate,” says the Star.
For good reason we are urged to pay attention to how you listen. Good listening shows good manners. It is a vital part of good conversation. Practical suggestions on how to listen during a conversation include turning away from distractions, leaning slightly forward, and giving active feedback with eye contact and nodding. Since much of our learning depends on effective listening, paying attention is something we must all continue to work on.
REFERENCE
AWAKE.,2002 Listen and Learn.Watchtower Bible and Tract society.New york,inc.
Although we spend much of our time listening, we are distracted or preoccupied or we forget 75 percent of what we hear. According to a report in the Toronto Star newspaper "We've learned 85 per cent of what we know by listening,”. These attention-grabbing statistics highlight the need to develop our listening ability.
“Poor listening skills are at the root of many of society’s problems,” according to the report by the Star. Rebecca Shafir, a speech pathologist and communications expert, believes that this is often a factor in suicides, school violence and family breakup
Social scientists observe that people have different listening styles. Some are people-oriented listeners and like to hear all the colorful details surrounding a story. Others are action-oriented listeners and want the speaker to get to the point. “So, in a conversation between a people-oriented listener and an action-oriented listener, what we could have is a failure to communicate,” says the Star.
For good reason we are urged to pay attention to how you listen. Good listening shows good manners. It is a vital part of good conversation. Practical suggestions on how to listen during a conversation include turning away from distractions, leaning slightly forward, and giving active feedback with eye contact and nodding. Since much of our learning depends on effective listening, paying attention is something we must all continue to work on.
REFERENCE
AWAKE.,2002 Listen and Learn.Watchtower Bible and Tract society.New york,inc.
Thursday, 19 May 2011
HOW TO NURTURE LOVE FOR LEARNING
Ways to Enhance Learning and Make It More Enjoyable
Be Interested: Be absorbed in something, and you more readily learn it. The book Motivated Minds—Raising Children to Love Learning makes the following observation: “Researchers have shown decisively that when children study because they enjoy it, their learning is deeper, richer, and longer lasting. They are also more persistent, more creative, and more eager to do challenging work.”
Relate Learning to Life : Author and educator Richard L. Weaver II writes: “When there is a direct connection between classroom learning and your practical experience, there is an electrical spark that turns on the light bulb of understanding.”
Try to Comprehend: When people try to understand something, they stimulate both their thinking ability and their memory. Rote learning has its place, but it is no substitute for comprehension. Even the bible gives such admonition at proverbs “With all that you acquire, acquire understanding. Highly esteem it, and it will exalt you,”
Concentrate: “Concentration is at the very heart of learning,” explains the book Teaching Your Child Concentration. “[It] is so important that it has been called a fundamental prerequisite of intelligence and has even been equated with intelligence itself.” Concentration can be taught. A key is to start with brief periods of study and then lengthen them incrementally.
Paraphrase: “The most competent students are the ones who are the most proficient paraphrasers,” says Dr. Mel Levine in his book A Mind at a Time. Paraphrasing reduces information into smaller, manageable chunks, which are easier to remember. Good notetakers exploit this principle by not taking notes verbatim.
Associate: In The Brain Book, Peter Russell likens memories to hooks suspended on previous memories. In short, recall is enhanced when you clearly associate new things with what you already know. The more associations you make, the better the recall.
Visualize: Vivid images last. Therefore, visualize material where possible. Mnemonic experts use this technique, often creating exaggerated or humorous mental pictures as a memory aid.
Review: Within 24 hours we can forget up to 80 percent of what we studied. By doing a brief review after a study session, then again a day, a week, a month, and even six months later, we vastly improve our recall, even raising it to near 100 percent.
Be Interested: Be absorbed in something, and you more readily learn it. The book Motivated Minds—Raising Children to Love Learning makes the following observation: “Researchers have shown decisively that when children study because they enjoy it, their learning is deeper, richer, and longer lasting. They are also more persistent, more creative, and more eager to do challenging work.”
Relate Learning to Life : Author and educator Richard L. Weaver II writes: “When there is a direct connection between classroom learning and your practical experience, there is an electrical spark that turns on the light bulb of understanding.”
Try to Comprehend: When people try to understand something, they stimulate both their thinking ability and their memory. Rote learning has its place, but it is no substitute for comprehension. Even the bible gives such admonition at proverbs “With all that you acquire, acquire understanding. Highly esteem it, and it will exalt you,”
Concentrate: “Concentration is at the very heart of learning,” explains the book Teaching Your Child Concentration. “[It] is so important that it has been called a fundamental prerequisite of intelligence and has even been equated with intelligence itself.” Concentration can be taught. A key is to start with brief periods of study and then lengthen them incrementally.
Paraphrase: “The most competent students are the ones who are the most proficient paraphrasers,” says Dr. Mel Levine in his book A Mind at a Time. Paraphrasing reduces information into smaller, manageable chunks, which are easier to remember. Good notetakers exploit this principle by not taking notes verbatim.
Associate: In The Brain Book, Peter Russell likens memories to hooks suspended on previous memories. In short, recall is enhanced when you clearly associate new things with what you already know. The more associations you make, the better the recall.
Visualize: Vivid images last. Therefore, visualize material where possible. Mnemonic experts use this technique, often creating exaggerated or humorous mental pictures as a memory aid.
Review: Within 24 hours we can forget up to 80 percent of what we studied. By doing a brief review after a study session, then again a day, a week, a month, and even six months later, we vastly improve our recall, even raising it to near 100 percent.
Tuesday, 3 May 2011
IMPROVING YOUR MEMORY
Memory involves three stages: encoding, storage, and retrieval. Your brain encodes information when it perceives it and registers it. This information can then be stored for future retrieval. Memory failure occurs when any one of these three stages breaks down.
Memory itself has been divided into various kinds, including sensory memory, short-term memory, and long-term memory. Sensory memory receives information from stimuli through the senses, such as smell, sight, and touch. Short-term memory, also called working memory, holds small amounts of information for brief periods. Thus, we can add up numbers in our head, remember a telephone number long enough to dial it, and remember the first half of a sentence while reading or listening to the second half. But as we all know, short-term memory has its limits.
If you want to store information indefinitely, it must go into your long-term memory. How can you put it there? The following principles will help.
▪INTEREST :Cultivate an interest in the subject, and remind yourself of the reasons for learning it. As your own experience in life may tell you, when your emotions are involved, you enhance your memory. This fact can be a great help to students.
▪ ATTENTION: “Most ‘memory failures’ actually represent failures in attention,” says the book Mysteries of the Mind. What can help you to pay attention? Be interested and, where possible, take notes. Note-taking not only focuses the mind but also enables a listener to review the material later.
▪ UNDERSTANDING: “With all that you acquire, acquire understanding,” says Proverbs 4:7. When you do not understand a teaching or concept, likely you will not remember it well, if at all. Understanding illuminates the relationship between the parts, knitting them together to form a logical whole. For example, when a student of mechanics understands how an engine works, he will better remember details about the engine.
▪ ORGANIZATION: Categorize similar concepts or related ideas. For instance, a grocery list is easier to remember when we categorize items—meats, vegetables, fruits, and so on. Also, divide the information into manageable chunks of not more than five to seven items. Telephone numbers are usually divided into two parts so that they can be remembered more easily. Finally, it may help to put your list into a certain order, perhaps alphabetical.
▪ RECITATION: or verbalization Repeating aloud what you want to remember (a foreign-language word or phrase, for example) will strengthen the neural connections. How so? First, saying the word forces you to pay close attention. Second, you may get immediate feedback from your teacher. And third, listening—even to yourself—calls into play other parts of your brain.
▪ VISUALIZATION: Make a mental picture of what you wish to remember. You might also find it helpful to draw it or map it out. Like verbalization, visualization makes use of different parts of your brain. The more senses you use, the deeper the information is embedded.
▪ ASSOCIATION: When learning something new, associate it with something you already know. Linking thoughts to memories already stored makes encoding and retrieving easier, the association serving as a cue. For example, to remember a person’s name, link it to some unusual feature of his appearance or to something else that will call the name to mind. The more humorous or absurd the association, the better the recall. In short, we need to think about the people and things we want to remember.
The book Searching for Memory states: “If we operate on automatic pilot much of the time and do not reflect on our environment and our experiences, we may pay a price by retaining only sketchy memories of where we have been and what we have done.”
▪ CONSOLIDATION: Allow time for the information to be processed, to soak in, as it were. One of the best ways to do this is to review what you have learned, perhaps by repeating it to someone else. If you had an interesting experience or read something upbuilding share it with someone. In that way both of you will benefit—your memory will be reinforced and your friend will hav gained some knowledge. For good reason, repetition has been called the mother of retention.
REFERENCE
AWAKE.,2009. You can improve your Memory. Newyork: Watchtower Bible and Tract Society,Inc.
Memory itself has been divided into various kinds, including sensory memory, short-term memory, and long-term memory. Sensory memory receives information from stimuli through the senses, such as smell, sight, and touch. Short-term memory, also called working memory, holds small amounts of information for brief periods. Thus, we can add up numbers in our head, remember a telephone number long enough to dial it, and remember the first half of a sentence while reading or listening to the second half. But as we all know, short-term memory has its limits.
If you want to store information indefinitely, it must go into your long-term memory. How can you put it there? The following principles will help.
▪INTEREST :Cultivate an interest in the subject, and remind yourself of the reasons for learning it. As your own experience in life may tell you, when your emotions are involved, you enhance your memory. This fact can be a great help to students.
▪ ATTENTION: “Most ‘memory failures’ actually represent failures in attention,” says the book Mysteries of the Mind. What can help you to pay attention? Be interested and, where possible, take notes. Note-taking not only focuses the mind but also enables a listener to review the material later.
▪ UNDERSTANDING: “With all that you acquire, acquire understanding,” says Proverbs 4:7. When you do not understand a teaching or concept, likely you will not remember it well, if at all. Understanding illuminates the relationship between the parts, knitting them together to form a logical whole. For example, when a student of mechanics understands how an engine works, he will better remember details about the engine.
▪ ORGANIZATION: Categorize similar concepts or related ideas. For instance, a grocery list is easier to remember when we categorize items—meats, vegetables, fruits, and so on. Also, divide the information into manageable chunks of not more than five to seven items. Telephone numbers are usually divided into two parts so that they can be remembered more easily. Finally, it may help to put your list into a certain order, perhaps alphabetical.
▪ RECITATION: or verbalization Repeating aloud what you want to remember (a foreign-language word or phrase, for example) will strengthen the neural connections. How so? First, saying the word forces you to pay close attention. Second, you may get immediate feedback from your teacher. And third, listening—even to yourself—calls into play other parts of your brain.
▪ VISUALIZATION: Make a mental picture of what you wish to remember. You might also find it helpful to draw it or map it out. Like verbalization, visualization makes use of different parts of your brain. The more senses you use, the deeper the information is embedded.
▪ ASSOCIATION: When learning something new, associate it with something you already know. Linking thoughts to memories already stored makes encoding and retrieving easier, the association serving as a cue. For example, to remember a person’s name, link it to some unusual feature of his appearance or to something else that will call the name to mind. The more humorous or absurd the association, the better the recall. In short, we need to think about the people and things we want to remember.
The book Searching for Memory states: “If we operate on automatic pilot much of the time and do not reflect on our environment and our experiences, we may pay a price by retaining only sketchy memories of where we have been and what we have done.”
▪ CONSOLIDATION: Allow time for the information to be processed, to soak in, as it were. One of the best ways to do this is to review what you have learned, perhaps by repeating it to someone else. If you had an interesting experience or read something upbuilding share it with someone. In that way both of you will benefit—your memory will be reinforced and your friend will hav gained some knowledge. For good reason, repetition has been called the mother of retention.
REFERENCE
AWAKE.,2009. You can improve your Memory. Newyork: Watchtower Bible and Tract Society,Inc.
MA DEVELOPMENT AND HUMAN RIGHTS
The MA in Development and Human Rights combines insights from the fields of development studies, politics and international law and nurtures multidisciplinary approaches to studying human development and human rights. The MA examines some key challenges confronting developing and transitional socities through a dynamic programme that combines theoritical and applied perspectives. Students will be encouraged to apply legal theory and instruments, social and political theory and lessons from policy and practice in analysing the place of human rights in efforts to promote international development. The MA is intended primarily for students with career interests in international development and/or the international promotion of human rights. For futher information on the programme content; contact us
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