CREATION OF STATE POLICE FORCE IN NIGERIA: PROS, CONS AND A WAY FORWARD

State policing has been defined as a police force under State authority rather than under the authority of a city or county in the state. It has also been defined as the police organized and maintained by a state as distinguished from those of a lower sub-division (as a city or county) of the state government (Mersim, 2012). However, in the Nigerian context, state police are a kind of sub-national police force, to be organized, maintained and under the jurisdiction of a particular state government.

In Nigeria today, there has been a recent clamor for the establishment of State police force as opposed to what was laid down in Section 214 of the Nigerian 1999 constitution. This is as a result of the deteriorating situation of the security system in Nigeria. Some other reasons for this clamour are that: the geographical area of Nigeria is too large for a Central police command (Bulus, 2012); Policing citizens should be the responsibility of the respective states and not that of the Federal government; It is easier to operate close systems, shorter processes because of less loops, error percentage and you know your target ( Mr Ekene Nwogbo quoted in Kehinde, 2013) etc. While those against its establishment are of the view that Nigeria is not yet mature for State Police Forces.

 

 

PROS

The following are pros or advantages of establishing State Police Forces in Nigeria.

• It will help curb the rising tide of insecurity amongst other social vices in Nigeria.
• It will reduce the rate of unemployment as more people would be recruited into the State Police in proportion to the population of each state. 
•  It will help check criminal activities and corruption within the police force and the society (Chief Chekwas Okorie as quoted by Bulus, 2012).  
• It will curb the attitude of policemen who hardly go to their states of origin to work but go to other states which they consider lucrative to make money. 

STORMS AND STRESSES IN ADOLESCENT VIEWPOINT

INTRODUCTION

Adolescence is coined from Latin word adolescere meaning “to grow up” (Macmillan Dictionary, 1981). It is a transitional stage of physical and psychological human development generally occurring during the period from puberty to legal adulthood. The period of adolescence is most closely associated with the teenage years which are characterized with physical growth and cognitive development. An individual undergoing this transition is called an adolescent.

Also, adolescence has been considered, almost by definition, as a period of heightened stress (Spear, 2000) due to many changes experienced concomitantly, including physical maturation, drive for independence, increased salience of social and peer interactions, and brain development (Blakemore, 2008; Casey, Getz and Galvan, 2008; Casey, Jones and Hare, 2008). Although new-found independence can be stimulating, it may also lead to feelings of being overwhelmed by change, which has historically led some researchers to characterize adolescence as ridden with ‘Storms and Stress’ (Hall, 1904).

LACK OF/INADEQUATE PROVISION OF LABORATORY AND LABORATORY MATERIALS, AS A PROBLEM IN THE TEACHING OF SCIENCE EDUCATION

LABORATORY EQUIPMENTS

INTRODUCTION

There have been series of research which concluded that especially in Nigeria, there is a dire lack of science laboratories and laboratory equipments in schools for the teaching of science education (Onawola, 1987; Arokoyo, 1983; Shitu, 1984). This situation is more critical in the rural areas where access to basic education infrastructure is negligible. The relevance of science laboratory and equipments to the teaching of science lies in the fact that these facilitates science practical. Science practical is considered a key in making science learning more effective. Science practical provide contrived experience to science learners and develop science skills, knowledge and understanding of their world. The goals of scientific literacy and a sufficient supply of science and technology graduates from higher education require that elementary, secondary and higher secondary schools offer realistic and inquiry oriented science curricula that engage students and inspire them to continue their studies of science (Chiappetta, & Koballa, 2006). According to Linn (1997), the aims of widely using laboratories in science education are as follows:

§  To get students to comprehend abstract and complex scientific concepts by using concrete materials.

§  To give students problem-solving and analyzing skills by comprehending the nature of science.

§  To develop practical experiences and special talents of students

§  To motivate students with laboratory activities and by this way to develop positive attitude towards scientifically working.