Nnamdi Azikiwe University Journals
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THE LEGAL EFFECT OF RECOGNIZING ARTIFICIAL INTELLIGENCE (AI) ASAN AUTHOR UNDER THE LAW: “ALLOWING THE TAIL TO WAG THE DOG”?
No full textThe rapid advancement of artificial intelligence (AI) has challenged traditional legal frameworks, particularly in the realm of intellectual property (IP) law. One of the most contentious issues is whether AI can be recognized as an "author" under copyright law. This paper examines the legal implications of granting authorship rights to AI systems, arguing that such recognition could lead to a fundamental shift in the purpose and structure of IP law, akin to "allowing the tail to wag the dog." By analyzing the philosophical foundations of authorship, the economic rationale for copyright protection, and the practical consequences of AI authorship, this paper concludes that recognizing AI as an author undermines the human-centric goals of IP law and creates significant legal and ethical challenges. Alternative approaches, such as attributing authorship to human creators or treating AI-generated works as public domain, are proposed to better align with the objectives of copyright law. This paper finds inter alia that AI lacks legal personhood, which is a fundamental requirement for holding rights and responsibilities under most legal systems. Granting AI authorship without legal personality raises challenges regarding ownership, liability, and enforcement of rights. Again, If AI is recognized as an author, questions arise about who would hold and enforce the copyrights, leading to potential conflicts over intellectual property. The paper recommends that instead of granting AI authorship rights, legal frameworks should recognize human intervention in AI-generated works. This could involve designating the programmer, user, or organization operating the AI as the legal author to maintain accountability and ownership clarity
COPYRIGHT INFRINGEMENT ON SOCIAL MEDIA: LEGAL FRAMEWORK AND CHALLENGES
No full textThe proliferation of social media has transformed the way content is created, shared, and consumed,and concomitantly raised significant concerns about copyright infringement. This paper examines thelegal framework governing copyright infringement on social media platforms and the challenges thatarise in enforcing these laws. Beginning with an examination of the fundamentals of copyright law andsocial media, the paper explores the legal protections afforded to creative works in the digital age.Through a review of illustrative cases, it highlights the complexities and nuances of copyrightinfringement on social media platforms. The paper explores key challenges in enforcing copyright onsocial media, including the ease of content sharing, jurisdictional issues, and the tension betweenprotecting creative works and preserving freedom of expression. Building on these findings, the paperrecommends practical strategies for addressing the wrongful exploitation of creative works on socialmedia, and aimed at promoting a more balanced and effective approach to copyright enforcement inthe digital environment. By exploring the complexities of copyright infringement on social media, thispaper contributes to ongoing efforts to protect creative works while fostering innovation and freedomof expression online. The result is a more balanced digital ecosystem
CHINA’S FOREIGN DIRECT INVESTMENT IN NIGERIA: A STRATEGIC MOVE FOR NIGERIA OR A DISASTER WAITING TO HAPPEN?
No full text‘Made in China’ is a label printed on many products that enter the Nigerian market. Imports from China account for a significant 27% of Nigeria’s total imports. Between January 2018 and September 2021, Nigeria imported goods worth over 19.12 trillion naira from China. Meanwhile, Nigeria exported only N2.09 trillion worth of commodities to China, resulting in a trade deficit of N17.03 trillion. As China continues to deeply embed itself in Nigeria’s economy, its benefits grow exponentially. Nigeria remains mostly a recipient, having shifted its relations from the West to China. Can Nigeria truly claim it has experienced a major growth surge? This paper examines China-Nigeria relations to evaluate whether partnering with China is sensible. While China has undertaken major projects in Nigeria—including roads, railways, China towns, and free trade zones—these relations are still unequal and heavily favour Nigeria. The paper concludes that China-Nigeria relations are not solely responsible for Nigeria’s economic struggles. Instead, mismanagement of funds, weak compliance systems, poor governance, and administrative shortcomings are driving Nigeria’s economic downturn and losses. It is recommended that Nigeria strengthen its relationship with China through skills transfer agreements, enabling locals to be trained in advanced skills to boost Nigeria’s manufacturing sector. If the Nigerian government listens to the calls from academics, economists, and social analysts to rethink its strategy with China, it might prevent Nigeria from being branded too soon with the label - ‘Made in China’.
CLIMATE ACTIONS: CARBON PRICING ROLES IN PROMOTING ENVIRONMENTAL JUSTICE AND ADDRESSING SOCIAL INEQUALITIES
No full textFossil fuel intensive production has played as the mainstream production for finished and semi-finished goods and services across several economies, such as Energy, Oil and Gas, Transportation, Mining, Manufacturing, and more, with an impactful uncontrolled degree of carbon emission. In a bid to achieve the globally embraced sustainable development goal on climate actions, the globe begs for pragmatic efforts to mitigate to the barest minimum, the negative impactful consequences of greenhouse gas (GHG) emissions in the carbon-intensive economy. International bodies, national authorities have begun to adopt instruments like the Paris Agreement, to introduce practical carbon pricing policies to combat the incessant petrification of the climate environment. Adopting a doctrinal methodology, this paper examines the current carbon coping and pricing mechanisms to achieve the global goals on climate change and emission reduction operative across different global climes. More importantly, it examines the objectivity and sustainability of these extant approaches and juxtaposes them with the aid of diverse instruments across continents, to assess any corresponding positivity in the realization of environmental justice and social equalities. This paper finds that though Nigeria has made efforts towards addressing climate change, a legislative and institutional framework dedicated to carbon pricing cannot be overemphasized.
AN APPRAISAL OF REINSTATEMENT IN PRIVATE SECTOR EMPLOYMENT IN NIGERIA
No full textIn private sector employment courts usually awards damages instead of ordering reinstatement for wrongful termination in Nigeria. This attitude is routed in common law principle that court cannot force a willing employee on an unwilling employer. there’s been a paradigm shift in labour relations regarding relations of employment, influenced by the 3rd alteration of the 1999 constitution and international labour standards stating that employment cannot be terminated without a valid reason connected to the worker’s capacity, conduct or operational requirement. The study reveals the national industrial court have exclusive jurisdiction over labour and employment disputes including wrongful terminations and reinstatement claims both private and public sector employment. This paper adopted the doctrinal research methodology where both primary and secondary sources laws were examined. The paper concluded inter alia that why damages and compensation remained the most common remedies for wrongful termination in the Nigerian private sector, reinstatement is a possibility, especially in cases where the dismissal is found to procedurally flawed, discriminatory, or in violation of international labour standards. The paper recommended among others and Nigeria should amend its legal framework to make the remedy of reinstatement available in private sector employment.
EFFECT OF ANIMATED COMPUTER ASSISTED INSTRUCTION (ACAI) ON MALE AND FEMALE PRIMARY SCHOOL PUPILS’ ACHIEVEMENT IN MATHEMATICS IN ANAMBRA STATE
No full textThis study investigated the effect of Animated Computer-Assisted Instruction on the mathematics achievement of male and female primary school pupils in Anambra State, Nigeria. Two research question and two hypothesis guided the study .The study was carried out In Awka Education zone of Anambra state, Nigeria and the population of the study was 4,634 primary public school pupils in the Awka Zone. Multistage sampling technique was used to select the sample size of 125 (64 males & 61 females) primary six pupils from four government schools in Awka Education zone. The study adopts a quasi-experimental design involving 125 primary school pupils, divided into experimental and control groups. The experimental group received mathematics instruction using ACAI, while the control group is taught using conventional teaching methods. Pre-tests and post-tests was administered to both groups to assess the effectiveness of ACAI in improving mathematics achievement. Mathematics Achievement Test (MAT) was used for data collection. The instrument was validated and Kuder-Richard (K-R21) method was used to establish the reliability of MAT at 0.89 which was found to be reliable. Mean and standard deviation was used to answer the research questions while ANCOVA was used to test the hypotheses at 0.05 level of significanceThe finding revealed that there is significant difference between the mean achievement scores of male and female primary school pupils taught mathematics using ACAI in favour of female and there is significant difference in the interaction effect of gender and teaching method in mathematics achievement. Based on the findings recommendations were made, that educational policymakers and school administrators in federal and State should integrate Animated Computer Assisted Instruction into the primary school mathematics curriculum with adequate resource and the developers of ACAI programs should consider gender differences in learning preferences and needs. This can be achieved by including features in ACAI software that address these differences, ensuring that both male and female pupils can equally benefit from the technology. 
CURRICULUM INNOVATION IN SCIENCE TEACHING FOR TECHNOLOGICAL COMPETITIVENESS IN AN ERA OF INSECURITY AND ECONOMIC MELTDOWN
No full textScience education plays a pivotal role in equipping learners with mindset, knowledge and skills needed to contribute and thrive in innovation-based economies and promoting technological competitiveness through science teaching and learning is important in a more coordinated and technological driven-world. Curriculum innovation in science teaching and learning becomes essential to ensure that students are literate in both scientific principles and its applications creatively and critically in technological and engineering contexts by employing project based learning, collaborative problem solving and the integration of digital tools which will help learners steer through modern science and technological competitiveness at the national and global levels depends heavily on how well students are prepared to tackle scientific and technological challenges. This paper therefore, explores the curriculum innovation in science teaching for technological competitiveness. The curriculum innovation employed should demonstrate improved students’ engagement, conceptual understanding and readiness for future technological advancement and the curriculum itself should serve as a tool for educational institution to inculcate the knowledge of science and the skills to apply technological advancement in driving innovation and competitiveness in a global economy and also the curriculum should be dynamic, interdisciplinary and forward looking by fostering creativity, scientific curiosity and technological proficiency, which will help prepare a generation that can adapt to and lead to technological leadership tomorrow. 
EFFECT OF INQUIRY-BASED LEARNING ON SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT IN GENETICS
No full textA fundamental understanding of heredity and variation by secondary school students, predicate the need for teaching methods that foster critical thinking, problem solving and informed decision making which also promote interest and achievement gains in the subject. Thus, informing the current study which sought to examine the effect of inquiry-based learning (IBL) on secondary school students’ achievement in genetics. Despite earlier studies the need to address students’ achievement in genetics persists. Two research questions and two hypotheses guided he study. Quasi experimental pretest-post-test was the study design. Population of the study comprised 13, 596 biology students in Anambra State Public Secondary Schools. The sample size was made up of 300 SS3 biology students (134 male and 166 females) drawn from 6 intact classes of 135 (54 males and 81 females) with experimental group 165 (80 males and 85 females) and control group randomly assigned. The instruments for data collection Genetic Achievement Test (GAT) reliably established at coefficient of 0.86 respectively. Research questions were answered using mean and standard deviation while ANCOVA was used to test the hypotheses at 0.05 level of significance. Results revealed a p-value of 0.000 in achievement. Hence, rejecting the corresponding null hypotheses. Also, with a p-value of 0.905 for male and female students’ achievement, the result accepted the null hypotheses for achievement. By implication, students exposed to IBL achieved significantly higher achievement than those exposed to lecture method. However, there is no significant difference in male and female students’ mean achievement. Major contribution to knowledge of this study is that this study established that exposure of secondary school students to IBL approaches is essential in enhancing deeper learning for understanding of genetics and other science subjects, while improving their soft, investigative and critical thinking skills which are necessary in leveraging their future career paths and employability after school.