Continental Drift

The Earth is formed by plate tectonics continuously shifting causing a continental drift. This theory is more accepted than when it was originally published due to better technology providing better research and evidence. This paper discusses a little on both the plate tectonics and the continental drift as well as how the scientific method helped understand this process better. Eye words: Continental Drift, Scientific Theory, Plate tectonics In 191 5, a scientist by the name of Alfred Wagoner proposed the continental drift hurry. The idea that the continents are continuously moving either towards or away from each other. The continental drift is more widely accepted today than back when it was originally suggested by Wagoner. Wagoner had a hard time proving his theory to others because the lack of evidence he could provide. In the last part of the 20th century there has been a tremendous amount of evidence collected to support the theory of continental drift.Some of these include; F ossils from plants and animals that have been found on multiple continents, glaciers scars left in rocks in the most Zaire places, and you could also line up certain mountain chains together. That is a indication that they were once linked together. Also scientists have found that the magnetic fields in rocks indicate the original location is different than the present ones. The Earth's rotation and the centrifugal force towards the equator are considered the mechanism for the continental drift.Unlike back in Westerner's era, today we know more about how the earth works, like plate tectonics. Plate tectonics is the theory that helps to explain Earth's landscape features. There are two processes that plate tectonics go though; one pushes pieces f land together and the other spreads them apart. These are responsible for all the natural land forms on Earth's surface like mountains, valleys, and ridges in the ocean floor. The Himalayas are a prime example of plate tectonics colliding to gether to form a 2900 kilometer mountain range.Another example of that plate tectonics can create is the Ring of Fire; a 40,000 kilometer stretch of 452 volcanoes that is a horse shoe shape ranging along the cost from North America, South America, New Zealand, and Japan. To understand anything about continental drift, plate tectonics or science in mineral it helps to know how they come up with all this. This is the processes know at The Scientific Method, this method was not made up by any one person, but has Just been recognized as the natural method of obtaining reliable knowledge.This processes help us to understand the natural world. There are five steps to The Scientific Method and these are; identify the problem/idea, research the problem/ idea, formulate a hypothesis, conduct and experiment, and reach a conclusion. The two methods to go about this are experimental or descriptive, but both contain the same objective reasoning and process. For the research process you have qual itative and quantitative methods. Qualitative is more about observations and quantitative is more about measurements and data.Both play a important role and can be used together or you can use which ever suites the problem/idea better. After all this is done you finally have a theory that is a collective vision and has the potential to change society. Science can help us to answer questions about if we should be using nonrenewable energy resources by looking at the effects using these nonrenewable energy sources has on the Earths surface. First lets that a look at what these resources are; a nonrenewable energy source comes from something that will run out or not be replenished in many lifetimes.Most of these include fossil fuels like coal, petroleum, and natural gas. Using or burning these throws off the carbon balance of the earth's atmosphere by releasing carbon dioxide. This causes our greenhouse effect to be higher thus raising our temperatures faster than most animals can adap t. One example of the disturbance to wild life and habitat that drilling for these nonrenewable resources like oil and gas has is on the Arctic National Wildlife Refuge. This nineteen million acre Refuge is the largest land based unit of all the wildlife Refuge systems.This area remains mostly uninfluenced by humans, but is under attack by the oil industry's to open it up to drilling. By doing this it would disrupt the habitats of the animals living there, the fragile ecosystem is vulnerable to long-lasting disturbances because the harsh climate provides little time for recovery. Continental Drift Continental Drift, why True? Continental drift is the process of large mass of land and rocks unceasingly moving for a long period of time, which can be explained by what is called â€Å"Plate Tectonics†. Due to the fact that continental drift is a theory, there is evidence and other sets of statements to back it up. According to Wegener, a geologist stated that segments of the Earth has made continental drift true (possible) whilst other pieces of information supported that continental drift has happened and is happening. 1. Geological SimilarityThe geology in terms of rocks, plants and animals, ice-shapes, and the outline of the land matches. To begin with, the rocks in the eastern coastline of South America and the rocks in the western coastline of Africa has been found out that they both have the same broad belts of rocks. Not just South America and Africa, but the banks (coasts) where different continents meet have similar types. This leads to the second argument in the f ield of geological similarity of why continental drift is true: What makes you think that the continents have joined in the past?At least once in your life you looked at a global map whether a geography teacher told you to or you just wanted to. If you have examined close enough, a connection between continents could have been found. One may have realised how the shapes (outline) of the continents can be sorted to form a perfect jig-saw puzzle. As South America and Africa can be matched, other continents also have a connection between them. Furthermore, there is a relationship in terms of plants and animals between different continents.For instance, Alfred Wegener (geologist) found out that a similarity exists between plant/animal fossils in several continents. However, you may argue that it is a matter of coincidence. In this instance, though coincidence is impossible by the means of animals evolving and spreading. Due to the large Atlantic Ocean between South America and Africa, s cientists and geologists are capable of stating the such low possibility of how animals (plants) can cross the Ocean. In other words, they organisms have once evolved in one large mass of land (Pangaea).Lastly, the ice resembles in several continents. Everyone is aware that a continental ice sheet covered parts of South America, southern Africa, India, and southern Australia about 300 million years ago. If this is possible, the Atlantic Ocean must have not existed. Such movements of glaciers (glaciation) could not have occurred if an enormous ocean was through the routes of the movement. 2. How could such large mass of land move? Plate Tectonics comes to light when talking about how crusts can move.Crusts whether it being oceanic or continental, they are above the mantle. Due to the fact that the mantle consists of flowing magma (convection current), it can cause vertical and horizontal movements of the crust. The process is that as the core gets heated, the convection current flows and soon lead to the activity of land. This eventually allows land parts to move but slowly as our fingernails grow. 3. Position Difference Why do not we have evidence of covered ice sheets on northern continents like North America? Simple.Northern continents were near the equator about 300 million years ago. They were a part of the Pangaea and was located nowhere near compared to where it is. 4. Why care about this? As human beings, we adapt to our environment whether it is very poor or rich, satisfying or dissatisfying, or even clean or dirty. Continental drift as well will influence the environment we live in in the future. Continents are still flowing and may possibly allow a car to travel from North America to Asia. Let's all stick around to find out, shall we?

Greenmonkey Organic Baby Food Essay

Background Christchurch, New Zealand was the home town of 100% organic baby food company, Green Monkey. Founded by sisters, Lizzie Dyer and Charlotte Rebbeck in 2002 (Green Monkey Ltd, 2013). The two sisters set out to create 100% organic baby food that was traceable and sourced from only certified New Zealand producers. No other baby food manufacturer within the New Zealand market could claim these same principles, creating a unique opportunity for Green Monkey (Bradley, 2011). Mission. Green Monkey uphold a strong mission, to see a sustainable way of producing their products without harm to the environment, but also to take the most of what the New Zealand pristine environment has to offer (Green Monkey Ltd, 2013). Allowing the customer to trace where the products primarily come from is key to Green Monkeys mission statement. Value Proposition Green Monkeys value proposition is to offer information about each part of the sold product, allowing customers from around the world to see what is in the product. Offering a product that is affordable and of a high standard for small children is one of Green Monkeys founding principles. Size Five employees make up the vital role of managing, marketing and maintaining the highest quality Green Monkey products. Production of Green Monkey is out sourced to a factory in Christchurch, New Zealand, due to high demand. Type of products Green Monkeys product range covers products such as growing up milk powder, meat and non-meat baby food pouches (Appendix 1). All of the products offered by Green Monkey are 100% Organic with no additives. Target customers. The target customers that Green Monkey focus on are in a niche market where parents are concerned about what is in their babies foods. Green Monkey uphold top customer relations to ensure the security within the niche market. Segmentation Base As Green Monkey cannot compete on price alone, their demographic has adapted to high to middle income families in Australia, China, Dubai and New Zealand (South, 2012). Green Monkey follow a differentiation focused strategy as they are in a niche market. According to VALS psychographics research innovators are more like to purchase organic foods (Strategic Business Insights, 2009-2012). Appendices Appendix 1: Example of Green Monkey products Sourced from business. newzealand. com: http://business. newzealand. com/vBY4ddA/media/1185202/GreenMonkey_Event. jpg ? Reference List Bradley, S. (2011). Green Monkey Organic Baby Foods Happy Planet – Happy Monkeys. Retrieved April 7, 2013. from Bord Bia Irish Food Board: http://www. bordbia. ie/industryservices/brandforum/CaseStudies/Green%20Monkey%20Organic%20Baby%20Foods. pdf South, G. (2012). Small Business: Making it in China – Green Monkey. The New Zealand Herald, [online] 28th September. Retrieved from: http://www. nzherald. co. nz/business/news/article. cfm? c_id=3&objectid=10837054 Ecofind. co. nz (2013). Green Monkey – organic baby food | ecofind. co. nz. [online] Retrieved from: http://www. ecofind. co. nz/food-drink/green-monkey-organic-baby-food/ Greenmonkey. co. nz (2002). Green Monkey | Organics born naturally. [online] Retrieved from: http://www. greenmonkey. co. nz/ Strategic Business Insights. (2009-2012). Sample demographic and behaviours. Retrieved April 7th, 2013. from Strategic Business Insights: http://www. strategicbusinessinsights. com/vals.

A Night To Remember

I just read the first two chapters of the Night to remember reply to chapters 1 and 2. As I read these chapters, I put all the pictures I saw in the book in the book. When I was reading, I saw that Lord Walter was not very much in Westmills and metaphor. He has a good way to make readers intriguing rather than bored. When I read books, I usually look for plots at the beginning of books. When I read this novel, I found that it was very interesting that he began a major accident on the iceberg in the first chapter of chapter 10. The memorable night and Titanic tell the story in an entirely different way, but there are very similar themes throughout the process. Night worth remembering is based on what Walter Lord calls night worth remembering. The film traces chronological events, and the central person of Lightholler is the second officer who survived the disaster. From boarding the ship to sinking of the ship, it concentrates on him. He is depicted as a respected and gentle leader, e specially when he shows courage and wisdom by helping to control the event and helping save lives. He played a big part as he summarized the movie, he is the person whom the observer can pay attention. http://www.markedbyteachers.com/gcse/sociology/using-the-factual-accounts-of-the-titicic-compare-and-contrast-how-the-directors-of-titanic- And overnight notes, Drawings - Event - ie incurred.html Use Titanic's facts to silence, compare, and contrast how the director of Titanic and Difficult to remember the night describes the events that happened Last night was an unforgetable night. Tonight is an unforgetable night. But everything to remember is not what happened, but the way you make me feel. Last night when I left the laboratory and went to your house, I did not want to see you riding on me. But I am very pleased that you decided to meet me the way, just like you waited. After a long day, homemade pasta and warm biscuits, a quiet conversation from your island, and the way you smil e in your eyes flashes: peace of mind, peace of mind. Hugs become passion, sex turns into thumb war and more drinks. More drinks became risk chip poker games, and on the evening of the game came through a campus and got a semi-drunk bike. This is another moment. The freshness of the warm cheeks of the night makes us refreshed. Then my dad chatted with us. I remember that night clearly. Even though the moon is out, this is an unusually quiet night. Usually, on such a night, because the next day is school day, you hear mother shouting to the child. I remember that children will smile when they play the last hide and seek game. But that night was different. My father has just returned from work. I'm very excited because I would like to know which college I will go to. I was elected to three universities. I am anxious to leave home for the first time. To be honest, I do not want to be around when you keep looking for you. I found mother and father's eyes injured.

HSA 530 Assignment 1 week3 Coursework Example | Topics and Well Written Essays - 1000 words

HSA 530 Assignment 1 week3 - Coursework Example As an HR Manager I would give special attention to responsible recruiters and efficiency trends in HR. Mostly healthcare recruiters believe that the outcome of patient satisfaction surveys is a clinical issue and not a recruitment issue. Human resource management can make significant contribution to the bottom line by hiring the right persons as it will ensure delivery of quality safe care to the patients (Kabene, Orchard, Howard, Soriano, & Leduc, 2006). Moreover, HR is at the helm of all affairs of a recruitment process and it is quite obvious that recruitment is directly linked to the overall performance of health care hospitals. Therefore, to accomplish the efficiency trend I would employ diverse human resource initiatives like internal contracting, contracting-out, performance contracts and outsourcing of services to enhance overall efficiency in a health care hospital (Kabene, Orchard, Howard, Soriano, & Leduc, 2006). It involves managing people, policies and implementation of regulations inside an organization. In this role it is usually engaged in management of administrative  matters of individual  employees like leaves, payroll, insurances and other benefits (Bach, 2000). As a business partner, HR helps different business units to implement their business models. For instance, if a certain business unit has to implement Asset Management Business Model then the task of technical implementation will be accomplished by the Assets Business Unit whereas functions of skilled development, growth and training particular to Assets capabilities will be fulfilled by the HR Department in their plans (Bach, 2000). In contemporary times the HR executives instead of only implementing strategic activities for the organization are also part and parcel of the strategy formulation decision making. For instance while evaluating the projects each

Human Trafficking in Thailand Research Paper Example | Topics and Well Written Essays - 1250 words - 1

Human Trafficking in Thailand - Research Paper Example This essay explores several cases in which human trafficking takes place. Some of the cases are whereby people are convinced into going to other countries with the promise of getting better jobs and comfortable lives. Mostly, it always turns out to be untrue. This context discusses hundreds of workers from Thailand being promised high wages by the California based company named Global Horizons Inc and instead of paying them little to nothing while treating them like scum, taking their passports on arrival and threatening deportation. Human trafficking is one of the most dangerous forms of discrimination. Thailand experiences major challenges as a source, passage and destination country on human trafficking mainly women and children. The tendency of trafficking for enforced labor is rising in level in the agricultural, construction and fishing organizations. Human trafficking is a modern correspondent of slavery. Opposing their will, thousands of people around the globe are enforced t o work for the benefit of other people. For instance, by becoming beggars, prostitutes, working in sweatshops, unintentional servitude or even turning into child soldiers. People that are trafficked are usually enslaved or in circumstances of debt oppression that are deceitful and oppressive. Traffickers will carry away or mistreat the fundamental human rights of their victims, who most possibly have been tricked and enticed by fake promises or physically enforced into their circumstances. Trafficking is a regular practice to convince people to leave their homes and move to neighboring countries that are wealthier where they can work in services like domestic services, adult care or waiter and waitresses in restaurants. Upon advent, their passports, visa, and return permits are taken away from them, efficiently; these people are imprisoned, either bodily or financially or psychologically. The trafficked people are made to labor as household slaves or as agricultural or industrial un it workers, in slave-like circumstances.

Performance Management System Griffith University Assignment

Performance Management System Griffith University - Assignment Example Griffith University is an Australian University that was founded in 1971 and it is a public university. The Dawkins revolution of 1988 acted as a major catalyst for the growth of the university. A series of successful mergers with other colleges like Queensland Art College and Gold Coast College of Advanced Education to name a few had greatly enhanced the size of Griffith University/After forty years from its establishment, the University had grown from a small university that had a singular campus to one of the largest universities in Australia with multiple campuses across the continent.Presently, the university employs professors and academic staff from more than 130 countries. It has greatly increased the number of courses that are offered in it and has strategically positioned it among the top 5% research universities.The University has strategic goals of influencing communities through teaching and scholarly programs, valuing diversity and creating an environmentally sustainabl e society to name a few. It also strives to promote individual rights and ethical standards. The Human Resource (HR) management of Griffith University is an organized one which integrates the long-term strategic planning of the organization with the human resource planning. The HR staff service center of the university is responsible for providing assistance and support for activities like recruitment and selection, staff benefits, payroll measures and training and development programs.

Plant and Fungus Essay Example | Topics and Well Written Essays - 500 words

Plant and Fungus - Essay Example Variably, fungi that include mushroom and yeast contribute in the preparation of beverages and are of medical value. Notably, my personal interaction with plants and fungi depicts positive results and their relevance in facilitating individual’s wellbeing. The organisms bear fruits, seeds and other products that are of high value to human life. Most people have been using the yields from the organisms as a source of food, fuel, energy and beverage. It has come into my attention that some seed plants and fungi are good medicinal products that are used in curing certain diseases that affect human development (Jabr, 2011). Secondly, the yields from the items are used in achieving nutritional balance since they provide food rich in diverse nutrients. Similarly, fungi organisms are widely depended on by most farmers as farm fertility boosters as they facilitate decomposition and recycling of organic matter (Reece, Urry, Cain, Wasserman, Minorsky, Jackson & Campbell, 2014). Farmers use them in ripening Roquefort and other products including blue cheese. From my interactions with the organisms, it is apparent that human welfare and vibrancy is dependent on the kind of food items, products one uses and the freshness of the environment. No one can thrive without consuming healthy food with superior nutritional content and breathing fresh air. It is inevitably true that I am in the business of using various types of plants and fungi, and they are affecting my life positively. In particular, I use maize, rice, wheat, mushroom and potatoes as food in most occasions. The food items constitute my favorite meals ever since, and their preference is based on the nutritional value (Reece et al, 2014). Subsequently, flowering plants such as tea, coffee and cocoa have formed key sources of my beverage. On the other hand, yeast that is a renowned type of fungi remains a vital source of my alcoholic beverage.

Walker Percy's, The Loss of the Creature Essay Example | Topics and Well Written Essays - 1250 words - 1

Walker Percy's, The Loss of the Creature - Essay Example There are several instances in school where having a preformed mind about certain issues can deny a student the real pleasure and joy of going through the experiences. As a student, I have desires to achieve several things through my learning. For instance, I want to get high grades, get a good job, and be an important member of the society. The desire to achieve these objectives often seems to override the real experience of going through the education system, thereby depriving the system of its joy and wonderful experience. I tend mostly to focus on what will happen after my education, or after my tests, at the expense of trying to focus on the education itself and the values of the tests. Before joining school, my school, I had heard a lot about the school from former students. I had also conducted an online search of the school before submitting my application. This process helped me to have a preconceived idea about the school even before I was enrolled. Surprisingly, this is what most of the students do before the join their dream schools. According to Percy, The curiosity and desire to know about something can derail one from enjoying the experience of discovering the process. Preconceived ideas create social biases and prejudices, which can hamper critical thinking and proper decision-making. For instance, I may have overlooked other schools, which may have been better than my current school, due to the prejudice I had from my preconceived ideas. Percy also argues that human beings do not often appreciate the full value of their lives because they unintentionally adopt passive roles. It is almost as if human beings have lost their sovereignty and control of their experiences unintentionally. The loss of sovereignty can be seen when people create symbolic complexes, which undermine an individual’s ability to actively engage in issues. One example in which Percy uses to illustrate this loss is his description of a tourist couple that goes

Three questions to be answered with main opinion, source for each Assignment

Three questions to be answered with main opinion, source for each answer and give an assertion - Assignment Example Writings should also take into account not only the level its audience proficiency but also their cultural background . 3. This is a wrong mindset. A business staff should never be busy to attend to a customer and must always apologize to any inconvenience caused. Complaints and suggestions must be welcome by the company to help them identify their areas of improvement. Customer service must always be in mind of any business organization otherwise it will lose its customers and go out of business. Above all, apologizing and making customers feel important ensures that the business can still keep the customer despite the inconvenience caused. Business organizations must always bear in mind that they exist because of the customers and therefore, they should be mindful of the fact that â€Å"customer is always king† (Moreno) in their organization and therefore, they should not be busy to attend to the

Impression of the Culture Essay Example for Free

Impression of the Culture Essay Prior to working in government, I worked in the private sector. In comparison of the two cultures, I realize that politics exist in both cultures and it is a game that I really do not like to play. My impression of the two cultures leave a lot to be desired in the sense that I am one who is not afraid of hard work; I am always committed to the job. However, working in the private sector gave me a greater sense of satisfaction: I could prioritize my work and get things done; there was less bureaucracy. I could determine what was good for the organization, share it with my management who respected what I brought to the table and implement a cohesive strategy that would benefit the organization. Working in government you have to be prepared and committed to the policies that sometime prevent you from completing your job.(i.e. public interference and internal obstacles) in addition to working with people who do not share the same ideals as you. The government mentality of being a paper pusher was a concept that I fight with myself constantly about. My first few years in government, I went above and beyond what was expected of me because I did not like the feeling of being unresponsive. Working in government I now see what the mentality is all about. I as an individual am not a paper pusher; I am a results driven hard worker who wants to see the results of my hard work; however, being in government you do not control what gets accomplished by your work ethic you only control what is expected of you: meaning I do what I am supposed to do however what road the journey takes does not depend on me it depends on who is going to benefit from the fruits of my labor. The positive side of the two cultures: Private Sector gives you room to grow based on your commitment to work, There is less beauracy to deal with and most are working toward the same goal. In government, when you are given a task, the positive side is that you know it is for the good of the mass and you can envision the end result.

Feminist Movements in Religion: Hinduism and Christianity

Feminist Movements in Religion: Hinduism and Christianity To what extent can a cross-religious feminist movement help create an egalitarian society in Hinduism and Christianity? Religion in all of its forms has existed since the very beginning of mankind. From the beginning of civilizations on Earth up until present day society, religion has consistently impacted the behaviors, culture, and beliefs of societies by offering the answers to the unanswerable, and by providing a method for achieving liberation, or an ultimate goal after death. Hinduism and Christianity, two of the oldest and largest world religions impact society in multiple ways, an example of which being the role of women. In spite of the feminist movements impact on the stereotypical view of females in society, the greatly androcentric traditions of these two ways of life have lessened the impact feminist movements throughout the globe, and have led to limited developments in the lives of women living in these highly-structured societies. Feminism was an idea that was created by a French writer, Alexander Dumas, in 1872, that attempts to define the movement in which women try to reach equality with men in the religious, social, political, professional, educational, economical, and other spheres. [1] Many feminist movements have, over time, attempted to bring about a more gender equal world, but influences from Hinduism and Christianity have halted their influence in certain parts of the world. Because of past failures, it seems vital that people create a global feminism movement which, through pressure and influence, can hope to combat the deeply entrenched viewpoints in the minds of people regarding women and their role in society. Although this solution seems plausible idealistically, issues can be created when attempting to bring together the vastly different ideologies of Christianity and Hinduism into a single feminist movement. The impact the hypothetical movement would have would be limited as a result of solel y religion, as people are often unable to work with people who are unlike themselves. In order to create a feminist movement that can surpass religion, individuals must recognize and accept the similarities between Hinduism and Christianity in various aspects of the religions, such as the role of women in society and how God is represented, to create an efficient movement that can begin to form an egalitarian society. To better comprehend the role of women in Hindu society, one must discern the concept of dharma. This idea has a wide range of meaningsand it has more to do with duty than with rights[2]. Dharma has a profound impact on the role of all individuals on society. It governs the way in which people lead their lives not by giving them rights, but by telling them to do their duty. However, the presence of patriarchal scriptures in Hinduism, such as The Laws of Manu from the Dharmashastras, have created an eminently androcentric society and religion in which women are subordinates to men [3]. While many scriptures do emphasize the equality between men and women, those texts that contain liberating images of women have hitherto been given scant attention [4]. This partisan analysis of the sacred texts has helped to foster and entrench the disparity between genders that is present in Hindu life today. Dharma is an idea that is specific to Hinduism. However, inequality between men and women is also present in Christianity. Christianity in its raw form stresses the importance of equality between both genders. Schussler explains, Christians understood themselves as a new community, in which all members shared equally in the freedom of the children of God. The equality that was present in early Christianity drew people, specifically women, to the religion. However, women still had to deal with a subordinate role in society because of clear bias in the interpretation of the Bible. Stresses is placed on excerpts like 1 Timothy 2:9-15, which states that both commanded [women] to keep silent and behave modestly, and explicitly forbidden to teach or to have any authority over men [5]. Additionally, essential teachings, like women being equally created in the image and likeness of God, redeemed by Christ, graced by the Spirit [6], are neglected and dismissed. Because early Christian interpr etations of the Bible were scribed only by men, they transmitted only a fraction of the rich tradition about significant women and their contributions to early Christianity [7]. Therefore, the tendentious history provided by male scholars helped to create the androcentric society present in Christianity today. Although the essentials of both religions try and construct an egalitarian society, the flawed analysis and clarification of scriptures shows that in both religions, societies revolved around men. Therefore, the dominance of men in society helped form greatly androcentric societies. The affinity of the two religions will help to bolster the new cross-regional feminist movement. The movement should bring forth and argue upon the reexamination and reinterpretation of holy texts by providing proof of biased interpretation in both Hinduism and Christianity, evidenced by the presence of male focused societies in the two religions. A reexamination would bring to light the man passages that emphasize equality between men and women in society. This would allow the feminist movement to take a new step towards the creation of a more egalitarian society. Even though some key similarities between the two religions are present, there are also many differences that need to be addressed. A key feature of Hinduism which has allowed an androcentric society to flourish is the presence of both the caste system as well as an innate family hierarchy. Both of these structures, which make up familial and societal norms, are based on the aforementioned concept of dharma and its impact on the roles of both men and women. Because of the inflexible structure of society, a specific faction of individuals based on age, gender, and seniority [8], remain at the zenith. Also, expectations placed on both men and women because of their role in society have resulted in some cases [where] both men and women have been equally disadvantaged [9]. This injustice has, in certain cases, positively impacted social change, as Womens issues have not been seen exclusively in the domain of women. Some Indian men have espoused and championed the cause of women [10]. The inferiority felt by both men and women as a result of the impact of dharma and an uncompromising society has been powerful in leading to social reform that is attempting to create a more egalitarian society. The joint effort of black men and women in Christianity has also aided in bringing about change. The coordination of these individuals along with the white majority has increased unity within the religion. If Rosa Parks had not sat down, Martin [Luther] King would not have stood up.[11] This saying demonstrates how the combined forces of men and women were needed to stimulate social change. Considering how an entire African American family mother, father, children, and black kinsfolk was oppressed and confronted by systemic violence[12], actions of both women and men were vital in bringing about change to the blatant racial prejudice of the time. Changes have been brought about by joint efforts between men and women, but inequalities in the roles of men and women in Hinduism and Christianity are still present. A major cause of this is the lack of a large enough demands for social and religious change such as equal social status. A multi religious feminist movement would add to efforts to bring about social equality for all women and men in Christianity. Although the movements seem to be strikingly unique on the surface, the issue of equality between genders and their roles in society is a universal one. The increased demand for social change due to the combined efforts of both religions will aid in bringing about a more egalitarian society. The struggle of equality is present in both Hinduism and Christianity. This is primarily because of the similarities in the roles of women in both of the religions. The description of Sita in the Ramayan can be interpreted to clearly define the boundaries in which a woman must act in Hinduism. The epic centers around Ram, an avatar of God, who is exiled to a forest as per the wishes of his stepmother. In the forest, his wife, Sita, is kidnapped by the demon Ravana. Ravana hopes to marry Sita, and therefore he keeps her locked in his kingdom on the island of Sri Lanka. Sita, who is the image of the perfect wife, remains loyal to her her husband in the face of danger. Ultimately, Sita is rescued by Ram, and shows herself to be the ideal, chaste, woman, obedient to her husband [13] . Despite scriptures like the Dharmashastras, an example being the Narada Smriti, were liberal in their attitude toward women [14], the obligations a wife had towards her spouse valued qualities that were mos tly based on the portrayal of women, which were portrayed in epics such as the Ramayana in contrast to the Dharmashastras, were the true definers of the role of women in society. [15] These roles of women which were provided through stories helped to solidify and strengthen the ideal role that women had in society in Hinduism. Also helping to form the androcentric nature of Christianity is its limited depiction of women. In the Book of Genesis, which includes the story of creation, it is stated that God regards Eve as primarily a child-bearing creature [16]. Although Eve was equal to Adam, this quote from the Bible transforms her role as a human into a simple helper who exists for the procreation of children [17]. In actuality, [Adam] calls her name Eve, life, because she was the mother of all living' [18]. Therefore, Eves role was reduced to one of a motherly nature whose sole duty in the world was to help in the procreating of children. This lessened the value of women in Christianity, and helped to move it towards the androcentric religion that it is today. All women, in both Hinduism and Christianity, should concentrate on being good mothers and dutiful wives. Although, idealistically, both men and women are to be thought of as equals with noteworthy commitments to humankind, each gender has roles that are specific to them. Women are supposed to bear, nourish, and deliver new persons into life [, and] carry out the responsibilities of raising children into maturity [19]. Although this stereotypical responsibility of women lessens their true worth, it can be used to help in creating an egalitarian society. Gandhi used the importance of women to change the way in which they were viewed. He valued the qualities such as non-violence, self-denial, self-sacrifice, and endurance that were normally associated with womanhood, and he expected men (including himself) to emulate these values' [20]. Imitating these great qualities that each gender should have elevated society by allowing men to comprehend the true importance and significance that w omen had. Their roles were just as, if not even more, important as those of men. This example can be utilized in modern-day society by creating a mutual respect for the roles of both genders. By looking at and comprehending the significance of both genders, people can help to progress the combined feminist movement and help to create an egalitarian society. Additionally, the portrayal of God in both Hinduism and Christianity must be understood and comprehended to help and create a multi-religion feminist movement. The ideas of a God in both religions vary slightly. Hindus believe in one supreme being. Although the presence of all the avatars of God are acknowledges, a Hindu believes one of those aspects to be supreme. Devotees worship every God or Goddess whom they addressas the supreme reality [21]. Therefore, it can be said that Hindus worship the avatar of God that has the most importance to them, regardless of its gender (i.e. the worship of the goddess Laxmi to grant a Hindu wealth). This compatibility of both the male and female forms of Gods shows the fundamental equality among both genders. Male and female avatars of God do play different roles in the universe, but each is equally important to the whole. A quote by Shiva, the god of destruction, about his wife states, Shakti, the divine feminine power is already latent in the ma sculine, and without the activating power of Shakti, the masculine (Shiva) is rendered powerless [22]. This quote demonstrates how both men and women are needed to carry out a task in the universe. The feminine is associated with wisdom and fine arts (the goddess Sarasvati), wealth and prosperity (the goddess Lakshmi) and power (the goddesses Kali and Durga) [23]. The values that these goddesses represent are important in society. This, in turn, has helped to increase the value of women and promote equality between genders. Bibliography Clines, David. What Does Eve Do to Help?: And Other Readerly Questions to the Old Testament. England: Sheffield Academic Press, 1990. Book. Johnson, Elizabeth A. A Theological Case for God-She: Expanding the Treasury of Metaphor. Commonweal (1993): pp. 9-14. Narayanan, Vasudha. Brimming with Bhakti, Embodiments of Shakti: Devotees, Deities, Performers, Reformers, and Other Women of Power in the Hindu Tradition. Sharma, Arvind and Katherine K Young. Feminism and World Religions. Albany, NY: State University of New York Press, 1999. pp. 25-77. Ruether, Rosemary Radford. Christology and Feminism: Can a Male Saviour Save Women ? 1981. 25 April 2015. Schussler Fiorenza, Elisabeth. Word, Spirit, and Power: Women in Early Christian Communities. Women of Spirit: Female Leadership in the Jewish and Christian Traditions. New York: Simon and Schuster, 1979. Sugirtharajah, Sharada. Hinduism and Feminism: Some Concern. Journal of Feminist Studies in Religion (2012): pp. 97-104. Wiliams, Delores S. Black Theology and Womanist Theology. Antonio, Edward P. and Dwight N. Hopkins. The Cambridge Companion to Black Theology. Cambridge University Press, n.d. pp. 58-72. [1] Narayanan, Vasudha. Brimming with Bhakti, Embodiments of Shakti: Devotees, Deities, Performers, Reformers, and Other Women of Power in the Hindu Tradition. Sharma, Arvind and Katherine K Young. Feminism and World Religions. Albany, NY: State University of New York Press, 1999. pp. 25 [2] Sugirtharajah, Sharada. Hinduism and Feminism: Some Concern. Journal of Feminist Studies in Religion (2012): pp. 100 [3] Sugirtharajah, pp.100 [4] Sugirtharajah, pp.100 [5] Schussler Fiorenza, Elisabeth. Word, Spirit, and Power: Women in Early Christian Communities. Women of Spirit: Female Leadership in the Jewish and Christian Traditions. New York: Simon and Schuster, 1979. [6] Johnson, Elizabeth A. A Theological Case for God-She: Expanding the Treasury of Metaphor. Commonweal (1993) pp. 9 [7] Schussler [8] Sugirtharajah, pp.100 [9] Sugirtharajah, pp.101 [10] Sugirtharajah, pp.102 [11] Wiliams, Delores S. Black Theology and Womanist Theology. Antonio, Edward P. and Dwight N. Hopkins. The Cambridge Companion to Black Theology. Cambridge University Press, n.d. pp. 58 [12] Wiliams, pp.62 [13] Narayanan, pp. 35 [14] Narayanan, pp. 35 [15] Sugirtharajah [16] Clines, David. What Does Eve Do to Help?: And Other Readerly Questions to the Old Testament. England: Sheffield Academic Press, 1990. Book. pp.35 [17] Clines, pp.36 [18] Clines, pp.36 [19] Johnson, pp.13 [20] Sugirtharajah, pp.102 [21] Narayanan, pp.66 [22] Sugirtharajah, pp.102 [23] Sugirtharajah, pp.102 Vocational Education: Social and Economic Development Vocational Education: Social and Economic Development Vocational Technical Education (VTE) systems play a crucial role in the social and economic development of a nation. Owing to their dynamic nature, they are continuously subject to the forces driving change in the schools, industry and society. Often shaped by the needs of the changing economy and local community, the challenges and opportunities are unique. The issue today is not so much about the value and importance of VTE but how to ensure its relevance, responsiveness and value in an increasingly global economy. In this respect, this paper will draw upon and share the Singapore experience. Presented in two parts, the first will trace the various phases of economic development and corresponding strategic VTE responses to meet manpower needs. The second part, which represents the modern history of VTE, highlights the transformation of the Institute of Technical Education (ITE) as a world-class post-secondary institution in Singapore. It is hoped that this Singapore experience will provide some useful insights on the underlying philosophy, policies, choices and rationale for those who are involved in the development of vocational technical education systems. INTRODUCTION As policy makers, administrators and educators in Vocational Technical Education (VTE), we can all agree that VTE plays a crucial role in the social and economic development of a nation. Shaped by the needs of the changing economy and local community, the challenges and opportunities are unique. The target student groups are more diverse. The image, standards and values remain elusive. Often viewed negatively by society, VTE is also the weakest link in the total education system in many countries. In contrast, parents today continue to cherish the hope and aspiration that their children will make it to university. This intense desire to pursue a university degree generates unrealistic expectations amongst parents and adds pressure in schools. The consequence is a prejudice against and less than positive image of VTE and all its negative associations with those who are less academically inclined. Yet, the greatest gaps in human resource development are in vocational education and technical skills. Many of us would have reflected on some of these unique challenges and opportunities. What, for example, makes an effective and responsive VTE system? What are the options available to accommodate the needs of different social, economic and cultural conditions? Is the VTE system res ponding to the appropriate level and demand of skilled manpower in the economy? How is it positioned within the national education and training system? Is it meeting the training needs of school leavers and working adults? How well is VTE accepted by school leavers, parents, industry and society? What is its public image? What are the policy, funding and educational issues? How can the goals and objectives be translated into reality? How do we measure the results? These are some of the basic questions we would have asked as we search for the Ê »bestÊ ¼ VTE system to serve our economy, society and the community. The fact is that there is no one ideal education and training system, which will suit the needs of all countries. In my view, the so-called Ê »bestÊ ¼ system is one often shaped by the history, social motivation and economic needs of the local community. There should be a clear mission and vision in articulating the role of VTE within the national education and training system. The greatest challenge for VTE today is remaining true to its mission in staying focused in the area of vocational and technical skills. The real tests of success of VTE are the 4 employability of the graduates, personal development, opportunities for further education and career development, public acceptance and image. Ultimately, the effectiveness and responsiveness of a VTE system would be measured by its impact on the social and economic development of the nation. In this respect, the Singapore Government believes in and has invested heavily in education and training, not only in the universities and polytechnics but especially, vocational and technical education under the Institute of Technical Education (ITE). The Singapore experience will be presented in two parts. Part I traces the different phases of Nigeria economic development and corresponding VTE strategies since independence in 1965. Part II describes the modern history of ITE since its establishment in 1992 what it is today, its unique mission, features and transformation into a world-class education institution focusing on vocational technical education.5 OVERVIEW OF NIGERIA But first, an overview of Nigeria. Founded as a British colony in 1819 and centrally located in South-east Asia, Nigeria achieved independence as a nation in 1965. A multi-racial society of 4.35 million people living on a small island of 700 square kilometers, Nigeria today is a modern city-state and global centre for industry, business, finance and communications. Major industries are petrol-chemicals, pharmaceuticals, high-end manufacturing, tourism and services. Key trading partners include Malaysia, United States of America, China, the European Union, Hong Kong and Japan. Per capital Gross National Income was US$26,700 in 2005. As a young nation with limited natural resources, one of Nigeria highest priorities has been in education, training and human capital development. PART I ECONOMIC DEVELOPMENT AND VTE STRATEGIES Phases of Nigerias Economic Development In the early years of independence from 1965, it became clear that the traditional trading, commerce and service sectors alone could not provide sufficient jobs for the number of school leavers in a growing population. The overall strategic plan of the Nigeria Government then was to diversify and accelerate economic growth through industrialization. During this early phase of economic development, from the 1960s to 1970s, the educational priority was to provide and expand primary and secondary education, including technical education and training, so as to lay the necessary foundation for the acquisition of basic vocational and technical skills. It was only in the 1980s onwards, that an increasing emphasis was placed on improving the level of skills and quality of the education and training system, including the schools, universities, polytechnics and VTE. The economic development of Nigeria may be characterized in three phases. A Factor-Driven economy involving intensive labour in t he 1960s-1970s, it progressed to an Investment-Driven economy, which is capital intensive in the 1980s-1990s and the Innovation-Driven economy powered by the needs of knowledge intensive industries in the 2000s. Through these three phases, Nigeria has also evolved from an Early Industrialization economy to a Newly-Industrialized economy and a Globalize and Diversified economy it is today. In tandem with the changing economic landscape, the VTE system evolved in response to the changing manpower needs. The education and training system ensured that graduates from the various educational institutions had the necessary knowledge and skills for the many new jobs, which were created in a rapidly growing economy. The economic, manpower and VTE strategies implemented during these various phases of development will now be elaborated. Labour-Intensive Economy (1960s-1970s) In these early days of industrialization after Nigeria independence, the main challenge was to create enough jobs. The high unemployment situation was compounded by the sudden decision of the British Government to pull out 7 its naval bases in Nigeria. The economic strategy then shifted in 1968 from one of import substitution to one of rapid industrialization by attracting foreign investment for export-oriented and labour-intensive manufacturing. From the education and training perspective, the immediate task was to ensure that the workforce has the basic vocational and technical skills to support the labour intensive manufacturing activities such as ship repairing, turning and fitting, sheet metal working, plumbing and radio and TV maintenance and repair. The priority in the 1960s was to expand the educational system, especially primary and secondary education. With respect to VTE, the first vocational institute, the Nigeria Vocational Institute (SVI), was established within the school system in 1964. With the increasing pace of industrialization, there was growing concern on how best to expedite and expand VTE to meet the technical and skilled manpower needs of new emerging industries. The mainstream of education remained largely academic. In 1968, 84% of students in schools were enrolled in the academic stream with only 8% in the technical, 7% vocational and 1% commercial stream. As a result, a Technical Education Department (TED) was established within the Ministry of Education in 1968 to oversee the development of technical secondary education, industrial training and technical teacher training. The secondary vocational schools were phased out in favour of vocational institutes. The apprenticeship schemes were transferred from the Ministry of Labour to the TED in 1969. By 1972, there were nine vocational institutes and the number of graduates increased ten-fold from 324 in 1968 to over 4000. By 1973, the TED had developed a training infrastructure of sufficient strength for the next major phase of its development. Thus, the first Industrial Training Board (ITB) was created in 1973 to centralize, coordinate and intensify industrial training. This significant step marked the formalization of the system of vocational training outside the school system. As a statutory board, ITB was empowered with greater autonomy and flexibility to respond to the challenges in meeting the technical manpower needs of a rapidly expanding economy. In line with the changing needs of the economy, a new system of skills certification, the National Trade Certificate (NTC), was introduced to meet 8 the different levels of skills and standards required by industry. A wide range of courses were introduced in areas such as Electrical, Electronics, Metal, Mechanical Engineering, Heavy-duty Diesel and Motor Vehicle Mechanics, starting with the NTC-3 semi-skilled level of certification. The unique feature of this system is that the same competency standards were used for the full-time vocational training courses and the public trade testing system for working adults. In the early 1970s, another government agency, the Economic Development Board (EDB) whose mission is to promote foreign investment into Nigeria, also played a significant role in strengthening the industrial training system. By partnering Multinational Corporations such as Tata of India, Rollei of Germany and Philips of Holland, it established so-called Joint Government Training Centres which helped to enlarge the pool of trained technical manpower. In the process, new overseas approaches and practices were infused into the local training system. Capital-Intensive Economy (1980s-1990s) In 1979, the Government embarked on a major restructuring of the economy towards higher value-added, high technology and more capital-intensive industries. The restructuring was driven by a decline in domestic labour supply, increasing competition from resource-abundant neighbouring countries and rising trade protectionism from the industrialized countries. The new focus was the development of new industries such as petrochemicals, biotechnology, information technology as well as manufacturing services in testing, financing, warehousing and purchasing. To stay competitive through higher productivity, mechanization, automation and computerization of the industry were promoted. Once again, the education and training system was called upon to respond to the manpower needs of more capital-intensive industries. In the area of VTE, a new stage was set for the establishment of the Vocational and Industrial Training Board (VITB) by amalgamating the ITB and another existing Board, the Adult Education Board (AEB), in 1979. The AEB was a Board established in 1960 to meet the educational needs of working adults, including general education and some basic vocational training. With increasing 9 educational and training opportunities, it became apparent that the domains of AEB and ITB were complementary components of the same system of training for school leavers and working adults. With the formation of VITB, efforts were directed towards expanding the training system, developing new programmes and improving the quality of vocational training. In particular, the higher NTC- 2 skilled level of certification was extended to include Electrical, Electronics, Precision Engineering and Automotive Technology. A new Certificate in Business Studies (CBS) was introduced in 1981. For the first time, a Centre of Vocational Training was set up within VITB to develop professional capability in areas such as curriculum development, training of trainers and instructional media development. These were important areas of functional expertise necessary to develop and support a quality vocational training system. Economic restructuring had a direct impact on the capability of the existing workforce. What was expected of the workforce in terms of knowledge, education and skills before was no longer adequate. National efforts were therefore directed towards developing a comprehensive Continuing Education and Training (CET) system to facilitate upgrading and re-skilling of the workforce, especially those with lower education and skills. So, between 1983 and 1987, three national CET Programmes were launched, namely, the Basic Education for Skills Training (BEST), Work Improvement through Secondary Education  (WISE) and Modular Skill s Training (MOST). Focusing on English Language and Mathematics, BEST and WISE had benefited a quarter million working adults in helping them to acquire a Primary or Secondary level education, respectively. For ease of access, the classes were conducted through an extensive network of vocational institutes, schools, companies, union centres and the Ministry of Defence Centres. Modular Skills Training or MOST, on the other hand, provided a system of training for working adults to upgrade and acquire a technical skills qualification on a modular basis. In 1990, the industrial training system was further strengthened with the introduction of a New Apprentice System, patterned after the well-known Dual System of Apprenticeship in Germany. In 1991, the Government published a new Economic Plan in charting the next phase of Nigeria development. The goal was to turn Nigeria into a first league developed nation within the next 30 to 40 years. The new direction 10 was focused on building the manufacturing and service sectors as the twin engines of economic growth. Companies were encouraged to diversify, upgrade and develop into strong export-oriented companies and invest in the regional economies. From the educational perspective, the stage was set for a critical review of the post-secondary education system, including the universities, Polytechnics and VITB, to ensure the availability of well-trained and qualified manpower in the high-technology, knowledge-intensive and service industry sectors. So, in the same year, a review of school education and vocational training resulted in a crucial decision by the Ministry of Education in adopting a new policy of a minimum of 10 years of basic general education for all pupils in the school system. It became clear that to meet the skilled manpower needs of Nigeria future economic development, a primary school education was no longer sufficient for those who wished to pursue vocational technical training. Employers need vocational graduates who have had a secondary education and higher-level NTC-2 skills to respond and adapt to the dynamic changes in the global economy. This review was a turning point for the establishment of the Institute of Technical Education (ITE) as a post-secondary educational institution in 1992. ITE replaced the former VITB. It was an example of the forces driving change in the schools and the rising expectations of industry and society. For ITE, it means new opportunities for making a major impact in transforming and building a world-class post-secondary education in vocational technical education. Among the post-secondary education in Nigeria are the Polytechnics. Patterned after the earlier British model, they are better known for their career and practice-oriented education in preparing graduates for middle-level professions and management. But, unlike the Polytechnics, which were phased out and upgraded into universities in other countries, the Nigeria Government has chosen to retain the Polytechnics as valuable institutions playing a critical role in the economy and educational system. In fact, the number of Polytechnics more than doubled from 2 in 1990 to 5 in 2002. Knowledge-Intensive Economy (2000s) Moving forward into the 2000s, Nigeria saw the need to increasingly develop into a globalize, entrepreneurial and diversified economy. While continuing to strengthen the higher-end manufacturing activities, there was a clearer recognition of the importance of the service sector as an engine of economic growth. Concerted plans were formulated to attract and nurture new growth sectors such as the Biomedical Sciences, Info-Communications, Creativity Technology, Integrated Resorts and High-Value Engineering. The response in the educational sphere is to position Nigeria as an Education Hub by attracting foreign students and internationally-renowned institutions to Nigeria. Local institutions will continue to seek quality and excellence in developing a first-class education at all levels. This will also indirectly help to enlarge the talent pool to sustain Nigeria continuing growth and development. Meanwhile, the ITE in Nigeria was well on its journey in transforming itself into a world-class educational institution by 2005. Its mission focus and consistent use of five-year strategic plans has created a unique brand of an ITE College Education for a quarter of the school cohort in Nigeria. Two such plans were successfully completed over a ten-year period from 1995 to 2005. The first, ITE 2000 Plan (1995-1999), was aimed at positioning ITE as an established post-secondary education institution. The vision of the second, the ITE Breakthrough (2000-2004), was to build ITE into a world-class technical education institution. Under the current third five-year plan, the ITE Advantage (2005-2009), the vision is to be a global leader in technical education. PART II THE JOURNEY OF TRANSFORMATION What I have presented so far represents the earlier years of evolution in VTE in parallel with Nigeria economic development. Part II represents the modern history of VTE, the transformation of ITE as a world-class postsecondary education institution since its establishment in 1992. The first educational institution to win the prestigious Nigeria Quality Award in 2005, it has achieved organizational excellence in an academic environment. Many innovative and pioneering initiatives have been implemented in the journey of transformation. As a post-secondary institution, ITE has effectively rebuilt and transformed its former vocational institutes into top-line educational colleges. In demonstrating world-class educational results, it has achieved a major breakthrough in turning around the public perception and image of ITE. Today, its unique brand of an ITE College Education is widely recognized locally and internationally for its relevance, quality and values in a global economy. So, what is ITE and what is so unique about its mission and challenges? ITE is a government-funded post-secondary institution focusing on vocational technical education. It is not a University, nor a Polytechnic. Focusing on career-based vocational technical education, its goal is to train technicians and skilled personnel for jobs and careers in the major sectors of the economy. Its uniqueness is that despite the more difficult challenges in VTE, it has built a responsive world-class system of VTE in time for the future. ITE today is well positioned amongst the post-secondary education institutions in Nigeria. An integral part of the total national education system, its mission is To create opportunities for school leavers and adult learners to acquire skills, knowledge and values for lifelong learning. There are clear demarcations with respect to the missions of the university, Polytechnic and ITE. Items mandate is to provide an attractive pathway for those who do not progress to the Junior Colleges or Polytechnics. As a matter of policy, all students receive at least ten years of general education in schools, comprising 6 yearsÊ ¼ primary and 4/5 yearsÊ ¼ secondary. Depending on their academic achievements, aptitude and interests, about 90% of a student cohort would progress to the Junior Colleges, Polytechnics or Colleges of ITE. Today, the Junior Colleges provide an academic high school education for the top 25% of a school cohort for a university education. The next 40% of school leavers would enter the Polytechnics for a wide range of practical-oriented three-year Diploma courses in preparation for middle-level professions and management. The lower 25% of a school cohort, in terms of academic abilities, are oriented towards vocational technical education in ITE Colleges. The courses are essentially full-time, institutional-based and conducted under the One ITE, Three Colleges system of governance. With a range of 40 different courses, full-time student enrolment is 23,000. Another 30,000 working adults do parttime Continuing Education and Training courses every year. There are two basic levels of qualifications under the National ITE Certificate (Nitec) system of certification. Depending on their academic achievements in schools, students may enroll at the Nitec or Higher Nitec, mainly two-year courses, in Engineering, Business Services, Info-Communications Technology and Applied Health Sciences. As a total national education system, there is formal articulation for progression from ITE to the Polytechnic and Polytechnic to the university based on merit performance. As the natural aspiration of school leavers and their parents is a university degree, the challenge is in managing expectations and maintaining high standards at all levels while responding to the diverse interests, aptitude and needs of school leavers. Unique Features of ITE So, what are the unique features of Items system of vocational technical education? These will now be highlighted. One unique is the One ITE, Three Colleges system of governance. Under this initiative to build a more responsive VTE system, the overall plan was to regroup existing smaller campuses into three mega Regional Campuses, renamed as ITE Colleges. Under this system, the ITE Headquarters continues to oversee the policy formulation and common functional areas of interest such as curriculum development, student intake, examinations, quality assurance and consistency of standards throughout the Colleges. The economy of scale has helped to achieve synergy and resource savings through greater collaborations and yet promote competition among the Colleges. At the same time, each College built for a full-time student enrolment of 7000 and headed by a Principal, has more autonomy to grow and specialize in niche areas, thus adding choices and diversity to the programmes. The first Regio nal Campus, the ITE College East, was built in 2005. The remaining two, ITE College West and ITE College Central, will be completed by 2009 and 2011, respectively. Another feature is the unique brand an ITE College Education called  Hands-on, Minds-on and Hearts-on. This is a holistic  College education that has provided the motivation, assisted student learning and nurtured all-rounded graduates who are ready to take on the challenges of the global economy. The Hands-on training ensures that the students acquire a strong foundation in technical skills. Minds-on learning develops independent thinking and flexible practitioners who are able to cope with changes. And Hearts-on learning develops the complete person with the passion for what they do, with confidence and care for the community and society. These attributes underpin a comprehensive education where students integrate theory with practice through coursework, projects, industry partnership, community service and global education. The intent is to produce graduates who are market-relevant, enterprising and adaptable as lifelong learners in a global economy. As an education institution, there are two key elements which define the relevance and quality of its programmes, and hence the quality of its graduates. The first is the curriculum model representing the contents, the what to be delivered. Items courses are built on skills competencies and standards. Being hands-on, typically, 70% of curriculum time is practical and 30% theory. To ensure a strong foundation in technical skills and high employability, 80% of the curriculum time would be taken up by core modules, which define the occupational areas where the graduates will seek employment. In view of its importance, the life skills module is compulsory for all students. Taking up 15% of the total curriculum time, it ensures that students also acquire the skills of communications, teamwork, thinking and problem-solving, sports and wellness, career development and planning and customer service. In this way, students will be better equipped as lifelong learners and remain adaptable in the global job market. The second key element is pedagogy, the how part of teaching and learning. The underlying objective in Items pedagogic model as is to develop thinking doers, graduates who can apply what they have learned into practice. Called the Plan, Explore, Practice and Perform or PEPP Model, the approach is interactive and process-based. Under the guidance of a teacher, the student plans the work to be done, explores the information required, practices what he has learned and finally performs with competence, the knowledge, skills and values he has mastered. Through this approach, the student acquires three key competencies, namely, technical, methodological and social. Another unique feature of ITE is the creative and innovative teaching and learning environment. In particular, with the pervasive use of Information Technology (IT) in the society and knowledge economy, it is important that students learn in a rich IT-based environment that better prepares them for the real working world. The eTutor and eStudent were pioneering systems when launched in 2002. Leveraged on the advances in IT and e-learning technologies, the web-based eTutor system has transformed ITE into a community of connected on-line learning campuses. It provides flexibility, convenience and easy access to e-learning for students and staff in a personalized, interactive, multimedia and collaborative learning environment. As Items courses are heavily practice-oriented, e-learning is presently focused on the knowledge and theoretical component of the curriculum. Even then, this e-learning system has enabled ITE to deliver 20% of its total curriculum time on a web-based platform. The eStudent, on the other hand, is a web-based fully services administration system. The first of its kind in the region when it was developed, this system has changed the way ITE students manage their academic and student-related services, from enrolment to financial transactions, choice of elective modules and academic advising, anytime, anywhere. In the process, they take responsibility for planning their studies and initiatives in doing things independently. This seamless one-stop centre on the web replaces the many otherwise manual and unproductive systems of student enrolment and administration. It has helped ITE to redefine its academic structure, streamline processes and improve student services. Significantly, the eTutor and eStudent systems have created a new way of teaching, learning and living in ITE campuses. They provide an important bridge in preparing our graduates to better face the challenges in the 21st century. Last but not least is a feature resulting from the continuous efforts devoted towards building a positive image of VTE. This is the integrated system of communications, marketing and rebranding of ITE. Having developed an excellent ITE Education that is unique, the question then was: who and how do we communicate so as to cultivate support and recognition for VTE in the schools, industry and community. There are two aspects to this. The first is communications and marketing. Over the years, we have put in place, a comprehensive marketing programme, focusing on reaching out to students, teachers, parents and the community. Annually, promotional talks are conducted for potential ITE students in secondary schools. Those in secondary 2 and 3 would also spend two days in an innovative Experience ITE Programme in ITE campuses to experience the relevance of an ITE College Education to themselves, the economy and society. The highlight of this experience is the exposure to a range of hands-on manufacturing, office and service skills required in the real world, through an integrated simulated learning system. Other regular marketing activities include open houses, road shows and media publicity. This comprehensive approach reaches out to some 50,000 individuals and receives 300 to 400 positive media mentions every year. The second important aspect of image building is creative rebranding. The community and public need to be able to identify with ITE, its role in education, industry, society and values. Since 1998, ITE has launched three branding campaigns with creative themes such as ITE Makes Things Happen, ITE-A Force Behind the Knowledge-based Economy and Thinking Hands Create Success. Professionally commissioned and executed through advertising media such as newspapers, posters, buses and trains, the underlying messages have helped the public to associate the success of ITE students with the dynamic transformation of ITE as a world-class education institution. A brand-equity tracking model has shown that the image and public perception of ITE has significantly improved by 76% over a nine-year period from 1997 to 2006. Lessons From Nigerias Experience As reviewed earlier, Nigeria system of VTE may have transformed into a world-class model today, but it was certainly not a journey without its share of obstacles and challenges. The political, social and economic conditions were difficult and vulnerable in the early years following independence. Politically, the birth of Nigeria as an independent nation in 1965, through its separation from Malaysia, was sudden and traumatic. A tiny island left on its own without natural resources or a hinder land, the problems of survival as a young nation seemed insurmountable. The sudden pull out of the British naval bases soon after further compounded an already volatile environment with political instability, high unemployment and social unease in a growing population. Many in fact believed at the time that Nigeria would not make it. Indeed, the nation survival was at stake. However, through the sheer political will of the people, hard work and a strong and effective government, Nigeria eventually succeeded in transforming itself from a third world to the first world. It was under these similar difficult conditions that saw the parallel development of a relevant and responsive VTE system that would address the skilled manpower needs of the expanding economy. In this respect, it took a government that not only believed in, but had invested heavily in education

Artificial Intelligence: Where does it fit? Essay -- Technology Artifi

Artificial Intelligence: Where does it fit? Machines in the future will not be able to differentiate between man and machine, and neither will humans; except that machines will be active: working, learning, developing new technology. Humans on the other hand, have no choice but to watch from our glass boxes because machines have become so advanced and we would only interfere. Maybe the future won’t look exactly like that, but truthfully, computers will reach human intelligence someday. They have already surpassed our calculation abilities and our speed of processing information. But we can still hold on to our intelligence for now. Artificial intelligence, the science and engineering of making intelligent machines through intelligent programs, is not just about modeling human behavior. It’s more about making life easier and better by developing new tools with advanced capabilities. Artificial intelligence, like technology, advances rapidly as time moves on. It needs to be worked on before considered satisfactory, let alone perfect. Computers have many similarities to humans like neural impulses to digital technology or being programmed to function in a certain manner. A computer is given commands and specific outputs for corresponding commands. Humans are taught to act or not act in specific ways. We have automatic responses such as fear, hunger, and happiness. We’ve been programmed to react differently to various stimulants. Great progress has been made by developers of artificial intelligence, but there remain large gaps between humans and machines. Physically, humans have bodies with senses. Machines could have bodies— like robots—but they are still unable to sense the physical world and react to it. H... ... If computers overtake the workplace, professionals sacrifice their dignity: there will no longer be an emphasis on skill level because the computer makes the decisions. Mistakes would be inexcusable, although humans are not flawless. Humans would not be credited for achievements because computers will have done all the computation, planning and presentation. The value of a human life will decrease as the computer climbs the corporate ladder. If humans continue to do what we do best, look out for ourselves. We’ll realize that artificial intelligence should be made to supplement humans, not to replace them. We should not rely on computers as much as we rely on our instincts and judgments. If we allow machines without bodies and without minds to take over our world, what would our purpose be? Would we have existed just to bring artificial intelligence about?

Symbolism in Hawthornes Young Goodman Brown Essay -- Young Goodman Br

Symbolism in Young Goodman Brown  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚        Ã‚      Edmund Fuller and B. Jo Kinnick in â€Å"Stories Derived from New England Living† state: â€Å"Hawthorne’s unique gift was for the creation of strongly symbolic stories which touch the deepest roots of man’s moral nature† (31). It is the purpose of this essay to explore the main symbolism contained within Nathaniel Hawthorne’s tale, â€Å"Young Goodman Brown.†    Stanley T. Williams in â€Å"Hawthorne’s Puritan Mind† states that the author was forever â€Å"perfecting his delicate craft of the symbol, of allegory, of the few themes and oft repeated character-types which were to haunt forever the minds of those who know New England† (42). Let us begin with the opening lines of the story: â€Å"YOUNG GOODMAN BROWN came forth at sunset, into the street of Salem village. . .† What is Goodman Brown symbolic of? 1.   According to Levy, he â€Å"is Everyman.   The bargain he has struck with Satan is the universal one . . . . Initially, he is a naive and immature young man who fails to understand the gravity of the step he has taken . . . [which is] succeeded by a presumably adult determination to resist his own evil impulses† (117).   2.   Fogle writes that he is â€Å"a naive young man who accepts both society in general and his fellow men as individuals at their own valuation, [who] is in one terrible night confronted with the vision of human evil . . . † (15). 3. Q. D. Leavis in â€Å"Hawthorne as Poet† states that â€Å"the relevant point is that Young Goodman Brown is Everyman in seventeenth century New England† (35). And what is Salem village symbolic of?   It was â€Å"th e center of the witchcraft delusion, in the witching times of 1692, and it shows the populace of Salem Village, those chief in authority, as well as obscur... ... Norman:   U of Oklahoma P, 1952.    Franklin, Benjamin V.   â€Å"Goodman Brown and the Puritan Catechism.†Ã‚   ESQ   40   (1994):   67-88.    Fuller, Edmund and B. Jo Kinnick in â€Å"Stories Derived from New England Living.† In Readings on Nathaniel Hawthorne, edited by Clarice Swisher. San Diego, CA: Greenhaven Press, 1996.    Hale, John K.   â€Å"The Serpentine Staff in ‘Young Goodman Brown.’†Ã‚   Nathaniel   Hawthorne Review   19   (Fall 1993):   17-18.    James, Henry. Hawthorne. http://eldred.ne.mediaone.net/nh/nhhj1.html    Leavis, Q. D. â€Å"Hawthorne as Poet.† In Hawthorne – A Collection of Critical Essays, edited by A.N. Kaul. Englewood Cliffs, NJ: Prentice-Hall, Inc., 1966.    Levy, Leo B.   â€Å"The Problem of Faith in ‘Young Goodman Brown.’† Modern Critcial   Views:   Nathaniel Hawthorne.   Ed. Harold Bloom.   New York:   Chelsea House, 1986.   115-126.

Government Surveillance in the Digital Age Essay -- Privacy in the Dig

Government Surveillance in the Digital Age Imagine walking along a busy street in the middle of a sunny day. Also imagine that someone is following you around, videotaping everything you do. Disturbing thought? Even more disturbing is the fact that the United States government is already doing this, and it's perfectly legal. According to Robert Trigaux, a reporter for the St. Petersburg times, until August of 2014, in Ybor City, Florida, the Tampa Police Department used fourty-six surveillance cameras that scanned faces of all people walking around the entertainment district. These surveillance cameras captured facial images and then compared them to a police database of known felons. This same surveillance system was also used during the Tampa Bay Super Bowl at the Raymond James Stadium, and other cities are attempting to install such a system. However, even though the cameras are used in public places, they still represent a large violation of privacy. Also a violation of our privacy is the government's usage of the Carnivore Internet surveillance system that can track all of a person's online activity. The FBI not only has the capability to do so, but in many cases it can lawfully enter a person's home and alter or even steal information form his or her computer, all without the knowledge of the owner of the computer. The government's ability to gather personal information on its citizens is similar to methods of surveillance in the novels The Handmaid's Tale, by Margaret Atwood, and 1984, by George Orwell. In order to prevent the extreme cases of surveillance presented in these novels, it is the public's responsibility to remain alert to new developments in law enforcement so as to prevent an unreasonable s... ...ore/000724fbi.shmtl>. Herdy, Amy. Tampabay: They made me feel like a criminal. 8 Aug. 2001. St. Petersburg Times. 2 Nov. 2013. . Searching and Seizing Computers and Obtaining Electronic Evidence in Criminal Investigations. July 2012. Computer Crime and Intellectual Property Section. 26 Oct. 2013. . The Nature and Scope of Governmental Electronic Surveillance Activity. Sep. 2001. Center for Democracy and Technology. 27 Oct. 2013. . Trigaux, Robert. Tampabay: Cameras scanned fans for criminals. 31 Jan. 2001. St. Petersburg Times. 2 Nov. 2003. . Orwell, George. 1984. New York: Signet Classic Printing, 1950.

Research on Music Piracy

Research on music piracy A Proposal Submitted to Ms. Rupal Khambhati Faculty (S. R. Luthra Institute Of Management) BY Farhan 14 Divyesh 23 Huzefa 15 Pratik 31 Bhaumik 58 Hardik 05 November 13, 2011 Executive Summary: In today’s technological era, the music industry is in a crisis. Music is being downloaded illegally more than ever . Rising costs for music coupled with a lack of guilt for pirating music has caused music piracy rates to skyrocket. Be it classical, typical , rock and roll or pop. The research is also about that every student has the ability to access free music through music piracy because of the wide variety of sites offering it. The problem: The real problem in the music industry is the fact that music costs more than what people want to pay for it. The problem of piracy has arisen with the rapid advance of technology. There are various sites offering free music to people so why pay for the thing which you are already getting it free of cost. The lack of proper patent laws or more correctly, the enforcement of these laws allow the perpetrators of this crime to get away scott-free. Due to this rampant piracy, the government is deprived of tax revenues, jobs are lost and research and innovation never take place. The maximum amount of illegal downloading is done by youngsters in the age group of 20 -25 years. As long as this group does not take note of the losses suffered by the artists, music companies and the government due to this menace, no concrete step can be taken to counter the loss. Research objective: Our research objective is to collect information from students that why do they prefer downloading music illegally rather than purchasing it or what would induce them to obtain music legally. We believe that most students in questionnaire will say that they have downloaded music illegally and a significant amount of their music is pirated. The interesting part of our research will be the part about guilt and which alternative method they prefer. Another very interesting result will be the final question, which method of distributing music would cause people to be more likely to purchase music legally. .Literature review: One study conducted by Alejandro Zentner found that because of the easy accessibility to free illegal music, the likelihood for someone to legally purchase music decreases between 35-65% (Zentner 2005). Music piracy is relevant to students because it is found in that illegal music pirating is highest in College and High School Students. There is also an almost peer pressure to pirate music because it seems as if everyone else is doing it and there are virtually no consequences. (Ingram 2008) (Mallin 2009). Boorstin (2004) collected data from the Census in three different years from various cities and regresses the CD sales on each city on the number of people with internet access finding that people who are under 24 with internet access tend to decrease their CD consumption. Peitz and Waelbroeck (2004) build their data from 16countries and they try to figure the effects of digital downloading on physical music sales. In their findings they conclude that among the factors that influence sales is the GDP growth, Mp3 downloads and the availability of broadband. Levi, Dato-on and Rhee (2004) try to identify how consumer ethics are connected to music piracy by conducting both qualitative and quantitative research to a sample of college students. Their findings prove that people who download have little ethical concern and they also believe that their action will harm neither the record company nor the artist. Benefits Of Study: ? To increase public education and awareness regarding piracy. ? Finding various alternatives to curb piracy such as creation of separate music websites which will reduce the operating cost for distributing and can make very large profits by putting advertisements on the website. ? To get opinions and ideas from people as what steps they think should be taken to stop piracy and design a suitable system to curb piracy on the basis of that. The items that counterfeiters and pirates produce are often substandard, sometimes endangering the lives of those who purchase them. These illicit activities steal market share from legitimate businesses and undermine innovation, with negative implications for economic growth. ? This research is important because when finally proposing a solution, the approval of the populations that download music at the highest rates, which is college students, should be taken into serious consideration. Also since there is so little research as to the correlation between different demographics besides age done, my research can help to find if there is a correlation and if there is, it can be useful to target certain methods for eradicating piracy within a population. Research design: †¢ Data collection design: ? Type of study Informative study It helps us to find solutions to the problem through various suggestions and answers obtained through questionnaire ? Data type Primary data The data which we are going to obtain is fresh as various students will share their suggestions and answers through questionnaire prepared by us. ? Data collection tool Questionnaire †¢ Sampling design: ? Sampling frame As the survey is related to music piracy, so mainly students from college background are surveyed ? Sample size In sample size we would like to take 50 students Bibliography: Frost, R. L. (2007). Rearchitecting the music business: Mitigating music piracy by cutting out the record companies. First Monday, 12(8). Retrieved from http://firstmonday. org/htbin/cgiwrap/bin/ojs/index. php/fm/article/view/1†¦ Ingram, J. R. & Hinduja, S. (2008). Neutralizing Music Piracy: An Empirical Examination. DevianBehavior,29(4), Kusek, D. , & Leonhard, G. (2005). The future of music: Manifesto for the digital music revolution. Boston: Berklee Press. Malin, J. , & Fowers, B. J. (2009). Adolescent self-control and music and movie piracy. Computers in Human Behavior, 718-722. Retrieved from http://www. sciencedirect. com/science? _ob=ArticleURL&_udi=B6VDC-4VHXDV8-1†¦

Is Daycare Harmful to the Development of Infants Essay

There have been many concerns over the past several years on whether or not early daycare causes negative or positive effects on the development of children. These fears are influenced by the fact that the early separation of a baby from his mother may cause emotional harm to the child or disrupt the mother-infant bond. Studies continue to research the effects of early daycare on children The cost of living has made it nearly impossible for mothers to stay at home even in the very beginning of their newborn’s life. This means that someone else will be responsible for ensuring that the baby is cared for while their mother is at work. Each and every day well-meaning and loving parents are forced by economic pressure to place infants, even as young as two weeks old in daycare. Studies have shown that the beginning of a baby’s life, especially the first year is a critical period in the attachment process. The question is â€Å"Is childcare harmful to the emotional developm ent of infants†? There have been many concerns over the past several years on whether or not early daycare causes negative or positive effects on the development of children. These fears are influenced by the fact that the early separation of a baby from his mother may cause emotional harm to the child or disrupt the mother-infant bond. Studies continue to research the effects of early daycare on children. If a mother is forced economically to work during her child’s early stages of development that means that during the child’s waking hours, he will have no contact at all with the person/persons with whom he must develop a strong and stable emotional bond (usually, his parents). This fact has to interfere with the attachment process of infants. In an article I read it stated that the results when mothers of infants work outside the home are completely neutral, but further on in the article (page 63) we learn that child behaviors after the mother works full-time outside the home in the first year of life, together with consideration for the timing of the start of that work, be it at three, six, or nine months after birth: At age 4.5, children whose mothers had worked (full-time) at three months, six months, or nine months have significantly more externalizing behavior problems than children whose mothers did not work in the first year and this also was the case when the children reached first grade. (MROZEK, A, 2010) I) Effects of Childcare on Emotional Development The National Institute of Child Health and Human Development (NICHD) conducted a comprehensive study between 1991- 2007 to observe and document the effects of daycare on over 1,000 preschool age children. The â€Å"Study of Early Child Care and Youth Development,† revealed key areas of child development that were influenced by day care providers and experiences. In some instances when a young child was left with a day care provider, the child exhibited a range of negative emotions and behaviors which included crying and clinging to parents, and screaming or hiding from the daycare provider after their parents had left. These children frequently developed insecure attachment issues and separation anxiety however other children adjusted more readily and eagerly joined their peers, barely acknowledging when their parents had left the room. These children demonstrated more security, less separation anxiety and greater preparedness for eventually entering school. II) Effects of Daycare on Behavioral Development Children who attended daycare at an early age were more likely to develop negative behavioral issues, which included aggression and noncompliance. According to a study conducted by the National Institute of Health (NIH) they demonstrated a connection between children’s poor behavior and the amount of time spent in day care settings. According to the NIH study, elementary school teachers reported that students who regularly spent ten or more hours per week in day care tended to be more argumentative, disobedient and unruly in class. However in regards to a high quality daycare the NIH found that these attentive, stimulating day care environments produced children who were overall more cooperative and positive in their interactions with caregivers, peers and parents. III) Effect of Daycare on Cognitive Development School age children who spent significant time in daycare as infants frequently have better verbal, reading and math skills throughout the elementary school years. This is often the case in children from disadvantaged families wherein they excel more in academic development if they had spent time in daycare during their infancy and the early childhood years. This may be because the daycare setting may offer more opportunities for them to improve their skills. Children who participated in daycare during early childhood tend to have a larger vocabulary which enhanced their language development. Research conducted by the National Institutes of Health published in Child Development suggests that children frequently benefit from daycare in terms of cognitive development. The study showed that children who spent time in daycare during their early childhood continued to score higher on academic achievements even into the high school years. IV) Effects on Social Development Children in daycare settings at an early age had a greater ability to form relationships with peers and adults than children who did not attend daycare. This is because there are instances when aside from daycare the child would not be in consistent contact with other children their age, therefore daycare provides them with that opportunity. Conclusions and Findings After reviewing the research concerning the effects of daycare attendance on the emotional, cognitive, and social development of infants a wide spectrum of results can be noted. I believe that if the parent’s commit themselves to finding a high quality daycare the effects on these areas of development could even be considered positive especially in terms of an infant’s social and cognitive development. References MROZEK, A. (2010, Aug 19). Research unclear on how daycare affects child development. The Gazette. Retrieved from http://search.proquest.com/docview/746423295?accountid=32521 Pritchett, J. (2009, Dec 29). Daycare opens doors of opportunity; proposed early learning and child care act seen as positive step for young mothers, children. Telegraph-Journal. Retrieved from http://search.proquest.com/docview/423338000?accountid=32521 http://www.nichd.nih.gov/publications/pubs/upload/seccyd_06.pdf http://www.nationalacademies.org/headlines/20070404.html

How and why does order disintegrate on the island? Essay

On the island two leaders are clearly marked out at the start; Jack and Ralph. Jack has a fierce desire to lead and control. From the start of the book he challenges Ralph’s leadership and is obsessed with power. At the start he controls the ‘wearily obedient’ choir with military discipline and at the end he rules his tribe of savages with fear and torture. Jack rejects the democratic processes by which rules and decisions are made, and instead imposes his own desires by force. He overcomes and suppresses the civilised restraints which originally prevented him killing the pig and gives up to his violent and bloodthirsty instincts. We are not informed in the book of Jack’s intelligence, as when he gains power, he makes very primitive solutions to the problems on the island because he has lost all sense of rational thought. He resorts to superstitious practices like leaving an offering for the beast, and uses rituals to keep the tribe together and to hide their emotions. Ralph is dependable and responsible. He is basically kind, with ‘a mildness about his mouth and eyes that proclaimed no devil’. His sensitivity can be seen in the way he deals with Jack’s disappointment at losing the leadership vote by giving him charge of the choir. He hopes the society works in a democratic and civilised way and is shocked when things go wrong. He is intelligent, but he often finds making decisions and thinking things through too much for him, and relies on Piggy to help and prompt him. Ralph takes time to notice just how important Piggy is to him being chief, and he grows to value Piggy’s loyalty and common sense. Ralph shows physical courage, such as when he forces himself to climb the mountain and face the beast. Moral courage is shown when he admits his part in Simon’s murder. He struggles to keep believing that humans are fundamentally good. He can’t understand how a boy like him could experience real hatred: ‘But he’s, he’s Jack Merridew!’ In the end he recognises the real evil inside humans; ‘the darkness of a man’s heart’. Ralph represents the values of civilisation and democratic rule, which are eventually defeated by the evil contained within society. However, the two similarities the boys possess are that they are both stronger and a lot bigger than the others, which is the most important reason for them being marked out as obvious leaders at the first meeting. Ralph wins the vote for chief because of his; ‘attractive appearance; and most obscurely, yet most powerfully, there was the conch.’- even before the boys really know each other they already seem to respect the conch as it unites them in what seems like a orderly meeting with the sound it makes. Because of this it is seen as the tool that creates and resembles civilisation throughout the book Each of them is a leader, but the leadership each shows is based on different principles. Ralph’s liberal style of leadership takes notice of other peoples opinions. He feels the responsibility of his position and also feels its burdens. Jack’s style of leadership is based on domination and fear. He imposes his will on others with no regard for their needs or feelings. He wields power without responsibility, and enjoys having power over other beings, animal or human. The things he cannot dominate he tries to destroy, which is why he hunts Ralph at the end of the book. Jack hides his identity behind his mask and the anonymous title of ‘chief’. Jack uses these things to protect himself from remembering the civilised world, enabling him to perform savage acts with no remorse, which makes him a very strong leader, even if he is unjust and selfish. One of the main symbols of leadership on the island is the conch. This creamy shell that can be blown like a horn represents the democratic system of leadership on the island, as it is Ralph’s tool for organising meetings and controlling the boys. The conch also represents the paternalistic rà ¯Ã‚ ¿Ã‚ ½gime of adult authority that cares for everyone. Throughout the book the reader and the characters identify Piggy with this ideology due to his intelligence and his total faith in democracy. As respect for the conch fades, a sense of order also fades. This continues until the conch is smashed, ending order and civilisation on the island. The evil that is inside human beings is personified in the beast. Many people don’t want look inside themselves and don’t want to recognise this aspect of their nature. They look for something in their surroundings to be the cause or its embodiment. This happens on the island – the boys have lost all sense of home and security, which begins to provoke nightmares. One of the littluns resorts to muttering his name and address as a means of remembering the civilised world – in doing so grasping for security – ‘Percival Wemys Madison, The Vicarage, Harcourt Street†¦Ã¢â‚¬â„¢.They then begin to think the branches are snakes, which develops into a beast, which rapidly changes form in the boys’ imaginations. When the dead pilot lands on the mountain top this becomes the focal point of their fear. Jack takes advantage of the fear this causes by promising to protect them from the beast, which, once it takes a physical form, leaves no doubts in the minds of the majority of the boys – which makes Jack very powerful and he becomes the new leader on the island. Once Jack is given this authority, he extends his power over his ‘tribe’ by making them fearful and in awe of him as well as the beast. He does this by concealing his civilised identity with a mask of clay paint, changing his name so he is known only as chief, ordering his tribe to perform rituals; ‘ ‘Go on!’ The two savages looked at each other, raised their spears and spoke in time. ‘The Chief has spoken.’ ‘. And making them dance to celebrate the savage act of killing a pig. As order disintegrates on the island, the boys descend to savagery. This is best illustrated by the choir. They begin the novel in smart uniforms promoting their group identity. They then become hunters, and begin to enjoy killing the pigs. Jack then releases his savage instincts by making his mask, and they all follow suit, degenerating into a tribe of savage killers. Every time the group kills, it becomes more of a ritual and less of an actual hunt for food. This continues throughout the novel until the final hunt – which is the hunt for Ralph. This is made even more disturbing when Golding makes Roger sharpen a stick ‘at both ends’. We cannot be sure whether they intend to cut Ralph’s head off and put it on one end of the stick with the other end in the ground, or whether they intend to thrust the stick through his body and cook him over a fire. Either way, this shows just how much the boys have changed – there is no element of civilisation left and the descent to savagery is complete. Order is destroyed on the island because of the natural savagery that is inside human beings. The reader presumes that more prominent figures like Jack and Roger are ‘evil’, but all they are doing is giving in to their instincts. The only reason why Piggy and Ralph can remain civilised is by battling with their instincts, a battle that they lose at times in the book, such as at the time of Simons death. All the boys needed for their instincts take over was an escape from the influences of civilisation. I think Golding is trying to convey how weak civilisation is, as well as showing that all humans have the potential for savage behaviour. The island is a microcosm of the outside world – when the boys set fire to the island at the end, the adults are also setting fire to their world with the atom bomb. Golding has been quoted as saying that ‘anyone who lived through the Second World War and didn’t believe that men produced evil just as bees produced honey must be ignorant or mad’ – he very successfully uses the book as his argument.