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

Beloved & Story

Beloved is a soul-stirring novel with vivid imagery, historical background and complex characters. The dark and grey, tones of slavery is very strongly captured in detail by characters going through the horrific experiences of slavery. The brutal images of slavery tarnishes their lives with â€Å"marks†(Beloved), scars, wounds, shackles, and memories with heavy burden of the past , fragmented self in the present and very foggy view of the future. The precious self, which is the birthright of every human being is stained, fragmented and diminished by the painful experiences of slavery.The body undergoes innumerable hardship, torture and agony; and the mind is made crippled, dependant and weak with exhaustion and hostility. The scars of slavery reduce the human beings to ashes, where they are drained of any hope and light. The spirit is submerged in the burden of life, and everyday existence for survival. Some of the strong ideas around which the novel revolves are: love (mother ’s possessive love), family, self-possessiveness, burden of the past, and desire for ownership. These themes unite the events and the characters within the story.These are the themes that also reflect that human self is higher than the mortal bruises inflicted on the body by the painful experiences of slavery. The power of mother’s love is the strong force which controls many happenings within the story. The life of the protagonist Sethe centers on the protection of her children from the horrors of the slavery. She lived a terrible life, where there was no ray of light and still managed to secure her freedom in the difficult days of pregnancy. How she managed to do it lies in her inner strength as a mother, for the protection of her children .Her mother love is the strong chord which propels her actions to send away her older children for safety and protection to Baby Suggs. In the last and difficult stages of pregnancy, when even walking is painful, she decides to run away from Sweet Home with the help from a white girl Amy. She gives birth to her 4th child on the run and still finds strength to carry on until she reaches the safety of home, where Baby Suggs lives with her other children. The whole length of the novel is weaved with instances that reinforce the strong desire for the family.The vision of united family under one roof is something held as aspiration for Sethe ( the main character), Baby Sugg ( the paternal grandmother), Denver(the living daughter), Paul D(another slave from Sweet Home) and Beloved( the ghost incarnate). The â€Å"House 124† is the symbolic of the shelter of home, which brings all the characters under this one roof, where all the interaction and complexities arise. This is where the past, present and future are face to face, in the race for dominance and survival. This is where the mystery of the numbers is revealed.The critical role which Beloved, the 3rd child, dead as well as living, plays is unfathomable. She creates the mysterious haunted atmosphere within the walls of â€Å"House 124†. Beloved fills the missing number 3, and remains as the unseen force calling the shots through her possessive love and desire for revenge. She represents the invisible force of past, which controls the actions of the present. The inhabitants of â€Å"House 124† are locked in love, possessive love which directs their thoughts and actions beyond control.The world outside does not attract them; they want to be in the security of their house, which represents their freedom and safety. The ownership of â€Å"House 124† is her first attempt to live a normal life without the shackles of slavery. Ownership is complex, when the experiences are so burdened by the cruelties of the past. The stamp of ownership reduced the humans living within the system to indifference. The body suffers, the mind is shattered with pain and anguish, and the spirit is reduced to emptiness.In this desperation, humans can act out of love in unpredictable ways to escape from the darkness and grimness of the situation. This is what Sethe did when she killed her one year-old daughter because she did not want her to live the life which she was living. The mark on Sethe's mother was a mark of possession, the branding of a slave. The human’s who were owned as slaves were treated worse than animals. For the first time, Paul D reveals his 18-year struggle, the endless running and hiding. To him, slavery is worse than being an animal: â€Å"Mister [the rooster] was allowed to be and stay where he was.But I wasn't. † We learn of the cruelty of the schoolteacher's two nephews, who sucked on Sethe's milk as if she were an animal. The pain of watching his wife abused by the owners school teacher and his nephews, drove Sethe’s husband Halle mad. (Beloved). The strong desire for ownership can also be seen, later on in Sethe, Paul D, Beloved and Denver, when they are living in â€Å" House 124†. Their relationship is also a struggle in the claim of ownership and struggle to find that strength to make the claim.The biggest hurdle in their claim for love and ownership is the heavy burden of the past which they carry as haunted voices and dark clouds. The powerful game of love and seduction makes this struggle for power more complicated. The significant role of the heart wounded, locked away and bleeding reinforces the need for love and ownership. The exposed breast as the source of milk, a sign of nurturance indicates the power of protection and possession. Sethe controls the chief events within her household; she is the nurturer as well as the killer.Her love is possessive and strong. She has survived and wishes to hold on to the chords of the future. Sethe’s possessive love is challenged by Beloved, the ghost of the dead baby overshadows the life of people living at â€Å"House 124†when she reveals herself as a woman, 19 or 20 years of age, c oming out of the marsh fully dressed. She is tired and thirsty, but her shoes are new and her skin is flawless except for three scratches on her forehead. It takes her more than two days to drag herself to 124 With a harsh voice, she pronounces that her name is Beloved.Beloved brings back many memories, especially those regarding the horrors of slavery (Beloved). The existing contrasts reveal her out of world characteristics. Much of the imagery in Beloved is dedicated to the picture of the cellars of a slave ship, with implications that this is the place Beloved was before she was born. The description is one of a womb, not of a cramped slave ship. The past has been forgotten, and there is a strong feeling of being trapped in the darkness (Beloved). Beloved is a dangerous mix of human traits and ghostly characteristics. Though hungry for love, she can smother love with revenge.She is a schemer and a parasite, which arrives in the â€Å"House 124† to fulfill her unfinished de sires and urges. She is only centered on herself, which intensifies her fears and terrors. The horror of the obscurity, the pangs of hunger and the fear of death immobilizes the mind and the body. The self, the spirit within is gradually overpowered by the agony of physical torture. The memories haunt the living as well as the ghost, as a shadow of all the experiences. The imagery of loudness and sound also plays a significant role to describe that â€Å"House 124 was spiteful† (Beloved).Here the spite is alive – it is, as Stamp Paid realizes, the roar of â€Å"people of the broken necks, of fire-cooked blood and black girls who had lost their ribbons† (Beloved). What roars is the dead, the injustice dealt to more than sixty million, all alive in Beloved. The loudness betrays a sinister part of Beloved which has not yet surfaced. The loudness is the cry, the despair and the frustrations of life’s experienced by people in shackles and chains, with no freed om to live, think or feel. It is self crying to be saved from this mortal combat of pain and anguish.The deep imprint of slavery is once again brought into play when Paul D reminisces about â€Å"Sweet Home† (Beloved) Even death does not deter the human soul and human self from the desire for freedom. Though the mortal bruises hurt the body and mind, they do not completely destroy the sanctuary of the self, however fragmented and withered. This light within is what keeps humans, such as Sethe and Sixo, to keep going and to find the way to freedom, either through escape or death. The helplessness experienced as a victim of slavery tarnishes the self deeply, leaving a person dirty and unclean from within.â€Å"That anybody white could take your whole self for anything that came to mind. Not just work, kill or maim you, but dirty you. Dirty you so bad you couldn't like yourself anymore. Dirty you so bad you forgot who you were and couldn't think it up†¦ The best thing was, was her [Sethe’s] children. Whites might dirty her all right, but not her best thing†(Beloved). The inner strength of Sethe is very strongly portrayed in the lines above, showing she is willing to go to any length to protect her children and save them from getting dirty.The possessiveness and the protective aspect of maternity are very powerfully expressed in this comment. Mother love is the protector and the nurturer, but also a killer. â€Å"Slavery is not just an institution; it is a philosophy and mindset which is far-reaching in its consequences† (ROTHSTEIN The horrific memories of the past hold a powerful influence on the present life of Sethe and Denver. The re-emergence of Beloved on the scene as half human and half ghost, half child and half adult adds complexity beyond comprehension.All the powerful feminine emotions play a critical role in adding drama and despair. The entanglement of the relationships between Denver and Beloved, though sisters, expos es the deep jealousy and bitterness. The dependence and immaturity, is characterized by their selfishness and insecurity. The overcast clouds of wounds, scars and shackles, are too heavy a burden to carry from one life to another. The past is a burden, the present is a struggle and future is so foggy that the road to freedom seems lost.The insatiable desire of the fragmented self to rise in spirit to face the world is the beautiful message hidden in the heaps of ashes of the past. The message is to bury the past, loosen the shackles of the present bindings and look to future with the hope and courage. Works Cited ROTHSTEIN , MERVYN. â€Å"Toni Morrison, In Her New Novel, Defends Women. â€Å"Books. August 26, 1987, . The New York Times Company. 1 Mar 2007 . ( ROTHSTEIN ) â€Å"Beloved. † Beloved. 1998-2007. Homework Online Inc. 1 Mar 2007 . (Beloved)

The Rising Cost of Healthcare Essay

Without a doubt healthcare costs are rising out of control. Not one of us are happy with the increases, but we have to understand what the reasons are for the increases in healthcare. American people look at their insurance bills, co-pays and drug costs, and do not understand why they continue to increase. The insured should consider all reasons behind the increase before getting upset. In 2004, employer health care premiums increased over 11 percent, four times more than the rate of inflation. In 2003, premiums rose 10.1 percent and in 1002 they rose 15 percent. Employee spending for coverage increased 126 percent between 2000 and 2004. These increases were lower than expected. The site to look up information on the cost of health care coverage and the breakdown on the cost is (National Coalition on Health Care, Facts on health care costs). Premiums have risen five times faster than workers’ wages, if medical spending continues to rise by just two percent more than a personâ €™s personal income, by 2040 Medicare and Medicaid will rise 8.4 percent of gross domestic product this year’s 15.6 percent by 2040, according to Congressional Budget Office projections. If all government programs stay at the same size relative to the economy, the budget will grow from 19.9 percent of GDP in 2003 to 27.1 percent by 2040, (http://www.cato.org/sites/cato.org/files/pubs/pdf/tbb-0306-15.pdf). There are huge impacts of the rising costs of healthcare. Many people cannot afford health insurance today and struggle to pay for their medical needs. Of the families that do have health coverage, 50 percent are concerned about having to pay more for the coverage in the future, while 42 percent fear they will not be able to afford coverage at all if the rate increase keep s going the way it is. This leads to believe one of the reasons for health care cost increases: cost sharing or cost shifting. When an individual or a family does not have insurance, and cannot or does not pay their medical bills, the cost of health care rises. Over years the American healthcare system has been plagued by the continuous rise of healthcare cost. These costs include but are not limited to insurance premiums, co-pays as well as prescription drugs. One of the significant reasons for the increase is that nowadays people are living longer lives than they once did and this gives higher rates to contracting chronic diseases or developing life threatening injuries, this cause the United States healthcare system to suffer a finical  crisis. The three major parts to industries health care sector are as follows: the healthcare service industry consisting of providers such as medical practices, hospitals, clinics, nursing homes, and home health care agencies, next is the healthcare insurance industry consisting of both government programs such as Medicare and commercial insurers, and last is the managed healthcare industry consisting of organizations such as health maintenance organization (HMO’s) that incorporate both insurance and provider functions. Citizens of the United States are currently spending up to 15 percent of the income expenditures on healthcare. It has been estimated that the expenditures are likely to rise to about 29 percent of gross domestic product by the year 2040. The Medicare insurance program that was created in the mid-1960’s to cover the elderly that is funded by the payroll system is costing more than $5,000 per enrollee, a national cost of more than $200 billion annually. Projected cost for the Medicare will rise rapidly from 2.5 percent to 5.5 in 2030. For HMO’s they often emphasize their ability to contain costs through oversight of physician’s decisions or by implementation of capped payment scheme that aligns physician’s incentives with those of the healthcare plan. HMO’s do have lower hospitalization than traditional healthcare providers. Some people also argue that the increasing use of managed care generates positive externalities that benefit consumers enrolled in non HMO health plans. This argument typically invokes some notion of market discipline, arguing that traditional insures or healthcare providers will have to lower premiums to remain viable in a health insurance market. It may be difficult to measure the effect of HMO participation on spending and outcomes because enrollment in managed care plans often voluntary, and those who choose to enroll are likely to differ in unobservable ways from those who do not. Using data on 300,000 welfare recipients the average effect of the mandate is to increase spending by 12%. This increase may be due to higher payments to providers, higher administrative costs, the inclusion of normal level of profit for the HMO’s, or a mark-up of bids above cost. Check out this site that goes deeper into the HMO and the reason of increase to healthcare cost at; (http://www.nber.org/bah/winter03/w9091.html). Looking at healthcare outcomes it is looking like switching to a HMO does not improve the efficiency of the Medicaid program because they lead to substantial spending  increases with no demonstrable quality improvements.

About the Geodesic Dome in Architecture

A geodesic dome is a spherical space-frame structure composed of a complex network of triangles. The linked triangles create a self-bracing framework that is structurally strong yet elegantly delicate. The geodesic dome could be called the manifestation of the phrase less is more, as a minimum of building materials geometrically arranged ensures a design both strong and lightweight, especially when the framework is covered with modern siding materials like ETFE. The design allows massive interior space, free from columns or other supports. A space-frame is the three-dimensional (3D) structural framework that enables a geodesic dome to exist, as opposed to a typical buildings two-dimensional (2D) frame of length and width. The space in this sense is not outer space, although the resultant structures sometimes look like they come from the Age of Space Exploration. The term geodesic is from Latin, meaning earth dividing. A geodesic line is the shortest distance between any two points on a sphere. Inventors of the Geodesic Dome: Domes are a relatively recent invention in architecture.  Romes Pantheon, rebuilt around 125 AD, is one of the oldest large domes. In order to support the weight of the heavy building materials in early domes, the walls beneath were made very thick and the top of the dome became thinner. In the case of the Pantheon in Rome, an open hole or oculus is at the domes apex. The idea of combining triangles with the architectural arch was pioneered in 1919 by German engineer Dr. Walther Bauersfeld. By 1923, Bauersfeld had designed the worlds first projection planetarium for the Zeiss Company in Jena, Germany. It was R. Buckminster Fuller (1895 to 1983) who conceived and popularized the concept of geodesic domes being used as homes. Fullers first patent for a geodesic dome was issued in 1954. In 1967 his design was shown to the world with Biosphere constructed for Expo 67 in Montreal, Canada. Fuller claimed that it would be possible to enclose mid-town Manhattan in New York City with a two-mile-wide temperature-controlled dome like the one presented at the Montreal exposition. The dome, he said, would pay for itself within ten years...just from the savings of snow-removal costs. On the 50th anniversary of receiving a patent for the geodesic dome, R. Buckminster Fuller was commemorated on a US postage stamp in 2004. An index of his patents can be found at the Buckminster Fuller Institute. The triangle continues to be used as a means to strengthen architectural height, as evidenced in many skyscrapers, including One World Trade Center in New York City. Note the massive, elongated triangular sides on this and other tall buildings. About Space-Frame Structures: Dr. Mario Salvadori reminds us that rectangles are not inherently stiff. So, none other than Alexander Graham Bell came up with the idea of triangulating large roof frames to cover large, barrier-free interior spaces. Thus, write Salvadori, the modern space frame sprang from the mind of an electrical engineer and gave rise to a whole family of roofs having the enormous advantage of modular construction, easy assemblage, economy, and visual impact. In 1960, The Harvard Crimson described the geodesic dome as a structure composed of a large number of five-sided figures. If you build your own geodesic dome model, youll get an idea of how triangles are put together to form hexagons and pentagons. The geometry can be assembled to form all kinds of interior spaces, like architect I.M. Peis Pyramid at The Louvre and the gridshell forms used for the tensile architecture of Frei Otto and Shigeru Ban. Additional Definitions Geodesic Dome: A structure consisting of a multiplicity of similar, light, straight-line elements (usually in tension) which form a grid in the shape of a dome.Dictionary of Architecture and Construction, Cyril M. Harris, ed., McGraw- Hill, 1975, p. 227 Space-Frame: A three-dimensional framework for enclosing spaces, in which all members are interconnected and act as a single entity, resisting loads applied in any direction.Dictionary of Architecture, 3rd ed. Penguin, 1980, p. 304 Examples of Geodesic Domes Geodesic domes are efficient, inexpensive, and durable. Corrugated metal dome homes have been assembled in undeveloped parts of the world for only hundreds of dollars. Plastic and fiberglass domes are used for sensitive radar equipment in Arctic regions and for weather stations around the world. Geodesic domes are also used for emergency shelter and mobile military housing. The best-known structure built in the manner of a geodesic dome may be Spaceship Earth, the ATT Pavilion at EPCOT in Disney World, Florida. The EPCOT icon is an adaptation of Buckminster Fullers geodesic dome. Other structures using this type of architecture include the Tacoma Dome in Washington State, Milwaukees Mitchell Park Conservatory in Wisconsin, the St. Louis Climatron, the Biosphere desert project in Arizona, the Greater Des Moines Botanical Garden Conservatory in Iowa, and many projects created with ETFE including the Eden Project in Britain. Sources Fuller, Nervi Candela to Deliver 1961-62 Norton Lecture Series, The Harvard Crimson, November 15, 1960 [accessed May 28, 2016]History of Carl Zeiss Planetariums, Zeiss [accessed April 28, 2017]Why Buildings Stand Up by Mario Salvadori, Norton 1980, McGraw-Hill 1982, p. 162;