Learning and development Essay

Learning can be treated as either a product or as a process, with the latter giving rise to numerous competing learning theories about how it may take place. On the other hand, when learning is treated as a product, it is approached as an outcome or an end product of a process, which can be seen or recognised. This approach highlights a critical aspect of learning, which is change (Bruner, 1977). Many questions have arisen as regards the product theoretical model of learning. Some have questioned if it is really necessary to perform for learning to have taken place. Furthermore, others have wondered if there are other factors that may lead to behaviour change other than the product approach to learning, with more wondering if the change talked about also includes the potential for change. Questions like those driven us to qualification, with some looking to identify relatively permanent change in behaviour due to experiences. Conversely, not all behaviour change due to experiences involves learning since conditioning may also achieve similar results, although that from experience could generate some new knowledge. It is no wonder therefore that many theorists have not concerned themselves with overt behaviour, but rather with changes in how people conceptualise, experience and understand the world around them. To them the focus is about attainment of ability or knowledge using experience. For instance, a man who knows nothing about medicine cannot be a good surgeon, even though being good in surgery is not the same as having knowledge in medicine. Even though the surgeon learns from instructions, observations or his own inductions, he also learns by practicing numerous other aptitudes. Improving or learning an ability is different from acquiring information in that facts can be imparted unlike procedures which can only be inculcated. Moreover, while imparting knowledge is fairly abrupt, inculcation is a slow and continuing process. The difference between the two learning models is that one focuses on ‘knowing that’ while the other on ‘knowing how,’ according to Gilbert Ryle (1949). Learning as a process In this approach, one is usually concerned with whatever happens after learning has taken place. Learning is considered as a process by which behaviour changes due to experiences. One of the most important questions arising is the extent to which those involved are aware of what is happening. More questions have also been asked as to whether the learners know that they are engaged in learning, and if so, what significance it has to them. Questions such as these have featured in numerous guises for a long time, especially in debates around the controversial informal education notion. A useful way of approaching this area was put together by Allan Rogers (2003), mainly drawing on what was earlier done by those studying the learning of language. Rodgers contributed by setting out two divergent approaches namely formalized learning; also known as the learning-conscious approach, and the acquisition learning approach; also known as task-conscious learning. Acquisition learning or task-conscious approach This type of learning is considered as on-going all the time and does not concern itself with general principles, but is rather restricted to a specific activity, is immediate and concrete (Rodgers, 2003). Examples of this type of learning include that employed in parenting or running a home, with some referring to it as implicit or unconscious learning. Nevertheless, Rogers (2003) is of the suggestion that it may be better to consider this kind of learning as containing a consciousness of the task as opposed to lacking consciousness. He argues that even though the learner is not usually conscious of the learning, he or she is usually fully conscious of the particular undertaking at hand. Formalised or learning-conscious learning This kind of learning is as a result of learning of a facilitation process, and is commonly known as educative learning as opposed to accumulation of experience. Here, the learners are fully aware that they are engaged in the task of learning, and therefore strive to enhance it. It engages the use of channelled learning chapters with a specified scope and depth of coverage. The two models are considered as supplementing each other rather than contrasting. These dissimilar learning models are can be observed in both families and schools. At one end is an unintentional and normally accidental learning occurring as one walks through life. The other end has an incidental type of learning, which is usually unconscious and takes place during the performance of some other activity. Then there are numerous experimental activities resulting from instantaneous concerns of life, although the focus remains on the responsibility at hand. There are also more dedicated activities where one is out to learn more systematically, making use of whatever is available to achieve this objective, but quite often ignoring involvement of teachers and official learning establishments. Further along the line are self-directed learning ventures with so much literature about them. There is also distance learning and open learning programs that are more generalised, where some aspects of acquisition learning are usually transformed into the designed education program. As one approaches towards a the extreme, he encounters a more formal education programme of extremely de-contextualized learning that uses materials universal to all students, disregarding their personal preferences, needs or agendas. It is important to note that there are no distinct boundaries separating these categories (Roger, 2003). Learning theories By treating learning as a process, we encounter various learning theories about how or why change takes place. These theories try to explain various orientations to learning and include the behaviourist, the cognitive, the humanistic, and the social or situational orientations to learning. Just like any categorisation, these orientations are somewhat arbitrary since there may be some more additions and subdivisions, and these categories could also overlap. Behaviourist orientation to learning This approach to learning is based on three key assumptions that distinctly characterize it. They include manifestation of learning by a change in behaviour; an observable behaviour as opposed to an internal thought process, the view that the environment helps in shaping one’s behaviour and their principles of contiguity and reinforcement are important for one to explain a learning process (Merriam and Caffarella, 1991). According to this orientation, the responses can either be weakened or strengthened by the outcomes of behaviour. This notion is better referred to as operant conditioning because it reinforces what one wants people to do repeatedly and ignores or punishes what one does not want people to do. With regard to learning, James Hartley (1998) identified four important principles coming to the forefront. These principles include a stressing on the importance of activity; learning improves when the learner is active, the importance of generalisation, repetition and discrimination; skills can only be acquired through practising frequently, the importance of clear objectives in learning, and use of motivators to reinforce learning.

American Ganster

The film introduces us the life in the Harlem during the 1970s. Denzel Washington plays Frank Lucas and was a typical member of the gangster who prowls the city to kill somebody for a fee. Although he was a ruthless thug he was loved by his people and always had time to take his mother to church. With his cold-blooded and unrelenting character he was hired as the personal driver and right-hand man of Harlem’s drug magnate, Ellsworth â€Å"Bumpy† Johnson. Unknown to him this would lead his life to wealth and then to chaos.For the review, the setting of the movie is perfect and it portrays the real ambiance of the 70s during the time that drugs are rampant and uncontrolled. Director Ridley Scott has indeed perfected this movie to make sure viewers can feel the real surroundings, how the people in Harlem interact and how Frank Lucas and his men ruled over the city. Ridley also properly selected the actors for their role and installed in them the personality that matches th eir role. The movie is believable because it was based on a true story and relays to us the true event and situations during that period.The thesis of this movie can be found in its context. The title itself shows a wider picture of a nation that is disintegrating because of prostitution, illegal gun and drug trade which was rampant during the 6Os and 70s. The significance of the story connects when the US is making war with Vietnam and instigates political influence of President Nixon and his agenda with other countries. Political instability created unsecured connection between nation and this time Vietnam became the source of illegal drug trading and eventually entered the main heart of New York.The Harlem, however, was a place where police cannot penetrate and control because gangsters have been able to arm themselves and repel any force that goes into their territories. The influence of drugs and money has infected the law and New York became inhabited by corrupt police officer s and state officials who are under the payroll of the drug lords. Drugs dictated the status of life and gangsters were ruling everything and everybody. The main theme of this movie is also apparent. Drugs create evil men and evil men create drugs.It is a continuous process and has been a social disease for over a century. What makes drugs to be the roots of evil is the money involve in the trade. Drugs and money always correlate and money can buy and move everything regardless of any political or judicial obstacle. All kinds of crimes emanate from greed of money and money comes from drugs easily. Incidentally, the moral fiber of our law cannot be taken for granted. Somebody out there does not agree with the broken judicial system and will ways to put a stop on this.In this case, Russel Crowe who plays the detective hunts Frank and put him in prison. He plays his role effectively by subjecting Frank to interrogation and strategizes everything to pin him down. Although the illegal tr ade has already infected the police force, it was the incorruptible Crowe who have uprooted the tree that is bearing the fruit. In the end, the good prevails over evil (Scott). Viewers rated this movie with four stars if the basis for the perfect score is five.Accordingly, this movie was like the modern â€Å"Scarface† which story was also based from illegal drug trade, crime and vengeance during the 1930s gangster era. Although the events in this film were not totally different compared to Scarface, the movie also revolve in the subject of illegal trading, crime and corruption. The only difference is the plot of the story which happens in small suburban black area and most of the major stars are also black. Scarface is a fiction but American Gangsters is based from a true story.My own personal view for this film is positively higher than four stars because it caught my interest from the beginning of the story up to its end. It does not compel you to watch the full movie but glued you to the screen absorbing everything that you see. It happens in a real drama and every scene was grippingly awesome and interesting. Denzel Washington, Russel Crowe and the director as well as the people who made this film must be applauded for the job well done. Work Cited American Gangster. 2007. Ridley Scott, et al. , November 2, 2007.

B. Ed. (IInd Year)

ES-362: Computers in Education Assignment 1 Answer the following questions in about 500 words each: i) Explain the criteria you would adopt to select a software for teaching with the help of a suitable example. (500 words) ii) Discuss the role of computers in financial accounting in the schools. (500 words) iii) Select a topic of your choice from your teaching subject. Divide the contents in the form of frames and arrange then in the sequential manner. (500 words) ES-363: Guidance and Counselling Assignment 1 Answer the following questions a) Discuss the use of aptitude and achievement tests in classroom teaching. Give examples. (250 words) b) Discuss the role of teachers in the career planning of their students. c) (250 words) Discuss the concept of inclusive education. You have a learner with disability in your classroom. Write a report on the instructional strategies you would adopt and the teachinglearning materials and environment you would create for making your classroom processes inclusive. (1000 words) 3 ES-364: Distance Education Assignment 1 Answer the following questions in about 1500 words: i) Describe different models of distance education institutions with emphasis on their relative advantages and disadvantages. (500 words) ii) Discuss the interrelationship between the characteristics of distance learners and those of distance education system. (500 words) iii) The use of media in distance education institutions has led to the evolutionary thinking on the development of distance education. Explain the statement in the context of different generations of distance education? (500 words) Assignments B. Ed (IInd Year) Assignments for two special compulsory courses BESE-065: HIV AND AIDS EDUCATION Assignment 1 Answer the following questions i) Explain briefly the profile of HIV and AIDS. (500 words) ii) Elaborate misconceptions of HIV, AID and STDs? (500 words) iii) Elaborate your role in a school for preventing Drug addiction and HIV. (500 words) BESE-066: ADOLESCENCE AND FAMILY EDUCATION Assignment 1 Answer the following questions i) Briefly explain the Personnel and Socio-cultural concerns of adolescents. (500 words) ii) Elaborate briefly the merits and drawbacks of Joint and Nuclear family. (500 words) iii) As a teacher, what role do you visualise as an individual in Family life education Elaborate with Illustrations. 4

Trends That Influence the Design of Effective Instruction Research Paper

Trends That Influence the Design of Effective Instruction - Research Paper Example In schools, instructors and learners will always learn from one another in all sorts of manners. Connecting with others or sharing information with others, whether they are known to us personally or not, has proven to be a significant component in education (Morrison, Ross, Kemp & Kalman, 2010). Therefore, social networking will have an impact on the design of effective instruction as both learners and instructors will collaborate with one another using the social media to learn and teach more about particular subjects, test out theories and ideas, learn actualities, and determine each other’s views. Both learners and instructors will be able to find each other on their blogs, Twitter, Facebook, kid-specific networking sites, and school sites. In addition, sites such as Twitter and Facebook will continue to be influential in both K-12 and higher education. Also, social networking will be influential as instructors will be sure of grabbing students’ attention through the various social media sites. Social networking will also play a part in the design of effective instruction as it essentially promotes engagement and collaboration between learners and instructors, learners and learners, and instructors and instructors (Morrison, Ross & Kemp, 2004). This will also be essential to instructors who will be attempting to establish ways of involving every learner in subjects that are personally engaging. Media Both visual and audio media will have an impact on designing effective instruction. Creating media is another technological trend meant to design an efficient instruction. Media saturates our existence, and the better able learners are to create and communicate with media, the more connected they will be to worldwide occurrences (Morrison, Ross, Kemp & Kalman, 2010). Therefore, programs such as Adobe Youth Voices will teach learners how to edit and make films and connect them to makers of documentary films, and Digital Youth Network will teach stud ents how to record music and create videos and podcasts. Pencils, pens, and books are almost becoming outdated, therefore, developing other interactive tools will help grab the attention of the learners and play a part in influencing the design of effective instruction. School programs should be built around teaching how to develop video games o as to influence the design of effective instruction. Instructors will have to use components such as Google maps for teaching literature, LiveMocha and ePals to study international languages with native speakers, Voki to develop avatars of characters in tales, VoiceThread to communicate, and also augmented actuality, connecting learners to virtual characters. The media will influence the design of effective instruction when instructors thread media-making components into the school program with free tools, for example, Microsoft Photo Story 3 for slide shows, comic strip-creation site ToonDo, VoiceThread and Microsoft Movie Maker to string t ogether documents, videos, and images, and SoundSlides for audio slide shows. In addition, learners in college and high school will start using digital portfolios to illustrate the course of their work on websites that connect their work on achievements, and course of study, using web pages, photos, spreadsheets, and graphics (Reiser, & Dempsey, 2007). Online Resources Online resources will also influence the design of effective instruction. Conventionally, in a teacher-centered class room, teachers manage the instruction

Is Feminism Still Necessary Within the United States Assignment

Is Feminism Still Necessary Within the United States - Assignment Example The paper will first consider what those who support a further form of feminism might say with regards to the prospect that the future holds and what extent need may still exist for feminism. Once this has been discussed with a level of depth and clarity, the analysis will then move on to some of the reasons for why such an approach necessarily guarantees that there will be perennial requirements for further feminism within the United States and elsewhere. Some of these requirements are concentric upon the religious mores that are currently exhibited within the current system; whereas others are merely an example of history and the cultural determinism that has helped to define the United States in the way that it is. Finally, the last portion of the analysis will argue the position of the author with relation to this issue.  Those that put forward the belief that further feminism is required in the United States generally point to sociological/demographic data. As such, this data helps to prove the point that a mere 60 years ago the presence of women in the workforce and their integration into distinct segments of society was practically unheard of. Naturally, the greatest liberation that was the culmination of this was the widespread availability of cheap contraceptives in the form of birth control pills. As history has proven, societies in which women have control over their biological clocks have the ability to pursue higher education, careers, and personal fulfillment without being saddled with the responsibilities of the family prior to the time in which they would otherwise choose to do so. Moreover, as a function of these recent development in the rights of women, specifically within the United States, but increasingly in other parts of the developed and developing world as well, proponents of such a point of views to the fact that is merely only a matter of time and human societal evolution until a true and complete understanding of global feminism i s realized.   As such, it is not reasonable to assume that the greatest achievements of parity have yet been accomplished within the United States.   For instance, a female’s pay is still substantially lower than that of a similarly trained and/or talented male.

Project Management in a Changing Environment Coursework

Project Management in a Changing Environment - Coursework Example A new body of knowledge was evolved, which came to be known as Project Management. Over the years, the science of Project Management has developed enormously and many scholars and practitioners have introduced various tools and techniques to enrich it. Â  Internet, computers, project management software etc have enhanced the pace of development of project management.Successful completion of a project on time with the use of limited resources and minimum cost is the main objective of project management. But, project management in modern times is no longer possible by paying attention to resources, cost and time alone. The project managers are forced to look beyond time, cost and resources. The traditional tools and techniques such as Gantt chart, PERT/CPM networks became powerless and attainment of project objective remained a dream for the competent project managers. A careful analysis has been made in various areas of project management and finally reached a way-out that project ma nagers need to have a check on the rapidly changing environment in which the project needs to be materialized.Every project is carried out in a set of complex factors. The totality of all such factors is known as the project environment. Time, organizational factors, a legal system, political system, technology structure, economic system, socio-cultural system are some of the factors in the project environment. All these factors are likely to affect projects and the success depends upon how the project manager and his team respond and adapt to the changes. The basic principles of project management still remain effective in any contexts regardless of size and time. But the resources, budgets, methods, and tools of the project depend upon the environment. If today’s projects are managed by the tools of the past, the probability of failing the project is very high. That does not mean that traditional tools are ineffective in modern times. Thus, before implementing the tools, th ey must be made adaptable to the changed resources, budgets.

Marketing, Entertainment Business Management Essay

Marketing, Entertainment Business Management - Essay Example Our competitors are the other independent labels showcasing group band music. Nevertheless, we believe that by concentrating on San Francisco bands we will gain a reputation of releasing the best artists in this genre and help the Bay Area gain a reputation for this style of music. We will price our CDs at 10 percent below the prices of the major distribution companies such as Universal Records. This will be our strategy in order to penetrate the market and gain exposure among our youth target consumers who are generally price sensitive. We plan to initially sign three bands in our first month of operations. We plan to market the first CD release by gradually expanding distribution in the Bay Area region for at least 3 straight months, or until our three bands’ sales, publicity and promotional activities have been coordinated. We plan to build our business in the initial year to earn around $100,000 in annual revenues. Our music distribution company  strives to be the market leader in providing  talent management services to new and independent bands in San Francisco. Our goal is to make the connection between the independent band talents in San Francisco and the fans, increasing the talents’ visibility and earnings with CD or individual track sales. Our goal is to discover independent band talents in San Francisco. We will approach bands who have the potential to become successful artists, by offering our music distribution services to them. Our plan is to grow the company in the first 2 years to bring in around $100,000 in yearly sales by the end of our second year in business. We will reach our target customers of late teens to early twenties, who prefer band music, by distributing the CD records through smaller record distributors and music retailers. Our main goal is to discover independent band group talents in San Francisco by scouting at local shows and performances by musicians, and the Internet such as You Tube and My Space. We will approach

Title- International Social Work. Question- How does the social Essay

Title- International Social Work. Question- How does the social construction of childhood inform and affect international child protection measures - Essay Example It is on account of these reasons that the international communities and organizations have taken active interest in promoting and protecting the interests and well-being of young children through introduction of effective laws. The UN Convention on the Rights of Child (CRC) is one such international body that seeks protection of children exposed to adversity and has included it as one of their key agendas. The child protection and welfare organizations have, over the years, actively supported and fought for safeguarding young children from intolerable conditions. They argued that a child comes into the world defenceless in the face of an aggressive and violent society and that he is the first to suffer the terrible consequences of famine, war and socioeconomic crisis (qtd. in James, 1997, pp. 191). Hence in order to uphold the moral and ethical values international agencies such as The International Union for Child Welfare, Defence for Children International, UNCRC etc seek the protection of such vulnerable groups in the society. This paper on international social work seeks to understand, assess and explore the role and impact of the concept of ‘social construction of childhood’ in the framin g of international child protection laws. The term social construction refers to the idea / notion that has been created by society. Sociologists argue that childhood is a socially constructed phenomenon since it varies across cultures and does not conform to any form of universal standard or definition. This is mainly because what is considered deviant behaviour in one culture may be considered completely normal and acceptable in another thus implying that the concept of childhood is more of a socially constructed term rather than a natural biological phase. According to Aries (1973) the concept of childhood did not exist in the middle ages (qtd. in Hunt, 2005). It is also argued

Role of School Uniforms in Public Schools Research Paper - 4

Role of School Uniforms in Public Schools - Research Paper Example In this respect, unification of school uniform may serve as an appropriate way for mastering of pupils’ management from the perspective of a great many negative aspects caused by schoolchildren’s liberty of expression through clothing. Public schools requiring their students to wear uniforms aids in the elimination of gangs, school violence, bullying, and peer pressure, making it easy to identify intruders, and in the end, the school administration, parents, and student bodies can manage the students effectively. To begin with, it must be said that usage of school uniform as means for getting rid of numerous issues related to personal appearance is a really great way for maintenance of discipline, for there are particular psychologically efficient reasons, which finds their immediate result in a comfortable feeling of both students and teachers. As for schoolchildren, school uniform helps not to feel a difference between pupils of different social classes, since everybody wears clothes of the same quality, price, color, and model. At that very matter, no one stands out from the crowd by other virtue than personal qualities and talents. In fact, there is a beneficial back of such a state when students know that they are all equal and may manifest their individuality only by means of knowledge. Consequently, boys and girls place a bet on receiving of proficient attainments instead of spending plenty of time for preparing for the next school day in the aspect of a time-taking process of clothes choice. Academic progress as a direct result of usage of school uniform may serve as an evident proof of such an advantageous idea. Moreover, in reference to school authority, allowing public schools to mandate uniform wear for their students would aid the administration to enable more time spent on instructional leadership and less time  spent on clothing-related conflicts, in turn making the endless back and forth between child, parents, and school.  

Second Chance Holidays Essay Example | Topics and Well Written Essays - 1250 words

Second Chance Holidays - Essay Example This research methodology is used in fields such as women's studies, education, management studies, and human services studies and so on and the results of this research are conclusive in nature. Quantitative research is a type of research methodology which makes use of the data collected on a particular subject of research to understand the subject. It is a systematic process, the objective of which is to develop and use mathematical models, theories and hypothesis on the subject of study. In doing so it looks into the quantitative properties of the subject being researched and the relationship between each to come to a conclusion. Quantitative research make use of models theories and hypothesis, requires the collection of empirical data and the variables of the data collected at manipulated to find out various results. The use of both qualitative research and quantitative research is necessary to understand the behavior and reposes of the niche market (Luxury cruise for the affluent), to which the company want to cater to and gain a foothold. The determinants of exploratory research are the behavior and responses of the subjects of the research and theirs motive and decision-making process. ... ical research is a type of research methodology which brings out the features or characteristics of the people or phenomenon which is the subject of the research. It is used to determine answers to who, what, where, when and how. Descriptive research is used mainly in calculating frequencies and averages and in making statistical calculations; however, it is not useful in making an analysis whereby causal relationship can be created to understanding the process of how one variable affects another in the relationship in order to draw conclusion. Exploratory research is a type of research methodology which is used to clarify a particular situation because the situation is not defined properly. The process of exploratory research will involve collecting data through methods such as review of existing data or literature, use of discussion, conducting interviews and formation of focus groups, use of projective methods, case studies or pilot studies to gather information on the subject of research. The results of qualitative research gives answers to "why", "how" and "when" something occurs, but it cannot give answers to "how often" or "how many", on the topic of research. Definition of focus group research Focus group research/study is a qualitative market research tool, in which a group of people are brought together to carry out a discussions on a particular topic for research for find out more information of the topic and use the information to give solution to a particular problem at hand. In the marketing scenario, focus groups enable an organization which wants to develop, package, name, or test market a new product, to make a through analysis of the topic before it is made available to the public Benefits and drawbacks of focus group research There are many

Effective communication Essay Example for Free

Effective communication Essay Understand the principles of developing positive relationships with children, young people and adults. Explain why effective communication is important in developing positive relationships with children, young people and adults. Effective and good communication is paramount when working with children, young people and adults within a school environment. Maintaining an honest, positive and supportive attitude at all times will help to develop strong relationships and build trust, e.g if a child lacks in confidence and isn’t a good communicator, by having a supportive, caring and positive approach towards them it may then encourage them to confide in you if they have things that concern them. When we communicate we must make sure the person we are talking to feels at ease, using positive body language like nodding, having happy facial expressions and using the right tone to our voice as verbal and non-verbal skills are very important in creating the right impressions. Adults communicating positively with other adults is key to teaching children how they should communicate with each other, as young children will copy adults so you must show them what is acceptable in building positive relationships. Read more:  Reasons for communication  essay If good communication is established between the child, staff and parent/carer then a parent/carer would be more likely to offer support to the school, which will in turn create a positive environment for the child. If you communicate well with other staff members then this will show other adults that you can discuss concerns about a particular child or offer input into lesson planning. Good communication does not happen by chance it is something that needs to be thought about as if communication breaks down or there is a misunderstanding this can lead to ill feeling as the slightest facial expression could be be misunderstood. A key skill to a good communicator is to listen to other peoples views and respect them, even if they are different to yours and work as a team trying to ensure it is a positive environment.

Singapore Education Essay Example for Free

Singapore Education Essay Singapore is one of Asia’s great success stories, transforming itself from a developing country to a modern industrial economy in one generation. During the last decade, Singapore’s education system has remained consistently at or near the top of most major world education ranking systems. This chapter examines how this â€Å"tiny red dot† on the map has achieved and sustained so much, so quickly. From Singapore’s beginning, education has been seen as central to building both the economy and the nation. The objective was to serve as the engine of human capital to drive economic growth. The ability of the government to successfully match supply with demand of education and skills is a major source of Singapore’s competitive advantage. Other elements in its success include a clear vision and belief in the centrality of education for students and the nation; persistent political leadership and alignment between policy and practice; a focus on building teacher and leadership capacity to deliver reforms at the school level; ambitious standards and assessments; and a culture of continuous improvement and future orientation that benchmarks educational practices against the best in the world. 7 SINGAPORE: RAPID IMPROVEMENT FOLLOWED BY STRONG PERFORMANCE 160  © OECD 2010 STRONG PERFORMERS AND SUCCESSFUL REFORMERS IN EDUCATION: LESSONS FROM PISA FOR THE UNITED STATES INTRODUCTION When Singapore became independent in 1965, it was a poor, small (about 700 km2), tropical island with few natural resources, little fresh water, rapid population growth, substandard housing and recurring con? ict among the ethnic and religious groups that made up its population. At that time there was no compulsory education and only a small number of high school and college graduates and skilled workers. Today, Singapore is a gleaming global hub of trade, ? nance and transportation. Its transformation â€Å"from third world to ? rst† in one generation is one of Asia’s great success stories (Yew, 2000). All children in Singapore receive a minimum of 10 years of education in one of the country’s 360 schools. Singapore’s students were among the top in the world in mathematics and science on the Trends in International Math and Science Study (TIMSS) in 1995, 1999, 2003 and 2007. They came fourth in literacy in the 2006 Progress in International Reading Literacy Study (PIRLS). Their excellence is further underlined by the fact that Singapore was one of the top-performing countries in the 2009 PISA survey (Table 7. 1 and Figure 7. 1), the ? rst PISA survey in which it participated. Singapore was rated as one of the best performing education systems in a 2007 McKinsey study of teachers (Barber and Mourshed, 2007), and was rated ? rst in the 2007 IMD World Competitiveness Yearbook (IMD, 2007) for having an education system that best meets the needs of a competitive economy. At the higher education level, the National University of Singapore was ranked 34th in the world and 4th in Asia in the Times  Higher Education Supplement Rankings of World Universities in 2010 (Times Higher Education Supplement, 2010). How has this little red dot on the map, as Singaporeans frequently refer to their country, a nation that is not even 50 years old, evolved from a backwater undeveloped economy into a world economic and educational leader in such a short period of time? What education policies and practices has Singapore employed? And are the lessons from Singapore’s experience relevant for other countries? This chapter attempts to provide some answers to these questions. First, however, we look at the broader context. Table 7. 1 Singapore’s mean scores on reading, mathematics and science scales in PISA PISA 2000 PISA 2003 PISA 2006 PISA 2009 Mean score Mean score Mean score Mean score Reading 526 Mathematics 562 Science 542 Source: OECD (2010), PISA 2009 Volume I, What Students Know and Can Do: Student Performance in Reading, Mathematics and Science, OECD Publishing. 1? 2? http://dx. doi. org/10. 1787/888932366731 Under British colonial rule, from 1819 onwards, Singapore developed as a major seaport at the mouth of the Malacca Straits, on the shipping lanes between Britain, India and China. During this period, it attracted large  numbers of immigrants, primarily from southern China, India and the Malay Archipelago. At independence from Britain in 1959 and then separation from Malaysia in 1965, Singapore had no assets other than its deepwater port. There was no real economy, no defence, and simmering tensions with neighbouring countries. Moreover, it had to import most of its food, water and energy. The Republic of Singapore seemed an unlikely candidate to become a world-class economic and educational powerhouse. The risks facing this nation at birth – the sense of political and economic vulnerability to larger countries and  global changes – created a sense of urgency which in? uences policy to this day. Lee Kuan Yew, Singapore’s ? rst Prime Minister, set out two overarching goals: to build a modern economy and to create a sense of Singaporean national identity. He recruited the best and brightest people into his early government and sought to promote economic growth and job creation. In the 1960s, the emphasis was on attracting labour-intensive foreign manufacturing to provide jobs for its low-skilled workforce. In the 1970s and 1980s, a shift to more skill-intensive manufacturing led to an emphasis on technical ?  elds. From the mid-1990s on, Singapore has sought to become a player in the global knowledge economy, encouraging more research- and innovation-intensive industry and seeking to attract scientists and scienti? c companies from around the globe. The results of the government’s economic policies have been stunning – rapid economic growth to reach developed country levels and a per capita income in 2009 estimated at current market prices to be about SGP 52 000 (USD 39 000). One of the so- called Asian Tigers, Singapore is a free market, business-friendly and globally-oriented economy, shaped by an  active and interventionist government. 7 SINGAPORE: RAPID IMPROVEMENT FOLLOWED BY STRONG PERFORMANCE STRONG PERFORMERS AND SUCCESSFUL REFORMERS IN EDUCATION: LESSONS FROM PISA FOR THE UNITED STATES  © OECD 2010 161 The government of Singapore is a highly ef? cient, honest and ? exible meritocracy with a strong focus on integrated strategic planning and detailed execution. â€Å"Dream, Design, Deliver† aptly characterises its approach to policy development and implementation. Singapore’s small size and political stability (the same People’s Action Party has  ruled Singapore since Independence) have kept the vision of making Singapore a great global city constant, but have also enabled it to be versatile in responding to rapidly changing environments. With a small limited domestic market, Singapore has had to become highly integrated in the global economy. To survive several global recessions and the ever-present uncertainties of the global economy, continuous innovation has been essential. With respect to Lee Kuan Yew’s second goal of nation-building, early race riots led to a profound commitment to creating a multi-racial and multi-ethnic society. At independence, Singapore had multiple religious groups (Buddhist, Muslim, Taoist, Hindu and Christian); multiple ethnic groups (Singapore’s population is about 74% Chinese, 13% Malay, 9% Indian and 3% other); and no common language. Nor did it have a common school system or a common curriculum. A series of measures were gradually put in place to realise the Singapore pledge: â€Å"One united people regardless of race, language or religion†. Singapore recognises and teaches four of? cial languages – Chinese, English, Malay and Tamil – although English is the language of government and, since 1978, the medium of instruction in  schools. 1 Two years of compulsory national service unite different ethnic groups, as does the policy of mixing each group within the government-built housing where most Singaporeans live. This has helped avoid the racial and ethnic segregation that af? icts many countries. Schools play a major role in inculcating Singaporean values and character, and civic and moral education play a major role in schools. Honesty, commitment to excellence, teamwork, discipline, loyalty, humility, national pride and an emphasis on the common good have been instilled throughout government and society. Lacking other resources, human resources were and still are seen as the island republic’s most precious asset. Education was seen, from the beginning, as central to building both the economy and the nation. Its job was to deliver the human capital engine for economic growth and to create a sense of Singaporean identity. The economic goals of education have given education policy a very pragmatic bent and a strong focus on scienti? c and technical ?elds. Singapore’s education system has evolved over the past 40 years in tandem with the changing economy. SINGAPORE’S EDUCATION SYSTEM: THE PATH TO BECOMING A LEARNING NATION. Over the past 40 years, Singapore has been able to raise its education level from one similar to that of many developing countries to match the best in the OECD. The current system did not emerge perfectly-formed, but has developed in three broad phases as it was adapted to changing circumstances and ideas: Survival-driven phase: 1959 to 1978 According to then Prime Minister Lee Kuan Yew, the aim of Singaporean education in its early days was to â€Å"produce a good man and a useful citizen†. This ? rst phase of education has been dubbed the â€Å"survival-driven† phase. In the  late 1950s, 70% of GDP was from port and warehousing activities. This was not enough to sustain, let alone grow, the economy which was suffering from high population growth and signi? cant unemployment. The government decided that there was a need to expand the industrial base and, because of the small size of the domestic market, to make it export-oriented. It set about trying to attract foreign manufacturers who needed low-skilled labour (e. g. textiles, garments, wood products), both to provide jobs and to gain expertise. Prior to independence, only the af? uent were educated. At independence, most of Singapore’s two million people were illiterate and unskilled. Therefore the focus of this â€Å"survival† period was on expanding basic education as quickly as possible. Schools were built rapidly. Teachers were recruited on a large scale. The schools that had been established by different ethnic groups were merged into a single Singaporean education system. A bilingual policy was introduced so that all children would learn both their own language and English. A textbook agency was created to provide textbooks. The expansion was so rapid that universal primary education was attained in 1965  and universal lower secondary by the early 1970s. By the end of the â€Å"survival-driven phase†, Singapore had created a national system of public education. However, the quality of education was not very high. In the early 1970s, out of every 1 000 pupils entering primary grade one, only 444 reached secondary grade four after 10 years. And of these, only 350 (35% of the cohort) gained three or more passes in O-level examinations. A signi? cant report by Dutch economic advisor Dr Albert Winsemius estimated that every year between 1970 and 1975, Singapore would be short of 500 engineers and 1 000 technical  workers and would have a severe shortage of people with management skills (Lee, et al. , 2008). The oil crisis 7 SINGAPORE: RAPID IMPROVEMENT FOLLOWED BY STRONG PERFORMANCE 162  © OECD 2010 STRONG PERFORMERS AND SUCCESSFUL REFORMERS IN EDUCATION: LESSONS FROM PISA FOR THE UNITED STATES of 1973 and the increasing competition from other Asian countries for low-skilled, labour-intensive industry led to a growing realisation that Singapore’s comparative advantage was eroding and that it needed to evolve to a higher-skill economy. However, a large number of policy changes and changes of ministers for education caused  confusion. Teacher morale was low and there was considerable attrition. Although there were attempts to expand vocational education, it had low status and was viewed as a dumping ground. In 1979, a watershed education report highlighted the high dropout rates and low standards and ushered in the next phase of reform (Goh, 1979). Ef? ciency-driven phase: 1979 to 1996 During this phase of education, the focus shifted. The government’s economic strategy was to move Singapore from a third-league, labour-intensive economy to a second-league, capital and skill-intensive country. So in January 1979, a new education system was introduced. Singapore moved away from its earlier one-size-? ts-all approach to schooling that would create multiple pathways for students in order to reduce the drop-out rate, improve quality and produce the more technically-skilled labour force needed to achieve the new economic goals. Streaming (tracking) based on academic ability was introduced, starting in elementary schools, with the goal of â€Å"enabling all students to reach their potential while recognising that all students do not grow academically at the same pace† (Ho Peng,  interview conducted for this report). Students could have more time, for example, to complete different stages of schooling. The multiple pathways included three types of high school: i) academic high schools, which prepared students for college; ii) polytechnic high schools that focused on advanced occupational and technical training and that could also lead to college; and iii) technical institutes that focused on occupational and technical training for the lowest ? fth of students. The Curriculum Development Institute of Singapore was established to produce high-quality textbooks and instructional materials for the different pathways. While streaming was unpopular when it was introduced, drop-out rates did, in fact, decline signi? cantly: by 1986, only 6% of students were leaving school with fewer than 10 years of education. 2 The range of efforts to raise standards also yielded results: performance in the O-level English examinations went from a 60% failure rate to a 90% pass rate by 1984, and by 1995 Singapore led the world in mathematics and science on TIMSS. As Singapore sought to attract companies with a more sophisticated technological base (e. g. silicon wafers, computers), a major goal of this second phase was to produce technical workers at all levels. Concerned about the low status of blue-collar jobs, from 1992 Singapore invested signi? cantly in the Institute for Technical Education (ITE; Box 7. 2). With a number of campuses around the city, the ITE provides high-quality technical and vocational education, with high-tech facilities and amenities that are comparable to those of modern universities elsewhere. Each technical ? eld is advised by industries in that sector to keep it current with changing demands and new technologies. New programmes can be built for multinational companies looking to locate in Singapore. There has been strong market demand for ITE graduates, and it is possible for the top graduates from the ITE to go on to polytechnics and then to university. As a result of these changes, the image and attractiveness of vocational education vastly improved. At the top end of the technical workforce, the number of university and polytechnic places was also expanded during this period to increase the pool of scientists and engineers. Ability-based, aspiration-driven phase: 1997 to the present day By the early 1990s, the ef?ciency-driven education system had yielded clear results. But, as became clear during the Asian ? nancial crisis of 1997, the world economy was shifting to a global knowledge economy. The competitive framework of nations was being rede? ned and national progress would increasingly be determined by the discovery and application of new and marketable ideas. The growth of the global knowledge economy required a paradigm shift in Singapore’s education system towards a focus on innovation, creativity and research. A key instrument as Singapore intentionally navigated towards the global knowledge economy has been the  government Agency for Science, Technology and Research (A* Star), which provides generous funding for research and aims to attract top scientists and scienti? c companies. One million foreign nationals with scienti? c, technical or managerial skills have been encouraged to work in Singapore in international corporations and in higher education. Singapore’s three universities, and especially the National University of Singapore and Nanyang Technological University, have research partnerships with leading universities around the world with a focus in selected ? elds,  including bioinformatics, information sciences and medical technologies. At the school level, Singapore created a new educational vision, â€Å"Thinking Schools, Learning Nation†. This major milestone in Singapore’s education journey recognised Prime Minister Goh Chok Tong’s belief that â€Å"A nation’s wealth in the 21st century will depend on the capacity of its people to learn† (Goh, 1979). â€Å"Thinking Schools 7 SINGAPORE: RAPID IMPROVEMENT FOLLOWED BY STRONG PERFORMANCE STRONG PERFORMERS AND SUCCESSFUL REFORMERS IN EDUCATION: LESSONS FROM PISA FOR THE UNITED STATES  © OECD 2010 163 represented a vision of a school system that can develop creative thinking skills, lifelong learning passion and nationalistic commitment in the young. Learning nation is a vision of learning as a national culture, where creativity and innovation ? ourish at every level of society† (Lee et al. , 2008). Thinking Schools, Learning Nation encompassed a wide range of initiatives over a number of years that were designed to tailor education to the abilities and interests of students, to provide more ? exibility and choice for students and to transform the structures of education. Career paths and incentives for teachers were revamped  and teacher education upgraded, as described in more detail later. Curricula and assessment changes put greater emphasis on project work and creative thinking. A major resource commitment, involving three successive master plans, was made to information and communication technology (ICT) as an enabler of new kinds of self-directed and collaborative learning. A broader array of subject matter courses was created for students and a portfolio of different types of schools has been encouraged, specialising in arts, mathematics and science, and sports, as well as a number of independent schools. â€Å"We need a mountain range of excellence, not just one peak, to inspire all our young to ? nd their passions and climb as far as they can,† explained Tharman Shanmugaratnam, then minister for Education (cited in Lee et al. , 2008). Major changes were also made in the management of schools. Moving away from the centralised top-down system of control, schools were organised into geographic clusters and given more autonomy. Cluster Superintendents – successful former principals – were appointed to mentor others and to promote innovation. Along with greater autonomy came new forms of accountability. The old inspection system was abolished and replaced with a school excellence model. It was felt that no single accountability model could ? t all schools. Each school therefore sets its own goals and annually assesses its progress towards them against nine functional areas: ? ve â€Å"enablers†, as well as four results areas in academic performance (Ng, 2008). 3 Every six years there is an external review by the School Appraisal Branch of the ministry of Education. Greater autonomy for schools also led to a laser-like focus on identifying and developing highly effective school leaders who can lead school transformation. This is also described in more detail later. In 2004, Prime Minister Lee Hsien Loong introduced the idea of â€Å"Teach Less, Learn More† as the next step under the Thinking Schools, Learning Nation umbrella. Its aim was to open up more â€Å"white space† in the curriculum to engage students more deeply in learning. Despite the system’s widely-recognised successes, learners were still seen as too passive, overloaded with content, driven to perform, but not necessarily inspired. Teach Less, Learn More aims to â€Å"touch the hearts and engage the minds of learners by promoting a different learning paradigm in  which there is less dependence on rote learning, repetitive tests and instruction, and more on engaged learning, discovery through experiences, differentiated teaching, learning of lifelong skills, and the building of character through innovative and effective teaching approaches and strategies. † (Ho Peng, interview conducted for this report) Further moves in this direction were made in 2008 with an envisioning exercise that led to Curriculum 2015. According to Ho Peng, Director General of Education in the Singapore ministry of Education, this review asserted that the Singapore education system had strong holding power and important strengths in literacy, mathematics and science, and that these should remain. However, it needed to do better on the soft skills that enable future learning. In addition, â€Å"the overload of information has put a premium on the ability to do critical analysis. Working across cultures will require language skills and a larger world view† (Ng, 2008). A review of primary schools in 2009 focused on the question of how each child’s learning can be driven by their innate curiosity and love of play. Art, music and physical education (PE) are also being enhanced in the curriculum. Finally, Curriculum 2015 re-emphasises that education must be rooted in values: â€Å"Without a moral and ethical compass, all learning will come to nought. We must rebalance content, skills and character development to achieve a more holistic education,† (Ng, 2008). Current structure In Singapore’s education system today, students receive six years of primary education, and four to ? ve years of secondary education, followed by two years at junior college, polytechnic or the Institute for Technical Education. (Figure 7. 1). 4 Primary education consists of a four-year foundation stage during which all students follow a common curriculum that emphasises English, mother-tongue language and mathematics. Science is introduced from primary 3. Other subjects taught in primary school are civics and moral education, social studies, health, physical education, art and music. 7 SINGAPORE: RAPID IMPROVEMENT FOLLOWED BY STRONG PERFORMANCE 164  © OECD 2010 STRONG PERFORMERS AND SUCCESSFUL REFORMERS IN EDUCATION: LESSONS FROM PISA FOR THE UNITED STATES Source: Singapore Ministry of Education website: www. moe. gov. sg/education/. †¢ Figure 7. 1 †¢ Singapore’s education system organisation Specialised Schools For students who can bene? t from a more customised and practice-based curriculum Privately- funded Schools determine their own curriculum and provide more options for Singapore students (4-6 years) Universties (3 4years for undergraduates) Workplace GCE â€Å"A† Level/Other Quali? cation Polytechnics (3 years) (Diploma) Alternative Quali? cations Integrated Programme combines Secondary and JC education without an intermediate national examination (4-6 years) Junior Colleges/ Centralised Institute. (2-3 years) (GCE â€Å"A† Level) Intitutes of Technical Education (1-2 years) (Nitec/Higher Nitec) Special Education Schools provide EITHER Mainstream curriculum whith programmes catering to students’ special needs OR Customised special education curriculum (4-6 years) Direct Admission to JCs/Polytechnics JCs and polythechnics have autonomy in admitting some students GCE â€Å"O† Level Sec N (A) GCE ’N’ Level Secondary: Express course (4 years) Government/Government-aided Schools †¢ Mainstream schools †¢ Autonomous Schools whith enhanced niches programmes †¢ Independent Schools whith greater autonomy in  programmes and operations Specialised Independent Schools For students with talents in speci? C areas Privately-funded Schools Priovide more options for Singapore students Special Education For students with special needs Direct Admission to Secondary Schools Independent Schools, Autonomous Schools, mainstream schools whith niches of excellence, and schools offering the Integrated Programme have autonomy in admission of some of their students Specialised Independent Schools and Privately- funded Schools have full autonomy in students admission Primary School Leaving Examination (PSLE). Primary Schools (6 years) All students follow a broad-based mainstream curriculum. Some schools offer niche programmes such as in aesthetics, sports and gifted education Specialised Independent Schools with specialised programmes to develop students’ talents in speci? cs areas (4-6 years) Secondary: Normal (Academic) Course [N(A)] (5 years) Secondary: Normal (Technical) Course [N(T)] (4 years) Vocational Course (1- 4 years) 7 SINGAPORE: RAPID IMPROVEMENT FOLLOWED BY STRONG PERFORMANCE STRONG PERFORMERS AND SUCCESSFUL REFORMERS IN EDUCATION: LESSONS FROM PISA FOR THE UNITED STATES  © OECD 2010 165. Streaming, which was a key feature of the Singapore education system, was designed to allow students to progress at their own pace from primary 5 onwards. However, in 2008, streaming was replaced with subject-based banding. At the end of primary 6, all students sit for the Primary School Leaving Examination in English, mathematics, mother- tongue language and science. Based on the results of this examination, students are admitted to an express (60% of students), normal academic (25%) or normal technical (15%) course in secondary school. Students in the express course follow a four-year programme culminating in the general certi?  cate of education (GCE) O-level exam. Students in the normal academic course follow a four-year course to GCE N-level and may sit for O-levels in year ? ve (Figure 7. 2). The normal technical programme prepares students for technical higher education, jobs or the postsecondary ITE after a four-year programme leading to the GCE-N level. In recent years, more choice has been offered to students in secondary school, with a wider range of subjects at O-level and elective modules. Students who are clearly of university calibre may study in Integrated Programme Schools where they can  skip O-levels; this arrangement allows them to engage in broader learning experiences that develop their leadership potential and capacity for creative thinking. There is now more horizontal mobility between courses, and students who do well are allowed to transfer between streams. The ratio among streams is further enhanced with students being able to follow subjects from a different stream. Schools specialising in sports, art and mathematics and science are also available, as well as a small number of independent schools. After 10 years of general education, students go to post-secondary education, either junior colleges (31% of  students), polytechnics (43%) or ITE (22%). Academically inclined students can take A-levels during this period and then proceed to university. Students may also take diploma courses in technical or business subjects at polytechnics. Many polytechnic graduates who have done well also go on to university. Students with GCE O- or N-levels can take skill-based certi? cates in technical or vocational subjects at ITE. Outstanding ITE graduates can also go on to polytechnics or universities. About 25% of a cohort goes on to university in Singapore (the number of places will rise to 30% in 2015). Many students also go abroad to university. SINGAPORE’S SUCCESS IN EDUCATION Singapore has pursued its vision of a high-quality education system over a long period of time and has accomplished signi? cant improvements at each stage of its journey. What are some of the key features that have helped Singapore become so successful? A forward-looking, integrated planning system In modern Singapore, education has consistently been the building block for economic and national development. As Prime Minister Goh Chok Thong famously stated: â€Å"The wealth of a nation lies in its people. † Since the founding of the republic, the high value placed on education as the key to economic development and national cohesion in a country with no natural resources is evident in the statements of Singapore’s senior leaders. But the statements about â€Å"nurturing every child† are not just political rhetoric. They have been accompanied by willingness at each stage to invest considerable ? nancial resources in education. Education spending rose to 3. 6% of GDP in 2010, approximately 20% of total government expenditure and second only to defence (Annex 7. A). The linkage to economic development is tight and is driven from the top of the government. As Singapore evolved from an economy based on port and warehousing activities, through a low-wage, labour-intensive manufacturing economy, and then to a more capital and skill-intensive industry and ? nally to its current focus on knowledge- intensive industrial clusters, the education system was expected to ramp up the quality of its education and the supply of speci? c skills needed to make Singapore globally competitive. Singapore has a uniquely integrated system of planning. The Manpower ministry works with various economic agencies (such as the Economic Development Board) responsible for promoting speci? c industry groups to identify critical manpower needs and project demands for future skills. These are then fed back both into pre-employment training and continuing education and training. In other countries, labour and education markets make these adjustments slowly over time, but the Singapore government believes that its manpower planning approach helps students to move faster into growing sectors, reduces oversupply in areas of declining demand more quickly, and  targets public funds more ef? ciently for post-secondary education. The ministry of Education and the institutions of higher and post-secondary education then use these skill projections to inform their own education planning, especially for universities, polytechnics and technical institutes. 7 SINGAPORE: RAPID IMPROVEMENT FOLLOWED BY STRONG PERFORMANCE 166  © OECD 2010 STRONG PERFORMERS AND SUCCESSFUL REFORMERS IN EDUCATION: LESSONS FROM PISA FOR THE UNITED STATES In short, the ability of the government to successfully manage supply and demand of education and skills is a major  source of Singapore’s competitive advantage. As Singapore seeks to become a global scienti? c hub, it is bringing together all aspects of the government – the ? nance ministry, economic development board, manpower ministry, education ministry, urban and environmental planning bodies, housing and immigration authorities – to create the next platform for Singapore’s growth. Singapore demonstrates strong alignment among policies and practices. One of the most striking things on visiting Singapore is that wherever one visits – whether the ministries of manpower, national development, community  development, or education or the universities, technical institutes, or schools – he or she hears the same clear focus on the same bold outcomes: careful attention to implementation and evaluation, and orientation towards the future. â€Å"Milestone† courses bring together top of? cials from all the ministries to create a shared understanding of national goals. And a focus on effective implementation is shared throughout government. Because of the value placed on human resource development and the understanding of its critical relationship to economic development, Singapore’s government provides a very clear vision of what is needed in education. This means that the ministry of Education can then design the policies and implement the practices that will meet this vision. Close links between policy implementers, researchers and educators At the institutional level, both policy coherence and implementation consistency are brought about by the very close tripartite relationship between the ministry of Education, the National Institute of Education (NIE, the country’s only educator training institution), and the schools. The ministry is responsible for policy development, while NIE conducts research and provides pre-servic.

Christianity And Buddhism | Comparison

Christianity And Buddhism | Comparison The homogeneity in religious beliefs is characteristic of most societies in the entire world. This paper critically examines and explores the advent of Buddhism and its comparison with Christianity. It intends to explore these two forms of religion by discussing some of their fundamental beliefs and practices and their aspects that are incompatible. The outline of these differences should therefore enable one to distinguish Christianity from Buddhism. The practices and principles of Buddhism are founded on such virtues as peacefulness, loving kindness and wisdom. Among the fundamental Buddhists beliefs is their conviction and belief that a happy life full of fortunes is actually possible to attain by all humanity irrespective of ones age, race, gender or social status (Netland Yandell, 2009). However, the fundamental beliefs in Christianity are purely founded on ones faith in the Messiah and ones conviction in Him as the savior. A happy life is purely the reserve of those who walk in the ways of righteousness and holiness. Fortune is not existent according to the biblical principles. The only fortunate people are those whose names have been written in the book of life having overcome the world of sin by believing in the only son of God, Christ the Messiah. Thus, in Christianity a happy life is considered a blessing from God that one enjoys when he/she lives a righteous life. Thus in this, Christianity remains incompatible with Bud dhism (Netland Yandell, 2009). A close examination of some of the fundamental differences between Christianity and Buddhism revels that whereas Buddhism is founded on the principles of coolness and tolerance and that there exists certain truths in Buddhist doctrines, it is not compatible with the truths enshrined in Christianity (Archibald, 2009). The Buddhists do not believe in the existence of the almighty God. Therefore they do not have any discussions about rewards and punishments on the judgment day. However, Christianity and even contemporary science assert that there is actually one almighty God the creator of the heavens and the earth. According to Christianity, the God who created everything has absolute authority to administer justice to all people because he is a just God. Therefore, god punishes all injustice and sin because He is righteous and holy. Punishment and reward that is not outlined in Buddhism exists in Christianity and these are associated with judgment and accountability for ones sins (Net land Yandell, 2009). Buddhism is basically a religion that is not practiced in the context of faith and loyalty to a supernatural being. It is based on deeds that help to lighten suffering so that one can attain a state of enlightenment. Buddhism is thus founded on faith where creation and not the creator are worshiped (Archibald, 2009). The cycle of re-birth outlined in the teachings of Buddhism lacks evidence and is the cause of a shifted attention towards creation. Contrary to this, Christianity believes that man is not out rightly good but is born a sinner and therefore needs to be saved. Whereas Buddhists believe that one can save himself, Christianity refutes this on the basis that one can never save himself. According to Netland Yandell, (2009) salvation is only receive through Christ the messiah through the divinely given grace who reconciles all that have received him back to the father, who is the creator. Because Buddhism does not recognize sin, the concept of the savior is conspicuously lacking. Even though those practicing Buddhism seek refuge from Buddha, they do not believe that such refuge in Buddha makes one pure (Archibald, 2009). In Christianity however, the only way to salvation and for purification is through believing Jesus and accepting Him in ones life for eternal life. The relationship that exists between Buddha and the followers of Buddhism can be likened to that of a student and a teacher. This implies that Buddha is thus not an incarnation of God as some Hindu followers assert, but in Christianity, Jesus is the incarnation of God Himself (Netland Yandell, 2009). Therefore while Buddhists try to purify themselves through meditations, giving up of worldly materials, Christianity maintains that all these can never make one right or save one (Netland Yandell, 2009). In the discussion of the destiny man, it is widely believed in Buddhism that upon death, one will later come back to live as another human being on earth. Archibald, (2009) cites that this cycle of birth and re-birth thus continue until one is eventually set free. In Christianity it is believed predestined that one dies physically once and after this death comes judgment. After judgment has been passed there is life after death. Them that overcome judgment shall resurrect and the spirit and the body shall then re-join. In this there seem to be some compatibility between the two religions. However, in Christianity the conditions of life after death are wholly based on once ability to maintain and lead a holy and righteous life. Such predisposition lacks in Buddhism. Wickedness thus leads to everlasting punishment and indignation. Buddhists devotedly worship their gods although none of these gods is a true god. Christianity on its part however, has a different understanding God. So whereas Buddhism is polytheistic, Christianity believes in one sole supreme God (Netland Yandell, 2009). Buddhists believe that they can attain the same level as Buddha once they reach a state of enlightenment. It is conspicuously clear that the beliefs and practices of Buddhism are full of pessimism while Christianity is founded on the principles of optimism. While Buddhists consider life as full of distress Christianity is always optimistic and devotes itself to the service of humanity. The more one serves in faithfulness the more one glorifies God and thus gains access to the blessings of God. The incompatibility between Christianity and Buddhism is further postulated in the beliefs and practices about food and eating. On this the doctrines of Buddhism appear to be too strict while Christianity is more liberal (Netland Yandell, 2009). In Buddhism, one is strictly required to be a vegetarian. Christianity presents all types of food as having been sanctified and fit for human consumption. Eating of chicken or eggs is believed to have the power to make one behave like a chicken. Further, eating of such creatures is considered to make one subject to retribution in the life to come. In this therefore Christianity appears superior to Buddhism as it gives one liberty to use all the creations for his needs (Archibald, 2009). In fact man was given complete authority and dominion over all the creation in the beginning of Gods creation. While these two religions appear incompatible in many ways, there are certain aspects of both Christianity and Buddhism that seem to be consistent. Most religions world over including Christianity and Buddhism has the ethic of reciprocity. This principle seems to be governing authority on interpersonal relationships. It defines how one should treat one another (Archibald, 2009). For example, Christianity is based on the golden rule that dictates that one should do unto others what he would wish to be done to him/her. Morality as a theme appears conspicuous on both Christianity and Buddhism. The only difference and probably where Christianity is doing better than Buddhism is the fact that in Christianity morality is enforced by the requirements for eternity. Moral decadence in Christianity thus leads to judgment and punishment on the last day while this is not conditioned in Buddhism. Enforcement and adherence to the conditions of morality is thus strict when compared to Buddhism (Net land Yandell, 2009). When the two accounts are compared it is apparent beyond any reasonable doubt that Christianity clearly gives a detailed and unambiguous account of God and the creation. Such an account has even been proved by modern science (Netland Yandell, 2009). Christianity postulates that there exists one true and supreme God who created everything in existence. Buddhists however, do not believe in the existence of one God but rather worship many gods. Christianity is founded on Biblical principles that are more comprehensive than Buddhism (Archibald, 2009).Thus there are far reaching reasons as to why one should consider Christianity than Buddhism. Whereas both religions are centered behind some historical figures; Jesus and Buddha, only Jesus is presented to have conquered death (Netland Yandell, 2009). Discussions of cycles of birth and re-birth thus lose ground in Buddhism because the central figure did not conquer death but is an image. It is only through Christ that one is cleansed of sin and purified. Good deeds wealth as presented in Buddhism does not make one right with God. In Buddhism, atonement of sin is believed to come when one adheres to karma that is impersonal and amoral. Thus whether one sins or remains righteous karma is not offended because karma is not a person. Only God reconciles one to Himself through the blood of Jesus who was crucified for the atonement of sins of those who believe in Him. The way to eternal life is to believe in Jesus for the forgiveness of sins and not being morally upright (Archibald, 2009). Conclusively, Buddhism and Christianity are two distinct religions with beliefs that are peculiar to each other. Generally the beliefs and practices in Christianity are informed and treasured because compliance to the doctrines makes one right with God. Furhther, the principles of Christianity are supported and easy to explore and follow contrary to those in Buddhism.

Uptian Sinclair And Socialism Essay -- essays research papers

Upton Sinclair and Socialism   Ã‚  Ã‚  Ã‚  Ã‚  Socialism has always been hard for me to understand. I never really grasped the concept of it until I read the book The Jungle and began to research for this paper. Before I begin I would like to go through a condensed version of the history of Socialism. It was founded in 1901 in Indianapolis, Indiana. Two groups came together to form the Socialists, the Social Democratic Party and the â€Å"Kangaroo† wing of the older Socialist Labor Party. These parties contained mostly immigrant workers from big cities (Jurgis from The Jungle was one such fictional worker). The new party expanded and included every type of extremist. They stood on the motto of â€Å"reform vs. revolution† and focused mainly on the labor union’s, â€Å"this included the concepts of revolution by education and of ‘building the new society within the shell of it’s old.’   Ã‚  Ã‚  Ã‚  Ã‚  In 1912 they had elected two members of Congress and more than seventy mayors. The most members it every attained at this time was 100,000 and even had a presidential candidate, Eugene Debs, who received almost a million votes. However soon the party began to have internal problems due to diverse ideologies. During the war half did not believe in the war and half believed in Stalin and his Communist ways, therefore, the party split.   Ã‚  Ã‚  Ã‚  Ã‚  The party had become weak and did not enter a political candidate for the presidential election. However, once the Great Depression began the Socialist party took a turn back to full tilt and gained strength. It ran Norman Thomas as their Presidential Candidate. He never won but continued to run, loosing votes every time he ran. Finally in 1948 with only 80,000 votes Thomas declared, â€Å"a Socialist presidential race was a futile effort and an utter waste of the party’s resources.†   Ã‚  Ã‚  Ã‚  Ã‚  This warning was pushed aside and the party ran Darlington Hoopes in 1952. He received merely 20,203 votes and in the next election he received only a woeful 2,126 votes in the race of 1956. The Socialist Party in this nation had come to a crashing final end in terms of elections. It now only had an underdeveloped 2,000 members nationwide. In 1960, the first time since 1924 the Socialist party did not enter a presidential candidate on the ballot.   Ã‚  Ã‚  Ã‚  Ã‚  It was at th... ...d writer believed in the power of Socialism during the times on the late 1800’s to the mid 1970’s. It was felt that it was the only true way to end the â€Å" army of the unemployed†.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Sinclair may have not been a great writer in terms of structure or the use of symbolism . He was more interested in politics rather than the inner reaches of a man’s mind. His character’s lacked development beyond a static figure. He had no formal education as a writer and except for The Jungle he is hardly remembered at all and has no bearing on modern writers. He simply attempted to make literature functional and express his ideals concerning Socialism and perhaps persuade a few younger members to join. He seemingly failed to grasp the concept of literature in a whole â€Å"reveals life as complex and difficult to fathom†. He merely wanted to simplify it. In spite of all this, he remains a mystery, an enigma to critics the world round. â€Å"Even within a larger realization of his literary weaknesses and intellectual ambivalences, and taking into account even his blindness to racial oppression, Sinclairs’s commitment to social justice commands respect.† Uptian Sinclair And Socialism Essay -- essays research papers Upton Sinclair and Socialism   Ã‚  Ã‚  Ã‚  Ã‚  Socialism has always been hard for me to understand. I never really grasped the concept of it until I read the book The Jungle and began to research for this paper. Before I begin I would like to go through a condensed version of the history of Socialism. It was founded in 1901 in Indianapolis, Indiana. Two groups came together to form the Socialists, the Social Democratic Party and the â€Å"Kangaroo† wing of the older Socialist Labor Party. These parties contained mostly immigrant workers from big cities (Jurgis from The Jungle was one such fictional worker). The new party expanded and included every type of extremist. They stood on the motto of â€Å"reform vs. revolution† and focused mainly on the labor union’s, â€Å"this included the concepts of revolution by education and of ‘building the new society within the shell of it’s old.’   Ã‚  Ã‚  Ã‚  Ã‚  In 1912 they had elected two members of Congress and more than seventy mayors. The most members it every attained at this time was 100,000 and even had a presidential candidate, Eugene Debs, who received almost a million votes. However soon the party began to have internal problems due to diverse ideologies. During the war half did not believe in the war and half believed in Stalin and his Communist ways, therefore, the party split.   Ã‚  Ã‚  Ã‚  Ã‚  The party had become weak and did not enter a political candidate for the presidential election. However, once the Great Depression began the Socialist party took a turn back to full tilt and gained strength. It ran Norman Thomas as their Presidential Candidate. He never won but continued to run, loosing votes every time he ran. Finally in 1948 with only 80,000 votes Thomas declared, â€Å"a Socialist presidential race was a futile effort and an utter waste of the party’s resources.†   Ã‚  Ã‚  Ã‚  Ã‚  This warning was pushed aside and the party ran Darlington Hoopes in 1952. He received merely 20,203 votes and in the next election he received only a woeful 2,126 votes in the race of 1956. The Socialist Party in this nation had come to a crashing final end in terms of elections. It now only had an underdeveloped 2,000 members nationwide. In 1960, the first time since 1924 the Socialist party did not enter a presidential candidate on the ballot.   Ã‚  Ã‚  Ã‚  Ã‚  It was at th... ...d writer believed in the power of Socialism during the times on the late 1800’s to the mid 1970’s. It was felt that it was the only true way to end the â€Å" army of the unemployed†.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Sinclair may have not been a great writer in terms of structure or the use of symbolism . He was more interested in politics rather than the inner reaches of a man’s mind. His character’s lacked development beyond a static figure. He had no formal education as a writer and except for The Jungle he is hardly remembered at all and has no bearing on modern writers. He simply attempted to make literature functional and express his ideals concerning Socialism and perhaps persuade a few younger members to join. He seemingly failed to grasp the concept of literature in a whole â€Å"reveals life as complex and difficult to fathom†. He merely wanted to simplify it. In spite of all this, he remains a mystery, an enigma to critics the world round. â€Å"Even within a larger realization of his literary weaknesses and intellectual ambivalences, and taking into account even his blindness to racial oppression, Sinclairs’s commitment to social justice commands respect.†

santa clause :: essays research papers

Christmas, few people stop to think how it originated. Started as a pagan holiday during the time of Romans, it developed in to a Christian celebration dedicated for Christ. People in different age groups, both kids and adults, enjoy the season of Christmas. Christmas has been very big and an inspiring holiday for many families around the world for many centuries. Packed with busy shoppers, jingle bells, colorful lights and Santa Claus, Christmas is thought by many people to be â€Å"the most wonderful time of the year†. Winter, snow, Christmas tree, decorations and Santa Claus are very important things which makes us think that it is the most beautiful day of all the year. Everybody waits for Christmas, because that day has varies meaning for different people. But for kids, rather than shoppers, colorful lights, Santa Claus is their main reason why they count the days till Christmas eve. Even though one might say that Santa is just a big lie, Santa Claus brings a whole new m eaning to the season of Christmas. Although almost everyone has already figured out that Santa Claus is a big myth, kids, who are younger than 12 or 13 years, should have the right to be fascinated, to speculated, and to use Santa Claus as a possible role model.   Ã‚  Ã‚  Ã‚  Ã‚  Unlike adults most of the kids wait for this season of the year hoping that they might able to get a glance at Santa Claus and his best friends, reindeers. Santa Claus is one of the most important imaginary figures on this earth, who has touched the hearts and souls of many children, is Saint Nicholas. It is said that he placed gold coins in the socks of three poor sisters so that they would have a dowry and not be sold into prostitution. St. Nick, better known as Santa Claus, is notorious for bringing gifts to children that are in need. Known for having a huge belly and a gigantic heart, Santa Claus brings hope to kids who are hopeless and smiles to those who have lost theirs. While snuggled in their bed, desperately trying to catch a wink of sleep, children around the world await the arrival of Santa Claus. Dressed in red and with a jolly old smile, he manages to fulfill the dreams of kids throughout millions of miles.   Ã‚  Ã‚  Ã‚  Ã‚  Even though one might say that, from the

Daniel Quinns Ishmael - Transformation of Will Weston from Taker to Le

Daniel Quinn's Ishmael - Transformation of Will Weston from Taker to Leaver The seceded Ecotopian nation and the country it came from can be categorized into two groups, "Takers" and "Leavers". These terms are derived from Daniel Quinn's novel, Ishmael. "Good. So henceforth I'm going to call the people of your [American] culture Takers and the people of all other cultures Leavers." "You call your self civilized and all the rest primitive." Upon entering Ecotopia, Will Weston is impressed, horrified and overwhelmed by the practices of Ecotopians. "Can things be as weird as they sound" and will he be able to "keep his sanity" among the madness he encounters? What Will does not know is that the longer he stays in Ecotopia, this "Leaver" society is going to challenge his "Taker" beliefs and mindset and ultimately change them for good. Will is very cautious and defensive upon going into Ecotopia. He's an American "Taker" traveling off into unknown "Leaver" territory and he is very suspicious of the Ecotopians. "Something peculiar is going on in this place. Can't yet exactly locate the source of the feeling. The way people deal with each other -with me- keeps reminding me of something -but I don't know what. Always takes me off guard, makes me feel I was confronted with some fine personal opportunity -a friendship, learning something's important, love -which by then has just passed Will's first impression of the Ecotopians is mixed. On one hand he thinks that they have very novel ideas in regards to the way they live and when he thinks of them as savages because of many of their different practices. "Woke up sweating, hands clutched tight on dream spear. Wished I was home safe in New York. Savages!" Many experiences wit... ... and live out in these past six weeks. He sees the horrible person that he used to be and instantly wants to part of it any more. He knows now that his place is right here in Ecotopia. For the past couple weeks he knew deep down that he should stay here, but couldn't bring himself to admit it openly. Not until he is shown is former self, does he admit his true feelings and decide to stay in Ecotopia. The one thing Will Weston never expected to happen as he went on assignment in Ecotopia did happen. He was influenced and changed by these so- called savages. He was changed from a typical American "Taker" into an Ecotopian "Leaver". His ideas about love, life and friendship were all changed in a matter of six weeks. He learned what it meant to live in harmony with nature and to be one with your fellow Ecotopians. We should only hope that Americans could do the same.

Mamma Mia! the Musical: History and Music

Mamma Mia! is hit Broadway musical that celebrates the music of ABBA, a 1970’s Swedish pop group.   It includes over 20 original ABBA songs, the most famous of which is Mamma Mia, which lends itself to the title of the musical.   The musical is based on a book written by British author Catherine Johnson, and the music was primarily written by Benny Andersson and Bjà ¶rn Ulvaeus of ABBA. ABBA began in the 1970’s in Sweden, and became famous when the group won the 1974 Eurovision song writing contest.   It consisted of four members: Benny Andersson, Bjà ¶rn Ulvaeus, Ani-Frid Lyngstad, and Agnetha Faltskog.   It is from their first names that the group’s name came.   They wrote songs that became extremely popular world-wide, including Dancing Queen (which was number one on charts across the world, including the US.   It was only song to become number one in the US), Waterloo (the song that won the Eurovision contest), and of course, Mamma Mia.   All of these popular songs, and more, are included in the show that became Mamma Mia! (Mamma Mia official site). Catherine Johnson’s book tells a story about a daughter (Sophie) who is about to get married, but she doesn’t know who her own father is.   She is living on a Greek island paradise, and invites the three potential candidates to the island to see her – the first time they’ve all set foot on the island in 20 years (Harry, Bill, and Sam).   She tries to figure out which one of these men is her father while hiding this from her mother, Donna, who won’t talk about her past.   Her goal is to have her real father walk her down the aisle. Ultimately, her mother walks her down the aisle because everyone realizes that they don’t know who her real father is, but that it doesn’t matter – they will all be a part of her life.   She also realizes she doesn’t actually want to get married, so her mother ends up marrying one of the three men (Sam) instead, and Sophie and her fiancà © go off to travel the world (Wikipedia). The musical is interspersed with songs like Does Your Mother Know, Super-Trouper, Lay All Your Love on Me, and more.   Many of the songs are not used in their original context, but are used in key parts of the musical.   For example, the original lyrics in Does Your Mother Know are sung by a man who is asking his underage date if her mother know she’s seeing him.   In the musical, it is sung by women and used to ask Sophie if her mother knows she’s invited these men to the island (Wikipedia). The original idea for the musical was conceived in 1989 by Judy Craymer, and was to use popular ABBA songs in the new context of a musical.   Bjà ¶rn and Benny had attempted to write their own musical in the 70’s, consisting of songs like Thank You for the Music (now used in Mamma Mia!) and others, but it was never completed.   Lending songs to a musical that was completed and performed was obviously something they were interested in.   In May 1999, 10 years after the original idea, Mamma Mia! was born, and made its debut in London theaters.   While the creators and producers were initially worried about audience reception, it was an instant success, and went on to play all over Britain, and then in the United States on Broadway. The U.S. debut was in 2000, and has since played in many Broadway and off-Broadway theaters throughout the country.   It is playing simultaneously in more theaters than any other musical.   Today, it is estimated that over 20 million people have seen the show (Mamma Mia official website).   The show has toured all major US cities and many minor ones as well, and continues to play on Broadway.   There are several casts that are performing the show at any given time. The show is now playing world-wide, including in Japan, Sweden, and other European countries.   It is estimated that 1.3 million people have seen the show in one of these countries.   The show has swept not only the English-speaking countries, but the entire world.   The soundtrack is also available in different languages for the diverse audience members. Typical advertising lines include â€Å"People are singing in their seats and dancing in the aisles† when they see the musical.   Also, audience members are encouraged to sing along during the encore, which consists of three songs sung earlier in the musical; there are 22 unique songs in all.  Ã‚   Audiences consist of people of all ages, as the musical is family friendly and the music is loved not only by the older generation that grew up with it, but also by the younger generation becoming familiar with it for the first time (Mamma Mia! official site). The combination of familiar, well-loved songs with a new, exciting story is what makes Mamma Mia! what it is.   Many of the adults in world were growing up during the 1970’s and spent a lot of time listening to ABBA music.   Their songs topped charts around the world from their debut in 1974 straight through the mid-80’s.   They produced several greatest hits CDs, include ABBA Gold and More Gold, which together include over 40 songs.   ABBA continues to play on â€Å"oldies† radios today, and their music has been passed down to younger generations. The music is so upbeat and exciting and perfect for the stage that when it was combined with the cute and interesting story by Catherine Johnson, it was well-received and well-loved.   Mamma Mia! will likely continue to play in theaters throughout the country for several more years, as it continues to be an exciting, fun show for all to enjoy. Bibliography â€Å"Mamma Mia!† Wikipedia, the free encyclopedia.   Modified Dec. 8, 2006.   Accessed December 12, 2006.   Website: http://en.wikipedia.org/wiki/Mamma_Mia! â€Å"Mamma-Mia Official Website.†Ã‚   Accessed December 12, 2006.   Website: http://www.mamma-mia.com/

Intellectual and Cognitive Development

Understanding Child and Young Person Development Assignment 023 – Table 2 – Intellectual and Cognitive Development Explain the sequence and rate of development Age Range 0-3 Months Babies at this age are learning a lot about their parents they are beginning to recognise the sound of their voices, especially Mum's voice and smell, they may stop crying when Mums voice is heard. 3-6 Months Objects and toys become very interesting to babies at this time.Toys are explored with fingers and mouth. They are very alert. 6-9 Months Around this time babies will cry when their primary carer leaves the room but then around 8 or 9 moths learn that people and objects do not disappear but continue to exist even when they are out of sight. 1-2 Years At this time in their life they recognise routines throughout the day, babies may get excited when they see a familiar face or toy or when a bib is put on for feeding.They enjoy toys that they put things in to containers and out again, they may pull off hats and socks repeatedly. They also respond well to brothers and sisters. 2-4 Years Children begin to know what they like and play with the same games over and over again. They like pretend play games like drinking from an empty cup or dressing up in clothes of their hero's. 4-7 Years This is the age they gain load of confidence and co-ordination. They start school and learn to read, write and count they also do simple maths. -12 Years By this age children are well co-ordinated, the way children think and reason is reflected in their play, they are much more organised and focused. 12-16 Years Children of this age have learnt how to solve problems and have an understanding of reasoning. 16-19 Years Decisions have to be made at this tae of ones life, if to stay in education or to find a job. If leaving your familiar environment you have to embrace new settings, rules and people.

Econ 256 Final

2. Why do economists generally regard median income as a better measure of a typical American's well-being than mean income? Dfiodifaje 3. Why do the United States, and many other counties, have antitrust laws on the books? What's so harmful about oligopoly that warrants an entire body of law? The United States and many other countries have antitrust laws on the books to protect their consumers in their different markets. Having the abilities to both raise and lower prices are the reasons that oligopolies are so harmful. . Two consumers go to the insurance company to purchase some life insurance. James is a smoker and a police officer who races motorcycles in his spare time. Kathy is a nonsmoker and a librarian who likes to make quilts in her spare time. The insurance company knows that both consumers are 40 years old, but the company has no information about occupations or hobbies. How does the private information in this situation create an adverse-selection problem? How could the insurance company lessen this problem? Without knowing the background information on the potential clients, insurance companies are without the ability to see that while James is risking his life as a police officer, he is also a smoker and racer. He’s putting his life on the line and still increasing the risk of injuries. The insurance should have a line on their application that asks for applicants for their occupation, whether they are smokers or if they drink, and lastly what they enjoy doing in their spare time. With having this information, the company can see what each of the individuals really needs insurance-wise. 6. Jane works part-time and earns $12,000 per year. Because she is below the poverty line, she also earns $4,000 in various welfare benefits. Suppose she is offered a new job that would pay her $15,000 and would bring her earnings high enough so that she no longer qualified for any welfare benefits. This is what is known as a â€Å"notch†. Explain what is happening with Jane and how could we modify the system to eliminate the notch.

The Return: Shadow Souls Chapter 3

Time stopped. Elena found that she was instinctively groping for the mind of the one who was kissing her so sweetly. She had never really appreciated a kiss until she had died, become a spirit, and then been returned to earth with an aura that revealed the hidden meaning of other people's thoughts, words, and even their minds and souls. It was as if she had gained a beautiful new sense. When two auras mingled as deeply as this, two souls were laid bare to each other. Semi-consciously, Elena let her aura expand, and met a mind almost at once. To her surprise, it recoiled from her. That wasn't right. She managed to snag it before it could retreat behind a great hard stone, like a boulder. The only things left outside the boulder – which reminded her of a picture of a meteorite she had seen, with a pocked, charred surface – were rudimentary brain functions, and a little boy, chained to the rock by both wrists and both ankles. Elena was shocked. Whatever she was seeing, she knew it was a metaphor only, and that she should not judge too quickly what the metaphor meant. The images before her were really the symbols of Damon's naked soul, but in a form that her own mind could understand and interpret, if only she looked at it from the right perspective. Instinctively, though, she knew that she was seeing something important. She had come through the breathless delight and dizzying sweetness of joining her soul to another's. And now, her inherent love and concern drove her to try to communicate. â€Å"Are you cold?† she asked the child, whose chains were long enough to allow him to wrap his arms tightly about his drawn-up legs. He was clothed in ragged black. He nodded silently. His huge dark eyes seemed to swallow up his face. â€Å"Where do you belong?† Elena said doubtfully, thinking of ways to get the child warm. â€Å"Not inside that?† She made a gesture toward the giant stone boulder. The child nodded again. â€Å"It's warmer in there, but he won't let me inside anymore.† â€Å"He?† Elena was always on the lookout for signs of Shinichi, that malicious fox spirit. â€Å"Which ‘he,' darling?† She had already knelt and taken the child in her arms, and he was cold, ice cold, and the iron was freezing. â€Å"Damon,† the little ragamuffin boy whispered. For the first time the boy's eyes left her face, to glance fearfully around him. â€Å"Damon did this?† Elena's voice started loud and ended up as soft as the boy's whisper, as he turned pleading eyes on her and desperately patted at her lips, like a velvet-clawed kitten. This is all just symbols, Elena reminded herself. It's Damon's mind – his soul – that you're looking at. But are you? an analytical part of her asked suddenly. Wasn't there – a time before, when you did this with someone – and you saw a world inside them, entire landscapes full of love and moonlit beauty, all of it symbolizing the normal, healthy workings of an ordinary, extraordinary mind. Elena couldn't remember the name of the person now, but she remembered the beauty. She knew that her own mind would use such symbols to present itself to another person. No, she realized abruptly and definitively: she was not seeing Damon's soul. Damon's soul was somewhere inside that huge, heavy ball of rock. He lived cramped inside that hideous thing, and he wanted it that way. All that was left outside was some ancient memory from his childhood, a boy who had been banished from the rest of his soul. â€Å"If Damon put you here, then who are you?† Elena asked slowly, testing her theory, while taking in the black-on-black eyes of the child, and the dark hair and the features she knew even if they were so young. â€Å"I'm – Damon,† the little boy whispered, white around the lips. Maybe even revealing that much was painful, Elena thought. She didn't want to hurt this symbol of Damon's childhood. She wanted him to feel the sweetness and comfort that she was feeling. If Damon's mind had been like a house, she would have wanted to tidy it up, and fill every room with flowers and starlight. If it had been a landscape she would have put a halo around the full white moon, or rainbows amongst the clouds. But instead it presented itself as a starving child chained to a ball that no one could breach, and she wanted to comfort and soothe the child. She cradled the little boy, rubbing his arms and legs hard and nestling him against her spirit body. At first he felt tense and wary in her arms. But after a little time, when nothing terrible happened as a result of their contact, he relaxed and she felt his small body go warm and drowsy and heavy in her arms. She herself felt a crushingly sweet protectiveness about the little creature. In just a few minutes, the child in her arms was asleep, and Elena thought that there was the faintest ghost of a smile on his lips. She cuddled his little body, rocking him gently, smiling herself. She was thinking of someone who had held her when she'd cried. Someone who was – was not forgotten, never forgotten – but who made her throat ache with sadness. Someone so important – it was desperately important that she remember him now, now – and that she†¦she had to†¦to find†¦ And then suddenly the peaceful night of Damon's mind was split open – by sound, by light, and by energies that even Elena, young as she was in the ways of Power, knew had been kindled by the memory of a single name. Stefan. Oh, God, she had forgotten him – she had actually, for a few minutes allowed herself to be drawn into something that meant forgetting him. The anguish of all those lonely late-night hours, sitting and pouring out her grief and fear to her diary – and then the peace and comfort that Damon had offered had actually made her forget Stefan – to forget what he might be suffering at this very moment. â€Å"No – no!† Elena was struggling alone in darkness. â€Å"Let go – I have to find – I can't believe that I forgot – â€Å" â€Å"Elena.† Damon's voice was calm and gentle – or at least unemotional. â€Å"If you keep jerking around like that you're going to get free – and it's a long way to the ground.† Elena opened her eyes, all her memories of rocks and little children flying away, scattering like white dandelion silk in every direction. She looked at Damon accusingly. â€Å"You – you – â€Å" â€Å"Yes,† Damon said composedly. â€Å"Blame it on me. Why not? But I did not Influence you, and I did not bite you. I merely kissed you. Your Powers did the rest; they may be uncontrollable, but they're extremely compelling all the same. Frankly, I never intended to get sucked in so deeply – if you'll forgive a pun.† His voice was light, but Elena had a sudden inner vision of a weeping child, and she wondered if he were really as indifferent as he seemed. But that's his speciality, isn't it? she thought, suddenly bitter. He gives out dreams, fancies, pleasure that stays in the minds of his†¦donors. Elena knew that the girls and young women that Damon†¦preyed on†¦adored him, their only complaint being that he didn't visit them often enough. â€Å"I understand,† Elena said to him as they drifted closer to the ground. â€Å"But this can't happen again. There's only one person that I can kiss, and that's Stefan.† Damon opened his mouth, but just then there was the sound of a voice that was as furious and accusing as Elena had been, and which didn't care about the consequences. Elena remembered the other person she'd forgotten. â€Å"DAMON, YOU BASTARD, BRING HER DOWN!† Matt. Elena and Damon came to a twirling, elegant stop, right beside the Jaguar. Matt immediately ran to Elena and snatched her away, examining her as if she had been in an accident, with particular attention to her neck. Once again Elena was uncomfortably aware of being dressed in a lacy white nightgown in the presence of two boys. â€Å"I'm fine, honestly,† she said to Matt. â€Å"I'm just a little bit dizzy. I'll be better in a few minutes.† Matt let out a breath of relief. He might not still be in love with her as he once had been, but Elena knew he cared deeply about her and always would. He cared about her as his friend Stefan's girlfriend, and also on her own merits. She knew he would never forget the time they had been together. More, he believed in her. So right now, when she promised that she was all right, he believed that. He was even willing to give Damon a look that wasn't completely hostile. And then both of the boys headed for the driver's side door of the Jag. â€Å"Oh, no,† Matt said. â€Å"You drove yesterday – and look what happened! You said it yourself – there are vampires trailing us!† â€Å"You're saying it's my fault? Vampires are tracing this fire-engine-red-paint-job giant and it's somehow my doing?† Matt simply looked stubborn: his jaw clenched, his tanned skin flushed. â€Å"I'm saying we should take turns. You've had your turn.† â€Å"I don't recall anything ever being said about ‘taking turns.'† Damon managed to give the word an inflection that made it sound like some rather wicked activity. â€Å"And if I go in a car, I drive the car.† Elena cleared her throat. Neither of them even noticed her. â€Å"I'm not getting into a car if you're driving!† Matt said furiously. â€Å"I'm not getting into a car if you're driving!† Damon said laconically. Elena cleared her throat more loudly, and Matt finally remembered her existence. â€Å"Well, Elena can't be expected to drive us all the way to wherever we're going,† he said, before she could even suggest the possibility. â€Å"Unless we're going to get there today,† he added, looking at Damon sharply. Damon shook his dark head. â€Å"No. I'm taking the scenic route. And the fewer people who know where we're going the safer we're going to be. You can't tell if you don't know.† Elena felt as if someone had just lightly touched the hairs on the back of her neck with an ice cube. The way Damon said those words†¦ â€Å"But they'll already know where we're going, won't they?† she asked, shaking herself back to practicality. â€Å"They know we want to rescue Stefan, and they know where Stefan is.† â€Å"Oh, yes. They'll know we're trying to get into the Dark Dimension. But by what gate? And when? If we can lose them the only thing we need to worry about is Stefan and the prison guards.† Matt looked around. â€Å"How many gates are there?† â€Å"Thousands. Wherever three ley lines cross, there's the potential for a gate. But since the Europeans drove the Native Americans out of their homes, most of the gates aren't used or maintained as they were in the old days.† Damon shrugged. But Elena was tingling all over with excitement, with anxiety. â€Å"Why don't we just find the nearest gate and go through it, then?† â€Å"Travel all the way to the prison underground? Look, you don't understand at all. First of all, you need me with you to get you into a gate – and even then it isn't going to be pleasant.† â€Å"Not pleasant for who? Us or you?† Matt asked grimly. Damon gave him a long, blank look. â€Å"If you tried on your own it would be briefly and terminally unpleasant for you. With me, it should be uncomfortable but a matter of routine. And as for what it's like traveling for even a few days down there – well, you'll see for yourselves, eventually,† Damon said, with an odd smile. â€Å"And it would take much, much longer than going by a main gate.† â€Å"Why?† Matt demanded – always ready to ask questions that Elena really, really didn't want to know the answers to. â€Å"Because it's either jungle, where five-foot leeches dropping from the trees are going to be the least of your worries, or wasteland, where any enemy can spot you – and everyone is your enemy.† There was a pause while Elena thought hard. Damon looked serious. Clearly, he really didn't want to do it – and not many things bothered Damon. He liked fighting. More, if it would only waste time†¦ â€Å"All right,† Elena said slowly. â€Å"We'll go on with your plan.† Immediately, both boys reached for the driver's side door handle again. â€Å"Listen,† Elena said without looking at either of them. † I am going to drive my Jaguar down to the next town. But first I am going to get in it and get changed into real clothes and maybe even catch a few minutes of sleep. Matt will want to find a brook or something where he can clean up. And then I'm going to whatever town is closest for some brunch. After that – â€Å" † – the bickering can begin anew,† Damon finished for her. â€Å"You do that, darling. I'll meet you at whatever greasy spoon you've selected.† Elena nodded. â€Å"You're sure you'll be able to find us? I am trying to hold my aura down, really.† â€Å"Listen, a fire-engine-red Jaguar in whatever flyspeck of a town you find down this road is going to be as conspicuous as a UFO,† Damon said. â€Å"Why doesn't he just come with†¦Ã¢â‚¬  Matt's voice trailed off. Somehow, although it was his deepest grievance against Damon, he often managed to forget that Damon was a vampire. â€Å"So you're going to go down there first and find some young girl walking to summer school,† Matt said, his blue eyes seeming to darken. â€Å"And you're going to swoop down on her and take her away where no one can hear her screaming and then you're going to pull her head back and you're going to sink your teeth into her throat.† There was a fairly long pause. Then Damon said in a slightly injured tone, â€Å"Am not.† â€Å"That's what you – people – do. You did it to me.† Elena saw the need for really drastic intervention: the truth. â€Å"Matt, Matt, it wasn't Damon who did that. It was Shinichi. You know that.† She gently took Matt by the forearms and turned him until he was facing her. For a long moment Matt wouldn't look at her. Time stretched and Elena began to fear that he was beyond her reach. But then at last he lifted his head so that she could look into his eyes. â€Å"All right,† he said softly. â€Å"I'll go along with it. But you know that he's going off to drink human blood.† â€Å"From a willing donor!† Damon, who had very good hearing, shouted. Matt exploded again. â€Å"Because you make them willing! You hypnotize them – â€Å" â€Å"No, I don't.† † – or ‘Influence' them, or whatever. How would you like it – â€Å" Behind Matt's back, Elena was now making furious go-away motions at Damon, as if she were shooing a flock of chickens. At first Damon just raised an eyebrow at her, but then he shrugged elegantly and obeyed, his form blurring as he took the shape of a crow and rapidly became a dot in the rising sun. â€Å"Do you think,† Elena said quietly, â€Å"that you could get rid of your stake? It's just going to make Damon completely paranoid.† Matt looked everywhere but at her and then finally he nodded. â€Å"I'll dump it when I go downhill to wash,† he said, looking at his muddy legs grimly. â€Å"Anyway,† he added, â€Å"you get in the car and try to get some sleep. You look like you need it.† â€Å"Wake me up in a couple hours,† Elena said – without the first idea that in a couple hours she was going to regret this more than she could say.