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CHAPTER ONE 1.0 	INTRODUCTION 1.1 	BACKGROUND OF THE STUDY Technology incorporates all tools and techniques for the purpose of solving societal problems. Those processes which would be primitive intermediate advanced are attainable through appropriate education hence its contest change continuously in response to changing needs of society, Uzukwe B. (2000) Fine and Applied Arts affects quality of life of a people and so, high technology is need to meet the standard of the people. Technology is therefore harnessing the environment and element through scientific means and treatment to make lives better. The establishment of College of Education (Technical) is a step to solving inadequacies in technology teachers as well as acquisition of skills for self-employment. It’s this acquisition of knowledge when applied through Fine and Applied Art education that enables us to become self-reliant. But this can only be realized when certain factors are taken into consideration and justified by government in allocating substantial amount for realistic development of Fine and Applied Arts Education. 1.2 	STATEMENT OF THE PROBLEM Nowadays Nigeria face high rate of unemployment and poverty Igbo 2004, explained that, corruption and improper management of Nigerian oil resources and wealth had brought about rapid deterioration of our economy, industrial output and commercial activities that have reduce substantially leading to lot of un-employment for millions of Nigerians, added to that are the thousands of graduates of tertiary institutions seeking for jobs which are not available. Even with the directorate of employment coming up with practical programs designed to encourage and assist unemployment graduate. It has not have the greatest hope lies in an education that gives student experiences and training that will empower him/her with skills. 1.3 	PURPOSE OF THE STUDY The main purpose of this study is to investigate the significant roles played by the Fine Arts Education in the acquisition of rightful occupational skills for self-reliance from FCE (T) Potiskum for the development of Potiskum                                                                 Local Government. The Fine And Applied Arts Education is an important avenue to train professionals. It is a government policy that every child has a right to education. 1.4 	SIGINFICANCE OF THE STUDY This research project will be important to students, the government administrators, education planner, policy makers in the community and stakeholders in the implementation of Fine and Applied Arts Education. It will also help for the development of their immediate society. The government will also know the type of education its citizens need for rightful occupational skills for self-reliance and employment. 1.5 	OBJECTIVES OF THE STUDY The objectives of the study are:- To understand how Fine and Applied Arts Education can help in the acquisition of occupational skills. To find out how Arts skills, construct knowledge and cultivate positive values and attitudes in a society. To discover how learners to use artistic and aesthetic sensibility in day to day life situation.

1.6 	 ASSUMPTIONS OF THE STUDY a. 	It is assume that the most important education for self-reliance and employment is Fine and Applied Arts. b. 	The rate of unemployment in Potiskum town can be reduce through the acquisition of Fine and Applied Arts Education. c. 	There would be economic growth as a result of Fine and Applied Art knowledge in Potiskum town of Yobe State. 1.7 	DEFINITION OF TERMS The following terms were critically defined. Fine and Applied Arts Education: The National Policy on Education (NPE 1985), defined Fine and Applied Art Education which leads to the acquisition of practical and applied skills as scientific knowledge. Occupation: Is the work or skills practiced by an individual for the purpose of earning a living. Skills: This is the technical attitude to attain or meet up with a certain required standard. Rightful: If you say that someone or something has returned to their rightful place or position, you mean they have returned to the place or position that you think they should have. Self-Reliance: Is an act of depending on one self for a living or survival. Roles: The function someone or something plays in a situation is their rate children. A role is one of the characters that an actor or singer plays in a films, play, or operates, that gave her a leading role in his film. Acquisition: The thing acquired to gain. The acquisition of something is the proves of getting it or being a giving it. The acquisition of a skill or habit is the process of learning it or developing it.

CHAPTER TWO 2.0 	LITERATURE REVIEW Related literature will be examined and discuss under the following sub-heading. The concept of Fine and Applied Art Education The importance of Fine and Applied Arts Education Suggested ways for enhancing the occupational prospects of fine and Applied Art Education. 2.1 	THE CONCEPT OF TECHNOLOGY AND FINE AND APPLIED ARTS EDUCATION The terms technology education popularly referred to as vocational and technical education has been identified as a vital form of education (NPE 2008). According to Ozokiot (2000), seen Fine and Applied Art Education for self-employment. It is highly in content and scope. It prepared individual to perform his/her choosing occupation. According to Ozokiot (2000), when an individual chose an occupation, appropriate training is needed to enable the individual advance in the chosen career of occupation. The National Policy on Education (NPE 2008), stated that Technology education which leads to the acquisition of practical and applied skills as well as basic scientific knowledge. Vocationalisation of secondary education can be seen as the diversification of a previously liberal arts or general academic curriculum of the secondary schools to include an increased amount of vocational and technical areas that aim at improving learners’ capacity for employment in the formal and informal sectors (Ikeoji and Agwubike, 2006). According to Akram (2012), it is the process of increasing the vocational oriented skills and components of education for all students in secondary schools. Vocationalisation of secondary education thus refers to the introduction of vocational subjects and practical skills into the secondary school curriculum (Lauglo, Akyeampong, Mwiria and Weeks, 2003). Lauglo, et al, Meyer (2009) and Akram (2012) contended that vocationalisation of education has received considerable emphasis in many countries such as Botswana, Australia, Germany and Switzerland, among several others. The aim of vocationalisation of secondary education is to develop in the students the skills and confidence to construct, produce, and carry out certain practical tasks base on their own ideas and acquire more abilities through their own effort (Akram, 2012). Vocationalisation of secondary education is not synonymous with vocational education, hence, the need to distinguish them. Vocational education, according to Osuala (2004) refers to vocational or technical training or retraining, which is given in schools or classes under public supervision and control or under contract with a state board or local education agency. Osuala maintained that it is conducted as part of a programme designed to prepare individuals for gainful employment as semi-skilled workers or technicians or subprofessionals in recognized occupations and new and emerging occupations or to prepare individuals for enrolment in advanced technical education programmes. In a nutshell, vocational education simply refers to any form of education whose major purpose is to prepare individuals for gainful employment in any occupation (Okoro, 1993). Recently, the term Technical and Vocational Education and Training (TVET) is mostly used synonymously with vocational education. The Federal Republic of Nigeria, (FRN, 2013) defined TVET as a comprehensive term referring to those aspects of the educational process involving, in addition to general education, the study of technologies and related sciences and the acquisition of practical skills, attitudes, understanding and knowledge relating to occupations in various sectors of economic and social life. FRN, (2013) maintained that TVET is further understood to be an integral part of general education; a means of preparing for occupational fields and for effective participation in the world of work; an aspect of lifelong learning and a preparation for responsible citizenship; an instrument for promoting environmentally-sound sustainable development; and a method of facilitating poverty alleviation. The goals of technical and vocational education as contained in the National policy on Education (FRN, 2013) include, among others, provision of trained manpower in the applied sciences, technology and business particularly at craft, advanced craft and technical levels as well as giving training and imparting the necessary skills to individuals for economic self-reliance. Akram (2012) pointed out that although both ‘vocational education’ and vocationalisation of education’ involve skills development, in vocationalisation, the skills development is intended to build the capability to act in a variety of real life situations whereas vocational education gives skills for a specific vocation under well-defined limitations. Akram posited that without the general skills development, the specific skill could not help the recipient to survive in the competition that goes on in life and therefore, concluded that vocational education can only be useful on a base of general skills development. In other words, vocationalisation of education provides pre-employment orientation to employable skills (Department For International Development, DFID, 2007). The need for vocationalisation of secondary education is underscore by Akram (2012) who stated that education could only become the foundation stone of a sustainable society only if it succeeds in imparting necessary life skills. The author emphasized that education without such enabling features can get reduced to a mere ritual. He further pointed out that if skill development is separated from formal education; the later is only a means of cultural transmission and cultural reproduction. The authors are in agreement with Akram (2012) that vocationalisation encompasses programmes that provide participants with skills, knowledge and aptitudes that enable them to engage in productive work, adapt to rapidly changing labour markets and economies, and participate as responsible citizens in their respective societies. This position is shared by Odu (2010) who noted that vocationalisation of secondary education in Nigeria became necessary because the traditional academic education failed to meet the needs of a vastly increased youth population who require manual and technical skills for gainful employment. He noted that unfortunately Nigeria’s secondary school leavers do not have such skills because of the poor implementation of technical and vocational programmes in the school, which left the students half-baked. National Policy in Education (2004) stated that Fine and Applied Art, Technical Education, (Wood-Work, Metal Work, Electrical and Electronic, etc) Agricultural Science Education, Home Economics, Music and Business Education and others offer varied skills which equip the student with an insight in to the world of work, providing him with opportunities and knowledge to make more rational choice for future career. The NPN hierarchically arranged the tire of two secondary education in which a way the junior secondary school world expose the student to all areas of vocational studies while the senior secondary should be a place where the student specialized in one or two areas of the occupational skills, equivalent to the senior secondary school are technical colleges designed to prepare individuals to acquire practical skills, basis scientific knowledge and attitude required as craftman and technicians at sub-professionals levels (NPE 2000) the student so desire can still improve on his/her knowledge and skills in polytechnics, colleges of education or university in a situation where a student discontinuous with his/her secondary school education or the tertiary studies he may be go on to apprenticeship system or some other schemes for our schools training. The purpose is to help the students acquire the ability to float around the technological based business on graduation. Hence Fine and Applied Art Education is education for work here everybody need it because as a human being we have to meet the needs of livelihood therefore we need to learn to work as it’s the field of industrial design, graphic design, fashion design, interior design, decorative art and functional art are considered applied arts. In a creative context, the fields of architecture and photography are considered applied arts. Fine art refers to arts that are concerned with beauty or which appeal to taste, Uzukwe B. (2000). 2.2	 THE IMPORTANCE OF TECHNOLOGY AND FINE AND APPLIED ARTS EDUCATION Odu, K. (2010), Under Fine and Applied Arts Education Students in various stages received training of technical/vocation subjects such as Fine and Applied Art, Agricultural Science, Business Education, Graphic Design, Fabrication, Dying, etc. academic and technical content to knowledge and skills a passed on to students that can enable them enter into occupation. Fine and Applied Arts have more various job opportunities with diverse subjects, depending upon the specialization and interest of the students. Odu, K. (2010), stated that, Career in Fine and Applied Arts Education teachers typically do the following: Create lesson place and assignment Instruction students on how to develop a certain skills. Show how to apply classroom knowledge through hands on activities. Demonstrate and supervise the proper used of tools and equipment. Monitor students’ progress assigned task and grade assignment. Discuss students’ progress with students and councilors. Development and enforce classroom riles and safety procedures. Higher Education Lecturing and Illustrator. Museum/Gallery Curator. Printmaker, Stylist, Fine Artist, Graphic Designer and Therapist Okoro O. M. (1994), Fine and Applied Arts Education teachers help student explore and prepare to enter a specific occupation in fields such as Fine Artist, Graphic Designer and printmaker. They use teaching techniques and help to demonstrate task, techniques and tools used in occupation. They teach specific career skils that helps students in various welding techniques and essential safety practices they also monitor the use of materials used and equipment, guide and students practices procedures until they meet the specific standard required by the trade. (National Association of State Director of Career Technical Consortium) lead to gainful employment or occupation and such education is vocational education. Hornby (2001), stated that occupation means something that you do for payment and requires training or skills e.g. teaching job, engineering job artist and so forth. Vocational education provides students with opportunities for expansion of knowledge and development of skills thereby preparing them for work. The National Association of Fine and Applied Arts Students (NAFAAS 2008) list the various subjects area that provide vocational and technology education, textiles, food and nutrition, home management, electronic, textiles, computer education, commerce, building construction, metal work, technical drawing, shorthand, typewriting, Fine and Applied Art and Music. 2.3 	SUGGESTED STRATEGIES FOR ENAHANCING THE OCCUPATIONAL PROSPECTS OF TECHNOLOGY EDUCATION Vocational education training is a vital to individual, society, industry, government, schools and indeed all instructions of the society because the society required trained personal to operate successfully, according to Joseph (2010). Noted that as society increase it becomes increasingly dependent upon more complex on technical device, it requires well trained craftsmen, vocational, technical and technologist, engineers to build, operate, report and services the vocational product which are purchased by its members. Furthermore, he pointed out that wealth as priced of nature, a society develops as it increase the human capacity to deals with nature. There is today great concern for the transportation of the economy and this can only be done by creating industries that are non-dependent on foreign experts, no one can be done by replying on training and error approach to education, rather than training and development of indigenous personnel. He further stated that technical education to industrial development must be planned, systematic produce in process and product, well informed and progression.

CHAPTER THREE

3.1 	RESEARCH METHODOLOGY This chapter described the procedures involve in this study under the following subheadings: research design, population of the study, sample and sampling techniques, instrument for data collection, validation of the instrument and method of data analysis. 3.2 	DESIGNED OF THE STUDY The designed used by researcher for this project was the survey research designed. The research utilize the instrument of questionnaire to collect data. The designed was considered appropriate for this study since it is to solicit respondents from respondents and these are technician working with federal college of education (Technical) and artisans in Potiskum Local Government Area.

3.3 	AREA OF THE STUDY The study was carried out in Vocational Education in Federal College of Education (Technical) Potiskum Local Government Area. 3.4 	SAMPLE AND SAMPLING TECHNIQUES The research sample of this study was drawn using simple random and purposive drawn using sampling techniques for the general population. A sample of size of some students and Artisans was used for this study from Vocational Education of FCT (T) Potiskum Local Government Area was used for the Study. 3.5 	POPULATION OF THE STUDY The population of the study comprises of students from vocational department in Federal College of Education (Technical) Potiskum and Artisans in Potiskum Local Government Area, Yobe State. 3.6 	INSTRUMENT OF DATA COLLECTION A well designed questionnaire titled “the role of Fine and Applied Arts Education in the acquisition of suitable occupation skills for self-reliance” was used as the instrument of collecting data. Where four point rating scale was adopted for scoring the instrument for the data gathered titled: self-reliance for the students. 3.7	METHOD OF DATA COLLECTION The questionnaire was distributed to respondents on a one complication the research collected the completed questionnaire. The questionnaire was used as a tool for data collection from respondents. The decision point with a means of 2.5 therefore any item with a meant below 2.50 is considered disagreed and those above are considered as agreed. 3.8 	METHOD OF DATA ANALYSIS The data obtained from this study was analyzed using the mean response and the statistical tool for answering the research question. The mean for each item was completed from the two scored obtained from the responses to the questionnaire. The completed mean were presented in the table 1-3 the cut-off point 2.50 was used this any item with a mean response of 2.50 and above is considered agreed otherwise it was considered disagreed. The mean of the response was calculated sign the following formulas. The data to be collected for this study will be analyzed using simple percentage, mean and standard deviation statistical tools. The type of data for this study is primary in nature, which will be gathered through the use of structured questionnaire. A 4 points rating scale will be used with assigned values of 4, 3, 2 and 1 respectively for:- Strongly Agreed 	(SD)		-	4 points Agreed		(A)		-	3 points Disagreed		(D)		-	2 points Strongly Disagreed (SD)		-	1 point

The mean will be obtained using the following formula: The mean of the above will be determined by calculating the average. Mean (x) - ∑ fx n X = mean ∑ = Mean n – Individual value in the distribution f = frequency A cut off points of 2.50 will be used to determine the mean which is thus: (4+3+2+1)/4=10/4= 2.50  	This means that any mean score equal to greater than (≥) 2.50 will be considered as agreed response and any mean score less than (≤) 2.50 will be considered as disagreed responses.

CHAPTER FOUR 4.1 	PRESENTATION AND DATA ANALYSIS This chapter represents the analysis of the data collected for this study. The data were analyzed in table 1-3 to address the possible research hypothesis. Item (i) the concept of technical education. S/N	Items	SA	A	SD		N	X	Remark i.	Is Fine and Applied Arts Education vital form of education? 9	6	3	2	20	3.10	Agreed ii. Fine and Applied Arts Education prepared an individual to performance well in choosing occupation/profession? 8	7	1	4	20	3.0	Agreed iii. Appropriate training is needed to enable the individual advance the chosen career or occupation? 9	5	2	4	20	2.95	Agreed iv. Fine and Applied Art Education is the aspect of Education which leads to the acquisition of practical and Applied Skills	9		2	4	20	2.9	Agreed v.	Fine and Applied Arts Education provide individual the opportunity and ability to make more rationale choice for future career. 11	5	2	2	20	3.25	Agreed The result above revealed that the item i. ii. iii. iv. And v. has the mean of arranging from 2.95 – 3.95, indicating that such item are responsible for the role of technical education in the acquisition of suitable occupational skills for self-reliance.

Item: (ii) Career in Technical Education Teachers. S/N	Items	SA	A	SD		N	X	Remark i.	Career and Fine and Applied Art Education teachers instruct students in various vocational subjects. 7	6	3	4	20	3.80	Agreed ii. Fine and Applied Art Education Teachers academic and vocational content to provide students with skills and knowledge necessary to enter into occupation. 9	6	3	2	20	3.10	Agreed iii. The usage of variety of teaching method help student learn and develop skills related to the specific career. 8	71	4	20	2.30	2.95	Agreed iv. The Fine and Applied Art Education oriented students demonstrate technique and used materials in occupation. 9	4	6	5	20	2.4	Disagreed v.	Monitoring tools, equipment and students practice precedes meet the specific standard by the trade. 11	3	7	5	20	2.6	Disagreed The result in the above statement revealed that the item i, ii, and iii, has the meaning ranging from 2.8 to 3.10 indicating that the items responsible for the role of Fine and Applied Arts Education plays in the acquisition of suitable occupational skills for self-reliance. While item iv and v has a mean of 2.4 each indicating that the items do not play a significant role of Fine and Applied Art Education in the acquisition of suitable occupational skills for self-reliance. Item (iii) Fine and Applied Art Education training as an instrument of industrialization. S/N	Items	SA	A	SD		N	X	Remark i.	The society required trained personnel to operate successful. 8	6	3	3	20	2.9	Agreed ii. As the society increase it becomes increase it became increasingly dependent upon the more complex devices. 9	6	3	2	20	3.10	Agreed iii. Transformation of economy can only done by creating industrial not depend on foreign exposer. 7	6	3	4	20	2.80	Agreed iv. The relationship between industries and communities help in approving industries facilities and outcome. 9	6	3	2	20	3.30	Agreed v.	The relationship between industries and communities help in approving industries facilities and outcome. 7	6	3	4	20	2.80	Agreed The result above revealed that the items i, ii, iii, iv and v has a mean value ranging from 2.8 to 2.10 indicating that all the item statement are responsible for the effective role and Fine and Applied Art Education in the acquisition of suitable occupation skills for self-reliance. The actual findings of the hypothesis are as follows:- Fine and Applied Art Education referred to as a vital form of education. Fine and Applied Arts Education prepared an individual to perform in a chosen career. Appropriate training is needed to enable the invitational advance in the chosen career. Fine and Applied Arts Education is the aspect of education that leads to the acquisition of practical and applied skills. Fine and Applied Arts Education provide individual the opportunity and ability to make more rational choice for future career. In Fine and Applied Arts Education. Career and Fine and Applied Arts Education teacher instruct students in various vocational subjects. A Fine and Applied Arts Education teacher academic and Vocational content to provide students with skills and knowledge necessary to enter into occupation. The usage of variety of teaching method helps the student learn and development skills related to the specific career. The Vocationally oriented students demonstrate techniques and the material tools in occupation. The monitoring of tools, equipment and students practical procedure need a specific standard required by the trade. Vocational Education prepare trainees as instrument of industrialization this shows that: The society required trained personnel to operate successfully As the society increase it becomes increasingly dependent upon more complex devices. Society increase only when it increases the human capacity to deal with nature. The transformation of economy can only be done by creating industries not dependent on foreign export. The trial and error approach to education has not trained and developed indigenous personnel. All the above finding are the roles of technical education in the acquisition suitable occupational skills for self-reliance.

CHAPTER FIVE 5.0 SUMMARY, CONCLUSION AND RECOMMENDATIONS 5.1 SUMMARY This study investigated the roles of the Fine and Applied Art Education in the acquisition of suitable and occupation skills for self-reliance a case study of Potiskum Local Government. This has been an important issue of concern to both educator and practitioners in recent years. The world today is a global market in which Fine and Applied Arts Education plays a vital role in attaining suitable occupational skills. The objectives of the study was to find out that: The concept of Fine and Applied Art Education in relation to the subject matter. Career in Fine and Applied Arts Education teachers. Fine and Applied Art Education as an instrument for industrialization. The following hypothesis were raised: The most important education in Fine and Applied Arts Education. Reduction in the rate of unemployment in Potiskum because of the influence of career teacher. Economic growth in Potiskum is because of technical Education. Some related literature were reviewed and the data was collected using a structured questionnaire titled; role of Fine and Applied Arts Education in the acquisition of suitable occupational skills for self-reliance. 5.2 	CONCLUSION The finding indicated that despite the negative connotations some people have on western education, Fine and Applied Arts Education has a greater role to play in acquiring suitable occupation skills for self-reliance. The result from the finding also showed some remarkable result. The first was regard to the role of Fine and Applied Arts Education in the acquisition suitable occupational skills for self-reliance. The result of this study suggested that the concept of Fine and Applied Arts Education and career in Fine and Applied Arts Education, are of concern and then Fine and Applied Arts Education as the instrument for industrialization are all alternate with respect to the hypothesis been raised earlier. 5.3 	RECOMMENDATIONS The following recommendations were made based on the finding of the study. Fine and Applied Arts Education should be well treated so as to meet the standard. Career in Applied Arts Education teachers need to be proper induced. Applied Arts Education trained as an instrument of industrialization need to be given emphasis. The only of variety of method to help the Applied Arts Education oriented students to scope with the immediate situation. 5.4 	SUGGESTION FOR FURTHER STUDY This study serves as a basis for further study on the role of Applied Arts Education in the acquisition of suitable occupation skills for self-reliance. Similar study should be conducted in other department and other schools across Nigeria so as to bring an improvement in the role of technical education in the acquisition of suitable occupational skills.

REFERENCES Akram, M. (2012). Formal education, skill development and vocationalisation: The missing link. Research on Humanities and Social Sciences 2 (8), 142-148 Atsumbe, Development on the Record DFID Annaul Report, (2007) The need for Volcanisation of secondary Education in Underscore.387 – 392 pages. Engineering assembly held on 4th to 5th September, 2012 at Abuja FRN, (2013), Defined TVET as a comprehensive term referring to those aspects of the educational process involving, in addition to general education. 24( 11): 113-173. Hornby (2001), Stated that Occupation means something that you do for payment and requires training or skills: NPE, (NAFAAS 2008): 213-234 Igbo (2004) Entrepreneurship Initiative in College of Education Programme ETF/NCCE train in a trainer workshop for colleges of education. Ikeoji, & Agwubike, (2006). Approaches for effective vocationalisation of secondary school agriculture in Nigeria: The views of agricultural science teachers in Delta State. Journal of Agricultural Education and Extension. 12(3), 213-222 Joseph (2010), Noted that as society increase it becomes increasingly dependent upon more complex on Fine and Applied Art Technologist, to build, operate and services. Lauglo and Akram (2009). Vocationalisation of secondary education revisited, with case studies from Botswana, Ghana and Kenya. Debates in Skills Development. Lauglo, Akyeampong, Mwiria and Weeks (2003). Vocationalise of secondary education revisited, with case studies from Botswana, Ghana and Kenya. Debates in Skills Development. World Bank study on vocational skills development in sub-saharan Africa- a working group Review paper 7 Retrieved from www.worldbank.org (NPE 1985), National Policy on Education: Federal Republic of Nigeria Odu, K. (2010) Skills acquisition in Nigerian education system: problems and prospects in technical education. Journal of Qualitative Education, 6( 1): 20-26 Okoro O. M. (1994) Principles and Method of Vocational and Technical Training Enu Abia Publisher. Osuala, E. C. (2004). Foundations of Vocational Education. Awka:Meks Publishers UNESCO (1999) Regional Contribution to statistical Information Systems Development for Technical and Vocational Education and Training. Ozokiot (2000), Vocational and Technical Education in Nigeria Problems and Prospects in crisis in accomplishing educational Objectives in Nigeria Pankshin Academic Trust Fund. Uzukwe B. (2000) Fine and Applied Art Education is education for work here everybody need it because as a human being we have to meet the needs of livelihood. Retrieved from www.worldbank.org, aceondo.edu.ng.

APPENDIX I Federal College of Education (Technical), Potiskum Applied Arts Education Department P.O. Box 1013, Potiskum, Yobe State.

11th January, 2022.

INTRODUCTION LETTER Dear Respondents, We are students of the above mentioned institution undergoing a research project on the topic entitled “The Role of Fine and Applied Arts Education in the Acquisition of Suitable Occupational Skills for Self-Reliance” in the above institution. The questionnaire is intended to collect information about the study, kindly respond to each question as honest as you can. The information you provide will be treated confidentially. Thanks for your cooperation and understanding. Yours faithfully, NF/18/01200 NF/18/01251 NF/18/01256 NF/18/01261 NF/18/01271