Blood Promise Chapter Seventeen

Convincing them to release a Strigoi-particularly when we had him trapped-wasn't easy. My questioning hadn't made sense to them either, but they'd gone along with it. Letting a Strigoi go? That was really crazy-even for the unpromised. They exchanged uneasy glances with one another, and I wondered if they'd disobey. In the end, my harshness and authority won out. They wanted me as their leader and put their faith in my actions-no matter how insane they seemed. Of course, once we did let the Strigoi go, we had the new problem of making sure he actually went. At first, he started to attack again, and then, realizing he'd probably get overwhelmed, he finally skulked off. He gave us one last menacing look as he disappeared into the darkness. I didn't think being taken down by a group of teenagers had done a lot for his self-esteem. He gave me in particular a look of hatred, and I shuddered at the idea of him knowing my name. There was nothing to be done about it now; I could only hope my plan had a chance of working. Denis and the others got over me letting the Strigoi go once we made a few other kills that week. We fell into a routine, investigating clubs and dangerous parts of town, relying on my senses to tell us when danger was near. It was funny to me how much the group soon began to rely on my leadership. They claimed they wanted no part of the guardians' rules and authority, but they responded surprisingly well to me telling them what to do. Well, more or less. Every once in a while, I'd see a bit of that unhinged recklessness. One of them would try to play hero, underestimate a Strigoi, or go in without the rest of us. Artur nearly ended up with a concussion that way. As the largest of all of us, he'd gotten a bit cocky and was therefore caught off guard when a Strigoi threw him into a wall. It had been a sobering moment for all of us. For a few agonizing moments, I'd feared Artur was dead-and that it was my fault as their leader. One of Sydney's Alchemists had come-though I'd made sure not to be around, lest Abe find me-and had treated Artur. The guy said Artur would be fine with some bed rest, meaning he had to stop hunting for a while. It was hard for him to do-and I had to yell at him when he tried to follow us one night, reminding him of all their friends who had died before because of such stupidity. Out in the human world, dhampirs tended to run on human schedules. Now I put myself on a nocturnal schedule, just like I'd been on at the Academy. The others followed suit, except for Tamara, since she had a day job. I didn't want to be asleep during the time Strigoi prowled the streets. I had called Sydney each time we left a kill, and word had to be getting around in the Strigoi community that someone was doing a lot of damage. And if the Strigoi we'd released had carried my message, some of those Strigoi could specifically come looking for me. As days passed, our kills dropped a little, making me think the Strigoi were indeed being cautious now. I couldn't decide if that was a good or bad thing, but I urged the others to be extra careful. They were beginning to revere me as a goddess, but I took no satisfaction in their adoration. My heart still ached from all that had happened with Lissa and Dimitri. I wrapped myself up in my task, trying only to think of working the Strigoi community to get closer to Dimitri. But when we weren't out hunting Strigoi, I had a lot of downtime with nothing to do. And so I kept visiting Lissa. I'd known there were a lot of kids-like Mia-who lived at the Royal Court because their parents had jobs there. I didn't quite realize how many there were, though. Avery naturally knew them all, and to no one's surprise (at least not mine), most of them were spoiled and rich. The rest of Lissa's visit had been a series of other functions and formal parties. The more she listened to royal Moroi talk business, the more it irritated her. She saw the same abuses of power she'd noted before, the same unfair way of distributing guardians like they were property. The controversial issue of whether Moroi should learn to fight alongside the guardians was also still a hot topic. Most of the people Lissa ran into at Court were of the old-school mentality: Let guardians fight and Moroi stay protected. After seeing the results of that policy-and the successes that had happened when people like Christian and I tried to change it-hearing the selfishness among the Moroi elite enraged Lissa. She welcomed her escapes from these events whenever she could, anxious to run wild with Avery. Avery was always able to find people to hang out with and attend parties of a much different nature than Tatiana's. Stifling Court politics never came up at these parties, but there were still plenty of other things to drag Lissa's mood down. In particular, Lissa felt her guilt, anger, and depression over me spiraling deeper and deeper. She'd seen enough of spirit's effects on her moods to recognize potential warning signs, though she hadn't been actively using spirit while on this trip. Regardless of the moods' cause, she still continued to do her best to seek distraction and drown her depression. â€Å"Watch it,† warned Avery one evening. She and Lissa were at a party the night before they had to fly back to the Academy. A lot of those who lived at Court had permanent housing, and this party was at the town house of some Szelsky who served as an aide on a committee Lissa didn't know. Lissa didn't really know their host either, but that didn't matter, save that his parents were out of town. â€Å"Watch what?† asked Lissa, staring around the sights. The town house had a courtyard out back, lit up by tiki torches and strings of twinkling lights. There were drinks and food in full force, and some Moroi guy had a guitar out and was trying to impress girls with his musical skills-which were nonexistent. In fact, his music was so awful that he might have discovered a new way to kill Strigoi. He was cute enough, though, that his admirers didn't seem to care what he played. â€Å"This,† said Avery, pointing at Lissa's martini. â€Å"Are you keeping track of how many of those you're taking down?† â€Å"Not from what I can tell,† said Adrian. He was sprawled on a lounge chair nearby, a drink in his own hand. Lissa felt a bit amateur compared to them. While Avery was still her wild and flirtatious self, she didn't have the crazed or stupid air of someone completely trashed. Lissa didn't know how much the other girl had been drinking, but it was presumably a lot since Avery always had a drink in hand. Likewise, Adrian never seemed to be without a beverage, the effects of which mostly mellowed him out. Lissa supposed they had a lot more experience than her. She'd gone soft over the years. â€Å"I'm fine,† lied Lissa, who was watching her surroundings spin a little and seriously contemplating joining some girls dancing on a table across the courtyard. Avery's lips quirked into a smile, though her eyes showed a bit of worry. â€Å"Sure. Just don't get sick or anything. That kind of thing gets around, and the last thing we need is everyone knowing that the Dragomir girl can't hold her liquor. Your family has a fierce reputation to maintain.† Lissa downed the drink. â€Å"Somehow, I doubt alcohol consumption is part of my family's illustrious ancestry.† Avery pushed Adrian over and lay down next to him on the lounge chair. â€Å"Hey, you'd be surprised. In ten years, this group will be your peers on the council. And you'll be trying to pass some resolution, and they'll be like, ? ®Remember that time she got trashed and threw up at that party?'† Lissa and Adrian both laughed at that. Lissa didn't think she was going to get sick, but like everything else, she would worry about it later. The bright point of all this was that drinking was helping numb the memories of what had happened earlier in the day. Tatiana had introduced her to her future guardians: a seasoned guy named Grant and the â€Å"young lady,† who was named Serena. They had been nice enough, but their parallels to Dimitri and me had been overwhelming. Taking them on had seemed like a betrayal to us, yet Lissa had simply nodded and thanked Tatiana. Later, Lissa had learned that Serena had originally been lined up to be the guardian for a girl she'd known her entire life. The girl wasn't royal, but sometimes, depending on guardian numbers, even non-royals got assigned guardians-though never more than one. When positions for Lissa's protection opened up, however, Tatiana had pulled Serena from the job with her friend. Serena had smiled and told Lissa it didn't matter. Duty came first, she said, and she was happy to serve her. Yet Lissa felt bad, knowing it had to have been hard on both girls-and terribly unfair. But there it was again: an unfair balance of power with no one to really keep it in line. Leaving that encounter, Lissa had cursed her own meekness. If she hadn't had the courage to follow me, she thought, she should have at least put her foot down and demanded that Tatiana give her my mother instead. Then Serena could have gone back to her friend, and there'd be one friendship still left intact in the world. The martini simultaneously seemed to numb the pain and make her feel worse, which honestly made no sense to Lissa. Whatever, she thought. And when she caught a glimpse of a server passing by, she waved him over to order more. â€Å"Hey, can I-Ambrose?† She stared in surprise at the guy standing before her. If there'd been a swimsuit calendar for hottest dhampir guys, this one would have been the cover model (aside from Dimitri-but then, I was biased). This guy's name was Ambrose, and she and I had met him on our trip there together. He had deeply tanned skin and well-formed muscles underneath his gray button-down shirt. He was a particular oddity at Court, a dhampir who'd rejected guardian service and performed all sorts of tasks here, like giving massages and-if rumor was true-having â€Å"romantic encounters† with the queen. That one still made me cringe, and I'd run into some pretty disgusting things in my life. â€Å"Princess Dragomir,† he said, flashing her one of his perfect white grins. â€Å"An unexpected surprise.† â€Å"How have you been?† she asked, genuinely happy to see him. â€Å"Good, good. I have the best job in the world, after all. And you?† â€Å"Great,† she replied. Ambrose paused, eyeing her. He didn't drop that gorgeous grin, but Lissa could tell he didn't agree with her. She could see the disapproval in his face. Avery accusing her of drinking too much was one thing. But some pretty dhampir servant? Unacceptable. Lissa's demeanor grew cold, and she held out her glass. â€Å"I need another martini,† she said, her voice as haughty as that of any perfect royal. He sensed the change in her, and his friendly smile turned to one of polite indifference. â€Å"Right away.† He gave her a small bow and headed off to the bar. â€Å"Jeez,† said Avery, watching admiringly as he walked away. â€Å"Why didn't you introduce us to your friend?† â€Å"He's not my friend,† snapped Lissa. â€Å"He's nobody.† â€Å"Agreed,† said Adrian, putting an arm around Avery. â€Å"Why look elsewhere when you've got the best right here?† If I hadn't known any better, I'd have sworn there was a hint of legitimate jealousy underneath his jovial tone. â€Å"Didn't I go out of my way to bring you to breakfast with my aunt?† Avery gave him a lazy smile. â€Å"That's a good start. You've still got a ways to go to impress me, Ivashkov.† Her gaze drifted over Lissa's head and turned surprised. â€Å"Hey, Jailbait's here.† Mia, with Jill in tow, came striding through the garden, indifferent to the shocked looks she received. The two of them were clearly out of place. â€Å"Hey,† said Mia when she reached Lissa's group. â€Å"My dad just got called away, and I have to go with him. I've got to give Jill back.† â€Å"No problem,† said Lissa automatically, though she clearly wasn't happy about Jill being there. Lissa still kept wondering if Christian had some special interest in her. â€Å"Everything okay?† â€Å"Yeah, just business.† Mia made her farewells to everyone and left the party as quickly as she'd come, rolling her eyes at the other royals' sneers and shock as she passed. Lissa turned her attention to Jill, who had sat gingerly in a nearby chair and was staring around her in wonder. â€Å"How's it been? Did you have fun with Mia?† Jill turned back to Lissa, face brightening. â€Å"Oh yeah. She's really great. She's done so much work with water. It's crazy! And she taught me a few fighting moves, too. I can throw a right hook†¦ although not very hard.† Ambrose returned then with Lissa's drink. He gave it to her wordlessly and softened a bit when he saw Jill. â€Å"You want anything?† She shook her head. â€Å"No, thanks.† Adrian was watching Jill carefully. â€Å"You okay here? Do you want me to take you back to guest housing?† Like before, his intentions weren't romantic in the least. He seemed to regard her as a little sister, which I thought was cute. I hadn't thought him capable of that kind of protective behavior. She shook her head again. â€Å"It's okay. I don't want you to have to leave†¦ unless†¦Ã¢â‚¬  Her expression grew worried. â€Å"Do you want me to go?† â€Å"Nah,† said Adrian. â€Å"It's nice to have someone responsible around in the midst of all this madness. You should get yourself some food, if you're hungry.† â€Å"You're so motherly,† teased Avery, echoing my thoughts. For whatever reason, Lissa took Adrian's â€Å"responsible† comment personally, like he was directly slamming her. I didn't think that was the case at all, but she wasn't really thinking all that clearly. Deciding she wanted some food herself, she got up and wandered over to the table in the courtyard's garden that had trays of appetizers on it. Well, it had earlier. Now the table was being used by the dancing girls Lissa had noticed before. Someone had cleared space by moving all the trays of food to the ground. Lissa leaned over and picked up a mini sandwich, watching the girls and wondering how they could find any sort of beat in that royal guy's horrible music. One of the girls spotted Lissa and grinned. She extended a hand. â€Å"Hey, come on up.† Lissa had met her once but couldn't recall her name. Dancing suddenly seemed like a great idea. Lissa finished the sandwich and, drink in hand, allowed herself to be pulled up. This got a few cheers from people gathered around. Lissa discovered that the crappy music was irrelevant and found herself getting into it. Her and the other girls' moves varied from overtly sexual to mockeries of disco. It was all fun, and Lissa wondered if Avery would claim this would haunt her in ten years too. After a while, she and the others actually attempted some synchronized moves. They started by swaying their arms in the air and then moved on to some chorus line kicks. Those kicks proved disastrous. A misstep-Lissa was wearing heels-suddenly sent her over the table's edge. She lost the drink and nearly collapsed before a pair of arms caught her and kept her upright. â€Å"My hero,† she muttered. Then she got a good look at her savior's face. â€Å"Aaron?† Lissa's ex-boyfriend-and the first guy she'd ever slept with-looked down at her with a smile and released her once he seemed certain she could stand. Blond-haired and blue-eyed, Aaron was handsome in a surfer kind of way. I couldn't help but wonder what would have happened if Mia had seen him. She, Aaron, and Lissa had once been involved in a triangle worthy of any soap opera. â€Å"What are you doing here? We thought you disappeared,† Lissa said. Aaron had left the Academy a few months ago. â€Å"I'm going to school out in New Hampshire,† he replied. â€Å"We're here visiting family.† â€Å"Well, it's great to see you,† said Lissa. Things hadn't ended well between them, but in her current state, she meant her words. She'd had enough booze to think it was great to see everyone at the party. â€Å"You too,† he said. â€Å"You look amazing.† His words struck her more than she would have expected, probably because everyone else here had implied that she looked trashed and irresponsible. And breakup or no, she couldn't help but recall how attractive she'd once found him. Honestly, she still found him attractive. She just didn't love him anymore. â€Å"You should stay in touch,† she said. â€Å"Let us know what's going on.† For a moment, she wondered if she should have said that, in light of having a boyfriend. Then she dismissed her worries. There was nothing wrong with hanging out with other guys-particularly since Christian hadn't cared enough to come with her on this trip. â€Å"I'd like that,† Aaron said. There was something in his eyes she found pleasurably disconcerting. â€Å"I don't suppose, though, that I could get a goodbye kiss, seeing as I rescued you and all?† The idea was preposterous-then, after a moment, Lissa laughed. What did it matter? Christian was the one she loved, and a kiss between friends would mean nothing. Looking up, she let Aaron lean down and cup her face. Their lips met, and there was no denying it: The kiss lasted a bit longer than a friendly one. When it ended, Lissa found herself smiling like a dazed schoolgirl-which, technically, she was. â€Å"See you around,† she said, heading back toward her friends. Avery wore a chastising look, but it wasn't over Aaron and the kiss. â€Å"Are you crazy? You nearly broke your leg. You can't do that kind of thing.† â€Å"You're supposed to be the fun one,† pointed out Lissa. â€Å"It wasn't a big deal.† â€Å"Fun isn't the same as stupid,† Avery retorted, face serious. â€Å"You can't go do stupid shit like that. I think we should get you home.† â€Å"I'm fine,† said Lissa. She stubbornly looked away from Avery and instead focused on some guys who were doing shots of tequila. They were having some sort of competition-and half of them looked ready to pass out. â€Å"Define ? ®fine,'† said Adrian wryly. Yet he looked concerned too. â€Å"I'm fine,† Lissa repeated. Her gaze snapped back to Avery. â€Å"I didn't get hurt at all.† She'd expected grief about Aaron and was surprised they hadn't given it to her-which made it even more surprising when it came from another source. â€Å"You kissed that guy!† exclaimed Jill, leaning forward. Her face was aghast, and she displayed none of her usual reticence. â€Å"It was nothing,† said Lissa, who was irked to have Jill reprimanding her of all people. â€Å"Certainly none of your business.† â€Å"But you're with Christian! How could you do that to him?† â€Å"Relax, Jailbait,† said Avery. â€Å"A drunken kiss is nothing compared to a drunken fall. God knows I've kissed plenty of guys drunk.† â€Å"And yet, I remain unkissed tonight,† mused Adrian, with a shake of his head. â€Å"It doesn't matter.† Jill was really worked up. She'd grown to like and respect Christian. â€Å"You cheated on him.† With those words, Jill might as well have practiced her right hook on Lissa. â€Å"I did not!† Lissa exclaimed. â€Å"Don't drag your crush on him into this and imagine things that aren't there.† â€Å"I didn't imagine that kiss,† said Jill, flushing. â€Å"That kiss is the least of our worries,† sighed Avery. â€Å"I'm serious-just let it go for now, you guys. We'll talk in the morning.† â€Å"But-† began Jill. â€Å"You heard her. Let it go,† a new voice growled. Reed Lazar had appeared out of nowhere and was looming over Jill, face as hard and scary as ever. Jill's eyes went wide. â€Å"I'm just telling the truth†¦Ã¢â‚¬  I had to admire her courage here, considering her normally timid nature. â€Å"You're pissing everyone off,† said Reed, leaning closer and clenching his fists. â€Å"And you're pissing me off.† I was pretty sure this was the most I'd ever heard him say. I tended to kind of think of him as a caveman, stringing three-word sentences together. â€Å"Whoa.† Adrian leapt up and rushed to Jill's side. â€Å"You need to let this go. What, are you going to start a fight with some girl?† Reed turned his glare on Adrian. â€Å"Stay out of this.† â€Å"The hell I will! You're crazy.† If anyone had asked me to make up a list of people most likely to risk a fight in defense of a lady's honor, Adrian Ivashkov would have been low on that list. Yet there he stood, face hard and hand sitting protectively on Jill's shoulder. I was in awe. And impressed. â€Å"Reed,† cried Avery. She too had risen and now stood on Jill's other side. â€Å"She didn't mean anything. Back off.† The two siblings stood there, eyes locked in some kind of silent showdown. Avery wore the harshest look I'd ever seen on her, and at last, he glowered and stepped back. â€Å"Fine. Whatever.† The group stared in amazement as he walked abruptly away. The music was so loud that only a few of the partygoers had overhead the argument. They stopped and stared, and Avery looked embarrassed as she sank back in her chair. Adrian still stood by Jill. â€Å"What the hell was that?† Adrian demanded. â€Å"I don't know,† Avery admitted. â€Å"He gets weird and overprotective sometimes.† She gave Jill an apologetic smile. â€Å"I'm really sorry.† Adrian shook his head. â€Å"I think it's time for us to go.† Even in her drunken state, Lissa had to agree. The confrontation with Reed had shocked her into soberness, and she was suddenly uneasily evaluating her actions tonight. The glittering lights and fancy cocktails of the party had lost their charm. The drunken antics of the other royals seemed clumsy and stupid. She had a feeling she might regret this party tomorrow. Once back in my own head, I felt fear set in. Okay. Something was very wrong with Lissa, and no one else seemed to notice it-well, not to the extent they should have. Adrian and Avery did seem concerned, but I had the feeling they were blaming her behavior on the drinking. Lissa was still reminding me a lot of how she'd been when we'd first returned to St. Vladimir's, when spirit had been seizing her and messing with her mind. Except†¦ I knew enough about myself now to realize that my anger and fixation on punishing Strigoi was being influenced by spirit's dark side too. That meant I was draining it away from her. It should have been leaving Lissa, not building up. So what was wrong with her? Where was this short-tempered, crazy, and jealous persona coming from? Was spirit's darkness simply growing in intensity so that it spread to both of us? Were we splitting it? â€Å"Rose?† â€Å"Huh?† I glanced up from where I'd been staring blankly at the TV. Denis was looking down at me, his cell phone in his hand. â€Å"Tamara had to work late. She's ready to go now, but†¦Ã¢â‚¬  He nodded toward the window. The sun was almost down, the sky purple, with only a little orange on the horizon. Tamara worked within walking distance, and while there probably wasn't any real danger, I didn't want her out alone after sunset. I stood up. â€Å"Come on, we'll go get her.† To Lev and Artur I said, â€Å"You guys can stay here.† Denis and I walked the half-mile to the small office where Tamara worked. She did assorted clerical tasks, like filing and copying, and there'd apparently been some project that kept her there late tonight. We met her at the door and walked back to the apartment without incident, talking animatedly about our hunting plans for the evening. When we reached Tamara's building, I heard a strange wailing across the street. We all turned, and Denis chuckled. â€Å"Good God, it's that crazy woman again,† I muttered. Tamara didn't live in a bad part of town but, as in any city, there were homeless people and panhandlers. The woman we watched was almost as ancient as Yeva, and she regularly walked up and down the street, muttering to herself. Today, she lay on her back on the sidewalk, making strange noises while waving her limbs like a turtle. â€Å"Is she hurt?† I asked. â€Å"Nope. Just crazy,† said Denis. He and Tamara turned to go inside, but some soft part of me couldn't abandon her. I sighed. â€Å"I'll be right in.† The street was quiet (aside from the old lady) and I cut across without fear of traffic. Reaching the woman, I held out my hand to help her out, trying not to think about how dirty hers was. Like Denis had said, she merely appeared to be in crazy mode today. She wasn't hurt; she'd apparently just decided to lie down. I shuddered. I tossed the word crazy around a lot when it came to Lissa and me, but this was truly crazy. I really, really hoped spirit never took us this far. The homeless lady looked surprised at the help but took my hand and began talking excitedly in Russian. When she tried to hug me in gratitude, I stepped back and held up my hands in the international â€Å"back off† signal. She did indeed back off but continued chatting happily. She grabbed the sides of her long coat and held them out like a ball-room skirt and began spinning around and singing. I laughed, surprised that in my grim world, this would cheer me up. I started to cross back over to Tamara's place. The old woman stopped dancing and began talking happily to me again. â€Å"Sorry, I have to go,† I told her. It didn't seem to register. Then she froze mid-sentence. Her expression gave me warning only half a millisecond before my nausea did. In one fluid motion, I spun around to face what was behind me, pulling my stake out as I moved. There was a Strigoi there, tall and imposing, having sneaked up while I was distracted. Stupid, stupid. I'd refused to let Tamara walk home alone, but I'd never even considered danger right outside my â€Å"No†¦Ã¢â‚¬  I wasn't sure if I said the word or thought it. It didn't matter. The only thing that mattered just then was what my eyes saw before me. Or, rather, what my eyes thought they saw. Because surely, surely, I had to be imagining this. It couldn't be real. Not after all this time. Dimitri. I knew him instantly, even though he'd†¦ changed. I think in a crowd of a million people, I would have recognized him. The connection between us would allow nothing else. And after being deprived of him for so long, I drank in every feature. The dark, chin-length hair, worn loose tonight and curling slightly around his face. The familiar set of lips, quirked now in an amused yet chilling smile. He even wore the duster he always wore, the long leather coat that could have come straight out of a cowboy movie. And then†¦ there were the Strigoi features. His dark eyes-the eyes I loved-ringed in red. The pale, pale, death-white skin. In life, his complexion had been as tanned as mine, thanks to so much time outdoors. If he opened his mouth, I knew I'd see fangs. My whole assessment took place in the blink of an eye. I'd reacted fast when I'd felt him-faster than he'd probably expected. I still had the element of surprise, my stake poised and ready. It was perfectly lined up with his heart. I could tell, then and there, that I could make the hit faster than he could defend. But†¦ The eyes. Oh God, the eyes. Even with that sickening red ring around his pupils, his eyes still reminded me of the Dimitri I'd known. The look in his eyes-the soulless, malicious gleam-that was nothing like him. But there was just enough resemblance to stir my heart, to overwhelm my senses and feelings. My stake was ready. All I had to do was keep swinging to make the kill. I had momentum on my side†¦ But I couldn't. I just needed a few more seconds, a few more seconds to drink him in before I killed him. And that's when he spoke. â€Å"Roza.† His voice had that same wonderful lowness, the same accent†¦ it was all just colder. â€Å"You forgot my first lesson: Don't hesitate.† I just barely saw his fist striking out toward my head†¦ and then I saw nothing at all.

Gun Control Persuasive Essay

I. It’s late at night and you’re in bed. You hear a loud crashing noise coming from another room and it jolts you awake. You hear things being rustled and quiet whispers. You begin to panic and look around for something to protect yourself with. Nothing. Because you live in Ferguson and tried to purchase a gun to protect you from the coming storm of the Grand Jury decision that was to be released but found that the government banned the sale of guns a couple days before. II. [Ferguson Gun Shop video] III. OpinionGun Control is stripping away your right to protect yourself via the 2nd Amendment which states â€Å"a well-regulated militia being necessary to the security of a free state, the right of the people to keep and bear arms shall not be infringed.† I believe todays gun control laws are preventing us from doing so in a fashion that adequately protects us from today’s threats. There is a huge need for the public voice in this issue instead of it being left to our ineffective, corporation bought politicians. Read more: How does federalism protect against tyranny essay Body I. To better understand why the language of the 2nd amendment was used in such a way at to regarding arming individuals and maintaining militias, it’s necessary to understand the history of the people who wrote it. A foundation of political thought during the Revolutionary period was the well justified concern about political corruption and governmental tyranny. The right to bear arms was a potential check against tyranny. According to Sandra Alters in her book Gun Control: Restricting Rights or Protecting People, â€Å"without guns in the hands of the early patriots, the fledgling republic might have quickly turned tyrannical, disarmed the people at will.† II. [Ron Paul video] III. The argument made that gun control prevents violence is not a strong one. Guns don’t kill people: people kill people. Regulations controlling the sale of guns to a person do little to stop a criminal whose intent is to commit a crime. A gun doesn’t make a person kill someone committing a  robbery, their intent does. They could easily substitute the gun for a knife and have the same outcome. Mark Tushnet, a professor at Harvard Law School, is quoted in Sanford Levinson’s article noting, â€Å"that event like the recent mass murder at Virginia Tech would have immediately generated responses that 1. Effective gun control laws would have prevented the tragedy and 2. That if students or administrators been armed, instead of afflicted with a ‘gun free’ campus (save, of course, criminals), they could have effectively limited the carnage.† (Truth is whether gun control laws were effective here or not, a violent criminal act here was committed. Seems like gun control laws did not prevent it but rather impeded the possibility of the violence being stopped sooner. IV. We are given the right to bear arms so we should be able to adequately arm ourselves in a fashion that best protects us from today’s modern-day threats. There has already been an attack on U.S. soil lest we forget 9/11. The Boston Marathon bombing, the terrorists running through neighborhoods hiding in perhaps your backyard. The government officials who do not listen to the public voice, militarizing the police force, decides what we can or cannot own. We have seen a lot lately of police brutality, Ferguson MO, and here at home in Cleveland OH, L.A. riots over Rodney King. These examples of civil unrest and governmental backlash are unnerving to me and should be to you. With Uncle Sam flexing its political muscle in Ferguson to disarm the people, is that not a sign of governmental tyranny? De Facto Martial law? How do you protect yourself if in fact one day, and perhaps sooner than you think, there is a new Revolution we face. The government is failing to listen to the people, America is not popular in the world, and there is an underground movement already started against the government. Gun Control is the government’s way to hide the dissarment of the American people and cloak it in the name of violence prevention. Don’t believe that your government would ever turn on you? Neither did Japanese Americans the night after Pearl Harbor when they were rounded up and forced into governmental camps. Conclusion. I. I implore you to exercise your 2nd Amendment right and to support organizations like the NRA. Research the politicians you elect and see where they stand on this very important issue. Don’t be blinded by the rhetoric propaganda the government and media spews to the public sheep. One day your  life, liberties and freedom may very well rely on it, just like it did 300+ years ago. II. [Gun Control shortvid] Works Cited Alters, Sandra M. Gun Control: Restricting Rights or Protecting People? Detroit: Gale, 2007. Kentlink. Web. 15.Oct.2014. Wright, Stephen E. â€Å"Gun Control Laws Will Not Save Lives† Guns and Crime. Ed. Chrisitine Watkins. Detroit: Greenhaven, 2012. At Issue .Rpt. â€Å"Anti-Gun Group Common Sense Gun Laws and Real Common Sense.† StephenEWright.com. 2010. Opposing Viewpoints in Context. Web. 31.Oct.2014. Levinson, Sanford.†Guns and the Constitution: A Complex Relationship.†Reviews in American History. Volume 36.1(2008) Electronic Journal Center.Web.15.Oct.2014 Doeden, Matt. Gun Control: Preventing Violence or Crushing Constitutional Rights? Minneapolis, MN.: Twenty-First Century Books, 2012. OhioLinks. 15.Oct.2014

Airline Industry Bangladesh Essay

ABSTRACT Air transport is one of the most dynamic and fastest growing transportation systems. Formation of regional and sub-regional co-operation will have a significant influence on air transportation system. Realizing the potential of air transportation in the country and region, after the recent air transport deregulation in Bangladesh, a number of private airline companies have started their operation which results in a better and competitive market. The paper focuses on the impacts of privatization on aviation industry of Bangladesh. This paper presents the results of a study on the comparison among various private and public airline companies and analyses their problems and provides some guidelines for their development. The results show that the supply cost of the private airlines is 40 percent lower than the same for public airlines. The results of this study can be used by the South and Southeast Asian countries to develop policies in this regard. INTRODUCTION Privatization of the airlines is more generally known as deregulation of the airlines industry. In the last two decades air transport world have witnessed dramatic changes in the deregulation in this sector. The movements towards the deregulation of the air transportation industries with the â€Å"1978 Deregulation Airline Act† have significantly altered the operating environment for the firms providing passenger and cargo transportation related services. With the airline deregulation, airlines were permitted to choose the routes and fares. These changes have had profound effects on many aspects of airline operations, particularly fares, level of service and routing. Through privatization of air transportation in Bangladesh the Government has opened up a new horizon. To achieve a competitive environment and maximize the benefit, private airlines can control their scale of operation, effectively pursue cost reduction measures, and generate additional demand through improved services and reasonable fares. By providing improved level of service and lower fare the private airlines may create new demand which will result in unit cost reduction and allow further fare reductions and service improvement. This virtuous circle should continue to strengthen the position of the operators and increase consumers’ benefit. Moreover, recent trends in the development of regional and sub-regional co-operation together with foreign investments in remote areas will have a significant influence on air transportation system. These cooperative frameworks will demand dynamic changes both in routing and scheduling of air transportation. Public airlines are incapable of dealing with these changes due to their bureaucratic structure and lack of motivation. To develop the policies for privatization and regulation of air transportation market it is necessary to analyze various aspects of the system. This paper focuses on the potentiality of the private air transport operators in Bangladesh. The paper has been prepared on the basis of a detailed study on demand and supply of air transportation in the country (Karim, 1998). The paper discusses the impact of deregulation on different cost items of airline operation. The aggregate cost of operating the airlines has been segregated into major cost items. Then comparison is made between public and private airline operators on the basis of these cost items. The paper also identifies several areas where adequate regulations are required for the overall betterment of t he system. The objective of the study is to investigate the potentiality of the changes brought about by privatization in air transportation in Bangladesh. The results will help the operators in the industry to develop their strategies. As the East, Southeast and South Asia are expected to experience a high economic development as well as a shift towards service and hi-tech industries, their demand for air transportation is also expected to increase accordingly. In this regard, the results of this study are important for these countries also. AIR TRANSPORTATION AND AIRLINES IN BANGLADESH The domestic air transportation network in Bangladesh is comprised of 8 conventional (full-size) airports, 8 airports for STOL (Short-Take-Off and Landing) aircraft including two airports under construction. The 8 conventional airports, which are used for commercial purpose, handle widely varying traffic volumes. The largest airport is Zia International airport near Dhaka and the smallest one is Cox’s Bazar airport. The most important corridors, as measured by air passenger volumes, are those between Dhaka, at one end, and Chittagong, Jessore, Sylhet at the other end. At present there are five airlines operating in Bangladesh. They comprise one public airline and four private airlines. The state owned national carrier, Biman Bangladesh Airline (BBA), is the oldest and has been the only operator in domestic arena until the recent past. It has generally been a losing concern contributed by many factors that could include inappropriat e size of aircraft to handle low volume of demand, insufficient level of operation and inefficient management. Although air transport carries only a small portion of total passenger and cargo movement in the country, its relative importance is much higher if aspects such as value of the product as well as time, speed and efficiency of the alternative modes are considered. Realizing its importance and considering the opportunities that exist, private airline companies (PAC’s) have now joined the fray of enticing domestic passengers and freights. This trend in domestic air transportation market is expected to reduce the monopoly of BBA and make air transport mode a better as well as competitive one for domestic transportation. Biman Bangladesh Airlines and four independent airline companie s are regulated by the government authority named Civil Aviation Authority of Bangladesh (CAAB). Fares are subjected to the approval of CAAB and certain minimum standards of service are imposed on the airline companies. Initially the fares of private airlines were 39 to 50 percent higher as compared to that of BBA. Recently BBA has increased its fare by 25 percent. Although it seems that the fares of the private airlines are higher than the same of BBA, the demand of private airlines has been increasing. This may be caused by better quality of service which include punctuality, regularity, improved customer services and lower waiting time. INTRODUCTION OF PRIVATE AIRLINE COMPANIES In October 1993 the CAAB advertised for applications from the interested parties to start airline operation. Although about 50 organizations submitted their proposals, the Government of Bangladesh (GOB) permitted twenty-seven of them to operat e. Three of them have already started carrying passengers and one has ventured into cargo transportation. These airlines tended to become very popular and the passengers who used to travel by Biman for so long have started showing their interest in traveling by private airlines in domestic routes. A brief description of these airlines is given in the following section, which is also summarized in Table 1. Aero Bengal Airlines (ABA) Aero Bengal Airlines was the first private airlines in the country and started its flight operation on Dhaka-Barisal route with two Chinese built 17-seater Y -12 aircraft. Later a leased Russian built 48-seater N-24 aircraft was included in ABA fleet for the operation in Dhaka-Sylhet and Dhaka-Chittagong routes. Air Parabat The airline has started commercial flight operation with two brand new Czech-built 19-seater LET L410 aircraft on all the routes operated by Biman (except Ishurdi). It is now planning to add destinations like Thakurgaon, Lalmonirhat, Shamshernagar to its network in near future after procuring two more Czech-built LET L410 aircraft. Air Parabat has appointed Airspan as its General Sales Agent (GSA) which will be responsible for all the advertising and customer services for Air Parabat and in this way they are saving their overhead expenditure. At the moment, it is operating profitably and has no dues owed to the CAAB. The airline is expecting to recover their investment in 7 years. GMG Airlines Starting operation of commercial flights in early 1998, GMG airlines have emerged as the leading private airlines in Bangladesh. GMG started with Canadian manufactured Bombardier built 37-seater full- fledged aircraft. It operates a number of flights in Dhaka, Chittagong, Sylhet, Jessore, and Barisal every day and has plans to expand the network of destinations at home and aboard. The airline has signed an inter- line traffic agreement with British Airways (BA) enabling them to sell tickets to different destination of the world via BA. GMG Airlines have already made an investment of Tk. 1.00 billion (US$ 20 million). It has also planned to spread wings overseas and already sought permission from the government to operate in international destinations. This is a good planning because if GMG make progress and can operate South Asian countries, they would probably become the leading private airline in the region. Omni Airlines This airline only deals with cargo operation. Most of the cases the company provide the logistic support via using aircraft of other companies. It has also started air cargo operation for international destinations. During the devastating flood of 1998 when most of the national highways and railways were inundated and surface transportation became inoperable, many exporters especially garments manufacturers used the airline to transport their product to the port. Table 1 presents a comparison among the inventories of BBA and PACs. This comparison indicates that BBA operates at lower load factor with respect to PAC’s. This may be caused by the size of aircraft, which seems to be too large for low level of air travel demand existing in the country. Table 1 Inventory of the Airline Companies Operating in Bangladesh. Name of the airlines Biman Bangladesh Airlines Aero Bengal Ailines Air Parabat Limited GMG Airlines Year of Starting Service 1972 No of Aircraft 4 Type of Aircraft F-28 ATP AN-24 Y-12 LET-410 – UVPE. DASH 8SRS 100 No. of seats 85 70 48 17 19 37 No of weekly flights 68 Avg. Pass. Load factor 55-60% (approx.) 75-80% (approx.) 80-85% (approx.) 80-85% (approx.) Avg. No. of Pass. (Weekly) 5134 July, 1995 January, 1998 April, 1998 3 2 2 18 56 35 1016 1294 1520 For the three PAC’s the sizes of the aircrafts seem to be more preferable for profitable operation. Figure 1 illustrates as comparison of usage among BBA and PAC’s in the domestic routes. In most important routes BBA is still dominant whereas in other routes passenger movement of BBA and PACs are almost same. In the Dhaka-Barishal (BZL) route the number of passengers carried by PCAs is higher than the same for BBA because the latter does not operate regularly in the route. 1500 No. of Passenger 1200 900 600 300 0 CHI ZYL JSR SPD RAJ CXB BZL BBA Air Parabat Aero Baegal GMG Airlines Figure 1: Passenger Movement Comparison between BBA and PACs AIRLINE OPERATION COST IN BANGLADESH In this section, the cost of operating airlines in Bangladesh is analyzed. The costs for public and private airliners are analyzed separately to facilitate comparison between them. Here the cost elements are calculated on the basis of average monthly costs because actual data supplied by various airlines are monthly data for different cost items. This cost is transformed into the cost per passenger for different routes. For the development of cost function nine principal cost elements are included in the analysis. The cost variables included on the analysis are shown in Table 2. The values of these variables are calculated on the basis of twenty-two secondary cost factors, which are also mentioned along with the principal cost variables in the table. For the analysis, data has been collected for several years for all the routes considered in the study. Table 2 Cost Elements Analyzed in the Study with their Notations Cost Elements Administrative Cost Maintenance Cost Marketing Cost Civil Aviation Charges Running cost Capital Cost Contingency Cost Procurement Cost Profit Important Cost Elements To describe the supply analysis conveniently all the costs are grouped under two heading namely ‘Total Operating and Maintenance Cost’ (TOMC) and Total Cost (TC). TOMC includes administrative, maintenance, Civil Aviation charges, running, capital and marketing costs and TC includes TOMC, contingency and procurement cost. Among the nine principal cost elements, running cost is the most important one (on an average 39 percent of TOMC. Other important cost elements are capital cost (33 percent) and maintenance cost (19 percent). Small variation in these figures will result in a significant change in operator’s revenue and profit. Among the nine cost elements administrative, Civil Aviation charges and marketing cost do not vary significantly although these costs includes both fixed and variable cost. Fixed cost is the main portion of these costs because these costs don’t vary greatly with the increase in the number of flights or distances traveled. Effects of Scale of Operation on the Cost Elements Using small-scale aircrafts, civil aviation charges and capital cost can be saved significantly. For larger aircrafts greater charges are imposed by the Civil Aviation Authority. Similarly, capital cost is a function of cost per hour of operation and load factor, which also depend on the size of the aircraft. For example, private airlines use comparatively smaller size of aircraft that results in savings of 20 percent of civil aviation charges. Also by using smaller aircrafts these airlines are able to attain higher load factor than BBA. Due to higher load factor the capital cost per passenger reduces significantly. For the same reason a small amount of maintenance and running cost can also be saved. Although BBA purchased larger sized aircrafts to operate in domestic routes to achieve scale economy, it seems that smaller aircrafts are more suitable due to low air travel demand in the country. Symbol C1 C2 C3 C4 Secondary cost components No. of flight (Fl), Capacity of aircraft (Q), Load factor (I) No. of flight (Fl), Capacity of aircraft (Q), Load factor (I) No. of flight (Fl), Capacity of aircraft (Q), Load factor (I) Night surcharge (Ns), Hanger charge (Hn ), Cost of parking charges (Pa), Landing (La), Security charges (Su) and Navigation charges (N a). Cost fuel per liter (Fu), fuel consumption of aircraft per hour(Fc), Trip distance of travel (TD) Fleet size (La), Flying time of aircraft (Ft ), Cruising speed of aircra ft (Sp ) Total cost Number of flights (Fl) Total cost (TC) C5 C6 C7 C8 C9 One of the major cost items of air transportation for both types of operator is unexpected accident or technical fault of aircraft during the operation period. Contingency and procurement cost are 15 percent and 12 percent of TC respectively. If operators can maintain their aircraft more efficiently they can enjoy significant savings in these areas also. Cost Comparison between Public and Private Airlines Comparison between the public and private airlines on the basis of various cost items is given in Table 3. The values in the table represent the ratio between cost per passenger for BBA and average of the same for PACs for all the cost elements discussed earlier. It shows that the costs incurred by BBA are higher for all the cost elements. The differences are very prominent for administrative cost, maintenance cost and civil aviation charges. The negative ratios for the case of profit imply that for BBA the total cost is higher than fare, which results in losses for the airline. Table 3 Ratio between the Costs of Public and Private Airlines on the basis of cost elements. Routes DAC-CHI DAC-ZYL DAC-JSR DAC-SPD DAC-RJH DAC-CXB DAC-BZL Adm Cost (C 1 ) 1.6 1.58 1.66 1.88 1.89 1.93 1.51 Maint Cost (C 2 ) 1.37 1.31 1.39 1.56 1.57 1.44 1.14 Aviat. Charge (C 3 ) 1.23 1.23 1.23 1.19 1.19 1.24 1.24 Run. Cost (C 4 ) 1.16 1.19 1.21 1.03 1.39 1.04 1.04 Capit. Cost (C 5 ) 1.04 1.07 0.98 1.14 1.28 1.11 1.03 Mark. Cost (C 6 ) 1.15 1.11 1.16 1.19 1.21 1.11 1.12 Cont. Cost (C 7 ) 1.17 1.22 1.19 1.06 1.26 1.08 1.41 Proc. Cost (C 8 ) 1.23 1.21 1.14 1.09 1.25 1.09 1.23 Profit (C 9 ) -3.46 +.01 -2.38 -1.46 -1.16 +0.26 -1.36 IMPACTS OF PRIVATIZATION ON AIR TRANSPORTATION IN BANGLADESH The introduction of PAC’s in the aviation sector of Bangladesh is expected to bring about some short and long-term effects in the air transportation sector of Bangladesh, at least in the domestic routes. These effects are discussed below. Making Profit Oriented Service Introduction of private airline in Bangladesh will compel the state-owned BBA to be a profit-oriented organization rather than being only service oriented because the plane journey is made by the rich who do not require any subsidy. The competition is also expected to improve level of service. Increase in Fare Pursuing a wrong policy, the fares charged by BBA in domestic have always been less than the actual cost which resulted in huge losses (over US$ 4 million in 1997). Private airline imposes a higher fare pressuring Biman to increase fare. It increased fare by 15% in July 1996 and could make up losses of about US$ 1 million annually. In 1998 BBA ag ain raised fare so that it can reach breakeven point and make profit on the domestic sector. Improvement of Customer Service Due to the introduction of private airlines, the customer facilities have improved a lot. Customers seem to be very satisfied with the overall services provided by the private airlines. Private airlines provide regular and punctual services with less waiting time and, very easy and informal ticket confirming process that improves the level of service of the operation. Better Competitive Market In case of GMG Airlines the promoters have sought for permission from the government to operate air service on the international routes. Government is considering to accord permission to private airlines so that they can operate service among SAARC countries. In that case the government of SAARC nations will have to change their rules allowing more than one carrier of each country to operate air service among SAARC nations. All these changes will make the domestic as well as r gional air travel market a very e competitive one and this open air policy will construct a good future for the coming private airlines in this market. REGULATIONS NEEDED FOR PRIVATE AIRLINES Although PAC’s have shown a great a potential to improve the airline market of Bangladesh into a better competitive mode, but there exist some issues which should be carefully considered to develop a better future for the industry. Some of these issues are discussed in the following section. Schedule Problem in low Demand Routes Due to insufficient demand in some domestic routes, sometimes private airlines have failed to maintain their schedules properly or stopped operation in those routes. This may hamper future expansion in these routes. Government may consider subsidizing these routes. Choice of Aircraft One of the dominant factors of airline business is the appropriate size of aircraft. But some airlines have failed to procure proper and suitable aircraft for their operation. They have purchased aircrafts those are too backdated for safe and profitable operation. Proper advice and guidance are required in this regard. Development of long-term Strategic Plan Except GMG Airlines others have no long-term strategy or any specific future plan to expand and develop their operation. These airlines even had not even made any feasibility study before they started their business. As airline industry requires huge capital investment, long term strategies are vital for survival in the business. Level of Service Standards In some cases the private airlines have failed to improve quality service especially in the case of passenger compensation. Government should make strict regul ation in this regard and ascertain consumers’ right. Poor Performance in Analyzing the Current Condition The PCAs do not have good record keeping mechanism and thus unable to make routine performance evaluation or at least analyze or check the current cost and revenue conditions. Due to lack of experience in the aviation market, these new airline companies sometimes ignore the basic management principles. Lack of adequate consideration in this area may lead to financial and management crisis. Safety Aspect For profit maximization purpose, private airlines may neglect the safety issue, which is the most important factor of airline business in terms of reliability. Civil Aviation authority must impose some strict guidelines and safety precautions for providing the service on the private companies. At present twenty-seven airlines have the permission to operate in the domestic routes of Bangladesh. For the success of privatization policy it is essential for the airlines currently in operation to present a better and efficient performance. As the air travel demand in the country is still v ery low, entry of too many operators may jeopardize the situation. Also proper training related to the technology and systems need to be arranged. CONCLUSIONS A comprehensive review of the potentiality of privatization of domestic air transportation system of Bangladesh has been presented in this paper. The short-term trend suggests that the private airlines have a great opportunity in the domestic air travel market of the country. Their performances are quite satisfactory. There still exist a lot of room for improvement. This paper is concluded by addressing some implications in the light of the results of this study. (1)The trends in domestic air travel demand in Bangladesh suggest that in near future private airline companies will dominate the domestic market. (2) The operating costs of government operators are about 25-30 percent higher than those of the private operators under the same level of service. (3) From the cost elements it is evident that the administrative and maintenance costs of the public airline are significantly higher than the same for private airlines. This is indicative of the lack of management efficiency existing in the country. (4) Due to the introduction of private airlines the consumers’ benefit has increased significantly. (5) Although the private air line companies have so far performed quite satisfactorily, for betterment of aviation industry of the country and success of privatization policy of the government, some regulations need to be imposed. For this purpose a governing and advisory organization is required. ACKNOWLEDGEMENT The authors are grateful to the private airline companies as well as to the authority of Biman Bangladesh Airline for their help during the course of this study. REFERENCES BBS (1996), Statistical Y Book of Bangladesh, Bangladesh Bureau of Statistics. ear Karim, D.M. (1998), A Study on Demand and Supply of Domestic Air Transportation in Bangladesh, Research Project Report, Department of Civil Engineering, BUET, Dhaka.

Microsoft PLC Report Essay Example | Topics and Well Written Essays - 1250 words

Microsoft PLC Report - Essay Example After the initial success of the MS-DOS, the company released its Windows line of operating systems. The company’s products have all accomplished near-ubiquity in the market for desktop computers. Apart from this, it has been noted that Microsoft has footholds in other markets, possessing assets such as the MSN Internet portal, MSNBC cable television network, as well as the Microsoft Encarta, which is essentially a multimedia encyclopedia. The company also sells both computer hardware merchandises like that of the Microsoft mouse and even home recreational products like that of the Xbox. The company published an initial public offering (IPO) in the stock market, which, particularly because of the resultant increase of the stock price, has resulted to four billionaires and a projected 12,000 millionaires from Microsoft employees. Tracing Microsoft’s history, the company has been the up against a lot of criticism, particularly accusations of having a monopolistic business practices and even anti-competitive business methods which involves the company’s rejection to deal and tying. The U.S. Justice Department together with the European Commission has charged Microsoft for a range of antitrust infringements (US Department of Justice, 2007). Recognized for what is in general defined as a developer-centric business nature, the company has in history provided customer support over Usenet newsgroups and the World Wide Web. Even though, the company has been well acknowledge for leading the industry they are currently in, the company is also faced a with a number of economic burdens particularly in their economic position. Financial statements of the company have also revealed details determining the company’s economic position. The company has been faced with many ups and downs through the years although in some cases it was still able to manage the total return towards the end of the year. During the year 2006, the company’s

The Internal Analysis about Toll Group of Asia Essay

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Media, Public Policy and International Politics Essay

Media, Public Policy and International Politics - Essay Example Logically, since big news events can happen on different countries, establishing a global presence has been a very important strategy for the media industry. As with other companies and industries, the media companies have been able to access talents globally. Likewise, the global competition has also increased the level of service quality given by these firms. Indeed, as with any other industry, globalization has been able to help raise the bar of quality products and services to consumers (Khatri & Nanyang 2000). However, has this really been the case for all members of the media industry or has some utilized their power for influencing various policies. Likewise, has some media outfits been remiss of their duties to provide balanced reporting and has indulged too much in politicking. Part 1: Effect of Media: â€Å"The Fox on the Bush† After the September 11 terrorist attack, the Bush administration saw the chance to launch the new policy which was the National Security Stra tegy of the United States. This had been more famously known as the pre-emptive strike policy which was launched by the Bush administration as a means of deterring future terrorist attacks by the simple principle of being able to attack first so that enemies will not be able to launch an attack on all US interests. Shah (2004) reports that under this policy, the US military has been granted the go signal to strike at states perceived to be harbouring threats to national security to ensure that these are neutralized before they become capable of launching an attack on US soil or US interests. This policy has raised many eyebrows since this crosses the line of existing international obligations and treaties including the pull out of the US from the Anti-Ballistic Missile treaty. This likewise paved the way for possible use of nuclear force against perceived threats. It is interesting to note that this policy has been in the works prior to the September 11 attacks as reported by Donnel ly (2000) wherein four pillars have been established for the US military such as the basic homeland defense. However, the strategy also calls for the capability to wage and win big theatre wars which clearly indicates that as a global police, the US must be capable of pacifying different enemies worldwide. Furthermore, it calls for administering security in areas that are critical. These would not have been possible though had it not been for the terrorist attack and the media blitz that accompanied it. Thus, the timing for launching the policy embodying these ideals have been quite perfect especially since public opinion have been swayed so much by the hysteria generated by the much publicized attack on American soil as well as the subsequent retaliatory strategies. Drumming up the War After the September 11 terrorist attack, the rhetoric of the administration has intensified to shore up public support for the war. This was further advanced through the efforts of various media that have portrayed the horrors of the attack so effectively that people have been moved to ask for actions. Although the protection of the innocent citizens as well as the need for justice to be served for the victims, the media

The Nurses' Role in the Prevention of Healthcare-associated Infections Essay

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McDaid Development (Ireland) Limited Assignment - 1

McDaid Development (Ireland) Limited - Assignment Example The company shall exist in its own capacity so that it can do business, carry out activities, suffer losses, enjoy profits, hire and fire employees and pay the taxes. All these procedures are done under the company’s capacity and no owner, member or shareholder is liable for those activities. The law has recognized the company as a distinct legal entity because it gives the owners the capacity to enjoy limited liability and the risk for their investment in shares and stock. This principle allows the company to be treated individually, not as a person or machine. The company cannot operate itself and so a group of experts is needed to manage the activities under the policies and rules ethically and responsibly. This concept has its roots in the UK House of Lord case of Salomon v Salomon & Co Ltd. Salomon v Salomon & Co Ltd was a case of 1897. Salomon was a sole proprietor who sold his business to a corporation. He was the main shareholder of that company. However, the company’s debts increased and it eventually had to be liquidated. When the case went to the High Court, it was held that Salomon created the corporation solely in order to transfer his individual business to it. This was the prima face and according to this, Salomon and the company were one entity. The company was the agent of Salomon and he was liable for the debts to the unsecured creditors. The House of Lords overturned this decision and held that Salomon and the company were separate entities and he personally did not owe any of the creditors. Since the company had its legal personality, the debts belonged to the company alone. This concept applied to McDaid Development (Ireland) Ltd as the company was a limited liability company. It had one director, one secretary, and one shareholder. The owner and director could enjoy limited liability as the company had its own property and debts. The chapter 2 of part 10 in the Company Act 2006

Feminine and Ethics of Care and Virtue Ethics Assignment

Feminine and Ethics of Care and Virtue Ethics - Assignment Example One of the main differences between ethics of care and virtue ethics is that they have a distinct assumption on what makes a right from an individual. This implies that their judgment of the moral character varies.   Virtue ethics theories assume that the roles of character and virtue in moral philosophy is important than doing one's duty to bring a positive impact.   These theorists also believe in virtues such as courage, self-control, generosity, honesty that keeps them going and overcoming daily challenges. On the other hand, ethics of care theorists are concerned with what makes an action right or wrong they do not only apply just and autonomy . They emphasize the importance of response as opposed to what is just argued by other theories.There are many advantages of determining and selecting moral action as virtue ethics provide. For example, the proponents of virtue ethics believe that a virtuous person has the ideal character traits that they apply in every situation and d rive their natural internal tendencies ones they are nurtured. It is because of this that people, families care for their loved ones by socializing them to the expectation of the society. Similarly, those who select virtue ethics have a good reasoning and have good plans. They also apply their common sense intuition that others admire o they apply them. Moreover, they do not only apply just and autonomy but to encompass traits that may include caring and nurturing others to walk the path that leads to prosperity.

Whom do you admire more as a leader Essay Example for Free

Whom do you admire more as a leader Essay These two heroes have embarked from the same destination but on very different journeys. Whilst they are both Iliadic heroes at the start of their stories, they develop and adapt their manner towards the characteristics required of them to succeed. Before we judge them, it is necessary to determine our definition of a successful leader. A hero from the Iliad must be a speaker of words and one who is accomplished in action, according to the horseman Phoinix (Iliad. 9. 413). A leader must have these primary qualities then, as he must lead by example, but to create the ideal we must add to this. The leader should rely on no others but in turn listen to sound counsel. He should be fair in his justice, in control of his situation and surroundings, keep his men abreast of the plan of action and reasoning behind it, remain calm under pressure and have compassion and understanding for his people. Thus his primary concerns should be the welfare of his people, their security and maintaining peace at all costs. His men, a good indicator of his leadership to us, should therefore give him loyalty, trust, and obedience, if the leader has led them suitably. The performance of the men is also important, and what they achieve under his direction is representative of his strength of leadership, though this must be compared with how they act without his presence. These measures can be seen as the important assets of a competent leader, though extenuating and uncontrollable circumstances must be taken into account, as we make a sound judgement of our two heroes. Aeneas and Odysseus themselves are different, both in character and in their quest. Whilst Aeneas is born of the goddess Venus, Odysseus lineage has no close link to a deity. However, whilst Aeneas is of divine descent, he receives little or no help from his mother. When he lands at Carthage and Venus is kind enough to give him information about Didos people, she is disguised and departs immediately after having spoken, to the despair of Aeneas (you so often mock your own son you too are cruel A. 1. 406). The other help he receives is limited (thick mist A. 1. 411) and with no knowledge of its existence. Whilst his mother is vehement in defending her son and his people when she is on Olympus (it is unspeakable. We are betrayed A. 1. 252 take pity on them A. 10. 60), no action is taken to ease him in his distress or console him in person. Within the Aeneid, the gods are not the ever-present guardians that Athene is to Odysseus in the Odyssey, whether they agree or not (Hercules checked the great groan helpless tears streamed A. 10. 465). Athene on the other hand, not only helps Odysseus with her divine power but she gives him advice (go to the swineherd O. 13. 403), disguises him (change you beyond recognition O. 13. 396), and even cares for his family (instil more spirit into Odysseus son O. 1.89, prompted the wise Penelope O. 21. 1). She is very intimate with Odysseus, conversing at length and speaking very openly (you are so persuasive, so quick-witted, so self-possessed O. 13. 333). Whilst Venus never alights on the earth to console Aeneas in his grief (heart sick at the sadness of war A. 8. 29), Athene can not bear to leave her hero in distress (I cannot desert you in your misfortunes O. 13. 332). Aeneas is in fact quite a lonely character and doesnt even compete in the games of Book 5, which we can easily imagine Odysseus competing in (as in the Iliad). His lack of personal contact with the gods shows that he is just a pawn, merely a very important pawn. However, the actual tangible help that Aeneas receives is far greater than Athenes to Odysseus. The son of Venus receives divine weapons beyond all words and of shining splendour. Neptunes actions against the work of Juno allow his crew to survive the shipwreck (calming the swell A. 1. 145). Thus, whilst Aeneas is never given a piece of news from the Olympians that he actually wants to hear (dumb and senseless A. 4. 280), his physical aid from the gods is great. Odysseus receives emotional and strategic help from Athene (the two of them sat down to scheme O. 13. 371), as well as assistance from Hermes in person. However, his encounters with monsters and magic are largely left to him. He is given no divine armour, and Athene checks her aid in deference to Poseidon. But Venus just goes head to head with Juno, despite her lesser status, and aids Aeneas. Odysseus walks with the gods and they interact with him regularly but this counterbalances his character as a loner. Aeneas leadership begins in conjunction with his father Anchises who dies in Sicily, but his son Ascanius is on the voyage also. He also has no alienation from his men, such as Achates, and listens to their words (there is no danger A. 1. 584). Odysseus on the other hand has a difficulty with listening to people. Despite Agamemnons warning in Book 11 (make a secret approach O. 11. 456), it takes Athenes reminder (tell not a single person O. 13. 308) to prevent catastrophe (I would certainly have come to a miserable end if you, goddess, had not made all this clear to me O. 13. 383). He ignores Circes advice not to put on his armour when he goes past Scylla. He ignores his mens attempts to stop him saying his name to the Cyclops. This inability to accept criticism or advice hampers a good relationship with his men. Odysseus hardly ever refers to his men by name and the only man whom we hear in person is the treacherous Eurylochus and the drunken ghost of Elpenor. No direct speech from a living Ithacan on Odysseus crew is ever said to him in kind. Though Odysseus goes so far as to divide the men up and share command with Eurylochus, his pondering as to whether or not he should lop his head off counts against it. Odysseus acts very much on his own compared to Aeneas whom only ever parts company from his men when he is with Dido and when he first lands on Carthage. However, Odysseus is frequently dividing himself from his men. He receives the souls of the dead on his own, with no Sibyl to guide him. He forages on his own in Scherie, he lands his ship away from the others at Telepylus, he lets no one else control the rudder leaving Aeolia and he sleeps away from the others upon Thrinacie. Odysseus repetitive action of taking everything upon himself points to the different nature of his and Aeneas travels. Odysseus is going home to free his wife, his home, and his kingdom. His men just happen to be going to the same place. Aeneas though is going to found a new race with his people. It is essential, for his mission to be completed successfully, that he reaches Latium with a band of men to found Rome. Odysseus though has no commitment to his crew. Homer is very insistent on the fact that the Ithacans on the ship are not worth saving and could not have been saved from destruction, despite Odysseus attempts (in spite of all his efforts their own transgression that brought them to their doom O. 1. 6). The point that these are his fellow countrymen, whom he should have the utmost concern for , as their king, seems to be ignored. Aeneas has no legal duty to his crew as their king, unlike Odysseus. The Ithacan crew does have their shortcomings but compared to the Trojans, the Ithacans arduous trials on the seas are far worse. No rest is received from Troy until Aeaea. The Sirens, and Scylla and Charybdis also occur without a pit stop in between it is not surprising that Eurylochus expresses the wish of the men to land and take on supplies (you expect us, just as we are[to] go wandering off over the foggy sea O. 12. 285). The crew has lost 11 ships by the time they leave the Laestrygonians.

Evaluation Of Four Different Learning Theories And Models

Evaluation Of Four Different Learning Theories And Models In this section of the essay I will describe and critically evaluate four broad theories of learning in the context of my subject areas. I have a numerate background with undergraduate degree in Physics and an MSc in Software Engineering. I have a PhD in Ecological modelling and my research is focussed on the simulation and visualisation of complex systems. The subject areas I teach are numerate based, and range from mathematics, statistics, computer programming and visualisation and my teaching activities are across three schools: SCS, CES and IAGM. Learning theories/models The first learning theory to be researched in the 19XXX, based on the work of Pavlov and Skinner, is known as the behaviourist theory. In behaviourist theory learning is a mechanical process of habit formation, by means of frequent reinforcement of a stimuli response sequence, this can be thought of as conditioning. Behaviourist learning has been traditionally used in the teaching of languages. Pavlovs behaviourist theory (Ref) underpinned the Audiolingual Method of the 50s and 60s. Some features of the audiolingual method that align well with the behaviourist theory include: the sequence of learning a new language is rigid and involves, hear, speak, read and write, frequent repetition essential for effective learning and all errors immediately corrected. Other discplines such as Chemistry and Physics have used behaviourist methodologies for practical laboratories. Behaviourist learning is still used in universities today as part of the whole teaching and learning process. In fact i t can be argued that we do indeed reward our students by allocating good grades as a consequence of their demonstration of their learning. In this way good learners get rewarded with good grades. Behaviourist theory was criticised in the 1960s when Chomsky questioned how the mind was able to transfer what it had learned in one stimulus-response sequence to other novel situations. Chomsky (1964) proposed that if thinking was rule governed a small, set of finite rules enabled the mind to deal with potentially an infinite range of experiences it may encounter. The obvious implication of this was to consider learning as the acquiring of rules and not habits as with the behaviourist model. This is stated more recently in Stevick (1992) when he considers that learning is much more than imitatic habit formation. This was the rise of cognitive theory and one of the key features is the process of acquiring new rules i.e. expanding the cognitive network, drawing on the individuals experiences. This way the individual is an active processor of information (Auszibel et al XXXX) rather than passive receiver of information. Cognitive learning is exemplified in basic teaching activities suc h as problem solving which is used, albeit to varying degrees, in most disciplines. The next development in learning theories was constructivist approach, led by Jean Piaget and Bruner. Unlike the cognitive approach which encourages learners to use mental powers, to distill a workable rule from information provided but was teacher centric, the Constructivist approach is very much learner centric and led to the learner-centred educational paradigm. This is highlighted in the Learning Theories text Experiential learning a recent learning models and depending on the teaching activity can be categorised as a cognitivist or a constructivist approach. Kolb (1984) matched types of cognitive processes with specific types of instructional design strategies that encompass four learning styles: Reflector, Activist, Pragmatist and Theorist. In this respect, Kolbs model differs from others since it offers both a way to understand individual learning styles, which he named the Learning Styles Inventory (LSI), and also an explanation of a cycle of experiential learning that applies to all learners. Kolb states learning is the process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping experience and transforming it. This is illustrated in the diagram below. Depending upon the situation or environment, the learners may enter the learning cycle at any point and will best learn the new task if they practice all four modes. Science uses mainly constructivist approach but different models will be used at different. Different domains use different approaches to varying degrees, in order to be a good scientist a degree of curiosity is required which explores ideas and possible solutions, applying the process of science to open minded enquiry and combining new experiences with information already acquired as a personally constructed meaning is formed . Extyensions of Kolbs work include that of Honey and Mumford (1986). The main difference being XXXXXXXX I will now discuss the application of each of the models in my subject areas and describe personal encounters with these models. Within my subject areas behaviourist theory is still applied for example rote memorization, drill and practice. Also the use of a token system to reinforce positive academic performance and student behaviour. A classroom application of using drill and practice includes using computer software, such as Math Blasters. These types of software provide positive and negative reinforcements for answering math problems correctly or incorrectly. A final example highlighting the behaviourist theory is rote memorization. Rote memorization may include memorizing addition or multiplication facts or memorizing state capitals (Woolfolk XXXX).. The behaviourist approach to teaching has practical applications in education. In particular, understanding basic skills and core subject knowledge. The approach of using positive and negative reinforcements to elicit desired behavi ours of students is also useful in establishing and maintaining classroom management. Cognitive theories however move beyond the habit formation process of behaviourism and when teaching mathematics or programming the learner should be provided with the opportunity to spot patterns and infer relationships between concepts in order to construct their own understanding. With cognitive approaches they are usually teacher directed I use this approach in practical classes for both statistics and 3D graphics programming where the first half of the lab is directed to help learners apply the concepts of the lecture and to ensure coverage of specific material. Typical classroom instruction, consistent with the constructivist learning theory that are used in my subject area include: problem-based approach to teaching, hands-on activities, experimentation, and simulations. Hands-on activities are also used in the constructivist model. This example is taken from Bruner (1973): The concept of pr ime numbers appears to be more readily grasped when the child, through construction, discovers that certain handfuls of beans cannot be laid out in completed rows and columns. Such quantities have either to be laid out in a single file or in an incomplete row-column design in which there is always one extra or one too few to fill the pattern. These patterns, the child learns, happen to be called prime. It is easy for the child to go from this step to the recognition that a multiple table , so called, is a record sheet of quantities in completed mutiple rows and columns. Here is factoring, multiplication and primes in a construction that can be visualized. Overall, the constructivist approach to teaching allows students to actively be involved in decision-making and problem-solving scenarios. In 3D graphics students are often given simulations and demo programs of a particular technique i.e. the Phong lighting model that they can manipulate and change to see the effect. The students task would then be to implement their own version of a Phong lighting model. .Prior knowledge and past experiences help shape student connections to new material. Students use higher level processing skills and apply that knowledge to the world in which they live. The use of Kolbs model has been applied in at least two of my reaching activities, teaching computer programming for visualization and the mathematics of 3D graphics. Kolbs model applied to learning a software program: Active experimentation Jumping in and doing it. Reflective observation Thinking about what you just performed. Abstract conceptualization Reading the manual to get a clearer grasp on what was performed. Concrete experience Using the help feature to get some expert tip Kolbs model applied to learning algebra: Abstract conceptualization Listening to explanations on what it is. Concrete experience Going step-by-step through an equation. Active experimentation Practicing. Reflective observation Recording your thoughts about algebraic equations in a learning log. Now when I teach these topics I introduce Kolbs model and encourage student to use it to in order have a more effective approach to learning. In conclusion, I have described the 3 main learning theories and how they can be used in my subject areas. From this it can be concluded that a single core learning theory can not be used in HE alone, even in one specific discipline. It is clear that each of these models has its own strengths and limitations. I hope I have shown that teachers have to adopt a balance between each of the learn ring models paying particular attention to satisfying individual preferences of approaches by developing inclusive teaching materials. Bruner, J. (1973). Going Beyond the Information Given. New York: Norton. Critique the development of a major educational policy and practice in UK Higher Education since 1950 Higher Education has evolved during the last half a century in terms of provision availability and participation and this is partly due to changing policies, practice and the rise of technology. I will describe in this essay the key policy drivers that have been introduced in HE and discuss how they have changed the face of Higher Education. In the 1960s the government (Labour at the time) set up a working committee to identify solutions to the lack of participation in Higher Education and to encourage lifelong learning to cater for the postwar bulge. This committee was chaired by Lord Robbins and were defined with a clear task: to review the pattern of full-time education in Great Britain and in the light of national needs and resources to advise Her Majestys government on what principles its long-term development should be based. In particular, to advise, in the light of these principles, whether any new types of institution are desirable and whether any modifications should be made in the present arrangements for planning and co-ordinating the development of the various types of institution. The committees findings were set out by 180 recommendations that can be summarised into three categories: 1) Courses of higher education should be available for all those who are qualified by ability and attainment to pursue them and who wish to do so: 2)The expansion should be carried out mainly by development of existing kinds of institutions-existing universities, the creation of new ones, the granting of university status to Colleges of Advanced Technology (CATs) and later to some Teacher Training Colleges (TTCs) and Regional Technical Colleges; 3) should be self-governing and financed by grants distributed through an independent Committee like the present. After the recommendations of the report that coincided with the 1960s saw the rise of plate glass universities, incidentally Robbins was not responsible for their foundation, the rates of participation in higher education soared ahead of most expectations. The speed and the scale of the expansion have been unprecedented within the UK and some outstanding achievements deserve to be recorded and celebrated. For example, the statistics show that within one generation the UK has achieved equal proportions of women and men in undergraduate HE. (Edwards 1997, Williams 1977) This was achieved by expanding the university network from the well known ancient and redbrick universities to include the plate glass universities. The number of institutions subsequently rose from 20 to 43 in a X year time frame. The success of the Robins report is much debated, it contributed to the expansion of universities, although it was theUniversity Grants Committee in the later 1950s/early 1960s that was responsible for the emergence of the Plate Glass universities, known as Plate Glass due to architectural style. Moreover, the system has still to develop a strategy for lifelong learning.(Tight 2009), this was later addressed in the Dearing report. Others state the recommendations based on evidence presented was biased and incomplete. And if other statistics and figures had been used that it could have trumpeted the achievements of the British system (Tooley 1996). To address wider access issues in 1969 the UK government founded the Open University on the belief that communications technology could bring high quality degree-level learning to people who had not had the opportunity to attend campus universities. This was a unique and innovative approach to HE in several aspects: its open admissions poli cy and distance learning strategy. There was little major policy renewals and recommendations in the 1970s 80s .Since the Robbins report powerful forces, technological and political, were driving the economies of the world towards greater integration and the Dearing report was commissioned in the 1990s, tasked to make recommendations on how the purposes, shape, structure, size and funding of higher education, including support for students, should develop to meet the needs of the United Kingdom over the next 20 years. In the report titled Higher Education in a Learning Society there were a total of 93 recommendations made and perhaps the most notable change in funding was a shift from undergraduate tuition being funded entirely by grants from the government to a mixed system in which tuition fees were supported by low interest government loans. Those that benefit from HE should pay for it, as it is assumed that better paid jobs will be attainable with a higher degree. This was not b aulked at as in the 90s there had been a lot of uncertaintly in Higher Education and plolicies had lurched from contracting the number of students to increasing them. Underfunding had left universities so stretched they were about to snap (Sheppard and Crace 2007 ) . The amount universities had to spend on teaching had halved, and funding for infrastructure and research had been reduced. The crisis in 1996 was the result of a period of very fast growth in student numbers, financed in very substantial part by severe reductions in the unit of resource [the amount a university spends on each student] for teaching, and massive decay in research infrastructure. Other key issues raised were pursuing quality in our teaching and research and a commitment to high standards and as a result the Quality Assurance Agency (QAA) was set up to monitor standards of education in HE institutions in the UK in all teaching activities. The Research Assessment Exercise initiative was established to assess institutions quality of research. Each institution department receives a score on the quality and impact of their research and mapped to the score are research funds from the UK Research Councils. The RAE is now superseded by the REF which is deemed to be fairer. The Dearing review has been deemed successful and there have been quantitative figfures published by Watson that calculated that 28% of Dearings recommendations have made a difference, 16% have been overtaken by events, 11% were rejected, 29% happened slowly and 16% have seen no specific progress. Since the Dearing report there have been political drivers to ensure that the UK skill market for 2020 can maximise economic growth, productivity and social justice. In 2006 the Leitch report was tasked to consider this and to consider the policy framework required to support it. It reports on skills from level 1 4, level 1, 2, 3, and 4 maps to numeracy and literacy, GCSEs, A levels and higher degrees respectively. One of its goals is that more than 40% of adults should be qualified to Level 4 and above in 2020 (equivalent to degree-level qualifications), up from 29% in 2005. Another issue linked to the Leitch report is tat of graduate employability. There is no debating that a major responsibility for the smooth integration of graduates into professional life and hence society, lies with the HEIs. (Pukelis et al 2007). This is changing the shape of Universities and requires universities to be more outward looking. Recognition of this responsibility has prompted considerable debate within educational, employer and political spheres about the skills and attributes expected of graduates, and how these might be fostered. Universities are devising strategies for ensuring that their graduates possess a set of graduate attributes that can be linked to employability and managing rapid socio-cultural, political, economic and technological change. To summarize HE has changed significantly from the 1960s. The increase and projected further increase in student numbers is one important change. Concurrent with this has been the greater equality and diversity in the profile of HE. students. The advancement of technology and methods for distance learning have evolved, devolving the notion of a central University to a distributed University, aiding the increase in student numbers. As student numbers increased there was a strong focus on maintaining quality via the QAA policies and strategies for ensuring quality of research and teaching have been overhauled and change the manner in which Universitys teaching and research are assessed. There has been a move for universities to be more skill oriented where level 4 generic skills, also termed graduate attributes, can be engendered in students and potentially measured. Finally there is a move for to become more outward looking. http://www.timeshighereducation.co.uk/story.asp?storyCode=92887sectioncode=26 http://www.guardian.co.uk/education/2007/jul/24/highereducation.tuitionfees Edwards T (1997) Educating leaders and training followers?. In Edwards, T et al Separate but Equal? A Levels and GNVQs, London: Routledge. Williams G (1977) Editorial, Higher Education Quarterly, Vol 51, No 1, January, 1-5. http://www.timeshighereducation.co.uk/story.asp?storyCode=92887sectioncode=26 Tight, M. 2009. Higher Education in the United Kingdom since 1945. Society for Research into Higher Education and Open University Press 288pp. Leitch Review Index, HM Treasury, 2006-12-05 http://www.guardian.co.uk/education/2007/jul/24/highereducation.tuitionfees Pukelis, K, PileiÄ ikienÄ-, N, Allan, A and DailidienÄ-, E (2007) European and National Level Strategies for Competency-Based Curriculum Development: summary, HEGESCO, available at: www.decowe.com/static/uploaded/htmlarea/finalreportshegesco/European_National_and_Universities_Strategies_-_Summary.pdf Plan, deliver and reflect on learning and teaching sessions within a particular subject discipline The purpose of a curriculum design methodology is to try and increase the effectiveness and efficiency of the learning process based on current knowledge of how people learn. There are several methodologies available to curriculum design but a basic methodology that can be applied in the design of all types of teaching/learning scenarios is the Systems Approach. The systems approach tries to mould the input of a course/module in such a way to enable the optimal assimilation of knowledge and skills to take place during the learning process and hence maximise the quality output, [Ross TLA guide 3]. A diagram of the systems approach can be found in Appendix A. For the purpose of this report theories must be analysed with respect to the lecturers subject discipline. As an example the curriculum design of SE216 Operating systems and Networks will be discussed. The author ran this module last session but did not write the original module descriptor. The first stage in the systems approach is to consider the target population characteristics and the topic area. The 2nd year cohort will mostly consist of continuing students with a few direct entrants. It is important to profile the different educational backgrounds in terms of their previous knowledge to achieve a balanced approach to the planning of SE216. Another example of this which is indirectly related to the authors experience, is in the design of first year curricula to accommodate changes in the pre university curricula and to provide a smooth transition to higher education in the face of an increasingly diverse student population, (Cox, B. Ingleby, A., 1997). The next stage is to estimate the relevant existing skills and knowledge of learners. Students upon entering University possess a variety of skills all to varying degrees. The 1st year Dip HE Computing and IT, (replaces the HND) students are a mixture of school leavers and direct entrants. These students are given a series of study skill seminars so that they all know what is expected of them and to bring them to a common level. Another example of students bringing different histories to university is apparent in the teaching of first year programming SE111. These students encompass a vast range of abilities from those who have never programmed to the expert programmer. The teaching approach cannot be tailored to meet every students needs however the tutorials/labs were streamed to be aware of the vast individual differences and to ensure that the students received quality teaching, whether they needed to be taught from a beginners level or their knowledge reinforced. After taking these issues into account the next stage is the formulation of objectives/Learning Outcomes. It is the learning outcomes that encapsulate the new skills, knowledge or attitude that the new students will acquire. Listed below are the current objectives and suggested content of SE216 not written by the author: Objectives Understand the role and features of an operating system. Utilise at least one operating system to perform common tasks. Understand network topologies and protocols. On studying these the author felt that the objectives are ambiguous and vague using expressions such as understand and concept which are too illdefined to convey the exact nature of the behaviour being sought. It is extremely important that the objectives and learning outcomes are clear and concise to the student. Learning outcomes should be written in future tense and conveyed by verbs, which describe exactly what the student is, expected to be able to do after completing the learning process. More importantly the LOs should be written in such a manner that the students can easily understand them. A good educational objective is one, which contains an action verb describing an observable measurable performance, (Gronlund 1978, Mayer 1990). Taking this into account the previous objectives were rewritten by the author and are as below: Learning outcomes By the end of this module the student will be able to: Define the role and main features of an operating system. Demonstate the use of at least one operating system to perform simple tasks. Describe various network types, protocols and topologies. Outline the OSI Interconnection model and compare with existing operating system implementations. Once the LOs have been formulated the appropriate teaching method must be selected. There are numerous teaching methods available but one is confined by institutional constraints. The teaching methods must be selected with the appropriate LO/objective in mind and a combination of teaching methods can be used for a particular course. In SE216 a lecture is given which is the practical and most common way to convey information to a large group. The students also participate in a tutorial and lab group. Since one of the LOs is to be able to utilise an operating System it was felt that this learning process was best suited to an active laboratory. In the tutorials group discussions were encouraged also providing the students with an active part in learning the content of the module. It has been researched that group learning and discussions improves the quality of learning, (MCB, 1990). Directed study of material in textbooks is also used however well structured handouts were given out at each lecture which link the content of the lecture to the LOs more closely than the directed study. However it was felt that the directed reading was an important part in developing a culture of independent and deep learning. Students adopting a deep learning approach to their normal studies related new material to their own knowledge and experience, stressing the importance of reorganising new information in terms of existing knowledge structure, (Svennsson, 1977). Independent learning is encouraged as it leads to increased responsibility and autonomy on the part of the learner, (Richardson, J., 2000). There is a multitude of teaching approaches and it is important that the educator must feel comfortable with his/her choice of teaching methods or it will not be successful. Once the teaching methods have been decided the course must be assessed. The aim of assessment is to provide feedback and guidance to the learner and to judge the extent of learning. The assessment should test each LO and it has been found that varied assessment leads to improved learning, (Cox, B. and Ingleby, A., 1997). In the case of SE216 it was felt that the learning outcomes were attainable to two distinct areas the cognitive and the physchomotor domain. The cognitive domain applied to LO 2,3, and 4, which required the acquisition and application of knowledge and understanding. Learning outcome 3 belongs to the physchomotor domain and deals with the development of manipulative or physical skills. The physcomotor LO1 was assessed by a logbook which recorded the students actions and experiences whilst carrying out specific lab sheets. The second part of the assessment dealt with LO 2, 3 and 4, which involved knowledge and understanding of the content, (lower cognitive skills) and was tested in an exam. The exam was structured such that the student had to develop higher cognitive skills in the synthesis and processing of their knowledge i.e the first part of the question was knowledge based and the second part was application of this knowledge in a particular context. It is vital to realise that the systems approach is a cyclic procedure. Poorly achieved objectives/LO lead to a course designer to examine the entire system to see where improvements can be made. In SE216 less ambiguous statements of LO/objectives may improve student learning. Also a prior knowledge of Computer Architecture, SE215 was wrongly assumed even though it is a prerequisite on the module descriptor. A small collaborative group has been set up within the SE division to ensure that a consistent stream of Computing Infrastructure/Networks runs through the 1st 4th year BSc Computing course. The module descriptors of modules have been modified to reflect this. This will ensure that the students upon undertaking SE216 have the relevant background knowledge to do so. As an extra precaution the lectures will be modified this session to include a revision of computer architecture. On evaluation, (via questionnaires) of the module some students felt the module was biased with the bul k of the content on Operating Systems. The updated module descriptor aims to get a more balanced content with respect to Operating Systems and Networks. Finally there are disadvantages associated with the systems model. The main disadvantages being that the course/module may become too prescribed and lack spontaneity with an over emphasis on the LOs, REF. I felt that these disadvantages can be overcome by the educator bearing these points in mind and remembering that the LOs are only a guide to give the student an idea of the content of the module. Evaluation and Reflection The TLA principle, which is the focus of this narrative, is a lecture given to 2nd year BSc Computing students. The lecture is from SE216 Operating Systems and Networks. The module is split into two sections, part one being Operating systems and part two being Networks. This narrative pertains to one lecture given out of seven on Operating Systems. The aim of the series of lectures is to provide the students with the theoretical foundation relating to O/S. Each lecture is not treated independently or in isolation of other lectures but rather each lecture provides the basis for future lectures in the series ultimately building a coherent picture of Operating Systems. The delivery method chosen for this particular module was the traditional approach. This was found to be the most practical considering the large number of students, the type of material being taught and the environmental and staff constraints. The lectures were well structured always stating the aims and objectives of that particular lecture and providing a summary at the end. The lecture was always introduced so that the students were aware of that particular lectures relevance and how it fitted in with the previous lectures and future lectures. The author feels that this encourages effective learning, Bligh 1998. REF holistic approach. The lectures were always written in simple English, which is also thought to help students synthesise the material. It was also felt appropriate to involve the students in the lecture, which encourages active learning stimulating deep learning. Stalling the lectures and providing discussion questions based on important and fundamental issues achiev ed this. The students were also expected to sketch their own diagrams and carry out their own calculations. At the lecture handouts were also given out. It was felt that these were necessary to allow the students to listen and synthesise the material rather than spending most their time writing notes. Writing their own notes has disadvantages such as slow writers are penalised. However on evaluation next session a full set of lecture notes will not be provided. Instead a partial set of notes providing the students with the bullet points will be provided. The students will then be expected to add any details they felt were important which will again provide a more active learning experience. Directed reading was also given to the students to encourage deep learning. The main disadvantage of directed reading is that the student may not be able to relate the information to the LOs. It was felt that the directed reading was necessary so that the student would engage in independent learning which is the main aim of learning. REF Although the traditional approach was utilised it was felt by the author that it incorporated modern flavours making the lectures more interactive, fun and interesting. This hopefully encouraged the students to learn independently and deeply. It was felt that on the whole this was achieved. It is however vital to remember that this did not just depend on the mode of delivery and style of teaching but also on many uncontrollable factors. These include amount of reading, prepar