Education in America Essay

Education is a hot topic in the news and for most American citizens. They are preoccupied with the level of education their loved one are receiving. With the deficit being the cornerstone of much of government funding, agencies are feeling the cutbacks, and education is no exception. States have made steep cuts to education funding since the start of the recession. In many states, those cuts deepened over the last year. Elementary and high schools are receiving less state funding in the 2012-13 school year than they did last year in 26 states, and in 35 states school funding now stands below 2008 levels-often far below (Oliff, Mai, & Leachman, 2012). Lack of government funding for education can lead to other issues such as well qualified teachers leaving the profession due to lack of good pay, and benefits. Other issues includes lack of school material that is needed to teach successfully in the classrooms, and teacher’s assistants to help. In other classrooms teachers are feeling overwhelmed and leaving students to take responsibility for their learning experience. Still other issues derive from a lack of funding such as a lack of finances to assist special needs students. The lack of government funding could deter learning for students that are already struggling Analysis of Education in Georgia Georgia like many other states are negatively affected by the budget cuts for education. Georgia will lose approximately $28. 6 million in funding for primary and secondary education, putting around 390 teacher and aide jobs at risk. In addition about 54,000 fewer students would be served and approximately 80 fewer schools would receive funding. In addition, Georgia will lose approximately $17. 5 million in funds for about 210 teachers, aides, and staff who help children with disabilities (Burns, 2013). These persistent budget cuts are an injustice because all students deserve a well-rounded education. Educators are leaving In addition, teachers are leaving the classroom in massive groves to find employment in other careers because of the lack of government funding. Sadly, many teachers are leaving their beloved classrooms to pursue other ventures because of budget cuts, or because they are put in a situation of distress due to budget cuts, so either way our children are losing the battle of education, and good teachers are optioning for other career choices. Nationally, the average turnover for all teachers is 17 percent, and in urban school districts specifically, the number jumps to 20 percent, according to the National Center for Education Statistics. The National Commission on Teaching and America’s Future proffers starker numbers, estimating that one-third of all new teachers leave after three years, and 46 percent are gone within five years (Kopkowski, 2013). Stakeholders The stakeholders in education includes the students, parents, teachers, principals, student advisors, the PTA, etc. , any person or organization that has a vested interest in the students and their education. When the education systems fails, we all fail as a country. The future of education is a looming reminder of the importance of financial funding from the federal government. When budget cuts interfere with the future of students, it is time to make some tough choices. Although there are other programs that need federal funding to keep their agencies successful, education should still be given top priority. The stakeholders invest in the future of the young by teaching, advising, mentoring, and in some cases funding. Their valuable input is mandatory in the fight for survival for educational funding. The stakeholders have much to lose when the educational system fails. When this happens, dropout rates and unemployment rises which adversely affects the economy. Summary Children are truly our future, and illiterate children have nothing positive to offer. The demise of education in the America is taking a heavy toll on each of us, the parents, the student, and the teachers, we all suffer. Frustration often leads to failure when it is not dealt with in a professional and timely manner. Not only are the students feeling the pressure of ill equipped schools, but the teachers are also feeling the pressure. Many teachers buy supplies for their classroom from their already shrinking checks because they do not have proper funding to supply their classroom needs. Tough decisions need to be made in allocating funds to agencies that are in dire need of funding. Education is vital for the future of America, and the government is wise to realize that this is one budget cut that is not beneficial to anyone involved.

Economics IA Commentary †Market Failure Essay

Household energy bills will increase by à ¯Ã‚ ¿Ã‚ ½50 as the impact of green taxes triples over a decade, new research shows. By James Kirkup, Political Correspondent, Published: 12:01AM BST 17 Aug 2010 The sum the Government levies from energy use will rise to more than à ¯Ã‚ ¿Ã‚ ½16 billion by 2020, a think tank has estimated. Policy Exchange, which has close links to Conservative ministers, calculated that the cost of green taxes, surcharges and other levies on energy will go from à ¯Ã‚ ¿Ã‚ ½5.7 billion this year to à ¯Ã‚ ¿Ã‚ ½16.3 billion in 2020. In 2020, some à ¯Ã‚ ¿Ã‚ ½6.4 billion of the total will come from levies applied to domestic energy consumption. That is up from à ¯Ã‚ ¿Ã‚ ½2 billion today. The increase will add à ¯Ã‚ ¿Ã‚ ½40 to the average household gas bill and à ¯Ã‚ ¿Ã‚ ½8 to an electricity bill, according to data from the Department of Energy and Climate Change. Household energy bills are increased by a number of Government environmental policies, including the Renewables Obligation and other levies applied to energy usage to fund low-carbon power generation. Energy companies also face charges for schemes including the European Union’s Emissions Trading Scheme, costs which are then passed on to customers. â€Å"Green† levies are meant to increase the price of carbon-emitting energy use, with the aim of funding alternative sources and encouraging consumers to change their behavior. Much of the money raised by such levies does not end up with the Treasury, but â€Å"green taxes† are regarded with suspicion by some consumers, who regard them as a disguised revenue-raising measure. Simon Less, Policy Exchange’s head of environment and energy, said that the various environmental charges should be considered taxes by another name. â€Å"The funding for these policies may come through energy bills, rather than the tax man, but it is a tax, and an increasingly large one paid by individual households and firms. Its scale makes it even more important that this money is used in the most efficient way possible.† Warning about need to gain public support for measures to combat climate change, his report says that â€Å"raising taxation through energy bills, rather than, say, using income tax, is relatively regressive, because the poorest households tend to spend a larger proportion of their income on energy.† Dr Less also said they funds that are supposed to go to renewable energy sources are often spent inefficiently. He said: â€Å"Climate change is a major threat. It needs to be tackled as a priority, and that will be expensive. But the public and industry will not put up with paying such large sums if the money is going to be wasted.† Last week, The Daily Telegraph highlighted the latest â€Å"green† charge to be applied to British businesses, the Carbon Reduction Commitment, which will require big companies to buy â€Å"permits† for their carbon emissions. Thousands of those companies are facing large fines if they fail to register with the new scheme before a deadline next month. The articles discusses that although ‘green taxes’ are applied to fund low-carbon power generation with the ultimate aim of encouraging consumers to tap alternative energy, they will increase the cost of household energy bills by à ¯Ã‚ ¿Ã‚ ½50 by 2020. Externalities are third party effects arising from production and consumption of goods and services for which no appropriate compensation is paid. Negative externalities occur when such production and/or consumption impose external costs on third parties outside of the market for which no appropriate compensation is paid. Households consuming carbon-emitting energy can be considered to be a negative externality as it affects the rest of society and even a nearby country which is outside the ‘consumption market’. Many a time, the government will impose a tax on those who create negative externalities attempting to correct market failure. The graph shows negative externality of consumption, where MPB (marginal private benefit) is much higher than MSB (marginal social benefit).The consumption of pollution-emitting energy can be represented by the demand curve MSC (marginal social cost) in the diagram. This curve shows the spillover costs on society with each additional unit of consumption. Consumption is at Q1 and not at the optimal, Q* indicating over consumption leading to welfare loss to society. In order to correct this, ‘green taxes’ are being introduced in an effort to bring consumption to the optimal. This would however result in the optimal price to shift from P* to P2, which is relatively higher. Carbon emissions refer to the release of Carbon dioxide gas into the atmosphere when fossil fuels like gas, oil, or coal are burnt. In a natural carbon cycle, carbon dioxide is re-absorbed by plants and trees but currently, the burning rate is faster than the absorption rate. Global warming is the direct negative consequence and the government has to invest in new research technologies to avert further crises. In UK, there are a number of governmental environmental policies, like the Renewables Obligation and other ‘green levies’ which are used to fund low-carbon emission energy. According to the article, ‘Green taxes’ would rise threefold, from à ¯Ã‚ ¿Ã‚ ½5.7 billion in 2010 to à ¯Ã‚ ¿Ã‚ ½16.3 billion in 2020. In the coming years, as world population rises, so will energy consumption, carbon emissions and its negative effects; these taxes will follow suit. In the short run, the tax increases might not be very large and hence would not cause a great decrease in quantity demanded. In the long run however, as the taxes rise to a sizeable amount, then the deterrent action will ensue; consumers will now be discouraged from consuming carbon based energy and shift to alternative sources. However, In reality this is only partially true. The tax will be most effective on households with lower income, as this tax will cover a larger percentage of their income. The tax will not be as effective on wealthy households since it would be just a negligible amount in their budget and they will not think twice before spending on goods that cause negative externalities. Another disadvantage of such a ‘taxation’ method is achieving the right level of taxation so that private cost will exactly equate with the social cost. The government cannot accurately put a monetary value on the private benefits and cost of firms; in fact, a certain financial figure on the value of externalities such as the cost to natural habitat, long-term effects of ozone layer depletion or even that of the human life for that matter, is rather hard to arrive at. All in all, all that the government and other environmental agencies can hope to achieve is the correct direction of movement towards the optimum level of output. A more effective step the government could take is to impose a complete ban on certain forms of energy consumption that produce large quantities of emissions or issue marketable pollution permits. The latter case of Carbon emissions’ trading has been gaining momentum in many countries now and is a central feature in Kyoto Protocol and the European Union Carbon Emissions Trading Scheme which started in full in 2005. This new approach involved the issuance of limited volume of pollution rights which are sold to companies that pollute. The incentive is that if the company pollutes less, then they can sell their excess permits in the secondary market. As the number of permits being issued is carefully reduced year by year, total carbon emission can be curbed efficiently and simultaneously the path towards greener energy alternatives can be also be paved.

Area of Study †The Outsider Essay

How have the texts encountered in your studies enriched your understanding of The Outsider? â€Å"You don’t get to 500 million friends without making a few enemies. † An outsider is interpreted as someone who separates themselves from the rest of the society, intentionally or unintentionally. Sometimes, it is this outsider’s insecurities or physical appearance that contributes to this factor of their ‘isolation’. The play Othello by William Shakespeare and the 2010 film The Social Network directed by David Fincher are conclusive in portraying and analysing a significant outsider or group of outsiders through literary and cinematic devices, which enrich my understanding of this concept, later used to my benefit, demonstrated through my visual representation. Written by the famous English playwright William Shakespeare circa 1603, Othello explores the idea of ‘The Outsider’ through the two significant notions that enriched my understanding – insecurities and physical appearances, both of which are used to advantage and disadvantage the characters in the play. Othello is immediately introduced as the titular black general and the Moor of Venice, who has overcome racial prejudice to hold a renowned position in society and a marriage to a beautiful young woman, Desdemona, the senator’s daughter. The metaphor in the line, â€Å"†¦ an old black ram is tupping at your white ewe†¦ † indicates a sense of hostility that the other members of society have against Othello, using physical appearance and racist slurs to downplay the general, the majority of these comments being made by Iago, Othello’s advisor. Iago could be seen as an outsider in the play, but uses this characteristic to his advantage, being desperate for power and authority; he raises Othello’s suspicions about his wife’s fidelity. Iago is also known for foreshadowing events, as seen in the personification used in the line, â€Å"O beware, my lord, of jealousy; it is the green-eyed monster which doth mock the meat it feeds on†¦ † indicative of Othello’s future actions in the play. Othello, oblivious to Iago’s exploitations, undermines himself- an insecurity- seen in the pitiful tone, â€Å"Haply for I am black, and have not those soft parts of conversation that chamberers have†¦ † evident of his lack of self worth and vulnerability to issues relevant to his colour or race, enhancing my comprehension of The Outsider. The 2010 American film The Social Network- written by Aaron Sorkin and directed by David Fincher, strongly delves into the concept and deepens my understanding of the Outsider from the beginning. The protagonist, Mark Zuckerberg, like Othello, is instantly presented as a character who does not wish to interact with society directly and uses social networking to express his opinions, thereby the invention of Facebook. The lighting throughout the movie is an example of the many cinematic devices that are effective in demonstrating the different societal groups. As an individual, the dim lighting on Mark, in contrast to the bright lighting on the others in his group is indicative of Mark being an outsider, even within his own group. Also, the repetition of the word ‘asshole’ in several situations in the film is suggestive of how similar Mark’s character is to Othello’s – he allows himself to be looked down on. Erica Albright, Mark’s ex- girlfriend says at the start of the film, â€Å"†¦It’ll be because you’re an asshole,† and this is contrasted when Marilyn Derpy, the psychiatric nurse has her final statement at the end of the film, â€Å"You’re not an asshole, Mark. You’re just trying so hard to be. † Albright’s vindictive tone is representative of how an outsider can be portrayed when he or she is put down by others, further supported by Derpy’s somewhat sympathetic yet wary tone. Mark’s tolerance of being exploited further enhances my knowledge of the concept of the Outsider, especially through the characters that manipulate him the most – the biggest of these being Sean Parker, the founder of Napster and the first president of Facebook. Sean’s character is much similar to Iago’s, as he is as much as an outsider as he is an insider. The repetition of ‘cool’ as Sean defiantly says to Mark, â€Å"A million dollars isn’t cool. You know what’s cool? A billion dollars,† shows how using such simple socially acceptable terms can influence a person’s decisions, especially characters like Mark, whose insecurities play a massive role in creating the atmosphere of ‘The Outsider’. My visual representation is an amalgamation of the perceptions of the Outsider that I derived from analysis of Othello and The Social Network. Using the same template as the given image, I drew the figure and his surroundings on the inside of the room in black and white, also giving prominence to the central figure, outlining ‘him’ in a darker colour in contrast to the chair he is sitting on. The personage is looking outside, into a colourful world, of which I have used many different colours to show the difference between the inside world and the outside world. As in Othello, colour plays a major role in distinguishing between outsiders and insiders. Using colour, I represented the character to be the salient black and white figure in a black and white environment, but this is merely the ‘inside world’. I have chosen the persona’s gaze to lead the viewer to focus on the colourful outside world, demonstrating the differences between the inside world and the outside world. The individual is recognised as an outsider, not only in his own micro world, but in his larger macro world. Therefore, the conceptualisation of ‘The Outsider’ has been enforced through cinematic and literary devices used in the texts Othello by William Shakespeare, through the notions of colour and physical appearances and The Social Network directed by David Fincher, which reiterates how manipulation and downplay of colour and physical appearances can lead to being in a solitary state as an individual. My visual representation incorporates these ideas into a single ideology, evidence of how these texts have enriched my understanding of ‘The Outsider’.

A Comparative Analysis of Sunshine Coast Tourism and Gold Coast Research Paper

A Comparative Analysis of Sunshine Coast Tourism and Gold Coast Tourism - Research Paper Example The tourism sector in Australia has contributed substantially to the creation of job opportunities, increased export earnings and catalysed the process of regional development. In this regard, special emphasis is given to bring forth the comparison between the Gold Coast Tourism and the Sunshine Coast Tourism. The Gold Coast in Australia is a very diverse and interesting city which offers a number of surprises to its visitors. It has 10.5 million people visiting this place every year. It has families, couples, business delegates, and solo travellers visiting the place all round the year. The city offers different kinds of experiences and packages to different people in accordance to their budgets. The Gold Coast is said to have the maximum number of venues each of which is extremely popular among the countries of the southern hemisphere (Very Gold Coast, 2010). The sunshine Coast on the other hand is a more peaceful and calm tourist destinations in Australia. It is characterised by the unique combination of both country and coast. It is considered to be the perfect place for unwinding and relaxing. This place is also famous for offering the best cuisine, adventure and action. The cost is specifically famous for being picturesque round the year. The temperature remains moderate all around the year which makes it the dream holiday destination in the country (Sunshine Coast, n.d.). Customer satisfaction is the most important aspect on which the entire tourism industry thrives. Many tourist spots have been competing with each other with a view to maximise and maintain high visitor satisfaction. Hence companies are stressing more on understanding and studying the factors which are responsible for influencing customer satisfaction. Recently a number of studies were conducted to assess the performance of the tourism industry in Australia. It was found that customer satisfaction in case of non tourism services and products increased along with

Developing a More Agile Approach Essay Example | Topics and Well Written Essays - 250 words

Developing a More Agile Approach - Essay Example Wal-Mart is not directly linked with a software business but they do use certain technological software for running their operations unlike Amazon.com which is influenced by software developments. The agile software is easy to implement in a business like Amazon.com rather than in a business like Wal-Mart. Providing quality is the main goals of organizations and it is one of the key determinants of an organization’s success. Nowadays organizations heavily rely on software and other technologies to improve the long-term product quality. Currently, agile software development has become one of the most popular technologies to be used in organizations. If a firm is successful in implementing the software successfully then it also succeeds in improving the long term product quality, as the software targets the factors that are directly related to improving the long term product quality. It improves areas such as finance and human resource that are directly related to aspects such as managing product

Good Grief Essay Example | Topics and Well Written Essays - 1000 words

Good Grief - Essay Example Grief is a process that individuals go through when they lose or realise they are about to lose something or someone they hold dear in life. This could be a spouse, relative, friend, their own life, property, income among others. These situations subject one into a state of disbelief where the individuals are unable to concentrate in their lives as they used to before as they preoccupy their thoughts with the loss they have suffered. The model’s stages sequence as follows denial stage, anger stage, bargaining, depression stage and the final one of acceptance (O’Rourke 2010). The model can also be used to interpret and come up with explanations for the tendencies associated with people going through rather mild situations than death for example break-up of a relationship, bankruptcy, relocation and many others. This is because these situations are similar in nature in that they all revolve around the loss of something or someone which one has a big attachment with. The s tages as described in KÃ ¼bler-ross’s book of 1969, On Death and Dying, are quite important to many who are grieving. They explain the various processes that one goes through and the reasons for that happening at a certain stage in life and not in another. The big question that seeks to be answered is whether there is really a better way to be bereaved and this is quite well illustrated in this lady’s work. To bereaved is quite a natural process that befalls many and that it is important for one to go through some experiences for them to harden and face life as it is and is supposed to be here on earth. Death in particular of a close person is quite heartening and it makes one to go through a process of grief that at times may not come to an end no matter how they try. The person leaving their loved ones is also at a bad state knowing that they shall leave them behind and takes all the time they have remaining in trying to interact with them so as to

Nursing Research and Evidence-Based Practice Essay

Nursing Research and Evidence-Based Practice - Essay Example There is an avid need of EBP to understand the pattern in which these issues have been causing severity (Polit & Beck, 2012). The recent clinical experience also focused on the gland swelling after chemotherapy. However, EBP present in this area has rather allowed nurses to treat patients with protocol which cannot cause anymore rash to the glands because of excessive Taxol agents. As a matter of fact, my affiliation with my health care organization gives me a free hand to opt for EBP. The impression of EBP has relatively become very imperative. Policy makers would surely like to fund EBP because it is more likely to help the institution in a long run. The barrier as discussed by Adams (2010) regarding utilization of research and survey is one which is being experienced at the institution as well (Adams, 2010). The approach to make sure that this barrier is not coming in the way is to provide a mandatory submission for staff regarding nursing practices. If research and survey will be obliged then it is expected that the trend of research and its utilization will become easier and relatively

Political science Essay Example | Topics and Well Written Essays - 250 words - 6

Political science - Essay Example f leadership becomes sparse then individuals will focus on personal objectives and nobody will consider or work towards communal objective for the betterment of their society. Autocratic leaders tend to display inflexible behaviour to their subordinates and demand obedience in all regard. Neither, they consider suggestions from their subordinates nor they belief in equality of any kind. Moreover, these leaders belief in supervision of their subordinates for efficacy of work in their organisations or teams. Lassie-Farie leaders submit all the privileges and control to their subordinates. Subordinates have the liability to determine any course of action and leaders get along with their ideas and plans. However, it is essential for such leaders to have specialized and skilled team workers to progress. Innovative leaders are quick to change and adapt new ideas, their teams are in a constant process of progressing and changing. These leaders inspire their subordinates to share ideas, develop strategic plans and develop new skills. Such leaders produce an environment where change is welcome and is supported by the leaders (Bass,

Principles of psychology Essay Example | Topics and Well Written Essays - 500 words

Principles of psychology - Essay Example On one side, there are a majority of biological factors, which influence our development. The first comes from our genetic programming. Our genes, which are passed from parent to offspring, lay the template for the development of the biological components in psychology. If there are any abnormalities in the proteins, this can cause problems with the development of tissues and organs. As a result, this can affect behavior. For example, there has long been an association with the development of schizophrenia with a genetic component. As a result, this genetic abnormality causes the psychological disorder. In the case of this and many other physiological abnormalities, these are inherent to the person and can rarely be changed. The conditions can be fulfilled using custodial medications, which are meant to control and relieve the symptoms; however there are very few treatments available that can modify the physiological abnormalities. The other side consists of molding and experiences t hat are taken from the environment, which shape a person’s cognitive abilities. Aspects such as intelligence and cognitive processing are said to be a result of a child’s learning as they progress through life.

Apple Inc. in 2010 Case Brief Essay Example | Topics and Well Written Essays - 750 words

Apple Inc. in 2010 Case Brief - Essay Example However, ranking it as the industry leader would have a great challenge especially due to its performance in the mid-1980s and early 1990s when it registered great fluctuations in profit. At some time, they even ran at a loss of $1.6 billion under the watch of one Amelio (Yoffie & Kim, 2). It enjoyed a considerable market price share of about 16% in the 1980s, which would gradually reduce to about 2% in 2007 before starting to rise slowly. Apple transcended the market due to the uniqueness of their products as compared to its competitors. They invested more on R & D as compared to the rest of the providers to ensure that efficiency was the key to their product. They integrated their OS with other providers like Microsoft and UNIX to come up with a better processor. This satisfied the taste of different customer leading to greater and variable sales (Yoffie & Kim, 5). The introduction of the digital hub saw a big improvement in the microprocessor products. Products like the iPod, iTunes, and iPads revolutionized the industry and were a big challenge to the smartphones. They also introduced PCs that were convenient to use and save much of the customers working space. This was contrary to what other competitors had provided. Apple works in a dynamic market that needs creativity and innovation to succeed. The players in the market are so competitive that failure to come up with a new and different product will lead to the company’s downfall. This is a type of market where weakened companies are bought with stronger ones to help beat their competitors. Alternatively, the providers have to venture into many products to survive. Apple would not survive on PCs alone, which led to their venture in other products like phones, MP3s, PlayStations, and even online clip sales.  

Solar & Wind Energy Resource Assessment Essay Example | Topics and Well Written Essays - 3000 words

Solar & Wind Energy Resource Assessment - Essay Example The buildings at Merchiston are a major part of Napier’s estate offering teaching accommodation for up to 2,000 students. An energy audit for the above buildings has been conducted using utilities bills. Utility bills from August 2007 to July 2009 (24 months) have been used for the assessment. Alternative systems have been considered to reduce energy use. The electricity consumed (kWh) for each month has been illustrated in figure 1. The units of electrical energy consumed have steadily declined over the years. Various initiatives have resulted in the development and use of energy efficient equipment, in addition to energy efficient practices. The energy cost for each month for electricity has been illustrated in figure 2. Despite the decline in energy usage, there has been a rise in energy cost. This is because of increase in the cost of production of electricity. The average electric energy unit cost during the period has been illustrated in figure 3. The increase in costs of electricity production has been passed on to the consumer. There has been an increase of over  £3 per kWh over the years. The units of energy consumed (kWh) for gas each month has been illustrated in figure 4. Seasonal influences play a significant role in the use of gas, which is primarily used for heating. Naturally gas consumption declines during summer months and peak during the cold winter months. The facilities consume 4198.55 MWh of electrical energy and 6005.35 MWh of gas annually. The electrical energy consumed results in average energy cost of  £393.3347K annually and gas consumed results in energy costs of  £172.1616K annually. Electricity and gas consumption at the facilities results in the release of 3.5KtCO2 each year. Scottish Building Standards Agency (SBSA) requires buildings to comply with legislation and principles of â€Å"Green Government† policy. The Scottish Government has set a target for 80% reduction of greenhouse gas emissions by 2050.

Employment Essay Example for Free

Employment Essay Overview: An elementary toy that is due to be shipped at the end of the week has failed quality control testing. A metal whistle has been shown to exceed the federal regulation guidelines for lead. The testing process showed the lead level for this particular toy tested at 103 parts per million. The federal guidelines dictate that toys cannot contain lead with more than 100 parts per million (OSHA, 2013). The projected cost to conform to federal guidelines and replace the whistle are projected to cost 0,000. This should take 3 weeks for completion. Facts: Lead is naturally occurring, but it can be toxic to humans (EPA, 2013). It can cause serious medical conditions, such as, hearing loss, learning disabilities, physical growth retardation and neurological damage. Lead gathers in the body quickly and increases at a fast pace if it exceeds federal guidelines. Children because of their size are more susceptible to lead poisoning than an adult. Children are curious by nature and often place themselves in danger without realizing it. Children often investigate by touching, placing objects in their mouths and then sharing with others. These actions can cause lead poisoning to occur. Although the cost to replace the whistle is considerable, this is a small price in the long run. Our company will retain customers by providing customer satisfaction by replacing the faulty whistle. This will also save the company money in costly legal fees by facing our responsibilities now. Our company needs to ensure that we have identified all involved when considering our options. It would be remiss of our company to not consider the parents, dealers, and stakeholders with an interest in the company. Parents—trust our company to produce products that are safe Vendors—sell our company’s products and assume reliable construction Employees—rely on our company to sell products to continue to receive money for the work they have provided Investors—hold an interest in how the company’s actions and decisions affect employees, customers, and overall viability Options to Consider: Cost Monetary—Reproduction costs, fines, legal fees, litigation and income Vendor Relationships—strained relations, decrease in customer relationships Reputation—loss of customers Employment – layoffs Time Length—reproduction time, construct reputation and relationships Reasonable—ability to get products to customers Ethical Responsibility—employees, vendors, parents, children, investors Due diligence—don’t take risks, maintain ethical position, weigh all the options The options listed help define possible reasons for possible lawsuits and probable fines if the product is found defective. Our company needs to consider alternative options to fine a viable solution. Three options will be discussed in detail to be considered. Cost Considerations The yearly budget is not far from thought and to remain within budget we must consider the option of shipping the product as it stands now. The amount of lead was only slightly above the federal recommended guidelines. We would be able to get the product to our customer on time and without added cost. However, the children may be subjected to possible lead poisoning. Depending upon the extent of exposure, this could lead to detrimental side effects. This would leave the company open to the risk of legal action and may have a devastating effect on investors, employees and the company not to mention the children harmed. Legal action against our company would be costly. The fines can be as much as $100,000 per violation with $15,000,000 for a series of violations (Consumer Product Safety Improvement Act, 2008). We would most definitely have a series of violations, but more importantly our relationship with our customers would be damaged. The company’s reputation would be in tatters. Ethical Considerations Our company has a moral obligation to keep our customers safe. The code of ethics within our company is to be honest and provide protection to the children who play with our products. The overall cost to our company is how big of a risk are we willing to take. Our company needs to decide if business growth and profit is more important than the risk we would be taking in delivering those toys to children. Reproducing the whistles is ethically correct, however doing so will impact our vendors by missing out on peak sales. This may lead to other companies replacing our company and products, which will lead to overall revenue losses and possible employee layoffs. On the other hand, if we replace the defective whistles, parents will believe in our company because we ensure our products meet the federal guidelines for safety. This alone may increase revenue. Our company has a responsibility to meet the federal guidelines. This protects our company from costly fines and legal proceedings. Most importantly, we protect our customers—parent and children. Risk is good, but not when it can potentially kill children. Time Considerations Our company cannot dismiss time considerations when discussing the impact on business. We can dismiss the time consideration when we consider the risk of legal implications upon our business. First, our company can notify our vendors and customers that we plan to substitute a like item for the whistle in our elementary toy collection. This would allow us to move ahead with the current shipping date. This would cost considerably less than reproducing the whistle. Secondly, we can notify our vendors and customers that the whistle has been removed from the elementary toy collection and offer a credit towards future purchases. The company would still incur a monetary loss, but retain vendor and customer relations. Thirdly, the vendors and customers would have an option to wait for the whistle to be reproduced. Should the vendors and customers choose this option, we can reproduce the whistles, but reduce the overall number of whistles to be replaced. This would still cause the company to incur a monetary loss, but retain positive relationships with our vendors and customers. The options outlined are viable. We can maintain company integrity, provide protection to our company, employees, investors, and customers. Following federal recommended guidelines will secure our position in the business realm and provide longevity for all involved. Our company would take a risk by announcing the problem with the whistle, but we would be able to highlight our commitment to protect our customers. We would be able to convey we place safety over profit. This would help raise consumer confidence, avoid legal implications, and retain satisfied customers. Recommendation: Notification of our vendors and customers is the best option. We know how much lead is in our product and how much is considered safe per federal guidelines. We need to be honest in our business dealings and not take unethical risks for profit. We also need to find a cost effective material that has reduced lead readings to replace any future whistles. Our commitment to protect everyone involved cannot be taken lightly. We should begin notifying customers affected by this product and shipment. We should advise them the order must be changed and the circumstances that require this change. We should allow our customers to make an informed decision and then find out how they would wish to proceed. We would then be placing any liability into the customer’s hands, as we made every effort to right a wrong. This will help preserve our relationships with vendors and customers. As a company, we need to minimize risks that are ethically and legally wrong. We need to be socially responsible and have strong relationships with our employees, vendors, customers, and investors. Longevity is everything in business and by following these rules, our company will have vendors, customers, investors and employees who want to be there and not forced to be there. Moral, ethical, and responsibility are keywords within my own personal mantra. I believe striving to be morally, ethically and socially responsible helps have a positive impact on business and personal endeavors. These traits provide positive contributions both in business and society. I believe our company has strong moral and ethical values. Thus, we cannot allow this shipment to proceed. This would be hypocrisy and go against not only my own beliefs but the company’s code of ethics. I understand the cost is considerable to replace the toy, but by replacing the whistle we have an increased positive impact in our own company, customer base, investors, and employees. Finally, we are showing social responsibility and will set a standard in our industry as a leader. We cannot be a leader by taking unnecessary risks children’s lives.

Funny Boy And Running In The Family | Analysis

Funny Boy And Running In The Family | Analysis Searching for identity is big theme in Postcolonial studies. Identity or the sense of belonging plays a major role in everyones lives. Identity tells us who we really are and where we have come from. Identity can be either positive or negative. It gives us the sense of pride in being who we are. If we do not identify ourselves with our surroundings or the people we come in contact with, we are lost. We feel as if we do not belong there and hence we feel as if we have lost our identity. Actually, the search for identity is an ongoing g process and there is no ending for it. Many would do anything to find their identity and to search for the place where they belong. In both Funny Boy and Running in the Family, the search for identity is the main theme. These novels bring forth the challenges that the main characters face in the search for identity. The setting of these two novels is in Sri Lanka. However, Funny Boys Arjie faced negative challenges thrown at him whereas Running in the Familys narrators (Ondaatje) journey of self-discovery is more towards the positive side. In this paper, I will the journey of self identification by the protagonists of the both novels that I mentioned above. In Funny Boy, we are exposed to the history of Sri Lanka, Arjies homeland. A country like Sri Lanka that has just gained independence from the colonizers strives to build and recapture its own identity which was stolen by the colonizing powers. However, to form a unitary identity is not easy because Sri Lanka is made up of different ethnicities and religious beliefs. The history of racial conflict between the Tamils and the Sinhalese in Sri Lanka plays an important role in Arjies life. The rivalry between Sinhalese (Buddhist) and Tamil (Hindu) inhabitants of Sri Lanka is caused by the differences in religion and custom. Salgado argues that the connection between language and ethnicity which substantiate the discrete ethnic markers of Sinhalese and Tamil, was very much the product of British orientalism, and was embraced by the Sinhalese who stood to gain from it (12-13). The Tamil minority from India migrated to Sri Lanka between the 3rd century BC and 13th century AD whereas the Indo-Aryan in who migrated in the 5th century BC created the Sinhalese population in Sri Lanka. Since, the Sinhalese are more in population compared to the Tamils; they hold much of the political power. For so long, Sri Lanka has been under the Western powers like Portuguese and British before it gained independence in 1948, with both Sinhalese and Tamils uniting their forces. Somehow, this unity did not last long because the Sinhalese immediately assumed power and began to marginalize the Tamils. They began to treat the Tamils so badly till the Tamils had to struggle to make their voice heard. The conflict reached its peak in 1956 when the Prime Minister Solomon Bandaranaike declared Sinhala as the national language and when Buddhism was declared as the official religion; the Tamils grew angry. Arjies father says in Funny Boy, when asked about the riots, Sinhalese wanted to make Sinhala the only national language, and the Tamils did not like this. So there was a riot and many Tamils were killed (61). The Tamils after much pain and suffering from denial of rights begin to fight to establish their own nation and this is evident in Funny Boy. There was a group in Jaffna called the Tamil Tigers. They wanted a separate country and the Sinhalese were very angry about this. Ammachi often talked about the Tigers. She was on their side and declared that if they did get a separate state, which they would call Eelam, she would be the first to go and live in it. Father told her she was mad. This made Ammachi even more angry and they had many disputes about the Tigers. (61) These political and racist power struggles heavily influence many chapters in this novel and especially when it reaches the climax in the last chapter, Riot Journal: An Epilogue. In Pigs Cant Fly, Arjie clashes with his cousin sister Tanuja and disagrees with the common social norm which forbids him from playing feminine games with girls. In Radha Aunty, Radhas and Anils love situation is almost similar to Romeo and Juliet love story. Radha is Tamil and Anil is a Sinhalese and they are forbidden to get married because they belong to different religion. In See No Evil, Hear No Evil, Daryl and Nalini endeavor to expose the corruption of the government, a fruitless effort in a corrupt and laden society. In Small Choices, Arjies father and Jegan had to battle against the racial stereotyping and violence, while in The Best School of All, Arjie and Shehan both defy the authority of the principal named Black Tie. At last, in the Epilogue the conflict between the Sinhalese and Tamils got wor st which is the beginning of the civil war. Furthermore, binary oppositions the self and the other exists in every chapter of this novel in a form of stereotyping every person in their own category. Ania Loomba says that, stereotyping involves a reduction of images and ideas to a simple manageable form; rather than simple ignorance or lack of real knowledge, it is a method of processing information. The function of stereotypes is to perpetuate an artificial sense of difference between self and other (55). In Funny Boy, Arjies grandmother Ammachi cannot accept Anil because she cannot see him beyond the stereotype. She cannot see Anil for more than just a Sinhalese. What did I tell you? She was getting a lit from a Sinhalese. Only a Sinhalese would be impertinent enough to offer an unmarried girl a lift (58). Society expects its people to choose sides and in return they will be protected accordingly. Conformity makes someone feel safe and it ensures ones survival. In a power struggle, when one party has the upper hand claim on the country and affirm other minorities will be marginalized. In the Empire Writes Back, Bill Ashcoft et al claims that in post-colonial societies, the participants are frozen into a hierarchical relationship in which the oppressed is locked into a position by the assumed moral superiority which is reinforced when necessary by the of physical force (172). In Small Choices Arjies father explained the things Tamils might get in trouble with in which the Sinhalese will face no problem. When my father had finished relating the incident, Amma said, You should have taken Jegans side. After all, he is more important than the peon. As Tamils we must tread carefully, my father replied. Jegan has to learn that. Even I have to circumspect when Im talking to the staff. If I was Sinhalese, like Sena, I could say and do whatever I liked. Amma sighed. Its so ridiculous, she said. What to do? One has to be realistic. (190). When the minorities do not have equal rights as the majority, this will lead to dislocation and alienation in their own country. This will result in vengeance and vendetta: You know, Sonali said, Sometimes I wish I was a Sinhalese or a foreigner. I dont, Diggy said. He glared at us again. Im proud to be Tamil. If those damn buggers come here, Illà ¢Ã¢â€š ¬Ã‚ ¦ (196) Diggys reaction is understandable and its called retaliation. His reaction is much similar to the reaction of the Tamil Tigers. Tamil Tigers are consists mostly of young people who are unable to put up with Sinhalese demands and discriminations. Society draws a line between us and them so that people must confirm to either side, no matter how ridiculous it may seem. This applies to gender stereotyping as well. When asked why Arjie cannot play with his cousin sisters, his mother replies, It doesnt matterà ¢Ã¢â€š ¬Ã‚ ¦Life is full of stupid things and sometimes we just have to do them (20). So what will become for those who refuse not to belong to just one category? What if they exist in a third space; in between? In Arjies case, he belongs to the Tamil minority as well as in gay community. Homosexuality is not tolerated in Sri Lanka and therefore Arjie is marginalized twice than an average Sri Lankan. Hence, it will be harder for Arjie to feel accepted and to have a sense of belonging. However, there many instance in Funny Boy where the characters try to defy the norm of life and social rules to live their life their own lives. This is evident in Arjies monologue below. How was it that some people got to decide what was correct or not, just or unjust? It had to do with who was in charge; everything had to do with who held power and who didnt. if you were powerful like Black Tie or my father you got to decide what was right or wrong. If you were like Shehan or me you had no choice but to follow what they said. But did we always have to obey? Was it not possible for people like Shehan and me to be powerful too? (274) Most of the time, the characters who decide not to follow the social rules or everyday norms are secluded and alienated by their family and country and people. For an example, Aunt Doris, the director of the stage play Arjie was involved in chose to go against her Burgher familys wishes and married a Tamil man. This of course ended her relationship with her family. Even Arjie, after thwarting his principal and realize who he is and who he wanted to be with, thought to himself, As I gazed at Amma, I felt a sudden sadness. What had happened between Shehan and me over the last few days had changed my relationship with her forever. I was no longer a part of my family in the same way. I now inhabited a world they didnt understand and into which they couldnt follow me. (285) Here Arjie is talking about his sexual awakening but his feelings also apply to those who made choices that alienate them from the people and places they belong to. However, to Homi Bhabha the third space gives people like Arjie a chance to create a new identity. This third space allows them to transcend their position and go against those suppress and oppress them. It gives them power and freedom to transcend boundaries society rules. They get the best of both worlds. It gives them self empowerment to move on in life and its a place where the can voice out their opinions. Most of all the third space gives them sense of belonging and identity. The third space is a mode of articulation, a way of describing a productive and not merely reflective, space that engenders new possibility. It is an interruptive, interrogative,and enunciative space of new forms of cultural meaning and productive blurring the limitation of existing boundaries and calling into question established categorizations of culture and identity (Bhabha, 1994) Before Arjie is even aware of his tendencies, his family would have makes sure that any un-stereotypical gender fondness would have been eradicated by his family. His father who was afraid that Arjie might turn out funny forbids him to play bride-bride with his cousin sisters. Well, on the other hand when Arjie plays with boys he was called a girlie boy. This separates him from the possibility of being a girl or a boy. Gender stereotypes are enforced by families and society to demarcate the separate worlds of boys and girls. This leaves Arjie caught between the boys and the girls worlds, not belonging or wanted either (39). His exclusion from both parties suggests us that he inhabits some third space between these two. This third space is addressed as funny and it has a shameful connotation. According to Gopinath, challenging gendered spaces in this novel which is portrayed by the main character. This is because he allows the inner space to be something more than a site of gender agr eement. He allows gender and fantasy play. And by doing this he reveal[s] how non heteronormative embodiments, desires, and pleasures surface within even the most heteronormative of spaces (170-171). Throughout the whole book, we follow Arjies journey growing up and attempting to search for his identity. Arjies search for identity is similar to Sri Lankas own research for identity amidst the warring ethnics. If the focus is just among the Tamils and Sinhalese, what about the homosexuals, Burghers and Muslims? Arent they part of Sri Lanka as well? Even though all of them are different in many ways, they yearn for a place to call home where they can be safe and live without persecution. Funny Boy also puts the story of the everyday people of Sri Lanka in the spotlight. It doesnt focus on one party but it focuses more on the struggle these people went through to live in a Sri Lanka they all own. It is not about finding a balance between your identities, or trying to define within a particular one, Selvadurai explained. Rather, he said it is about being open-minded and being accepting of how others define you (www.thecannon.ca//shyam_selvadurai_funny_boy_on_campus). In Running in the Family, Michael Ondaatje narrates the quest to search about his father by re-conceptualizing the past and patching up the fragments of his family history. Ondaatje searches for his identity by retracing back his familys past, especially his father in Sri Lanka. During certain hours, at a certain years in our lives, we see ourselves as remnants from the earlier generations that were destroyed. So our job becomes peace with enemy camps, eliminate the chaos at the end of Jacobean tragedies, and with the mercy of distance write histories(179). The framework that Ondaatje uses is a fictionalized memoir. This allows Ondaatje to create his own form of reality and his own truths. This enables him to challenge boundaries between fiction and reality. Besides that, Ondaatje explores the autobiographical self and in his case, the quest for Mervin Ondaatje is an important detour in his search for his own identity. He uses the technique of searching about the other (his father) so that he can find his own identity. As Marlene Kadar points out, writing about life is the site of the other, and this other is autobiographical in one sense, and not at all in another (153).When Ondaatje is searching deeply about his familys and fathers roots he begins to shape his own roots. At the end of the book it is revealed that Ondaatje is the mirror image of his father. One could certainly claim that the end of the narrative is just the beginning of the discovery of the other (i.e. the father) through the self (i.e. the narrator) (Speaking Ones Truth: Reading, 3). In Running in the Family, Ondaatje uses the infusion of family tragedies, their life dramas, warmth and love to connect the dots and construct his identity. He includes both the public and private when he researches about his family past. By doing so, he is able to see the connections between his family and his colonial inheritance. As Patricia Hampl remarks, the truth memoir has to offer is not neatly opposite from fictions truth. Its methods and habits are different, and it is perhaps a more perverse genre than novel: It seems to be about an individual self, but it is revealed as a minion of memory which belongs not only to the personal world but to public realm (205). Sri Lanka is a country consisting of a complex social network because it is a multinational country which has many national and cultural identities. Ondaatje acknowledges Sri Lankas identity as hybrid and creolized nature. This almost similar to Ondaatjes family background: Every one was vaguely related and had a Sinhalese, Tamil, Dutch, British and Burgher blood in them going in back many generations. There was a large social gap between this circle and the Europeans and English who were never part of Ceylonese community. The English were seen as transients, snobs, and racists and were quite separate from those who had intermarried and who lived permanently. My father always claimed to be a Ceylon Tamil, though that was probably more valid about three centuries earlier (41). However, there is a tension between Ondaatjes endeavour to reunite him with his family and to keep a distance from his family so that he is able to break through his familys history from different points of view. It is as if when Ondaatje runs in with his family, he is also running away from his family. The running aids the author in a more complex search for his identity because it allows him to discover his identity in different forms. Here, Ondaatje is creating history while collecting data, fragments of both Sri Lankas and familys histories. As to fill in the gaps in his identity, he uses myth to provide explanations and to be as closer to the truth of that time and closer to the truth of his family. By researching his country of birth, he sees it as the other that he is constantly searching for. He is both the insider and the outsider who speaks for both the marginal and the central: I am the foreigner. I am the prodigal who hates the foreigner (65). Here Ondaatje represents the immigrants, immigration and culture. The framework of fictionalized memoir allows both writers to speak their souls truth (cf.Hampl, 203). The search of identity is a process where there is a need to rely on the national identity and family identities. Its like you cannot runaway from where you belong because they somehow make you who you are. Arjie and his family had to leave Sri Lanka because Sri Lanka was no longer safe to be their home and it was no longer where they belong whereas, Ondaatje has to come back to Sri Lanka because that is where he can find his identity through his familys history. Even though, Arjie and his family had to run to Canada to survive, they are still Sri Lankans and are part of that country. Arjies father sent Arjie to a different school so that Arjie wont turn out funny, Arjie found Shehan who strengthen his sexuality. When it comes to Ondaatje, even though he is settled in Toronto, Canada, he has to go back to his birth place to find his identity. He even has dreams of going back to Sri Lanka. At last, one had to admit that the main part of their identity depends on where you are born and where you came from whether you are accepting it or not. This is evident in Shyam Selvadurais Funny Boy and Michael Ondaatjes Running in the Family. Work Cited Ashcroft, B., Griffiths, G. and Tiffin, H. The Empire Writes Back. New York: Routeledge, 1994. Bhabha, H.K.(1994). The Location of Culture. London.Routledge Gopinath, Gayatri. Impossible Desires: Queer Diasporas and South Asian Public Cultures.Durham: Duke UP, 2005. Hampl, Patricia. I Could Tell You Stories: Sojourns in the Land of Memory. New York; London: Norton, 1999. Kadar, Marlene. Whose Life Is It Anyway? Out of the Bathtub and into the Narrative. Essays on Life Writing: From Genre to Critical Practice. Ed. Marlene Kadar. Toronto: U of T Press, 1992. 152-161. Loomba, Ania. Colonialism/Postcolonialism. 2nd Edition. New York: Routeledge, 2005. Ondaatje, Michael. Running in the Family. 1982. NCL ed. Toronto: McClelland Stewart, 1993. Salgado, Minoli. Writing Sri Lanka, Reading Resistance: Shyam Selvadurais Funny Boy and A. Sivanandans When Memory Dies. The Journal of Commonwealth Literature 39:1 (2004): 5-18. Selvadurai, Shyam. Funny Boy. United States: Harcourt Brace, 1997 www.academon.com/Essay-Identity-in-PostTexts/54654 Cached Similar www.hichumanities.org/AHproceedings/Miriam%20Rothgerber.pdf Similar www.thecannon.ca//shyam_selvadurai_funny_boy_on_campus

Research on Education Policy Development in Secondary School

Research on Education Policy Development in Secondary School CHAPTER THREE:  METHODOLOGY This chapter presents the methodology used in carrying out the research. The research design, population, sample and sampling techniques, instrumentation, validity, reliability, administration and method of data analysis. Research Design Descriptive survey design was used for the study. The design gave the researcher the necessary information to be able to draw some basic conclusions about the adequacy of the data as regards policy implementation in education (Cooper Schindler, 2001). Descriptive survey research design is one in which a group of people or items is studied by collecting and analyzing data from only a few people or items considered to be representative of the entire group (Nworgu, 1991:54). Population The population of the study comprised 247 public senior secondary schools in Rivers State. The respondents consisted of all the 247 school principals and 8452 teachers in senior secondary schools in the State bringing the total population to 8,699 (Rivers State Senior Secondary Schools Board, 2015). Sample and Sampling Techniques The sample for this study comprised 1,305 principals and teachers (15% of 247 = 37 principals and 15% of 8452 = 1268 teachers) using the multi-stage sampling technique. Multi-stage refers to sampling plans where the sampling is carried out in stages using smaller and smaller sampling units at each stage (Wikipedia, 2016). Instrument For Data Collection The instrument for data collection of research data was the questionnaire titled: Assessment of implementation of Education Policy changes Questionnaire (AIEPCQ). The questionnaire was divided into sections A and B. section A was on demographic information and section B was divided into four parts with eight items on each of the parts making a total number of 32 items. Part I focused on information and communication technology (ICT) in public secondary schools, II on the universalization of Junior secondary education, III on professionalization of the teaching profession, and IV on the school-based management policy in senior secondary schools. Document analysis was to supplement questionnaire data. The questionnaire was designed in such a way as to gather information on the perceptions and experiences of a wide range of participants through narrative of their participation and observation of the role of policy implementation. Respondents were asked to indicate the extent to which th ey agree with each statement using the modified Likert type scale ranging from Very High Extent to Low Extent. Very High Extent (V.H.E)-(4 ) High Extent (H.E)-(3 3.99) Moderate Extent (M.E)-(2 2.99) Low Extent (L.E) -(1 1.99) Respondents indicated the extent to which they agree or disagree with the statements. The responses were assigned numerical value. Validity Content and face validities of the instrument for the study were determined. The content and face validity were determined by the scrutiny of two lecturers in the department of Educational Management including the researchers supervisor. Their comments and corrections were adopted to improve the quality of the instrument. Reliability The reliability of the instrument was determined through the use of Cronbach Alpha method. Cronbach Alpha is a reliability co-efficient that reflects how well the items in a set are positively correlated to one another (Sekaran, 1992:69). The instrument was administered once to 20 sampled respondents that were not part of the sample. The reliability co-efficient was determined using the cronbach alpha. The internal consistency of the instrument was computed to be 0.71 Administration of Instrument The researcher including three trained research assistants administered the questionnaire to the school principals and teachers. A total of 1305 questionnaire was administered, 1200 were collected back and found suitable for an analysis. Method of Data Analysis Mean and rank order statistics were used in analyzing the four research questions raised. The criterion mean of 2.5 was adopted. z-test statistics was used in testing the hypotheses at 0.05 alpha level. CHAPTER FOUR:  RESULTS AND DISCUSSION This chapter focused on the results and discussion of findings obtained in this study. One thousand two hundred copies of the questionnaire were retrieved and found suitable for analysis. Table 4.1: Distribution of respondents according to their status. STATUS No. Administered No. collected Percentage Return Principals 37 37 100% Teachers 1268 1163 92% Total 1305 1200 Research Question 1: To what extent is the policy on the use of information and communication technology (ICT) in senior secondary schools in Rivers state implemented? Table 4.2 Mean (X), mean set and rank order of principals and teachers on the extent of policy on the implementation of information and communication technology (ICT) in Rivers State. S/N Items Teachers N = 1163 Principals N = 37 Mean set Rank Remark 1. Development of skills through the use of computers 3.18 2.84 3.01 5th High extent 2 Use of Computer to enhance productivity 2.69 3.03 2.86 6th Moderate extent 3. Effective teaching by teachers through the use of computers 3.06 3.08 3.07 4th High extent 4. Creation of effective human capital through the use of computers 2.98 3.29 3.14 2nd High extent 5 Students learn effectively through the use of computers 3.13 3.08 3.11 3rd High extent 6. Ease teachers workload through the use of power point 2.58 2.57 2.58 8th Moderate extent 7. Increased individualization of learning by students through the use of ICT 2.86 2.65 2.76 7th Moderate extent 8. Students exposure to the rudiments of computer literacy 3.37 3.11 3.24 1st High extent AGREEMENT 2.98 2.96 2.97 Source: Field Research, 2015. Table 4.2 shows an aggregate mean of 2.97 for both principals and teachers, the highest mean scores of 3.24, 3.14, 3.11, 3.07, 3.01, 2.86, 2.76 and 2.58 were ranked 1st, 2nd, 3rd, 4th, 5th, 6th, 7th and 8th respectively having means above the criterion mean of 2.5 were accepted indicating that school administrators to a moderate extent implement policy on the use of information and communication technology in Rivers State. Research Questions 2: What is the extent of implementation of policy on the universalization of Junior Secondary Education in Rivers State. Table 4.3 Mean (X), mean set and rank order of principals and teachers on the extent of policy on the universalization of junior secondary education in Rivers State. S/N Items Teachers N = 1163 Principals N = 37 Mean set Rank Remark 9. Disarticulation of JSS from SSS 2.72 3.16 2.94 6th Moderate extent 10. Provision of free and compulsory basic education 2.94 3.35 3.15 2nd High extent 11. Compulsory nine years of primary and junior secondary education 2.94 2.49 2.72 8th Moderate extent 12. Emphasis on curriculum diversification 2.82 3.19 3.01 5th High extent 13. Automatic transition from primary to Junior secondary education 3.17 2.86 3.02 4th High extent 14. Restructuring the school system 2.98 3.24 3.11 3rd High extent 15. Students gets more experience before proceeding to senior secondary 3.34 2.97 3.16 1st High extent 16. Few students to a teacher in the classroom 2.60 3.11 2.86 7th Moderate extent AGGREGATE 2.94 3.05 2.99 Table 4.3 shows an aggregate mean of 2.99 for both principals and teachers, the high mean scores of 3.16, 3.15, 3.11, 3.02, 3.01, 2.94, 2.86 and 2.72 were ranked 1st, 2nd, 3rd, 4th, 5th, 6th, 7th and 8th respectively having means above the criterion mean of 2.5 were accepted indicating that universalization of junior secondary education to a moderate extent in public senior secondary schools in Rivers State is implemented and therefore accepted. Research Question 3: To what extent is the policy on professionalization of the teaching profession in Rivers State implemented? Table 4.4 mean score, mean set and rank order of principals and teachers on the extent of the policy on professionalization of the teaching profession in Rivers State. S/N Items Teachers N = 1163 Principals N = 37 Mean set Rank Remark 17. Continuous teacher professional development 3.02 2.27 2.65 6th Moderate extent 18. Compulsory training of non-professional teachers 3.01 2.70 2.86 4th Moderate extent 19. Must be registered with the professional bodies in Nigeria 2.58 3.05 2.82 5th Moderate extent 20. Improvement of quality education at all levels 2.61 2.54 2.58 7th Moderate extent 21. Development of in-service training 3.11 2.92 3.01 3rd High extent 22. Recruitment of only professional teachers 3.08 2.97 3.02 2nd High extent 23. Regular exposure to innovations in the profession 3.01 3.05 3.03 1st High extent 24. Development of knowledge and skills through mastery of subject matter 2.61 2.41 2.51 8th Moderate extent AGGREGATE 2.89 2.74 2.82 Table 4.4 shows an aggregate mean of 2.82 for both principals and teachers, the high mean scores of 3.03, 3.02, 3.01, 2.86, 2.82, 2.65, 2.58 and 2.51 were ranked 1st, 2nd, 3rd, 4th, 5th, 7th and 8th respectively having means above the criterion mean of 2.5 were accepted indicating that the policy on professionalization of the teaching profession in Rivers State to a moderate extent will help teachers get a worthwhile experience and impart sound educational morals to the students. Research Question 4: To what extent is the policy on school-based management in Rivers State implemented? Table 4.5 mean scores, mean set and rank order of principals and teachers on the implementation of the policy on school based management in Rivers State. S/N Items Teachers N = 1163 Principals N = 37 Mean set Rank Remark 25. To facilitate school effectiveness 2.79 3.22 3.01 2nd High extent 26 Co-operation between school and community 3.02 2.78 2.90 6th Moderate extent 27. Improved infrastructures in schools 2.42 2.78 2.60 8th Moderate extent 28. Provision of funds to cover running costs 2.89 2.97 2.93 5th Moderate extent 29 Committed community support can enhance accountability 3.12 3.00 3.06 1st High extent 30. Contribution to school planning 3.09 2.81 2.95 4th Moderate extent 31. Provision of support to school activities 2.63 3.29 2.96 3rd Moderate extent 32. Regular access to public funds 3.09 2.70 2.89 7th Moderate extent AGGREGATE 2.88 2.94 2.91 Source: field Research, 2015 Table 4.5 shows that with an aggregate mean of 2.91 for both principals and teachers, items 29, 25, 31, 30, 28, 26, 32 and 27 ranked 1st, 2nd, 3rd, 4th, 5th, 6th 7th and 8th in a descending order respectively, they were therefore accepted indicating moderate extent on how the school-based management policy has encouraged communities and schools to work co-operatively in enhancing educational growth and development in the state. Ho1: There is no significant difference between the mean scores of school principals and teachers on the extent policy on the use of information and communication technology (ICT) in pubic secondary schools in Rivers State is implemented. Table 4.6: Summary of z-test on the difference between teachers and principals on the extent of implementation of policy on the integration of information and communication technology (ICT) in public senior secondary schools in Rivers State. Status No. of Respondents X S.D DF Level of significance z-cal z-crit Remark Teachers 1163 2.98 0.98 1198 0.05 0.11 +1.96 There is no significant difference Principals 37 2.96 1.08 Table 4.6 shows that the z-calculated of 0.11 is less than the z-critical value of + 1.96 at 0.05 level of significance with a degree of freedom of 1198. The null hypothesis is therefore accepted, meaning there is no significant difference between the mean rating of principals and teachers on the extent policy on the use of ICT is implemented in senior secondary schools in Rivers State. H02: There is no significant difference between the mean scores of school principals and teachers on the extent policy on the universalization of junior secondary education in Rivers State is implemented. Table 4.7: Summary of z-test on the difference between teachers and principals on the extent of implementation of policy on the universalization of junior secondary education in Rivers State. Status No. of respondents X S.D DF Level of significance z-cal z-crit Remark Teachers 1163 2.94 1.05 1198 0.05 0.66 +1.96 There is no significant difference Principals 37 3.05 0.99 The result from the table shows that, the z-calculated value (-0.66) is less than the z-critical value of (+1.96). The null hypothesis is therefore accepted, indicating no significant difference between the mean rating of principals and teachers on the extent of implementation of policy on the universalization of junior secondary education in Rivers State. Ho3: There is no significant difference between the mean scores of school principals and teachers on the extent policy on professionalizaiton of the teaching profession in Rivers State is implemented. Table 4.8: Summary of z-test on the difference between teachers and principals on the extent of implementation of policy on professionalizaiton of the teaching profession in Rivers State. Status No. of respondents X S.D DF Level of significance z-cal z-crit Remark Teachers 1163 2.89 1.02 1198 0.05 0.78 +1.96 There is no significant difference Principals 37 2.74 1.15 The result from the table shows that the z-calculated value (0.78) is less than the z-critical value (+ 1.96). The null hypothesis is therefore accepted indicating no significant difference between the mean ratings of principals and teachers on the extent of policy on professionalization of the teaching profession in Rivers State is implemented. Ho4: There is no significant difference between the mean scores of principals and teachers on the extent school-based management policy in Rivers State is implemented. Table 4.9: Summary of z-test on the difference between teachers and principals on the extent of implementation of school-based management policy in Rivers State. Status No. of respondents X S.D DF Level of significance z-cal z-crit Remark Teachers 1163 2.88 1.05 1198 0.05 0.33 +1.96 There is no significant difference Principals 37 2.94 1.08 The result from the table shows that the z-calculated value of -0.33 is less than the z-critical value of + 1.96. The null hypothesis is therefore accepted, meaning that there is no significant difference between the mean score of principals and teachers on the implementation of the school-based management policy in Rivers State. DISCUSSION OF FINDING/IMPLICATIONS The main aim of this study was to assess the implementation of education policy changes in senior secondary schools in Rivers State. In other words, the purpose of the study was to capture the extent of implementation of the different policies introduced as regards teaching and learning. The administration of schools, and the experiences gained. The study addressed the following: Implementation of policy on the use of ICT in senior secondary schools in Rivers State. The answer to research question one revealed that the extent school administrators implement policy on ICT in senior secondary schools in Rivers State is development of knowledge and skills through the use of computer, computer usage enhance productivity. There is effective teaching by teachers through the use of computers, creating of effective human capital through the use of computers, students learn effectively through the use of computers in schools, it eases teachers workload through the use of power point in schools, there is in creased individualization of learning by students through the use of ICT and students are exposed to the rudiments of computer literacy. The respondents agreed on all the items as being adequate and were all accepted. The findings considered ensures that all the items were strongly accepted as ICT inculcation in the school curriculum will help improve students learning and teachers effectiveness majority of the respondents totally agreed on the extent to which ICT policy implementation in schools will lend to high level of development, and their roles on managing the implementation of such policies. The result of hypothesis one shows that there is no significant difference between the mean scores of school principals and teachers on the extent to which they do implement policy changes. The above is in line with Adeosun (2010:196) who observed that the major objective is to develop computer and technological literacy through the introduction of computers in secondary schools similar to what has been done in many other countries including turkey and morocco. The implication to policy makers is that school administrators have high regard for ICT integration in secondary schools, the lack of and inadequacy of ICT equipments and facilities might undermine the achievement of policy goals or frustrate the implementation of such policy. According to Ekoro, (2011) facilities are plants, buildings and equipments which enable people to carryout their activities effectively. This implies that ICT integration in secondary schools will develop such society if the necessary equipments and facilities are provided to enable people carryout their activities effectively. According to Adomi, Okiy and Ruteyan (2003), the absence of ICT equipments in most Nigerian schools leads students to resort to cybercafà ©s for internet access. ICT application and use will prove beneficial in improving Nigerias educational system and giving students a better education. A technologically advance workforce will lead to ICT growth in Nigeria, with the potential to improv e military technology and telecommunications, media communications and skilled CT professionals who will be well-equipped to solve IT problems in Nigeria and other parts of the could (Goshit, 2006). Implementation of policy on universalization of junior secondary education. The answer to research question two on the extent of implementation of the policy on the universalization of junior secondary education in Rivers State are; Few students to a teacher in the classroom, there is free and compulsory basic education, there is automatic transition from primary to junior secondary education, compulsory, uninterrupted nine years of primary and junior secondary education, disarticulation of junior secondary School from senior secondary school, provision of free and compulsory basic education, students gets more experience before proceeding to senior secondary and restructuring the secondary school system. The results of the study presented, shows the importance of the perceived relevance of the universal basic education policy in the school system. The results of hypothesis two indicated no significant difference between the mean scores of principals and teachers on the extent of implementati

Significance of Feet in Plato’s Symposium Essay -- Philosophy Religion

The Significance of Feet in Plato’s Symposium Plato’s Symposium presents an account of the party given at the house of Agathon, where Socrates and Alcibiades are in attendance. The men at the party take turns eulogizing the god Eros. In Agathon’s eulogy, he describes Eros as a soft and tender being. When Socrates speaks, however, he makes a correction of his host’s account, by saying the soft and tender thing is the beloved, and not the lover, as Agathon would have it. When Alcibiades enters the party toward the end of the dialogue, he complains that Socrates is deceiving Agathon. Alcibiades was once the lover of Socrates, and if he knows anything about his beloved, it is that Socrates is a tough man who can drink without getting drunk and wander the streets of Athens day in and day out without shoes to protect his feet. Though it may seem preposterous that feet matter in a dialogue about love, throughout the Symposium, the condition of the character’s feet helps determine who is the lover and who is the beloved, and furthermore, that those who run away from love in shame are cowardly and those who stand still are noble. Alcibiades could love Socrates for the very reason that he is tough and unwavering. At the beginning of the dialogue, when Socrates is on his way to Agathon’s house he "retreat[s] to a neighbor’s porch and stands there, and when [Agathon] call[s] him, he is unwilling to come in" (236).1 Though Agathon and the other men want Socrates to join them, Aristodemus who is "most in love with Socrates at the time" says: " No, no, leave him alone. That is something of a habit with him. Sometimes he moves off and stands stock still wherever he happens to be" (236). Aristodemus shows respect and admiration for... ...that Socrates would never be so weak as to run off or "wander about in distraction" (282) as Alcibiades did when he loved Socrates. Socrates is therefore remarking on the absurdity of his own statement. Throughout the dialogue, the condition of the character’s feet helps determine who is the lover and who is the beloved, just as the tendency to stand firm or to run away helps determine who is noble and who is base. Socrates is noble and firm, as Alcibiades "takes off in headlong flight." And, Socrates is beloved by Alcibiades and Aristodemus for his steadfastness, but tries to be tender before Agathon to win his love as well. Alcibiades assertion that Socrates is deceitful is correct: and Socrates does try to get all the beauties for himself. Work Cited 1. Plato, Symposium, in The Dialogues of Plato, trans. Seth Benardete (New York: Bantam Books, 1986).

danger world :: essays research papers

I cannot significantly improve on the assertion that it simply is proper for us, as intelligent members of the universe, to try to look after our fellow creatures, and evil for us to do otherwise. -- Colin Tudge, 1992 Last Animals at the Zoo Endangerment is everyone's problem. This Expedition presents an ample cross-section of the conservation challenges we are facing. However, trying to understand how the natural world operates is never an easy task. The effort to do so has been compared to watching a celestial chess game, played by the gods. We are allowed to watch games in progress, but the gods haven't given us the rule book. All we can do is try to make sense of the play by following the fate of individual pieces and working out the rules from there. For example, experience suggests that a species that was formerly widespread, but is now limited to a few individuals living in isolated pockets, is very probably in crisis. Unless something radical is done, in all likelihood this species will shortly disappear. But what, exactly, do we need to do? Tremendous efforts have been mounted to stabilize declining populations of species believed to be in imminent danger of extinction. In some cases, intervention and careful management have brought species back from the brink of extinction (see Bald Eagle, and American Bison). In other cases, despite enormous investments of time, money, and expertise, the species remain perched on a razor's edge (see California Condor). I cannot significantly improve on the assertion that it simply is proper for us, as intelligent members of the universe, to try to look after our fellow creatures, and evil for us to do otherwise. -- Colin Tudge, 1992 Last Animals at the Zoo Endangerment is everyone's problem. This Expedition presents an ample cross-section of the conservation challenges we are facing. However, trying to understand how the natural world operates is never an easy task. The effort to do so has been compared to watching a celestial chess game, played by the gods. We are allowed to watch games in progress, but the gods haven't given us the rule book. All we can do is try to make sense of the play by following the fate of individual pieces and working out the rules from there. For example, experience suggests that a species that was formerly widespread, but is now limited to a few individuals living in isolated pockets, is very probably in crisis.

Benedict Arnold Essay -- essays research papers fc

Benedict Arnold was born in Norwich, Connecticut. Arnold received his schooling at Canterbury. While away at school, a few of Arnold’s siblings passed away from Yellow Fever. Arnold was a troublesome kid that would try just about anything. As a 14-year-old boy, he ran away from home to fight in the French and Indian War. Later, Benedict Arnold left and returned home through the wilderness alone to work with his cousins. The army had excused him without penalty because of his young age. In 1762, when Benedict was just twenty-one years old, he went to New Haven, Connecticut where he managed a book and drug store and carried on trade with the West Indies. (B Arnold) In 1767, he married Margaret Mansfield, a daughter of a sheriff of New Haven County. They had three sons together. When the Revolutionary War was just beginning to break out, Benedict Arnold became a prosperous ship owner, merchant, and trader. Within days, Arnold became very interested in the war once again and joine d the American Army. All of the battles Arnold commanded over showed immense courage and bravery, but he was soon known as America’s greatest traitor due to his betrayal of the American’s. As the Revolutionary War broke out, Benedict Arnold decided to volunteer to head over 1,000 men up to Maine. He asked for additional men from his companies to join the army. Arnold then became a captain in the Connecticut Militia. General George Washington had his favorites, which Arnold was among the very few. So, Benedict Arnold was sent on an infernal 500 mile march to Maine by Washington, also known as "The Rock". (Macks 72) Benedict Arnold and only about fifty percent of his original soldiers made it to the St. Lawrence River where they met up with General Montgomery. Their plan was to attack the British Army by surprise in Quebec City, Canada. Both Montgomery and Arnold arranged to start on the lofty mountainsides of Quebec. Arnold and his soldiers found themselves tr apped by the British. A member of the British Army shot a musket ball directly towards Arnold’s leg. His leg was badly broken and he had to be taken to a hospital bed almost a mile away from the attack. The attack had lasted fifty days and the secret journey resulted in a catastrophe for the volunteer soldiers who marched away. The conditions were terrible. It was said that almost fifty percent of the men froze, starved... ... and the other three were from his first marriage to Margaret. His four sons then became members of the British military. America now has their first despicable traitor! Bibliography Works Cited Benedict Arnold on Lake Champlain. The Battle of Valcour Island. Online. Internet. 7 March 2000. Available: http://www.heroswelcome.com/Arnold.htm Connecticut SAR. The Connecticut Society of the Sons of the American Revolution. Online. Internet. 28 Feb. 2000. Available: http://www.ctssar.org/ Flynn, J. Michael. Benedict Arnold: The Traitor Who Saved America. Online. Internet. 18 March 2000. Available: http://www.magweb.com/sample/scry/sch23ben.htm Historic Valley Forge. Benedict Arnold. Online. Internet. 19 March 2000. Available: http://www.ushistory.org/valleyforge/served/arnold.html Kenneth, Dave C. "Say You Want a Revolution." Don’t Know Much About History. U.S.A: Avon Books, 1995. Liberty. Chronicle of the Revolution. Benedict Arnold’s Leg. Online. Internet. 7 March 2000. Available: http://www.pbs.org/ktca/liberty/chronicle/ben.arnold.leg.html Mack, Stan. "Redcoats and Guerrillas." Real Life American Revolution. USA: Avon Books, 1994.

Blood Promise Chapter Eighteen

Unsurprisingly, I woke up with a headache. For a few addled seconds, I had no idea what had happened or where I was. As drowsiness wore off, the events on the street came slamming back to me. I sat upright, all of my defenses kicking into action, despite the slight wooziness in my head. Time to figure out where I was now. I sat up on an enormous bed in a darkened room. No-not just a room. More like a suite or a studio. I'd thought the hotel in Saint Petersburg was opulent, but this blew it away. The half of the studio I sat in contained the bed and usual bedroom accessories: a dresser, nightstands, etc. The other half looked like a living room area, with a couch and a television. Shelves were built into the walls, all of them filled with books. Off to my right was a short hall with a door at the end. Probably a bathroom. On my other side was a large picture window, tinted, as Moroi windows often were. This one had more tint than any I'd ever seen. It was almost solid black, nearly impossible to see through. Only the fact that I could differentiate the sky from the horizon-after a fair amount of squinting-let me know it was daytime out there. I slid off the bed, my senses on high alert as I tried to assess my danger. My stomach felt fine; there were no Strigoi in the area. That didn't necessarily rule out some other person, however. I couldn't take anything for granted-doing so was what had gotten me in trouble on the street. There was no time to ponder that, though. Not quite yet. If I did, my resolve here was going to falter. Sliding off the bed, I reached into my coat pocket for the stake. Gone, of course. I saw nothing else nearby that would pass as a weapon, meaning I'd have to rely on my own body to do my fighting. Out of the corner of my eye, I caught sight of a light switch on the wall. I flipped it on and froze, waiting to see what-or who-the overhead lights would unveil. Nothing unusual. No one else. Immediately, I did the first obvious thing and checked the door. It was locked, as I'd expected, and the only way of opening it was a numeric keypad. Plus, it was heavy and made of what looked like steel. It reminded me of a fire door. There was no getting past it, so I turned back around to continue my exploration. It was actually kind of ironic. A lot of my classes had gone over detailed ways of checking out a place. I'd always hated those; I'd wanted to learn about fighting. Now it appeared those lessons that had seemed useless at the time had real purpose. The light had brought the suite's objects into sharper relief. The bed was covered in an ivory satin duvet, filled to maximum fluffiness with down. Creeping over to the living room, I saw that the TV was nice-really nice. Large-screen plasma. It looked brand-new. The couches were nice too, covered in matte green leather. It was an unusual color choice for leather, but it worked. All of the furniture in the place-tables, desk, dresser was made of a smooth, polished black wood. In a corner of the living room, I saw a small refrigerator. Kneeling down, I opened it up to find bottled water and juice, assorted fruits, and bags of perfectly cut cheeses. On top of the refrigerator was more snack-type food: nuts, crackers, and some type of glazed pastry. My stomach growled at the sight of it, but no way was I going to eat anything in this place. The bathroom was done in the same style as the rest of the studio. The shower and large Jacuzzi tub were made of black polished marble, and little soaps and shampoos lined the counter. A larger mirror hung over the sink, except†¦ it wasn't actually hanging. It was embedded so tightly into the wall that there was absolutely no way it could be removed. The material was strange too. It looked more like reflective metal than glass. At first I thought that was strange, until I raced back out to the main room and looked around. There was absolutely nothing here that could be turned into a weapon. The TV was too big to move or break, short of cracking the screen, which looked like it was made of some high-tech plastic. There was no glass in any of the tables. The shelves were embedded. The bottles in the refrigerator were all plastic. And the window†¦ I ran over to it, feeling along its edges. Like the mirror, it was fitted perfectly into the wall. There were no panes. It was one smooth piece. Squinting again, I finally got a detailed view of my outer surroundings and saw†¦ nothing. The land appeared to be rolling plains, with only a few scattered trees. It reminded me of the wilderness I'd traveled while going to Baia. I was no longer in Novosibirsk, apparently. And peering down, I saw that I was fairly high up. Fourth floor, maybe. Whatever it was, it was too high to jump without breaking a limb. Still, I had to take some sort of action. I couldn't just sit here. I picked up the desk's chair and slammed it into the window-and achieved little effect on either the chair or the glass. â€Å"Jesus Christ,† I muttered. I tried three more times and still had no luck. It was like they were both made of steel. Maybe the glass was some kind of bulletproof industrial strength stuff. And the chair†¦ well, hell if I knew. It was all one piece of wood and showed no signs of splintering, even after what I'd just put it through. But since I'd spent my whole life doing things that weren't that reasonable, I kept trying to break the glass. I was on my fifth try when my stomach warned me of a Strigoi's approach. Spinning around, I kept a hold of the chair and charged the door. It opened, and I slammed into the intruder, with the chair's legs pointing out. It was Dimitri. Those same conflicted feelings I'd felt on the street returned to me, love mingled with terror. This time, I pushed through the love, not flinching in my attack. Not that it did much good. Hitting him was like hitting the window. He shoved me back, and I staggered, still holding onto the chair. I kept my balance and charged once more. This time, when we collided, he grabbed a hold of the chair and ripped it from my hands. He then tossed it into the wall, like it weighed nothing. Without that meager weapon, it was back to relying on my own body's strength. I'd been doing it for the last couple of weeks with our Strigoi questioning; this should have been the same. Of course, I'd had four other people then as backup. And none of those Strigoi had been Dimitri. Even as a dhampir, he'd been hard to beat. Now he was just as skilled-only faster and stronger. He also knew all my moves, seeing as he'd taught them to me. It was almost impossible to surprise him. But just like with the window, I couldn't stay inactive. I was trapped in a room-the fact that it was a big, luxurious room didn't matter-with a Strigoi. A Strigoi. That's what I had to keep telling myself. There was a Strigoi in here. Not Dimitri. Everything I'd told Denis and the others applied here. Be smart. Be vigilant. Defend yourself. â€Å"Rose,† he said, deflecting one of my kicks effortlessly. â€Å"You're wasting time. Stop.† Oh, that voice. Dimitri's voice. The voice I heard when I fell asleep at night, the voice that had once told me he loved me†¦ No! It's not him. Dimitri is gone. This is a monster. Desperately, I tried to think of how I could win here. I even thought of the ghosts I'd summoned on the road. Mark had said I could do that in moments of wild emotion and that they'd fight for me. This was as wild as emotion could get, yet I couldn't seem to call them. I honestly had no clue how I'd done it before, and all the wishing in the world couldn't make it happen now. Damn. What good were terrifying powers if I couldn't use them to my advantage? Instead, I pulled the DVD player off its shelf, cords ripping from the wall. It wasn't much of a weapon, but I was desperate now. I heard a strange, primal battle scream, and some distant part of me realized I was making it. Again, I ran at Dimitri, swinging the DVD player as hard as I could. It probably would have hurt a little-if it had hit him. It didn't. He intercepted it again, taking it from me, and throwing it down. It smashed to pieces on the floor. In the same motion, he grabbed a hold of my arms to stop me from hitting or reaching for something else. His grip was hard, like it could break my bones, but I kept struggling. He tried reason again. â€Å"I'm not going to hurt you. Roza, please stop.† Roza. The old nickname. The name he'd first called me when we'd fallen prey to Victor's lust charm, both of us wrapped naked in each other's arms †¦ This isn't the Dimitri you knew. My hands were incapacitated, so I struck out with my legs and feet as best I could. It didn't do much. Without full use of the rest of my body for balance, I had no force to throw into my kicks. For his part, he looked more annoyed than truly concerned or angry. With a loud sigh, he grabbed me by the shoulders and flipped me around, pressing me against the wall and immobilizing me with the full force of his body. I struggled a little but was as pinned as the Strigoi had been when the others and I had gone hunting. The universe had a sick sense of humor. â€Å"Stop fighting me.† His breath was warm against my neck, his body right up against mine. I knew his mouth was only a couple inches away. â€Å"I'm not going to hurt you.† I gave another fruitless shove. My breath was coming in ragged gasps, and my head injury throbbed. â€Å"You'll have to understand if I have a hard time believing that.† â€Å"If I wanted you dead, you'd be dead. Now, if you're going to keep fighting, I'll have to tie you up. If you stop, I'll let you stay unrestrained.† â€Å"Aren't you afraid I'll escape?† â€Å"No.† His voice was perfectly calm, and chills ran down my spine. â€Å"I am not.† We stood like that for almost a minute, deadlocked. My mind raced. It was true that he probably would have killed me already if that were his intent, yet that gave me no reason to believe I was even remotely safe. Nonetheless, we were at a draw in this fight. Okay, draw wasn't entirely accurate. I was at a draw. He was toying with me. My head was throbbing where his blow had landed, and this pointless fighting would only take a further toll. I had to regain my strength in order to find a way to escape-if I lived that long. I also needed to stop thinking about how close our bodies were. After our months of being so careful not to touch, this much contact was heady. I relaxed in his hold. â€Å"Okay.† He hesitated before letting me go, probably wondering if he could trust me. The whole moment reminded me of when we'd been together in the little cabin on the periphery of the Academy's grounds. I'd been raging and upset, brimming with spirit's darkness. Dimitri had held me down then, too, and talked me out of that horrible state. We had kissed, then his hands had lifted my shirt, and-no, no. Not here. I couldn't think about that here. Dimitri finally eased up, releasing me from the wall. I turned around, and all my instincts wanted to lash out and attack him again. Sternly, I reminded myself to bide my time so that I could gain more strength and information. Even though he'd let me go, he hadn't moved away. We were only a foot apart. Against my better judgment, I found myself taking him in again, like I had on the street. How could he be the same and yet so different? I tried my best not to focus on the similarities-his hair, the difference in our heights, the shape of his face. Instead, I concentrated on the Strigoi features, the red in his eyes and pallor of his skin. I was so fixated on my task that it took me a moment to realize he wasn't saying anything either. He was studying me intently, like his eyes could look right through me. I shivered. It almost-almost!-seemed as though I captivated him the same way he captivated me. That was impossible, though. Strigoi didn't possess those kinds of emotions, and besides, the thought of him still having any affection for me was probably just wishful thinking on my part. His face had always been hard to read, and now it was overlaid with a mask of cunning and coldness that made it truly impossible to know what was on his mind. â€Å"Why did you come here?† he asked at last. â€Å"Because you hit me on the head and dragged me here.† If I was going to die, I was going to go in true Rose style. The old Dimitri would have cracked a smile or given an exasperated sigh. This one remained impassive. â€Å"That's not what I meant, and you know it. Why are you here?† His voice was low and dangerous. I'd thought Abe was scary, but there was no competition at all. Even Zmey would have backed off. â€Å"In Siberia? I came to find you.† â€Å"I came here to get away from you.† I was so shocked that I said something utterly ridiculous. â€Å"Why? Because I might kill you?† The look he gave me showed that he thought that was indeed a ridiculous thing to say. â€Å"No. So we wouldn't be in this situation. Now we are, and the choice is inevitable.† I wasn't entirely sure what this situation was. â€Å"Well, you can let me go if you want to avoid it.† He stepped away and walked toward the living room without looking back at me. I was tempted to try to do a sneak attack on him, but something told me I'd probably only make it about four feet before getting backhanded. He sat down in one of the luxurious leather armchairs, folding his six-foot-seven frame up as gracefully as he'd always done. God, why did he have to be so contradictory? He had the old Dimitri's habits mixed with those of a monster. I stayed where I was, huddled against the wall. â€Å"Not possible anymore. Not after seeing you now†¦Ã¢â‚¬  Again, he studied me. It felt strange. Part of me responded with excitement to the intensity of his gaze, loving the way he surveyed my body from head to toe. The other part of me felt dirty, like slime or muck was oozing over my skin as he studied me. â€Å"You're still as beautiful as I remember, Roza. Not that I should have expected anything different.† I didn't know what to say to that. I'd never really had a conversation with a Strigoi, short of trading a few insults and threats in the midst of a fight. The nearest I'd come was when I'd been held captive by Isaiah. I actually had been tied up then, and most of the talking had been about him killing me. This†¦ well, it wasn't like that, but it was still definitely creepy. I crossed my arms over my chest and backed up against the wall. It was the closest I could come to some semblance of a defense. He tilted his head, watching me carefully. A shadow fell across his face in such a way that it made the red in his eyes hard to see. Instead, they looked dark. Just like they used to, endless and wonderful, filled with love and bravery†¦ â€Å"You can sit down,† he said. â€Å"I'm fine over here.† â€Å"Is there anything else you want?† â€Å"For you to let me go?† For a moment, I thought I saw a bit of that old wryness in his face, the kind he'd get when I made jokes. Studying him, I decided I'd imagined it. â€Å"No, Roza. I meant, do you need anything here? Different food? Books? Entertainment?† I stared incredulously. â€Å"You make it sound like some sort of luxury hotel!† â€Å"It is, to a certain extent. I can speak to Galina, and she'll get you anything you wish.† â€Å"Galina?† Dimitri's lips turned up in a smile. Well, kind of. I think his thoughts were fond, but the smile conveyed none of that. It was chilling, dark, and full of secrets. Only my refusal to show weakness before him stopped me from cringing. â€Å"Galina is my old instructor, back from when I was in school.† â€Å"She's Strigoi?† â€Å"Yes. She was awakened several years ago, in a fight in Prague. She's relatively young for a Strigoi, but she's risen in power. All of this is hers.† Dimitri gestured around us. â€Å"And you live with her?† I asked, curious in spite of myself. I wondered exactly what kind of relationship they had, and to my surprise, I felt†¦ jealous. Not that I had reason to. He was a Strigoi, beyond me now. And it wouldn't be the first time a teacher and student had gotten together†¦ â€Å"I work for her. She was another reason I returned here when I was awakened. I knew she was Strigoi, and I wanted her guidance.† â€Å"And you wanted to get away from me. That was the other reason, right?† His only answer was a nod of his head. No elaboration. â€Å"Where are we? We're far from Novosibirsk, right?† â€Å"Yes. Galina's estate is outside the city.† â€Å"How far?† That smile twisted a little. â€Å"I know what you're doing, and I'm not going to give you that sort of information.† â€Å"Then what are you doing?† I demanded, all of my pent-up fear bursting out as anger. â€Å"Why are you holding me here? Kill me or let me go. And if you're going to just lock me up and torture me with mind games or whatever, then I really would rather you kill me.† â€Å"Brave words.† He stood up and began pacing once more. â€Å"I almost believe you.† â€Å"They're true,† I replied defiantly. â€Å"I came here to kill you. And if I can't do that, then I'd rather die.† â€Å"You failed, you know. On the street.† â€Å"Yeah. I kind of figured that out when I woke up here.† Dimitri made an abrupt turn and was suddenly standing in front of me, moving with that lightning-fast Strigoi speed. My Strigoi-nausea had never gone away, but the more time I spent with him, the more it faded to a low-level sort of background noise that I could more or less ignore. â€Å"I'm a little disappointed. You're so good, Rose. So very, very good. You and your friends going around and taking down Strigoi caused quite a stir, you know. Some Strigoi were even afraid.† â€Å"But not you?† â€Å"When I heard it was you†¦ hmm.† He turned thoughtful, eyes narrowing. â€Å"No. I was curious. Wary. If anyone could have killed me, it would have been you. But like I said, you hesitated. It was your ultimate test of my lessons, and you failed.† I kept my face blank. Inside, I was still beating myself up over that moment of weakness on the street. â€Å"I won't hesitate next time.† â€Å"There won't be a next time. And anyway, as disappointed as I am in you, I'm still glad to be alive, of course.† â€Å"You aren't alive,† I said through gritted teeth. God, he was so, so close to me again. Even with the changes to his face, the lean and muscled body was the same. â€Å"You're dead. Unnatural. You told me a long time ago you'd rather die than be like this. That's why I'm going to kill you.† â€Å"You're only saying that because you don't know any better. I didn't either back then.† â€Å"Look, I meant what I said. I'm not playing your game. If I can't get out of here, then just kill me, okay?† Without warning, he reached out and ran his fingers along the side of my face. I gasped. His hand was ice cold, but the way he touched me†¦ again, it was the same. Exactly the same as I remembered. How was this possible? So similar†¦ yet so different. All of a sudden, another of his lessons came to mind, about how Strigoi could seem so, so like those you'd once known. It was why it was so easy to hesitate. â€Å"Killing you†¦ well, it's not that simple,† he said. His voice dropped to a low whisper again, like a snake slithering against my skin. â€Å"There's a third option. I could awaken you.† I froze and stopped breathing altogether. â€Å"No.† It was the only thing I could say. My brain couldn't come up with anything more complex, nothing witty or clever. His words were too terrifying to even begin to ponder. â€Å"No.† â€Å"You don't know what it's like. It's†¦ amazing. Transcendent. All your senses are alive; the world is more alive-â€Å" â€Å"Yeah, but you're dead.† â€Å"Am I?† He caught hold of my hand and placed it over his chest. In it, I could feel a steady beating. My eyes widened. â€Å"My heart beats. I'm breathing.† â€Å"Yeah, but†¦Ã¢â‚¬  I tried desperately to think of everything I'd ever been taught about Strigoi. â€Å"It's not really being alive. It's†¦ it's dark magic reanimating you. It's an illusion of life.† â€Å"It's better than life.† Both of his hands moved up and cupped my face. His heartbeat might have been steady, but mine was racing. â€Å"It's like being a god, Rose. Strength. Speed. Able to perceive the world in ways you could never imagine. And†¦ immortality. We could be together forever.† Once, that was all I'd ever wanted. And deep inside of me, some part still wished for that, wished desperately to be with him for all time. Yet†¦ it wouldn't be the way I wanted it. It wouldn't be like it used to be. This would be something different. Something wrong. I swallowed. â€Å"No†¦Ã¢â‚¬  I could barely hear my own voice, barely even form the words with him touching me like that. His fingertips were so light and gentle. â€Å"We can't be.† â€Å"We could.† One of his fingers trailed down the side of my chin and came to rest on the artery in my neck. â€Å"I could do it quickly. There'd be no pain. It'd be done before you even knew it.† He was probably right. If you were forced to become Strigoi, you had the blood drained from you. Then a Strigoi would usually cut himself and bring that blood to your lips. Somehow, I imagined I'd pass out before I was even half-drained. Together forever. The world blurred a little. I don't know if it was because of my head trauma or the terror coursing through my body. I had envisioned a hundred scenarios when I set out after Dimitri. Becoming a Strigoi hadn't been one of them. Death-his or mine-had been the only thought consuming me, which had been stupid on my part. My sluggish thoughts were interrupted when the door suddenly opened. Dimitri turned, shoving me away hard so that he stood protectively in front of me. Two people entered, shutting the door before I could even consider running for it. One of the newcomers was a Strigoi, a guy. The other was a human woman carrying a tray, her head bowed down. I recognized the Strigoi immediately. It was hard not to; his face haunted my dreams. Blond hair, about the length of Dimitri's, hung over the side of a face that looked like he'd been in his early twenties when he turned. He had apparently seen Lissa and me when we were younger, but I had only seen him twice before. Once had been when I fought him on the Academy's grounds. The other time was when I'd encountered him in the cave that other Strigoi were using as a hangout. He was the one who had bitten and turned Dimitri. The guy barely spared me a glance and instead turned the full force of his anger on Dimitri. â€Å"What the hell is going on?† I had no trouble understanding him. He was American. â€Å"You're keeping some pet up here?† â€Å"It's none of your concern, Nathan.† Dimitri's voice was ice. Earlier, I'd thought he conveyed no emotion in his words. Now I realized it was just more difficult to detect. There was a clear challenge in his voice now, a warning for this other guy to back off. â€Å"Galina gave me permission.† Nathan's eyes drifted from Dimitri to me. His anger turned to shock. â€Å"Her?† Dimitri shifted slightly, putting himself directly in front of me now. Some rebellious part wanted to snap that I didn't need a Strigoi's protection, except†¦ well, I kind of did. â€Å"She was at the school in Montana†¦ We fought†¦Ã¢â‚¬  His lips curled back, showing his fangs. â€Å"I would have tasted her blood if that fire-using Moroi brat hadn't been around.† â€Å"This doesn't have anything to do with you,† replied Dimitri. Nathan's red eyes were wide and eager. â€Å"Are you kidding? She can lead us to the Dragomir girl! If we finish that line off, our names will be legendary. How long are you going to keep her?† â€Å"Get out,† growled Dimitri. â€Å"That's not a request.† Nathan pointed at me. â€Å"She's valuable. If you're going to keep her around as some blood whore plaything, at least share. Then, we'll get the information and finish her.† Dimitri took a step forward. â€Å"Get out of here. If you lay a hand on her, I will destroy you. I will rip your head off with my bare hands and watch it burn in the sun.† Nathan's fury grew. â€Å"Galina won't allow you to play house with this girl. Even you don't have that much favor.† â€Å"Don't make me tell you to leave again. I'm not in a patient mood today.† Nathan said nothing, and the two Strigoi stood there in a staring match. I knew Strigoi strength and power were partially related to age. Nathan had obviously been turned first. I didn't know by how much, but watching them, I got the feeling that Dimitri might be stronger or that it was at least a very, very even match. I could have sworn I saw a glimpse of fear in Nathan's red eyes, but he turned away before I could get a good look. â€Å"This isn't over,† he snapped, moving toward the door. â€Å"I'm talking to Galina.† He left, and for a moment, nobody moved or spoke. Then Dimitri looked at the human woman and said something in Russian. She'd been standing there, frozen. Leaning over, she carefully placed her tray on the coffee table by the couch. She lifted a silver lid up, revealing a plate of pepperoni pizza loaded with cheese. Under any other circumstances, someone bringing me pizza in a Strigoi home would have been ludicrous and funny. Now, in the wake of Dimitri's threat to turn me Strigoi and Nathan's desire to use me to get to Lissa, nothing was funny. Even Rose Hathaway had limits when it came to making jokes. Next to the pizza was a huge brownie, thick with frosting. Food I loved, as Dimitri well knew. â€Å"Lunch,† he said. â€Å"Not poisoned.† Everything on the tray looked amazing, but I shook my head. â€Å"I'm not going to eat.† He arched an eyebrow. â€Å"Do you want something else?† â€Å"I don't want anything else because I'm not going to eat anything at all. If you aren't going to kill me, then I'll do it myself.† It was occurring to me that the suite's lack of weapons was probably for my own protection as much as theirs. â€Å"By starving to death?† There was dark amusement in his eyes. â€Å"I'll awaken you long before then.† â€Å"Why aren't you just doing it now?† â€Å"Because I'd rather wait for you to be willing.† Man, he really did sound like Abe, except that breaking one's kneecaps seemed kind of soft-core in comparison. â€Å"You're going to be waiting a long time,† I said. Dimitri laughed out loud then. His laughter had been rare as a dhampir, and hearing it had always thrilled me. Now it no longer had that rich warmth that had wrapped all around me. It was cold and menacing. â€Å"We'll see.† And before I could form a reply, he moved in front of me again. His hand snaked behind my neck, shoving me against him, and he tilted my face up, pressing his lips against mine. They were as cold as the rest of his skin†¦ and yet there was something warm in there, too. Some voice in me screamed that this was sick and horrible†¦ but at the same time, I lost track of the world around me as we kissed and could almost pretend we were back together in the cabin. He pulled away as quickly as he'd moved in, leaving me gasping and wide-eyed. Casually, like nothing had happened, he gestured to the woman. â€Å"This is Inna.† She looked up at the sound of her name, and I saw she was no older than me. â€Å"She works for Galina too and will check in on you. If you need anything, let her know. She doesn't speak much English, but she'll figure it out.† He said something else to her, and she meekly followed him to the door. â€Å"Where are you going?† I asked. â€Å"I have things to do. Besides, you need time to think.† â€Å"There's nothing to think about.† I forced as much defiance into my words as I could. It must not have sounded very fierce, though, because all my speech earned me was one mocking smile before he left with Inna, leaving me alone in my luxurious prison.