Education policies Essay

Education is so important in any given society. For this reason, it forms a major part of any government’s plans. The plans that any government wishes to implement as regards their education system is determined by existing policies. Factors which influence formulation of policies form the subject of this discussion. For orderly presentation, the essay is divided into three chapters namely the introduction, the main body and conclusion. The introduction gives definitions of key terms used in the essay as well as conceptual frame work, the main body outlines and discusses major factors which influenced education policies in African countries after achieving their independence and lastly the conclusion draws a summary of the essay. 1. 1 Statement of essay purpose This essay aims at discussing the factors which influenced education policies in African countries after their achievement of independence. The essay will outline these factors and later give a detailed discussion of each factor. 1. 2 Definitions of terms In order to make this discussion meaningful, it is imperative that definitions of key terms that are involved are done. The key terms involved in the discussion are education, policy and independence. The definitions of the terms are as given below Education. According to the United Nations Education, Scientific and Culture Organisation (1975:1), education is defined as â€Å"organised and sustained communication designed to bring about learning† Thus education in this context involves a lifelong process by which an individual is incorporated into the group and made capable of behaving in the ways expected by the society for an individual of a particular age, sex or status. Education can take place formally, non formally and informally. However, in this context the emphasis is on formal education. Policy  A policy is defined as a deliberate plan of action which is put in place to guide decisions and achieve intended outcomes. Policies differ from rules or laws. Rules or laws are established to compel or prohibit certain behaviours while policies guide actions towards desired goals. This discussion, however, focuses on education policies. Bartlett and Burton (2012:134), define an education policy as the â€Å"rafts of laws and initiatives that determine the shape and functioning of educational systems at both national and local levels. Therefore, education policies give direction to the functioning of an education system. Independence This is defined as the freedom from being governed or ruled by another country. African countries in this discussion acquired the freedom to rule themselves from colonial mast 1. 3 Conceptual Framework Blackmore (1999), states that there are three models of policy making namely popular participation, decree and delegation models. This discussion will refer to these three models in outlining and discussing the factors which influenced education policies in African countries after achieving their independence. These models are discussed in detail below. (a) Popular Participation Policy making model. (b) In this model, everybody is given an opportunity to contribute to the formulation of policies. People in African countries were given opportunities to make suggestions on changes to make to the education system. For example, Zambia’s educational reforms of 1977. (c) Decree Policy Making Model In this model, the head of state makes pronouncements on the direction to be followed in a given education system. (d) Delegation Policy Making Model This involves appointing a commission to review the education system of a given country. For example the Onide Commission was appointed to review the education system of Kenya in 1963. Policies are made with respect to the findings of the commission. CHAPTER TWO 2. 0 Main Body This chapter outlines and discusses the major factors that influenced education policies in African countries after achieving independence. These factors are as given and discussed below. Education for Economic Development The consideration given to education as an important vehicle for economic development is one of the factors which influenced education policies in African countries after achieving independence. Investment in formal education was considered as an essential precondition for economic growth. African countries learnt lessons from developed countries that a high basic platform of education was a catalyst to rapid economic development. There was a belief among developing countries that the modernisation, industrialisation and wealth of developed countries were the direct consequence of their educational systems. Coombs (1970) argues that during the 1960s education in developing countries was regarded as a sort of intellectual yeast which would ferment and transform pre industrial societies by promoting knowledge, skills and attitudes which were favourable to economic and social development. Therefore, education policies in African countries after the achievement of independence were directed at promoting education pro vision expansion in order to achieve meaningful development. In fact an argument is advanced by Anderson (1965), that analysis of evidence from major developed countries such as Britain, France, United States of America and Russia that in general terms, a thresh hold male literacy rate of 40 percent was required before there be any significant take off of economic development. To this end, African countries directed their policies on education after attaining independence towards increased access to education in order to reach the required thresh hold of literacy. Therefore, in the 1950s and 1960s, demand and plans for investment in formal education by African countries increased. Education was regarded to be a principal weapon in achieving economic growth. To this end rapid quantitative expansion of the education system became the order of the day in newly independent African countries. Man power Shortages. After attaining independence, African countries were confronted with shortage of manpower in various sectors of the economy. As a result of this scenario, they experienced economic stagnation. Man power shortages were heavily felt in technical and managerial fields. Thus, education policies in most African countries were directed towards resolving the man power shortages experienced. This situation was evident from what obtained in Kenya. As Eshiwani (1993:26), observes ‘’at independence in 1963, Kenya found herself with a high shortage of skilled manpower to run the economy. In order to solve this problem, a commission was appointed to advise the government on the formulation and interpretation of national educational policies. † Therefore, it can be stated that man power planning in newly independent countries of Africa gave a direction to the formulation of education policies. Consequently, the governments of newly independent countries of Africa saw it paramount to expand the education systems of their countries in order to produce more graduates from the education system that would fill the manpower gaps which were experienced in various sectors of the economy. Most technical and managerial jobs at independence in most African countries were occupied by foreigners. Therefore, the aim of most African governments was to decolonise the education systems, produce more output from secondary and higher education so that manpower to participate in national development could be realised. Fafunwa (1974), Contends that education development in African countries like Nigeria was treated as a national emergency for the reason of curbing manpower shortages in crucial areas of the economy. In order to meet the requirements of manpower in various sectors of the economy, the policies of African countries after independence were directed at increasing school enrolments, especially at the post primary level. Rapid expansion of secondary and higher education was considered as a pre requisite for sustainable economic growth. Enhancing education as a basic human right Newly independent African countries were confronted with a task of providing to every child their basic, essential right to education. The kind education that was to be provided was supposed to be relevant to the child in his or her African setting. For this reason, most newly African countries had massive capital and recurrent budgets towards the financing of primary education for all. The provision of education especially at elementary level to citizens of newly independent African countries was prompted by the 1948 Universal Declaration of Human Rights in which education is enshrined as a basic human right. As Bishop (1989:1), postulates, â€Å"Everyone has the right to education. Education shall be free at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit. †Therefore, from the foregoing, newly independent African countries were compelled to provide education especially primary education on the grounds of human justice and equity. The newly independent African countries were supposed to consider primary education as the birth right of every child. This was due to the fact that education was seen as an effective way to give all children regardless of sex or family background an equal start in life. Furthermore, the leadership of newly independent African countries considered education to be the great equaliser that would help to narrow the wide disparities which were apparent in conditions of living in rural and urban communities. Before the attainment of independence, education in most African countries was a preserve for the elite. In order to correct this, African leaders made radical changes to their education systems to make them more accommodative to everyone. As Carmody (1994:23), contends â€Å"As in most African countries, from the early days Africa’s leaders viewed education as a powerful, often the most powerful vehicle for social transformation. Thus, as the UNIP government assumed power, among its immediate priorities were the elimination of racial segregation in schools and expansion of education provision. Tuition and boarding fees were abolished. † A point was also made by Bishop (1989), which in the days of the 1950s and 1960s massive expansion of education provision was regarded as the best means available for rooting out old prejudices and socio economic injustices. Therefore, education was regarded as basic human right which everyone needed to enjoy as provided in the foregoing arguments. In the pursuit of providing universal primary education, newly African countries set for themselves benchmarks. For example, the Addis Ababa conference on the development of education in Africa held in 1961 recommended that primary education was to be universal, compulsory and free by 1980. The conference further recommended that secondary education was to be provided to 30 percent of the children who completed primary school. Similarly, the conference of Arab states which met in Tripoli in 1966 also set 1980 as the target date for achieving universal primary education. To this end, it can be argued that one of the factors that influenced the formulation of education policies of African countries after achieving independence was related to the consideration that education was a basic human right which every citizen of a given country was supposed to enjoy . Hence, massive investment in the provision of education was undertaken by African countries after attaining independence in order to promote the achievement of universal primary education. As Court and Kinyanjui (1978:14), comment on the provision of Universal Primary Education in Tanzania. â€Å"President Nyerere had the choice of expanding the number of classes at grades V to VII so that those children entering primary education received seven years of schooling instead of four†. It can be concluded from the foregoing statement that the decision was arrived at because it enabled finances to be spent on the provision of 7 years of education to one child which helped him or her to become a useful member of society. African countries aimed at improving the access to education by increasing the number of school places which was facilitated by expanding already existing schools as well as construction of new schools in different parts of their countries. Promotion of Modernisation. African countries formulated their education policies with respect to the purpose of attaining modernisation. In order to influence modernisation in their countries, there was massive investment in education. This was a result of the belief that schooling would assist in the inculcation of modern ideas and attitudes. Bishop (1989), postulate that evidence seemed to indicate that schooling influenced the development of modern traits and ideas. To this end, schooling had some impact on modernisation. This was manifestated in higher levels of modernity among urban people and lower modernity among rural people. Consequently, many African leaders in newly independent countries felt modernisation of attitudes and behaviours was an important pre requisite for their countries’ development. According to Carmody (1994), education should socialise a nation’s population into modern values, attitudes and personalities. For this reason there was more emphasis on the expansion of education systems in newly independent African countries in order to enhance the access levels. Increased access to education meant increased modernity levels within a given country. In studies which were conducted be Inkeles and Smith (1974), indicate that education was the single most variable for modernisation. The studies indicate that each year of schooling improved a person’s score on their modernity scale by about 2 points. Education was also very effective in the development of positive attitudes and values. For this reason, formulation of education policies in newly independent African countries was influenced by the idea of modernisation. Modernisation was to be attained by every citizen in the newly independent African countries through education. Ensuring Citizens’ Political Participation The citizens’ participation in political affairs of their countries could be seen as one of the major factors which influenced education policies in African countries after achieving independence. Political participation of citizens of a particular country was linked to the notion of modernisation. This was due to the fact that knowledge was regarded as power. For this reason, many political leaders of African drafted educational policies which were responsive to the promotion of political participation of citizens in nation matters. This was highly evident in the content of education which was offered to the citizens . Again this could only be realised through the wide spread of education in African countries which most leaders promoted through the expansion of the education system. Cowan (1965), stressed that any political principle which governed education policy in independent African countries was supposed to regard as a top priority the provision of an education that would establish the most vigorous form of self government and independence. Therefore, extending schooling to a larger population would make more people politically and socially conscious and more active in the process of nation building. Thus, if equal political rights were to be enjoyed by everyone then everyone ought to have at least an adequate primary school education to participate more fully in the political process of their country. Promotion of Social Equality and Removal of Divisions The attainment of social equality is among the major factors which influenced education policies in African countries after achieving independence. Education was regarded as an instrument of social equality which was critical in the upbringing of social responsibility. Therefore, education policies which were put in place by African countries after attainment of independence were directed towards the promotion of social equality within their countries. Consequently, more and more school places were created in most parts of African countries to bring about the issue of equality within their countries in the provision of education services. Equality in the provision of education was called for as it ensured that child was provided with varied and challenging opportunities for collective activities and corporate social services. Furthermore, Eshiwani (1993), points out that the promotion of social equality in the formulation of education policies in African countries after achieving independence helped young people to acquire positive attitudes of mutual respect which enabled them to live together in harmony and to make a positive contribution to the national life. This contribution to national life was not supposed to be extended to every part of the country, hence the need of social equality in the provision of education. Respect and Development of Cultural Heritage The formulation of education policies in African countries after achieving independence was influenced by the need for promoting respect and development of cultural heritage. Education policies were directed towards the promotion of respect, fostering and developing the rich cultures which African countries have. For this reason, policy formulation as regards this situation was clearly addressed in the content of education which African countries were to provide to their people. The content of education was adapted to the culture of the people in any particular African country. In support of this assertion, Eshiwani (1993), states that the commission which was assigned to review Kenya’s education system in 1963 recommended that Kenyan schools were to respect the cultural traditions of the people of the country, both as expressed in social institutions and relationships. Similarly, Damachi et al (1978), reports that education policies in African countries after attainment of independence were influenced by the need to enhance every aspect of human development which included the promotion of cultural heritage. Consequently, African countries were to state clearly their language of instruction in their education system both at lower and higher levels. This was done with the sole aim of promoting the preservation of cultural heritage and national unity. To this end the education policies which most African countries drafted after the attainment of independence were geared towards learners understanding of past and present cultural values and their valid place in contemporary society. Education for Self Reliance The education policies of African countries were influenced by the need for the curriculum offered to respond to the attainment of self reliance. Thus the recipients of such education were supposed to engage themselves in self employing activities. The curriculum of African countries emphasized practical subjects in order to ensure the acquisition of self reliance by learners. It was realised that the kind of education which was offered in some countries in Africa was too bookish and academic. The education system in most African countries separated manual work from learning. Thus theory was separated from practice. This situation further alienated young people from their societies. Therefore, education reforms in most African countries were inevitable so as reverse this trend. As Bishop (1989:116), reports â€Å"By the mid 1950s it was being argued once again that schooling should be reformed principally through curriculum reform to include more practical and vocational studies’’ Similarly, Carmody (1994), reports that Zambia’s First National Development Plan pointed to the need for increasingly relating secondary education to the needs of the country by diversifying the secondary school syllabus into technical and commercial fields and giving a new place to agriculture. Therefore, it can be pointed out that education policies in African countries were supposed to address the concept of self reliance. Academic schooling was to be placed side by side with technical and vocational training in African countries. Improvement of Education Efficiency The education policies of most African countries after achieving independence were influenced by the need of improving the efficiency of the education systems. In education systems of African countries, it was felt that there was no correlation between inputs and out puts as well as between costs and returns. Education policies were centred on the need of making the systems of education to be more efficient. That is, the education systems were supposed to achieve their output at the lowest cost and also get the greatest return for a given cost. According to Bishop (1989), most education systems in African countries after achieving independence were inefficient, particularly at secondary and higher levels. The inputs such as expenditure per student or teacher training did not seem to have the effects on test scores which educators anticipated. Therefore, education policies were designed in a manner that would make the education systems in newly independent African countries to be more efficient. Additionally, education in many African countries was dysfunctional. It relied heavily on rote learning and led to an inappropriate reverence for paper qualifications. Furthermore, most curricular in African countries were irrelevant to pupils’ future lives and created an imbalance with many school leavers unemployed. Consequently, African countries formulated policies which were aimed at addressing the challenges which were faced in education systems. Education as a means of fostering international consciousness Education policies in African countries were influenced by the need to foster international consciousness in learners. Education policies as complimented by the content of education provided to learners was supposed to ensure that positive attitudes towards other countries as well as the international community were upheld. This was emphasized because no country existed as an island. Each country depended on others for its prosperity. Therefore, it was essential that learners were provided with education that would instil international consciousness for the purpose of promoting cooperation among countries. CHAPTER THREE. 3. 0 CONCLUSION Education policies in African countries after their achievement of independence were influenced by a number of factors. Some of the major factors which influenced education policies in African countries included manpower shortages, recognition of education as a basic human right, consideration of education as a tool for development, modernisation, improving education efficiency, need for citizens’ political participation, and promotion of international consciousness among learners as well as self reliance. Changes in education policies were inevitable due to the fact that African countries experienced change in government. A change in government is associated with an ideological shift, thus aspects of the education system in a given country  will be in a continual state of reformation. Hence, changes occurred in education aspects such as content, teaching methodologies, assessment and structure. REFERENCES. Anderson, C. A (1974), Education and Development Re considered, Newyork: praeger Publishers. Bartlett, S and Burton, D (2012), Introduction to Education Studies, Los Angeles: Sage Publishers. Bishop, G (1989), Alternative Strategies for Education, London and Basingstoke: Macmillan Carmody, B (1994), The Evolution of Education in Zambia, Lusaka: Book World Publishers. Coombs, P. H (1970), The Need for a New Strategy of Education Development, Paris: UNESCO. Court, D and Kinyanjui, K, K (1978), Development Policy and Education Opportunity: The Experience of Tanzania and Kenya, Paris: Macmillan. Cowan, J. O (1965), Education and National Building in Africa, London: Macmillan Damachi, U. G, Routh, G and Abdel, R. A (1978), Development Paths in Africa and China, London and Basingstoke: Macmillan. Eshiwani, G. S (1993), Education in Kenya since Independence, Nairobi: East African Education Publishers Fafunwa, A. B (1974), History of Education in Nigeria, London: Macmillan Press. Inkeles, A and Smith, D (1974), Becoming Modern, Massachusetts: Harvard University Press.

The Golden Lily Chapter 12

WHEN I SHOWED UP for my dinner date, Brayden was sitting at a booth with a laptop. â€Å"I got here early,† he explained. â€Å"Figured I should get in some work. Did you get yours done?† â€Å"I did, actually. I was researching self-defense classes. You won't believe what I found.† I sat down on his side of the booth so that I could use his laptop. Like usual, he smelled like coffee. I'd never get tired of that, I decided. I directed him to a website I'd found just before coming here. The site looked like one I could have made about ten years ago and had a lot of over-the-top animated images on it. Wolfe School of Defense – Malachi Wolfe, instructor. â€Å"Really?† Brayden asked. â€Å"Malachi Wolfe?† â€Å"He can't help his name,† I said. â€Å"And look – he's actually got a number of awards and commendations.† Some of the awards were even recent. Most were from at least a few years ago. â€Å"Here's the best part.† I clicked on a link entitled â€Å"Upcoming Classes.† Malachi Wolfe had a pretty busy schedule, but there was one promising part. He was holding a four-week class, starting tomorrow, that met once a week. â€Å"This isn't exactly the kind of instructor I'd had in mind,† I admitted, â€Å"but it starts right away.† â€Å"Not a very long course,† added Brayden. â€Å"But it'd give you a good intro. Why the interest?† An image of the alley flashed back into my mind, the figures in the dark and the helpless feeling as I was shoved against the wall. My breath started to catch, and I had to remind myself that I was no longer in the alley. I was in a well-lit restaurant, with a boy who liked me. I was safe. â€Å"Just, uh, something I feel it's important for a woman to learn,† I said. â€Å"Although†¦ it's open to men and women both.† â€Å"Trying to sign me up?† At first I thought he was being serious, but when I looked up, he was smiling. I grinned. â€Å"If you want. I was thinking of – my brother. He wants to do this too.† â€Å"Probably best if I don't. Although, I was going to take martial arts as a college elective.† Brayden shut off his laptop, and I moved back over to the other side of the booth. â€Å"Anyway, you've got a pretty tight-knit family. Not sure if I should force myself into that.† â€Å"Probably a smart idea,† I agreed, thinking that he didn't know the half of it. Dinner was good, as was our subsequent conversation about thermodynamics. Despite the compelling topic, however, I found my mind was wandering a lot. I had to keep tuning back into what Brayden was saying. The attack and Adrian's offhand comment about vampire hunters had given me a lot to think about. Still, we stayed at the restaurant for a long time. So much so that when we left, I saw it was completely dark. I wasn't parked that far away – and not even in a remote spot – but suddenly, the anticipation of a walk alone in the dark made me freeze up. Brayden was saying something about seeing me at the dance and then noticed my reaction. â€Å"What's wrong?† he asked. â€Å"I†¦Ã¢â‚¬  I stared off down the street. Two blocks. That's how close my car was. There were people out. And yet, I was choking up. â€Å"Would you walk me to my car?† â€Å"Sure,† he said. He didn't even think twice about it, but I was mortified the entire way. As I'd told Eddie and Adrian, I didn't usually need help from others. Needing it for something like this was especially humiliating. Rose wouldn't need an escort, I thought. Even Angeline wouldn't. She'd probably beat up a few pedestrians on the way, just to stay in practice. â€Å"Here we are,† said Brayden, once we reached Latte. I wondered if he thought less of me for needing an escort. â€Å"Thanks. I'll see you Saturday?† He nodded. â€Å"You sure you want to meet there? I can pick you up.† â€Å"I know. And I wouldn't mind going in your car. No offense, Latte.† I gave the car's side a comforting pat. â€Å"But I'll have to drive my brother and sister. Easier this way.† â€Å"Okay,† he said. The smile he gave me was almost shy, contrasting with his earlier confidence in academic topics. â€Å"Can't wait to see your costume. I got mine from a theatrical company. Not an ideal reproduction of Athenian garb, of course, but the best I could find.† I'd nearly forgotten that I'd left my costume in the hands of Lia. Brayden wasn't the only one interested in seeing what I'd be wearing. â€Å"Looking forward to it,† I said. After a few moments, I wondered why he wasn't leaving. He still wore that shyness and uncertainty, as though he were trying to work up the nerve to say something. Only, as it turned out, speaking wasn't what he wanted to do. With a great show of courage, he stepped forward and kissed me. It was nice, though once again a little underwhelming. From the look on Brayden's face, however, he might have been sent to new heights. Why didn't I have the same reaction? Maybe I'd done something wrong after all. Or maybe I was deficient? â€Å"See you Saturday,† he said. I made a mental note to add kissing to my list of research topics. I got back to Amberwood and texted Adrian as I was walking into my dorm. There's a defense class that starts tomorrow night. $75. Despite his interest last night, I was a little skeptical of whether he'd snapped out of his depression enough to be up for something like this. I wasn't even sure if he was going to his art classes anymore. A minute later, I got his answer: I'll be there. This was followed by another text: Can u spot me the cash? Jill was walking into the dorm, just as I was, both of us barely getting in before curfew. She didn't even notice me and instead looked troubled and pensive. â€Å"Hey,† I called. â€Å"Jill?† She stopped halfway through the lobby and blinked in surprise upon seeing me. â€Å"Oh, hey. Were you out with your boyfriend?† I winced. â€Å"Not sure I'd call him that yet.† â€Å"How many times have you gone out?† â€Å"Four.† â€Å"He's taking you to the dance?† â€Å"I'm meeting him there.† She shrugged. â€Å"Sounds like a boyfriend to me.† â€Å"Sounds like you're quoting something from Kristin and Julia's dating guidebook.† That brought a fleeting smile, but it didn't last. â€Å"I think it's just common sense.† I studied her, still trying to get a feel for her mood. â€Å"Are you okay? You looked like something was bothering you. Is it†¦ is it Adrian? Is he still upset?† For a moment, I was actually more worried about Adrian than her. â€Å"No,† she said. â€Å"I mean, well, yes. But he's a little better. He's excited about learning selfdefense with you.† The bond would never cease to amaze me. I'd only communicated with Adrian a minute ago. â€Å"‘Excited?'† I asked. That seemed like an astonishingly strong reaction. â€Å"It's a distraction. And a distraction's the best thing for him in these moods,† she explained. â€Å"He is still upset, though. He's still depressed over his dad.† â€Å"I shouldn't have taken him to San Diego,† I murmured, more to myself than her. â€Å"If I'd refused, he wouldn't have been able to get there.† Jill looked skeptical. â€Å"I don't know. I think he would've found a way, with or without you. What happened between them was going to happen eventually.† She sounded remarkably wise. â€Å"I just feel terrible seeing Adrian like this,† I said. â€Å"These moods come and go for him. Always have.† Jill got a faraway look in her eyes. â€Å"He's laid off the drinking a little bit – for my sake. But then that just opens him up for†¦ well, it's hard to explain. You know how spirit drives people insane? When he's down like this and sober, it makes him more vulnerable.† â€Å"Are you saying Adrian's going crazy?† That was not a complication I was ready for. â€Å"No, not exactly.† She pursed her lips as she thought. â€Å"He just gets a little scattered†¦ weird. You'll know it when you see it. He kind of makes sense but kind of not. Gets dreamy and rambles. But not in the way I do. It's got like a – I don't know – mystical feel. But it's not actually magical. It's just him kind of†¦ losing it temporarily. It never lasts and, like I said, you'll know it when you see it.† â€Å"I think I might have†¦Ã¢â‚¬  An unexpected memory flashed back to me, of just before Sonya and Dimitri had arrived. I'd been at Adrian's, and he'd looked at me strangely, like he was just noticing me for the first time. Thinking about it still sent chills through me. My God, Sage. Your eyes. How have I never noticed them? The color†¦ like molten gold. I could paint those†¦ â€Å"Girls?† Mrs. Weathers was at her desk, shutting things down for the night. â€Å"You need to get to your rooms.† We nodded obediently and moved toward the stairs. When we reached Jill's floor, I stopped her before she could leave. â€Å"Hey – if Adrian's not the problem, then what was bothering you when you came in? Is everything okay?† â€Å"Huh? Oh, that.† She flushed in a cute kind of way. â€Å"Yeah. I guess. I don't know. Micah†¦ um, well, he kissed me tonight. For the first time. And I guess I was just kind of surprised at how I felt about it.† I was surprised they hadn't kissed before and supposed I should be grateful. Her words resonated with me. â€Å"What do you mean? Did it feel a lot less exciting than you expected? Like you were just touching someone's lips? Like you were kissing a relative?† She gave me a puzzled look. â€Å"No. That's crazy. Why would you think that?† â€Å"Um, just guessing.† I suddenly felt silly. Why had it felt that way for me? â€Å"It was great, actually.† A faraway look came over her. â€Å"Well, almost. I couldn't quite get into it as much as I wanted because I was worried about my fangs. It's easy to hide them talking and smiling. But not while kissing. And all I kept thinking was, ‘What am I going to say if he notices?' And then I started thinking about what you and everyone else said. About how this thing with Micah isn't a good idea and how I can't keep things hands-off forever. I like him. I like him a lot. But not enough to risk exposing the Moroi†¦ or endanger Lissa.† â€Å"That's a noble attitude.† â€Å"I guess. I don't want to end things yet, though. Micah's so nice†¦ and I love all the friends I've made by being with him. I guess I'll just see what happens†¦ but it's hard. It's a wake-up call.† She looked so sad as she went into her room. Continuing on to mine, I felt bad for Jill†¦ but at the same time, I was relieved. I'd stressed over her casual dating of Micah, worried we'd be facing some dramatic, romantic situation where she refused to give him up because their love was too great and transcended their races. Instead, I should have had more faith in her. She wasn't as immature as I sometimes thought. Jill was going to realize the truth and resolve this on her own. Her words about Adrian also stuck with me, particularly when I picked him up the next evening for our first self-defense class. He got into my car with a cheery attitude, seeming neither depressed nor crazy. He was, I noticed, dressed very nicely, in clothes that would have been an excellent choice for the visit to his father. He noticed my attire as well. â€Å"Wow. I don't think I've ever seen you in anything so†¦ casual.† I had on olive green yoga pants and an Amberwood T-shirt. â€Å"The class description said to dress in comfortable workout clothes – like I texted you earlier.† I gave his raw silk shirt a meaningful look. â€Å"This is very comfortable,† he assured me. â€Å"Besides, I don't own any workout clothes.† As I shifted the car into drive, I caught sight of Adrian's left hand. At first, I thought he was bleeding. Then, I realized it was red paint. â€Å"You're painting again,† I said in delight. â€Å"I thought you'd stopped.† â€Å"Yeah, well. You can't take painting classes and not paint, Sage.† â€Å"I thought you'd stopped those too.† He gave me a sidelong glance. â€Å"Nearly did. But then I remembered I'd convinced some girl that if she gave me a chance and got me into those classes, I'd follow through on them. That'll teach me.† I smiled and pulled into traffic. I'd left a little early so that Adrian and I had time to take care of our registration. When I'd called the Wolfe School of Defense earlier today, an agitated man had told me to just show up with the money since we were down to the last minute. The address was outside of downtown, in a residence set on sprawling grounds that had made no attempts to go green and thwart the climate. The desert still held claim here, giving the house a dismal, forlorn look. If not for WOLFE printed on the mailbox, I would've thought we had the wrong place. We pulled up into the gravel drive – no other cars were there – and stared. â€Å"This is the kind of place you see in movies,† said Adrian. â€Å"Where careless people run into serial killers.† â€Å"At least it's still light out,† I said. Ever since the alley, darkness had taken on a whole new menace for me. â€Å"Can't be that bad.† Adrian opened the car door. â€Å"Let's find out.† We rang the doorbell and were immediately met with the sounds of barking and scampering feet. I stepped back uneasily. â€Å"I hate poorly trained dogs,† I muttered to Adrian. â€Å"They need to behave and be kept in line.† â€Å"Just like the people in your life, huh?† asked Adrian. The door opened, and we were met by a fifty-something man with a grizzled blond beard. He was wearing Bermuda shorts and a Lynyrd Skynyrd T-shirt. Also, he had an eye patch. â€Å"This is incredible,† I heard Adrian murmur. â€Å"Beyond my wildest dreams.† I was taken aback. The eye patch made me think of Keith's glass eye, which in turn made me think of my role in him acquiring it. It wasn't a memory I liked being reminded of, and I wondered at the odds of running into another one-eyed man. This guy nudged the herd of dogs aside – which appeared to be some sort of Chihuahua mix – and barely managed to step outside without them following before he shut the door. â€Å"Yeah?† he asked. â€Å"We're, uh, here for the class. The self-defense class.† I felt the need to clarify, in case he also taught about dog breeding or riding the high seas. â€Å"I'm Sydney, this is Adrian. I called this morning?† â€Å"Ah, right, right.† He scratched his beard. â€Å"You got the money? Cash only.† I produced one hundred and fifty dollars and handed it over. Out of habit, I nearly asked for a receipt, but then thought better of it. He stuffed the cash into the pocket of his shorts. â€Å"Okay,† he said. â€Å"You're in. Go ahead and wait in the garage until the others show up. The side door's unlocked.† He gestured to a large, industrial looking building – twice the size of the house – over on the far side of the lot. Without waiting around to see if we'd comply, he slipped back inside to the barking dogs. The garage's interior, I was relieved to see, was the first thing here that looked like it had some semblance of legitimacy. There were clean mats on the floor and mirrors on some of the walls. A TV and VHS player sat on a cart, along with some defense-related tapes covered in dust. Slightly more disconcerting was some of the decor, like a pair of nunchucks hanging on the wall. â€Å"Don't touch those!† I warned, seeing Adrian head toward them. â€Å"That's not the kind of guy whose stuff you want to mess with.† Adrian stayed hands-off. â€Å"Do you think we'll get to learn to use these?† â€Å"Weapons weren't in the class description. It's about basic self-defense and hand-tohand.† â€Å"Why bother then?† Adrian strolled over to a glass case displaying several types of brass knuckles. â€Å"That's the kind of stuff Castile does all day. He could have showed us.† â€Å"I wanted someone a little more approachable,† I explained. â€Å"What, like Captain McTropicalShorts back there? Where on earth did you find him anyway?† â€Å"Just did an Internet search.† Feeling a need to defend my research, I added, â€Å"He comes highly recommended.† â€Å"By who? Long John Silver?† Despite myself, I laughed. Over the next half hour, the rest of our class trickled in. One was a woman who looked to be about seventy. Another was a mother who'd just had her fourth child and decided she needed to â€Å"learn to protect them.† The last two women in the class were in their mid-twenties and wore T-shirts with angry girl-power catchphrases. Adrian and I were the youngest in the group. He was the only man, not counting our instructor, who asked that we simply refer to him as Wolfe. I was beginning to get a bad feeling about all of this, particularly as class started. The six of us sat on the floor while Wolfe leaned against one of the mirrors and looked down upon us. â€Å"If you're here,† he began. â€Å"You probably want to learn to use those right away.† He pointed at the nunchucks. I caught sight of Adrian's face in the mirror. His expression said, Yes, that is exactly what I want to learn. â€Å"Well, too bad,† said Wolfe. â€Å"You aren't ever going to use them. Not in this class, anyway. Oh, they've got their uses, believe me. Saved my ass more than once when I was out bowhunting in Alaska a few years ago. But if you pay attention to what I'm going to tell you, you won't ever need to pick those up, seeing as we don't have a rabid moose problem here in Palm Springs.† The new mom raised her hand. â€Å"You used nunchucks on a moose?† Wolfe got a haunted look in his eyes. â€Å"I used all sorts of things on that bastard. But that's neither here nor now. Because here's the thing. With a little common sense, you won't need weapons. Or fists. You.† To my shock, Wolfe pointed at me and fixed me with a steely, one-eyed stare. â€Å"What did I tell you to do when you arrived?† I gulped. â€Å"Give you cash, sir.† â€Å"And after that?† â€Å"You told us to come wait out here.† He nodded in satisfaction, so apparently my answering of the obvious had gone well. â€Å"We're two miles from any other houses and about a mile from the highway. You don't know me, and let's face it, this place looks like something from a serial killer film.† Out of the corner of my eye, Adrian flashed me a triumphant look. â€Å"I sent you out into a remote building with hardly any windows. You went inside. Did you look around as you were walking over here? Did you scan the surroundings in here before coming all the way inside? Did you check the exits?† â€Å"I – â€Å" â€Å"No, of course you didn't,† he interrupted. â€Å"No one ever does. And that is the first rule of self-defense. Don't assume anything. You don't have to live your life in fear, but know what's around you. Be smart. Don't go blindly into dark alleys or parking lots.† And like that, I was hooked. Wolfe was astonishingly well prepared. He had lots of stories and examples of attacks, ones that kept reminding me: humans are some of the most vicious creatures out there, not vampires. He showed us pictures and diagrams of various unsafe places, pointing out vulnerabilities and providing pretty practical advice that should've been obvious to most people – but wasn't. The more he spoke, the more foolish I felt about what had happened with Sonya. If those guys had wanted to attack Sonya badly enough, they would've found a way somehow. But there were a million things I could have done to be more cautious and possibly avoid the confrontation that went down that night. That idea turned out to be a huge part of Wolfe's philosophy: avoidance of danger in the first place. Even when he finally moved on to discuss some very basic moves, his emphasis was on using them to get away – not to stick around and beat your attacker into the ground. He let us practice some of these moves in the last half hour of the class, having us pair up to work with classmates and a dummy since we didn't really want to hurt each other. â€Å"Thank God,† said Adrian, when we broke out to practice. He and I were partners. â€Å"I thought I'd come to a fight class to learn how not to fight.† â€Å"But he's right,† I said. â€Å"If you can avoid the fight, so much the better.† â€Å"But what if you can't?† asked Adrian. â€Å"Like with your sword-wielding friends? What do you do once you're in trouble?† I tapped our blank-faced stuffed practice dummy. â€Å"That's what this is for.† Wolfe's main move today was on how to break out of someone's hold if we were grabbed from behind. He had a couple of techniques which weren't much more complex than headbutting or stomping on feet. Adrian and I took turns being the attacker while the victim practiced the maneuvers – in slow motion and with almost no contact on our partners. That was what the dummies were for. I was about five inches shorter than Adrian and seemed pretty implausible as an attacker, which made us both laugh each time I made a move. Wolfe chastised us for not being serious enough but gave us high marks for learning the techniques. This made me feel a little arrogant, enough so that when Adrian turned his back to get a water bottle, I sneaked up from behind and flung my arms around him, pinning his arms in turn. Wolfe had shown us how to break that type of hold, and I honestly thought Adrian had seen me coming enough to slip away before I even touched him. Apparently not. He froze, and for one moment, we stood locked in time. I could feel the silk of his shirt against my skin and the warmth of his body. The lingering scent of the overpriced cologne he wore floated around me. No smoke for a change. I'd always told him the cologne couldn't be worth what he spent, but suddenly, I reconsidered. It was amazing. I was so awash in sensory overload that I was caught completely unaware when he did push me away. â€Å"What are you doing?† he exclaimed. I'd thought he'd be impressed at my sneak attack, but there was neither approval nor humor on his face. My own smile faded. â€Å"Testing if you could handle a surprise attack.† My tone was hesitant. I didn't know what I'd done wrong. He looked uncomfortable. Almost upset. â€Å"What's the matter?† â€Å"Nothing,† he said gruffly. For a moment his eyes locked onto me with an intensity that left me breathless. Then, he glanced away, as though he couldn't handle looking at me. I felt more confused than ever. â€Å"Never thought I'd see the day when you'd throw your arms around a vam – someone like me.† I barely even noticed his public slipup. His words drew me up short. He was right. I'd touched him without even thinking about it – and not just a formal Moroi handshake, like usual. Sure, it was in the context of our class, but I knew that I never could have done this a few months ago. Touching him now had seemed perfectly natural. Was that why he was upset? Was he worried about the Alchemists and me? Wolfe strolled by. â€Å"Nice work, girl.† He gave Adrian a teeth-rattling slap on the back. â€Å"You were totally unprepared for her.† This seemed to distress Adrian even more, and I could've sworn I heard him mutter, â€Å"That's for damned sure.† Some of Adrian's swagger returned during the car ride home, but he was still quiet and thoughtful. I again tried to figure out his shift in mood. â€Å"Do you need to stop by Clarence's for blood?† Maybe the class had exhausted him. â€Å"Nah,† he said. â€Å"Don't want you to be late. But maybe†¦ maybe you can come by this weekend, and we can do a group trip over there?† â€Å"I've got the dance on Saturday,† I said apologetically. â€Å"And I think Sonya was going to take Jill to Clarence's tomorrow after school. Probably she can pick you up too.† â€Å"I suppose,† he said. He sounded disappointed, but one day wasn't that long to wait for blood. Maybe he was afraid Sonya would recruit him for experiments again – which wouldn't be a bad thing, I thought. Suddenly, he straightened up from his slouch. â€Å"Speaking of Sonya†¦ I was thinking of something earlier. Something Wolfe said.† â€Å"Why, Adrian. Were you paying attention after all?† â€Å"Don't start, Sage,† he warned. â€Å"Wolfe's crazy, and you know it. But when he was giving all his words of wisdom, he mentioned that stuff about not giving out personal info to strangers and how victims are often staked out in advance. Remember?† â€Å"Yeah, I was there,† I said. â€Å"Like, an hour ago.† â€Å"Right, so. Those guys who attacked you and Sonya seemed to know she was a vampire – the wrong kind, but still. The fact that they showed up with a sword implies they did some research. I mean, it's possible they just noticed her on the street one day and were like, ‘Ooh, vampire.' But maybe they've been watching her for a while.† Noticed her on the street†¦ I gasped as a million pieces fell into place in my mind at once. â€Å"Adrian, you're a genius.† He flinched in surprise. â€Å"Wait. What?† â€Å"The week before the attack. Sonya and I got dinner, and we were stopped by some random guy who claimed he knew her from Kentucky. She was pretty freaked out because she was a Strigoi the whole time she was there, and obviously, she didn't hang out with humans a lot back then.† Adrian took a few moments to turn this over in his mind. â€Å"So†¦ you're saying they've been checking into her for a while.† â€Å"Actually, you're saying that.† â€Å"Right. Because I'm a genius.† More silence as we both considered the implications of Sonya's situation. When Adrian spoke again, his tone wasn't nearly so light. â€Å"Sage†¦ last night. You never acknowledged my comment about vampire hunters.† â€Å"The Alchemists have no records of modern vampire hunters,† I said automatically. â€Å"My dad once said that occasionally, some random human discovers the truth. I'd figured her attack was something like that – not some huge organized group or conspiracy.† â€Å"Is it remotely possible that somehow, somewhere, the Alchemists might have missed something? And what do you mean by ‘modern' exactly?† Alchemist history had been drilled into me nearly as much as the philosophies that governed our actions. â€Å"A long time ago – like, back in the Middle Ages – when the Alchemists were forming, a lot of factions had different ideas on how to deal with vampires. Nobody thought humans should associate with them. Those who eventually formed my group decided the best way was to work with Moroi just enough to keep them separate from humans. But there were others who didn't take that approach. They thought the best way to keep humans free was to eradicate vampires – through any means.† I was relying on facts again, my old armor. If I reasoned away this argument, then I wouldn't have to acknowledge what it would mean if there were people actively hunting Moroi. â€Å"Sounds like vampire hunters to me,† Adrian pointed out. â€Å"Yes, but they weren't successful. There were just too many vampires, Moroi and Strigoi, for a group like this to take out. The last records we have of them are from, oh, I'd say the Renaissance. Those hunters eventually faded away.† Even I heard the uncertainty in my voice. â€Å"You said that sword had alchemy symbols on it.† â€Å"Old ones.† â€Å"Old enough to be from the time that splinter group was breaking away?† I sighed. â€Å"Yes. That old.† I wanted to close my eyes and sink into my seat. Cracks were appearing in my armor. I still wasn't entirely sure I could accept the idea of vampire hunters, but I could no longer rule out their possibility. I could see Adrian studying me out of the corner of my eye. â€Å"Why the sigh?† â€Å"Because this is all stuff I should have put together sooner.† He seemed very pleased at the acknowledgment. â€Å"Well, you don't believe in vampire hunters. Makes it hard to really consider them an actual threat when you operate in a world of facts and data, huh? But then†¦ how would they have stayed under your radar for so long?† Now that Adrian had given me the seeds, my mind was already working out the idea. â€Å"Because they're only killing Strigoi – if these hunters exist. If some group were taking out Moroi, your people would notice. The Strigoi aren't organized the same way, and even if they noticed, it's not like they're going to report killings to us. Plus, Strigoi are killed all the time by Moroi and dhampirs. A few dead ones would just be written off to you guys – if anyone even found them. Toss a Strigoi out in the sun, and you'd never even know they'd been there.† Relief poured through me at my conclusion. If a group like this did exist, they couldn't be killing Moroi. Strigoi-hunting was still dangerous, however. Only Alchemists could be trusted to deal with those fiends' deaths and keep them secret from average humans. â€Å"Could you ask other Alchemists about hunters?† Adrian asked. â€Å"No, not yet. I might be able to dig through some records, but I could never bring this up officially. They'd stick to my dad's theory – that it was just some random, weird group of humans. Then they'd laugh me away.† â€Å"You know who wouldn't laugh you away?† â€Å"Clarence,† we both said in unison. â€Å"Not a conversation I look forward to,† I said wearily. â€Å"But he might really know something after all. And all his paranoia might pay off. All that home security? If this group really has it in their heads to come after Sonya, then she might be in even more danger than we realized.† â€Å"We need to tell Belikov. He excels at that protection thing. He won't sleep if we convince him she's in trouble – which seems likely after the sword attack.† I noticed that this was the first time Adrian had ever spoken about Dimitri without bitterness. In fact, Adrian's words and praise sounded legitimate. He did believe in Dimitri's skill. I said nothing about my observation, though. If Adrian was going to get over his hatred of Dimitri, it needed to come gradually and without any outside â€Å"help.† I dropped Adrian off with plans to talk later. When I got back to Amberwood, I was immediately flagged down by Mrs. Weathers. What now? I was ready to hear that Angeline had set something on fire. Instead, Mrs. Weathers's face looked calm – pleasant, even – and I dared to hope for the best. â€Å"Some things came for you, dear,† she said. From a small office behind her desk, she produced two hangers with zipped garment bags on them. â€Å"A short, energetic woman dropped these off.† â€Å"Lia.† I took the hangers, wondering what contents I'd find inside. â€Å"Thank you.† I started to turn away, but Mrs. Weathers spoke again. â€Å"One more thing. Ms. Terwilliger left something for you too.† I tried to keep my face neutral. I was already drowning in Ms. Terwilliger's latest assignments. What now? Mrs. Weathers handed me a large envelope that felt like it had a book in it. Scrawled on the outer side was: Not classwork. Maybe you won't hate this. I thanked Mrs. Weathers again and took my haul up to my room. After depositing the costumes on my bed unopened, I promptly tore into the envelope. Something about her note made me feel uneasy. I wasn't entirely surprised to see it was another spell book. What did surprise me was that unlike the others I pored over for her, this one was new. Modern. There was no publisher listed on it, so it was probably someone's home project, but it had clearly been printed and bound within the last few years. That was startling. I'd pointedly never asked Ms. Terwilliger about her magic-using pals and their lifestyle but had always assumed they were reading the dusty old volumes she had me translate and copy. That they might be working from their own, new, and updated books hadn't even crossed my mind – though it should have. I had no time to beat myself up, though, not once I got a look at the book's title. The Invisible Dagger: Practical Spells for Offense and Defense. Flipping through the pages, I saw that the spells were exactly as the title suggested but written in a more modern way than I was used to. Their origins were cited, times and places. Those varied wildly, but what didn't was the spells' efficiency. All were either the kind of spells that could be cast in very little time or ones that could be made in advance for immediate destructive effects – like the fire charm. These were exactly the kinds of spells I'd been asking Ms. Terwilliger about. Angry, I stuffed the book back in the envelope. How dare she try to lure me in with this? Did she think this would make up for everything she'd put me through? Mrs. Weathers would still be downstairs, and I had half a mind to drop the book off and tell her it had been sent to me in error. Or I could simply leave it on Ms. Terwilliger's desk first thing in the morning. I wished now I hadn't even opened it. â€Å"Returning to sender† unopened would have made a powerful statement, that she wasn't going to trick me into her magic ring by finding a topic of interest to me. Mrs. Weathers knew about my connection to Ms. Terwilliger, though, and would simply tell me to return it tomorrow if I tried giving it back tonight. So, I'd have to hang on to this until the morning. I consoled myself by getting out some tape. I couldn't undo opening the envelope, but there'd be something psychologically soothing about resealing it. Yet, as I started to unwind the tape, my mind spun back to my evening with Adrian and Wolfe. Wolfe had calmed me a bit in his constant reminders that most attacks were random and came from carelessness on the victim's part. Knowing that and what to look for had made me feel empowered. He'd offhandedly mentioned attacks of a more premeditated or personal nature, but those clearly weren't his focus. Nonetheless, they brought me back to my discussion with Adrian. What if there was truth to Clarence's stories? What if vampire hunters were real? We'd all known Sonya's attack wasn't random, but if she really was dealing with some faction that had existed since the Middle Ages†¦ well, then. My and Adrian's fears would be correct. They would probably come for her again. No amount of avoiding isolated parking spots or walking confidently would stop them. I looked down at the envelope and decided not to seal it quite yet.

More Than Just a Story Essay

Joanna Bartee’s critical essay of Kate Chopin’s short story, The Storm, maintains that the entire story is an allegorical look at feminism and sexual reservations in the Nineteenth Century. She maintains that the storm is a metaphor for the pent up sexual energy that culminates in an extramarital affair while Calixta’s husband and son ride out the actual storm at a small grocer’s store nearby. Bartee points out that Chopin was in touch with her own feelings regarding sexuality and through this story she was able to express her views though she chose not to make them known through publication in her lifetime. Freud said that sometimes a cigar is just a cigar; the opposite is also true. Bartee makes an effective argument that her assessment is correct by backing up her opinions with pertinent blocks of dialogue from the story and by simply pointing out the obvious. To begin Bartee says that the title of Chopin’s short story has a dual meaning, and though the tale unfolds during a raging storm, the storm of the title is representative of repressed human female sexuality. While Alcee comes to the home of Calixta seeking refuge from the storm it is more a rhetorical device to enable the plot to unfold as it does. The physical storm is irrelevant to the actual theme, which is sexuality and human desire. Bartee says that initially the story begins with just the facts that can be gleaned from a read, assuming the reader is capable of taking a bit of latitude. She tells us that the two main characters, Calixta and Alcee, were once lovers and have now met in the present time of the short story, during a powerful storm. She is reading more into this assessment than is actually said in the story when she declares, â€Å"†¦Calixta and Alcee, had a flirtation several years before the story takes place, but each made a more suitable marriage to someone else and they have not seen each other since,† (Bartee). It is known from the story that they had a flirtation but as for each making a more advantageous marriage, that seems to be speculation. Joanne Bartee’s essay addresses the title, saying that ‘The Storm† is metaphor for the pent up passions of a Victorian period. It seems logical that this is the case, for the author flaunts it at every opportunity. She says, â€Å"They did not heed the crashing torrents, and the roar of the elements made her laugh as she lay in his arms,† (Chopin II-20), to describe the passion of the two. Then she says, â€Å"The rain was over; and the sun was turning the glistening green world into a palace of gems. Calixta, on the gallery, watched Alcee ride away,† (Chopin III-1) to describe the parting of the two, saying that the storm of passion had ebbed. Bartee quotes critic Robert Wilson as well, saying that Wilson believes, â€Å"Chopin’s title refers to nature, which is symbolically feminine; the storm can therefore be seen as symbolic of feminine sexuality and passion. † Bartee points out that Claxita is the essence of domesticity as the story opens, totally unaware of an impending storm. This storm will not only be the one of nature but rather the storm of her pent up desires, released when her former paramour arrives unexpectedly. She is sewing, while her husband’s Sunday clothes are airing out on the porch. Bartee believes this is an allusion to polite and proper society in that Sunday clothes can be taken to mean those clothes that her husband would wear to church, accompanied by his wife and child. Early in her critique Bartee says that the entire short story is filled with illustrations of how the storm is the driving force and main theme of Chopin’s story. She also points out that the story was published posthumously, years later, indicating, perhaps, a reluctance to share her views with a Victorian public, believing it was too graphic to be read with her name attached to it. While it is mild by today’s standards, at the time that it was written it must have been considered a bit risque to have a woman author put her name to a story to obviously full of not only secret sexual desires and passions but infidelity and adultery. The idea that the storm passes just as the tryst is completed and Alcee is riding way is certainly an indication that the natural storm and the storm of passions, which have obviously been sated, are one and the same. Bartee points out that Calixta’s husband, Bobinot, wisely waits out the storm at the general store just as he avoids the passions of wife as well. He is aware of what the natural storm can do and does not intend to let it batter him, likewise, Bartee says, he is aware of the passions of which his wife is capable and he does not mean to allow himself to be battered that the emotional storm brewing in his wife’s psyche. Bartee believes that Bobinot is aware of the situation, though this seems to be conjecture on her part. If this is the case then Bobinot is hiding from the passions of a wife by avoidance, and there is not enough information given to make that claim. Bartee points out the obvious with clarity and most of what she says seems logical, but at this point she appears to be taking a leap of imagination that is not justified by the text of Kate Chopin. Calixta seems content to do her familial chores, tending to her home and seeing to her husband’s clothes. Bartee says at this point that many of the chores that she has to do are done in obvious frustration and are also symbols of the sexual repression of this Nineteenth Century homemaker. This may be the correct assessment as Chopin says that Calixta, â€Å" †¦ unfastened her white sacque at the throat. It began to grow dark, and suddenly realizing the situation she got up hurriedly and went about closing windows and door,† (Chopin II-1). This, Bartee implies, is the foreshadowing that a bad storm is about to blow, and it may overwhelm her. She is leery of how bad it is going to get and takes some nominal precautions to protect her home from the approaching storm. Bartee does not address the symbolism inherent in the actions of Calixta during the initial meeting of the two former intimates. Alcee asks for permission to take shelter on Calixta’s porch, but they both quickly realize that such shelter is totally ineffective against the fury of the storm, which, obviously at this point is not only refers to the weather but more pointedly, to the raging emotions beginning to build in the man and woman. When Calixta invites Alcee into the home of her family it is virtually a paradigm shift in her attitude toward both the old flame and to her duties as wife and mother. â€Å"He expressed an intention to remain outside, but it was soon apparent that he might as well have been out in the open,† (Chopin II-5). The two then find it appropriate to ‘put something under the door’, to further isolate them from the outside world. The description of her husband’s clothing, intimate possessions, which cover and protect a man, are exposed outside the home. There is a real possibility that they can be lost, damaged or destroyed, just as her marriage can be lost, damaged or destroyed by her emotional storm of passion. This symbolism of them hanging outside, exposed to the elements, Bartee says, is symbolic of the danger that Calixta feels concerning the approach of the storm. He husband’s intimate possessions are in danger of being destroyed or lost. Bartee writes, â€Å"They are in danger of blowing away from the strong winds that are approaching with the storm,† (Bartee). Alcee grabs Bobinot’s pants, which, Bartee says Wilson describes as a subversion of the constraints which Calixta, as a married woman, should be feeling. Bartee likewise correctly assesses the description Chopin gives the reader of symbolically putting away a cotton sheet. This sheet, that covers a marriage bed, is in sight when Alcee arrives, but as the two characters talk, Calixta pointedly puts the sheet out of sight, and, if could be inferred, out of mind. Bartee does not mention that the author describes the view she has of the marriage bed itself and that Calixta is aware that the son’s sleeping couch are in view as well. This could also be taken as symbolic of the intimate glimpse Calixta is permitting a virtual stranger, an outsider to her family, to have of her home and private life. Chopin describes the scene thus, â€Å" The door stood open, and the room with its white, monumental bed, its closed shutters, looked dim and mysterious,† (Chopin II-9). Bartee’s opinion is that in symbolically putting away the cotton sheet, an object of domesticity, getting it out of their sight, Calixta is now symbolically clearing her mind, removing any obstacles that might stand in the way of the two as they move inexorably toward the inevitable passionate union toward which the story has been leading. Bartee quotes lines from the story saying that not only do the two lovers lack any remorse, they feel renewed and invigorated by their act. Bartee says, â€Å"Chopin writes, â€Å"So the storm passed and everyone was happy. † Bartee does not mention what seems to be more than a casual comment immediately prior to that line. Chopin’s penultimate line reads, â€Å" Devoted as she was to her husband, their intimate conjugal life was something which she was more than willing to forego for a while. † This refers to the wife of Alcee, who, it seems, although unaware of the details of the tryst and the storm, has profited from it. The fact that everyone is happy must therefore include Alcee’s wife, and she is temporarily relieved of the more mundane of her ‘wifely duties’. Still, Bartee makes an effective argument that her view is correct by backing up her opinions with pertinent blocks of dialogue from the story and by simply pointing out the obvious. Works Cited Bartee, J. The Storm: More Than Just a Story Retrieved 5-23-07 from http://facultystaff. vwc. edu/~cbellamy/Southern%20Literature/SL%20Chopin. htm Chopin, K. The Storm 1898

Health and Safety Assignment Example | Topics and Well Written Essays - 1250 words

Health and Safety - Assignment Example The passers-by who use the main road are also in danger. The cattle and sheep may be potentially exposed to serious peril if the chamber suddenly explodes. (c.) Evaluation of Risks: Due to the impending peril of a potential explosion of the chamber brought about by the cracks, it is best that immediate remedy shall be effected swiftly. The toxic pollutants found in the sewer system can cause a critical threat to public health. In the event that it explodes, the water system shall be affected which can harm the community that uses the sewer system. (d.) Implementation: A simple solution to fix the cracks by applying a sealant to the cracked edges is just a temporary relief. There is a need to upgrade the sewer system management plan. In order to prevent sewer overflows, it suggested that some guideline should be followed: 1. â€Å"Maintain uninterrupted sewage flow without health hazard, effluent leakage, or water infiltration and inflow. 2. Operate a sanitary sewer system that meets all regulatory requirements. 3. Avoid sanitary sewer overflows and respond to sanitary sewer overflows quickly and mitigate any impact of the overflow. 4. Maintain standards and specifications for the installation of new wastewater systems. 5. Verify the wastewater collection system has adequate capacity to convey sewage during peak flows". Details on how to achieve a sewer system management plan can be found in this website http://www.ci.san-luis-obispo.ca.us/utilities/download/ssmpgoal.pdf. (e.) Review of Assessment : The grave problem must be acted upon immediately. There is no need to wait for the operation to take place in June. The sewer system issue must be resolved in the soonest possible time as many people shall be exposed to the danger of spreading diseases and toxic pollutants in the water system which can be caused by a broken subterranean chamber of the sewer system. II. Operation 2 (a.) Hazards: The maintenance and upkeep of growing trees, grasses and hedgerows along highway and in the vicinity of a junior school in the suburbs of a small town has become a refuge of drug traders living in the area. The possible menace that the drug dealers can cause to the innocent children, the people who reside in the community, and the motorists who traverse the highway, should be prevented. (b.) Who may be harmed: The safety and well-being of the students attending the junior school and the entire school community are in jeopardy for they may encounter misfortune with the members of the drug syndicate. The gardener who is responsible for the upkeep of grass verge, tidy up hedgerows, and trim tree branches is in also peril if he is left alone to finish the task. The landowners near the site will also be in danger if no maintenance is implemented. â€Å"The highway users are exposed to harm, especially if they are blind and disabled and wheelchair or pushchair users. Children are particularly at risk from eye injury. They can also impair vision for drivers a t junctions†. Details on the danger caused by overgrown trees and hedges to highway users can be viewed in the website of Worcestershire County Council which can be viewed at http://www.worcestershire.gov.uk/cms/transport-and-streets/streets/trees-and-hedgerows.aspx. (c.) Evaluation of Risks: It is impossible for the grass cutter, which is a ride-on mower to be driven to the site on the

Backup and Disaster Recovery Plan Essay Example | Topics and Well Written Essays - 1250 words

Backup and Disaster Recovery Plan - Essay Example To emphasis this recovery plans need to be tested on a regular basis with the risk analysis workshops. The answer to this question depends on different variables like the regulatory requirements, possibility of natural disasters, insurance premiums and above all the cost of the whole process. The distance of the intended business continuity site is to be determined and setup taking into consideration the time factor and how soon you would need it operational. The requirements subject to distance and data currency, integrity of data and the affordable loss needs to be closely looked into. Replicating data at a distance is essential for effectiveness wherein synchronous replication could be used for short distances and asynchronous techniques are required for longer distances which would guarantee data integrity. The fact that increased dependency on information technology based on information processing is to be categorized and identified based on the critical nature of the process. The business continuity management team which is the backbone of the plan coordinates between the various processes to move into action the continuity plan in case of any disaster. It is essential to ensure that the plan is constantly updated with the ongoing changes to the resources along with the management team which is responsible for this task. Every quarterly the Business Continuity Management Team has to make sure that the plan is reviewed and updated on a regular basis to ensure effectiveness and productivity. Annually the plan is overhauled and revised if necessary and the changes are reported to the respective coordinators and authorized personnel. Testing of the complete plan on regular basis is essential for it to be effective at any given point of time. Secondary tests can be carried out on individual processes while

Baroque Art Research Paper Example | Topics and Well Written Essays - 1500 words

Baroque Art - Research Paper Example The term Baroque is French for the English â€Å"irregular, and consequently, flawed pearl.† Baroque paintings and sculptures are usually strongly emotional, passionate, stormy, and had a flair for the theatrical. Most depictions were dramatic, engages the viewer, speaks to users physically and psychologically, are usually extravagant and ornamental, they use color, contrasts between light and dark, and overlapping figures and elements to further add drama to their art. Most themes were about visions, ecstasies, conversions, martyrdom, death, and intensely emotional moments. Other events happening in the era also influenced the art. In this age, new concepts of physics and astronomy introduced by Galileo and Newton made the artists interested in the concept of space. Descartes’s philosophy I think therefore I am also redefined â€Å"the attribute of being.† Science redefined nature as motion in space and time. Light was demystified by Pascal’s discovery of the materiality of light. These preoccupations of scientists and philosophers also became the preoccupation of the artists of the time. One of the greatest Baroque artists ever was Bernini. His full name was Gian Lorenzo Bernini, and he dominated the Roman art world during the seventeenth century. He still retained a semblance to his Renaissance predecessors in the sense that he was a universal genius who practiced architecture, sculpture, painting, stage, design, and being a playwright. He was a prodigy. He began his training under the teachings of his father.

Success in Marketing Essay Example | Topics and Well Written Essays - 750 words

Success in Marketing - Essay Example A brochure consists of basic information of something, which has quick summary about the subject. It is the fastest way people find information about the subject hence due to the busy lifestyle, there is less research, attention, and interest of readers is grabbed. If there is any one secret of success, it lies in the ability to get the other person’s point of view and see things from his or her angle as well as from your own (Kevin 23). Persuasion is the aptitude to encourage beliefs and principles in other people by influencing their mode of thoughts and dealings through precise strategies. Marketing taken as course, there will be excellent advantages to a person due to the outcome in the world of market. A wide variety of activities are involved which make sure that one is continuing to meet needs of consumers and get appropriate value in return. Marketing is the unique, the distinctive function of business. In this sense, marketing has a major function to play in setting a firm’s strategic trend. For marketing to be successful, deep comprehension of customers, collaborators, and competitors and great proficiency are deployed for an organization’s capability to improve so as to serve clientele profitably (Kevin 67). Marketing thus defined, is broad-spectrum management accountability, not just a function delegated to specialists. Marketing skills and insight are significant to anyone with career interests hence lead to the setting and implementation of the approach of an organization, regardless of its type or size. Persuasion of someone to study marketing, brings forth best outcome hence there is no regret whatsoever in the study. The entire concept of persuasion leads to motivation towards pleasure and/ or away from pain. Almost all of our behavior comes down to choosing or responding to various forms of stimulus that take us toward our goals or move us away from our fears (Kevin 20). Marketing is an enjoyable exercise that enables one to integrate information into ones subconscious. Knowledge is only authority when it is applied. The ability to influence the behavior of another person or group of people has been a necessary element in human culture since the beginning of time. This article provides the foundation on which to embark on developing insights and skills appropriate in a wide variety of circumstances. These situations include business-to-consumer and business-to-business settings, the old financial system as well as in the latest and in both manufacturing and services sectors. An analyses of marketing shows that a focus on gaining insights into customers’ needs and behaviors, which should direct a company’s breakdown of its marketing opportunities and outline the basis of any possible marketing strategy (Bob 45). Marketing has grown past its roots in conventional mail order to embrace a multitude of new technologies, consumer relationship-building techniques, and routine measures that set the bar for the outlook of marketing communications. Therefore, marketing being a course of study has more of advantages than disadvantages. One does not need to have ability but to make an impact in ones field and understand the skills of great communicators. Surprisingly, with practice, it is easy to learn them. To conclude, there is certainly a very great significance to the power of persuasion. The sword of

The Education Systems of England and Saudi Arabia Essay

The Education Systems of England and Saudi Arabia - Essay Example 'The British government has set a national curriculum, which clearly defines different stages and core subjects for children ages 5 to 16 (The Education System in England, n.d.). It specifies the various subjects to be taught at different stages, the expected knowledge, skills, and understanding level for the various subjects, and how the children's progress should be tested (The Education System in England, n.d.).' (qtd. in University of Michigan, n.d.) THE NATIONAL CURRICULUM (ENGLAND) The National Curriculum consists of 11 subjects, including; English, design and technology, geography, math, information technology, music, science art, physical education, history and modern foreign language. The National Curriculum is split up into for stages, referred to as Key Stages, and are based on the student's age. The key stage of a child reflects what subjects will be studied and the method by which they will be taught. Key Stage 1 includes children ages 5-8, Key Stage 2 consists of children 8-11, Key Stage 3 is made up of children ages 11-14, and Key Stage 4 is composed of children 14-16. At the end of each Key Stage, students are required to take a standardized test, known as the SAT, associated with that particular stage. The achievement level Surname 3 obtained on each test is then reported to the parents and the public in two ways: the student's actual test grade and the teacher's individual assessment of each student (The Education System in England, n.d.).' (qtd in University of Michigan, n.d.) In Saudi Arabia, the educational system is structured with the same strict control by the government as it is strict in England, or maybe perhaps stricter. 'Government control... 'Government control of schoolbooks to guarantee they are consistent with Islam and devoid of anything conflicting with its principles. The Saudi government maintains control of every aspect of educational material:[15] "The government shall be concerned with the control of all books coming into the Kingdom from abroad or going out of the Kingdom to the outside world. No books shall be allowed for use unless they are consistent with Islam, the intellectual trends and educational aims of the Kingdom..."[16] The government policy also states: "All books should fulfill the aims of education and be devoid of anything conflicting with Islam."[17]Students also learn "how to face misleading rumors, destructive doctrines, and alien thoughts,"[18]The Saudi education authorities insist "the school textbooks should be in line with Islamic requirements."[19]'. (Stalinsky, 2002). Additionally, the British Council affirmed and posted 'After five years of secondary education, students take examinations in a range of subjects at the level of General Certificate of Secondary Education (GCSE). The GCSE is a single-subject examination set and marked by independent examination boards.

EQUITY AND TRUSTS Essay Example | Topics and Well Written Essays - 2000 words

EQUITY AND TRUSTS - Essay Example The courts, therefore, assigns the property to someone in a resulting trust to avoid vacuum. Megarry VC in Re Sick and Funeral Society of St Johns Sunday school,1 Golcar defined a resulting trust as a property concept which follows that any property that an individual does not properly dispose of remains his. A completely constituted trust implies that the trust property is conferred to the trustees and the trust is binding on the donor who cannot revoke the trust. When the trust property is not properly vested the trust is considered incompletely constituted and it is void as equity will not force the donor to complete the trust. 2 The principles of constitution of trusts are derived from the case of Milroy v Lord3 where Turner L.J. set out three modes of making a gift, which are the actual transfer of property from the person making the gift to the beneficiary, a transfer of the intended gift to the trustees to be held in trust for the beneficiaries or the self-declaration of a trust. The principle in this case is that a gift can only be enforced in equity if it satisfies one of the three modes set out in Milroy. The rationale in this case is that trusts should not be used to protect gifts from being defeated and follows the maxim that equity will not complete an imperfect gift.4 The common rule with regard to imperfect gifts is that equity cannot perfect an imperfect gift and this was demonstrated in Milroy v Lord, where the court held that equity will not assist a volunteer, and as such, equity will not perfect an imperfect gift. In this case Mr. Medley made a deed purporting to transfer shares into Ds title to be held in trust. However the transfer was never made and when Medley died it was held that no valid trust existed and the shares we to go to Medleys estate and not the trust. Where there is lack of

Mecbeth play design Essay Example | Topics and Well Written Essays - 500 words

Mecbeth play design - Essay Example Macbeth has numerous characters all of who play specific roles that enhance the success of the play. The coordination of the characters contributed to the central message in the play. This relies on numerous features key among which is the characters’ costumes. Written in the late 1500s the costumes must help place the play in the particular society. Setting is vital in enhancing the message in the play since it validates the claims of the author. Specific themes are appropriate in particular settings. Among themes Shakespeare addresses in the play is witchcraft. The subject remains underexplored in the contemporary society in which scientific inventions continue to make life easier. Placing the play in the early English society thus validates the theme since witchcraft and magic was rampant at the time. Costumes therefore play the integral role of placing the action in the play in specific society. The characters must dress specific costumes that portray the prevailing styles at the time. The costumes of the characters readily place the play to a specific time in history a feature that validates the author’s claims. The characters dress unique clothes that do not only portray their varied roles in the play but also uniformly place them in a specific period in the history of the country, a key feature that validates the plot of the play (Garber 41). The unique attire places the play in the early Scottish culture. Additionally, costumes helps identity the characters. Each of the numerous characters in the play dress differently and in accordance to their roles. The first scene for example opens up with two witches meeting Macbeth. The costumes readily distinguish the witches from Macbeth and the trend continues in all the succeeding scenes in the play. Costumes also help set the various characters apart thereby

Staples - Goodwill Report Research Paper Example | Topics and Well Written Essays - 2000 words

Staples - Goodwill Report - Research Paper Example The company has its stores operating all around the world and delivering quality goods and services to the customers worldwide. It manages its goodwill and credible position through effective communication channels, proper employee management, valuing loyal customers and building a successful network of honest stakeholders for the organization. An effective management o the organizational plans and strategies, is what constitutes the goodwill. Besides this, being loyal and honest to the customers and maintaining a customer-centered attitude forms the basis of an advanced and organized goodwill plan. Thus, we can assume that the overall management and implementation of goodwill plan is the absolute need of an organization to operate successfully. This element has given rise to many success stories, such as that of Staples Incorporation. An elaborated goodwill plan of Staples is discussed ahead in this paper. Table of Contents Staples Incorporation 4 Communication 5 Customers 7 Employe es 7 Environment 8 Conclusion 9 Recommendation 10 Works Cited 11 Appendix 12 Appendix A 12 Appendix B 13 Appendix C 14 Illustrations Direct Competitor Comparison    SPLS PVT1 ODP OMX Industry Market Cap: 11.05B N/A 1.12B 626.71M 319.51M Employees: 52,919 N/A 40,000 30,000 2.75K Qtrly Rev Growth (yoy): 1.90% N/A -3.20% -2.80% 5.90% Revenue (ttm): 24.66B N/A 11.53B 7.10B 447.72M Gross Margin (ttm): 30.09% N/A 28.80% 25.63% 35.50% EBITDA (ttm): 2.09B N/A 235.86M 222.22M 26.40M Operating Margin (ttm): 6.47% N/A 0.25% 1.79% 4.32% Net Income (ttm): 891.42M N/A -116.36M 55.22M N/A EPS (ttm): 1.23 N/A -0.42 0.63 0.15 P/E (ttm): 12.59 N/A N/A 11.55 18.87 PEG (5 yr expected): 0.77 N/A -7.84 1.30 0.98 P/S (ttm): 0.44 N/A 0.10 0.09 0.75 Pvt1 = Lyreco Group (privately held) ODP = Office Depot, Inc. OMX = OfficeMax Incorporated Industry = Specialty Retail, Other Business organizations are operating in a very tough corporate environment these days. They are struggling hard to maintain their comp etitiveness along with being resilient, flexible and rulers at the same time. For this purpose, it becomes necessary for them to keep up their goodwill and take care of the performance and reputation in the market among tough rivals and cutting edge competition. Staples Incorporation Not every company is a success story. There are many organizations, both large and small scale, which are working in the rigid business environment. Similarly, staples is one such company which is attempting to pave its way through managing in building goodwill amongst the other market leader. The Staples Incorporation is one of the larger office supply chain store, which has more than 2,000 operational stores which are working in around 26 countries. The store has its main foundation in United States, Framingham, Massachusetts, and has its large network of retail stores operating all across the world. The retail outlets of Staples are all also involved in the business dealings and transactions with sev eral firms in numerous European countries and this is commonly referred to as the Staple Advantage (Bloom Energy, Online). The organization has built up its reputation in the market of furniture, supplies, promotional products, office machines, technology and other services to various businesses in both, physical stores and

The Hobby of Running Essay Example for Free

The Hobby of Running Essay Running as a hobby is recommended because it is beneficial in helping to improve health, helps you to meet new people and is versatile and relatively inexpensive. Running is also a useful tool in reducing stress and provides other psychological benefits. Running is a relatively easy hobby to take up. Running requires no new skills. You can begin running at any age with many people over 40 taking their first running steps as they embark on the path to health and a new and exciting hobby. The cost to start running is low requiring only a good pair of running shoes and a supportive sports bra for women. No expensive equipment or gym membership is required to be a runner. You can run anywhere virtually year round. You can run almost any time of day or night that suits your preference. There are many social benefits from running. You can join a running club to meet new people, find a training partner, or simply to pick up running tips from others. Running with a buddy can help strengthen the bond of friendship as well as provide the safety aspect of running in pairs. If one runner gets sick or injured the second runner can assist. An attacker will be less likely to attack a pair of runners or a group of runners than a person running solo. Running clubs often host social runs and also serve as a team cheering squad during long runs. There are fundraising training groups such as the Arthritis Foundations Joints in Motion Training Team or the Leukemia and Lymphoma Societys Team In Training, which will train you to run a half or full marathon in exchange for fundraising efforts. Many organized races are fundraising events for local organizations such as schools and churches and national organizations such as Ronald McDonald House Charities, Scottish Rite Hospital for Children and Team RWB supporting America’s veterans. Not only will you be helping yourself with the gift of health but you will be supporting a great cause and helping others along the way with a portion of your entry fees being used for these charitable causes. Running for leisure can help you to improve your health in many ways. It reduces the risk of heart attack by lowering your blood pressure and raising good cholesterol. Running helps reduce the risk for osteoarthritis because it is considered to be a weight bearing exercise which helps to increase bone density. Recent studies also show that it also helps in the fight against osteoarthritis because it helps increase oxygen flow and flushes toxins out of the body. It is believed that the impact of running generates eight times your body weight as an impact on your joints and this is thought to increase the production of proteins in cartilage that makes your bones and joints stronger (Thomas, 2013). Running is a great method for helping you to lose weight or maintain a healthy weight. Running helps burn calories in two ways; calorie expenditure during and immediately following the run and by building muscle. The calorie burn from running is approximately 600 calories per hour based on a six mile run at 10 minutes per mile. To calculate the total calorie burn for running use a calculation method of . 75 x your weight in pounds (lbs. ) (Burfoot, 2005) . Muscle built and maintained by running also helps in all day calorie burn. Muscle burns calories and fat does not therefore the more muscle mass you build the higher your metabolism will be and the more calories you will burn even at rest. Running is a great way to relieve stress and has been used by mental health experts to treat depression and addiction. Running for 20 to 30 minutes releases endorphins leading to a relaxed and peaceful feeling. Longer distance running increases the release of endorphins and can lead to what is known as the â€Å"runner’s high†, a feeling of euphoria which is also often associated with completing an endurance event such as a half or full marathon. Running allows you to use the time on the trail to clear your head and think about issues that you are struggling with. Often times the problems that seemed daunting before a run can seem smaller or non-existent afterwards. Speed running or completing a few sprints are healthy ways to release the emotional negativity that comes with anger and frustration as long as it is done safely. The positive energy from overcoming obstacles of completing a run in a certain amount of time or meeting the goal of completing a distance run can provide mental benefits of helping you to learn about your personal strength and mental focus. This new found self-confidence and knowledge about yourself can also be transferred to other areas of your life and help you cope with issues in a healthy way. Whether you are running to lose weight, running alone or with a group, running away from stress, no matter the reason, the road to better health begins when you decide to lace up a pair of shoes and put on foot in front of the other.

Israeli Air Force Experience In Bekaa Valley War

Israeli Air Force Experience In Bekaa Valley War 1. The whole world argues whether the fighting between Israel, PLO and Syrians during Beckaa Valley war should be seen as WAR or just one more tragic surge in violence in the decades-long struggle between Israel and the Palestinians/Arabs. However, the war fought by the three parties has a great impact on a lot of aspects such as technology, strategy and the method used to conduct the war. This paper studies the war in term of lessons learnt in modern air battle with central focus on Electronic Warfare (EW), phases of changes in Israelis tactic and capabilities and implication of the war on todays modern air battle in term of training, intelligent, surprise, command control and communication (C3) and electronic combat. This also will help readers to have better and in-depth understanding on how Electronic warfare can be employed effectively and the importance of certain strategy assets for a nation to defend its self in future war or conflict. RMAF air power doctrine defined the role of RMAF during war. Roles played by the Israelis Air Force (IAF) during Beckka Valley war will enable readers to have better understanding of RMAF roles during war. AIM 2. This aim of the paper is to study Israeli Air Force experience in Bekaa Valley war in term of application of modern air power and its relevant lessons to Royal Malaysian Air Force (RMAF). In doing so, this paper pays particular attention to employment of Electronic Warfare (EW) during the war and its relations to roles of RMAF. BACKGROUND 4. On 6 June 1982, Israel defense Force invaded Lebanon in a campaign which, would become the most controversial military action in Israels history. Operation Peace for Galilee or known as Beckaa Valley War was launched to meet five Israelis national strategy goals  [1]  : a. Eliminate the PLO threat to Israels northern border. b. Destroy the PLO infrastructure in Lebanon. c. Remove Syrian military presence in the Bekaa Valley. d. Create a stable Lebanese government. 5. The Israelis population consists of Jewish who practice the religion of Judaism while the Arabs on the other hand practice Islam as their religions. According to their bible (Tanakh) the Jewish were told that they will defeat their enemies and take control of this land no matter who is the enemy. In Koran the Islamic bible the Arabs also was promised the same land. In 1948, when the Jews formed the State of Israel, the conflict between Arabs and Israelis started and they have fought continuously throughout history  [2]  . 6. Lebanon a country comprises of two major religion groups Catholic and Muslims. It was part of Syria before the French separate it 1861. The Catholic wanted a pro western government; however the Muslim wanted a government based on Islam. In 1926 the Lebanese leaders came to a power sharing agreement that the President should be a Catholic while the Prime Minister a Sunni  [3]  . 7. People Liberation Organization (PLO) was established in Jerusalem in 1964, with main Objective to destroy the Israel and gain complete control of Palestine. In Lebanon, the PLO created State within a state gained the support of Muslim population and declared the constitutions of power sharing agreement as obsolete. They collected their own taxes, funded its own school and organized a military that able to challenge Israelis northern border  [4]  . 8. The study of Bekaa Valley war must understand why the Israelis invaded. One of the main reasons for the Invasion was, PLO shelling of northern Israel from the end of 1973 till 1982. During this period PLO manages to launch 1,548 rocket attacks and killing almost 103 people. Usually, the Israelis responded with air raid, border raid and counter shelling as preventive measures. In 1978, Israelis started to lose patient on PLO as a result of failures of their preventive measure. March 1978, Israelis launched Operation Litani with purpose of driving the PLO north of Litani River in Lebanon and create a 25 KM buffer zone. The purpose of this buffer zone was the have an area of free PLO so that they could not launch any rocket attack  [5]  . 9. United Nation manages to pressure and forced the Israel to withdraw and replaced by its own force. The aim of UN was to maintain peace within the buffer zone and reestablishes the Lebanese government. However, the peace did not last long when the PLO starting to take control and began to continue their attacks on northern Israel borders. On 3rd June 1982, Shlomo Argov Israelis ambassador to the United Kingdom was shot by terrorist. The Israelis who needed a reason blamed the PLO and at 1100 on 6 Jun 1982 the Israelis defense force launched operation Peace for Galilee  [6]  . RESEARCH QUESTION 10. The following question is examined while doing this paper: a. What are the key factors to success of Israelis Air Force (IAF)? b. What type off assets employed by the IAF to achieve success? c. What strategy used to cripple the PLO and Syrian by IAF? LITERATURE REVIEW INVASION PLANS 11. Israel Defense Force (IDF) planning for an invasion of Lebanon began in 1978. The lessons learned from the operation Litani formed the basis of the Pine Tree plan. The invasion plan comprised of three alternative plans. The first plan called for an invasion 40 kilometers into Lebanon. Its purpose was to destroy the PLO in the south and their ability to terrorize northern Israeli settlements  [7]  . 12. The second plan was a more ambitious version of the first. The IDF would advance as far north as the vicinity of Beirut. The advantage of this plan was that it would include the PLO training and operational base at Damour, some 12 kilometers south of Beirut  [8]  . 13. The third and most ambitious plan, called Big Pines, included war against both the PLO and the Syrians. This plan called for the seizing of Lebanese territory including Beirut. Civilian leadership generally favored the first plan. However, Defense Minister Sharon and some high-ranking military leaders favored the larger war of the third plan. The plan that was officially approved remains in question  [9]  . COMBAT CAPABILITY 14. Apart from planning the invasion the Israelis also started developing their assets as preparation for the invasion. Even though, Israelis dependent heavily on American technology. However, they manage to develop their own technology. The table bellows show the development of IAF assets from 1973 to 1982 (source the military balance 1973 and 1982). Manpower 1973 1982 Reqular 15,000 30,000 Reserve 20,000 37,000 Equipment 1973 1982 Combat aircraft 488 634 F-4E Phantom 95 138 Mirrage III 35 24 A-4 Skyhawk 160 174 F-15 40 F-16 74 Kfir 160 SAM 10 Hawk bty 15 Hawk bty Table 1: Israelis rapid development of assets from 1973 to 1982 RMAF ROLES 15. Air Power is defined as the ability to project military force in air or from flatform or missiles operating above the surface nation RMAF primary mission is to defend the sovereignty and integrity of the nation and its interests through the proper and effective use of aerospace power. In order to carry out this mission RMAF define its roles in air power doctrine so that employment of assets and manpower can be utilize to the fullest in war  [10]  . 16. RMAF air strategies fall essentially into four broad roles  [11]  : a. Counter Air role. b. Force Application role. c. Force Enhancement role. d. Force Sustenance role. 17. Tables bellow defined the roles in details  [12]  : ROLES OPERATIONS MISSIONS TASKS COUNTER AIR OCA Airfield Attack To attack Aircraft on ground, Ammo and Fuel dump, C4I, Airfield facilities. Fighter Sweep Seek and destroy airborne aircraft, SEAD Destroy, neutralise, and degrade Radars and early warning systems, SAMs, AAA. DCA GAI Intercept, Identify, Shadow, Intervene and/or Force down, or Engage enemy aircraft. CAP Escorts Protect FGA aircraft or HVAA. Table 2: Examples of Counter Air roles and its operations and missions ROLES OPERATIONS MISSIONS TASKS FORCE APPLICATION STRATEGIC ATTACK To destroy, neutralise, degrade or disrupt; COG and Vital points. Destroy, neutralise and degrade HQ, key industries, and fielded forces and infrastructures. INTERDICTION To destroy, neutralise, degrade, disrupt or delay: LOC, War sustaining and military potential beyond the battlefield. Destroy, degrade, delay supply depot, HQ. OFFENSIVE AIR SUPPORT (OAS) BAI Destroy, neutralise or delay land forces, LOC, war machines, bridges. CAS MARITIME AIR OPERATIONS (MAO) ASuW Detect, identify, neutralise, destroy, ships, mine laying, ASW Detect, locate, track, submarine, mine laying. ARMED RECCE Opportunity targets within the battlefield. Locating and attacking personnel, material and facilities. Table 3: Examples of Force application roles and its operations and missions ROLES OPERATIONS MISSIONS TASKS FORCE ENHANCEMENT AIRLIFT Scheduled services. Movement of personnel and supplies. Airborne operations. Airdrop of personnel or cargo. Air logistic support. Distribute or recover personnel and materiel. Special air operations. Insertion and extraction of special forces, leaflet drop, voice broadcast. Aero-medical evacuation. MEDEVAC, CASEVAC, BODEVAC. AIR-TO-AIR REFUELLING (AAR) Towline AAR missions. Provide air-to-air refuelling. Trail AAR missions. AEW C Early warning and Surveillance. Provide information on enemy activity; provide air picture to AD forces C2, maritime surv. Control of air operations Control, monitor and direct OCA missions, manage AAR assets, coordinate rescue, assist in navigation. Weapons control. Control fighters, armed heli and GBAD. ELECTRONIC WARFARE (EW) ESM Search, intercept, identify and locate EM emissions. ECM Electronic jamming, neutralisation or deception of en C2, EM capabilities, acquisition and targeting and combat capabilities, launching active decoys like chaff and flares. EPM Spoofing, inserting erroneous information. ISR OPERATIONS Strategic recce. Strategic warning, provide info for RD and weapon systems acquisition. Operational recce. Weather and geographical recce, defining vulnerable and vital enemy elements. Tactical recce. BDA, combat assessment, tactical threat warning, target imagery. SPECIAL FORCE OPERATIONS Unconventional warfare, direct action, Combating terrorism, special recce, Civil affairs, PSYOPS, Information operations, Counter proliferation Collect intelligence, sabotage, espionage, rescue, target laser designation, path-finding. Table 4: Examples of Force Enhancement roles and its operations and missions ROLES OPERATIONS MISSIONS TASKS FORCE SUSTENANCE BASE DEFENCE OPS Base active air defence Defend from air attack (SHORAD, AAA). Base passive air defence CCD, dispersion, air raid warning, reconstitution, recuperation. Base security Anti: sabotage, espionage, insertion, infiltration. BASE SUPPORT OPS Training Receive, Induct, Special skills. Operations Provide ATC, airfield, rescue, fire fighting, wx and C4I services. Material Supply, RD, clothing, refuelling, ammunition transportation, rations. Maintenance Servicing, repair, testing, salvage, refurbish, manufacture. Administration Organising, Planning, Finance, Religious and Medical services, Welfare Discipline, Law and order and Accommodation. LOGISTICS OPERATIONS Material Acquisition, Movement, Distribution, Storage, Maintenance, Disposition. Personnel Movement, Evacuation, Medical care. Facilities Acquisition, Construction, Maintenance, Disposition, Operation. Services Acquisition or Furnishing. CSAR Search, Locate and Rescue. Downed Aircrew or Distressed personnel. Table 4: Examples of Force Sustenance roles and its operations and missions DISCUSSION TRAINING 18. The lesson learnt from the previous conflict prompt the Israelis to have better preparation for the invasion during the Beckaa Valley War. One of their main preparations was training. The main objective of the training was to get the personnel to know in dept of whats going to happen during the actual invasion. Massive training conducted at the borders involving numerous personnel and assets. Advancement in technology is key assets to IAF. However, in order to achieve success the IAF personnel need to understand and have experience in handling this equipment. 19. The IAF conducted extensive northern border training exercise which acted as rehearsal for incoming invasion. The exercise was conducted for the period of 13 months which include rehearsal of sorties against simulated SAM-6 target at northern desert. This countless rehearsals eliminate many problems that the planners did not see when drafting the invasion plan. This rehearsal also intended to create planed desensitization of the PLO and Syrians. Fearing the invasion is on the way the PLO and the Syrians reacted to first few training exercises. However due to the alert fatigue the PLO and Syrians ignored the following training exercises including the actual invasion. INTELLIGENT 20. Electronic Warfare (EW) involves action to control electromagnetic spectrum or directed energy; this action will impede the enemy capability or ability use the electromagnetic spectrum. Electronic signal Intelligent (ELINT) is a way to gather intelligent by use of electronic sensor. Signal identification is carried out by analyzing the collected parameters of specific signal to know its criteria, this data usually highly classified and protected. The gathered data usually pertinent to the enemy defense network especially the electronic part such as radar and surface-to-air missiles system. 21. As preparation for the invasion the IAF remotely piloted vehicles (RPV) overflew the area where the Syrians position their SAMs. These RPVs collected the intelligence which later used to develop the attack plan. The IAF use two assets in achieve the ELINT mission. The Mastiffs contained gyro stabilized television and high resolution camera which proven its effectiveness in photo reconnaissance. The Scouts is configured to carryout ELINT mission, picked up the radar emissions which enable the fingerprinting of the Syrians SAM radar. Both this assets able to deliver the information picked up directly to airborne or ground command post for immediate analysis. 22. Information gathered by the RPVs proven its effectiveness when the IAF manage to carry out their Suppression of Enemy Air Dense (SEAD) operation accurately and effectively. SURPRISE 23. Surprise depends on the initiative and is made more attainable by the versatility of the aerospace power. Where, when or how the enemy is struck is relatively independent of where and how and air force are postured Surprise is air power strongest advantage (air Power doctrine). 24. During Beckaa Valley war the IAF was able to achieve real surprise in the invasion because of Palestinians alert fatigue or cry wolf syndrome. The planed desensitization of PLO and Syrians worked when the IAF actually invaded Lebanon their ninth exercise and found that no real resistance from the PLO and Syrians. The PLO assume that, they had developed a deterrent to an Israelis invasion and the Syrians assumed that an attack to their SAM side is too risky for the IAF based on high losses that IAF suffered in previous conflict. Holding element of surprise in hand, along with good plan and precise intelligent IAF achieved success in Beckaa Valley war. COMMAND, CONTROL AND COMMUNICATION (C3) 25. C3 technology encompasses the capability to acquire, process and disseminate information across the force. The capability must be reliable, provide secure multilevel access, and be protected from enemy attacks. This will require advances not only in computing hardware and software but in the interconnecting fabric of communications. An important point to realize is that C3 is a human function. The method by which command and control is carried out is the C3 system, which serves to augment the cognitive functions of the individual engaged in command and control. A complex C3 system is an integrated combination of people, procedures, and hardware used to enhance the ability of the individual performing command and control. 26. IAF commanders proved that effective C3 is an important ingredient to successfully integrate combined armed effort. The IAF projected the role of C3 as the nervous system and the tactical commanders act as the brain. Two main assets that participate in C3 efforts was Israelis version of Boeing 707 and E-2C Hawkeyes. The Boeing 707 serves primarily as an electronic support measure (ESM) and electronic counter measure (ECM). ESM involves gathering of information while ECM involve in jamming and deception of enemy communication. The E-2C served as airborne command post, on this aircraft the tactical commanders was able to process real time intelligent, develop true picture of the tactical situation, coordinate its offensive assets with the proper timing, monitor the attack live and assess the effectiveness of the attack. SUPPRESSION OF ENEMY AIR DEFENSE 27. Once the training rehearsal completed, sufficient intelligent was gathered and setup of effective C3 is done the IAF went into action. To make a way for easy air battle its important to IAF to launch SEAD operation which is divided into 3 phases. 28. The first phase involve deception which stimulate the Syrians radar into action. The IAF launch RPVs over the target to re-verify the location of the SAM sides and their radar frequencies. The slow speed of the RPVs did not generate interest of the Syrians who thought another training rehearsal is ongoing. Combined with the ground forces the IAF launches Samsons and Delilahs decoys which received attention of Syrians because of the size and speed of this decoys similar to attacking aircraft when viewed on radar screen. IAF also launches these decoys in the direction of the sun to degrade Syrians optical guidance system which leaves them to relay on their radar. The Syrians took the bait as the launch their missiles towards the incoming decoys and increase their vulnerabilities to anti radiation missiles (ARM). The Boeing 707 sensor confirms the Syrians radar was fully activated and when they were on first reloads cycle the second phase was launched. 29. The second phase involved a lot of activities into effective harassment and suppression operation. The Boeing 707 now uses its ECM capability start jamming the Syrians radar. The jamming activites is not only carried out by the Boeing 707 it also involves ground based jammers and airborne jammers located on attach helicopters. Artillery fire with the aim of the targets adjusted by image from the RPVs started to harass the SAM operators. The SAM site also bombarded with 105mm Howitzer cannon and the same time the IAF launches chaff dispensing rockets to emphasis the jamming technique. With radar screen blinded and the operators harassed by the artillery fire, the IAF went into action. The F-4E launches Shrike and standard ARM missiles which homed in on the radar antenna. Once the attack was completed the tactical commanders was able to determine the remaining SAM that need to be destroyed. 30. The final phase of the SEAD operation concentrated on destroying the remaining Syrians SAM. E-2C Hawkeyes now vectored the IAF F-16s, A-4 and Kfir through undefended area to carry out attack on surviving radar vans and SA-6 missiles launchers. The IAF use multiple ammunition in this attack such standoff ammunitions, cluster bombs and general purpose bombs. The Syrians tried to fight back with launching the remaining missile, but due to the jamming effect their missiles lack of target acquisitions and target tracking the was ineffective towards IAF high maneuverable aircraft. THE AIR BATTLE. 31. The Israelis again utilize RPVs, Boeing 707 and E-2C Hawkeyes for the air battle. When the Syrians MiGs takes off from their air field the Israelis commander was able to watch live image feed through the RPVs loitering over head Syrian airfield. The E-2C Hawkeyes also was able to watch the MiGs takeoff using APS-125 radar which able to detect and track target up to 250 miles and ALR-59 passive detection system able to detect and classify target up to 500 miles. Using this advance technology the controller on board of the E-2C Hawkeyes vectored IAF F-15s and F-16s fighter to intercept the Syrian MiGs. The Syrians used Russian fighter tactic which highly dependent on ground controlled intercept (GCI). However, when the Syrians radar and communication line was jammed they were literally become sitting duck for IAF F-15s and F-16 fighter. LESSON LEARNED COUNTER AIR x. Counter air defined as the use of air power to deter, contain or defeat the enemy air forces. It assures the friendly use of the environment while denying its use to an enemy. Counter air roles can be divided into the following roles. x. Offensive counter air (OCA) To destroy, disrupts or confines enemy air power at their source and prevents them from conducting their own counter air campaign. x. Defensive counter air (DCA) Employ interceptors, escorts, armed helicopters or GBAD against enemy forces threatening to engage own forces or facilities or infiltrate our airspace. X. During the Beckaa Valley war the Israelis demonstrated how to apply counter air role in war. They showed how OCA able to achieve air superiority and open a getaway for DCA operation where they carried out the SEAD operation. FORCE APPLICATION x. Armed Reconnaissance is part of operation that carried out for force application roles. Mission is designed to for the purpose of locating and attacking targets of opportunity. It is a form of interdiction against opportunity targets in a designated area or along lines of communication within the battlefield. Control of the electronic spectrum showed how an integrated plan using RPVs, decoys, chaff and anti radiation missiles (ARM) can be used to terrorize the enemy. The ability to control electronic spectrum also will tremendously reduce the losses of friendly aircraft. FORCE ENHANCEMENT It multiplies the combat effectiveness of air and surface forces and increases the ability of these forces in non-combatant roles. The main operations applied at Beckaa Valley are Airborne Early Warning Command (AEWC) which employed using Boeing 707 and E-2C Hawkeye aircraft. Intelligent, surveillance and recce used the RPVs to carry out the mission. Employment of EW using various method, technique and equipment determine the success of IAF The Israelis demonstrated how the proper combination of air and land operation can cause devastating defeat of the enemy. Land based support through jammers, artillery, rocket, and missiles not only contribute but the cause huge damage to Syrian e SAMs. This action shows how important for the nation armed forces to concentrated all the weapon system available to achieve one goal. x. Israelis manage all the assets available to them through effective use of 3C; they demonstrated in any war the access or denial of C3 can make huge difference to determine the success of the mission. Having access to real-time intelligent benefited the Israelis to have better situational awareness and denial the Syrians of C3 create confusion within the Syrian forces and this is become the key for Israelis success at Beckaa Valley. x. Capability of having advance technology compare to your enemy will determine the success of any war. During Beckaa Valley the Israelis is well equipped with advance technology from the Americans. Even tough, the Syrians are equipped with the Russian technology but it is well known that the Russian was never fully transferred their full capability or technology to any country. The F-15 and F-16 is way much superior fighter compare to their adversary the Migs 21 and 23. Losing the C3 causing the MiGs lost direction and become practice target for the Israelis fighter. CONCLUSION It is easier and more effective to destroy the enemys aerial power by destroying his nests and eggs on the ground than to hunt for his flying birds in the air. Gen Giulio Douhet x. The Beckaa Valley war is an operation launched to achieve the Israelis national goal. To achieve this goals the Israelis demonstrated how a proper training, outstanding C3, intelligent gathering, control of electromagnetic spectrum and advance technology able determine the success of a war. RECOMMENDATION TRAINING x. As proven during Beckaa Valley war a proper training will determine the success of the war. RMAF has to plan the training according to the future needs especially paying particular attention into the electronic warfare. EW had to be implied to all officers and others ranks; starting from the basic training, EW should be included in training syllabus of recruits and cadet officers. x. Theory training must continue with practical training so that when the actual conflicts take place the personnel knows what to do. Currently RMAF are conducting EW training at Pusat Latihan Peperangan Khas (PLPE). However, the training which divided into basic and advance training lack of practical training. Lack off assets is a factor contributing factor for lack of practical training. RMAF had to revise the procurement plan so that it will include more EW assets and proper training can be carried out utilizing these equipments. ELECTRONIC WAR FARE SUPPORT CENTER (EWSC) x. EWSC was set up in 1995 to support the HAWK fleet EW operation. However the operations have not achieved its goal due to insufficient equipment. The F-18D has the capability of airborne self protection jammer but this equipment is only operating within the F-18 fleet. The latest procurement of sophisticated fighter the Su-30MKM incorporates the advance EW system; again this system is operating within the Sus. RMAF will not achieve success on EW if the current trend of buying is not changed. Every proposal of new EW system need to be studied thoroughly by EWSC and ensure the procurement can be integrated to all RMAF platforms x. EWSC must play more critical role during peace time. Analysis of data captured is critical for usage during conflict. Proper equipment has to be procured to support more advance function of EWCS. Interoperability between aircraft needs to be improved and RMAF had to make a clear requirement for the future needs so that it will tally by the way the war in future will be fought. ASSETS x. When we talk about assets for future conflict before we make any recommendation lets look of what our neighbors have; Country (Singapore) EW equipment Capability Ground SIGINT Operation Capable of comprehensively and systematically monitor communication out to 2,000 KM around the Island Airborne SIGINT Operation 2 x C-130 equipped with Israelis technology to carry out SIGINT, COMINT, ELINT mission 6 x Fokker-50 Maritime Enforcer Mark-2 maritime patrol aircraft equipped with modern SIGINT system Able to carry out EW mission from Australia, Andaman sea, west coast of Malaysia, Thailand and Myanmar. Unmanned Aerial Vehicle (UAV) 40 X Searcher Mark II Israelis made Scout UAV Able to carry out task/mission that risk to human pilot, slow speed and low penetration will avoid radar detection and carry out SIGINT, ELINT and COMINT mission. Airborne Early Warning 4 X E-2C Hawkeyes Better coverage compare to ground radar and able to become airborne command post. Table 2; Singapore EW capability. x. Based on the table above can we determine where do we stand in term of EW? Are we able to defend our nation if we are under attack? These are some of the question that will hunt RMAF if we do happen to have conflict with our neighbors. Current RMAF assets are not capable of conducting EW campaign, even though we do have some EW elements on HAWK, F-18s and Su-30MKM but the usage is very limited. We recommend that RMAF to look into the future procurement list and start listing the following EW assets if we want to achieve success on EW conflict; x. UAV x. Airborne Early Warning Command System. x. Ground base or airborne based jammer system. X Protection of our communication line through Frequency hopping systems