Five Forces model, Ryanair free essay sample

Ryanair benefiting from large economies of scale and have massively reduced long run average costs. They have struck deals with Boeing and Airbus for reduced prices (1/3rd of listed price) on 737 aircraft in bulk buying therefore new entrants to the market will not get these reduced prices as they do not hold a similar relationship and they will not be able to order in bulk. Ryanair have struck deals with many local airports over flight paths and air-time, Ryanair therefore aren’t charged with air traffic time, but in return, promise these local airports a set amount of passengers to enter that airport each year, which leads to passengers spending money in these airports. These deals have seen Ryanair further reduce costs, as well as restrict suitable air traffic slot availability to the airport as there are limited routes. Ryanair operates in 180 airports over 29 countries, flying 1,611 routes with over 1,500daily departures whilst easily outstripping competitors and increasing barriers to entry. We will write a custom essay sample on Five Forces model, Ryanair or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Increasing global fuel costs will not hit Ryanair’s profits as their costs elsewhere are the lowest in the flying industry. As a result of these low costs, Ryanair have been able to charge the lowest average fair of any low carrier airline in the UK, further increasing barriers to entry as new firms will not set those prices seen below. Despite Ryanair recording 18% profits on capital return, in a very profitable industry, threat of entry is still low due to exploited economies of scale and very low long run average costs that Ryanair have reduced over time. Low threat of substitute products or services Main substitutes are Trains/Buses/ Ferries Eurostar ticket ranges from ? 50-? 180 single ticket therefore more expensive and takes longer. Companies such as Eurolines have cheaper rates than Ryanair, but not as comfortable and more time consuming to get to destination. Ferries again tend to be a similar price to Ryanair’s flights but again they are more time consuming and are therefore not seen as a strong substitute. These threats are weak at the moment, however this could change given increasing global environmental awareness in the future leading to fewer passengers travelling on planes. Also CUSTOMER DISSATISFACTION WITH RYANAIR MAY LEAD TO ALTERNATIVES. However, given Ryanair’s ability to reduce costs and maintain the newest and most efficient fleet, the threat of substitute products is low. Bargaining power of customers (buyers) Customer satisfaction with Ryanair is very low and this could see it lose much of its brand loyalty in the future. The bargaining power of customers is therefore high given the alternative low cost airlines and substitutes to flying and these buyers could force down prices by switching their preferences away from Ryanair. However, Ryanair see this as an opportunity and have started to take advantage of this having experienced growing cash flows and operating profits since the recession. Ryanair have started to implement policies such as friendlier websites and less fines for overweight baggage. This should start to win over passengers from more costlier airlines, without Ryanair having to change their obsessive cost cutting business model too much. Ryanair need to target social media as well as increase advertising to start winning customers over with brand loyalty otherwise the tendency for  customers to leave with any change in price over fares or bad customer service will be much higher. Bargaining power of suppliers There are only 2 producers Boeing and Airbus- Market for production of planes is a duopoly therefore the bargaining power of suppliers is very high. This means that these companies have been charging very high prices for their planes to all airline companies. Boeing sells only 737 mo dels to Ryanair, further increasing its bargaining power over Ryanair as no other company makes the 737. Despite this high bargaining power, Ryanair have avoided paying premium prices for Boeing 737s for 2 main reasons: 1. Ryanair is Boeing’s fastest growing customer having recently gained 20% of EU market share, therefore a change of preference towards Airbus or an alternative aircraft producer would lead to a rapid fall in production of planes as demand would decline 2. Ryanair bought the bulk of its fleet in 2005 where demand was at a record low post 9-11 and the Gulf War in 2003. It is believed that Ryanair paid 1/3rd of listed price given the low demand and therefore shows that Boeing may not have the bargaining power over Ryanair that you would expect in a duopoly Additionally, the reported emergence of an aircraft producer in China could undercut costs of Airbus and Boeing, decreasing their bargaining powers further. Low Intensity competition Ryanair’s cost cutting business model seen above reduces competition in the following ways: 1. Experiencing enormous economies of scale has reduced threat of entry and helped them gain 20% of EU market share making it easily the largest low cost airline company in the EU 2. This has allowed them to reduce the price of the average fair significantly as shown in the table above, further increasing their customer base and therefore the market. 3. Plans for the future including buying 175 more in the next 5 years. Ryanair already has the largest and the newest fleet (4 years) therefore making the planes more cost effective and further increasing their competitive advantage As a result, Ryanair is now the top Airline in Spain, Italy, Poland and Ireland. Even though Ryanair may lose some of their competitive advantage through lack of advertising, their economies of scale combined with their ever-expanding fleet and number of flight paths means that there is a low intensity of competition.

Low-level Waste facility essays

Low-level Waste facility essays Nuclear Fusion, a process in which two light nuclei combine to form a single heavier nucleus. An example of this is the sunrays they are the simplest form of nuclear fusion. The use for this is fusion is used as a fuel. But the risks are radiation poising which is very deadly. Nuclear fission, a reverse process of fusion. So its a process in which a heavy nucleus splits in to two smaller nuclei. The simplest form is particles going into are atmosphere from space. We use it by making atomic bombs. It can also cause radiation poising which is very deadly. Radioactive Decay is the time required for one half of the atoms in any starting sample of a radioisotope to decay. An example of how long this takes is radionucliden. This element has a half-life that ranges from 50 days to 15,700,000 years. When the radioactive materials buried breaks down the environment is destroyed. Radioactive decay is used by us to treat cancer and alpha rays are used in smoke detectors. Gamma and beta rays give off a radiation poising which is extremely harmful and hard to contain. With all these things that can happen if you put a low level waste facility in your area it over weights the pros. In till waste management is studied and we know more about it I dont advise putting one in your community. It can be harmful and its present a long time in the atmosphere and the land. ...

Can any business afford to be socially responsible Research Paper

Can any business afford to be socially responsible - Research Paper Example usiness ethics and the social responsibility are two aspects of a business that go hand in hand, thus a business person will have to tackle the aspect of social responsibility in the running of the business. This research report uses scholarly sources, as well as books, to draft a detailed report, and as sources of references. The sources were immensely helpful and helped us to come up with solutions that concerned the topic at hand (Rachael, 2007 p2858). The sources gave compelling evidence and sample case that all came at handy in the research. All sources had the same theme of corporate social responsibility and all had the same view point on the same (Rachael, 2007 p2859). This research was carried out by reading reports of projects carried out on corporate responsibility; this included the book by Jean Brick. The research was majorly carried out in the internet where we found many sources with detailed reports on social responsibility. Internet resources that are relevant to this research project include a website by the brotherhood of St. Laurence on cooperate social responsibility among others. However, this document, by brotherhood, provide detailed arguments on the social responsibility of the cooperate world. The research was carried out for several days. This period was used to read the various reports that touched on the business and social responsibility. The research found out that social responsibility is a key factor that affects business functionality and productivity. All businesses should be socially responsible (CPA Australia, 2006 p11). Companies are judged by the way they conduct themselves in the context of pursuing their business aims and objectives (Brotherhood of St. Laurence, 2006 p2). In this respect, a business deals with the environmental and social issues that influence its business operations. These issues also play significant roles, in how the society will perceive the business, which also affect the company, in a positive or

Rooms Division Operations Management Assignment - 2

Rooms Division Operations Management - Assignment Example The Five Seasons Hotel is a five-star hotel which is located in Hampshire, England near Winchester. This strategic location has made it possible for the hotel to enjoy a favorable base for sporting and concert events, especially during holidays and weekends. The hotel offers a combination of contemporary and traditional style to a diverse market. The hotel has air-conditioned lavish rooms which are designed and decorated with state of the art technology. The guests in the hotel as treated to a wireless internet connectivity, gym in a fitness center, sauna, and spa treatment. The hotel has a very nice impression because it has comfortable beds which are large enough for comfort. The staff is very hospitable and welcoming whose charm motivates their guests to visit them again and again. The regular refurbishment is done in order to keep the facilities up to date with the changing trends in the industry (Kasavana, & Richard. 2005). Rules and regulations are set by the government in this industry in order to govern the operations of the business and also regulate the treatment of the guests, employees, food, beverages and the environment. With regards to room division, the following legislation and regulatory requirements apply. The Disability Discrimination Act was established in 1995 as a civil right of disabled people to enjoy the hotel services without discrimination on the basis of their disability. This act was replaced in 2010 by The Equality Act. This allows for the hotels to install facilities and services which cater for disabled persons in terms of hearing, mental, learning or dyslexia illness. The Five Seasons Hotel complies with this regulation by treating disabled persons as other able persons.

Research paper summary Carrying capacity Example | Topics and Well Written Essays - 500 words

Summary Carrying capacity - Research Paper Example The methodology employed is two pronged as mentioned. The laboratory study was first to be carried out. The study examined various components of the Maculinea arion like its feeding preferences, autumn food consumption and growth and the winter period weight loss. The sample size included a total of 69 caterpillars reared from the onset of their final instars in the late summer to the month of May. In addition, each caterpillar was kept in a seven cubic centimeter plastic box that was furnished with a small piece of moist sponge. During that period, fresh food was supplied to the specimens after every 2-3 days to ensure that there was a surplus in the food given to them. It is also important to note that caterpillars were categorized into different sets with each set provided with a different food type and composition to enable the accurate determination of the objectives of this study. Each caterpillar was also weighed weekly to and kept in a clean box with the resultant weight being recorded for each caterpillar. In addition to the variables obtained in the laboratory set up, published materials were also used for the purposes of the number and biomass of the immature stages of M. sabuleti that were available to final instar caterpillars of Maculinea orion. Finally, estimates were carried out from the mean body weight that was obtained 2 days before eclosion. The field study involved the examination of mortality rates of wild Maculinea arion adopted at different densities into Myrmica sabuleti nest. This was measured during a five-year period study on site X. The study involved the introduction of the caterpillars at different stages of the duration with excavations and counting being done. The obtained data was subsequently being recorded to monitor the changes and effects of the different seasons, eating habits and species behavior. As a combination of the two methods and integration

Clinical Decision making and the Nursing Process

Clinical Decision making and the Nursing Process Internal and external variables such as the nurses personal experience, knowledge, creative thinking ability, education, self concept, as meshed with the nurses working environment, and situational stressors all can work to enhance or inhibit effective clinical decision making for a nurse. (OReilly, 1993) Clinical decision-making is defined as the ability to sift and synthesize information, make decisions, and appropriately implement those decisions within a clinical setting. Practicing nurses must effectively identify and solve the problems of patient diagnosis and treatment by using such a model. One means of doing so, paradoxically, is to identify the barriers to decision making so they can be overcome by the use of more effective decision-making tools. The nursing process itself involves the need for quality decision-making at every sage of assessment, diagnosis, planning, implementation, and evaluation of patient needs and demands. (Nursing process, 2006, Wikipedia) Thus, both p rocesses are interrelated; as to be a good nurse a nurse must be a good decision-maker. Describe Patricia Benners stages of clinical judgment According to the nursing theorist Patricia Benner (2004), the novice nurse has little experience, and must essentially proceed by rote to function as an effective nurse in the clinical setting, such as a first year nursing student who needs constant guidance from other hospital staff members. A recent graduate nurse or advanced beginner possesses some minimal clinical practice and can grasp attributes but not aspects of the clinical setting without constant assistance. In contrast, a competent nurse has a filtering device of experience to know what to ignore and what to assimilate in the clinical setting, based upon greater levels of experience than the advanced beginner nurse. A proficient nurse has made the leap beyond basic competence into a more holistic assessment of understanding of patient needs. Finally, the expert nurse no longer relies upon clearly articulated analytical rules of judgment regarding patient diagnosis and treatment at all, but can proceed to judgment on a mor e intuitive, but still rational level. The expert can deploy both creative thinking and rational thinking simultaneously and effectively in the clinical environment. Discuss the ways in which the nursing process contributes to effective clinical decision-making The nursing process of assessment, diagnosis, planning, implementation, and evaluation are dependant upon both the nurses personal qualities as well as upon the setting of the assessment. (Quan, 2006) For example, during the assessment, increased knowledge on the part of the nurse practitioner leads to greater clinical accuracy in judgment. The more experienced nurse knows what to look for, based upon clinical knowledge and personal experience, and can use that observed and filtered knowledge in making a more competent diagnosis. A more competent diagnosis leads to a better-planned and implemented course of treatment, and a better assessment of how and if the treatment is working. (OReilly, 1993) But treatment is not merely a checklist. Intuition is also said to be the hallmark of expert judgment, where intuitively on a subconscious level accumulated knowledge kicks in in helping the nurse understand what, if anything, in the patients state of health may be wrong. Creative thinking when assessing the patients psychological and physical state, the ability to fuse emotion and reasoning in the mind of the seasoned nurse, can lead to a better mental selection of important data and a more effective diagnostic conclusion. (OReilly, 1993) Also, self-concept, the empowered use with confidence of ones knowledge that comes with experience and the practice of years can increase the speed and efficacy of the planning of the treatment and its implementation and evaluation. However, it is important to remember that even in expert nurses, stresses such as less then optimal staffing or undercutting confidence through interpersonal staff conflicts can increase anxiety, and can threaten the ability to make an effective diagnosis. A lack of sleep, an overwhelming patient load, or staff condescension, especially in less confident novice nurses can all inhibit the use of ones personal assessment tools and thus disrupt the process of effective nursing in the clinical environment. (OReilly, 1993) Provide examples of how planning for the provision of nursing care might differ at each stage of clinical judgment. Nursing processes are thus always in a dialogue between the nurses own personal competence (internal factors) and the external stressors of the environment. For example, take a highly contentious situation in the ER when a patient may come in, late at night, complaining of chest paints, agitated, and certain that he or she is suffering a heart attack. A novice nurse, in her process of assessment, diagnosis, planning, implementation, and evaluation might merely register the patients emotional distress and immediately call for a doctor specializing in cardiac care, accepting the patients own assessment and diagnosis as if it were valid. The nurses lack of confidence and fear of the possible consequences of an untreated attack might drive her to seek immediate assistance to help in the planning and implementation of a plan to aid a heart attack victim.ÂÂ   An advanced beginner nurse, less shaken by the emotion of patient, but proceeding by rote and by the knowledge given to her by professional mentors during her minimal previous clinical experience, might go down a checklist of evaluating the patients pain, such as where is the pain localized, when the pain began, then asking the patient to describe and rate the pain, and based upon such an assessment, diagnosis the cause and severity of the case before seeing assistance in planning and implementing a treatment plan either for a cardiac condition or for heartburn.ÂÂ   A competent nurse might, by sight, be able to evaluate if the patients pain was nausea, as in heartburn, or if the clutching pain seemed to affect the patients breathing or numb the patients limbs as might be typical of an oncoming heart attack. A proficient nurse might be able to assess the immediate severity of the condition-even if the pain was heart-related, she or he might be able to offer a finer-tuned diagnosis and plan. For example, if the patents angina was life threatening and required immediate care, or if the pain could be taken care of through a nitroglycerin tablet, for example, and patient rest, before a doctor was called for to evaluate the patients physical health and provide advice regarding future heart care.ÂÂ   Finally, an expert nurse might be able to assess, having seen many heart attacks and heart burn patients go through the ER, might know what was needed almost by sight. The expert nurse would likely be also better skilled in comforting the patient and thus lessening the trauma of the patients trip to the ER and the final diagnosis.ÂÂ   However, it is important to remember at all junctures of this decision-making process, that a crowded or understaffed ER can interfere with such holistic judgment, although the more experienced a nurse is in high-pressure situations, the better able he or she will be to filter out such unnecessary environmental static such as an argument with a colleague, the lateness of the hour, or an uncooperative patient. Experience is not a panacea, but combined with an effective use of clinical decision making and the nursing process, experience combined with the simultaneous and effective deployment of rational and intuitive judgment is the best personal asset a nurse offer to a patient.

For Your World :: essays research papers

For Your World A story consists of many small parts. When these parts are put together they create a piece of literature that conveys a message. This message can be about almost anything. Literature can tell a story about happiness or an experience of love. It all depends on what pieces and how they are placed together which makes a story. Anton Chekhov has written a wonderfully pieced together short story titled â€Å"Misery†. The elements which allow me to understand â€Å"Misery† are narrator point of view, setting, character, and theme.   Ã‚  Ã‚  Ã‚  Ã‚  Setting is the only other device, besides the title, which can set a mood for the story before any characters are introduced. When you place any character in a setting, that setting reflects onto the character. â€Å"Iona Potapov, the sledge driver, is all white like a ghost†¦ His little mare is white and motionless too†¦She is probably lost in thought. Anyone who has been torn away from the plough, from the familiar gray landscapes and cast into this slough, full of monstrous lights, of unceasing uproar and hurrying people†¦Ã¢â‚¬  (69); this quote allows for the reader to build a picture of the scenery. No one would want to have to sit on a sledge for many hours and be covered in snow waiting for someone to come by. The words used to describe Iona’s setting are very carefully picked to create this powerful imagery at the beginning of the story. The city is described as a slough. Slough is defined as a state of deep despair or moral degrada tion. With this deep pit of despair called a town, â€Å"monstrous lights† and â€Å"unceasing uproar† continue all round these two characters. With this as the opening paragraph the story has already started an emotion or feeling inside the readers mind.   Ã‚  Ã‚  Ã‚  Ã‚  How a story is told can alter the meaning of the story. Finding the right combination of who tells the story if very difficult. When the right order of voices are found it makes the story come alive. It allows for the imagery of the person’s actions and the characters thoughts to be read at the same time. â€Å"Misery† has found this great combination.   Ã‚  Ã‚  Ã‚  Ã‚  Narrators are used show or place a given mood in the story. â€Å"It is a long time since Iona has budged. They came out of the yard before dinner-time and not a single fare yet.† (69) At the start of the story the narrator has started the emotion of sympathy for the main character.

The Environment of Crisis on the Nigerian Educational System

Comparative Education Volume 33 No. 1 1997 pp. 87 ± 95 The Environment of Crises in the Nigerian Education System CORDELIA C. NWAGWU ABSTRACT The Nigerian education system witnessed tremendous expansion between independence in 1960 and 1995. However, the rate declined after 1986 when economic depression resulted in the introduction of the Structural Adjustment Programme. A population explosion, frequent changes in the government due to military coups, a depressed economy and unplanned and uncontrolled educational expansion all created an environment of crisis in the education system.The crises included those of poor funding, inadequate facilities, admission and certi ® cate racketeering, examination malpractices, general indiscipline and the emergence of secret cults. Personnel management problems resulted in frequent strikes and closures and the abandonment of academic standards. The thesis is that any society which stimulates the uncoordinated growth of its education system and then fails to provide the necessary dedicated teachers, teaching and learning facilities and operating funds for staff and student welfare services, is creating an environment within which all types of problems and crises will ? urish. Lessons for other developing nations include the need for democratically elected stable governments instead of military regimes and better planning, funding and management of the education system. The National Policy on Education (NPE) It is necessary to examine brie? y the present system of education and its immediate past in order to appreciate the nature, causes and magnitude of the different types of crises in the system.The National Policy on Education (NPE) popularly referred to as the 6-3-3-4 system, was introduced in 1977 and then revised in 1981 (Federal Republic of Nigeria, 1981). It marked a radical departure from the British system of education which Nigeria inherited at independence in 1960. Basically it adopted the American system of 6 years of primary education, 3 years of junior secondary school, 3 years of senior secondary school, and 4 years of university education. Primary education is free, but not compulsory.Junior secondary education is supposed to be free, but it is not yet so in any of the 30 states in the federation. The transition from primary to junior secondary education was planned to be automatic but many states conduct competitive entrance examinations since the available junior secondary schools cannot accommodate all the aspirants. A major emphasis in the NPE is the teaching of pre-vocational subjects to all students at the junior secondary level. The learning of Nigerian languages is also compulsory at the primary and secondary school levels.Much more attention is being paid to women’ s education and the teaching of science, technical and vocational subjects at the senior secondary and tertiary levels. Although many policy documents support decentralisation of the system of administratio n, there is an ever-increasing tendency towards centralisation of Correspondence to: Cordelia C. Nwagwu, Institute of Education, University of Benin, Benin City, Nigeria. 0305-0068/97/010087-09 $7. 00 O 1997 Carfax Publishing Ltd 88 C. C. Nwagwu ducational control especially as the federal government is called upon to assume a greater role in the funding of the education system at all levels. During the 1993 ± 1994 academic year, there were 38,254 primary schools, 5959 secondary schools, 55 colleges of education, 45 polytechnics and colleges of technology and 35 universities in Nigeria. Though some critics consider the above statistics inadequate for a country with approximately 100 million people, the number of institutions represents a phenomenal rate of expansion of the education system between 1960 and 1993.Indeed, at independence there was only one university college, one college of technology, no colleges of education (only 280 low-level teacher training colleges) and 443 se condary schools (Fafunwa, 1974). It is generally acknowledged that the system has developed quantitatively, but it lacks many of the ingredients needed for qualitative growth. The problems in the Nigerian education system which have reached crisis dimensions are direct consequences of the rapid, unplanned, uncontrolled and uncoordinated expansion of the system. Contextual and Theoretical FrameworkNigeria has been politically independent for the past 35 years. During this period, a democratically elected civil government has only been in power for 10 years. The remaining 25 years have witnessed military rule by different military regimes which seized power in military coups. All over the world, military regimes, which although they claim to be a corrective intervention, are usually seen as an aberration since they govern by force and not by the wish of the people. They tend to be unpopular, undemocratic, dictatorial, corrupt and unaccountable to anyone except themselves.In Nigeria, l ong periods of military rule have created problems of instability, uncertainty and degeneration on the political, economic, social and educational scenes. There are very many educational policies which are released in the form of decrees and edicts, but the policy implementation has been haphazard and quite unsatisfactory. Irregular and sudden changes in the government leadership result in good educational policies failing to be implemented in full or even started. In Nigeria there have been ten different governments since 1960, that is an average of one every 3. years. Many people have attributed the various crises currently plaguing the Nigerian education system to the poor and unstable national leadership, the ripple effects of which tend to hit education programmes and institutions hardest. For example, every new government prefers to start its own projects rather than to complete those started by its predecessors. Consequently, in many educational institutions, from universitie s to primary schools, we  ® nd uncompleted and abandoned buildings and other facilities.To make matters worse for the Nigerians and the education system, military regimes have no de ® ned mandate and duration, so the military of ® cers appointed by their seniors to administrative and political positions see their appointments as temporary. They have no constituency and, invariably, they are posted to administer a state other than that of their own origin. With little commitment to the people or to the development of the education system, they cannot afford the luxury of long-term planning. In this operational environment, the education system becomes very vulnerable to crisis.Moreover, in the view of MacKinnon (1960), it is unfortunately true that the opportunities for patronage and, in the Nigerian case, ethnicity and religion as well, will usually bring into power and government institutions people who have mediocre ability or who are more concerned with self-interest than w ith the welfare of the public and the education system. Therefore, the administrative style of the military governments in Nigeria has created a context within which ordinary organisational and managerial problems in the schools quickly turned into intractable crises.The military governments appeared more interested in exercisCrises in the Nigerian Education System 89 ing absolute control over the teachers and students, whom they perceived as potential troublemakers, than in intervening in educational problems which could not be settled quickly with decrees and edicts. This was especially so where the release of funds was involved. Educational planning has been described as the application of a rational, systematic analysis to the process of educational development so that national education can respond more effectively to the needs of individuals and society.Coombs (1970, p. 15) opined that although educational planning per se is not the source of policies and decisions, people who have such responsibilities need it to guide them. It is the argument of this paper that because the Nigerian leaders did not pay suf ® cient attention to educational planning, particularly during the long periods of undemocratic non-consultative military governments, they could not keep the intricate internal and external relationships of the educational system in a reasonable balance.As there were rapid dynamic changes in the social and economic circumstances of the country, the education system could not adjust quickly enough and so the environment of crises became inevitable. Whatever educational planning existed in Nigeria during the unstable and tense years of military regime exhibited the characteristics which Coombs (1970, p. 19) described as focusing on the mechanics and logistics of education rather than on the needs of the students and society. Such planning was therefore short-term in outlook, fragmentary in its coverage, non-integrated and non-dynamic.Moreover, the so cial demand approach to educational planning was emphasised by various governments in Nigeria, both civilian and military, for political and propaganda reasons. Thus, for example, the refusal to charge tuition fees in the universities and the policy of establishing a federal university and a polytechnic or college of education in every state in Nigeria were politically popular but educationally and economically irrational decisions. The policy was made when there were only 12 states in Nigeria.Now that there are 30 states, with the military government in the process of creating more states in 1996, the funding crisis in higher education is being further aggravated. Any education system that emphasises growth and expansion without due regard to the development of reliable sources of funding, an adequate supply of trained teachers for different academic programmes, infrastructural facilities to accommodate natural and stimulated increases in school population and a dynamic economy to absorb its graduates from the schools is laying the seeds that will, on germination, create an environment in which all types of crises will ? urish. Such is the experience of the Nigerian education system. Funding and Educational Development We can examine the crises in Nigerian education from two broad perspectives. One approach is to look at different periods in the development of education in the country and the major crises that featured during each period. This method was adopted by Ocho (1995) when he grouped the crises periods as follows. (1) The crisis of irrrelevance, 1842 ± 1954. (2) The crisis of unequal expansion, 1955 ± 1969. (3) The crisis of unplanned expansion, 1970 ± 1983. 4) The crisis of  ® nancial inadequacy, 1984 ± 1994. In this paper, we shall adopt the second approach which focuses on the crises which have plagued a given period. Here, we shall concentrate on Nigerian education in the last decade and a half, 1980 ± 1995, a period that has created alarm among educational administrators, parents, teachers, students and even the international community. The crisis of educational funding is a fundamental issue because critical shortages of 90 C. C. Nwagwu  ® nance have affected the organisation and administration of education at all levels.The oil glut in the world market in the early 1980s led to a sudden decline in revenue from petroleum products which had accounted for approximately 80% of Nigeria’ s income from exports. The consequences were immediate. The free universal primary education (UPE) scheme which was started by the federal government in 1976 was hurriedly handed over to state governments and the poor ones could not sustain the programme. Bursary awards for student teachers were stopped and subsidised feeding for students in higher education institutions was also abolished.The chairman of the Implementation Committee on the NPE, Dr J. S. Sofolahan, summarised the situation when he said in his 1991 report t hat `The National Policy was conceived in times of oil boom, born in times of oil glut, and nurtured in times of economic depression’ (Sofolahan, 1991). Chuta (1995) said it was important to note that there was a decline of 6% in real gross domestic product (GDP) between 1980 and 1990 and he referred to this as bad for the future of Nigeria.In 1994, the Central Bank of Nigeria reported that the money supply, particularly by way of de ® cit  ® nancing in the economy, increased from 5 N 24. 3 million in 1980 to over 5 N 64. 9 million in 1990. This led to tremendous increases in the prices of goods and services. The Nigerian currency was seriously devalued from the naira to US dollar ratio of 1:1 in 1985 to 85:1 in 1995. Neither individuals nor the educational institutions could cope with the rate of in? ation. Worse still, the federal government reduced its subvention to educational institutions.For example, while student enrolment in the universities continued to increase, the government expenditure per student declined from 5 N 3085 in the 1980 ± 1981 academic year to 5 N 3057 in the 1984 ± 1985 academic year, in spite of rising costs and in? ation in the economy (Akangbou, 1986). In 1994 ± 1995, the government spent 5 N 5000 per university student, but the real value in terms of 1984 ± 1985 purchasing power was only 5 N 500. The management of the education funding crisis has been very unsatisfactory.Basically, the strategy has been to pass the responsibility for  ® nding extra funds from one tier of government to another, and to ask parents to pay fees where none were paid before or to pay more where government subsidies had formerly been provided. For example, the annual tuition fees in state-owned universities increased from an average of 5 N 1000 in 1990 to 5 N 3000 in 1993 and then to 5 N 7000 in 1995 ± 1996. At the secondary level, the tuition fees, even in states that had free secondary education in 1990, rose from an average of 5 N 300 in 1993 to over 5 N 600 in 1995 ± 1996.To help pay primary school teachers’ salaries which were owed several months in arrears, the federal government established the National Primary Education Commission by Decree No. 31 of 1988. This was later abolished by Decree No. 3 of 1991, but was re-established by another government by Decree No. 3 of 1994. Another strategy to address the education funding crisis was the merging of some federal universities. However, the succeeding government, for political reasons rather than to improve the sourcing of funds, demerged them in the late 1980s and they exist today as separate universities.For their part, some institutional authorities embarked on the retrenchment of staff and a reduction in enrolments. These administrative decisions associated with poor funding created problems and shortages in the educational environment. Crisis in Facilities Management The inadequacy of the infrastructural facilities to cope with the very rap id rate of expansion in student enrolment is a major source of crisis in the education system. There are two main reasons for this situation. The  ® rst is a high birth rate of 3. % per annum, thus providing a relatively young population, with 48% of the total population under 15 years of age. The second reason is economic depression and in? ation which have made it dif ® cult to build new Crises in the Nigerian Education System 91 classrooms, maintain the old ones and buy new equipment. In 1985 ± 1986, there were 12. 9 million pupils in the primary schools. The  ® gure for 1993 ± 1994 was 15. 87 million pupils. During this period, very few new classrooms were built to accommodate the extra 3 million pupils, hence there is a problem of overcrowded classroms today.It was the same story in the secondary schools in the period 1989 ± 1994 as Table I shows. TABLE I. Classrooms and enrolments in Nigerian schools Primary schools Secondary schools Year Classrooms Enrolments Clas srooms Enrolments 1989 ± 1990 375,726 12,721,087 76,819 2,749,528 1991 ± 1992 377,439 13,776,854 82,930 3,123. 277 1993 ± 1994 447,859 15,870,280 104,693 4,032,083 Source: Educational Data Bank, Federal Republic of Nigeria (1995). The crisis of the shortage of the infrastructure and facilities is felt everywhere and at all levels of the education system.The library facilities and books are grossly inadequate and so is the provision of classrooms, classroom furniture, laboratories and workshops. Hostels are not available in some institutions, including universities. Where some are provided, the rooms are crowded with students. Chuta (1995) observed that the hostel room shortage had become so acute that a black market racket had developed. In many institutions, buses for students have broken down beyond repair, while even electricity and good drinking water are not assured on a daily basis.To address the shortage of facilities, parents are often asked to provide chairs, desks an d beds for their children in the primary and secondary schools. The government obtained a World Bank loan to purchase books and instructional materials for use in the universities and for secondary schools the federal government secures equipment for vocational workshops under a bilateral agreement with some East European countries such as Bulgaria. Unfortunately, some schools cannot install and use these because they lack the necessary electricity and/or water for their operation, as well as trained technicians to manage and maintain them.The objectives of the NPE cannot be attained in the absence of teaching and learning facilities. Indeed, the environment of the critical shortages of the infrastructure, facilities and services is a frustrating and crisis-generating one. Crisis of Indiscipline and Standards Critics from within and outside education are often locked in serious controversy over whether the standards in Nigerian education are rising or falling because they cannot agr ee on what the standards ought to be in the  ® rst instance.However, Nwagwu (1990) argued that minimum standards in education should be perceived as yardsticks for responding positively to the challenges of relevance, need satisfaction, quality and excellence in the education system. Therefore, any system that fails to meet the population’ s expectations of providing the knowledge, skills, values and attitudes they require to solve individual and societal problems, has fallen below the expected standards. This, in the view of Coombs (1968, p. ), implies subjecting the input into the education system, the programmes and processes and the education system’ s outcomes or products to critical analysis. In this paper, the standards in Nigerian education have been deliberately linked to the various acts of indiscipline that appear to be on the increase at all levels of the system. Three 92 C. C. Nwagwu major acts of indiscipline? admission rackets, examination of malpracti ces and secret cult activities? will be discussed. Admissions MalpracticesDue to the limited vacancies and high demand for placement into secondary and tertiary institutions, there is an admissions crisis, which in turn has affected standards for two main reasons. Firstly, the quota system leads to the rejection of many brilliant candidates and the admission of weak ones because of their place of origin and the connections they have with important personalities. For example, the Federal Ministry of Education formula for admission into the federal secondary schools is as follows: merit 15%, states quota 40%, environment (catchment zone) 30% and exigency (discretion) 15%.The formula for admission into federal universities, polytechnics and colleges of education is merit 40%, states quota 30%, catchment zone 20% and discretion 10%. Secondly and arising from a down-grading of merit as a basis for admission, there is much racketeering during the exercise. Bribery, corruption and nepotism become agents that ensure admission of weak candidates and, at times, even of the bright ones who have lost faith in merit, fair play and justice.As a result of this situation, mediocrity and economic power take precedence over academic standards. Examination Malpractices Related to the admissions crisis is the desperate need to obtain certi ® cates and, consequently, the serious crisis of examination malpractices. Chuta (1995) identi ® ed four main strategies for cheating in examinations by the code names given to them in Nigeria by the students. (1) Life mercenary service by which an academically able person enters the hall and writes the examination for the real candidate. 2) Hall assistance whereby materials useful for answering the questions are brought into the hall with the collusion of the supervisors and invigilators. (3) Express service by which the real candidate sits in the hall while a hired person writes the examination outside and later smuggles the answer script s into the hall. (4) Super express service whereby the candidate is given the question papers in advance; the candidate writes the answers at home and then brings the scripts into the hall on the examination day.Alarmed by this development, the West African Examinations Council and other examination boards cancel thousands of students’ results every year and ban some schools from serving as examination centres. The students affected are expelled or suspended. The Nigerian Government also directed that offenders should face special tribunals under the Miscellaneous Offences Decree to ensure speedy trials and stiff penalties. An important step in solving the problem is to examine the environment that has created the need for these vices and crises in the education system.A proper analysis puts the blame on two main factors. One is the education system itself which puts so much emphasis on examinations. Worse still, the assessment of a student’ s performance is placed on just one examination either for admission to or for the award of a particular certi ® cate. Continuous assessment is still new in the system and it is not a part of the evaluation process for many examinations, such as the Joint Admissions and Matriculation Examination for entrance into the universities, polytechnics and colleges of education. Crises in the Nigerian Education System 93Another factor is that Nigerian society, as in many developing countries, places too much value on the possession of certi ® cates rather than on the acquisition of requisite knowledge and skills. Many students, therefore, supported by their parents and teachers, even resort to criminal activities (including membership of secret cults) to pass the public examinations which will secure these cherished certi ® cates and help obtain admission into higher institutions or employment. The bogus certi ® cates which many people carry about are, in essence, a manifestation of what Dore (1976, p. ) refer red to as `the quali ® cation ± escalation ratchet’ and `the diploma disease’ . In Nigeria today, students refer to their educational certi ® cates as `meal tickets’ . Their main preoccupation is with how to obtain the certi ® cate and not with how much knowledge and skill they have acquired from the teaching and learning experiences in their schools. Unfortunately, the educational environment has not fostered positive attitudes towards the acquisition of essential knowledge, values and skills as a condition for deserving an educational certi ® cate.With educational institutions very poorly funded and with great shortages of quali ® ed teachers, instructional facilities and materials, very little effective teaching and, hence, learning, takes place in the schools. Confronted by employers and a society that are so certi ® cate conscious and competitive entrance examinations into higher education institutions, the environment for admissions racketeer ing, examinations malpractices and membership of secret cults is properly set. Personnel Management ProblemsAfter independence, there was an unprecedented popular pressure to build more schools and to train more and better teachers. The government responded positively to this social demand for education without serious regard to a cost ± bene ® t analysis of the implications. Consequently, between 1960 and 1985, primary school enrolment increased  ® ve times and secondary enrolment over 22 times, while higher education enrolment increased 84 times. As expected, there was also a tremendous increase in the number and quality of teachers.Part-time and sandwich in-service programmes expanded between 1985 and 1995 and led to many professionally trained teachers with the National Certi ® cate in Education (NCE) and  ® rst degrees in education. As a result of this positive development, salaries and allowances have also increased so much that some state and local governments can n o longer regularly meet their monthly obligations to teachers. With poor and sometimes unpaid teachers’ salaries and allowances, the environment has been created for frustration, indiscipline, a lack of dedication to duty and frequent strike action among teachers at all levels.Bereday (1969) remarked that `Financing education is an under-developed and unimaginative enterprise’ (p. ix) and this is very true in Nigeria. Today there are overcrowded classrooms, overworked and underpaid teachers and double sessions particularly in urban areas, yet there are many unemployed but well-trained professional teachers. Hardly a month passes without either a group of primary, secondary or higher education teachers being out on total strike action demanding improved conditions of service.This disrupts academic sessions, breeds ill-taught graduates and retards educational development in the country. The quality of all education systems re? ects the quality, dedication and motivation of its teachers. If teachers are well-supported by the government and society, they can use their commitment and teaching competence to help stem the crisis of student indiscipline and examination malpractices and to reduce the impact of the shortages of facilities and funds. 94 C. C. Nwagwu ConclusionThis analysis of the condition of education in Nigeria shows that unplanned and uncontrolled expansion of the system, inadequate funding, corruption and poor management are mainly responsible for the many types of crises there are today. The organisational climate is not conductive to serious teaching and learning. This is because over the decades, particularly under the military regimes, Nigeria has pursued the policy of an unrestrained positive response to the social demand for education.Thus, within the education system germs of problems had a fertile environment in which to grow until they have become chronic diseases that now threaten the very existence of the system. The Nigerian Government appear to have ignored the important advice given by educators such as Dore (1976, p. 8) that the effect of schooling, the way it alters a person’ s capacity to behave and do things, depends not only on what is learned, but also on how and why it is learned and the environment within which it is learned. There are a few general lessons to learn from the Nigerian experience.The  ® rst is the need for developing countries to aspire to be governed by stable, popular, democratically elected governments which can develop long-term as well as short-term plans for the articulated development of the nation and the education system. Military regimes are arguably incapable of providing such leadership because the hand-picked military junta does not have the training and experience nor the mandate, time and temperament to operate in this way. Secondly, good policies that are haphazardly implemented can create crises.For example, the quota system of admission came into bein g in Nigeria to meet the demands of the `federal character’ provision enshrined in the Constitution of the Federal Republic of Nigeria. This was designed to ensure an equitable representation of all parts of the country in all the federal institutions and the protection of minority and disadvantaged groups such as women. Unfortunately, the formula produced by the government of ® cials for the quota system neither ensures equity nor merit because of its defective formulation and worse still, its poor, dishonest and undisciplined application.The Nigerian experience highlights the point that supervision of the effective implementation of education policies is thus as important as their initial formulation. Thirdly, Nigerian experience suggests that the planning and management of the education system should be left to professional educators who arguably have the training, experience and, above all, the interest and commitment necessary to achieve the effective development of th e system and the attainment of both short-term and long-term educational aims and objectives.Fourthly, schooling is not synonymous with education and political leaders should constantly be made aware of this. Therefore, a situation in which young people are stimulated to go to school but are then denied reasonable facilities and opportunities for effective teaching and learning experiences is likely to lead to a crisis, not only in the education system but also for society as a whole. In Nigeria today, there is a crisis of con ® dence in the ability of the education system to tackle the many serious problems confronting it.Nigeria is at a crossroads where she must develop the courage to  ® ght problems which range from home to school and through society to government. The  ® rst major step is a recognition that the environment that has generated and supported the identi ® ed crises in Nigerian education must be changed if an operational climate that will ensure effective tea ching and learning is to be achieved. In the  ® nal analysis, however, what is needed most are more stable education policies which are faithfully implemented, better planning and the management and utilisation of whatever material and human resources re available for developing and maintaining an effective and ef ® cient education system. Crises in the Nigerian Education System 95 REFERENCES AKANGBOU, S. D. (1986) Financing Nigerian Universities (Ibadan, University of Ibadan, Faculty of Education Lecture Series, No. 2). BEREDAY, G. Z. (1969) Essays on World Education: the crises of supply and demand (New York, Oxford University Press). CENTRAL BANK OF NIGERIA (1994) Statistical Bulletin, 5(1). CHUTA, E. J. 1995) Money syndrome, paper presented at the 10th Congress of the Nigerian Academy of Education at Abuja (Abuja, November 9, 1995). COOMBS, P. H. (1968) The World Educational Crisis: a systems analysis (London, Oxford University Press). COOMBS, P. H. (1970) What is Educationa l Planning? (Paris, UNESCO IIEP). DORE, R. (1976) The Diploma Disease: education, quali ® cation and development (London, George Allen & Unwin). FAFUNWA, A. B. (1974) A History of Education in Nigeria (London, George Allen & Unwin).FEDERAL MINISTRY OF EDUCATION (1990) Statistics of Education in Nigeria 1985 ± 1989 (Lagos, Government Printer). FEDERAL MINISTRY OF EDUCATION (1995) Educational Data Bank (Lagos, Federal Ministry of Education). FEDERAL REPUBLIC OF NIGERIA (1981) The National Policy on Education (Lagos, Government Printer). FEDERAL REPUBLIC OF NIGERIA (1995) Educational Data Bank Statistics (Lagos, Federal Ministry of Education). MACKINNON, F. (1960) The Politics of Education (Toronto, University of Toronto Press).NATIONAL UNIVERSITIES COMMISSION (1993) NUC Statistical Digest 1988 ± 1992 (Lagos, NUC). NWAGWU, N. A. (1990) The Concept of Minimum Standards in Education. Second Nathan Ejiogu Memorial Lecture, Nsukka, University of Nigeria. OCHO, L. O. (1995) A history of the crisis in the Nigerian education system, in: O. ANIMBA, P. OMOLUABI & O. ANOWOR (Eds) The Nigerian Education System in Crisis, pp. 55 ± 63 (Enugu, Amazing Grace Publishers). SOFOLAHAN, J. S. (1991) Chairman’ s Report to the National Policy on Education Implementation Committee (Lagos, Federal Ministry of Education).

MacBeth and Marxist Theory

MacBeth and Marxist Theory Free Online Research Papers Marxist ideology doesn’t simply indicate a belief system, but a manipulative set of ideas designed to benefit a ruling class; one which dictates a false/faulty understanding of social reality and economic foundations. The Marxist viewpoint, as it relates to Shakespeare, according to Wiatt Ropp, in his easy entitled â€Å"Marxist Criticism: MacBeth as Ideology,† suggests that Shakespeare legitimizes established authority and supports its values and beliefs. He supports this theory with the supposition that MacBeth’s ambition and violent behavior â€Å"subverts his world’s natural order, and it results in the ruin of himself and those around him.† If society’s natural condition is harmonious, as those in power tend to assert, MacBeth’s undermining of the political order (killing the king), the moral order (his lies and murder), religious order (seeking the witches consult) and male dominated order (by giving into Lady Macbeth’s wishes), it stands to reason that MacBeth is bad and, therefore, must be punished. How else are those in power able to perpetuate their power? Noam Chomsky suggests that it is the â€Å"intellectuals† within a society that tell the rest of the citizenry how to think and what to do. (87) These intellectuals tend to drift towards the upper end of the social spectrum for their own rewards, and as a result tend to support the interests of that ruling class. Messages that support, for example, the president, the law and the system, then, are the inevitable end result of their undertakings. According to George Orwell, â€Å"Shakespeare liked to stand well with the rich and powerful, and was capable of flattering them in the most servile way. He is also noticeably cautious†¦in his manner of uttering unpopular opinions. Almost never dos he put a subversive or skeptical remark into the mouth of a character likely to be identified with himself.† (61) The implication here is that Shakespeare and MacBeth, exist to support the established authority and social order, that this authority is fair and good and that those who threaten it, as Macbeth has, deserve whatever ill-fortune befalls them. The end game this ideology exists to create is an attitude of resignation; one which encourages the notion that change is not only undesireable, but, more than likely, unmanageable. Research Papers on MacBeth and Marxist TheoryEffects of Television Violence on ChildrenAnalysis Of A Cosmetics AdvertisementCapital PunishmentThe Relationship Between Delinquency and Drug UseCanaanite Influence on the Early Israelite ReligionRelationship between Media Coverage and Social andComparison: Letter from Birmingham and CritoAssess the importance of Nationalism 1815-1850 EuropeHonest Iagos Truth through DeceptionBringing Democracy to Africa

The Affects of Paranoid Schizophrenia In the Brain

The Affects of Paranoid Schizophrenia In the Brain Free Online Research Papers Schizophrenia is a mental disorder that can cause people to lose touch with reality. Some people are convinced they hear or see things that are not there, which are hallucinations and these people become delusional. In Paranoid Schizophrenia, some people that become delusional develop persecution of person dignity. It is caused by a chemical reaction in the brain and some are not even sure of how people come about to have this disorder. The first signs of Paranoid Schizophrenia maybe begin to show anywhere between the ages of 15 to 35.There is no permanent cure for this disorder but there is medication that can be given to show less symptoms of it. Patients diagnosed with schizophrenia are given antipsychotic medication that reduces the symptoms and usually allows the patient to live a more functional normal life. There are many different types of schizophrenia the affect a vast majority of people that live around the world. There is more of a chance being diagnosed with schizophrenia than developing AIDS. Paranoid Schizophrenia is a disorder that inhabits many people, both males and females. People with this condition have constant feelings that they are being watched, followed or betrayed all the time. Many people with schizophrenia do decide to end their lives. There have been studies conducted that show this can be caused by genetics, psychological and social process, and early environment. Some patients may be given medication that can make them better or it can make them feel worse. The onset for schizophrenia in men is usually within their teens or twenties while in women it may be in their twenties or early thirties although the paranoid schizophrenia tends to appear more towards the later end of this rage. Early signs of schizophrenia include social withdrawal, unusual behaviors, anxiety and a significant decline in daily abilities. Delusions and auditory hallucinations may be the part of psychotic symptoms in people associated with Paranoid Schizophrenia. Delusions are thoughts of people believing something is real or true that no one else believes. Often to be thoughts such as someone trying to spy on them, follow them, kill them or even know their thoughts. Auditory hallucinations are voices that no one else can hear and it can be more than one person talking or having conversations. These voices can also cause this person to conflict harm upon themselves and or others. This causes the person to talk aloud and shout to these voices that they only hear at t imes. The people with this type of schizophrenia do not have disorganized speech or behavior that may be seen in other types of schizophrenia. Researches believe that schizophrenia develops during early brain development and there have been studies that focus on the way brain cells communicate with each other through pathways. There are too many or too few connections in certain important communication pathways that have to do with emotion and the control of them. Usually it is in the parts of the brain that produce the most dopamine, which is a neurotransmitter. Technology we have today can be used, such as the MRI, in order to detect the differences in brain activity that occur in the hippocampus, the frontal and temporal lobes. Paranoid schizophrenia is a serious condition that requires a lifetime of treatment. There may be periods that the patient will feel better and may think that they might not need treatment anymore but is no guarantee that medication can work 100% in patients. Having effective treatment will help control these symptoms and can help live a normal functional life. Some forms of treatment are medication, psychotherapy, and hospitalization. The most common type of medication used to help treat symptoms is antipsychotic drugs but this type of drug also can have serious neurological side effects. This is often given to help manage the hallucinations and delusions. Other medications may also be antidepressants and anti-anxiety prescriptions, which can help with stabilizing moods and anxiety. Getting the right treatment is such an easy thing to do being that people react different to different medications and some may cause serious side effects that can make the person worse. Psychotherapy is another important form of treatment for schizophrenics. This can include family therapy or individual therapy. This type of treatment is not suitable for everyone with this condition but it can help some. People that do need hospitalization are often people that have severe symptoms, to ensure the safety of themselves and the people around them. 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Marriage versus living together Essay Example | Topics and Well Written Essays - 500 words - 2

Marriage versus living together - Essay Example They would not have anyone on their head to do the chores and thus be responsible for their own acts, behaviors and just about everything that comes under the heading of cohabitating. There is the premise that knowing the other partner is significant since it will form up as an essential ingredient in the line of marrying each other. One finds the strengths and the weaknesses of the other person when he lives with the partner and thus finds what is going on within their own lives and how best they could share their own selves with their chosen partners. Furthermore, the significance of living together by the couples becomes apparent when the issue of rockier marriage arises. This is because men and women would cheat after they are married and hence there would be no looking back by the other partner. In a living together scenario, if a partner cheats the other partner, there is always room for leaving the other partner high and dry and moving out of the house. The relationship ends there and then – no room for legal procedures, no court cases and no litigations at all. Cheating after marriage is a trauma that can neither be taken by a man nor by a woman, no matter whichever society they belong to. Nearly every culture has had some negatives drawn against the element of cheating in a marriage and thus all endeavors must be made to address this issue once and for all. Also, the pros and cons of living together have been outlined in cultural settings and have usually been described in detail by the cultural understandings and interpretations. Some religions like Islam are totally against such practices and even the religion of Christianity at some places and more so within the sexual domains has abstained from cohabitating in essence. Marriage however is a totally different perspective that is on offer even in the present times. It asks for more

Intelligence Essay Example | Topics and Well Written Essays - 250 words - 2

Intelligence - Essay Example ion was majorly to be effected by the CIA, as well as the DCI, as they were the ones perceived to be in a position to centralize nascent intelligence efforts within the US. Until today, however, this recommendation has not been adopted. One reason as to why this recommendation has not been implemented until today remains the motive and ability of the current intelligence organizations such as the FBI and the DOD among others, to resist the aspect of centralization (Goldman, 2010). Similarly, the recommendation has not been adopted given that as it stands, there is a tendency of the existing organs of intelligence to co-operate with the DOD. Concern was similarly raised hinged on the fact that centralization would result in the proliferation of the organs of intelligence as well as their activities. The recommendation to centralize intelligence agencies has in like manner faced resistance because stakeholders were concerned with the tendency and the frequency of the would be central director to assess the presidency. Finally, there is a claim that the association of directors that was to be formed would focus on covert operations. Amidst all this debate s, it is far-reaching to ascertain that as it stands, all the intelligence bodies work towards the aim of combating terror and protecting the US