20 May, 2010

Dead Reckoning (Book One) - Chapter Seven

Leung
Pathfinder
28 June


"We can't do it that way, Neil. We've gone over this a hundred times. We can't kill anyone," Commander Teach said to the young astrogation officer. "We have to maintain the moral high ground."

As usual, I let Teach take the lead. He always seemed to have a better handle on the kid than I could ever hope for. Usually, I just wanted to beat the kid senseless and leave him in an alley somewhere, but we were far too committed to indulge myself that way.

It sure would be nice, though.

"We need to be sure that he can't stop us. Some of the crew will follow him. You've seen how some of them are with him. And Chowdhury scares me," Lamont said with a shiver. "If she thinks there is a chance to 'save' him she will move heaven and earth to do it. He needs to be beyond saving. All we need to do is make it look like an accident."

I shook my head. They had been having this same argument every day for the last three weeks. "Neil, we have made our plan. It is already in motion. We will have control of the ship the day after tomorrow. We set him down on A3 and that is the end of it. Most won't even know anything has happened."

"You don't really believe that, do you? He hardly ever leaves the bridge now, so the bridge crew will know. They won't keep it quiet unless they are all gone, too," he said with that condescending sneer that colored all of his interactions with others, officer or crew. Sometimes, I really hate this snot, I thought to myself.

I looked around Teach's quarters again as I silently counted to ten. I was struck once more by how empty it always looked. When I reached ten, I moved on to twenty. It didn't help. I still wanted to kill them both. Okay, maybe just hurt them some.

Teach and Lamont had just come off duty on the bridge and Lamont was all worked up about some imagined slight that he had gotten from the captain. "Just tell me that you got the communication logs cleared of those incoming transmissions," I said, trying to head off another tirade. "If Brighton or Chowdhury see those, we're done for."

Teach cut in, "I don't know why they had to risk another communication at this late date. They didn't actually change our meeting, or give us anything new."

I responded, "They just wanted reassurance that we were still on schedule, I think."

"Yeah, they're clear," Lamont said, answering the original question, then seemed to hesitate. He peered up with his face turned half away. "I'm not sure that they're completely clean, though," he added in a near mumble.

"What does that mean?" Teach exploded.

"He caught me with a course correction while I was trying to clean the log, and I had to dump the whole thing. It's gone but I don't know whether there are other traces." He sounded like a little kid trying to get his explanation out in a rush so that he could get it over with.

"For crying out loud, Neil, you said that you could pull this off without a trace."

"I sure didn't get any help from you up there, did I?" Lamont said, standing and leaning into Teach's glare. "You could have at least pulled his attention off of me for a few minutes. You know that those files can only be accessed from the bridge, so you also knew I had to be busy with them when he started shouting. This is just as much your fault as mine."

"That is enough!" I yelled, to head off the testosterone buildup I could see developing. "The walls aren't that thick here. Keep it down. Do you want Chowdhury down here to see what's going on?"

They both stopped in mid-yell and turned to look at me. They were both emotional and volatile. This was the reason that they had each been amenable to my plan. It also made them each a royal pain to work with. If I had my preference, I would have shoved them both out the airlock and moved on without a second thought, but I truly had no choice. I needed both of them to make this work.

It was fairly easy to motivate Teach with the promise of finally getting out from under Brighton's shadow, and the kid didn't need any extra motivation once he thought Brighton had demeaned him.

"That is enough," I repeated in a quieter tone. "Sit down, both of you, and let's figure out where to go from here. It doesn't matter how we got here, let's deal with it."

"We can't kill anyone. Nobody," Teach repeated, as if the last few minutes of conversation and confrontation had never taken place.

"That is a given," I said. "But Neil is right, too. We need to find a way to neutralize him."

"And we already know the best way to do that," Lamont said with determination as he stood and left the compartment.

I followed him to the door and turned back to Teach. "It looks like we're not going to get anything decided right now. I've got to check Engineering. Get some rest. We still have two days to figure things out. I'll see if I can talk to Neil after he cools off." With that, I turned and left also.

Once in my office in Engineering, I started checking logs. At least, that is what I intended to do. While Lamont was right, the logs could only be edited from the bridge, I had access to view them from my office. When I went to do that, the computer would not let me in. No denial, no message, just--no logs.

Brighton was on to us. He had to be. There was no other explanation for him locking me out of the system. I could probably expect a visit from Chowdhury any minute.

I knew what we had to do. I grabbed some of my engineering mates and headed back to Teach's compartment. My Engineering crew was all in on our plan. They knew the score. That was one advantage of being the head of the department and able to screen and select my own crew.

I sent McIntire, Green, Trendle, and Morales to grab Sheli Chowdhury. Chowdhury was our security officer and she was extremely good at her job. Lamont was right to be scared of her. Truthfully, so was I. While not physically impressive at a slim 180 cm, she had a dominating, confident presence that radiated a lightly leashed menace. If anyone could disrupt our plan, she would. I began to wonder if four crewmen would be enough.

After warning Teach and leaving him two crewmen, we split up again. Teach headed to the bridge to take control there. I already had engineering under control so it was time to start rounding up those who were out of the loop. I sent Biltcliffe and Giannini to secure the aft weapons locker. Then I detailed Chin, Danis, Bezates and De Saumserez to start bringing all off-watch crew to the boat bay. Teach had said that he would take care of the forward weapons locker. Martin Terry I instructed to find Lamont and ask him to meet me in Engineering.

It wasn't supposed to go this way. The plan had been to neutralize Brighton quietly and then operate from a position of authority. Teach was second in command. If Brighton could not be found, the ship fell to Teach. But now we were scrambling. Brighton had the bridge. Teach would have to take control there by force. The cat would truly be out of the bag.

As I went, I was passed by three more of my engineering crew running by with pistols.

"Where are you going?" I yelled to Chandler.

"Chowdhury," was all she said, and she never stopped running. Neither did Young or Goesch. I wondered if she was running to help or running away. With Chowdhury involved, it could be either one.

What a mess, I thought.

Then it got worse.

I walked into Engineering, but Terry and Lamont were nowhere to be seen. The ship is not that large, I thought. It shouldn't have taken more than a few minutes to locate the wayward lieutenant and direct him here.

Then the floor shook, and I was thrown against the bulkhead. I shook away the cobwebs and instantly regretted my action. Pain flashed through my head and my hand came away bloody when I probed the source of the pain.

What a sorry mess.

That felt like the lifeboats launching. If Brighton was that far ahead of us, we were in serious trouble.

I went to Lamont's quarters to find him. No luck there. I kept moving forward along the starboard corridor until it branched back toward the central corridor to the bridge. I could hear a large party moving aft and Teach's voice could be heard shouting orders to all and sundry. I turned to follow the port corridor down the other side of the ship. Still no luck.

When he wasn't in Engineering, I had expected to see him in the middle of the action that he had been eagerly anticipating for so long, but the action had quieted and he still had not surfaced.

At the corridor junction, I ran into Terry, who admitted that he had not seen any trace of our missing lieutenant, either.

What a stinking, sorry mess.

As neither of us had checked the boat bay, we continued aft.

We entered to a strange scene. Teach was pacing back and forth in front of a large group that included all of the officers who were not a part of our cabal, except that skinny ensign, what's his name. Our five ensigns had only recently joined the ship's complement, and I still couldn't keep them straight. Teach was screaming and cursing and waving his pistol at everyone. Great.

I moved over behind him and tried to get his attention. He ignored everyone around him and, if anything, got more agitated. Finally, I told Terry and Danis to grab him and get the gun away from him. They did so and he immediately went back to his tirade as if he hadn't even noticed.

I took the gun and pocketed it. I detailed Terry and Chandler to watch him and I resumed my search for Lamont.

What a filthy, stinking, sorry mess.

I kept moving forward to the bridge. Lamont could be there inputting our new course. If Teach had Brighton under control, there was no sense continuing to move in the wrong direction.

The bridge was locked. I input my code and the doors opened. I re-locked it behind me and changed the codes. I didn't trust Teach to hold onto Brighton or any of the others, and for all I knew, Chowdhury could get loose and come for me.

I sat down at the helm amid flashing red lights. All of the panels were dead. I got up and went to the captain's chair and began to input the overrides. Nothing changed. I was still locked out, even from here.

Another jolt to the ship caused me to stumble as I moved over to the communications console. A side screen came alive, showing Vanguard launching. At least we still had some way to get him off of the ship, I thought to myself.

Maybe Teach's codes would still work. Perhaps Brighton had still trusted him enough to leave his codes alone. Not likely, the way our luck was running. If not, we would need codes from Teach, Lamont, and me to be able to get past the lockout.

What a bloody, filthy, stinking, sorry mess.

11 May, 2010

Dead Reckoning (Book One) - Chapter Six

Antoc System -- DaGama Covert Base
28 June

"Jump detected!" the shout rang out across the command center. Commander Palmira Agostinho practically flew through her office door into the room. She had mostly become accustomed to the very light gravity here, but excitement had gotten the better of her. "Report, Salomão," she called, weaving around workstations to approach the sensor station. The detection was not unanticipated, but given a nineteen-week window of when to expect this arrival, the waiting wore on the nerves. Especially when no one was sure they had guessed right about the system where this test would be made. Their source had stopped providing information before the shakedown location had been determined, but there was a short list of systems that could be used, and this one was the most isolated.

It was nice when the brains in the head office got one right.

"Nominal post-jump speed, about 81 kps. Exit angle matches a jump from Betre System. I think we've got our fish."

Agostinho grinned. "Well, let's see about reeling it in, then."

Lieutenant Vasconcellos came running in from the hangar, out of breath but still in respectable form. "Did I hear right? Fish on?"

"Fish on, Stephen," the commander confirmed. "Get your teams loaded up. Departure in twenty. Follow the plan, and bring us home a big prize!"

He gave his superior a slanted grin along with a lackadaisical salute. "Aye-aye, ma'am!" He didn't wait for the salute to be returned, too anxious to remember courtesy. His shouts to the boarding party could be heard diminishing as he headed back the way he had come. "All right, you apes! Time to earn our pay…"

"Tina," the commander said, turning to her operations officer, "scramble the on-deck teams and transfer our tactical data to the shuttles."

"Aye-aye, ma'am." The response was much sharper than the laid-back Marine lieutenant had managed. The sound of the claxon announced the completion of the instructions.

Agostinho seated herself calmly in the center of the flurry of activity Pathfinder's arrival had created. It was an odd sensation that after so much time spent planning and waiting that when the moment arrived everyone was frantically busy except her. The only thing that she was directly responsible for now was more waiting, hopefully waiting for the success of her and Lt. Vasconcellos' planning.

The plan itself was simple in its design, as all good plans are. Always, the devil is in the details. The DaGama Family had known about Project Argo almost from the beginning. One of their corporate plants, Agostinho didn't know the man's name, had managed to get himself assigned to the secret venture early on. A high priority had been given to any information that would allow DaGama to take their first steps toward building an extraterrestrial presence. The four remaining Families who had first discovered the secrets of jump points: Warner, Sterling, Fermi, and Portales, had monopolized the opportunities these presented. DaGama, and a few others, were no longer content to pay the high tariffs to ship to these other markets. With the new technology they wouldn't have to; technology that had just come swimming into Agostinho's net.

The information the undercover agent had provided had been sufficient for DaGama Aerospacial to start their own development effort, but insufficient in technical details for any measurable accomplishment.

Eventually those in charge had decided that they needed more expertise in some areas than they had available in house. A joint venture was proposed, and accepted, with the Forrest Family, who had similar ambitions of expanding their influence. Among Forrest's diverse holdings was a very advanced jumpnet research and development team. Advanced, but still a decade behind where Warner had managed to progress.

So DaGama provided information gathered from Project Argo, and Forrest provided the experts to make use of that knowledge. The results? Not what either Family had hoped for. One test, forty-three deaths and the loss of the test ship.

It was at that point that clues crept into the working relationship which indicated that Forrest, now aware of Argo, had made their own contacts there. And worse, their contact was able to supply them with more technical detail than they were getting from DaGama. With their own source of information and most of the experts in that field of study, outside of Warner Gateways, the DaGama Family was smoothly moved out of the loop, evicted from the partnership they had created.

Well, no self-respecting DaGaman was going to let that stand unchallenged!

Before their source had stopped providing intel, they had learned that Warner had made a successful test of their system on a limited scale, and that they were approaching readiness for a full-scale test. It seemed, from subtle clues that Forrest had somehow arranged to take possession of the full-scale test ship after the system was proven. The general consensus on the DaGama board was that Forrest had co-opted the captain of the ship.

The operation that Agostinho was leading had been designed to cut themselves back into the picture. DaGama may or may not be able to reverse engineer a self-jump system, but if they were the ones with ownership of said system there was no way that Forrest could leave them out in the cold.

"Oeiras to Control, request clearance to depart," the annunciator broke into Agostinho's reverie.

"Clearance granted, Oeiras. Go scoop us up a fish."

10 May, 2010

Dead Reckoning (Book One) - Chapter Five

Brighton
28 June, 2787

Something didn't feel right, but I couldn't put my finger on what it was. I had been lost in thought and something had jerked me back to the present. It was more of an impression than knowledge at that point, but I had learned to trust those feelings when they came. I ran the conversations back in my head.

Yes, that was it.

Loud voices continued to call out data on all sides as I re-ran the suspect calculations through my head. The information was flowing around the bridge in a seemingly random confusion. This was not the case. Each voice had its place. Raw data flowed to officers and technicians. Refined calculations flowing back to those who needed them. The bridge of an exploration ship has been described as orderly and frenetic at the same time. This is an apt description. Gravity readings, position reports, the locations of all the surrounding bodies and ships, all of this information needed to get quickly to those who required it. You soon learned to hear the things for which you were responsible and ignore the rest. I, however, as captain, needed to hear it all and file it away for future use or need. This was a talent that some were never able to master and they became buried in the inundation of data, or else relied on their officers to be correct every time.

This blind trust was not in my nature.

"Position report, Ms. Johnson," I said sharply, to cut through the general volume.

Fyonna Johnson snapped her head back to her console and away from the calculations that she had been running on a side panel. Her long black hair swung as her head spun. Johnson had been with me briefly on CFS Redoubt prior to my assignment to Pathfinder and I had been pleased to see her as my helm officer on Pathfinder when I arrived. She showed promise, and a posting to Pathfinder would look good when she next faced a promotion review board. She was calm and steady, qualities which were always essential on shakedown cruises.

"106.31, 88.067, 214.71, sir. Twenty minutes to jump point," she replied quickly and returned her attention to the helm controls.
"Astrogation, we received a course update from Fleet, did we not? What should our present position be?"

Lt. Neil Lamont jumped as if shocked, then whipped his head in my direction and rapidly began inputting the data into the console to recheck the calculations that he had just sent to helm control. He was the direct opposite of Lt. Johnson in most respects. Where she was calm and steady, he was mercurial and hot-tempered. His short, blond hair was as bristly as his personality. After a few moments, his head came up and he turned to report. "Our present position should be 106.31, 88.067, 214.746 relative to Betre, sir. We are coming in too shallow for our JP. New course coming to helm now, sir."

"Bring her back up, Ms. Johnson."

"Aye-aye, sir."

After she finished inputting the course change that Lt. Lamont had forwarded to her I said, "Please step over here with me, Mr. Lamont. You have the conn, Mr. Teach," I said to my first officer.

"Aye-aye, sir. I have the conn."

I wanted Lt. Lamont to come out into the corridor with me because, while everyone would know he was being reprimanded, it shouldn't take place for all to hear. Under normal circumstances, I would try to have this conversation in my office during non-watch hours but we would not be leaving the bridge for several hours and I did not want to leave this hanging for that long.

Tension crackled around the bridge. Watchfulness was evident on every face. Amid the bustle and hurry of the crew as they went about their various duties, there was an underlying current of unease. Of the twelve people stationed on the bridge during these special operations, all were intently studying their consoles or moving quickly about their duties. They were studiously avoiding eye contact with the astrogation officer as he moved out the bridge door with me.

"Explain yourself," I said quietly. I have found that officers tend to be much harder on themselves than I have ever had the heart to be. Short, terse commands often bring out self recriminations more quickly than reprimands. Chastisement tends to bring out defensiveness instead.

While that was true, the scolding could not be omitted. I still had a duty to the ship and to the crew to ensure that they were protected from harm.

"I am sorry, sir. The data in the astrogation computer was never updated with the recent download information. It could be a computer error, or the astrogation tech might have mis-keyed the data. I should have double checked everyone's data but I took for granted that they knew their job," he responded. He stood precisely stiff and formal with just a hint of defiance in his face and tone. His hands were clenched and there was anger evident on his face. Clearly, he was defensive about any possible blemish on his professional standing. I stood looking at him for several moments, trying to decide how much further to push this issue. As Captain, I could not allow his insolence towards me and still maintain the respect of the remainder of the crew. However, at some point, the correction would no longer have a positive effect. I finally concluded that he was too near a breaking point and would not tolerate much more. Further correction would bring out comments that his career would not survive. As captain, it was equally my obligation to protect him from himself, and not put him in a position where those comments were likely to come out of his mouth.

My largest dilemma was that I also had a responsibility to the ship and to the crew to ensure that they were protected from harm. My accountability to the ship as a whole outweighed my responsibility to any one individual.

"That is not acceptable. I know that you are capable of much better. This course update was your responsibility, no one else's. You spend too much time finding blame in others and not nearly enough time ensuring that your own work is up to standards," I said sharply. "You will review all course corrections and changes planned for the next six weeks of this test to ensure that the information has been updated correctly. And you will report your findings back to me by the end of your watch."

"Aye-aye, sir," he replied stiffly.

"Dismissed."

Reprimands are sometimes necessary. I know that intellectually, and it has been proven to me many times by my experiences. Exactness and precision are required in ship movements, and in crew interactions. Everyone must know their job and their role in the crew. These were the thoughts that were going through my mind as I watched Neil Lamont, move quickly back to his station. His anger and embarrassment were evident in the tension and rigidity of his back. The rest of the bridge crew maintained their watchfulness, and pointedly did not look at him. They were embarrassed because of the lecture that they knew he had just received. I felt sorry for him, but I also knew that he would not allow Pathfinder to drift off course again. Corrections must be delivered with sharpness and sternness to impress on the receiver's mind the need for exactness.

Nothing else would let a ship like Pathfinder return home safely. Every crew member must know their job perfectly, and perform that job flawlessly.

There was no room for error.

It was the principle duty of all WSN captains to ensure that none of their crew would die from preventable errors. There was enough risk involved on this particular trip without introducing carelessness into the mix. Mr. Lamont would make sure that Pathfinder was where it was supposed to be from now on. Hopefully, this event would focus his energies on honing his skills in astrogation, so there would be no need to repeat it. Astrogation required effort and concentration.

My marks in astrogation at the Academy and a strong recommendation from my instructor had gotten me aboard Courser as then-Captain Cosina's astrogation officer. That single assignment really was the one that changed my career and put me on the track for my own command. That same experience working with the admiral also led to my command of Pathfinder. Admiral Cosina, himself, had pulled me from my command of a heavy cruiser in the Combined Fleet and assigned this ship to me following the death of her captain. He was very firm in the assertion that Pathfinder would need a skilled astrogator in command of her. I was pleased that he trusted my skills enough to select me. I was especially pleased once I became familiar with the nature of my new command.

Revolutionary steps forward in shipbuilding are not seen in every generation. The prototype that became Pathfinder was a true design revolution in many ways. Warner Gateways Inc. had made its early fortunes from proving and developing the previously theoretical links between star systems. These linked "jump points" had made colonization and exploitation of the stars possible and very profitable. These jump points were foci of gravitational anomalies, at which gates could be created.

Gates can be opened by powerful energy field generators located at the jump points. These jump gate generators, when linked with other gates in the network, allowed ships to move instantaneously from any one jump point to another which shared a gate-link, though not all jump points are linked to every other.

Pathfinder was the next logical step in the progression from static to dynamic access to those jump points. It would tap into the jump gate system without needing to be physically present at one of the jump points. It could create its own link from wherever it happened to be. Or, at least, that was the theory. The ship would use its own hull to create a powerful bubble of energy and thus become a jump point in its own right, as well as serving as the gate generator.

That step, however, was for the future. For today, our mission was to create a jump gate from the known coordinates of the Betre JP and jump to the Antoc JP. From there, we would perform additional surveying of the Antoc system and then jump back to Betre from the same JP. The other JP in the system did not have a link to Betre. While the Betre system jump points were long established and much used, the Antoc system had no jump gate generators installed.

Although a ship could enter a system that did not contain the massive generators to power the jump, they could not jump back out without constructing such a gate generator. These structures focus the energy to create the 'bubble' needed to twist space and propel the ship on to its destination. Each JP was physically linked to only a few exit JP's. The frequency of the 'bubble' was adjusted to match your desired exit point. If anything went wrong with our tests, we would be forced to either re-energize and activate the old single use gate that Courser had used to exit the system sixteen years ago, or else create a new gate generator from the prefabricated units in our storage hold.

This voyage would prove that a full-sized survey ship could routinely create a jump gate by using the new technology. Earlier testing had successfully proven the technology on smaller manned and unmanned ships, but Pathfinder was the culmination of the nine-year project.

The secondary objective of our mission would be to survey the Antoc system. Pathfinder was designed from the core out as a survey and exploration vessel. The Antoc system had been discovered and partially explored by then-Captain Cosina's expedition sixteen years previous, but had never had a follow-on expedition to do a more thorough exploration.

What no one else knew was that I had received orders for a tertiary mission. I was to investigate a terraforming crew working in the Antoc system that had been out of contact for the last year.

Having been a part of Admiral Cosina's earlier exploration, I knew many things about this area of space. This was probably an additional reason for selecting this particular system out of the many available choices. However, its selection also limited our options in many ways. Antoc JP1, which we would use to enter the system, only had three possible destinations. It linked to the Betre system, which was our starting point for this test, it linked to the Reston System, which was equally unexplored, and it linked to the Antoc JP2 at the far side of the system. While it was common for jump points within a system to be linked, it was not always the case.

JP1 did not have a full gate generator, but did have a small communications gate generator which would create a gate just large enough to send communications pods through. This gate had been added by the terraforming crew when they had arrived in Antoc space to begin their work.

I had been a junior officer with Captain Cosina aboard Courser during his now famous exploration cruise. I had learned more about astrogation and command in those two years than in my whole four years at the Academy. We had discovered nine new systems, documented eighteen jump points, and found sixteen planets and moons suitable for human life with very slight terraforming. Now, I would be given the opportunity to revisit at least one of those systems and complete the survey that we had started.

"Steady on course 39.699 by 57.469, sir. Speed 81.87 km/s. Two minutes to JP," Lt. Johnson said in crisp tones that hid her excitement.

"Power the jump cells, Ms. Leung."

"Aye-aye, sir," she replied, already busy sending the commands that would build a charge in the capacitors sufficient to power the jump engine.

The normal noise levels felt subdued as crew and officers alike seemed to hold their collective breath. This was not a controlled simulation under strict engineering oversight. This was a real-life test under very real conditions. The only other ship to attempt this self-powered jump had been Pathfinder's own launch, Vanguard, sixteen months ago. While that had worked out successfully, Pathfinder was a much larger and much more complicated ship. There were so many more things that could go wrong. Plus, the energy required expanded geometrically with the size of the ship.

"Charge nominal in the capacitors, sir."

"JP in 30 seconds," intoned Helm, "20 seconds… 10 seconds…"

"Verify jump by computer control, Ms. Leung," I ordered.

"Confirmed. Jump tied to automatic clock." Lt. Johnson continued, "5, 4, 3, 2, 1. Jump point, sir."

The flash of light that was the normal accompaniment to any jump was the same for this self-powered transition, but nothing else was quite the same. There was nothing that I could point to and say, "That wasn't right," but there was a subtly different "feel" to the process.

"Astrogation, position report," I snapped. I sat waiting tensely with all of the rest of the officers and crew. If we were on target this should just be a matter of checking reference stars to verify position. If we were not on target, the process could take much, much longer.

"Antoc system, 815.5, 7514, on the plane, sir. Right on the numbers."

xxxxx

"First watch to stations. All others stand relieved," I said several hours later. "Set up a normal watch routine, Mr. Teach."

"Aye-aye, Captain."

"You have the watch," I said, officially turning over control of the ship to him. He acknowledged receipt.

The routine survey of the outer system near the jump point was really only beginning. We had days of tedious readings to keep us busy and everyone would need to keep their attention focused on the tasks that they were given. That was why we were divided into four watch sections for survey operations and each section stood a six hour watch. During maneuvering and other "action stations" we could expect all officers and crew to be at their stations, but those times were not the norm on a survey vessel. I had placed Lt. Lamont in first watch under Commander Teach to allow Eddie a better opportunity to keep an eye on him. The young officer had potential, but I was uneasy about his emotional make up. Eddie seemed to have a much better rapport with the astrogator, so I had assigned him to oversee his training and development. I had far too little patience to deal with him most of the time. I had assigned Tim O'Neill, the burley systems tech, to handle all astrogation duties that were necessary during my own third watch, to allow Lamont to be reassigned. I could trust Teach to handle any training issues that might arise, and to loyally represent me to his watch.

Loyalty is not something that comes along every day. That is what makes it so special. When it is accompanied by friendship that is developed over years of association, then it is doubly precious. Commander Edward Teach had been with me in different capacities for almost eighteen years. We started out as ensigns together on the Hermes in the Sol system, right after graduation from the WSN Academy. The Hermes was a rusting hulk of a system picket that rarely moved outside of Jupiter's orbit, but to us she had been a magnificent warship. Though we hadn't hit it off initially, we soon became fast friends. Captain Mallory had called us "Coal and Flame", like the characters on the holoprogram, because we were always together. I was tall with fiery red hair and Eddie was shorter with striking black hair, black eyes and was just starting his trademark bushy black beard. In the holodrama, Flame was the star and drove the duo in their adventures, but in our friendship, Eddie was always the adventurous one. I was always more intense, more driven. That time of my life was the stuff of dreams. I was finally out in space. I was an officer in the WSN. These had always been my aspirations, the focus of my life. These were the adventures that we had both awaited all of our lives.

Years later, after several separate postings, we were reunited in the Combined Fleet ship Resolute, which truly was the magnificent warship that we had believed Hermes to have been. Our friendship and camaraderie grew and developed, and Edward Teach became my best friend inside or out of the service. I was saddened two years later, when he was posted to Invincible, and we were separated again.

When I was directed to leave Combined Fleet and take this command, it was an added bonus to find that he was here already as Executive Officer.

As I looked at him sitting hunched over his console where he was backing up the young astrogation officer, I was pulled out of my reverie and back to the important events in the here and now. I was struck again by the feeling that there was something not quite right with our new AO. His academy transcript showed great potential, but also several incidents where he had let his temper get away from him. This was a character flaw that I happened to share with the lieutenant. So far, everything had checked out, but something was off with him. I had alerted Major Chowdhury, our security officer, to my suspicions. I was sure that if there was anything solid to these misgivings, either Eddie or Sheli could be trusted to bring it to my attention.

Apart from Lamont, busy with his penance, excitement was evident everywhere on the bridge. Officers who had been relieved of duty were remaining at their stations. They all seemed to want to share this moment and were not anxious to let it end. I started to make a comment to bring the people into line and push the stragglers out of the bridge area but I stopped myself. I had turned the watch over to Teach. He had control of the bridge. I would not usurp his authority.

It had been much the same when we had entered this system with Captain Cosina for the first time. We had all wanted to share the experience by being together as much as possible. We didn't want to miss out on any single event. He had roared and chased us off of the bridge, but had never made a further issue of the fact that most had returned on one errand or another and simply stayed in the background.

I would leave it up to Edward. If he could stand to have them looking over his shoulder, I would not make an issue of it.

Teach watched me out of the corner of his eye, as I had not moved to leave with the other members of the bridge crew who were not part of first watch. I started to let him know that I would just be a few minutes longer, but I stopped myself. Captains should not get in the habit of explaining themselves to their officers or crew, or the crew began to believe that they had the right to receive that explanation, even when there was not time to give it.

The truth was, I wasn't sure that I knew what explanation I could give. I was more uneasy than I had ever been while in command of any vessel. Just as with the erroneous astrogation data earlier, I felt that something was wrong. In this instance, I could not review the data flow and isolate the problem. Yet it was still my duty to understand the nature of the quandary and find a solution.

Duty weighs heavily on the captain of any ship that is operating on its own, away from easy contact with higher authority. I had always dreamed of my own command, but I remember clearly that terrifying moment when I had realized that I was responsible for everything. Not only for everything that I did, but everything that anyone else did on my ship. It was now my duty to protect my crew from external threats and also to protect them from themselves. It could become a crushing weight if you didn't learn how to cope with it.

Each captain had to develop their own method of dealing with these stresses. This was my method. I stayed on the bridge when not on watch, and reviewed data. Whether that was done by mentally reviewing the events of the day or physically going through records didn't matter. Either method allowed me to relax and let my subconscious bring out the things that were bothering me. On this particular occasion, I decided that I needed to physically go through some records. I didn't know it at the time, but this was one of the most fateful decisions of my entire life.

I turned my attention to the astrogation logs that I had selected to review. They showed the astrogation data for the last ninety-six hours, since we had cruised out of Hugo station in the Betre system for this final phase of testing. They also contained the planned courses and adjustments for the next six weeks of our scheduled deployment. These were the same logs, in fact, that I had assigned Lt. Lamont to review and apprise me of his calculations. I could see him sitting at the AO console dutifully rerunning all of the assigned calculations. With a sigh, I began my own calculations to verify his work. As was my custom, when I was trying to take my mind off of other things, I did the calculations in my head.

Math always cleared my mind. There is a calming beauty to having only one correct answer instead of the myriad permutations available to any command decision.

Discrepancies were, of course, impossible in any course projection. The planned route was set up to enable us to use our available time optimally. The program had been reviewed and adjusted constantly up until our departure from Hugo, the final update was received only a few hours before our jump. I had reviewed that course in minute detail so often that I knew the numbers by heart. The program in front of me in the logs, however, was no longer the same. It did not include the information from the last three updates. It was a glaring omission. The route would appear the same to a cursory viewing, unless you knew those updates were supposed to be there.

I began to run back the entry codes. According to the codes, there had been no changes in the logs. I had personally reviewed these numbers as we moved away from our construction base twenty-three days ago, and I had monitored every update. Yet they were different now. They showed no evidence of having received those three previous downloads.

The communications logs showed the same gap, covering the same period of time. The very fact that two separate logs had missing data, indicated that the omission was intentional. Someone had tampered with our logs in the last fifteen hours and had managed to erase or bypass the code tags that would have shown that changes had been made. Our leak apparently had not been plugged after all.

There were only six people on the ship who had the knowledge and expertise to accomplish this. The first two were myself and Commander Teach. I knew that I had not done it and I trusted Eddie with my life. We had been together too long for him to be capable of such treachery. That left Commander Leung, Lts. Lamont and Johnson, and Major Chowdhury, the security officer. I had to trust Chowdhury. She was brought in after the fact in order to catch the informant. Lt. Johnson had helm and astrogation duties on her fourth watch, and while she was quite capable of the astrogation, I wasn't sure she had the requisite computer skills. It was best to include her until I could prove otherwise. Tim O'Neill held the astrogation duties on my third watch but while he was an expert with computer systems I did not think he had the mathematical expertise to make the adjustments.

As I contemplated these facts, I noticed that I had been so absorbed in the computations that I had missed the watch change. Eddie was gone from the bridge as well as his watch standers. In fact, it was now my own third watch. I had completely missed two watch changes. I was more engrossed in solving this mystery than I had realized.

Despite my lingering doubts about Lamont, there was no one in that group that I had found to be unreliable. Regardless of who the culprit turned out to be, it appeared to me that someone I trusted was not worthy of that trust. I could not account for the current state of the logs, and I again had that realization that, ultimately, I was responsible.

05 May, 2010

An Educational Debate

I find myself spending part of my day today reading a book for which I am scheduled to lead a colloquium in two days, which has my brain turned toward education this week. The book is called, Thomas Jefferson Education for Teens by Oliver DeMille and Shannon Brooks. And I misspoke (miswrote?) back there, since I am actually going to lead two colloquia: once in the afternoon with a group of teenagers, and then again in the evening with all their parents.

Educational philosophies seem to be a hot topic of debate for many, myself included, as you will see in a bit. However, the debate itself is also an opportunity to educate oneself. I recently got involved in such a debate on Facebook (ain’t technology wonderful?) which I would like to share here. I have to admit, by keeping things relatively civil and debating the issues rather than the personalities, I think everyone gained new insights.

I know I did.

I did not ask anyone’s permission to post this, so I have abbreviated names to initials to maintain anonymity. The initials “ME” stand for me.

Original post:
Just googled "Proficiency grading" and can't learn enough about it to form an opinion, however, this quote: "State education officials have said they hope this shift in teaching will help the state receive a slice of the $4 billion in Race to the Top competitive federal grants which will be awarded next year." intrigues me. Oregon schools fail so they change the grading so they can win next year?

MCM: It seems like it's just more "teaching to the test" so that the kids can pass the tests better.

JV: They say they want to spend less time testing and more time teaching. How can these people say these things with a straight face without us laughing at them. How have we gotten so numb to gibberish like this? What exactly are they getting the money for and how are we to verify they used it effectively? When the SATs drop, they will claim they need more money for smaller classes, better paid teachers, blah blah blah...

JV: They hate "No Child Left Behind" because it worked. What they really hated was having to be accountable and that there were consequences. They argue that they did not get money to pay for it. That is a stone cold lie. They got $25 billion. Then they say they did not get extra money for all the reporting they had to do. Nonsense. Nation wide reporting costs was a mere 100 million of the 25 billion. These whiners never stop. It gets harder to take them seriously. Shame on us for putting up with this nonsense from the school districts and the teacher unions. Shame on us for letting them indoctrinate our kids with liberal nonsense. They still show that Al Gore disaster.

ME: All part of the national attitude.

"I know the country has been mired in deficit spending and it's been a terrible burden on the country in terms of interest payments. Good news today out of Washington. They have raised the limit of debt we can go to to $9 trillion. It sends a great message to the kids: Hey, are you getting an F? Don't study harder, make the grading curve go out to K. Then your F looks like a C." - Jon Stewart

MD: When I was in college, one professor I had gave you 3 chances to show proficiency in 5 difficult areas. It was a great way to grade. He wasn't concerned with a curve. What he wanted was for you to really learn the material. A curve ended up there anyways, but those that really worked were able to get A's.

I'm not sure that this is the same, but if it is, then it would be a good thing.

JV: I want my surgeon to have gotten an 'A' in anatomy, not Sociology.

ME: The great fallacy of modern education is that the teacher is responsible for educating the student. In truth, it is the student who is responsible for educating the student, and artificially placing the responsibility where it does not belong creates a system which must inexorably fail.

JV: That is feel good gibberish. Of course the student plays a significant role in the education process but if the process is open like the popular book of the 60s "Summerhill"...you simply do not train Drs this way, engineers this way, accountants this way, businessmen this way. It takes disciplined teachers encouraging discipline in students. One of my engineering profs randomly called on students. It heightened our preparation for the class. No unstructured feel good nonsense.

ME: I don't see that you've made any points that contradict mine, so I fail to see why you think this is gibberish. Perhaps you could explain to me how doctors and engineers are trained. Perhaps I should point out the wide gap in how people are educated in K-12 schools and how they are educated at universities.

I have degrees in both Accounting and Engineering, and when I went to college, professors were available to answer questions when you could catch them, verbally presented information in class, and measured my proficiency in absorbing and applying that information. If I chose not to study, though, and failed a test or a class, what effect would that have on my professor? None at all. Clearly, the responsibility for my education was 100% my own.

Now contrast that with the K-12 system. In most public schools, the teacher's job is evaluated solely on the results of standardized testing. But there are students who are not motivated to learn, and only attend because it is required. Such students will not put in the time and effort required for their own education, and it is unfair to the teacher to hold them responsible for that. The way the system is designed now, it encourages teachers to force feed kids only those things that are covered on the standardized tests. There is no time left over to allow kids to explore other areas of interest. If Mozart were born today, would he ever have a chance to discover his musical genius? Or would he get so sick of sitting through memorizing dates in history and rules of language and how to multiply polynomials that he would grow to hate school and refuse to participate in anything? It's impossible to tell, but the latter description is all too likely.

JV: I have a son, Soph in HS. He had Art last year, is taking Guitar this year, and takes PE every chance his schedule allows. His History class is based on issues, not dates (who does that anymore). His teachers post his progress on the net so I can better help motivate him at home.

Standardized tests represent the baseline of knowledge we expect of a literate populace. I heard Obama pose a false question, "Standardized tests versus more education". Those are not categorical tradeoffs! Reading/Writing, Math, History, and Science are only 4 subject areas. We don't have a category for Standardized Tests. With 7 periods a day there is ample room now for optional classes in the students’ schedules.

We hold k-12 teachers to a higher standard than University teachers in regard to motivation precisely because there is a significant number of students who need motivation. That is just how it is. It is the job. It has always been the job. Name me one great K-12 teacher who was not recognized for being a great motivator?
You don't like the job, get another job. Don't ask us to change the job description because you don't like it. And don't ask us to stop evaluating you. How else are we to judge teachers? By attendance?

ME: I reject your premises as fallacious. An educator's job should not be to motivate kids, and that's my point. An educator's job should be to inspire his or her students so that the motivation to study/learn is internal, not imposed from without.

" Don't ask us to change the job description because you don't like it." How about if I ask you to change the job description because the current one does not work? A carrot and stick approach to motivation no more produces great thinkers and doers than a pellet dispenser creates great rats.

Why do you think so many kids hate going to school? It's because someone else tells them what to do, what to study, how to behave, and what to think. Of course there are a significant number of students who need motivation! All of their natural motivation to learn, and everyone is born with a hunger for knowledge, is ground out of them by the educational system we have created.

“The whole art of teaching is only the art of awakening the natural curiosity of young minds for the purpose of satisfying it afterwards.” - Anatole France

JV: You did not answer my question. Name me one great K-12 teacher who was not recognized for being a great motivator?

And you avoided my other point, the purpose of education.

Saying the current system does not work is great campaign rhetoric. Fact is, it has worked better than any other system for mass education. Social experiments like "Summerhill" make for interesting counter culture stories but are not sustainable beyond the founders or in the broad culture. Montessori was great when my son was pre-school. I cannot now afford private school for my son nor can the larger community provide private school like services.

Kids hate school? That is a news flash. There are as many reasons why kids hate school as there are kids. I hunger for knowledge, thus the reason I debate, but that is me, nothing that the schools did that I can think of.
It is still the vital need for a culture to inculcate it's basic knowledge and values in it's youth.

Your quote speaks to my point, the need for teachers to motivate and all too often for the district to motivate teachers.

If they don't want to motivate, let them leave. I once had a marketing job I loved. A new guy complained he hated marketing. I asked him why he wanted the job. He said it was just a job.

Teachers won't leave once they get the job, you can't fire them. According to you we are not suppose to evaluate them based on performance. What sort of train wreck are you advocating?

ME: "Name me one great K-12 teacher who was not recognized for being a great motivator?" Good point, and I agree that a great teacher has always been one who creates motivated students. Without being motivated, a student will not do the work necessary to learn. I simply disagree that the teacher can be the motivator. External motivation is transitory. Internal motivation is not. The truly great teacher is one who inspires the student, who causes the student to be motivated for his or her own sake, who then sees the reward for the output of effort as the education received, rather than the grade, or the recognition, or whatever other carrot is waved.

"And you avoided my other point, the purpose of education." I don't see where you made this point, but I'll gladly address it now. In my opinion, the purpose of education is to create a mind that can reason; that can distinguish between right and wrong, true and false, good and better, that can see the world as it is and hypothesize the likely future results of current actions, that exhibits public virtue, that inspires greatness in others, and, most importantly, can tell when to use its and when to use it's.

Okay, that last dig was both unnecessary and irrelevant. You have made excellent points in defense of your position. Unfortunately, you and I see the same situation differently, and project different outcomes from staying on the current course.

"Teachers won't leave once they get the job, you can't fire them. According to you we are not suppose to evaluate them based on performance. What sort of train wreck are you advocating?"

I do not advocate causing collisions of railed transport vehicles. Never have.

Here, though, you put your finger on the root of our difference. I do not advocate evaluating a teacher based on HIS STUDENTS' performance, but on his own. That such performance is not so quantifiable as a printout summarizing his students' test scores is not sufficient reason to say it cannot be done. That is what I am advocating. Stop inducing teachers to give passing grades to students who do not deserve them. When was the last time a teacher was allowed to fail a student? Failure can be very educational. Stop inducing teachers to only teach what the tests are going to cover.

I also advocate allowing parents to be the final authority on whether or not their child's needs are being met. If it is still "the vital need for a culture to inculcate it's [sic] basic knowledge and values in it's [sic] youth," why should we assume that government employees are better suited to that task than parents? Which of the two has the greater internal motivation? Why should public money set aside to educate the youth of America only be used for one system? Why can't parents choose between several options? Would this not produce more efficient systems, and systems that produced the results that parents value?

MCM: I believe it is a similar concept, but I also think there are a lot more areas. Plus the question of how do you continue to teach the kids who haven't shown proficiency in one or more areas vs. The ones who have. And that there may be a bunch of kids in a class who haven't shown proficiency in one or more areas but it might be a different area for each one of them.

JV: My apologies for sounding snarky. Motivate/inspire to me is an example of a distinction without a difference unless you assume the negative meanings of motivate and the positive meanings of inspire they very nearly mean the same thing. So tell me, apart from personal talents of a particular teacher how does one inspire a whole class to learn the transitive property in Algebra?

Solutions for the small do not necessarily scale to the large. How is it after thousands of years of education that we have not only gotten it so wrong but continue to do it wrong? My answer "Human Nature". People like matter tend to move to low energy levels, some more than others. Where are the grand examples that apply to mass education that there is a better way beyond a few "feel good" notions?

The "feel good" self-esteem fad has been a disaster. Created expectations in our kids that self-esteem has nothing to do with actual accomplishment.
There are literally hundreds of "great" education ideas funded by billions in education grants and how many of these ever fundamentally change education? What has proven to work? Repetition, repetition, repetition, boring repetition. That is never going to be fun but no one yet has found a better way that works more efficiently for the general society. But this never stops the schools from asking for more and more money to do the same thing. Even when they get the money, and they almost always do. What do these smart educated people who attend all the conferences and read all the journals do with the money? The same old thing...

ME: No easy question there! I think that the way to inspire students to put in the work is to give them a vision of what they are working toward. You're never going to convince a teenager that it's worth learning the transitive property if your only reason is that it will help him get a good grade on his SATs. But if he sees that gaining an understanding of mathematical law will help him design and build bridges, or run a restaurant, or become a fighter pilot, or whatever it is that he WANTS to become, that is the key to inspiring.

You are also right that we do not have an example of any kind of "mass education engine" to point to besides the one we have now. I think that is part of the reason it is so difficult to propose any real change. Our current system is like a giant conveyor belt. The belt moves the student from second to third grade, pours all the third grade items into his head, and rolls onto fourth grade.

Unfortunately, it's the same system we've all used, and that very fact makes it difficult to imagine doing it any other way. Any proposal of an alternate system is met with responses of "That will never work," or "That's just feel good gibberish." There are other methods of teaching that espouse a fundamental shift in philosophy, but none of them are allowed access to the same support in terms of funding. That is why I think the government, if it is allowed to intrude into education at all, should allow any qualified school to receive the same funds per student from the public monies collected for that purpose. Then parents and families can "vote with their feet" and participate in the school that best fits their needs. If, in the opinion of the student and parents, a teacher or a school is not adequately performing, punish them for it by removing part of their income.

As you pointed out, the current education system is stagnant. Human nature not only tends toward a low-energy state, but also has an innate inertia of ideas. Change is difficult, and often painful, even when ultimately beneficial, and therefore is often avoided.

JV: I do appreciate your humor, logic, and manners.
It is my impression that your desires are more of the Utopian kind. Wouldn't it be great if parents cared enough to teach their kids about values, manners (mine failed), and fundamental knowledge so that they are contributing citizens and that there are no throw away kids, drug addicts, and...

I too am suspect of a single source education system. Where is the politically acceptable substitute? Home schooling works well for some. Private schools (cath) are an option for some and specialty schools are an option for very few. Vouchers are going to remain a heated battle ground dominated by the unions who support progressive candidates to sustain the status quo. What what?

We both appear to suffer from hard questions at the limits of our fundamental beliefs.

ME: Thanks.

Yes, I do tend to be a bit utopian in my outlook. That's not likely to change too soon (I hope), but my kids are working on it...

8^)

04 May, 2010

Dead Reckoning (Book One) - Chapter Four

Lieutenant Commander Katherine Leung
From her personal journal
2 November

I was pleased with how my luck was running lately.

I knew that Brighton was trying to find someone disloyal as soon as he arrived. Why else would you bring an Elite Corps major to head such a small security force? Nervous did not begin to cover my feelings. Major Chowdhury could intimidate granite.

I immediately set to work triple-checking logs to be sure my own activities would remain a secret. Imagine how lucky I felt when I discovered proof that there was another leak on board. Now Brighton and Chowdhury trusted me completely.

I sat and pretended to listen to Commander Teach vent about Captain Brighton and his Marines taking over the ship. The time since the arrest of Lt. Jhonsruud had been tense. Captain Brighton had ordered all crew and officers to either be in one of three places until further notice: their quarters, their duty station or the commissary. This had been understandable to most, but the restriction had gone on almost a month now, and it was starting to grate on a lot of nerves. This was my second bit of good fortune.

Teach was down in Engineering, supposedly looking over schematics and test data. This was the third time in as many days that he had complained to me on the same subject. I had spent much time and effort to have him see me as an understanding commiserate. He was frustrated and felt betrayed by Captain Brighton. The time was right, I judged.

"Commander, what if there was a way to take the ship back? Would you want to know about it?" Leung asked quietly.

"What do you mean?" Teach said quickly, looking alarmed.

"I was just saying, hypothetically, if there were a way out from under their improper regime, would you want to know about it," I answered quickly, hoping I had not miscalculated.

Teach sat there looking distantly at the wall for a long while before turning back to me. "Yes, Katie, I would. Tell me what you were thinking."

I carefully laid out a version of my current plan, one that made it appear that Teach would be in charge, and claimed that I knew of a way to contact someone, not that I already had. No need to alarm him too much.

Teach took the bait. He wanted me to make sure there would be no trace, but make contact and find out what our options were.

"We will need Lamont," I said quickly when he made to stand up.

"Why?" Teach asked with suspicion in his face.

"We would need three bridge officers to override systems, if needed. Him specifically, because he is in agreement that this ship has gone beyond normal WSN protocol and is untenable in its current situation," I said quietly.

"You have thought a lot about this haven't you?" Teach queried.

"I think about a lot of things. I think we are in the right, though, and the rest of humanity, if maybe not the WSN, will agree with us in time," I responded, playing to his twisted sense of moral virtue. "I trust you, Edward, and will follow your lead, but I think we really should consider this option."

"All right. Let's wait until you have made contact, to see if it is possible, and then bring him in. No need to endanger ourselves needlessly if we can't make it happen," Teach said.

"Sounds like we have a plan, and Commander," I paused to emphasize my point, waiting until Teach had turned back to face me, "Please, let's be very careful. Say what we will about Brighton and Chowdhury, they are still very astute." He grunted noncommittally and left the Engineering area. He had been right, though. I had thought a lot about this topic.

I really wished that it hadn't had to go this way. Captain Vanderjagt had been a good man to work for, easy-going and genial. If anyone was to blame for his death, it was the powers-that-were at Warner who had trapped me at my current grade. I pulled the well-worn letter from my tunic pocket and folded it open.

10 April, 2786
To: Lieutenant Commander Katherine Tyler Leung
From: Warner Human Resources-Naval Division
RE: Application For Command

Commander:

We appreciate your interest in the command positions that are currently available within the Warner Space Navy. Your efforts to advance yourself are commendable and an example to all of your fellow officers. In response to your last request to the Board, it is with deepest regrets that I must inform you that we were unable to approve your request at this time. It is our hope that you will continue to work for the good of the Navy as you strive for excellence in all that you do.

With regards,

William S. Remarr
Senior Resource VP
Warner / Gateways International

The letter itself was not so bad. The bad part was that it was exactly, word for word, the same as the last two times I had applied for open command slots. Nothing else could have made it so impersonally clear that Lt. Commander Katherine Tyler Leung had climbed as many corporate rungs as I was going to be allowed. So if I was going to advance now, it was not going to be by playing by the rules.

I had already been stationed here, and I knew the Argo Project was "not to be mentioned to anyone outside of the project". So if Warner would not promote me and give me a raise, I could find another way to make Warner pay.

A few discrete feelers while on liberty at Hugo Station had brought an enthusiastic response from the Forrest Family. They were willing to meet my price, but not for the engineering specs. They wanted the ship itself. Warner was already too near completion, they had argued. It would do them no good to come in second. I was willing to argue that point, but Forrest was the one willing to pay for my retirement, so I hadn't.

Stealing a ship is infinitely more complicated than stealing data, though. To be successful, I had to have accomplices. I had been able to pick my own engineering crew, and most were long time acquaintances. Those I had already carefully approached were willing to give me their loyalty in exchange for a piece of the very large pie. I thought that would be the case with all those of my department, with only a few I was not sure of.

The problem before had been co-opting officers. Now, luck had again intervened in my favor. It looked like that would no longer be a problem.