Much ado and Carol Ann Duffy

Duffy present human weaknesses/ flaws in some of the characters they write about In Shakespearean play ‘Much Ado about Nothing', Don John is a very Important character. He is an illegitimate son, which automatically lowers him In the society of the Elizabethan age. He Is Isolated, Ignored and rejected by everyone In his life, which Is one of the reasons which seem to force him to behave as a villain.People expected this of him as they assumed that everyone born out of wedlock was probably an untrustworthy, luscious villain. Don John feels he must be a villain by acting in manipulative, sly and Jealous ways, which portrays his lack of psychological development and lack of relationships with people. The relationship we mainly learn about in the play is between Don John and his brother, Don Pedro. Due to Don John being the illegitimate son it means he cannot inherit anything from his family nor have the same recognition as his brother, who is of legitimate birth.Even though Don Pe dro doses't outwardly treat Don John cruelly, Don John Is very aware that he Is seen s socially Inferior to Don Pedro He Is a device used by Shakespeare to create tension and drama throughout the play. He Is not the most complex villain among Shakespearean villainous characters, however he has a purpose. The thinness of his character teaches us about the knowledge people have of him In society: he Is Just seen as a ‘bastard' and people don't even want to be associated with him so don't bother to learn anything about him.The fact that we don't learn much about Don John also reminds us that the play isn't meant to be a tragedy; it is supposed to teach us about the misunderstandings. It isn't really supposed to analyses evil at all. The question deals with Don John's character of being weak and flawed. Flawed means having or characterized by a fundamental weakness of imperfection whereas weakness means a disadvantage or fault. In Don John's first appearance, everyone is cele brating the return from war.They are all In high spirits and good moods, however when Don John enters the mood suddenly lowers and people begin to feel nervous and uncomfortable. In this appearance Don John acts respectful and genuine. He says ‘l am not a man of many words, but thank you. This shows that he Is poor at communicating in social situations; however he is trying to fit in. Shakespeare purposely made him different from the rest of Don Padre's men because his social status is much lower than the rest of them in that day and age. The others are respected Just from the point that they are legitimate children.This quote is the only time he speaks in this scene, which implies that he is quite mysterious and withdrawn from society and deep in thought. It also suggests that he lacks self- esteem due being treated as inferior. This quote could otherwise be interpreted as IM being sarcastic. He repeats thank you' which means he is not in fact thankful, but is the opposite as they have all treated him so badly. He uses an unfriendly, stiff tone to show how reserved he is and that he does not want to give any more Information than Is absolutely necessary.This highlights Shakespearean purpose for Don John which Is to use him as a dramatic device, and he causes drama and tension in his very first appearance in the play. In Act 2 scene 1 Beatrice says of Don John, after. ‘ This shows that Don John is not very good at making first impressions. This is cause he makes no effort to impress people as he knows that when they find out he is a bastard they will not want to be associated with him. ‘Tartly suggests sourly tastes, which relates to his outlook on life.He has a sour outlook on life due to the sour treatment that people respond to him with. Therefore he has learnt to be this way as he is treating others the way they treat him. In Act 4 scene 1 Don John says after the shaming of Hero, 'Sir they are spoken, and these things are true. &apos ; This seems quite ironic seeing as Don John is often being manipulative ND lying to people. He is trying to trick people into believing him about Hero out of spite. Right from the beginning of Act 1 scene 3, we get a sense of how unhappy Don John is.His 'sadness is without limit' suggests that he never stops feeling sad. He has never been given a reason to be happy so his default emotion is sadness. It also implies that sadness is not a big deal to him, also because it is all he has ever known, and he uses this anger and upset to hurt other people. This sadness may get some sympathy from the reader but he refuses to 'hear reason' as Comrade suggests. Comrade is stating that he thinks Don John is being irrational. 'Reasoning' is a human skill.By saying that Don John cannot reason he is suggesting that he is annalistic and non-human. This does fit in with his character as he is so much lower in society than everyone else. He is treated as an animal as hi s feelings are disregarded and he is isolated like a dog in a cage. Later on in Act 1 scene 3 we again learn how unhappy and disturbed Don John is. This is made clear when Comrade asks a question: 'Can you make no use of your discontent? POS; This shows that Don John's closest friends think he is being unreasonable and is not making sense.Also, although Comrade is close to Don John his lines are still short which indicates that he doses't want to say too much and he still takes special care not to make him angry. This makes us assume Don John is disturbed and unhappy because 'discontent' suggests you are on edge and are constantly not happy about something- in this case it is that he won't ever be accepted by the people around him. Also at the time he is talking with quite a lot of anger and despise in his tone. During his rant he says 'elf I had my mouth, I would bite. POS; This tells us that his words are controlled by his brother, Don Pedro, as he must say everything that will please him. If he was to be given his freedom he would use it in violent ways to cause mayhem and unhappiness amongst those who have treated him badly. Therefore we learn through act 1 scene 3 that he is very disturbed and unhappy due to the pain and suffering he has been caused. If he had it his way he would make everyone else's life a living hell and drag everyone down to the level he has in society. In contrast to his

Experience of the readers Essay

I have always looked up to my father’s good qualities and he was able to guide me in developing my interest in Economics. I have discovered that Economics have a wide range of topics and one of them would be dealing with people through Social Science. The scope it covers would range from analysis of figures to human relations and interaction. In order to fully understand this topic, skills and critical thinking should be integrated with important knowledge and logic. I view Economics in a fascinating way since I look at problems as challenges that are both innovative and worthwhile as I device solutions through the scientific method. I find joy in dealing with complicated problems since the task of using the mind as a tool is a very good way to express my interests. I believe that no matter how hard a problem is, there is a solution that can be formulated in order to compensate for insufficiencies. Though economics is a complicated field composed of many factors and variables, I view it as one would see through a kaleidoscopic where in the images viewed are beautiful pictures that exhibit complication yet there are qualities of beauty and art. Economics is an art in itself where in it works to ease the burden of the population through proper allocation of resources and other means. I believe in the role of the economist and intend be a part of the central economy as a person dealing with problems and formulating solutions. Answer (2) The author that I enjoy the most and see as the most significant is Mark Twain. His literary work is a great tool to identify the deterrents of society through satirical social commentary as a criticism on the hypocrisy highlighting the negative quality of characters being subjected. He used his works as a way to express his grievances which makes him a tool for change for the betterment of society. The novel which served a great role during his time is The Adventures of Huckleberry Finn. It has showed the true colors of society that few dared to expose. His significant effort on this issue paved the way to the formulation of a new outlook in life. The art of the literary work of Mark Twain also shows good quality in the style and presentation which greatly enhances the experience of the readers. The style is smooth and precise in which the ideas are very accurate and depicts the real life condition of that time. The plot unfolds in a way that story is presented in a fascinating way that gives meaning and continuity with the story. It incites deep thinking that will help the readers identify the necessary reformation needed at that time. The pictures illustrated in the novel are a timeless one since new ideas can be gained every time a person repeatedly reads it. He depicts society as something in need of reformation and renewal together with the social trend that shows racial discrimination and oppression.

Critically discuss the nutritioal management in treating type 2 Essay

Critically discuss the nutritioal management in treating type 2 diabetes mellitus - Essay Example Type 1 DM where the pancreas fails to produce sufficient amounts of insulin. In Type 2 DM, the body cells insulin response is defective. Type 2 DM is often referred to as non-insulin-dependent diabetes mellitus (NIDDM) since it may be treated without insulin injections. Management of diabetes involves physical exercise, pharmacotherapy and nutrition therapy. Diabetes management aims to control metabolism of the patient. Nutrition therapy refers to the modification of nutrient intake as a form of disease treatment. Nutrition therapy is individualised as no one eating pattern fits all patients (He et al., 2010). Nutrition therapy aims to promote healthful eating to attain individualised glycaemic, blood pressure and lipid goals, as well as attaining a desired body weight, which helps prevent complications of diabetes. The risk of microvascular complications is reduced by managing glycated haemoglobin (HbA1c) levels. This alongside management of blood pressure and lipid profiles also reduce the risk of cardiovascular disease (Jenkins et al., 2011). The prime focus of glycaemic management in medical nutrition therapy is carbohydrate intake control. Carbohydrate intake directly affects postprandial blood glucose levels and hence insulin effect. Nutritio n therapy also focuses on energy balance and hence weight control. Effective management of type 2 diabetes requires pharmacotherapy, nutrition therapy and physical activity. Energy balance is an essential aspect of nutrition therapy for patients with Type 2 diabetes. Individuals suffering from Type 2 diabetes are often overweight and obese. Weight loss is recommended to manage the disease. It has been associated with improved glycaemia, blood pressure and desired lipid profiles (Estruch et al., 2013). Nutrition therapy promotes weight loss by decreasing energy intake by the patient while maintaining healful eating patterns. Reduction of adiposity results in improvement in insulin resistance.

Whistle Blowing Essay Example | Topics and Well Written Essays - 1000 words

Whistle Blowing - Essay Example The essay "Whistle Blowing" talks about the whistle-blowing which is in the news as scandal after scandal hugs the headlines. This practice has been overtly beneficial by uncovering and exposing to full public view and knowledge unsavory things that are kept hidden inside most business organizations today. The euphemism of whistle-blowing refers to the deliberate disclosure by current and former members of an organization of illegal, immoral or illegitimate practices and actions under the control of their employers to another person or organization that may be able to take an effective course of action against it. A corollary issue that goes with whistle-blowing is whether whistle-blowing is effective or not. In many cases, people who report on their own organizations felt they are being targeted for retaliation. On their part, whistle blowers view their actions as a pro-social concerned behavior. Those who take the step feel ostracized, criticized, shut out, abused and fired. Most o rganizations are in a dilemma: the need to know precisely what is going on but sometimes punishing the very same people who took the courageous task of reporting unsavory practices. I would probably not blow the whistle considering what was at stake for me personally. I am just a month shy from collecting or exercising my stock rights which are a substantial windfall for a new struggling employee like me. This is but the very natural human reaction and 100,000 shares of steadily rising Enron shares will vest soon in a short time.

Advances in asthma management Research Paper Example | Topics and Well Written Essays - 2500 words

Advances in asthma management - Research Paper Example Most of the patients develop symptoms in early childhood. 80-90 percent of them experience symptoms before 6 years of age (Morris, 2014). But, the clinical presentation can occur at any age. If left unattended and in the presence of severe symptoms, asthma can contribute to morbidity and mortality. Asthma is an incurable disease and individuals with this condition will need regular follow-up and monitoring of symptoms. In this essay, advances in asthma will be discussed with reference to a case scenario. The most common symptoms of asthma in an adult are are wheezing, cough, nocturnal or exercise-induced cough, breathlessness, tightness of chest and sputum production (Morris, 2014). The symptoms may be perennial or seasonal, continuous or intermittent, or during the day or night. Some of the precipitating or aggravating factors include viral infections, intense emotions, environmental irritants, exercise, pets or carpets at home, drugs like aspirin, additive foods, weather changes, stress and certain diseases like gastrointestinal reflux, sinusitis and rhinitis (Morris, 2014; Hamilos, 1995). Many patients have a family history of asthma or other allergy conditions. Based on the history of frequency and the severity of acute exacerbation, asthma is classified into four types. They are mild intermittent asthma, mild persistent asthma, moderate persistent asthma and severe persistent asthma. It is important to ascertain the severity of asthma in a patient because; treatment of asthma is based on the severity and frequency of symptoms. In mild intermittent asthma, the symptoms occur less than twice a week. The flare-ups are brief and the intensity vary. Night symptoms occur less than 2 times a month and no symptoms occur in between flare-ups. FEV1 is atleast 80% of normal values. The variability of peak flow is less than 20 % (SIGN, 2009). In mild persistent asthma, the

Troubled asset relief program Term Paper Example | Topics and Well Written Essays - 1500 words

Troubled asset relief program - Term Paper Example espread opposition from the public and was quickly billed as ‘the Wall Street bailout.’ There was greater possibility that the implementation of the policy was largely influenced by the US financial sector. Beginning 2005, the housing prices in the US peaked and began to decline. The same trend happened in the value of mortgage-backed securities (MBS). This trend is known as ‘collateralized debt obligation (CDO). The CDO compromised a greater portion of many financial institutions’ asset portfolios. The situation worsened and this lead to the collapse of Lehman Brothers on September 2008. The proximal event led to the introduction of TARP. The Treasury injected approximately $250 billion in TARP program (Cornett, Li and Tehranian 731). The Treasury injected these funds directly into the US banking system through purchasing senior preferred stock and warrants in qualifying financial institutions. In the end, the total available funds were estimated to have amounted to $700 billion. This amount makes TARP the largest program ever promoted by the government of the United States (Garrica, Puddu and Walchli 7). The situation worsened such that on September 2008; Dow Jones Industrial lost 4.4 percent or 504 points. The crisis escalated resulting in more bankruptcies including AIG’s. Hank Paulson, who was the then Treasury Secretary, proposed that TARP be implemented. The objective of the implementation of TARP was to recapitalize the financial institutions with liquidity problems using federal funds. In general, the US Treasury intention was to use TARP in helping banks to improve their balance sheets and increase the robustness of the financial system (Garrica, Puddu and Walchli 1). Paulson introduced legislation to the Congress known as EESA. This legislation was an authorization of $700 billion for the purchase of troubled assets including MBSs from banks through TARP. The announcement of TARP by Paulson on September 19 resulted in many large financial

Porters Five Force Analysis on Whitbreads competitiveness in Hotel Essay

Porters Five Force Analysis on Whitbreads competitiveness in Hotel Industry - Essay Example The researcher states that until the last years of 20th century, Whitbread has long been concentrating on brewing, but it has started its own restaurants, pub partnerships, inns, health and fitness service, drinks etc and has recognized that this will eventually give greater benefits to the business than the marketing potential of brewing. When it comes to hotel industry, the threat of new entrants is a big issue since it requires relatively less initial investment. The threat of new entrants in the case of brewing is also same, but hotel industry is more likely to attract customers if the hotel or restaurant can provide unique quality of goods and services. Differentiation matters a lot to hotel industry. A restaurant that is able to differentiate its products through innovation can substantially achieve significant competitive advantage. Whitbread’s Annual report reported that innovation has been critically significant strategy to its business as it listened to its customers for valuable research and thus its products and services were constantly adapted to changes. As shown in the figure above, Whitbread has identified that the contribution from restaurants, hotels and health and fitness were much better than that of other sectors and this showed how competitive the company can be in hotel industry. As far as hotel industry is concerned, threat of substitutes is greater since there are close substitutes available in the market. Confectionaries such as small treats, chocolates, soft drinks, packaged food or drinks are close substitutes.... Whitbread’s Annual report (1999, p. 15) reported that innovation has been critically significant strategy to its business as it listened to its customers for valuable research and thus its products and services were constantly adapted to changes. As shown in the figure above, Whitbread has identified that the contribution from restaurants, hotels and health and fitness were much better than that of other sectors and this showed how competitive the company can be in hotel industry. Threats of Substitutes As far as hotel industry is concerned, threat of substitutes is greater since there are close substitutes available in the market. Confectionaries such as small treats, chocolates, soft drinks, packaged food or drinks are close substitutes. Apart from this, the switching costs will be less for customers as they can easily obtain substitutes. But, threat of the substitutes to the services provided by hotel industry seems less significant as hotel industry can attract and retain its customers by facilitating supreme quality services. Restaurants, resorts and hotels have greater opportunities to convert the existing customers to loyal customers if they provide highly valuable services (Hayes and Miller, 2010, p. 365). Bargaining power of Suppliers Suppliers in the hotel industry are farmers, companies, retailers or wholesaler. As far as hotel industry is concerned, the demand for fresh and quality materials will be higher and suppliers of quality fruits or food items have relatively medium bargaining power. Since there are large numbers of suppliers available in the market, bargaining power is relatively less. Bargaining power of buyers For customers of hotel industry, there

Collaboration of Nurses on the Prevention and Management of Pressure Research Paper

Collaboration of Nurses on the Prevention and Management of Pressure Ulcers - Research Paper Example Because of this, it is necessary to gather relevant data while the measures are being implemented. This data will then be the basis of whether the use of that particular guideline will be continued or not. STEPS IN PREVENTING PRESSURE ULCERS UTILIZING LITERATURE REVIEW To use the obtained articles in order to derive the most up-to-date standard of care in preventing pressure ulcers, the main points of each of the studies were listed down. From the list, the common themes were put together, and these common themes, together with the other ones, were used to make a logical concept map regarding the best approach to take in preventing pressure ulcers, from the development of guidelines to their implementation. CONCLUSIONS FROM THE RESEARCH Both quantitative and qualitative studies have been conducted in order to determine the set of guidelines that work best in prevention of pressure ulcers, and most have recognized that the following of guidelines is dependent upon several factors. How ever, a change in behavioral attitude must be apparent from the development of guidelines down to its implementation (Armstrong, et al., 2008; Delmore, Lebovits, Baldock, Suggs, & Ayello, 2011), Prevention as priority In trying to prevent ulcers, a change in attitude, in that prevention of pressure ulcers becomes a priority for the patient care center, whether at hospital or at home, should be first and foremost. This is necessary in order to initiate the development and implementation of guidelines deemed effective for during patient care, which involves identifying and correcting flaws, as well as continuously reviewing procedures in place (Delmore, Lebovits, Baldock, Suggs, & Ayello, 2011) Making the guidelines: framework For those that have made the decision of making the prevention of pressure ulcers as priority, different sectors of the American healthcare industry have suggested a framework from which healthcare providers and caregivers can follow to provide the acceptable ca re for preventing pressure ulcers. This includes 1) providing the necessary information not only to caregivers but to patients as well, 2) facilitating communication between caregivers and patients, and 3) standardizing toolkits and protocols. All of these are necessary in the prevention of pressure ulcers among inpatients (Armstrong, et al., 2008). No specific standards have been provided to foster the development of a guideline specific for the needs and capabilities of the patient care setting. Catering guidelines to specific situations A guideline specific for the patient care setting to which it is meant to be used is important. In fact, according to experienced nurses, pressure ulcer prevention at home is more complex compared to that used in nursing homes and hospitals, in that it should consider whether 1) appropriate to the economic and insurance status of the patient, 2) done by at least one caregiver that has the ability to provide the suggested care to the patient, and 3 ) knowledge of supply vendors in order to obtain supplies and material needed in the care of patient (Bergquist-Beringer & Daley, 2011). In addition, guidelines should be easy for caregivers to use. Using protocols in documentation as analogy, Friesen, Vivanco, Haydaman, Hamel, & McLeod (2012) pointed out that despite the presence of a standardized guideline,

The treaty of Versailles Essay Example for Free

The treaty of Versailles Essay The treaty of Versailles caused a reaction of horror and outrage to the Germans. They were being forced to accept a harsh treaty without any choice or even a comment. Hitler hated the treaty of Versailles, and he promised to kick out the treaty of Versailles as he had said in the Nazis Twenty-Five Points. People began to believe in Hitler. His Twenty-Five Point programme showed that the treaty of Versailles could be dealt as any other task, and he promised to abolish it right away. The treaty of Versailles was the most important of the Long-term causes because it gave Hitler the opportunity to share the same ideas as the Germans about the treaty of Versailles. So he took advantage in the middle of a politically destabilized Germany. Short-term causes like the Munich Putsch helped his popularity, which was essential to his rise to power. The Munich Putsch was a disaster for Hitler. People didn’t t rise to support him. Hitler was arrested and charged with treason. In trial, Hitler gained lots of publicity and his ideas were reported in newspapers. Hitler convinced the judges, and got five years in prison instead of a life sentence, but Hitler served only nine months in prison. This concludes that Hitler gained lots of publicity with the Munich Putsch. His ideas were printed on Newspaper, so more and more Germans began liking Hitler’s ideas and voted for him. Other Short-term causes like the Enabling law meant that Hitler had total power over Germany. After being elected chancellor there was nothing anyone else could do not even Hindenburg. He was able to pass laws for the next four years without consulting the Reichstag. Hitler used the power of the Enabling Law to get rid of anything or anyone that limited his authority. Hitler made all sorts of laws. Hitler was completely untouchable. The Weimar Republic was destroyed as an outcome of the Enabling Law. Both long and short term causes in Hitlers rise to power are important. Hitlers wanted revenge over his hatred of the Treaty of Versailles which he said must be torn up. Without this Hitler would have no reason to get into politics and start his journey to power. The economic depression also helped Hitlers rise to power because Germany was vulnerable and the Weimar rebublic had no idea how to solve the problems. People looked for an alternative government that they found in the Nazi party. ≠¤ Although I have already explained how the depression contributed to Hitlers rise to power he may not have had the political knowledge to succeed if it werent for the Munich Putsch several years earlier, which had a short term impact on Germany but a long term effect on Hitlers understanding as he now knew how to destroy democracy using democracy. To sum up, each cause was needed for Hitlers rise to power and many short term causes wouldnt have happened without the long term ones being set in place first. QUESTION #3 The Treaty of Versailles was important to Hitlers rise to power because, it was the cause of Germanys downfall. Hitler felt very strongly about the Treaty of Versailles and thought the terms were unfair towards Germany. Many German people also despised the treaty, and wanted something done about it. Hitler was there to turn to. He wanted to abolish the treaty and all of it terms. Consequently the Treaty of Versailles helped to cause the Economic depression, in Germany. Meaning that the treaty and theeconomic depression were both linked together strongly, because the treaty told Germany to pay reparation bills, around ?6600 million to the countries they damaged during World War 1. Which meant that Germany did not have much money left for it. This caused the start of the economic downfall, among other issues. This was extremely important to Hitlers rise to power, as it enabled him to help the German people and use his oratory skills to impress people with his words and won the nations heart. The economic depression, 1923 1929 is linked with Hitlers oratory, personality and leadership. Although it applies more to the economic disaster of 23 because at this time the German people needed someone to turn to for help and Hitler offered to take them over as someone to lead them to a better Germany, Hitler states some ideas for example the abolition of the Treaty of Versailles and the union of Germany and Austria. These were popular as a lot of Germans also agreed. In my opinion this was the biggest influence to Hitlers rise to power, because all the causes on the list used Hitlers oratory, personality and leadership skills. Hitlers oratory and personality came in to use most in the Munich Putsch situation, when Hitler used his skills to deal with the mess he got in to. He was charged and arrested for treason after hijacking a government meeting and taking over the government of Bavaria. It is linked because in Hitlers trial he impressed the judges so much they only sentenced him to 9 months instead of the normal life sentence. This was important to Hitler if he wouldnt had have been such a great speaker then he would have never had a chance to rule over Germany as well as all the publicity. * All of the reasons on the list were important for Hitler to rise to power in the way that he did. However, even then some reasons are more important than others. Therefore, it is necessary to see which factors were important not only in the way in which he did rise to dictatorship, but also whether Hitler could have risen to power in any other way either with or without some of the factors on the list. Therefore, the Treaty of Versailles was the most important reason on the list to explain why Hitler rose to absolute power in Germany, when he did, how he did, and above all that without it he would have gone into politics but remained a fringe party. The desire in Hitler and others around him was one of the most important reasons why Hitler joined politics. He felt that his country had been betrayed by the NovemberCriminals and that the Treaty of Versailles was too harsh and unfair considering many believed that the German army was still unbeaten. Despite all of this, the Treaty of Versailles was also the most important reason on the list because it was so unfair and because of some of the terms for peace which it stipulated. The main problem was the great loss of German land to other countries and the loss of Germanys industrial heartlands in addition to the great level of reparations. The reparations, which were a result of the Treaty of Versailles and the War Guilt clause, started all of the other factors on the list. If the German people and the army had not felt angered by their treatment under the treaty, they would not have been dissatisfied with the victors of the war, and would not have felt so great a desire for revenge. The Weimar Republics weakness also stemmed from its link to defeat and never had enough power or support to succeed. If the Weimar Republic had not been so weak, hyperinflation would not have occurred and the reparations would have not affected them as much. Without the hyperinflation and the inability to pay reparations, France would not have invaded the Ruhr, which sparked off the Munich Putsch. Furthermore, without reparations the depression would not have hit Germany so badly because they would have been less dependent * The Treaty of Versailles was important to Hitlers rise to power because, it was the cause of Germanys downfall. Hitler felt very strongly about the Treaty of Versailles and thought the terms were unfair towards Germany. Many German people also despised the treaty, and wanted something done about it. Hitler was there to turn to. He wanted to abolish the treaty and all of it terms. Consequently the Treaty of Versailles helped to cause the Economic depression, in Germany. Meaning that the treaty and the economic depression were both linked together strongly, because the treaty told Germany to pay reparation bills, around ?6600 million to the countries they damaged during World War 1. Which meant that Germany did not have much money left for it. This caused the start of the economic downfall, among other issues. This was extremely important to Hitlers rise to power, as it enabled him to help the German people and use his oratory skills to impress people with his words and won the nations heart. The economic depression, 1923 1929 is linked with Hitlers oratory, personality and leadership. Although it applies more to the economic disaster of 23 because at this time the German people needed someone to turn to for help and Hitler offered to take them over as someone to lead them to a better Germany, Hitler states some ideas for example the abolition of the Treaty of Versailles and the union of Germany and Austria. These were popular as a lot of Germans also agreed. In my opinion this was the biggest influence to Hitlers rise to power, because all the causes on the list used Hitlers oratory, personality and leadership skills. * The causes in Hitler’s rise to power may be established in terms of importance, that is how much they contributed to the eventual result. I shall start by choosing a particular reason which I feel to be most important and establish links with other causes from this, although my analysis could change my outlook on the idea of superiority of one cause over another. I have chosen Hitler’s oratory, personality and leadership (OPL) to be the most important cause. Hitler’s OPL was both long term and sustained consistency and were often used to great effect for varying situations. In court, following the Munich Putsch, Hitler was on the sidelines, and seemed inevitable to a heavy prosecution, although a determined oratory along with a characteristic personality won many over and Hitler was significantly let off the hook. Similarly, before many of the ‘causes’ expressed for his rise, had it not been for a rallying personality, and a strong-minded personality during his first meeting with the German Workers Party, Hitler would never have created the future of events, such as the Munich Putsch, and the future of Germany could have been very different. Had it not been for many of these skills, he would not been able to capitalise on opportunities in the unique way that he did, for example, a determined personality with an interest for the country following the economic depression allowed propaganda to gain him vast support, and were it not for an oratory in his style, many of the arguments could have sounded feeble and unconvincing; as emotions were commonplace in speeches. Thus, the point made is that the very means, by which Hitler tackled situations and the outcomes it gave, are central to these skills in oratory, personality and leadership, and without them, Hitler may never have seriously been considered the dictator he became. Hitler’s oratory, personality and leadership may be linked to theeconomic depression, as they have strong connections.

Gel electrophoresis Essay Example for Free

Gel electrophoresis Essay The explosion of molecular biology techniques that began in the mid-1970s (and continues today) has provided tools to examine the physical structure of DNA, its nucleotide sequence and how genes are read and regulated. One key tool is the ability to visualize DNA molecules and determine their length by using a technique called gel electrophoresis. Introduction to gel electrophoresis In gel electrophoresis, DNA fragments move through a porous matrix made of agarose, a gelatin-like substance purified from seaweed. The agarose is melted like Jell-O and then poured into a plastic tray to harden into a slab called a gel. A plastic comb inserted at one end while the gel is hardening forms wells where DNA samples can be placed. The DNA is mixed with a loading buffer that contains glycerol—this makes it heavier than water, so it will sink to the bottom of the well. The gel is then covered with a buffer solution that can carry electric current, and electrodes are placed at each end of the gel and connected to a power supply. Because DNA is negatively charged (each nucleotide has a negatively charged phosphate attached to it), it will move toward the positive electrode. Larger molecules move through the agarose more slowly, while smaller ones  can slip through the pores faster. So, the fragments wind up arranged in order according to size, with the smaller ones having moved farther toward the positive pole. Figure 47 shows an example. Because the DNA is invisible, the loading buf fer also contains two dy e s : bromophenol blue (a small dye molecule that behaves like a DNA fragment about 600 bases long) and xylene cyanol (a larger dye that acts like a DNA fragment of about 4000 bases). These dyes form lines that give you an idea of how far your DNA has moved. Some loading buffers also have a third dye, behaving like a very small DNA molecule (50 bases or so). As the DNA migrates, the different fragments will form bands; each band is composed of many identical copies of a particular-size piece of DNA (you can’t do gel electrophoresis with one DNA molecule: you need millions or billions of identical molecules). The last step is to make the DNA bands visible, using a fluorescent molecule that inserts between the bases in the DNA helix. We use a commercial loading buffer called EZ-Vision which includes the fluorescent molecule, so the gel is already stained when it’s done running. Another method is to soak the gel in ethidium bromide after running it. Either way, the bands can be seen using ultraviolet light and photographed to make a permanent record. Sample preparation Of course, gel electrophoresis requires some kind of DNA sample—a plasmid, a PCR product, a segment of a chromosome, etc. If the molecule is circular, enzymes are used to cut the DNA (see the section on restriction digestion, page 87), because circular molecules can be either tightly or loosely coiled and don’t wind up at the same place on a gel as a linear molecule of the same size. Whatever your sample is, it must be mixed with loading buffer (containing glycerol and dyes, as described above) before electrophoresis. Add a volume of loading buffer equal to 1/5 the volume of your sample and mix it well before loa

Freight Transport and Logistics Services

Freight Transport and Logistics Services Intermodal (rail) freight transport market assessment Coursework requirement Intermodal solutions are regularly promoted as a key way in which modal shift from road to rail can be achieved. As discussed in the class in Week 3, there is a range of different intermodal types used for rail movements, the key ones being ISO containers, swap bodies, piggyback and rolling road. You are required to conduct a strategic assessment of the current and future role of each of these types of intermodal operation within the European Union. This assessment should focus on intermodal freight transport which involves the use of rail and must include: INTRODUCTION Intermodal transport focus on freight system as a regular mode to promoted as a key way in which modal shift from road or rail can be achieved. There are four different intermodal types used for rail movements, the main ones being ISO containers, swap bodies, piggyback and rolling road. This report will be summarised of the general purpose of intermodal transport and the key characteristics for each intermodal type mentioned above. Second will be highlighting their relative strengths and weaknesses and identifying the typical markets for intermodal transport. Third, will be given a brief overview of the existing intermodal market in the European Union. Then, will create action plan containing for the short-term and long-term to develop European intermodal transport activity. Finally, some conclusions. THE PURPOSE OF INTERMODAL TRANSPORT The simple concept of Intermodal transport the goods are usually located in a container that is created to store various products and be moved with no effort from one point to another, (S. Brian, 2016, p.219). Intermodal transport on other hand refers to liking the two appropriate modes in conjunction to formulate an incorporate transport chain, designed to achieving operationally efficient, cost-effective and delivery of goods in an environmentally sustainable method from their point of origin to their ending, (D. Lowe, 2006, p.1). The loading unit, reliant on the method in used, may be a swap body, container, complete road vehicle or a separated articulated semi-trailer. The objective of these modes here is to transferred from one mode to another is an important aspect of the intermodal transportation, (D. Lowe, 2006, p.21). The purpose of transportation is to moving goods for short, medium or long distances in large quantities by road, rail and collecting or distribute, (Arnold, P ., Pierre et al, 2004, pp.255-270). CHARACTERISTICS OF THE INTERMODAL TRANSPORT Following those definitions of intermodal transport, the characteristic of the intermodal transport should be cited. First, all intermodal transport is not only a mode of transport, like trucks or railways are, but is an idea for establishing the logistics chain. As bundling is an important component of generating competent and effective transport chains, the character of intermodal transport permit this feature, (Joseph S. Szyliowicz et al, 2016, p.22) The intermodal transport method of transportation of goods and incorporated into standardised loadings, such as semi-trailers, ISO containers and/ or swap-bodies, between their dispatchers they are collected and receivers where they are delivered, which are situated on both end of a given freight transport access to the market. The dispatchers and receivers are typically large or small size but huddled logistics centres, warehouses freight terminal and or manufacture plants. The arrangement combines at minimum two transport modes, rail and road in this situation- whose vehicle fitting at the intermodal road and rail terminal, where they swap loading units, using transhipment services and equipment according to the process. The goods receivers can be in the warehouse and could be shippers or should stay for short time at the intermodal terminals, i.e. to be unloading from the incoming trucks and loading onto the outgoing characteristics of intermodal freight transport or Long Intermod al Freight Trains at the receive side, and vice versa, at the shipper side, (J., Milan., 2008). The road transport mode is the complement and challenging the alternative delivery loading units door-to-door principally by trucks, in most cases, without the middle transhipment and loading. Nevertheless, in some aspects, loading at depots along the route, as well as transfer the loading units by different vehicles, which suggests both their unloading and loading, can also take place, (J., Milan., 2008). STRENGTHS AND WEAKNESSES ISO containers Strengths Weaknesses It is strong and resilient to carriers all heavy, tall or hard to load material such as vehicle, trucks, trains, etc. out of railway container transport Swap bodies Strengths Weaknesses It fit on the road train, and contribute a similar space as a conventional road train. Fits on a semi-trailer chassis. Offers the same interior space as a conventional semi-trailer used. Use for international transport in Europe. Short transposition over the road and port operation. Weak support legs. Source: Adapted from: (International Transport Forum, 2009, p.121) Piggyback Strengths Weaknesses Strong to transport vehicle, trailers and containers every way. Operation in diverse type of services including groupage, packing and track. Dependent with another trailer to be lifted on to a rail flatcars. Can transportation container with high volume, example larger ISO container, etc. Rolling road Strengths Weaknesses Ease and rapidly to loading and unloading the goods. Investment requires for the terminals. Geographical restriction access. The condition of different regions could not be the similar and not comparable. THE TYPICAL MARKETS FOR INTERMODAL TRANSPORT In Europe, intermodal transport has grown significantly; typically, with such operation as the French and German road-rail systems, which transportation ISO containers, swap bodies, piggyback and use Rolling road between ports and inland destination, (D. Lowe, 2006, p.12). The intermodal transport mode is efficient to use the unit-load system and proficient of transfer between road, rail and other transport modes, and which permits for the collection of loads by delivery without trans-shipment or repacking of the consignment itself. The normal loading unit take the form of any road-going semi-trailers conforming to standard dimension and designed to be piggybacked aboard rail waggons, or more habitually, swap bodies and shipping containers build to international ISO standards which are completely transposable between a diversity of road vehicle combinations, sea-going ships, rail waggons and river and canal barges. In all situations, the load remains complete and secure within the loading unit which is lifted or transferred by exclusive equipment into the hold of a ship, a canal barge, rail wagon and then back to a road vehicle at the end of the trunk-haul leg of the journey (D. Lowe, 2006, p.3). Such intermodal system offers greater flexibility for the client, who may be either the consignor or the beneficiary, by permitting the goods to be loaded or unloaded at customer premises in a conventional manner without changing the present practices applied to national or international. It also promises to see the freight securely packed and wrapped in an intermodal loading unit, the customer knows that it will not be bothered again until it delivers the goods its final destination it is the responsibility of a groupage load, (D. Lowe, 2006, p.3). The main benefits of unit-load intermodal transport are: Long journeys the cost is lower. In certain circumstances delivery time is fast, in particular, cases require to be assesse as individually process. A diminution in road congestion, a main advantageous factor in these modern time. Some dangerous products are safer for the transit. Overview of the existing Intermodal transport market in the European Union In general, the new intermodal operator are found in the northern part of Europe and particular in the lager market for hinterland transport of maritime containers related to the ports of Hamburg, Bremerhaven, Rotterdan and Antwerp. The ports themselves have also demonstrated their interest in hinterland transport by rail. In the case of Germany, for instance, the port operator HHLA has bought 50 per cent of transfracht from DB. These initiatives all aim at cherry-picking EIT: they do not capture new market shares from road transport, but rathe existing intermodal services. P. (9) TitleJ. W. Konings (2008) The Future of Intermodal Freight Transport: Operations, Design and Policy, Transport Economics, Management and Policy Series, Editors-Hugo Priemus, Peter Nijkamp, Publisher-Edward Elgar Publishing, p. (9), 360 pages, [Online], https://books.google.co.uk/books, [Accessed 15/03/17] Because of growing freight traffic and an increasing imbalance in the use of the various transport modes and infrastructure, the transport system in the European Union is showing signs of inefficiency from a socio-economic point of view. Increasingly, freight transport appears as a source of environmental and social costs to its citizens. Intermodal freight transport provides transport for consolidated loads such as containers, swap-bodies and semi trailers by combining at least two modes (European Commisson, 2002). In Europe, intermodal freight transport has frequently been seen as a potentially strong competitor to road transportation and to be environmentally friendlier in many contexts.1 Its development to date, however, has not confirmed such expectations. For example, during 1990-1999, European intermodal freight transport grew steadily from an annual volume of about 119 to about 250 billion t-km2 with an increase in its market share volumes from about 5%-9%.3 This was mainly due to enhancement of operations in Trans-European corridors of 900-1000 km that carried about 10% of the tonnage. (J. Milan, 2007) Janic, M., 2007. Modelling the full costs of an intermodal and road freight transport network. Transportation Research Part D: Transport and Environment, 12(1), pp.33-44 Overview of the existing Intermodal transport market in the European Union 2. A concise overview of the existing intermodal market in the European Union, including discussion of the key statistics relating to trends in activity. You must ensure that you focus on the most important information (20% of marks) intermodal transport market in the European Union, discussion of the key statistics relating to trends in activity. overview of the existing intermodal market in the European Union discussion of the key statistics relating to trends in activity the most important information Discussion of the key statistics relating to intermodal transport market activity in the European Union Development European Intermodal activity in 5 years and more than 5 years the opportunities and barriers relating to its implementation   Original action plan containing for 5 years and more than 5 years to develop European intermodal transport activity and assess the opportunities and barriers 3. An original action plan containing specific actions for the short-term (i.e. within 5 years) and long-term (i.e. more than 5 years) to develop European intermodal activity. For each action, you must justify the reason for its inclusion in the plan and assess the opportunities and barriers relating to its implementation. In developing the action plan, you should prioritise actions so as to gain maximum benefit in each time period (40% of marks) European intermodal activity with ISO containers, swap bodies, piggyback and Rolling road development in 5 years and more than 5 years plan opportunities and barriers Conclusion: The development of intermodal freight is regarded as a key way in which rail can achieve a greater share of the freight transport market, but the limitations of official datasets make it difficult to develop a strong appreciation of the characteristics of existing intermodal flows References: Arnold, P., Peeters, D. and Thomas, I., 2004. Modelling a rail/road intermodal transportation system. Transportation Research Part E: Logistics and Transportation Review, 40(3), pp.255-270. David L. (2006), Intermodal Freight Transport, Publisher-Routledge, p.1,304 pages, [Online], https://books.google.co.uk/books, [Accessed,10/03/17]. European Conference of Ministers of Transport (1998) Report on the Current State of Combined Transport in Europe, Source OECD.: Transport, Publisher-OECD Publishing, p. (34), 168 pages, [Online], https://books.google.co.uk/books, [Accessed, 15/03/17] International Transport Forum (2009) Intermodal Transport National Peer Review: Turkey: National Peer Review: Turkey, Publisher-OECD Publishing, p.121, 196 pages, [Online], https://books.google.co.uk/books, [Accessed,14/03/17]. Joseph S. S., Luca Z., Genserik L.L. R., Dawna L. R., (2016), Multimodal Transport Security: Frameworks and Policy Applications in Freight and Passenger Transport, Publisher-Edward Elgar Publishing, (p.22), 328 pages, [Online], https://books.google.co.uk/books, [Accessed, 13/03/17]. Janic, M.., (2008) An assessment of the performance of the European long intermodal freight trains (LIFTS). Transportation Research Part A: Policy and Practice, 42(10), pp.1326-1339. Slack, B., (2016), Intermodal transportation, Sustainable Railway Futures: Issues and Challenges, Routledge, New York, pp.219-231.

Gettysburg Essay example -- essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Gettysburg, the largest, bloodiest, and most celebrated battle of the Civil war, is said by many to be the turning point of the war that killed 618,000 Americans. Gettysburg the movie was four hours long, which is about 68 hours less than it actually took for the battle to come and go. The first shots were fired no long after daylight, so to be exact, it was 04:30 hours, on the morning of July 1st, (49 Nofi). Bullets flew from the rifles of Union Calvary men on picket duty along the Chambersburg Pike. It was in response to the advancing of Confederates, a skirmish line of 2,500 led by Henry Keith, a General that graduated last in his class at West Point (104 Clark).   Ã‚  Ã‚  Ã‚  Ã‚  The battle took place in the grassy country just south of Gettysburg. The Confederate headquarters was located East of the union at Seminary Ridge. Seminary Ridge was composed largely of flat fields with patches of forests. Federal forces however, were set along Culpshill, Cemetery Hill, and Cemetery Ridge, which made the Federals line form a hook. The Federal ground was all elevated considerably over the surrounding land. General Stuart and his Calvary had been sent by Lee on an observation mission to locate union forces. Fortunately for the Virginian army, General Longstreet had hired a spy known only as Harrison, to do the same job. This Harrison was an actor and because General Stuart returned late, it was by his word that the entire Southern army made it's move (181 Coddington). On July 1st, Confederate forces soon found themselves face to face with brigade General John Buford who was uphill and eventually gained the upper hand as he received reinforcements f rom Major General John Reynolds. Bufords own brigade sustained many casualties and after the 1st, was reassigned to guarding the supply train for the remainder of the battle, (movie).   Ã‚  Ã‚  Ã‚  Ã‚  July 1st was the same day that the Potomac army found itself replacing General Hooker with General Mead. Meade helped his army secure a well protected area on Cemetery Ridge, and Culps Hill, where it would stay, (aside from the left flank), until the end of the battle. Meade's army line stretched three miles and had an average of 17,000 men per mile, (105 Clark). Lee's army line stretched approximately two miles longer, but averaged about 10,000 men per mile, (105 ... ...r with itself. The brother against brother and friend against friend mentally made fighting even harder. In one particular instance, General Amistead who was leading his Confederate brigade up the slope during Picketts charge, was shot on the Union line. Instantly he was noticed by Colonel Chamberlain's brother Thomas, who instead of killing Amistead, helped him lay down to ease his pain. General Amistead was good friends with Hacock a Union General. Amistead requested to speak with Hancock, but Thomas Chamberlain informed him that Hancock had also been shot. Upon hearing this, Amistead was greatly saddened. Union soldiers then carried Amistead to field hospital where he died two days later. Hancock survived the wound at Gettysburg and went on to run for the Presidency on the Democratic ticket in 1880.   Ã‚  Ã‚  Ã‚  Ã‚  All in all the war seemed to me senceless, the Confederate and Federal Generals knew this and wore it on their faces, constantly giving orders and pulling triggers in vain. A prime example would be Longstreets following of orders in the midst of doubt. The movie was very well made; it showed the harsh realities of war and the great simplicity of life.

The Evil Iago of Shakespeares Othello Essay -- GCSE English Literatur

"How shall I murder him, Iago?" This one line, spoken by Othello, in Shakespeare's play of the same name speaks volumes of the evil and deceitful nature of the character being spoken to, Iago. The ability to turn a noble, self controlled, respected man such as Othello into a raving, murderous lunatic can only be had by an evil man such as Iago. Iago is conniving, vengeful, vain, ruinous, dishonest, egotistical and paranoid. This makes him one of the most evil men in all of literature. The first of many examples of Iago's villainy occurs in scene one of act one. His vain ego has been hurt. Othello has chosen a "bookish theoric" to be his lieutenant instead of Iago. Iago has this to say of Othello's choice: Forsooth, a great arithmetician, One Michael Cassio, a Florentine, A fellow almost dammed in a fair wife, That never set a squadron in the field Nor the division of a battle knows More than a spinster--unless the bookish theoric, Wherein the togaed consuls can propose As masterly as he. Mere prattle without practice Is all his soldiership. But he, sir, had th' election; And I, of whom his eyes had seen the proof At Rhodes, at Cyprus, and on other grounds Christianed and heathen, must be beleed and calmed By debitor and creditor. This countercaster, He, in good time, must his lieutenant be, And I--God bless the mark!--his Moorship's ancient. This position is one Iago expected, not only because of his seniority in battle, but also because of his seniority with Othello himself. Iago clearly shows his vengefulness when he tells Roderigo: â€Å"Call up her father.Rouse him, make after him, poison his delight...†&n... ...bolical plan. He has traded "wife for wife" as Othello has smothered, albeit regretfully, Desdemona. When discovered by Emilia, Othello confesses, saying it was Iago that persuaded him to murder her. Emilia tells Othello too late of the lies told by her husband and she dies at the hands of Iago for her confession. Iago's lies have come to a crescendo and Othello realizes he has been deceived. Othello then commits suicide and we find, in this case, in order for love to conquer all, evil must triumph. As is the case oftentimes in real life, there is no happy ending. Iago is, for the literary world, evil incarnate. He lies and deceives with half-truths, to achieve his revenge, causing distrust and ultimately murder and suicide. This makes Iago one of the most evil, but most memorable characters, if not in all of literature, at least in all of Shakespeare.

Holistic Development Essay

Every child is unique, all children are different no child is the same so this means that all children will grow and develop at different speeds and different rates. Meggitt (2006 p1) states â€Å"developmental norms are sometimes called milestones – they describe the recognised pattern of development that children are expected to follow. Each child will develop in a unique way†. Holistic development sees a child as a whole person it sees all the child’s areas of development. Each area of development that children will develop in, are dependent on one another they interconnect. Even though there are different areas of development and people see them as different areas, they are interconnected to one another or a child would not develop. So when a child progresses in one area, this will indefinitely effect progress in another area so if something when wrong in one area of development, say physical this will have effect on all the other areas social, emotional, intellectual and language. There are also many things that will have influence on a child’s development, teachers, parents, observations and the environment I am now going to talk about these below. Role of the teacher A teacher has a major role of a child holistic development. They will help all the children in there care with all areas of there development. A teacher can help children with any part of their development weather this be physical social etc. I think that a teacher is a very important part of a child’s development, as ezinarticles (2010) says â€Å"We can say that parents and teachers play a very important role in shaping child’s future. † A teacher will help a child with their mental and physiological development, but not only do they help with this but they also help with children learning about table manners, unity, team work and sharing which a child needs to learn in their life and can be sometimes they can be the more important things in life to make the child a better and friendly person. To help children with their development teachers have the early years foundation stage to follow Direct Gov. say that the early years foundation stage is (direct. gov 2011) â€Å"Schools and early year’s providers have to follow a structure of learning, development and care for children from birth to five years old. This is called the Early Years Foundation Stage (EYFS) and it enables your child to learn through a range of activities† The foundation stage is split up in to four themes these themes are learning and development, positive relationships, enabling environment and unique child. The learning and development theme is split in to six sections language, communication and literacy, problem solving, reasoning and numeracy, creative, physical personal social and emotional knowledge and understanding of the world. The teachers will follow this to help them with planning activities to help a child development on a whole. The EYFS other themes are equally as important as learning and development. Positive relationships are about the teaching make good and professional relationships with both the children in their class and the children’s parents/guardians. By the teachers in the class showing good and respectful relationships with both them the staff in the class and their parents this will encourage the children to do the same. The unique child’s is also equally as important as the other areas of the EYFS. This theme is all about the children and caring for them as they need to be cared for at a young age, not to discriminate them on their race, age, disability culture, also to keep them as safe as possible in the class and in the school. It very important to also take in to consideration as child’s wellbeing and health. Enabling environments when a child comes in to school in the morning they want to feel comfortable and relaxed so by setting up an environment that will help this will help the child. Enabling environment is also about observations using observations to evaluate and form assessments for the children. Sometimes as an early years teacher when it comes to a child development they only want what is best for the child to help them with their development. One implication that a teacher could find could be with the parents, if the parents refuse for the teachers to help the children with their development as some parents think they always know what is best for the child, which they are there parents and know the children the best but not always there development, so it is very important that us as early years teachers keep the parents involved in their child’s development. We can do this in many ways some of these are observations, photos, work they have done, chats. A teacher will have a major influence on a child holistic development in all different ways. They will help with a child’s behaviour by setting examples of what behaviour is right and wrong in their classroom and showing praise for good behaviour and discipline for bad behaviour. A classroom environment can have also have an effect on a child’s holistic development, by the teacher knowing the children they will be able to set up and environment that the children will like and enjoy and feel welcome in the teachers can do this by asking the children what they would like in their classroom as using a few of the children ideas around the classroom, this will make the children feel a lot more welcome as they will feel that they have made a contribution to the classroom area. This will have an effect on a child’s development (National Strategies 2008) states â€Å"Create an indoor environment that is reassuring and comforting for all children, while providing interest through novelty from time to time†. By creating an enabling environment where children feel welcomed they are more likely to use it and develop within it. It’s not just the class room where teachers can create this, the outdoors is where children learn and develop and explore when there young so by bringing the children’s interests outside too it will help them develop a whole lot more. For example if the children were really in to dinosaurs you could adapt on this to make the children’s learning more fun, helping them with all areas of their development through dinosaurs, they can draw dinosaurs – creative development, count dinosaurs spots – cognitive development, see how dinosaurs lived – social and emotional development, dinosaurs role play area. Create and area outside with trees a dinosaurs habitat and let the children create it with the teacher, so they are fully involved there are loads of different games and learning opportunities that you can create from children’s interest. By doing this it mean that the children will be interested in learning and being involved therefore learning and developing a whole lot more. The role that teachers have with a child language development is important in an early years setting. The teachers will follow the letters and sounds frame which works along with the early years foundation stage. The letters and sounds documentation is used in many early years foundations stages to help the children learn their letters and sounds; it uses many different strategies like jolly phonics. Letters-and-sounds 2010) â€Å"It aims to build children’s speaking and listening skills in their own right as well as to prepare children for learning to read by developing their phonic knowledge and skills. † This piece of documentation that has come in recently to help children learn the letters and the sounds of the letters. It will help the children to read and write not only that but it will help with their social skills talking to other people getting the letter sounds right. Physical development has become more and more important in schools because of the growing rate of childhood obesity, so the role of the teacher in physical education has become more important than ever. Children learn through physical development as they like to look around and explore as the early years foundation stage states (EYFS 2008) â€Å"Babies and young children are born with a deep interest in people and with a drive to find out about their world. Their search for meaning is an active process as they seek to understand how people behave and communicate, how objects work and what can be done with them, and how space can be used† children are always active when in school whether this be using there fine motor skills by writing or using their gross motor skills outside playing on the bikes. Children have needs to be active and it is important for them to be active to have a healthy lifestyle. By children being active this is where they learn about their world as there are fascinated by it roaming around on a field looking for snails and slugs children need to do this to learn about the things in their environment. Furthermore outside physical development is just as important as young children love to run about so it is important for the teacher in their role to plan activities for the outside. It states in the document every child outdoors, (every child outdoors 2010) â€Å"Nature is a major motivating factor for exercise. There is very strong evidence that being outdoors is the most powerful correlate of physical activity, particularly in pre-school children† Social and emotional development are closely linked together so when teachers are developing children in these area the teacher will link these two together. Children will develop their social and emotional development by going to school and making friends. It is important for the teacher to build a child’s self-confidence and self-esteem. A child cognitive development is learned through all the other reas of development, as is their language development they will learn language through doing all different activities and will learn new vocabulary by learning new activities. Role of the parents Parents are probably the most important people in a child life meaning they are the ones who majorly help their children with their development. The parents are the ones who start children off with their development, from the day they are born they help them to hold their head up, walk and learn to talk etc. Parents help their children with all the areas of development more than others. â€Å"High levels of nurturance combined with moderate levels of control help adults be responsible child rearing agents for their children and help children become mature, competent members of society. † Parents will know the major mile stones in a child’s development like walking and talking but sometimes parents do not know the little bits of a child’s development, like there mental development, social skills, gaining knowledge and understanding of the world and this can sometimes be the most important. Then this is where a teacher parent relationship can be very important so that they can communicate with each other about their child’s development. It is important that the parents are involved in their child learning and development at school as well as at home for the child’s wellbeing. Parents will help their children to develop in all the different five areas of development which are language development, physical development, cognitive development and social and emotional development. Parents can also have an influence on their child’s development; some parents might find some areas of development more important than others and push their children to develop in these areas more. This could mean that there child may lack in other areas an example of this could be, some parents might think that a child’s cognitive development is more important than a child physical development. So the parents may make the child focus on developing in there cognitive development, and not so much in their physical development so this may mean that the child may not be developing as well in their physical development as they would be in there cognitive. Some parents worry about their children’s development when their children are not at a stage of development that there meant to be at. Any parent will worry about this especially when they are young. All children develop and grow at different rates and speeds as all children are different. The every parent matter documentation (every parent’s matters 2007) states â€Å"many parents are unsure about how they can help their child to learn. They really shouldn’t worry one of the best way to support a child’s development is to have fun with them. † That is what the most important thing is for a child is to have fun to help them to develop especially with their parents as they are the main influences on a child life specially a young child. It is important for a child to play and have fun because children learn through play and it is an important part of their life. When a child is outside hunting for worms or playing on the bikes they just think they are playing but as early year’s teachers we know that they are learning through doing this as will their parents. Roles of observations Observations are very, very important for a child’s holistic development they can play an important part of a child’s development and can potentially help them or can find something wrong with the child‘s development. They can do this by evaluating the observation and comparing it to the thing that they were observing the child for and see whether the child did or didn’t do what the observer was observing for. Observations will mainly be done by the teachers in schools as they have to do them as teachers but parents will also do observations of their children even if this is just watching their children at the park or playing with their toys. There are many different types of observations that a teacher will do some of these are photo observations, written, time sample, sociagram etc. Teachers do observations so that they can see where a child is with their development by doing this they will be able to see if there ahead, at the right level or behind with their development. They can then help the child to progress in a way that suits that child as every child is different and are at different stages of development. When you have done an observation you can then see how affective that observation has been to you and to the child. You will be able to see how affective the observation has been by looking at the results of the observation and again comparing them to what you were observing the child for. A teacher can then see what they can do to help the child; they can then make a judgement on what to do next for the child to help them if they need it in anyway. There are many implications when undertaking observations on a child because they behaviour of the child that day may be different to any other day because something has happened. Another reason could be that the child is tired there are many reasons that a child may behave different that day. This is why teachers with normally do two to three observations of a child on different days at different times to make sure something that have seen that day is nothing out of the ordinary for the child. Doing professional observations does take practice to do them properly. It is important that an early year’s teacher doesn’t just make assumptions from one observation unless they are perfectly sure that they are right from what they have seen. This is why it is important to do more than one observation on a child. Role of the environment The environment in the modern day is having greater effect on a child’s development, more than it ever has in the past. Times are changing and so are the children because of the changing in the environment. Children’s personalities and development can depend on the environment that a child lives in me now quote from associated content (associated content 2008) â€Å". The behaviour patterns children learn depend heavily on models to which they are exposed. The socio-cultural environment is the source of differences as well as similarities in personality development. † Children are not developing at the same rate they did 10 years ago because of the changing of the environment. Society nowadays the children prefer to sit in doors on computer games than play outside with their friends and family. Which is effecting all areas of a child’s development social, emotional, physical, language and especially there cognitive development. It is important for children to go out into the environment and explore, as young children do love to do this, children can learn a lot from the environment. According to recent research it is important for children to explore the environment as if they don’t it can really effect and stunt a child’s academic and development growth. Less and less children are not visiting the countryside to go on walks with parents or grandparents whereas their parents and grandparents would have done this a lot with their family or friends. Fewer children are climbing trees and playing on the park which is natural and humane thing for children to do. When children come home they look more forward to playing on the computer or Xbox than going down to the park or going to play football. By children not getting outside as much and sitting in doors they are growing rates of childhood obesity , which is causing major concerns for children’s development especially there physical development. Also by children playing on their games all day they concentrate less at school and are becoming less interested in school. It is important for children to get outside and explore the environment. Conclusion What a child’s development means to me? It means a lot it is important for a child to grow and to develop at their own rate, as I’ve said throughout this essay every child is different no child is the same. Of course it is important for a child to develop to the developmental norms for their age, to keep up with things and other children there age but some children will develop more rapidly and some children will develop more slowly. Holistic development is all about that, see the child as a whole developing as a whole putting the areas of development together interlinking them all. In conclusion to this I personally think that no area of development for a child is more important than the other, as it is important that a child develops in all there areas of development in their own way. Of course some children are going to develop better in some areas than others that is near enough proven with every child but I think that no area of development Is more important that the next. Some parents may think that cognitive development is the most important area of development, as they may think that children need to be clever/ intelligent to have a good life and a good future ahead of them, but this is not always the case as some children cannot do so well in school even hate school and not develop well in there cognitive development but be absolutely fantastic in other areas say physical and in their future they could become an athlete which is still a brilliant future for a child.

The School to Works Program in America

In writing her article â€Å"An Avenue to High Academic Standards,† Lynn Olson confronts the tempestuous side of the education system: a recently added component of the curriculum. Olson claims that this new argument would further enhance the quality and practicality of the educational system. The school to works program was introduced in state and federal law in 1994 but its validity and utility is still being disputed over by various concerned parties. Being the senior editor of the national newspaper â€Å"Education Week,† Olson would seem to be well qualified to provide her readers with a persuasive and realistic analysis to an issue that is being widely debated. Olson†s article gives one the impression that this scheme would be a highly beneficial one to our high school students. However, though Olson†s article deals with most of the issues relevant to this scheme, a few areas have not been covered by her. On the whole, it would seem that this scheme should be brought into vogue as soon as possible as suggested by her. Olson has written a very sound article in which she persuades her reader through the means of sound logic well substantiated with real life examples to further strengthen her claims. She makes use of a simple and well-organized diction to enable her wide readership to understand the article. Also Olson†s sources seem to be well founded and used in a logical manner. Olson has written a convincing article because she substantiates her claims with real life examples of different school to work programs. She embarks on this path by giving the examples of a young high school student and that student†s positive and enriching experience with the school to work program. In this particular case, Olson writes that the school to work program helps this rudderless student to find her vocation in life and thus make a valuable contribution to society. She further adds that this student†s experience is not an isolated one and that numerous students have benefited from this program Olson also writes â€Å"Studies suggest that school-to-work programs can help address one of the greatest problems in education: motivation†. However, she writes that this program solves this problem and she substantiates this by giving the example of the 1994 evaluation of Pro-Tech, a Boston school- to work program. In this evaluation it was found that students who participated in these programs decided to take more rigorous math and physics courses than their peers. Thus, she proves that this scheme gives the students a clear indication about the direct link that exists between a good quality education and a good job. Therefore, these examples in her article enable her to provide her readers with a logical and realistic argument that seems to make sense. However, by providing real life examples to prove her point, Olson is justified in writing that the school to work program provides a self-explanatory answer to the question â€Å"Why do I have to learn this? † Olson further strengthens her case by elaborating some valid reasons that make this program a beneficial one to the students. Olson writes that the school-to-work program â€Å"engage students in active, hands-on-learning rather than teaching solely from textbooks†. She states that the primary aim of this program is to inculcate theoretical knowledge with practical knowledge, thus enabling the student to practice the theory learned in school in daily life. However, Olson does admit that there is still a slight confusion on whether this scheme actually encourages students to pursue higher degrees after they have graduated from high school. She counterbalances this by stating that it does help students who intend to go to college on deciding which major they would want to pursue in college. Furthermore, she also writes that these schemes provide students with the added incentive of acquiring extra credit hours. Olson also pads her argument by stating that this program provides society with an educated and skilled workforce urgently required by firms. The argument put forth by Phyllis Schlafly, in her article â€Å"School to Work will train, not Educate†, that these programs are the cause of economic requirements of society and are not due to educational upliftment is oversimplistic and lacks in logical coherency. Schlafly may have some substance in her theme that these programs would â€Å"cause a person or animal to be efficient in the performance of tasks by responding to discipline, instruction and repeated practice†. However, her entire article uses negative emotion to pursuade her readers to follow her line of thinking. Furthermore, her argument that this program will deprive a child of a sound education is countermanded by Olson†s claim that this program will motivate students to get a better education. Also George Willett†s statement in his e-mail message that â€Å"greater learning occurred where the practical was aligned with the academic†. However, one of the legitimate shortcomings of Olson†s article is that it does not provide her readers with all the information relevant to this topic. Her article has used only the positive sources that strengthen her case but overlooks all negative aspects that could have been assessed and resolved by her. Thus, as pointed out by Schlafly, one of the realistic drawbacks of the scheme is that it may be made a compulsory program with the students having no choice in the matter. In that case, the system would lose all the advantages of encouraging students to learn and would just evolve into modern child slavery, where the student may be forced to work whether or not he or she may want to. Also, she has not looked into the fact that the students would not be able choose their own programs. It would be allotted to them based on their grades and other factors by an appointed body called â€Å"The Workforce Development Board†, which is a very disturbing thought, placing the very ideals of a democracy at risk. This is one of the realistic fears put forth in Schlafly†s article. Also, as pointed out by Brian Faranell in his e-mail message that â€Å"asking a freshman in high school to declare his major is way to early†. This too is a legitimate fear that Schlafly has not confronted in her article. Therefore, it is recommended that the school to work program be an optional program wherein the only requirement is motivated students. Thus, no student should be forced to enroll in this program, as this would be counterproductive to the child†s welfare and make the very reason for its creation obsolete. Also, there should be sufficient choice in the different types of school to work programs, so as to enable students to choose among the various programs, so that they might be able to choose something that corresponds to their courses and which will help them in the future. Presently, there are certain countries that have already inculcated this scheme to their education system. Thus, it would be judicious to study their system for a period of time before going head long into one of our own. This would help in looking at all the shortcomings in their system and avoid them in our own. However, we must keep in mind that our basic society and education system may be different and that what works in those countries may not necessarily work in ours. It may also be a good idea to schedule a convention of teachers and professors and other educators to use their ideas. It should be always remembered that they are an integral part of the system, and the government should always take their opinion into account before enacting any bill. Thus, if all these shortfalls are removed the school to work program seems to be a viable addition to our educative system. Olson has covered none of these areas, in her article, which leads one to believe that she may not have researched the topic well enough or else she may not want to provide any negative aspects to her argument. Though her not confronting these issues may show that these are really serious problems that have no real short term solutions. Hence, her argument might have actually been strengthened if she had confronted these areas and tried to provide some sort of solution to them. However, on the whole her article seems to be well written. She has based her ideas on sound logic, which enables her to provide a coherent and well-organized thesis. She has well developed and organized her use of sources and has analyzed them well. Therefore, it would seem that her article would merit a good reception from the public. Therefore, it would seem that Olson succeeds in her purpose of providing a strong argument for the implementation of this program. However, as said earlier it would have been stronger if it had been comprehensive: tackling the harder issues as well.

Angels Demons Chapter 13-15

13 Langdon stared in bewilderment at the study before him. â€Å"What is this place?† Despite the welcome blast of warm air on his face, he stepped through the door with trepidation. Kohler said nothing as he followed Langdon inside. Langdon scanned the room, not having the slightest idea what to make of it. It contained the most peculiar mix of artifacts he had ever seen. On the far wall, dominating the decor, was an enormous wooden crucifix, which Langdon placed as fourteenth-century Spanish. Above the cruciform, suspended from the ceiling, was a metallic mobile of the orbiting planets. To the left was an oil painting of the Virgin Mary, and beside that was a laminated periodic table of elements. On the side wall, two additional brass cruciforms flanked a poster of Albert Einstein, his famous quote reading: God Does Not Play Dice With the Universe Langdon moved into the room, looking around in astonishment. A leather-bound Bible sat on Vetra's desk beside a plastic Bohr model of an atom and a miniature replica of Michelangelo's Moses. Talk about eclectic, Langdon thought. The warmth felt good, but something about the decor sent a new set of chills through his body. He felt like he was witnessing the clash of two philosophical titans†¦ an unsettling blur of opposing forces. He scanned the titles on the bookshelf: The God Particle The Tao of Physics God: The Evidence One of the bookends was etched with a quote: True science discovers God waiting behind every door. Pope Pius XII â€Å"Leonardo was a Catholic priest,† Kohler said. Langdon turned. â€Å"A priest? I thought you said he was a physicist.† â€Å"He was both. Men of science and religion are not unprecedented in history. Leonardo was one of them. He considered physics ‘God's natural law.' He claimed God's handwriting was visible in the natural order all around us. Through science he hoped to prove God's existence to the doubting masses. He considered himself a theo-physicist.† Theo-physicist? Langdon thought it sounded impossibly oxymoronic. â€Å"The field of particle physics,† Kohler said, â€Å"has made some shocking discoveries lately – discoveries quite spiritual in implication. Leonardo was responsible for many of them.† Langdon studied CERN's director, still trying to process the bizarre surroundings. â€Å"Spirituality and physics?† Langdon had spent his career studying religious history, and if there was one recurring theme, it was that science and religion had been oil and water since day one†¦ archenemies†¦ unmixable. â€Å"Vetra was on the cutting edge of particle physics,† Kohler said. â€Å"He was starting to fuse science and religion†¦ showing that they complement each other in most unanticipated ways. He called the field New Physics.† Kohler pulled a book from the shelf and handed it to Langdon. Langdon studied the cover. God, Miracles, and the New Physics – by Leonardo Vetra. â€Å"The field is small,† Kohler said, â€Å"but it's bringing fresh answers to some old questions – questions about the origin of the universe and the forces that bind us all. Leonardo believed his research had the potential to convert millions to a more spiritual life. Last year he categorically proved the existence of an energy force that unites us all. He actually demonstrated that we are all physically connected†¦ that the molecules in your body are intertwined with the molecules in mine†¦ that there is a single force moving within all of us.† Langdon felt disconcerted. And the power of God shall unite us all. â€Å"Mr. Vetra actually found a way to demonstrate that particles are connected?† â€Å"Conclusive evidence. A recent Scientific American article hailed New Physics as a surer path to God than religion itself.† The comment hit home. Langdon suddenly found himself thinking of the antireligious Illuminati. Reluctantly, he forced himself to permit a momentary intellectual foray into the impossible. If the Illuminati were indeed still active, would they have killed Leonardo to stop him from bringing his religious message to the masses? Langdon shook off the thought. Absurd! The Illuminati are ancient history! All academics know that! â€Å"Vetra had plenty of enemies in the scientific world,† Kohler went on. â€Å"Many scientific purists despised him. Even here at CERN. They felt that using analytical physics to support religious principles was a treason against science.† â€Å"But aren't scientists today a bit less defensive about the church?† Kohler grunted in disgust. â€Å"Why should we be? The church may not be burning scientists at the stake anymore, but if you think they've released their reign over science, ask yourself why half the schools in your country are not allowed to teach evolution. Ask yourself why the U.S. Christian Coalition is the most influential lobby against scientific progress in the world. The battle between science and religion is still raging, Mr. Langdon. It has moved from the battlefields to the boardrooms, but it is still raging.† Langdon realized Kohler was right. Just last week the Harvard School of Divinity had marched on the Biology Building, protesting the genetic engineering taking place in the graduate program. The chairman of the Bio Department, famed ornithologist Richard Aaronian, defended his curriculum by hanging a huge banner from his office window. The banner depicted the Christian â€Å"fish† modified with four little feet – a tribute, Aaronian claimed, to the African lungfishes' evolution onto dry land. Beneath the fish, instead of the word â€Å"Jesus,† was the proclamation â€Å"Darwin!† A sharp beeping sound cut the air, and Langdon looked up. Kohler reached down into the array of electronics on his wheelchair. He slipped a beeper out of its holder and read the incoming message. â€Å"Good. That is Leonardo's daughter. Ms. Vetra is arriving at the helipad right now. We will meet her there. I think it best she not come up here and see her father this way.† Langdon agreed. It would be a shock no child deserved. â€Å"I will ask Ms. Vetra to explain the project she and her father have been working on†¦ perhaps shedding light on why he was murdered.† â€Å"You think Vetra's work is why he was killed?† â€Å"Quite possibly. Leonardo told me he was working on something groundbreaking. That is all he said. He had become very secretive about the project. He had a private lab and demanded seclusion, which I gladly afforded him on account of his brilliance. His work had been consuming huge amounts of electric power lately, but I refrained from questioning him.† Kohler rotated toward the study door. â€Å"There is, however, one more thing you need to know before we leave this flat.† Langdon was not sure he wanted to hear it. â€Å"An item was stolen from Vetra by his murderer.† â€Å"An item?† â€Å"Follow me.† The director propelled his wheelchair back into the fog-filled living room. Langdon followed, not knowing what to expect. Kohler maneuvered to within inches of Vetra's body and stopped. He ushered Langdon to join him. Reluctantly, Langdon came close, bile rising in his throat at the smell of the victim's frozen urine. â€Å"Look at his face,† Kohler said. Look at his face? Langdon frowned. I thought you said something was stolen. Hesitantly, Langdon knelt down. He tried to see Vetra's face, but the head was twisted 180 degrees backward, his face pressed into the carpet. Struggling against his handicap Kohler reached down and carefully twisted Vetra's frozen head. Cracking loudly, the corpse's face rotated into view, contorted in agony. Kohler held it there a moment. â€Å"Sweet Jesus!† Langdon cried, stumbling back in horror. Vetra's face was covered in blood. A single hazel eye stared lifelessly back at him. The other socket was tattered and empty. â€Å"They stole his eye?† 14 Langdon stepped out of Building C into the open air, grateful to be outside Vetra's flat. The sun helped dissolve the image of the empty eye socket emblazoned into his mind. â€Å"This way, please,† Kohler said, veering up a steep path. The electric wheelchair seemed to accelerate effortlessly. â€Å"Ms. Vetra will be arriving any moment.† Langdon hurried to keep up. â€Å"So,† Kohler asked. â€Å"Do you still doubt the Illuminati's involvement?† Langdon had no idea what to think anymore. Vetra's religious affiliations were definitely troubling, and yet Langdon could not bring himself to abandon every shred of academic evidence he had ever researched. Besides, there was the eye†¦ â€Å"I still maintain,† Langdon said, more forcefully than he intended. â€Å"that the Illuminati are not responsible for this murder. The missing eye is proof.† â€Å"What?† â€Å"Random mutilation,† Langdon explained, â€Å"is very†¦ un – Illuminati. Cult specialists see desultory defacement from inexperienced fringe sects – zealots who commit random acts of terrorism – but the Illuminati have always been more deliberate.† â€Å"Deliberate? Surgically removing someone's eyeball is not deliberate?† â€Å"It sends no clear message. It serves no higher purpose.† Kohler's wheelchair stopped short at the top of the hill. He turned. â€Å"Mr. Langdon, believe me, that missing eye does indeed serve a higher purpose†¦ a much higher purpose.† As the two men crossed the grassy rise, the beating of helicopter blades became audible to the west. A chopper appeared, arching across the open valley toward them. It banked sharply, then slowed to a hover over a helipad painted on the grass. Langdon watched, detached, his mind churning circles like the blades, wondering if a full night's sleep would make his current disorientation any clearer. Somehow, he doubted it. As the skids touched down, a pilot jumped out and started unloading gear. There was a lot of it – duffels, vinyl wet bags, scuba tanks, and crates of what appeared to be high-tech diving equipment. Langdon was confused. â€Å"Is that Ms. Vetra's gear?† he yelled to Kohler over the roar of the engines. Kohler nodded and yelled back, â€Å"She was doing biological research in the Balearic Sea.† â€Å"I thought you said she was a physicist!† â€Å"She is. She's a Bio Entanglement Physicist. She studies the interconnectivity of life systems. Her work ties closely with her father's work in particle physics. Recently she disproved one of Einstein's fundamental theories by using atomically synchronized cameras to observe a school of tuna fish.† Langdon searched his host's face for any glint of humor. Einstein and tuna fish? He was starting to wonder if the X-33 space plane had mistakenly dropped him off on the wrong planet. A moment later, Vittoria Vetra emerged from the fuselage. Robert Langdon realized today was going to be a day of endless surprises. Descending from the chopper in her khaki shorts and white sleeveless top, Vittoria Vetra looked nothing like the bookish physicist he had expected. Lithe and graceful, she was tall with chestnut skin and long black hair that swirled in the backwind of the rotors. Her face was unmistakably Italian – not overly beautiful, but possessing full, earthy features that even at twenty yards seemed to exude a raw sensuality. As the air currents buffeted her body, her clothes clung, accentuating her slender torso and small breasts. â€Å"Ms. Vetra is a woman of tremendous personal strength,† Kohler said, seeming to sense Langdon's captivation. â€Å"She spends months at a time working in dangerous ecological systems. She is a strict vegetarian and CERN's resident guru of Hatha yoga.† Hatha yoga? Langdon mused. The ancient Buddhist art of meditative stretching seemed an odd proficiency for the physicist daughter of a Catholic priest. Langdon watched Vittoria approach. She had obviously been crying, her deep sable eyes filled with emotions Langdon could not place. Still, she moved toward them with fire and command. Her limbs were strong and toned, radiating the healthy luminescence of Mediterranean flesh that had enjoyed long hours in the sun. â€Å"Vittoria,† Kohler said as she approached. â€Å"My deepest condolences. It's a terrible loss for science†¦ for all of us here at CERN.† Vittoria nodded gratefully. When she spoke, her voice was smooth – a throaty, accented English. â€Å"Do you know who is responsible yet?† â€Å"We're still working on it.† She turned to Langdon, holding out a slender hand. â€Å"My name is Vittoria Vetra. You're from Interpol, I assume?† Langdon took her hand, momentarily spellbound by the depth of her watery gaze. â€Å"Robert Langdon.† He was unsure what else to say. â€Å"Mr. Langdon is not with the authorities,† Kohler explained. â€Å"He is a specialist from the U.S. He's here to help us locate who is responsible for this situation.† Vittoria looked uncertain. â€Å"And the police?† Kohler exhaled but said nothing. â€Å"Where is his body?† she demanded. â€Å"Being attended to.† The white lie surprised Langdon. â€Å"I want to see him,† Vittoria said. â€Å"Vittoria,† Kohler urged, â€Å"your father was brutally murdered. You would be better to remember him as he was.† Vittoria began to speak but was interrupted. â€Å"Hey, Vittoria!† voices called from the distance. â€Å"Welcome home!† She turned. A group of scientists passing near the helipad waved happily. â€Å"Disprove any more of Einstein's theories?† one shouted. Another added, â€Å"Your dad must be proud!† Vittoria gave the men an awkward wave as they passed. Then she turned to Kohler, her face now clouded with confusion. â€Å"Nobody knows yet?† â€Å"I decided discretion was paramount.† â€Å"You haven't told the staff my father was murdered?† Her mystified tone was now laced with anger. Kohler's tone hardened instantly. â€Å"Perhaps you forget, Ms. Vetra, as soon as I report your father's murder, there will be an investigation of CERN. Including a thorough examination of his lab. I have always tried to respect your father's privacy. Your father has told me only two things about your current project. One, that it has the potential to bring CERN millions of francs in licensing contracts in the next decade. And two, that it is not ready for public disclosure because it is still hazardous technology. Considering these two facts, I would prefer strangers not poke around inside his lab and either steal his work or kill themselves in the process and hold CERN liable. Do I make myself clear?† Vittoria stared, saying nothing. Langdon sensed in her a reluctant respect and acceptance of Kohler's logic. â€Å"Before we report anything to the authorities,† Kohler said, â€Å"I need to know what you two were working on. I need you to take us to your lab.† â€Å"The lab is irrelevant,† Vittoria said. â€Å"Nobody knew what my father and I were doing. The experiment could not possibly have anything to do with my father's murder.† Kohler exhaled a raspy, ailing breath. â€Å"Evidence suggests otherwise.† â€Å"Evidence? What evidence?† Langdon was wondering the same thing. Kohler was dabbing his mouth again. â€Å"You'll just have to trust me.† It was clear, from Vittoria's smoldering gaze, that she did not. 15 Langdon strode silently behind Vittoria and Kohler as they moved back into the main atrium where Langdon's bizarre visit had begun. Vittoria's legs drove in fluid efficiency – like an Olympic diver – a potency, Langdon figured, no doubt born from the flexibility and control of yoga. He could hear her breathing slowly and deliberately, as if somehow trying to filter her grief. Langdon wanted to say something to her, offer his sympathy. He too had once felt the abrupt hollowness of unexpectedly losing a parent. He remembered the funeral mostly, rainy and gray. Two days after his twelfth birthday. The house was filled with gray-suited men from the office, men who squeezed his hand too hard when they shook it. They were all mumbling words like cardiac and stress. His mother joked through teary eyes that she'd always been able to follow the stock market simply by holding her husband's hand†¦ his pulse her own private ticker tape. Once, when his father was alive, Langdon had heard his mom begging his father to â€Å"stop and smell the roses.† That year, Langdon bought his father a tiny blown-glass rose for Christmas. It was the most beautiful thing Langdon had ever seen†¦ the way the sun caught it, throwing a rainbow of colors on the wall. â€Å"It's lovely,† his father had said when he opened it, kissing Robert on the forehead. â€Å"Let's find a safe spot for it.† Then his father had carefully placed the rose on a high dusty shelf in the darkest corner of the living room. A few days later, Langdon got a stool, retrieved the rose, and took it back to the store. His father never noticed it was gone. The ping of an elevator pulled Langdon back to the present. Vittoria and Kohler were in front of him, boarding the lift. Langdon hesitated outside the open doors. â€Å"Is something wrong?† Kohler asked, sounding more impatient than concerned. â€Å"Not at all,† Langdon said, forcing himself toward the cramped carriage. He only used elevators when absolutely necessary. He preferred the more open spaces of stairwells. â€Å"Dr. Vetra's lab is subterranean,† Kohler said. Wonderful, Langdon thought as he stepped across the cleft, feeling an icy wind churn up from the depths of the shaft. The doors closed, and the car began to descend. â€Å"Six stories,† Kohler said blankly, like an analytical engine. Langdon pictured the darkness of the empty shaft below them. He tried to block it out by staring at the numbered display of changing floors. Oddly, the elevator showed only two stops. Ground Level and LHC. â€Å"What's LHC stand for?† Langdon asked, trying not to sound nervous. â€Å"Large Hadron Collider,† Kohler said. â€Å"A particle accelerator.† Particle accelerator? Langdon was vaguely familiar with the term. He had first heard it over dinner with some colleagues at Dunster House in Cambridge. A physicist friend of theirs, Bob Brownell, had arrived for dinner one night in a rage. â€Å"The bastards canceled it!† Brownell cursed. â€Å"Canceled what?† they all asked. â€Å"The SSC!† â€Å"The what?† â€Å"The Superconducting Super Collider!† Someone shrugged. â€Å"I didn't know Harvard was building one.† â€Å"Not Harvard!† he exclaimed. â€Å"The U.S.! It was going to be the world's most powerful particle accelerator! One of the most important scientific projects of the century! Two billion dollars into it and the Senate sacks the project! Damn Bible-Belt lobbyists!† When Brownell finally calmed down, he explained that a particle accelerator was a large, circular tube through which subatomic particles were accelerated. Magnets in the tube turned on and off in rapid succession to â€Å"push† particles around and around until they reached tremendous velocities. Fully accelerated particles circled the tube at over 180,000 miles per second. â€Å"But that's almost the speed of light,† one of the professors exclaimed. â€Å"Damn right,† Brownell said. He went on to say that by accelerating two particles in opposite directions around the tube and then colliding them, scientists could shatter the particles into their constituent parts and get a glimpse of nature's most fundamental components. â€Å"Particle accelerators,† Brownell declared, â€Å"are critical to the future of science. Colliding particles is the key to understanding the building blocks of the universe.† Harvard's Poet in Residence, a quiet man named Charles Pratt, did not look impressed. â€Å"It sounds to me,† he said, â€Å"like a rather Neanderthal approach to science†¦ akin to smashing clocks together to discern their internal workings.† Brownell dropped his fork and stormed out of the room. So CERN has a particle accelerator? Langdon thought, as the elevator dropped. A circular tube for smashing particles. He wondered why they had buried it underground. When the elevator thumped to a stop, Langdon was relieved to feel terra firma beneath his feet. But when the doors slid open, his relief evaporated. Robert Langdon found himself standing once again in a totally alien world. The passageway stretched out indefinitely in both directions, left and right. It was a smooth cement tunnel, wide enough to allow passage of an eighteen wheeler. Brightly lit where they stood, the corridor turned pitch black farther down. A damp wind rustled out of the darkness – an unsettling reminder that they were now deep in the earth. Langdon could almost sense the weight of the dirt and stone now hanging above his head. For an instant he was nine years old†¦ the darkness forcing him back†¦ back to the five hours of crushing blackness that haunted him still. Clenching his fists, he fought it off. Vittoria remained hushed as she exited the elevator and strode off without hesitation into the darkness without them. Overhead the flourescents flickered on to light her path. The effect was unsettling, Langdon thought, as if the tunnel were alive†¦ anticipating her every move. Langdon and Kohler followed, trailing a distance behind. The lights extinguished automatically behind them. â€Å"This particle accelerator,† Langdon said quietly. â€Å"It's down this tunnel someplace?† â€Å"That's it there.† Kohler motioned to his left where a polished, chrome tube ran along the tunnel's inner wall. Langdon eyed the tube, confused. â€Å"That's the accelerator?† The device looked nothing like he had imagined. It was perfectly straight, about three feet in diameter, and extended horizontally the visible length of the tunnel before disappearing into the darkness. Looks more like a high-tech sewer, Langdon thought. â€Å"I thought particle accelerators were circular.† â€Å"This accelerator is a circle,† Kohler said. â€Å"It appears straight, but that is an optical illusion. The circumference of this tunnel is so large that the curve is imperceptible – like that of the earth.† Langdon was flabbergasted. This is a circle? â€Å"But†¦ it must be enormous!† â€Å"The LHC is the largest machine in the world.† Langdon did a double take. He remembered the CERN driver saying something about a huge machine buried in the earth. But – â€Å"It is over eight kilometers in diameter†¦ and twenty-seven kilometers long.† Langdon's head whipped around. â€Å"Twenty-seven kilometers?† He stared at the director and then turned and looked into the darkened tunnel before him. â€Å"This tunnel is twenty-seven kilometers long? That's†¦ that's over sixteen miles!† Kohler nodded. â€Å"Bored in a perfect circle. It extends all the way into France before curving back here to this spot. Fully accelerated particles will circle the tube more than ten thousand times in a single second before they collide.† Langdon's legs felt rubbery as he stared down the gaping tunnel. â€Å"You're telling me that CERN dug out millions of tons of earth just to smash tiny particles?† Kohler shrugged. â€Å"Sometimes to find truth, one must move mountains.†