Child Is Born With Down Syndrome - 863 Words

A baby is defined as viable when he/she is capable of surviving outside the mother’s womb and is able to develop independently. As described on page 70 in the textbook, a small percentage of babies become viable around 23 weeks. However, it is very difficult for all the newborn’s organs to become fully self-sufficient outside of the womb at this stage. A newborn that is born at 23 weeks is more likely to struggle with respiratory function and have underdeveloped brain structures as they must further develop outside the safety and support of the womb. Therefore, on average, true viability is reached at 24 weeks with further development and increased survival odds. 2. If a child is born with Down syndrome, what kind of condition do they have? Genetically speaking, why does the child have Down syndrome? What are two challenges that the child has a higher risk of? (3 points) A child that is born with Down syndrome has a condition called trisomy 21. The term trisomy is described as the chromosomal error that results in a specific chromosome to have three copies. Therefore, in a case of Down syndrome, there are three copies of chromosome 21 in their DNA. A child with Down syndrome has a higher risk of hearing loss, heart abnormalities, and hypothyroidism. 3. What are 3 things that impact the wellbeing of the baby that the mother can do before the child is born? What are potential outcomes of these activities? (3 points) The choices that a mother make while pregnant can greatlyShow MoreRelatedEssay on Effects of down syndrome1418 Words   |  6 Pagescommon every year. A study shows that there are about 6,000 diagnoses of Down Syndrome each year in the United States(National association for Down syndrome). One in every 800 babies is born with Down Syndrome (Marsh). This is a rise from the previously reported statistic of 1 in every 733, as it was reported in 2010. Down Syndrome is a common chromosome disorder due to an extra chromosome number 21(PudMedhealth). Down Syndrome causes mental retardation, a characteristic facial features, and multipleRead MoreDown Syndrome As A Cognitive Disorder Essay1315 Words   |  6 Pages Down syndrome as a cognitive disorder Down syndrome (DS) is relatively well known as a genetic disorder to the general public and children with this syndrome form one of the most readily identifiable groups of children with moderate to severe learning difficulties. It has been over 130 years since Langdon Down first described DS and 30 years since the presence of the defining extra copy of chromosome 21 was identified by Lejeune andRead MoreA Brief Look at Down Syndrome670 Words   |  3 Pagesmistake is the cause of 1 in 691 babies being born with what is known as Down Syndrome. In every cell in the human body, there is a nucleus. Typically there are twenty three chromosomes in each nucleus. Down Syndrome occurs when there is extra full or partial copy of chromosome 21. Down Syndrome is a chromosomal condition that causes low muscle tone, small stature, and a single deep crease across the center of the palm. Although, each person with Down Syndrome is a unique individual and may have theseRead MoreLiving With Down s Syndrome978 Words   |  4 PagesLiving with Down’s Syndrome Down’s Syndrome, also known as Trisomy 21, happens when a problem occurs in the body’s chromosomes. Chromosomes are the structure that holds genes which give the body instruction on how to work and grow. Each person has 23 pairs of chromosomes in every cell in their body and each pair consists of one chromosome from the father and one from the mother. Babies born with Down’s Syndrome have an extra copy of chromosome 21 which changes the way the brain and body developRead MoreChildhood Development : Down Syndrome Or Trisomy 211291 Words   |  6 Pagesdisorder known as Down syndrome or trisomy 21. Down syndrome (DS) can affect multiple areas of a person’s development both mentally and physically. This paper looks at how to detect DS as early as the second trimester of pregnancy, the effects it has on early childhood development, and the effects on a person’s mental abilities. First of all, it is important to define Down syndrome. Traditionally, people are born with 46 chromosomes, 23 from the mother and 23 from the father. Down syndrome usually occursRead MoreThe Discovery Of Down Syndrome874 Words   |  4 PagesDown syndrome is a common disorder where the child gets an extra copy of the 21st chromosome. It happens in every 691 babies born in the United States. This adds up to about 6,000 babies born with the disorder a year. The major points in this paper are: when the disorder was discovered, the symptoms, the lifespan, the medical treatments, if it is a dominant trait, what chromosome is affected, and how it is passed down to offspring. The discovery of Down syndrome was by an English physician namedRead MoreThe Earliest Depictions Of A Person With Down Syndrome1037 Words   |  5 Pagesa person with Down syndrome was dated in 1515 in a Flemish painting. Doctor John Langdon Down described Down syndrome as a disorder in 1866, however he misunderstood on how the syndrome first came about. The cause to Down syndrome was discovered recently in 1959 as being the common cause of cognitive impairments. All individuals who contain down syndrome show symptoms of mild to moderate learning disability, distinctive facial features, and hypotonic in early infancy. Down syndrome often associatesRead MoreI Have A Friend With Down Syndrome912 Words   |  4 Pageschose Down syndrome. I have a friend with Down syndrome and I would like to learn more about it. On this paper I am going to be giving an overview of the disorder and treatment options. Down syndrome is a disorder in which an individual gets a full or partial extra copy of chromosome 21. Normally, at the time of conception a baby inherits genetic information from its parents in the form of 46 chromosomes: 23 from the mother and 23 from the father, but in most cases of Down syndrome a child gets anRead MoreDown Syndrom1638 Words   |  7 PagesAbstract a) Down syndrome b) Interesting topic c) Understanding why down syndrome occurs Introduction a) Who discovered Down syndrome b) What is Down syndrome Body research A. What Causes it and is it inherited? 1-Trisomy 21 2-Mosaic Down syndrome 3-Translocation Down syndrome B. How Down syndrome affects Kids 1-Physical features 2-Learning C. Risk factors 1-Advancing maternal age 2- Being carriers of the genetic translocation for Down syndrome 3-HavingRead More Down Syndrome Essay676 Words   |  3 Pages Down syndrome is a genetic disorder in which a person is born with an extra copy of chromosome 21. There are three genetic variations that cause Down syndrome: Trisomy 21, Mosaic Trisomy 21 or Translocation Trisomy 21. There are many ways in which theses disorders affect the body.  Ã‚  Trisomy 21 occurs when an egg or sperm comes in with an extra copy of chromosome 21, then, once an embryo is formed and starts to develop, the chromosome is replicated in every single cell of the embryo. Trisomy 21 is

Child Custody Evaluation Essay - 2370 Words

Child Custody Evaluation Each year about 1.2 million marriages end in divorce, and many divorcing couples have children (PatelJones, 2008). In the year 2006 more than 1.1 million children were living with a parent who was divorced or separated. Though most parents face the challenges associated with divorce or separation in a healthy and successful manner without high-conflict interactions. However, according to Patel and Jones about 10% of divorce cases involving children disagreement on custody and visitation arrangements leads to litigation(2008). In these cases, it is often left to the court to make decisions about custody, and several custody cases are referred to court-appointed mental health experts during the process. Patel†¦show more content†¦It is important that judges have accurate information about the family that allows them to make decisions that will be in the best interests of the child. Mental health evaluations used in child custody cases should be able t o give family courts a thorough and unbiased assessment about the functionality of a family and the child’s best interests. Lee, Borelli and West (2011) state that ‘‘best interests of the child’’ legal standard, custody evaluators rely on their assessment of the parent-child relationships. A counselor should be able to identify each parent’s capacity to meet the needs of the child. A negative aspect to the judges decision is that it can result in the relocation of child with a parent which in turn disturbing the childs familiar way of life(Kennedy, 2012). About 10% of divorcing families have disagreements about custody that are significant enough to lead to court involvement about custody or visitation because according to Lebow and Black (2012) these parents also typically exhibit skills deficits in several areas. At the individual level, these parents often have difficulty understanding another person’s perspective and tend to focu s on their own needs rather than on the needs of others. There is a possibility that these parents almost always have extreme difficulties with communication which ultimately leads to the court being involved. Effects: Mental healthShow MoreRelatedA Judgement For Solomon : The D Hauteville Case1194 Words   |  5 Pagespleaded with Gonzalve to let her return to America to give birth to her child. Eventually, Gonzalve gave in and let Ellen leave; however, after giving birth, Ellen refused to return to Switzerland, citing cruel treatment from Gonzalve as her reason for staying away. Later, Ellen realized it was an informal separation that she sought. However, soon the couple realized that they had another major problem: determining who got the custody of their son, Frederick. In September of 1840, the trial began withRead MoreConflict Resolution And Child Custody1365 Words   |  6 PagesConflict Resolution Child Custody As a future marital and family therapist and even as a trainee, it is important to understand the systemic thinking behind the practice. For those therapists, like myself, that want to become experts in more an area, it is also important to delve into the theory and practice of that area. For example, child custody is a big piece to conflict resolution when it comes to thinking systemically in the family. The current divorce rate is around 50 percent and everRead MoreDescription Of Child By W.950 Words   |  4 PagesDescription of Child â€Å"W† is an eight year and six month old male who was born March 30, 2007. He is in the third grade and is brand new to the school this year. â€Å"W† has divorced parents who both live in Boulder. The mother’s home is close but she drives him to school when he is with her. The father’s address is unknown. â€Å"W† is about the same height as his peers but his weight seems slightly under the average. His movements match his personality which could be described as outgoing, boisterous,Read MoreLegal Memorandum on the Dissolution of Marriage Essays2198 Words   |  9 Pagesincluding child support and custody issues Facts Forest and Olive Green have decided to obtain a dissolution of marriage, after twenty years of marriage. She and Mr. Green have already had several arguments concerning child support arrangements for their children Kelly Green, age 14, and Moss Green, age 10. Mrs. Green thinks that it would be best for the children if she and Mr. Green had joint custody of the children. Along with this, Mrs. Green wants to be able to receive child support fromRead MoreForensic Psychology : Criminal Investigation And The Law2261 Words   |  10 Pagescourts in custody disputes, insurance claims and law suits. As can be seen in Figure 1 job duties can range from trial consultations to attorneys to assessment of mental state. â€Å"Some work in family courts and offer psychotherapy services, perform child custody evaluations, investigate reports of child abuse, and conduct visitation risk assessment† (Cherry, 2014). Although the entire occupation is very intriguing the most interesting aspec ts of it have to be the custody disputes, child custody evaluationsRead MoreForensic Psychology And The Justice System1222 Words   |  5 Pagesareas of focus for Forensic psychologist is in the evaluations in Civil Proceedings. They do an accurate assessment of examinees emotional, behavioral, and cognitive functioning. One of the important evaluations that the forensic psychologist do is in Child custody. (Freedheim Weiner 2003). A Child custody evaluation is one the most complex and challenging evaluation in which forensic psychologist assess the parents and children. During custody dispute evaluators are required to assess multipleRead MoreEssay on PSYCH 655 Week 6 Individual1264 Words   |  6 PagesClinical assessments have their place in almost every facet of the psychological and educational realms. I have been tracking down and examining what the most important aspects of assessment are that come into play in regard to drug and substance abuse, custody battles, as well as the importance the role of adhering to the ethical standards of utilizing culturally informed assessments. Clinical assessments within mental health centers are carry great importance in the identifying underlying behavioral problemsRead MoreWho Determines the Custodial Arrangement649 Words   |  3 Pagesarrangements are just as important for the child as they are for the parents. Due to the children still being dependent on the p arents’ to a certain extent, they will remain dependent on the quality of parenting they receive from the parent throughout their childhood. There is no standard definition of ‘best interest of the child’, this term generally refers to the deliberation that courts undertake when deciding what services, actions, and orders will best suit the child as well as who will best suit theRead MoreThe Department Of Children And Families1210 Words   |  5 Pagesissues. When parents are using substances, this is a form of neglect as well as abuse depending on the scenario. One particular case of mine came to the attention of the department when a mother overdosed on Percocet’s and heroin with her child present. The child was 3 months old, alleging neglect from the mother. The department also charged father with alleging neglect as well since father denied mother having an issue. Father reported that he was unaware of mother’s drug use, which was another concerningRead MoreDomestic Violence : Policing Coercive Control915 Words   |  4 Pagesdirectly and indirectly. Moreover, domestic abuse not only affec ts the victims it also has a profound effect on the children. Battered women are faced with uncertainty as they struggle to survive. In the article Stark, E. (2009). Rethinking Custody Evaluation in Cases Involving Domestic Violence reviewed the court system and the effect domestic violence has on families. In addition, another article written by Stark, Stark, E. (2012). Looking Beyond Domestic Violence: Policing Coercive Control. Journal

Media and Communications New Media Developments

Question: Discuss about theMedia and Communicationsfor New Media Developments. Answer: Introduction Communication is defined as a medium for the purpose of transferring information from one entity to another entity. The process of transferring the information is being carried out in the process of developing the interactions and also the sharing of the knowledge is being enhanced by the process of developing the new contexts of the ideas. The sharing of the information is being appropriately constructed by the help of the communication process that symbolizes the interactions between the two or more people (Carey, 2009). The attempt that is undertaken in this essay clearly describes the two alternative models of James W. Carey for creating focus on the new media developments. The two alternatives consist of the various concepts of the communication process which are categorized into transmission and rituals. Thus, it enabled the learner to have the appropriate view of the communication processes used for distinguishing the new media with the help of the two models. The communicatio n theories and models are used by the people and business organizations to convey their own opinions and views. Carey has focused on two communication theories which are transmission view communication theory and ritual view communication theory. Main Context Relevance of the Two Conceptions of Communication The two model of the James W. Carey shows the transmission and the ritual views by considering the conception of the communication. Therefore, the two conceptions can be easily focused with the provision of the explanation of the two conceptual models which are used for describing the new media story (Park, 2008). The theories of communication are appropriately explained by Carey and prefers ritual view communication theory because from his point of view, transmission communication theory is over used in the society nowadays. The Transmission View The transmission views are defined as the most common form of the culture. This culture can be easily described with undertaking all the cultures and dominates that had been developed for the purpose of describing dominates of the contemporary dictionary entries. The definition can be defined as the imparting, sending and the transmitting of information for the purpose of sharing knowledge. The enhancement of the metaphor or the geographic transportation is being described in the form of transmitting the information to the others. The enhancement of the movements can be easily explained with the movement of the information to the others. It also provides the information which is essentially identical for the development of the ideas for the communication process and also it enables the enhancement of the process within the people (Pauly, 2007). The enhancement of the work process can be essentially focused by identifying the communication processes and also the description of the com munication can be appropriately made by the help of the transmission of the signals or the messages. The views of the communication can be appropriately increased by enabling the desire for the increment of the speed and the effects of the messages. The development of the news story can be appropriately made in an easy with the help of transmitting the messages through the help of the signals. The Ritual View The ritual view clearly explains the transmission of the messages in space which are needed to be maintained for the society with the time. The communication process is seemed to be related to the religious or the ritual views in which the sacred ceremony is being described with the provision of the messages and also it attracts the fellowships and the commonality. The indebtedness of this is clearly represented from the communication made to the religion from the variation of the time and thereby the significant role is being explained in the form of the society (Pooley, Carey, 2016). For the purpose of comparing the effects, the analysis of this usage is being enlightened in the form of the highest manifestation and the maintenance of the credibility is being depicted. The new enlighting becomes the medium for the purpose of sharing this information and also highlights the views that seems to be requisite for the producing the dramatic focus. Moreover, the news writing reading bec omes the important factor for the enhancement of the views enabled with depicting the dramatic views and also the reader gains the pure information regarding the impact created on the society with the ritual view of the communication process (Stacks, Salwen, 2009). Therefore, the structure seems to be illustrating the appropriate views of the relevance nature which is being provided while comparing the two forms of the information. Therefore, the developments of the news in the form of communication can be easily explained by the help of these two conceptual models of James W. Carey. Analysis of the Theories The two communication model transmission and ritual play a significant role in the enhancement of the media platform. For example, a news story from a newspaper about the death of a five-year-old girl due to negligence shows the transmission and ritual communication theories. The transmission communication theory is the movement of information and has the function to transfer information within a society (Golan, Johnson Wanta, 2010). On the other hand, ritual view theory determines communication as culture sharing to provide commonality and fellowship. The ritual views theory states that the news story was not an appropriate or real information but a picture of contending forces in the society. The invisible girl is depictive in an attractive way that can evoke sympathy for the reader and compared with the darker images of her parents. The image represented the contending forces which is emphasized further by evil an adjective. The following depiction creates an effect of being the observer at the play and developing a story that creates a feeling among the readers (McLuhan McLuhan, 2011). The story was also depicted with the use of colour letters such as red which shows the sign of danger, but it also shows power and strength which contrasts the young girl's innocence. The photo given in the newspaper can also be analysed from the transmission communication theory point of view that it is disseminating knowledge and news as the picture is the distribution of factual and visual information. Bullet points are also used that can be viewed as both ritual and transmission communication form. However, the newspaper also provides significant information to the readers in an easy and simple. The story can be viewed from the transmission communication theory point of view. Nouns have also been used from the set of professions such as social workers, police, doc and teachers which depict the inefficiency professional theme showing the contending forces between the professionals and boy and also between the professionals and reader. Thus, it can be concluded that the ritual communication theory and transmission communication theory of James Carrey can be applied to the news story which portrays the use of these theories by the media organizations. The media organizations have used the communication theories to attract large number of audiences. (Samovar, Porter MacDaniel, 2009). The factual information, layout, text and words use the ritualistic communication form to evoke the s ympathy of the readers towards the young girl and also influencing the opinions of the readers. Both the theories are interlinked with each other and can be used in the media world. However, the media do not use the social interactions under the ritual view communication theory such as discussion shows of television with friends but are the instead forms of the social integration. Both the theories show the communication and flow of information within the society. Communication is considered as the most significant tool which is used by the organizations to convey their messages efficiently and appropriately to their audiences (Severin Tankard, 2014). Carey has given his opinion on the two communication theories. He thinks ritual view communication theory is much better than transmission view communication theory. He thinks that the transmission view communication theory can no longer go with the social change or technology and would also lose all its control in long run. For an example, the government may face difficulties to control the file sharing from one place to place which refers to the transmission model. Thus, the social consequences of the damages would be on the intellectual property. It does not mean that the transmission model was neglected by Carey but he just sees more benefit in the ritual view communication theory as there is a transmission communication flux around us. The transmission communication can hold and control everything and it has the hypodermic effect on us. The concept implies that whatever the media organizations depicts through the transmission communication has a powerful and direct effect on the audiences. For an example, the commercial advertisements are made to influence and control the beliefs and thoughts of the audiences towards the product and services in a positive way. Thus, the audiences are influenced with the communication process and may divert them to purchase the products. However, the ritual view communication theory helps to connect with a certain role of group. Thus, different communication theories and models helps to communicate effectively relying on the situation (Miller, 2007). Conclusion Carey has explained communication process as a complex process that maintains, builds and alters the culture of the world. The communication theories are appropriately explained by Carey which shows how media organizations use these theories. The theories are used to influence the views and perception of the readers. The communication model and theories has helped many people or group to convey their own opinions to others. The follow of communication is very much important for the development of an organization. Carey has explained two types of communication theories that are used by the media organizations. References Carey, J. (2009).Communication as culture. New York: Routledge. The book detail states that the process of transferring the information is being carried out in the process of developing the interactions and also the sharing of the knowledge is being enhanced by the process of developing the new contexts of the ideas. The sharing of the information is being appropriately constructed by the help of the communication process that symbolizes the interactions between the two or more people Park, D. (2008).The history of media and communication research. New York, NY [u.a.]: Lang. The book detail states that the two model of the James W. Carey shows the transmission and the ritual views by considering the conception of the communication. The two conceptions can be easily focused with the provision of the explanation of the two conceptual models which are used for describing the new media story. Pauly, J. (2007). James Carey: In Praise of the Popular.Popular Communication,5(1), 11-12. The book detail states that the transmission views are defined as the most common form of the culture. This culture can be easily described with undertaking all the cultures and dominates that had been developed for the purpose of describing dominates of the contemporary dictionary entries. Pooley, J., Carey, J. (2016).James W. Carey and communication research. New York: Peter Lang. The book detail states that the communication process is seemed to be related to the religious or the ritual views in which the sacred ceremony is being described with the provision of the messages and also it attracts the fellowships and the commonality. Stacks, D., Salwen, M. (2009).An integrated approach to communication theory and research. New York: Routledge. The book detail states that the news writing reading becomes the important factor for the enhancement of the views enabled with depicting the dramatic views and also the reader gains the pure information regarding the impact created on the society with the ritual view of the communication process. Golan, G., Johnson, T., Wanta, W. (2010).International media communication in a global age. New York: Routledge. The book detail states that the two communication model transmission and ritual play a significant role in the enhancement of the media platform. The transmission communication theory is the movement of information and has the function to transfer information within a society. McLuhan, E., McLuhan, M. (2011).Theories of communication. New York, NY: Lang. The book detail states that the ritual views theory states that the news story was not an appropriate or real information but a picture of contending forces in the society. Miller, K. (2007).Communication theories. Beijing: Peking University Press. The book detail states that the audiences can be influenced with the communication process and can change their decisions on the basis of the effectiveness of the communication. Samovar, L., Porter, R., MacDaniel, E. (2009).Intercultural communication. Belmont, Ca., [etc.]: Wadsworth Publishing Company. The book detail states that the media organizations use communication theories to attract large number of audiences and influences their views and conceptions. Severin, W., Tankard, J. (2014).Communication theories. Harlow: Pearson. The book detail states that the communication is considered as the most significant tool which is used by the organizations to convey their messages efficiently and appropriately to their audiences.

Animal Testing Essay Thesis Example For Students

Animal Testing Essay Thesis Medicines, household products, food, and basically everything involved in the life of an average person has to under go a form of testing before it islegal to be placed on a shelf and if available to the public. The same tests are performed on every medical procedure that is introduced to surgeons. Since the only way to directly mimic the human body is to use it itself, scientists were forced to find the closest and best alternative. That is where animals were introduced to the medical profession. Experimentation on animals date back to as early as 500 BC, making this form of medical validation one of the oldest known to humans. It is not only one of the oldest but one of the most informative. Scientists use animals in medical research to study how the body works and how to diagnose, cure, and prevent disease. Researchers also use animals for tests to try to protect the public from dangerous chemicals, (Day, 13) such as those included in detergents, bleach, and other household produc ts. When live animals are used in experimentation, this practice is called vivisection. Animals are used in many instances because their bodies often react in a similar way to that of a humans. Although animals have been used in medical research for numerous years it was not until the early 1920s that it became more prominent. It was at this point that the introduction of using live, un-anesthetized, animals to study toxic effects on an increasing array of drugs, pesticides and food additives was introduced. After this great advance in medical research the results of using animals grew with leaps and bounds. In 1970 this process peaked with the use of millions of animals. Since then, according to the USDAs Animals Welfare Enforcement, 1,267,828 animals were used for medical purposes in 1998, which is more than a 50 percent decrease since 1970. Although this is a drastic drop in animals used there have been many medical advances; virtually every medical break through this century has come about as the result of research with animals. (Office of Technology) Of the many animals used for experiments, about 90 percent of the animals used are rats, mice and other rodents. Animals such as these are used for two reasons, one because they are readily available upon request, and two because they are cheap which helps aid the large cost of animals experimentation. Although it has been proven, that in many cases, rats and mice are not an accurate subject to test medicines on; their popularity has only grown larger. Mechanize (a travel sickness drug) caused severe deformities in rats, but not in humans, whereas Thalidomide (a sedative drug) caused no reaction in rats but cause deformities in humans. This is only one of the many cases where mice and rats have been found as faulty test subjects. With the wide range of animals that are available, the tests the are used on them are even vaster. The tests are broken down into many different categories, which allows scientists t o zero in on certain areas of testing and to specify results. The largest and most useful area of testing is called Toxicity Testing. In toxicity tests, animals are generally exposed to chemicals in ways that are meant to mimic human exposure, by ingestion, inhalation, skin contact and contact with the eyes. The type of animals used in this field include rodents, dogs, cats, fish, birds (chickens, hens, pigeons) rabbits, frogs, pigs, sheep, and primates. Toxicity testing is aimed at providing information, which can be used to attempt to protect society and the environment against the harmful effects of chemicals. (Boyd, 184) Eye irritancy tests, the largest and most controversial area in toxcity testing, began in 1920. It was introduced because soldiers were exposed to mustard gas in World War I, their eyes began to burn and some lost sight. To understand what the effects of the mustard gas more clearly scientist used rabbits as their test subjects. They would force they eyes of the rabbit open and let mustard gas fester for days, they would then compare their findings to the effects on humans. After this first introduction to the benefits of .uf38d3eb91bd708b7553cc3b42847489a , .uf38d3eb91bd708b7553cc3b42847489a .postImageUrl , .uf38d3eb91bd708b7553cc3b42847489a .centered-text-area { min-height: 80px; position: relative; } .uf38d3eb91bd708b7553cc3b42847489a , .uf38d3eb91bd708b7553cc3b42847489a:hover , .uf38d3eb91bd708b7553cc3b42847489a:visited , .uf38d3eb91bd708b7553cc3b42847489a:active { border:0!important; } .uf38d3eb91bd708b7553cc3b42847489a .clearfix:after { content: ""; display: table; clear: both; } .uf38d3eb91bd708b7553cc3b42847489a { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uf38d3eb91bd708b7553cc3b42847489a:active , .uf38d3eb91bd708b7553cc3b42847489a:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uf38d3eb91bd708b7553cc3b42847489a .centered-text-area { width: 100%; position: relative ; } .uf38d3eb91bd708b7553cc3b42847489a .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uf38d3eb91bd708b7553cc3b42847489a .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uf38d3eb91bd708b7553cc3b42847489a .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uf38d3eb91bd708b7553cc3b42847489a:hover .ctaButton { background-color: #34495E!important; } .uf38d3eb91bd708b7553cc3b42847489a .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uf38d3eb91bd708b7553cc3b42847489a .uf38d3eb91bd708b7553cc3b42847489a-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uf38d3eb91bd708b7553cc3b42847489a:after { content: ""; display: block; clear: both; } READ: Information Technology And Quality Customer Servic Essay

An Evaluation of the Suitability of New Headway

Introduction Banks et al. (1989) say that the intangible aspects as well as symbols of a society make up their culture. Banks et al. add that the most important element of culture is how people interpret and attach meaning to the components of culture (1989).Advertising We will write a custom essay sample on An Evaluation of the Suitability of ‘New Headway- Intermediate’ by Liz John Soars specifically for you for only $16.05 $11/page Learn More According to Damen (1987), culture is the share of human models that enable people to carry out day-to-day activities through socialization. Lederach (1995), on the other hand, describes culture as the material and non-material practices that differentiate a particular group of people. Culture is specific to groups of people based on race and language. Hofstede (1984) says that culture is the programming of the mind that helps differentiate different groups of people. From the definitions above, cult ure can be defined as the patterns of behavior that are shared among peoples, and the cognitive constructs that determine the behavior of people in everyday life. English is taught as a foreign language in Iran. According to Dollerup et al. (1992), there is a cultural influence perspective in teaching English as a foreign language (EFL) in Iran. Dollerup et al. add that teaching English in the country is always accompanied by the teaching interpretation skills from English to the local language that leaders believe is important for Iranian politics as well as international development (Dollerup et al. 1992). The leaders also believe that it is an effective way to preserve the indigenous Iranian language. This is because, while learners undertake English lessons, it ensures that they are knowledgeable about the indigenous language. High school learners in Iran aged between 15-18 use the textbook New Headway-Intermediate (Soars and Soars 1996). The research will center on the question of whether the book is suitable for teaching the English language. Additionally, the research will seek to find out whether elements of Iranian culture need to be incorporated into the system when teaching these students when using books such as New Headway. It is important to note that culture here means all the material and non material features that characterize the way of life of Iranians. Jenkins (2007) says that generally, the cultural aspect among learners especially high school learners is clearly embedded in the learning process. According to Jenkins, the learning process involves both formal and informal processes that aim at preserving the Iranian culture.   Similarly, the system emphasizes the importance of the cultural aspect even in the teaching of foreign languages.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Jenkins (2009) also adds that there is concern among course drafters i n Iran that any foreign language teaching in Iran is tantamount to adopting the culture that the language represents and, therefore, recommends the incorporation of the local cultural aspect so that learners can learn the foreign language while appreciating their own culture. It is not to say that western culture is inappropriate for Iranians; rather, Iranians may consider some elements of western culture such as the modes of dress that may be considered offensive and, therefore, not desirable. For instance, a woman wearing trousers and exposing her hair will be considered offensive in the Iranian culture, as will words that describe the undergarments worn by both men and women that have been developed by the dynamic nature of commerce these words include ‘pants’, ‘Lingerie’. However, it would be wrong to assume that any incorporation of British cultural aspects into teaching English in Iran using the new textbook is not appropriate. The research will, ther efore, explore both sides of the argument to determine what merits and demerits accompany whatever approach high school learning takes in Iran. Aims and objectives of the research The main aim of the research will be to evaluate the cultural content of New Headway with a view to evaluating the degree to which it is appropriate for Iranian high school learners. Cultural content here refers to all the elements in the book that refer to culture as defined at the beginning of this paper. It is important to note that high school learners are students aged between 15-18. The system in Iran separates women from men, even in learning institutions. Students are introduced to English as a second language from grade 7. The students are expected to follow academic/general or technical/vocational training.  The research will also aim to determine the learner attitudes towards increasing or decreasing the observance of cultural aspects in English teaching. Concisely, therefore, the research wil l seek to determine whether the new textbook is suitable for teachers and students in the culturally sensitive environment of Iran.  Other objectives of the research will include: An investigation of learner attitudes on the suitability of the book among Iranian high school students through the use of qualitative studies of 15-18 year olds and evaluating this within the context of New Headway Intermediate (Soars and Soars, 1996). An evaluation of the content of New Headway Intermediate (Soars and Soars 1996) as a learning medium for Iranian EFL students between the ages of 15-18 in the culturally sensitive environment of Iran. Research questions According to Slavin (1995), research questions will provide a platform for answers to be arrived at.Advertising We will write a custom essay sample on An Evaluation of the Suitability of ‘New Headway- Intermediate’ by Liz John Soars specifically for you for only $16.05 $11/page Learn More The r esearch will seek to answer the following questions: What are the attitudes of learners in Iran regarding English language teaching (ELT) materials such as New Headway to containing English culture or not? How important is it for ELT materials like New Headway to reflect the learners’ culture? Is New Headway suitable for ELT in the culturally sensitive environment of Iran? Rationale According to McGrath (2002), designing language programmes must take into consideration the cultural aspect of the learners. The books that they use, therefore, should have a considerable element of the native culture; otherwise, it is only an assimilation of the English culture that ELT gives. Additionally, Cunningsworth (2011) believes that materials should be the basis of ELT. According to him, good preparation of materials will incorporate a sound cultural element in teaching English for foreigners and in this case, Iran. The materials will need a considerable degree of authenticity in terms of local cultural content. In fact, his opinion supports some sort of revision of the book to ensure it specifically suits Iranian high school learners.  On the other hand, Sifakis (2004: 89) has a different view from the rest. He thinks that the incorporation of the culture of the learners into teaching English should be used sparingly, depending on the reason for learning. In other words, sometimes, it is necessary to include an element of culture in the teaching of English. For instance, while teaching students in Iran, teachers may use real life examples that make use of Iranian culture or British culture.  According to Krashen (1982), it is important to ensure the avoidance of negative feelings towards the first culture. The first language should, therefore, be used in helping learners and, if necessary, be incorporated into the learning materials. He adds that learners develop a significantly better understanding of their culture when learning materials contain unfamiliar materials, in this case, English. Books like New Headway, therefore, that are used in teaching English in Iran should bear more Iranian cultural content. This should be in form of illustrations that talk exclusively about Iranian culture. For that reason, therefore, it will be imperative for New Headway to include real life examples that touch on the culture of the learners in Iran. For instance, the book can have exercises that instruct students to write essays on the history and culture of Iran.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More New Headway has been in use in Iran for a long time. Though the content of the book does not have many cultural perspectives, teachers in the country have always incorporated the element. It is important to note that perspective here means specific Iranian examples and illustrations that reflect the day to day life of the country. To highlight the rationale behind this study, we will look at a number of points that shed some light on the topic of the study. According to Edge (2006), Newton and Adams (2009) and Cunningsworth (1984), teaching materials as in textbooks such as New Headway used for teaching English in Iran are greatly influenced by the students’ culture and upbringing. In other words, materials used in teaching English in Iran normally have an overt Iranian cultural perspective and approach. Edge (2006) notes the pedagogic nature of the Persian culture in Iran as having a heavy influence on English teaching in the country. It is, therefore, not alarming to use te xtbooks such as New Headway. In addition, Newton and Adams (2009) say that, given the primary language and culture that Iranian children are brought up in, there is bound to be influence of it in ELT. This will include the incorporation of the first language in the learning of the language. Cunningsworth (1984) simply states that it will be difficult to ignore the cultural aspect in ELT in Iran. These authors, therefore, endorse the use of any book, including New Headway, no matter what cultural content in it may be considered â€Å"foreign†.  Teachers are important to the successful teaching of English. Though they have little influence on the content of the curriculum, the researcher will actively engage with them to have a firsthand account of what they think of the book. There is sufficient proof that teachers attitudes, views, culture and opinions contribute greatly to the shaping of their students learning processes and their way of lives (Crystal 1997).  Teachers p lay an important role in the success of ELT. However, according to Cortà ©s et al. (2008), there is lack of consensus on what knowledge teachers should have for them to qualify to teach students. Similarly, there are a number of teachers who may have limited skills or unrelated educational preparation; hence, they may not be up to speed with what teaching English in a culturally sensitive environment entails (Ferri and Ortiz 2007; Gonzà ¡lez and Quinchà ­a 2003). The last two views point towards the competence of teachers in understanding what their role is and their understanding in using teaching aids such as the new textbook. The complexity presented by the issues above makes this research important since it will try to come up with the necessary mechanism of sorting the problems around culture in teaching English in Iran.  Based on the definition of culture given at the beginning, culture can be described the material and non-material practices that differentiate a particul ar group of people. Culture is specific to groups of people based on race and language. The rationale of this research, therefore, is to produce a concise chapter-by-chapter analysis using the content analysis technique. Both relation and concept analysis will be used to study the theme of culture in the book. Additionally, it is necessary that this research is carried out to aid the development of a comprehensive framework for the effective evaluation of the said book. Furthermore, the findings of the research will be used to analyze both sides of the argument that learning materials such as New Headway-Intermediate be de-culturalised or be valued neutral. Content Analysis Content analysis has a long history since its regular use started in the 1940’s. Its use increased when researchers started focusing more on concepts and semantics in texts. Because of the need to have an in-depth look at the book, the analysis will be done on two levels. The two levels will help to establ ish the concepts of the book and the relationship that they have with culture. Conceptual analysis The concept that will be analyzed will be culture. The concept of culture will be examined to determine the frequency of its occurrence in the book. This conceptual analysis will be carried out based on the research questions as determined earlier. Through selective reduction, the content will be grouped to content categories. These categories will be helpful in analyzing certain characteristics of the content which, in this case, will be culture. Relational analysis This analysis will focus on the examination of culture in the new book while at the same time relating it to other themes in the text. It will help to discover whether culture dominates the book content. First, there will be determination of the types of the concepts that will be analyzed. Then the researcher will come up with a method of analyzing the different themes and concepts and how they relate with culture. This wa y, it will be possible to determine whether or not it is important to have the cultural element in the book. Methodology The research will use both the quantitative and qualitative research approach through the administration of questionnaires, as well as interviews. According to Cresswell (2009), the qualitative approach is best suited for exploring and understanding the meanings ascribed to social as well as human problems by individuals. Bryman (2008: 65) says that the qualitative method is important because it allows the researcher to gain an in-depth understanding of the problem under study.  A sample of students will be chosen from among the population from whom data will be collected. The population will be high school students aged 15-18. The willing students will be chosen from the general student population at different schools and questionnaires will be administered to them. The sample will include both teachers and students who will be active participants in an EFL pro gramme. The questions that will be used in the probe will seek to know their feelings about the use of the book in Iran and whether they are comfortable or not with the cultural perspective present in the content. In this approach, the researcher is the one tasked with the interpretation of the data after analysis. Perhaps the most important point about the methodological approach that will be used is the fact that it relies on the participants’ view of the problem under study (Pring 2000). According to Seidlhofer (2004), this is important, especially considering that most participants’ views will echo those of the majority on the ground. The opinion expressed by the participants, therefore, will be used to give recommendations about the use of the book and the feelings of learners and teachers towards it. Bryman (2008) adds that by a qualitative approach, a holistic view and understanding of the role of language in culture and teaching is achieved. Semi-structured int erviews will be used to collect data. The interviews will conducted with the aid of the internet enabled media such as Skype and email. A questionnaire will then be administered to the participants who, in turn, will complete and return it. The questions in the questionnaires will focus on the areas identified under the methodology section. Hypotheses: Many students feel the new textbook Broadway should contain more elements of Iranian culture. A majority of students think learning English using the new book does not amount to adoption of English culture. A majority of students feel the new book is suitable for teaching English in Iran. Nearly half pf the students think the book should be revised I future but there is no need for a rushed revision at the moment. Limitations of the study One of the limitations this study is likely to encounter is language barriers. Considering English is not the first language, some correspondents may have difficulty in expressing themselves on ora lly and on paper. Another problem that the research may encounter will be lack of internet unreliability. Some f the correspondents may be unable to access internet connection, which may greatly hamper smooth conduction of the interviews. A high cost is another problem that the research is likely to face. Respondents will be based in different parts of the country and data collection may involve a nit of traveling. This is likely to contribute to high costs of the study. Literature review Cunningsworth (1984) says that teaching ELT should involve the use of authentic materials. To that effect, therefore, Cunningsworth believes that elements of Iranian culture should be incorporated to make the book more authentic and more familiar to Iranian learners. That way, learners will not feel alienated by merely learning foreign concepts and will have a more original touch. Alienation will occur if the students have a feeling that the book is just bombarding them with foreign culture concept s. The incorporation of elements of local culture, therefore, will make learners develop the feeling that learning English is closely interlinked with their culture, hence, no promotion of foreign concepts. Edge (2006), for his part, asserts that teaching English elsewhere outside the UK and in Iran for that matter amounts to exporting the British culture to Iran. The use of the book, according to Edge, is that EFL materials such as the New Headway textbook should be adopted wholly without any alteration. He is of the opinion that ELT should be taught in a standardized way without consideration of the cultural content of the materials. According to him, accepting learning English is tantamount to accepting learning the British culture. On the other hand, Newton and Adams (2009: 76) believe that native culture plays an important role in the success or failure of ELT among foreign learners. In this case, the authors support the non-use or limited use of English books as New Headway th at are not specifically written for Iranian high school learners.  Dollerup et al. (1992) say that the use of the book has been under criticism elsewhere apart from Iran. According to Dollerup et al., some scholars claim that the book does contain anti-male perspectives which in Iran may be taken wrongly considering that the Iranian society is dominantly patriarchal. According to Johnston (2007: 56), the element of culture in teaching EFL is critical to understanding what teaching the language entails. Therefore, understanding the cultural content of New Headway will be important in evaluating the attitudes of Iranian learners towards it. Johnston (2007) feels that it is important for teaching professionals to understand the importance the above element carries before embarking on teaching. Johnston’s approach is more neutral and does not support either position but a careful analysis of his stand will interpret it to mean that ELT teachers can use the book but should do so cautiously so as not to spread the English culture explicitly as contained in the book. Crystal (1997: 90) believes that there should be absolutely no cultural element in teaching English. He asserts that teaching English should only concentrate on the purposes of learning the language for the purposes of interaction and instruction. Crystal’s position is the most radical. He supports the use of materials in EFL that do not have any cultural elements of the foreign language that is being taught.  According to Pennycook (1994: 76), English may be taken to represent British culture and/or American culture. Therefore, teaching the language without the cultural aspect, according to Pennycook, is just hiding from reality. On the other hand, Tan (2005: 47) says that it is important when teaching EFL to incorporate elements of the learner’s culture into it. That way, he believes it will be easy to teach the students and there will be less hostility and suspicion from some interested people who think students are being brainwashed. Such sentiments may come from the older generation of Iranians, as well as the conservative members of the political and religious classes.  It’s important to note that government publications may not be widely used because of the difficulties encountered in accessing them. Besides, most of them are written in Persian and Farsi, which will require interpretation. Ethical Considerations According to Saunders et al. (2003), ethical considerations are critical in the success of any research. Saunders et al. (2003: 97) add that the appropriateness of any researcher’s behavior in relation to the privileges and rights of the participants of the study will greatly affect and reflect on the study. Kirkpatrick (2007) adds that all participants must be assured of confidentiality. Ethical considerations will, therefore, apply to both the researchers and the participants, as well as to the procedures involved in the res earch.  The participants will be allowed to use pseudo names to ensure their anonymity. Furthermore, those that are not willing or comfortable in using any name will be allowed to use none.  This is to enhance the element of anonymity for better confidential guarantees. Participation will be purely voluntary and those that may feel the need to abandon the research will be free to do so at their own will and time of choosing. However, for purposes of credibility, participants may not be allowed to withdraw from the study after the information has been collected and the analyzed participants will also be made aware that the information that they will be giving will be used in the analysis of the research question. References Banks, Banks, J.A. C.A.M. Banks (eds.) (1989) Multicultural Education. Needham  Heights, MA: Allyn Bacon. Bryman, A. (2008) Social Research Methods (3rd Edition). Oxford: Oxford University Press. Cortà ©s, L., J. Hernà ¡ndez R. Arteaga (2008) What does the Colombian society expect from foreign language teachers. (trans.) Revista Electrà ³nica Matices en Lenguas Extranjeras, 2. Web. Cresswell, J.W. (2009) Research Design. 3rd Ed. California, US: Sage Publications. Crystal, D. (1997) English as a Global Language. Cambridge: Cambridge University Press. Cunningsworth, A. (1984) Evaluating and Selecting EFL Teaching Materials. London: Heinemann. Cunningsworth, A. (2011) Evaluating and Selecting EFL Teaching Materials. London: Heinemann (3rd edition). Damen, L. (1987) Culture Learning: The Fifth Dimension on the Language Classroom. Reading, MA: Addison-Wesley. Dollerup C. A. Loddegaard (eds.) (1992) Teaching translation and interpreting. Elsinor, First Language International: Denmark. Edge, J. (2006) Relocating TESOL in the age of empire. New York: Macmillan Palgrave. Ferri, M. D. Ortiz (2007) Designing a Holistic Professional Development Program for Elementary School English Teachers in Colombia. Profile Issues in Teachers’ P rofessional Development 8: 131-143. Gonzà ¡lez, A. D.I. Quinchà ­a (2003) Tomorrow’s EFL teacher educators. Colombian Journal of Applied Linguistics 5, 86-104. Hofstede, G. (1984) National cultures and corporate cultures. In Samovar, L.A. R.E. Porter (Eds.) Communication Between Cultures. Belmont, CA: Wadsworth. Jenkins, J. (2007) English as a Lingua Franca: Attitude and Identity. Oxford: Oxford University Press. Jenkins, J. (2009) World Englishes: A Resource Book for Students (2nd Ed). London. Johnston, B. K. Goettsch (2000) In search of the knowledge base of language teaching: explanations by experienced teachers. Canadian Modern Language Review, 56(3):437-468. Web. Kirkpatrick, A. (2007) World Englishes: Implications for International Communication and English Language Teaching. Cambridge: Cambridge University Press. Krashen, D.S. (2008) The input hypothesis: issues and implications. Michigan: Longman. Lederach, J.P. (1995) Preparing for peace: Conflict transformation across cultures. Syracuse, NY: Syracuse University Press. McGrath, I. (2002) Materials Evaluation, and Design for Language Teaching. Edinburgh: Edinburgh University Press. Newton, J R. Adams (2009) Asian Journal of English Language Teaching. Special. Pennycook, A. (1994) The Cultural Politics of English as an International Language.London: Longman. Pring, R. (2000) Philosophy of Educational Research. Qualitative Inquiry (10) 1. Saunders, M., P. Lewis A. Thornhill (2003) Research Methods for Business Students. (3rd Ed). Essex: Pearson Education. Seidlhofer, B. (2004) Research perspectives on teaching English as a lingua franca. Annual Review of Applied Linguistics (24): 209-239. Sifakis, N.C. (2004) Teaching EIL—Teaching International or Intercultural English? What EnglishtTeachers should know. System, 32/2: 237-250. Slavin, R.E. (1995) Cooperative learning: theory, research, and practice (2nd ed). Needham Heights: MA: Allyn and Bacon. Soars, Liz John Soars. (1996) New Hea dway Intermediate. Oxford: Oxford University Press. Tan, M. (2005) Authentic language or language errors? Lessons from a learner corpus. ELTJournal 59 (2): 26-134. Tomlinson, B. (1998) Materials Development in Language Teaching. Cambridge: CUP. . This essay on An Evaluation of the Suitability of ‘New Headway- Intermediate’ by Liz John Soars was written and submitted by user Maxx Bates to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

The Anglo-German Naval Race

The Anglo-German Naval Race A naval arms race between Britain and Germany is often cited as a contributing factor in the start of World War I. There may be other factors that caused the war, which began in central and eastern Europe. However, there must also be something that led Britain to get involved. Given this, its easy to see why an arms race between two later warring powers would be seen as a cause. The jingoism of the press and people and the normalization of the idea of fighting each other is as important as the presence of the actual ships. Britain ‘Rules the Waves’ By 1914, Britain had long viewed their navy as the key to their status as the leading world power. While their army was small, the navy protected Britain’s colonies and trade routes. There was huge pride in the navy and Britain invested a great deal of money and effort to hold to the ‘two-power’ standard, which held that Britain would maintain a navy as large as the next two greatest naval powers combined. Until 1904, those powers were France and Russia. In the early twentieth century, Britain engaged in a large program of reform: better training and better ships were the result. Germany Targets the Royal Navy Everyone assumed naval power equaled domination, and that a war would see large set piece naval battles. Around 1904, Britain came to a worrying conclusion: Germany intended to create a fleet to match the Royal Navy. Although the Kaiser denied this was his empire’s aim, Germany hungered for colonies and a greater martial reputation and ordered large shipbuilding initiatives, such as those found in the 1898 and 1900 acts. Germany didn’t necessarily want war, but to browbeat Britain into giving colonial concessions, as well as boosting their industry and uniting some parts of the German nation - who were alienated by the elitist army - behind a new military project everyone could feel part of. Britain decided this couldn’t be allowed, and replaced Russia with Germany in the two-power calculations. An arms race began. The Naval Race In 1906, Britain launched a ship which changed the naval paradigm (at least to contemporaries). Called HMS Dreadnought, it was so large and heavily gunned it effectively made all other battleships obsolete and gave its name to a new class of ship. All the great naval powers now had to supplement their navy with Dreadnoughts, all starting from zero. Jingoism or patriotic sentiment stirred up both Britain and Germany, with slogans like â€Å"we want eight and we won’t wait† used to try and spur the rival building projects, with the numbers produced rising as each tried to outdo each other. It’s important to stress that although some advocated a strategy designed to destroy the other country’s naval power, much of the rivalry was friendly, like competing brothers. Britain’s part in the naval race is perhaps understandable - it was an island with a global empire – but Germany’s is more confusing, as it was a largely landlocked nation with little that needed defending by sea. Either way, both sides spent huge sums of money. Who Won? When the war started in 1914, Britain was held to have won the race by people looking just at the number and size of the ships, which was what most people did. Britain had started with more than Germany and ended with more. But Germany had focused on areas that Britain had glossed over, like naval gunnery, meaning her ships would be more effective in an actual battle. Britain had created ships with longer range guns than Germany, but German ships had better armor. Training was arguably better in the German ships, and British sailors had the initiative trained out of them. In addition, the larger British navy had to be spread over a larger area than the Germans had to defend. Ultimately, there was only one major naval battle of World War I, the Battle of Jutland, and it is still debated who really won. How much of the First World War, in terms of starting and willingness to fight, was down to the naval race? It is arguable that a notable amount can be attributed to the naval race.

Revised pieces 2,3,4,5,and structured Research Paper

Revised pieces 2,3,4,5,and structured - Research Paper Example Nevertheless, the actions of Capone did not allow this Act, to be effective with the numerous illegal beer breweries that he carried out. Capone’s money, power and glamour are accompanied by ruthless activities which he engages in be it murder, violence so long as his goals are achieved. His violence is clearly seen in the St. Valentine’s Day massacre becoming one of the most horrifying events in Chicago’s history. A lump sum reward will accorded to any person who brings in any invaluable information to the authorities. Contact the address at the bottom of the page. Piece 4 board games The following game is to be played by following rules and instructions Paying rent on a utility if you throw a dice and it falls on a utility owned by another player, you pay him thrice the value of the property. Timing and trading, this can happen any time, but only when you are playing. Buying a mortgaged property when buying a mortgaged property you can pay for it later in the g ame or pay for it immediately. The game includes ladders that will help you in climbing as you gain more and more wealth. Every time your dice ends in square with a ladder use to climb up The game includes jail card you will get a jail card if you fail to pay on time for rent or mortgaged property. Owners of a property are required to pay taxes failure to which they will be sent to jail. The tax will be 15% of the value of the property. The more properties you the more taxes is required of you Piece 5 how to gain and keep power Be ironic; never trust your friends too much, learn how to make use of your enemies just like AL Capone who expressed his good intentions towards his enemies by sending them flowers during their funerals. Learn to keep your intentions to yourself because you may never know who will use them against you. Get other people to do the work for you, but take the credit. AL Capone maintained his power by providing what was needed by the majority that is the poor who depended on alcohol to absorb their sorrows away. Always learn to win people by your actions, Al Capone was always there to help people who were in need and therefore despite the evil side of Capone people could care less of his criminal activities. Capone was an elegant person who valued family; he always played the part of a self-made millionaire, whose actions did not depict anything unusual that would brand him a social misfit. Although Capone died many years ago living behind a character that is emulated by script writers for various movies. Piece 6 tabloid article Al Capone’s illegal nature started way back when he was a teenager, when he joined a criminal organization by the name five point gang. After he moved to Chicago, Capone’s involvement with Colosimo, a criminal gangster led him together with Torrio to expand operations after his death. In the 1920s, he had a booming criminal; an empire that included beer breweries, night club gambling organization and a prostitution circle. Although he was a criminal, he was considered a successful businessman though the means by which he gained that fame is questionable, which is a benefit of cheating your way up to power. His fame was accompanied by admiration by those who regarded him as a business tycoon rather than a criminal gang. Often the society forgets the criminal nature of

Assignment Example | Topics and Well Written Essays - 500 words - 104

Assignment Example The core issue of a learning contract is to provide a guiding strategy for personal learning. What is needed in a learning contract is a clear declaration of the rationale of the contract. This may be provided as an aim, a predicament or a matter. The purpose must be suitable to the course or subject and be adequately challenging to merit inclusion in a bachelor level program (Anderson, Baud & Sampson 1998). Purpose of learning contracts can be indicated as transforming responsibility for the education process from the educator to the learner to enable students learn better with a clear focus. It is also to offer a motivation by insuring accomplishment under known conditions. Learning contract is a means for a student to have a prepared learning model to pursue. This structure must be specifically designed for individual student’s needs. It offers information and objectives the student has set for their individual

See the attachment Coursework Example | Topics and Well Written Essays - 3000 words

See the attachment - Coursework Example More aggressive competitive pressures, coupled with drastic changes in the external environment have tested global organizations’ existence in the last few decades. DHL Company has sustained diverse challenges and remained successful through time. It is the objective of this essay to proffer a strategy assessment of DHL Company, as a global organization, with the specific aims of addressing the following concerns: (1) an identification of the organization’s companywide strategy; (2) a determination of the specific aspect of the strategy being focused on; (3) the competitive advantages of DHL; (4) the competitive strategies employed; and (5) an exploration of any identified issues on global management. The analysis of the organization would be used analytical tools such as SWOT and PESTLE analysis for a more comprehensive illustration of its competitive advantage on a global scale. Brief Executive Overview The management report is designed to proffer an assessment of the global strategy of DHL to be â€Å"The Logistics Company for the World† (DHL: Corporate Portrait, 2010) where focus would be on logistics and mail. ... tions in Asia in a move linked to the inauguration of its expanded central Asia hub in Hong Kong and the launch of its north Asia hub in Shanghai† (Wallis, 2008, p. 38). By identifying and enumerating the organization’s internal resources and the factors that influence its external environment through both SWOT and PESTLE analyses, the report would clearly indicate the viability of the global strategy to sustain leadership in the logistics industry. Short introduction to the organisation and its markets DHL Company boasts of being â€Å"an express shipping multinational company operating in diverse countries and territories around the globe† (DHL:About us, 2010, par 1). The official site of DHL revealed its â€Å"expertise in international express, air and ocean freight, road and rail transportation, contract logistics and international mail services to its customers. A global network composed of more than 220 countries and territories and 300,000 employees wor ldwide offers customers superior service quality and local knowledge to satisfy their supply chain requirements† (DHL: About us, 2010, par. 1).  DHL operates in countries such as Hawaii, the Far East, Middle East, Africa and Europe, and now reached 220 countries in all. DHL’s operations focus on four major divisions such as: DHL Express (global dispatch and delivery of parcel and express shipments); DHL Supply Chain (customized, IT-based solutions); DHL Freight (national and international transport solutions); DHL Global Forwarding (air and ocean freight and a project logistics services provider operating worldwide) (DHL: Company Portrait, 2010). The incredible growth story of the organization utilized exemplary leadership, high quality of service at competitive price. The growth and geographic

The Influence Of Postmodern Dance Essay

The Influence Of Postmodern Dance Essay Postmodernism was a late 20th century movement that opposed the Modernist preoccupation with purity of form and technique, and aimed to eradicate the divisions between art, popular culture, and the media. Postmodern artists employed influences from an array of past movements, applying them to modern forms. Postmodernists embraced diversity and rejected the distinction between high and low art. Ignoring genre boundaries, the movement encourages the mix of ideas, medias, and forms to promote parody, humor, and irony. -started 1960s in a church -the word postmodern after modern techniques Graham n Isadora -influced by Cunningham n cage -timely, moving on today Where Modernists tended to believe in the future and reject the past, Postmodernists are more pessimistic and do not see the world necessarily improving in the future. 1960-1970s even though it was short time Postmodernist music includes Philip Glasss minimalist works and John Cages collaborative performances in which he involved the audience. genres like ballet and modernism and develop new styles. The most famous of these pioneers was probably Anna Halprin, who based her choreography on real experiences, not classical works. Her group, the Dancers Workshop, usually avoided traditional technique and often performed outdoors instead of on a conventional stage. Another modern dance pioneer, Robert Dunn, believed that the process of art was more significant than the end product. Merce Cunningham experimented with the relationship between dance and music and created choreography that was unrelated to the music it was accompanied by. What Followed Postmodernism? Postmodern dance was a relatively short-lived movement, but it was a stepping stone to other artistic endeavors. Performance art, a movement featuring theatrical events realized through loosely structured combinations of events, grew out of the collaboration between dance and other art forms. Dancers like Twyla Tharp put their own stamp on postmodern theory and began a return to more structured choreography, making way for the contemporary dance genre of today. Postmodern dance is a 20th century concert dance form. A reaction to the compositional and presentation constraints of modern dance, postmodern dance hailed the use of everyday movement as valid performance art and advocated novel methods of dance composition. Claiming that any movement was dance, and any person was a dancer (with or without training) early postmodern dance was more closely aligned with ideology of modernism rather than the architectural, literary and design movements of postmodernism. However, the postmodern dance movement rapidly developed to embrace the ideology of postmodernism which was reflected in the wide variety of dance works emerging from Judson Dance Theater, the home of postmodern dance.[citation needed] Lasting from the 1960s to the 1970s the main thrust of Postmodern dance was relatively short lived but its legacy lives on in contemporary dance (a blend of modernism and postmodernism) and the rise of postmodernist choreographic processes that have produced a wide range of dance works in varying styles. Postmodern art is a term used to describe an art movement which was thought to be in contradiction to some aspect of modernism, or to have emerged or developed in its aftermath. In general, movements such as Intermedia, Installation art, Conceptual Art and Multimedia, particularly involving video are described as postmodern. The traits associated with the use of the term postmodern in art include bricolage, use of words prominently as the central artistic element, collage, simplification, appropriation, depiction of consumer or popular culture and Performance art.

Character analysis of Curleys wife and Slim. :: English Literature

Character analysis of Curley's wife and Slim. Steinbeck managers to deliver Curley's wife and Slim's description of their characters so clearly because we get told what people think of them but then we get given their clear precise description of them so we can make our judgement of their personality. We first hear about Curley's wife by Candy when he tells George and Lennie. This is a bit of gossip that Candy tells George about Curley's wife and it is also the opinion of most of the ranch workers. Now Candy is a gossip and he wants to tell George and he does it very effectively. Candy makes sure that George is on his side and you can tell that he feels a bit safer when George agrees with him. We are told that Curley's wife is very beautiful and a bit of a flirt when Candy says, 'I seen her give Slim the eye.' 'An' I seen her give Carlson the eye.' Candy's opinion of Curley's wife is emphasized when he says to George, 'Know what I think?' 'Well, I think Curley's married à ¢Ã¢â€š ¬Ã‚ ¦ a tart' Steinbeck has given us a general Idea about her character but then he builds upon that by introducing her to George and Lennie. As soon as she walks in to the bunkhouse signs start to emerge. Her figure cuts off the sunlight from outside, 'the rectangle of sunshine in the doorway was cut off.' This makes the bunkhouse dark and dark is a sign for trouble and evil. Her description is very vivid and mentions the colour red, which is a very symbolised colour. 'She had full, rouged lips' 'Her fingernails were red.' 'She wore a cotton house dress and red mules, on the instep of which were little bouquets of red ostrich feathers.' Red is a symbol of danger but it can also mean love and passion. Red is also the colour that enrages a bull and since Lennie has been described and related to different animals I think Lennie could be a bull as well. Another detail that is made about Curley's wife is that 'Her voice had a nasal, brittle quality.' This is different to all of her other details because it suggests that she is also very fragile. A clue again relating to her being fragile is when she asks Slim if he has seen Curley. When Slim says that Curley is looking for her she reacts in a way that I think she is scared of Curley, 'She was suddenly apprehensive.' Another aspect that Steinbeck managers to deliver is that she is called Curley's wife

Angels Demons Chapter 126-129

126 Cardinal Mortati knew there were no words in any language that could have added to the mystery of this moment. The silence of the vision over St. Peter's Square sang louder than any chorus of angels. As he stared up at Camerlegno Ventresca, Mortati felt the paralyzing collision of his heart and mind. The vision seemed real, tangible. And yet†¦ how could it be? Everyone had seen the camerlegno get in the helicopter. They had all witnessed the ball of light in the sky. And now, somehow, the camerlegno stood high above them on the rooftop terrace. Transported by angels? Reincarnated by the hand of God? This is impossible†¦ Mortati's heart wanted nothing more than to believe, but his mind cried out for reason. And yet all around him, the cardinals stared up, obviously seeing what he was seeing, paralyzed with wonder. It was the camerlegno. There was no doubt. But he looked different somehow. Divine. As if he had been purified. A spirit? A man? His white flesh shone in the spotlights with an incorporeal weightlessness. In the square there was crying, cheering, spontaneous applause. A group of nuns fell to their knees and wailed saetas. A pulsing grew from in the crowd. Suddenly, the entire square was chanting the camerlegno's name. The cardinals, some with tears rolling down their faces, joined in. Mortati looked around him and tried to comprehend. Is this really happening? Camerlegno Carlo Ventresca stood on the rooftop terrace of St. Peter's Basilica and looked down over the multitudes of people staring up at him. Was he awake or dreaming? He felt transformed, otherworldly. He wondered if it was his body or just his spirit that had floated down from heaven toward the soft, darkened expanse of the Vatican City Gardens†¦ alighting like a silent angel on the deserted lawns, his black parachute shrouded from the madness by the towering shadow of St. Peter's Basilica. He wondered if it was his body or his spirit that had possessed the strength to climb the ancient Stairway of Medallions to the rooftop terrace where he now stood. He felt as light as a ghost. Although the people below were chanting his name, he knew it was not him they were cheering. They were cheering from impulsive joy, the same kind of joy he felt every day of his life as he pondered the Almighty. They were experiencing what each of them had always longed for†¦ an assurance of the beyond†¦ a substantiation of the power of the Creator. Camerlegno Ventresca had prayed all his life for this moment, and still, even he could not fathom that God had found a way to make it manifest. He wanted to cry out to them. Your God is a living God! Behold the miracles all around you! He stood there a while, numb and yet feeling more than he had ever felt. When, at last, the spirit moved him, he bowed his head and stepped back from the edge. Alone now, he knelt on the roof, and prayed. 127 The images around him blurred, drifting in and out. Langdon's eyes slowly began to focus. His legs ached, and his body felt like it had been run over by a truck. He was lying on his side on the ground. Something stunk, like bile. He could still hear the incessant sound of lapping water. It no longer sounded peaceful to him. There were other sounds too – talking close around him. He saw blurry white forms. Were they all wearing white? Langdon decided he was either in an asylum or heaven. From the burning in his throat, Langdon decided it could not be heaven. â€Å"He's finished vomiting,† one man said in Italian. â€Å"Turn him.† The voice was firm and professional. Langdon felt hands slowly rolling him onto his back. His head swam. He tried to sit up, but the hands gently forced him back down. His body submitted. Then Langdon felt someone going through his pockets, removing items. Then he passed out cold. Dr. Jacobus was not a religious man; the science of medicine had bred that from him long ago. And yet, the events in Vatican City tonight had put his systematic logic to the test. Now bodies are falling from the sky? Dr. Jacobus felt the pulse of the bedraggled man they had just pulled from the Tiber River. The doctor decided that God himself had hand-delivered this one to safety. The concussion of hitting the water had knocked the victim unconscious, and if it had not been for Jacobus and his crew standing out on the shore watching the spectacle in the sky, this falling soul would surely have gone unnoticed and drowned. â€Å"e Americano,† a nurse said, going through the man's wallet after they pulled him to dry land. American? Romans often joked that Americans had gotten so abundant in Rome that hamburgers should become the official Italian food. But Americans falling from the sky? Jacobus flicked a penlight in the man's eyes, testing his dilation. â€Å"Sir? Can you hear me? Do you know where you are?† The man was unconscious again. Jacobus was not surprised. The man had vomited a lot of water after Jacobus had performed CPR. â€Å"Si chiama Robert Langdon,† the nurse said, reading the man's driver's license. The group assembled on the dock all stopped short. â€Å"Impossibile!† Jacobus declared. Robert Langdon was the man from the television – the American professor who had been helping the Vatican. Jacobus had seen Mr. Langdon, only minutes ago, getting into a helicopter in St. Peter's Square and flying miles up into the air. Jacobus and the others had run out to the dock to witness the antimatter explosion – a tremendous sphere of light like nothing any of them had ever seen. How could this be the same man! â€Å"It's him!† the nurse exclaimed, brushing his soaked hair back. â€Å"And I recognize his tweed coat!† Suddenly someone was yelling from the hospital entryway. It was one of the patients. She was screaming, going mad, holding her portable radio to the sky and praising God. Apparently Camerlegno Ventresca had just miraculously appeared on the roof of the Vatican. Dr. Jacobus decided, when his shift got off at 8 A.M., he was going straight to church. The lights over Langdon's head were brighter now, sterile. He was on some kind of examination table. He smelled astringents, strange chemicals. Someone had just given him an injection, and they had removed his clothes. Definitely not gypsies, he decided in his semiconscious delirium. Aliens, perhaps? Yes, he had heard about things like this. Fortunately these beings would not harm him. All they wanted were his – â€Å"Not on your life!† Langdon sat bolt upright, eyes flying open. â€Å"Attento!† one of the creatures yelled, steadying him. His badge read Dr. Jacobus. He looked remarkably human. Langdon stammered, â€Å"I†¦ thought†¦Ã¢â‚¬  â€Å"Easy, Mr. Langdon. You're in a hospital.† The fog began to lift. Langdon felt a wave of relief. He hated hospitals, but they certainly beat aliens harvesting his testicles. â€Å"My name is Dr. Jacobus,† the man said. He explained what had just happened. â€Å"You are very lucky to be alive.† Langdon did not feel lucky. He could barely make sense of his own memories†¦ the helicopter†¦ the camerlegno. His body ached everywhere. They gave him some water, and he rinsed out his mouth. They placed a new gauze on his palm. â€Å"Where are my clothes?† Langdon asked. He was wearing a paper robe. One of the nurses motioned to a dripping wad of shredded khaki and tweed on the counter. â€Å"They were soaked. We had to cut them off you.† Langdon looked at his shredded Harris tweed and frowned. â€Å"You had some Kleenex in your pocket,† the nurse said. It was then that Langdon saw the ravaged shreds of parchment clinging all over the lining of his jacket. The folio from Galileo's Diagramma. The last copy on earth had just dissolved. He was too numb to know how to react. He just stared. â€Å"We saved your personal items.† She held up a plastic bin. â€Å"Wallet, camcorder, and pen. I dried the camcorder off the best I could.† â€Å"I don't own a camcorder.† The nurse frowned and held out the bin. Langdon looked at the contents. Along with his wallet and pen was a tiny Sony RUVI camcorder. He recalled it now. Kohler had handed it to him and asked him to give it to the media. â€Å"We found it in your pocket. I think you'll need a new one, though.† The nurse flipped open the two-inch screen on the back. â€Å"Your viewer is cracked.† Then she brightened. â€Å"The sound still works, though. Barely.† She held the device up to her ear. â€Å"Keeps playing something over and over.† She listened a moment and then scowled, handing it to Langdon. â€Å"Two guys arguing, I think.† Puzzled, Langdon took the camcorder and held it to his ear. The voices were pinched and metallic, but they were discernible. One close. One far away. Langdon recognized them both. Sitting there in his paper gown, Langdon listened in amazement to the conversation. Although he couldn't see what was happening, when he heard the shocking finale, he was thankful he had been spared the visual. My God! As the conversation began playing again from the beginning, Langdon lowered the camcorder from his ear and sat in appalled mystification. The antimatter†¦ the helicopter†¦ Langdon's mind now kicked into gear. But that means†¦ He wanted to vomit again. With a rising fury of disorientation and rage, Langdon got off the table and stood on shaky legs. â€Å"Mr. Langdon!† the doctor said, trying to stop him. â€Å"I need some clothes,† Langdon demanded, feeling the draft on his rear from the backless gown. â€Å"But, you need to rest.† â€Å"I'm checking out. Now. I need some clothes.† â€Å"But, sir, you – â€Å" â€Å"Now!† Everyone exchanged bewildered looks. â€Å"We have no clothes,† the doctor said. â€Å"Perhaps tomorrow a friend could bring you some.† Langdon drew a slow patient breath and locked eyes with the doctor. â€Å"Dr. Jacobus, I am walking out your door right now. I need clothes. I am going to Vatican City. One does not go to Vatican City with one's ass hanging out. Do I make myself clear?† Dr. Jacobus swallowed hard. â€Å"Get this man something to wear.† When Langdon limped out of Hospital Tiberina, he felt like an overgrown Cub Scout. He was wearing a blue paramedic's jumpsuit that zipped up the front and was adorned with cloth badges that apparently depicted his numerous qualifications. The woman accompanying him was heavyset and wore a similar suit. The doctor had assured Langdon she would get him to the Vatican in record time. â€Å"Molto traffico,† Langdon said, reminding her that the area around the Vatican was packed with cars and people. The woman looked unconcerned. She pointed proudly to one of her patches. â€Å"Sono conducente di ambulanza.† â€Å"Ambulanza?† That explained it. Langdon felt like he could use an ambulance ride. The woman led him around the side of the building. On an outcropping over the water was a cement deck where her vehicle sat waiting. When Langdon saw the vehicle he stopped in his tracks. It was an aging medevac chopper. The hull read Aero-Ambulanza. He hung his head. The woman smiled. â€Å"Fly Vatican City. Very fast.† 128 The College of Cardinals bristled with ebullience and electricity as they streamed back into the Sistine Chapel. In contrast, Mortati felt in himself a rising confusion he thought might lift him off the floor and carry him away. He believed in the ancient miracles of the Scriptures, and yet what he had just witnessed in person was something he could not possibly comprehend. After a lifetime of devotion, seventy-nine years, Mortati knew these events should ignite in him a pious exuberance†¦ a fervent and living faith. And yet all he felt was a growing spectral unease. Something did not feel right. â€Å"Signore Mortati!† a Swiss Guard yelled, running down the hall. â€Å"We have gone to the roof as you asked. The camerlegno is†¦ flesh! He is a true man! He is not a spirit! He is exactly as we knew him!† â€Å"Did he speak to you?† â€Å"He kneels in silent prayer! We are afraid to touch him!† Mortati was at a loss. â€Å"Tell him†¦ his cardinals await.† â€Å"Signore, because he is a man†¦Ã¢â‚¬  the guard hesitated. â€Å"What is it?† â€Å"His chest†¦ he is burned. Should we bind his wounds? He must be in pain.† Mortati considered it. Nothing in his lifetime of service to the church had prepared him for this situation. â€Å"He is a man, so serve him as a man. Bathe him. Bind his wounds. Dress him in fresh robes. We await his arrival in the Sistine Chapel.† The guard ran off. Mortati headed for the chapel. The rest of the cardinals were inside now. As he walked down the hall, he saw Vittoria Vetra slumped alone on a bench at the foot of the Royal Staircase. He could see the pain and loneliness of her loss and wanted to go to her, but he knew it would have to wait. He had work to do†¦ although he had no idea what that work could possibly be. Mortati entered the chapel. There was a riotous excitement. He closed the door. God help me. Hospital Tiberina's twin-rotor Aero-Ambulanza circled in behind Vatican City, and Langdon clenched his teeth, swearing to God this was the very last helicopter ride of his life. After convincing the pilot that the rules governing Vatican airspace were the least of the Vatican's concerns right now, he guided her in, unseen, over the rear wall, and landed them on the Vatican's helipad. â€Å"Grazie,† he said, lowering himself painfully onto the ground. She blew him a kiss and quickly took off, disappearing back over the wall and into the night. Langdon exhaled, trying to clear his head, hoping to make sense of what he was about to do. With the camcorder in hand, he boarded the same golf cart he had ridden earlier that day. It had not been charged, and the battery-meter registered close to empty. Langdon drove without headlights to conserve power. He also preferred no one see him coming. At the back of the Sistine Chapel, Cardinal Mortati stood in a daze as he watched the pandemonium before him. â€Å"It was a miracle!† one of the cardinals shouted. â€Å"The work of God!† â€Å"Yes!† others exclaimed. â€Å"God has made His will manifest!† â€Å"The camerlegno will be our Pope!† another shouted. â€Å"He is not a cardinal, but God has sent a miraculous sign!† â€Å"Yes!† someone agreed. â€Å"The laws of conclave are man's laws. God's will is before us! I call for a balloting immediately!† â€Å"A balloting?† Mortati demanded, moving toward them. â€Å"I believe that is my job.† Everyone turned. Mortati could sense the cardinals studying him. They seemed distant, at a loss, offended by his sobriety. Mortati longed to feel his heart swept up in the miraculous exultation he saw in the faces around him. But he was not. He felt an inexplicable pain in his soul†¦ an aching sadness he could not explain. He had vowed to guide these proceedings with purity of soul, and this hesitancy was something he could not deny. â€Å"My friends,† Mortati said, stepping to the altar. His voice did not seem his own. â€Å"I suspect I will struggle for the rest of my days with the meaning of what I have witnessed tonight. And yet, what you are suggesting regarding the camerlegno†¦ it cannot possibly be God's will.† The room fell silent. â€Å"How†¦ can you say that?† one of the cardinals finally demanded. â€Å"The camerlegno saved the church. God spoke to the camerlegno directly! The man survived death itself! What sign do we need!† â€Å"The camerlegno is coming to us now,† Mortati said. â€Å"Let us wait. Let us hear him before we have a balloting. There may be an explanation.† â€Å"An explanation?† â€Å"As your Great Elector, I have vowed to uphold the laws of conclave. You are no doubt aware that by Holy Law the camerlegno is ineligible for election to the papacy. He is not a cardinal. He is a priest†¦ a chamberlain. There is also the question of his inadequate age.† Mortati felt the stares hardening. â€Å"By even allowing a balloting, I would be requesting that you endorse a man who Vatican Law proclaims ineligible. I would be asking each of you to break a sacred oath.† â€Å"But what happened here tonight,† someone stammered, â€Å"it certainly transcends our laws!† â€Å"Does it?† Mortati boomed, not even knowing now where his words were coming from. â€Å"Is it God's will that we discard the rules of the church? Is it God's will that we abandon reason and give ourselves over to frenzy?† â€Å"But did you not see what we saw?† another challenged angrily. â€Å"How can you presume to question that kind of power!† Mortati's voice bellowed now with a resonance he had never known. â€Å"I am not questioning God's power! It is God who gave us reason and circumspection! It is God we serve by exercising prudence!† 129 In the hallway outside the Sistine Chapel, Vittoria Vetra sat benumbed on a bench at the foot of the Royal Staircase. When she saw the figure coming through the rear door, she wondered if she were seeing another spirit. He was bandaged, limping, and wearing some kind of medical suit. She stood†¦ unable to believe the vision. â€Å"Ro†¦ bert?† He never answered. He strode directly to her and wrapped her in his arms. When he pressed his lips to hers, it was an impulsive, longing kiss filled with thankfulness. Vittoria felt the tears coming. â€Å"Oh, God†¦ oh, thank God†¦Ã¢â‚¬  He kissed her again, more passionately, and she pressed against him, losing herself in his embrace. Their bodies locked, as if they had known each other for years. She forgot the fear and pain. She closed her eyes, weightless in the moment. â€Å"It is God's will!† someone was yelling, his voice echoing in the Sistine Chapel. â€Å"Who but the chosen one could have survived that diabolical explosion?† â€Å"Me,† a voice reverberated from the back of the chapel. Mortati and the others turned in wonder at the bedraggled form coming up the center aisle. â€Å"Mr†¦. Langdon?† Without a word, Langdon walked slowly to the front of the chapel. Vittoria Vetra entered too. Then two guards hurried in, pushing a cart with a large television on it. Langdon waited while they plugged it in, facing the cardinals. Then Langdon motioned for the guards to leave. They did, closing the door behind them. Now it was only Langdon, Vittoria, and the cardinals. Langdon plugged the Sony RUVI's output into the television. Then he pressed Play. The television blared to life. The scene that materialized before the cardinals revealed the Pope's office. The video had been awkwardly filmed, as if by hidden camera. Off center on the screen the camerlegno stood in the dimness, in front of a fire. Although he appeared to be talking directly to the camera, it quickly became evident that he was speaking to someone else – whoever was making this video. Langdon told them the video was filmed by Maximilian Kohler, the director of CERN. Only an hour ago Kohler had secretly recorded his meeting with the camerlegno by using a tiny camcorder covertly mounted under the arm of his wheelchair. Mortati and the cardinals watched in bewilderment. Although the conversation was already in progress, Langdon did not bother to rewind. Apparently, whatever Langdon wanted the cardinals to see was coming up†¦ â€Å"Leonardo Vetra kept diaries?† the camerlegno was saying. â€Å"I suppose that is good news for CERN. If the diaries contain his processes for creating antimatter – â€Å" â€Å"They don't,† Kohler said. â€Å"You will be relieved to know those processes died with Leonardo. However, his diaries spoke of something else. You.† The camerlegno looked troubled. â€Å"I don't understand.† â€Å"They described a meeting Leonardo had last month. With you.† The camerlegno hesitated, then looked toward the door. â€Å"Rocher should not have granted you access without consulting me. How did you get in here?† â€Å"Rocher knows the truth. I called earlier and told him what you have done.† â€Å"What I have done? Whatever story you told him, Rocher is a Swiss Guard and far too faithful to this church to believe a bitter scientist over his camerlegno.† â€Å"Actually, he is too faithful not to believe. He is so faithful that despite the evidence that one of his loyal guards had betrayed the church, he refused to accept it. All day long he has been searching for another explanation.† â€Å"So you gave him one.† â€Å"The truth. Shocking as it was.† â€Å"If Rocher believed you, he would have arrested me.† â€Å"No. I wouldn't let him. I offered him my silence in exchange for this meeting.† The camerlegno let out an odd laugh. â€Å"You plan to blackmail the church with a story that no one will possibly believe?† â€Å"I have no need of blackmail. I simply want to hear the truth from your lips. Leonardo Vetra was a friend.† The camerlegno said nothing. He simply stared down at Kohler. â€Å"Try this,† Kohler snapped. â€Å"About a month ago, Leonardo Vetra contacted you requesting an urgent audience with the Pope – an audience you granted because the Pope was an admirer of Leonardo's work and because Leonardo said it was an emergency.† The camerlegno turned to the fire. He said nothing. â€Å"Leonardo came to the Vatican in great secrecy. He was betraying his daughter's confidence by coming here, a fact that troubled him deeply, but he felt he had no choice. His research had left him deeply conflicted and in need of spiritual guidance from the church. In a private meeting, he told you and the Pope that he had made a scientific discovery with profound religious implications. He had proved Genesis was physically possible, and that intense sources of energy – what Vetra called God – could duplicate the moment of Creation.† Silence. â€Å"The Pope was stunned,† Kohler continued. â€Å"He wanted Leonardo to go public. His Holiness thought this discovery might begin to bridge the gap between science and religion – one of the Pope's life dreams. Then Leonardo explained to you the downside – the reason he required the church's guidance. It seemed his Creation experiment, exactly as your Bible predicts, produced everything in pairs. Opposites. Light and dark. Vetra found himself, in addition to creating matter, creating antimatter. Shall I go on?† The camerlegno was silent. He bent down and stoked the coals. â€Å"After Leonardo Vetra came here,† Kohler said, â€Å"you came to CERN to see his work. Leonardo's diaries said you made a personal trip to his lab.† The camerlegno looked up. Kohler went on. â€Å"The Pope could not travel without attracting media attention, so he sent you. Leonardo gave you a secret tour of his lab. He showed you an antimatter annihilation – the Big Bang – the power of Creation. He also showed you a large specimen he kept locked away as proof that his new process could produce antimatter on a large scale. You were in awe. You returned to Vatican City to report to the Pope what you had witnessed.† The camerlegno sighed. â€Å"And what is it that troubles you? That I would respect Leonardo's confidentiality by pretending before the world tonight that I knew nothing of antimatter?† â€Å"No! It troubles me that Leonardo Vetra practically proved the existence of your God, and you had him murdered!† The camerlegno turned now, his face revealing nothing. The only sound was the crackle of the fire. Suddenly, the camera jiggled, and Kohler's arm appeared in the frame. He leaned forward, seeming to struggle with something affixed beneath his wheelchair. When he sat back down, he held a pistol out before him. The camera angle was a chilling one†¦ looking from behind†¦ down the length of the outstretched gun†¦ directly at the camerlegno. Kohler said, â€Å"Confess your sins, Father. Now.† The camerlegno looked startled. â€Å"You will never get out of here alive.† â€Å"Death would be a welcome relief from the misery your faith has put me through since I was a boy.† Kohler held the gun with both hands now. â€Å"I am giving you a choice. Confess your sins†¦ or die right now.† The camerlegno glanced toward the door. â€Å"Rocher is outside,† Kohler challenged. â€Å"He too is prepared to kill you.† â€Å"Rocher is a sworn protector of th – â€Å" â€Å"Rocher let me in here. Armed. He is sickened by your lies. You have a single option. Confess to me. I have to hear it from your very lips.† The camerlegno hesitated. Kohler cocked his gun. â€Å"Do you really doubt I will kill you?† â€Å"No matter what I tell you,† the camerlegno said, â€Å"a man like you will never understand.† â€Å"Try me.† The camerlegno stood still for a moment, a dominant silhouette in the dim light of the fire. When he spoke, his words echoed with a dignity more suited to the glorious recounting of altruism than that of a confession. â€Å"Since the beginning of time,† the camerlegno said, â€Å"this church has fought the enemies of God. Sometimes with words. Sometimes with swords. And we have always survived.† The camerlegno radiated conviction. â€Å"But the demons of the past,† he continued, â€Å"were demons of fire and abomination†¦ they were enemies we could fight – enemies who inspired fear. Yet Satan is shrewd. As time passed, he cast off his diabolical countenance for a new face†¦ the face of pure reason. Transparent and insidious, but soulless all the same.† The camerlegno's voice flashed sudden anger – an almost maniacal transition. â€Å"Tell me, Mr. Kohler! How can the church condemn that which makes logical sense to our minds! How can we decry that which is now the very foundation of our society! Each time the church raises its voice in warning, you shout back, calling us ignorant. Paranoid. Controlling! And so your evil grows. Shrouded in a veil of self-righteous intellectualism. It spreads like a cancer. Sanctified by the miracles of its own technology. Deifying itself! Until we no longer suspect you are anything but pure goodness. Science has come to save us from our sic kness, hunger, and pain! Behold science – the new God of endless miracles, omnipotent and benevolent! Ignore the weapons and the chaos. Forget the fractured loneliness and endless peril. Science is here!† The camerlegno stepped toward the gun. â€Å"But I have seen Satan's face lurking†¦ I have seen the peril†¦Ã¢â‚¬  â€Å"What are you talking about! Vetra's science practically proved the existence of your God! He was your ally!† â€Å"Ally? Science and religion are not in this together! We do not seek the same God, you and I! Who is your God? One of protons, masses, and particle charges? How does your God inspire? How does your God reach into the hearts of man and remind him he is accountable to a greater power! Remind him that he is accountable to his fellow man! Vetra was misguided. His work was not religious, it was sacrilegious! Man cannot put God's Creation in a test tube and wave it around for the world to see! This does not glorify God, it demeans God!† The camerlegno was clawing at his body now, his voice manic. â€Å"And so you had Leonardo Vetra killed!† â€Å"For the church! For all mankind! The madness of it! Man is not ready to hold the power of Creation in his hands. God in a test tube? A droplet of liquid that can vaporize an entire city? He had to be stopped!† The camerlegno fell abruptly silent. He looked away, back toward the fire. He seemed to be contemplating his options. Kohler's hands leveled the gun. â€Å"You have confessed. You have no escape.† The camerlegno laughed sadly. â€Å"Don't you see. Confessing your sins is the escape.† He looked toward the door. â€Å"When God is on your side, you have options a man like you could never comprehend.† With his words still hanging in the air, the camerlegno grabbed the neck of his cassock and violently tore it open, revealing his bare chest. Kohler jolted, obviously startled. â€Å"What are you doing!† The camerlegno did not reply. He stepped backward, toward the fireplace, and removed an object from the glowing embers. â€Å"Stop!† Kohler demanded, his gun still leveled. â€Å"What are you doing!† When the camerlegno turned, he was holding a red-hot brand. The Illuminati Diamond. The man's eyes looked wild suddenly. â€Å"I had intended to do this all alone.† His voice seethed with a feral intensity. â€Å"But now†¦ I see God meant for you to be here. You are my salvation.† Before Kohler could react, the camerlegno closed his eyes, arched his back, and rammed the red hot brand into the center of his own chest. His flesh hissed. â€Å"Mother Mary! Blessed Mother†¦ Behold your son!† He screamed out in agony. Kohler lurched into the frame now†¦ standing awkwardly on his feet, gun wavering wildly before him. The camerlegno screamed louder, teetering in shock. He threw the brand at Kohler's feet. Then the priest collapsed on the floor, writhing in agony. What happened next was a blur. There was a great flurry onscreen as the Swiss Guard burst into the room. The soundtrack exploded with gunfire. Kohler clutched his chest, blown backward, bleeding, falling into his wheelchair. â€Å"No!† Rocher called, trying to stop his guards from firing on Kohler. The camerlegno, still writhing on the floor, rolled and pointed frantically at Rocher. â€Å"Illuminatus!† â€Å"You bastard,† Rocher yelled, running at him. â€Å"You sanctimonious bas – â€Å" Chartrand cut him down with three bullets. Rocher slid dead across the floor. Then the guards ran to the wounded camerlegno, gathering around him. As they huddled, the video caught the face of a dazed Robert Langdon, kneeling beside the wheelchair, looking at the brand. Then, the entire frame began lurching wildly. Kohler had regained consciousness and was detaching the tiny camcorder from its holder under the arm of the wheelchair. Then he tried to hand the camcorder to Langdon. â€Å"G-give†¦Ã¢â‚¬  Kohler gasped. â€Å"G-give this to the m-media.† Then the screen went blank.