Aerobic Cellular Respiration in Isolated Mitochondria of Lima Bean Lab Report

Aerobic Cellular Respiration in Isolated Mitochondria of Lima Bean Seeds - Lab Report Example During aerobic respiration, oxygen in the air is used as the final electron receptor which subsequently gets reduced to water. Energy is generated during this process in the form of a high energy molecule, adenosine triphosphate (ATP). This is a complex process involving a series of reactions that use many chemicals and enzymes. Glucose is the most preferred source for cellular respiration and as reported by Rich (2003), it release high energy (29-30 ATP molecules per glucose molecule) during aerobic respiration. Aerobic respiration consists of 3 major steps as glycolysis, Krebs cycle (Citric acid cycle) and electron transport chain. During glycolysis, pyruvate is produced by glucose which is converted to a 2C molecule, acetyl-CoA. Acetyl-CoA combines with the 4C oxaloacetate (last product of the previous Krebs cycle) to produce citrate which is a very high energy source. During the Krebs cycle, citrate is consumed in an 8-step process to release this energy (electrons). Here, the co enzymes FAD (flavin adenine dinucleotide) and NAD+ (nicotinamide adenine dinucleotide) gets reduced to produce a small quantity of carbon dioxide and ATP. Therefore, hydrogen electrons coming from glucose will reduce FAD and NAD+ to FADH2 and NADH + H+ respectively. These electrons then enter the electron transport chain to get oxidized and produce ATP. ... This reaction is catalyzed by the enzyme succinic dehydrogenase using FAD as co-enzyme. In this reaction, 2 hydrogen atoms are removed from succinate and transfer to FAD thereby reducing it to FADH2. DPIP (2, 6-dichloro-phenol-indophenol) blue dye can act as a hydrogen molecule acceptor instead of FAD during this reaction. When DPIP receive hydrogen from succinate, blue color get decolorized. Thus the DPIP color change from blue to colorless is an indication of the level of enzyme activity in the mitochondria which can be measured and recorded with a spectrophotometer. The Krebs cycle is influenced by competitive and noncompetitive inhibitors. Competitive inhibitors compete with the substrate to bind to the active site of the enzyme and this can be overcome by providing more quantity of substrate molecules. Conversely, noncompetitive inhibitors such as metal ions (copper, Cu2+ and mercury, Hg2+) will deactivate the enzyme thereby making it impossible to return back to the reaction. T herefore, the reaction cannot be reactivated by incorporation of more substrate. In the succinate-to-fumarate reaction of the Krebs cycle, Malonate act as a competitive inhibitor on succinate molecule. Molecule shape of malonate is similar to succinate molecule and thus it obstructs the conversion reaction of succinate to fumarate by binding to active site of the enzyme succinate dehydrogenase. However, as described in Zeevalk, Derr-Yellin and Nicklas (1995) it will not react further and result in the termination of the reaction. Therefore FAD will not reduce to FADH2 and fumarate will not be produced, thus arresting the Krebs cycle. As malonate is a competitive inhibitor, the reaction can be

Scholarships For Continuing Education Of Nurses Article

Scholarships For Continuing Education Of Nurses - Article Example To address the current nursing shortage entails considerable efforts that are directed towards the recruitment and retention of nurses along with the capabilities of nursing schools. A number of strategies have often been suggested, such as the supply of sufficient educational facilities, faculty members and funding as well as the increase of financial aid for students and nurses by means of scholarships and other forms of programs and grants (Griscti and Jacono, 2005). Such financial support has especially been found to be inadequate in helping nurses who aim to pursue continuing education. The significance of continuing education has increasingly been debated over the years, particularly in the nursing literature. It has become highly important for stakeholders and policymakers alike in the healthcare industry and has been reflected in different decrees, including the Nurse, Midwives, and Health Visitors Act of 1979 as well as recommendations presented by organizations around the w orld, such as the Canadian Nurses Association Policy Statement in Canada and the National Staff Committee for Nurses and Midwives in the United Kingdom (Griscti and Jacono, 2005). However, despite the relevance of continuing education to nurses along with the participation of different stakeholders, there has still been a considerable lack of financial aid for those who aim to pursue such form of education. ... continuing education to nurses along with the participation of different stakeholders, there has still been a considerable lack of financial aid for those who aim to pursue such form of education. The following sections will then look into nursing education and the funding associated with it, the importance of continuing education as well as the financial support made available to nurses who seek continuing education, particularly the availability of scholarship grants. Education in Nursing There has been a continual debate in the United States concerning the AD and BS education as the American Association of Colleges of Nursing (AACN, 2002) associated the past years with professional tension with regards to chosen routes towards nursing practice. Educators have supported different rewards and practices over the years. Nonetheless, these various levels of skills and competencies have not been equally recognized in the work settings, neither through role differentiation nor compensati on. Such occurrences have served as a deterrent for nurses to further raise their level of education and pursue continuing education. In addition, it has been found out that, although some hospitals based their salaries on the nurses’ educational level with which the actual financial increment was small, many other employers strongly relied on available new workers who have received their education in the US or abroad (Joint Commission on Accreditation of Healthcare Organizations (JCAHO), 2003). Majority of lawmakers in the country have provided funds for student loan forgiveness as well as loan repayment; these have been used as strategies for attracting new nursing graduates to settle in their state of graduation. Again, such efforts place more emphasis on entry-level registered nurses.

Prevalence of PPR in Goats

Prevalence of PPR in Goats Introduction Goats play an important role in sustainable agriculture, employment generation and enhance the traditional economy of Bangladesh. Goats husbandry is one of the most important sources of incomes for rural families, marginal farmers, children, landless laborers and distress women who cannot afford to rear cattle, hence, goat is called The cow of poor people in Bangladesh. They provide mainly milk, meat, hides and skins as important export item. There are about 20.75 million goats in Bangladesh (DLS, 2007). The goats had second position in terms of meat, milk and skin production representing about 38.0%, 23.0% and 28.0% respectively to the total contribution of livestock in Bangladesh (Devendra, 2007). PPR is one of the major problems for the development of goats industry in Bangladesh. PPR is a serious disease threatening the livelihood of poor farmers (Diallo et al., 2007). A Peste des petits ruminants (PPR) is a highly contagious and infectious disease of goats caused by a morbilli virus and transmitted by direct contact (Awa et al., 2000). The disease had a course of per acute, acute or chronic with very high morbidity and mortality (Jones et al. 1997). Peste des petits ruminants (PPR) is an acute febrile viral disease of small ruminants, characterized by mucopurulent nasal and ocular discharges, necrotising and erosive stomatitis, enteritis and pneumonia (Singh et al., 2004; Ismail et al., 1995). PPR has been recognized to a highly contagious viral disease of small ruminants, particularly in goats in Bangladesh (Islam et al., 2001). The outbreaks of PPR caused 74.13% morbidity and 54.83% mortality in Black Bengal goats in Bangladesh (Islam et al., 2001; Das et al., 2007). PPR was first discovered in Ivory Cost in1942. PPR was once thought to be only an African problem, but the recent outbreaks in Middle East and Indian sub-continent causing alarming losses of animals especially goats. Outbreaks of PPR are now known to be common in India, Nepal, Bangladesh, Pakistan, Bhutan and Afghanistan (Banik et al., 2008). The disease is now widespread in tropical and sub-tropical countries, particularly in sub-Saharan Africa, Middle East and western and southern Asia (Dhar et al., 2002). In Bangladesh, PPR is considered to be prevalent in goats since 1993 (Islam et al., 2001). The seroprevalence of PPR has been reported to be 36.0% in sheep, 49.17% in goats and 19.05% in cattle from Bangladesh ( Razzaque et al., 2004 ). However, the pattern of PPR disease in goats, prevalence and underlying risk factors in Chittagong district of Bangladesh has not been systematically studied before. Such information could be useful towards understanding the economic importance and epidemiology of PPR in Chittagong as well as Bangladesh. Therefore, the objectives of this study were to determine the prevalence of PPR in goats and to identify risk factors and quantify their degree of association with PPR in goats population kept under different management practices. Such knowledge is essential in planning control strategies against PPR disease. Materials and Methods The study was carried out during the period of 2 years (January 2012 to December 2013) at Teaching Veterinary Hospital (TVH) in Chittagong Veterinary and Animal Sciences University (CVASU), Chittagong district of Bangladesh. A total of 5485 goats were admitted during the period of 2 years with individual case registration number having address of owners, patient identification data, owners complain, anamnesis, clinical examination, system affected, and different diagnostic test, diagnosis treatments, follow up, advice and prognosis recorded in this clinical investigation records. Diagnosis of each clinical case was based on clinical history taking from the owner, physical examination, clinical signs and symptoms. The clinical examination of affected goats revealed high fever (106-107Â °F), oculo-nasal discharge, stomatitis, profuse diarrhea along with dehydration and feces adhere to hind quarter. Inspection, palpation, percussion and auscultation methods were used to examine the aff ected goats (Lefevre and Diallo, 1990). Age was categorized as kids (12 month). The year was divided into three seasons as summer (March to June), rainy (July to October) and winter (November to February) according to the climatic of Bangladesh. Breeds of goats were based on their phenotypic characters as Black Bangle goats, Jamunapari goats and others crossbreed goats. Results The total 5485 goat populations registered at Teaching Veterinary Hospital (TVH) in CVASU during the period of 2 years (2012-2013), among of them 493 goats were found to be clinically affected with PPR. Thus the overall prevalence of PPR in goats was found to be (493/5485) 8.99%. The prevalence of PPR was higher in the year of 2013 (271/2707) 10.01% than the year of 2012 (222/2778) 7.99%. In case of monthly observations, highest prevalence was recorded in the month of August (77/560) 13.75% followed by October (70/608) 11.51%, February (39/355) 10.98%, September (66/624) 10.58%, November (52/492) 10.57%, July (44/482)9.12%, April (37/450) 8.22%, June (29/630)8.05%, lower prevalence recoded in the month of December (23/370) 6.21%, January (22/432)5.09%, March (18/361)4.99% and lowest prevalence recorded in the month of May (16/391) 4.09% (Table-1). The age of goats were categorized as kids (13 month. Among of these age groups, the highest prevalence of PPR in goats was recorded in the young goats 11.72% in compare to kids 6.19% and adult goats 7.52%. The study revealed that the prevalence of PPR was higher in male goats 9.07% than female goats 8.93%. Breed was categorized as Black Bangle goats, Jamunapai goats and others cross breed goats bases on their phenotypic characters. Among of these breed groups highest prevalence was recorded in Black Bangle goats 10.11% in compare to Jamunapari 7.44% and others cross breed goats 7.79%. Season was divided as summer (March to June), rainy (July to October) and winter (November to February) based on climatic condition of Bangladesh. The highest PPR in goats were recorded in rainy season 11.30% followed by winter season 8.25% and summer season 6.40% (Table-2). Discussion The reported prevalence of PPR in goats at present study was 8.99%. In contrary with the results higher prevalence reported by Islam et al. (2012), Sarker and Islam (2011), Rahman et al. (2011), Al-Dubaib (2009), Swai et al. (2009), Mehmood et al. (2009), Ozkul et al. (2002) and Singh et al. (2004) who reported 50.27% in Patuakhali (Bangladesh), 20.57% in Rajshahi (Bangladesh), 55% in Black Bangle goat(BAU), 55.1% seroprevalence in Saudi Arabia, 49.5% seroprevalence in Tanzania, 15.36 % seroprevalence in Pakistan, 20% in Turkey and 32.4% in India. This variation might be due to different geographical location, research period, and different management practices. The prevalence of PPR in goats with age categorized as kid, young and adults were found to be 6.19% 11.72% and 7.52% respectively with the significant p value (P=0.000). Thus the reported prevalence of PPR was higher in young goats over the adults and kids agreed with the findings of Islam et al. (2012), Sarker and Islam (2011), Rahman et al. (2011), Radostits et al. (2000) and Singh et al. (2004) also reported that the disease is widely prevalent in the young goats less than one year of age. In contrast with the results of present study Singh et al. (2004), Abubakar et al. (2009) who reported that prevalence of PPR was higher at the age of old goats (>12 month). The kids are less susceptible to the disease of PPR might be due to they have maternal derived antibody persist their body before the age of weaning period. The results of the present study showed that the higher prevalence of PPR was recorded in male goats 9.07% than in female goats 8.93% but p value was not significant (P=0.862). Thus the male goats are more susceptible to PPR than female goats similarities with the results of Sarker and Islam (2011) and Rahman et al. (2004) who also reported male more prone to PPR than female. The breeds of the goats divided as Black Bangle, Jamunapari and others cross breed goats. In the present study, the highest prevalence of PPR was recorded in Black Bangle goats 10.11% in compare to Jamunapai goats 7.44% and other cross breed goats with significant p value (P=0.005). So that the Black Bangle goats were more susceptible to PPR than Jamunapari and other cross breed goats similar with the findings of Islam et al. (2012), Sarker and Islam (2011) and Mondal et al. (1995) who observed that Black Bangle goats were more susceptible to the PPR in compare to other breed. Prevalence of PPR in goats due to seasonal variation revealed that highest prevalence was found in rainy season 11.30% in compared to summer season 6.40% and winter season 8.25% with significant p value (p=0.000). Thus the present study showed that the prevalence of PPR was higher in rainy season than summer and winter season disagree with the results of Sarker and Islam (2011) who observed higher prevalence in winter season. This variation might be due to different geographical region and study period. The highest prevalence of PPR at present study was observed in the month of August 13.75% and October 11.51% in contrast with the findings of Sarker and Islam (2011); Abubakar et al. (2009) who recoded highest prevalence in the month of December (31.68%) and January (30.34%); 32.57% in March and 19.43% in April respectively. Results revealed that the lowest prevalence of PPR was observed in the month of May 4.09% in contrary with this result Abubakar et al. (2009); Sarker and Islam (2011) who reported lowest prevalence in the month of June 1.71% and 9.52% respectively.

Scotts experience on the moon in Waliking on the Moon by David R. Scott :: essays research papers

Scott's experience on the moon in "Waliking on the Moon" by David R. Scott â€Å"WALKING ON THE MOON† by David R. Scott, an American astronaut, is an account of his experiences on moon which he has narrated by the use of figurative language. He has described each aspect with deep detail in order to portray the moon which is merely seen afar. He has employed various techniques to describe the moon and to make his experiences comprehendible to all and sundry. HE compares, every now and then, his experiences on the moon with the earth. Scott, with his companions in Endeavour, made twelve revolutions around the moon. It took them, two hours to complete one revolution which they did in one hour of illumination and one of darkness. He beautifully describes the darker part of the moon which was suffused with â€Å"earth shine†. The light which the moon received from earth was much intense and bright than the moon light visible from earth. Therefore, they could easily view the mountains and the craters in the earth light. Stars embellished the sky, ahead and above them, with their â€Å"icy fire† and an â€Å"arc of impenetrable darkness blotted the firmament†. Then at dawn â€Å"barely discernible streamers of light† gradually illuminated the moon. Then within a second the sun scattered its intense light and brightened everything and â€Å"dazzled† their eyes. In the â€Å"lunar morning† the surface of the moon appeared to be of â€Å"milk chocolate colour† The pointed shadows highlighted the hills and craters. The writer delineates the changes in colour. As the sun rouse higher and higher the colour of mountains became gray and the shadows reduced in size. The writer describes the moon as an â€Å"arid world†. The lunar day and night continued till 355 earth hours. The moon seemed to be preserved in the time of its creation. Craters formed by the striking of meteorites, millions of years ago, were conspicuous. As the writer saw at the dark sky he caught a glimpse of the earth gleaming in space, â€Å"all blue and white, sea and clouds.† The earth looked brightly lit in the cold and limitless emptiness of space. Scott surveyed and photographed the moon. On the moon there were â€Å"incredible variety of landforms.† The lunar mountains stood in â€Å"noble splendor†. There were ridges and mountains 11000 feet high. The canyons and gorges were more than one thousand d feet deep.

Forest Life Changes the Characters in As you like it, do you agree? Essay

In Shakespeare’s As you like it, we find the characters attempting to escape the court. What they specifically are escaping from are the ‘briars’ of the ‘working day world’. The imagery of briar bushes specifically enacts a form of entanglement; that the world of the court is entrapping and the people in it are reflected as such. What is ‘comely envenoms him that bears it’, highlighting a reverse polarisation of morality, that what is good is a hindrance in the world of the court. This is paralleled by what Touchstone (who represents the court as a jester, whom were always in the service of the court) says; ‘The sweetest nut hath the sourest rind’. Indeed, the usurper is viewed as the rightful ruler of the court whereas the rightful ruler is branded an outlaw. So the characters escape to the forest in order to cleanse themselves of ‘th’infected world’ (Playing upon the previous mention of ‘envenoms’ as a form of physical affliction that requires cathartic release). One can argue that the characters do respond to the forest, and their characters change as such. One particularly significant example is how Shakespeare constructs the forest as a place of alternative knowledge; Duke Senior finds that the ‘winds are his councillors’ and that the ‘trees shall be my (his) books’, that they find ‘sermons in stones’. This highlights the homiletic edification that occurs when one engages with nature, and indeed, this is paralleled by the discourse expressed between Rosalind and Celia in Act I, where they comment on how fortune (A product of the court) and nature (Of the forest) are at odds with one another; ‘Fortune reigns in gifts of the world/not in the lineaments of natu re’. The escapism of the forest is further expressed when the gentlemen become ‘merry men’ and ‘brothers in exile’ highlighting how they are able to ‘fleet time as they did in the golden age’, with the ‘merry men’ alluding exclusively to the notion of ‘Robin hood’, who represents an active rebellion against the court, suggesting an underlying romanticisation of what it is to be an outlaw. Indeed, defying social norms appears to be what the forest epitomises, and as such, Rosalind even changes all perception of her by becoming ‘Ganymede’, she essentially dresses up to become someone different. Finally, we find the two main ‘villains’ of the story; Duke Frederick and Oliver have a very quick change of heart from the forest, which in both cases turn out to be spectacular examples of Deus Ex Machina, both being equally contrived but portrayed as legitimately woven into the story. So in that sense, the forest is a healing force. However, there is an argument for the opposite; that the forest is exactly the same as the court and no significant change occurs. One of the biggest examples of this lies in the speech of Lord 1 regarding the murder of a deer. The deer are portrayed as ‘native burghers’ in their own ‘desert city’, who retreat ‘from the hunters aim’ into a ‘sequestered’ ‘languish’. Jaques remarks then about how the foresters are the ‘mere usurpers’ who ‘kill them up/in their assign’d and native dwelling place’. This is particularly significant because a parallel is drawn between the deer and the foresters, the deer is escaping usurpation in much the same way the foresters are, this is further enhanced by the fact that the deer has a ‘leathern coat’, a deliberate wording by Shakespeare to highlight the parallels it has with its human usurpers. This usurpation is shown elsewhere in the book, R osalind who buys the shepherds ‘passion’ (Livelihood) because it is ‘much upon her fashion’, suggesting a transitory or arbitrary desire, devoid of consideration for the fact that the shepherd derives his survival from his flock. Indeed, she wishes to ‘waste her time’ here, rather than use it for any meaningful purpose. Other aspects of the court are also filtered into the forest to enact a distinct lack of change. The notion of the ‘merry men’ and ‘brothers in exile’ is immediately undermined by the fact that the duke is referred to as ‘your grace’, implying that the hierarchy of society is still in place, despite their attempts to gloss over it. Indeed, the very nature of them dressing up as foresters when they are in fact ‘gentlemen’ enacts the nature of the ‘painted pomp’ that is alluded to when referring to the court. The word ‘pompous’ implies a level of self-importance and unnecessary grandiose, which is ever present in the forest; ‘to blow on whom I please’ (IE, to do as I wish). Conventionally in the pastoral, the return to ‘reality’ (In this instance, the court) is forced due to the ephemeral nature of Arcadia. However, at the end of the play here, we find that the characters easily cast off their ‘disguises’ as if they had never left, willingly returning to the court, signifying that there must have been little difference between the two worlds, and emphasising the fact that the court has been a constant throughout the play. One of the most famous quotes of the play, ‘All the world is a stage’ is particularly significant here also. Throughout the story, the ‘motley coat’ (Emblematic of the fool) has been alluded to, and it represents the ‘players’ and by extension, the audience as a whole. If we are all ‘players’ as in a play, with ‘their exists and entrances/and many parts’, then we are all fundamentally acting like the foresters all the time, we all are part of the same outcome. Indeed, at the very end, we all are ‘sans teeth, sans taste, sans everything’, emphasising the fact we all end up subjected to time and age, no better for our experiences in life. This is particularly ironic of course, because earlier on in the story, the forest is described as having ‘no clock’, but it is infact time that undoes all as expressed in this passage, enacting the futility of escape and the absence of any change in outcome fro m action. Finally, we have the ephemeral nature of the escape for the audience. As alluded to in the preceding paragraph, the audience are ‘players’ and actors in the play to, but do they change? At the very end, within the epilogue, Rosalind breaks the fourth wall, essentially undermining the experience of the play, returning the audience from the ‘forest’ (The imaginative space of the play) to the ‘court’ (Reality). She directly remarks upon the fact that it is a play, that it is a constructed narration and further commends it to be watched by the friends of the audience (Cementing the notion of ‘realism’ in the fact that the play is a commercial enterprise at heart, not a creative escape).

Personal and Professional Moral Compass Essay

There are many influences that can affect how individuals think, behave, and react when confronted with an ethical dilemma. People make decisions throughout their life that are guided by what they have encountered through personal experiences, as well as cultural and spiritual influences. With the cultural diverseness of our Western society, there is more of an â€Å"emphasis on self-reliance and individualism† when it comes to nursing (Ludwick, 2000). Respect for human dignity and the importance for an individual to have an active role in making their own health care decisions is an important factor in nursing practice. In our society, it is important to have control over one’s emotions and desires in relation to personal decisions involving health care. Nurses have an important role in advocating for those that wish to be heard as well as ensuring that the desired care is delivered. At times there is conflict between what a patient wishes and what is considered as ethically correct. As a nurse in the mental health field, it is difficult to be able to classify what the diagnosis of a patient is just as much as identifying the medication for that diagnosis. Serving alongside some of the veterans that are seen in the mental health clinic sometimes brings about the question if they are receiving the right type of care. There is much stigma placed upon mental health care and when identifying the individual as a veteran, many times their feelings and troubles are generalized. By recognizing this, many veterans within the clinic are followed more closely by outreach calls that ensure patient safety in addition to tracking their overall mental health status. Perhaps there is a personal level of commitment attached to these veterans due to a connection involving combat and its repercussions. Personal feelings can also hinder a nurse in providing the ‘desired care’  that a patient requests. Because society is so diverse there are many beliefs, either spiritual or cultural, that can conflict with a nurse’s values and morals. For example; it had been identified that a psychotic patient was in dire need for intervention through medication. With this patient’s cultural beliefs, he was unable to follow through with the care suggested. The result of this situation ended with the patient being arrested, placed on hospital hold, and eventually being forced to take these medications. The ethical dilemma entailed nurses and doctors to identify that their obligation was to not only keep the public safe, but to ensure that the patient was safe, thus overriding his personal desires. Although many medical professionals feel that they know the right or wrong answer based on what they have learned in textbooks, it may not always be the best answer for the patient. There are many events that can affect diverse ways of thinking, which shapes each individual nurse’s practice. After exposure to different cultures, a nurse is able to recognize and begin to appreciate beliefs that are unlike his or her own. Some cultures do not allow an individual to make decisions of their own, sometimes impeding necessary care that can sustain their life. This idea of holding back care is all that the medical professional identifies when confronted with these dilemmas. They are unable to appreciate or fully understand why this individual is being ‘forced’ to refuse care. This is difficult to comprehend when it is so evident about what should be done. Patients understand and respect the opinion of the health care providers; otherwise they would not be seeking care. It is the nurse’s responsibility to keep each patient from harm in addition to sustaining their dignity and respect. When seeking care, one is identifying that they are unable to tackle the problem alone and is in need of assistance from another. This vulnerability should be respected and the health care provider should include them and all of their values within the plan of care. There will always be an event or situation that entails a nurse to set aside their personal beliefs and do what is right for the patient in a given situation. Even though some issues can be affected by a nurses own values,  the benefits and the consequences should be individually considered. If the patient is of sound mind and is doing no harm to themselves or others, perhaps it is best to allow them to identify what is best for them. It is an obligation to ensure that a patient receives the best care that they deserve. References Burkhardt, M. &. (2008). Ethics & Issues in Contemporary Nursing. Clifton Park: Delmar. Ludwick, R. &. (2000). Ethics: Nursing Around the World: Cultural Values and Ethical Conflicts. Online Journal of Issues in Nursing. 5 (3), 1-4. Appendix A Resource 1: My Nursing Ethic PASSION: Why am I here? I have always felt that I am here to help others, regardless of the profession I chose. I had started off as an elementary education major and ended up graduating with my psychology degree. From there I had joined the Army to become a medic to provide care to those who I had fought next to during war time. I found myself wanting to learn more and became a nurse to advocate for patients as well as care for them medically. I lost many friends through deployments and many of them are lost within themselves. I want to be the nurse that not only understands, but listens to what they have to say. I feel very strongly about establishing a rapport with my patients, even if I only speak to them once. I want them to know that there is someone there that they can talk to when the time comes. MOTIVATION: What moves me to act? Someone who genuinely needs assistance with a situation, despite how great or how diminutive it may seem. When I hear about how something that has been resolved or attended to because of what I had done, it motivates me even more to continue with my persistence in difficult situations. I find that  when there is respect for my profession from providers and others, this also increases my motivation. I find it motivating when I finally am able to assist a patient with positive changes that has been difficult for others to do so in the past. It is always motivating to be successful with a challenging and ‘hard to work with’ patient; all it takes is time, caring and listening. Working alongside others that are motivated also will have an effect on my motivational level. INSPIRATION: What keeps me in motion? I am most inspired by my patients. I feel that those that served before, with and after me deserve my undivided attention. Those that are truly searching for help and are motivated to do everything they can to get better, inspire me. I also find that colleges who depend on my knowledge and experience inspire me to become a better and more understanding nurse. I realize that many times, the VA is the only place many veterans can receive care (or even a hot meal); this reminds me that I may be the only one left who will listen. LOYALTY: Whom do I serve? Although I am here to assist the providers, I am here to serve the patients that are our country’s veterans. I make myself available and would go the extra mile to ensure they receive the best care and treatment that they deserve. I served alongside many of them during deployments and feel that I can continue to do this by being the best advocate they can have at

Make an Inference Practice Questions

Make an Inference Practice Questions Want to master your reading comprehension? Practicing your inference skills is a great place to start, but if you are unsure how to make an inference at all (or what one even is), you might want to start with the  basics of inference  which will give you all of the  details that you need. If you are ready to go, go ahead and get started with these easy inference practice questions to hone your reading skills. The following inference questions provide a basic assessment of your comprehension of the skill. Printable PDFs: Inference Practice Questions 1 | Answers to Inference Practice Questions 1 Inference Practice Questions 1 Using your best inference strategies, make an inference about the following statements. The first two are done for you. I wouldnt eat after that two-year-old if I were you.Inference: The two-year-old probably did something gross to the food you were about to eat or has a cold and you could catch it. Something bad will happen to you if you eat  the food.  For Valentine’s Day, my fantastic neighbor gave his wife a poem that took him about two seconds to write. Sheesh.Inference: My neighbor is not very considerate since he didnt take his time writing the poem.A man ran after a retreating bus, waving his briefcase frantically.Inference:If she died, I wouldn’t go to her funeral.Inference:Jake almost wished that he hadn’t listened to the radio. He went to the closet and grabbed his umbrella even though he would feel silly carrying it to the bus stop on such a sunny morning.Inference:Hey! What happened to all the school construction money taken from the taxpayers? It paid for this toilet the money was flushed down.Inference:As you give a speech in front of a large audience, you reali ze that people are laughing behind their hands and pointing to the region below your waist.Inference: No, Honey, I don’t want you to spend a lot of money on my birthday present. Just having you for a husband is the only gift I need. In fact, I’ll just drive my old rusty bucket of bolts down to the mall and buy myself a little present. And if the poor old car doesnt break down, I’ll be back soon.Inference:A woman walks into a hospital clutching her abdomen and yelling at  her husband, who trails behind her carrying a large bag.Inference:Youre driving on the highway, listening to the radio, and a police officer pulls you over.Inference: Inference Practice 1 Suggested Answers 3. A man ran after a retreating bus, waving his briefcase frantically. Inference:  The man had to take that bus to work and he was running late. He wanted the bus driver to stop the bus so he could get on it. 4. If she died, I wouldn’t go to her funeral. Inference:  Im extremely angry with this woman for some major  reason,  because one of the worst things a person could do is to hate someone after they have passed away. 5. Jake almost wished that he hadn’t listened to the radio. He went to the closet and grabbed his umbrella even though he would feel silly carrying it to the bus stop on such a sunny morning. Inference:  Jake heard that it was going to rain later in the day. 6. Hey! What happened to all the school construction money taken from the taxpayers? It paid for this toilet the money was flushed down. Inference:  The school district is wasting tax payers money. 7. As you give a speech in front of a large audience, you realize that people are laughing behind their hands and pointing to the region below your waist. Inference:  You forgot to zip up your fly or you have something on your pants. 8. No, Honey, I don’t want you to spend a lot of money on my birthday present. Just having you for a husband is the only gift I need. In fact, I’ll just drive my old rusty bucket of bolts down to the mall and buy myself a little present. And if the poor old car doesnt break down, I’ll be back soon. Inference:  The wife wants the husband to buy her a new car for her birthday. 9. A woman walks into a hospital clutching her abdomen and cursing out her husband, who trails behind her carrying a large bag. Inference:  The woman is in labor. 10. Youre driving on the highway, listening to the radio, and a police officer pulls you over. Inference:  Youve broken the law in some way while driving.

Free Essays on World War One Airplanes

During World War One, the role of airplanes and how they were used changed greatly. At first planes were only used for sport, but people started realize that not only could airplanes be useful but they could even influence an outcome of the war greatly. Soon the war was filled with blimps, planes, and tethered balloons. By the end of the war, planes became a symbol of fear, but they were not always treated with such respect. In the time leading up to the war, the general feeling about planes was, they were a sneaky, unfair tactic that should not be used in warfare. During The 1899 Hague Peace Conference it was put on record that the dropping or shooting of any projectiles or explosives from the air during a time of war was forbidden and was considered a crime of war. It was also decided that airplanes could only be used for reconnaissance or spying missions. (Villard-227) â€Å"The airplane may be all very well for sport, but for the army it is useless† (Quoted in Villard-227) Even by the beginning of the war in 1912, the use of planes in war was still prohibited by the War Office. Shortly thereafter this changed, people awakened to the possibilities of air warfare. The world soon started to realize the effectiveness of planes in war and how the control of the skies could influence the outcome. Although the French were the first to have a working, conscripting air force and to license fliers, their trust in airplanes still was not up to par. Their lack of trust was justified, for the planes had no armaments, too many wires, and no reliable motor. (Villard-228) Soon all countries in the war effort had their own little air force, built hangers, and started to train pilots. The first bombing occurred in November 1911. Although the first bomb was dropped by the Italians, soon all countries were involved in bombing raids. (Villard-229) It was followed by the fi... Free Essays on World War One Airplanes Free Essays on World War One Airplanes During World War One, the role of airplanes and how they were used changed greatly. At first planes were only used for sport, but people started realize that not only could airplanes be useful but they could even influence an outcome of the war greatly. Soon the war was filled with blimps, planes, and tethered balloons. By the end of the war, planes became a symbol of fear, but they were not always treated with such respect. In the time leading up to the war, the general feeling about planes was, they were a sneaky, unfair tactic that should not be used in warfare. During The 1899 Hague Peace Conference it was put on record that the dropping or shooting of any projectiles or explosives from the air during a time of war was forbidden and was considered a crime of war. It was also decided that airplanes could only be used for reconnaissance or spying missions. (Villard-227) â€Å"The airplane may be all very well for sport, but for the army it is useless† (Quoted in Villard-227) Even by the beginning of the war in 1912, the use of planes in war was still prohibited by the War Office. Shortly thereafter this changed, people awakened to the possibilities of air warfare. The world soon started to realize the effectiveness of planes in war and how the control of the skies could influence the outcome. Although the French were the first to have a working, conscripting air force and to license fliers, their trust in airplanes still was not up to par. Their lack of trust was justified, for the planes had no armaments, too many wires, and no reliable motor. (Villard-228) Soon all countries in the war effort had their own little air force, built hangers, and started to train pilots. The first bombing occurred in November 1911. Although the first bomb was dropped by the Italians, soon all countries were involved in bombing raids. (Villard-229) It was followed by the fi...

Mary Ann Shadd Cary - Abolitionist and Journalist

Mary Ann Shadd Cary - Abolitionist and Journalist About Mary Ann Shadd Cary Dates: October 9, 1823 - June 5, 1893 Occupation: teacher and journalist; abolitionist and womens rights activist; lawyer Known for: writing about abolition and other political issues; second African American woman to graduate from law school Also known as: Mary Ann Shadd More About Mary Ann Shadd Cary: Mary Ann Shadd was born in Delaware to parents who were free blacks in what was still a slave state. Education even for free blacks was illegal in Delaware, so her parents sent her to a Quaker boarding school in Pennsylvania when she was ten through sixteen years old. Teaching Mary Ann Shadd then returned to Delaware and taught other African Americans, until the passage of the Fugitive Slave Act in 1850. Mary Ann Shadd, with her brother and his wife, emigrated to Canada in 1851, publishing A Plea for Emigration or Notes of Canada West urging other black Americans to flee for their safety in light of the new legal situation which denied that anyone black had rights as a U.S. citizen. Mary Ann Shadd became a teacher in her new home in Ontario, at a school sponsored by the American Missionary Association. In Ontario, she also spoke out against segregation. Her father brought her mother and younger siblings to Canada, settling in Chatham. Newspaper In March of 1853, Mary Ann Shadd began a newspaper to promote emigration to Canada and to serve the Canadian community of African Americans. The Provincial Freeman became an outlet for her political ideas. The next year she moved the paper to Toronto, then in 1855 to Chatham, where the largest number of escaped slaves and emigrant freemen were living. Mary Ann Shadd opposed views of Henry Bibb and others who were more separatist and who encouraged the community to consider their stay in Canada as tentative. Marriage In 1856, Mary Ann Shadd married Thomas Cary. He continued to live in Toronto and she in Chatham. Their daughter, Sally, lived with Mary Ann Shadd Cary. Thomas Cary died in 1860. The presence in Canada of the large Shadd family meant that Mary Ann Shadd Cary had support in caring for her daughter while continuing her activism. Lectures In 1855-1856, Mary Ann Shadd Cary gave anti-slavery lectures in the United States. John Brown held a meeting in 1858 at the home of Carys brother, Isaac Shadd. After Browns death at Harpers Ferry, Mary Ann Shadd Cary compiled and published notes from the only survivor of Browns Harpers Ferry effort, Osborne P. Anderson. In 1858, her paper failed during an economic depression. Mary Ann Shadd Cary began teaching in Michigan but left for Canada again in 1863. At this time she obtained British citizenship. That summer, she became a recruiter for the Union army in Indiana, finding black volunteers. After the Civil War At the end of the Civil War, Mary Ann Shadd Cary earned a teaching certificate, and taught in Detroit and then in Washington, D.C. She wrote for The National Era, Frederick Douglass paper, and for John Crowells the Advocate. She earned a law degree from Howard University, becoming the second African American woman to graduate from law school. Women's Rights Mary Ann Shadd Cary added to her activism efforts the cause of womens rights. In 1878 she spoke at the National Woman Suffrage Association convention. In 1887 she was one of only two African Americans attending a womens conference in New York. She testified before the U.S. House Judiciary Committee on women and the vote and became a registered voter in Washington. Death Mary Ann Shadd Cary died in Washington, D.C., in 1893. Background, Family Father: Abraham Doras Shadd, shoemaker and abolitionistMother: Harriet Parnell ShaddSiblings: twelve younger siblings Education Prices Boarding School, Chester, Pennsylvania (1832-1839)Howard University, B.A. Law, 1883 Marriage, Children husband: Thomas Cary (married 1856; he died in 1860)one child: Sally Cary

Evaluate research methodologies used in VoIP research Essay

Evaluate research methodologies used in VoIP research - Essay Example A thorough security analysis is done at every stage of the protocol for understanding the risks and ways to combat it. The third stage is the key derivation process in protocols like Mickey which is thoroughly analyzed and done. The article â€Å"Quantifying Skype User Satisfaction† is based on the various peer-to-peer protocols and thoroughly analysis of the model which is developed to measure the user satisfaction index. A detailed analysis of the communication and the various VoIP sessions that are responsible for making it happen. The Cox model is developed and analyzed for making the User satisfaction index interpretation quite strong with detailed analysis. Most of the data is from journals and web related material which makes it quite usable to use the information for analysis and design. The variety of suggestions would make sure that all the analysis is well supported and framed for getting the right decision for the paper and its objectives. Pervez & Kjell (2005) defines as: â€Å"we must ourselves collect the data that are relevant to our particular study and research problem.† The large academic text and journals which are required for making the right judgment for illustrating the theory and explanation of the various protocols are of good. The renowned nature of books and journals make sure that all the information is taken to its full extent. The research method used is quite susceptible to various faults as security is not discussed in detail and more emphasis is given to VoIP protocols for their illustration. The in-depth discussion on the various VoIP protocols would make sure that all the various aspects are touched upon and illustrated in detail. The detailed discussion of the various VoIP protocols is an advantage of the paper and make sure that all the various scenarios are taken care to its maximum in deriving the gross attitude for fetching the objectives of the paper. The various

Techniques available for Resource allocation and aggregation in Essay

Techniques available for Resource allocation and aggregation in Construction Project Management - Essay Example Resource management is more important in construction Management because common resources are utilized for different projects and it is essential that Project Scheduling be done keeping the resources availability into consideration. The project planning should be resource oriented scheduled. When we talk about resources for construction industry we will confine ourselves with human resources, financial resources and machinery and equipments. It is a common phenomenon that all projects suffer from resource constraint, abundant resources are not available at the disposal of the managers, nor is it desirable. The management skill lies with the optimum utilization of resources and that is possible only in case of resource constraints. Take example for an organization where simultaneously multiple projects are into operation, the available manpower, Machinery and Equipment needs to be properly deployed and needs to be planned along with the project plan so that same machineries can be used in all the projects. Skilled manpower also can be shared by the projects by simply proper planning of the projects. The activities of each of the projects needs to be scheduled in such a way that deployment of the skilled manpower and machinery is synchronized. The project scheduling exercise should include the resource scheduling also. Here we will first discuss the process of decision-making followed by the techniques available for resource allocation and aggregatio

Sodium Essay Example | Topics and Well Written Essays - 250 words

Sodium - Essay Example Despite the fact that sodium is very significant to the body, too much intake can have adverse effects especially on individuals who are sensitive to sodium. Excessive consumption of sodium can lead to hypertensions which can cause complex health problems (Gazzaniga 23). Sodium helps in muscle and nerve function because it is a mineral that has an electrical charge or electrolyte. The electrolyte facilitates transmission of nerve cells and muscle contraction. For example sodium ions such as chloride and potassium trigger nerve impulses and muscle contractions when the change places across cell membranes. Sodium maintains fluid balance in the body. For example, via its ions (potassium), it attracts water to itself which ensures that hydration level in the body is optimal. It is significant to note that sodium is found in food such as fish, meat, pickled foods, olives, eggs, table salt, dairy foods and poultry (Gazzaniga 45). Excessive overdose of sodium causes hypertension which can cause many health problems. However, deficiency of sodium in the body can lead to serious health problems. For instance, deficiency of sodium in the body leads to hyponatremia which means the body can not be in a position to regulate sodium.

Case Study Example | Topics and Well Written Essays - 250 words - 1

Case Study Example There is a large expenditure associated with installing hardware and software that is compatible with the new system, which if not installed is going to increase the company's costs and incur large overheads. The other issues include user-friendliness of the new system, which will require trained expert staff and hence this system cannot be adopted immediately. These were some of the issues that needed to be taken into account before the final decision about RFID system is taken. The system is useful in inventory management and efficiency in logistics and operations. The company can use it to accurately forecast the product's movement and to make sure that it always has enough inventories to meet the consumers' demand and to avoid losses. RFID can also be handful in efficient shop-floor activities such as price updates, price checkout and recording of payments. This system also reduces the chances of human errors. Similarly, the new system can also help in the customer relationship management and can help the company to modify their sales tactics to increase the customer base. It can be useful in knowing the customer's buying preference and can help the company to enhance the customers' buying experience.

Cost allocation and activity based costing Essay

Cost allocation and activity based costing - Essay Example Cost allocation is a concept that refers to the determination of the expenses incurred to offer a service. Costs can be allocated as direct, indirect and incremental costs. In the production process, manufacturers should be able to determine what costs fall under direct, indirect and incremental, in order to facilitate the ascertainment of cost of production. Activity based Costing is a concept that refers to the ascertainment of various activities involved in the production of goods and services. Thereafter, the overhead costs are allocated to each activity and then assigned to the products and services. Traditional costing on the other hand, allocates overhead costs using predetermined rate. That is, there is no allocation of costs on activities prior to the products and services. According to Vercio and Shoemaker, the most accurate method of cost allocation is Activity-Based. Unlike traditional costing method, Activity Based Costing recognizes the fact that, during a production pr ocess, not all costs are attributed to the volume of products and services produced. Therefore, Activity Based Costing determines the cost drivers associated with the customers, batches, products and administration related costs directly connected to the units produced. In order to ensure accuracy in cost measurements to facilitate informed decision-making during the production process, the costs that are not related to unit production should be secluded. In batch processing, the fundamental idea is to reduce the cost of production.

Genetics of Retroviruses Essay Example | Topics and Well Written Essays - 1000 words

Genetics of Retroviruses - Essay Example The core contains two identical copies of the single stranded RNA genome. The RNA molecules are complexed with reverse transcriptase and tRNA. Other viral proteins like integrase are also components of the virion particle. The outer envelope glycoprotein (SU), is the major antigen of the virus, and is responsible for receptor binding. The trans-membrane glycoprotein (TM), holds the SU protein in the envelope, and is responsible for membrane fusion â€Å"All retrovirus genomes consist of two molecules of RNA, which are s/s, (+)sense and have 5 cap and 3 poly-(A) (equivalent to mRNA). These vary in size from ~8-11kb. Retrovirus genomes have 4 unique features: These two molecules are physically linked as a dimer by hydrogen bonds (co-sediment). In addition, there is a 3rd type of nucleic acid present in all particles, a specific type of tRNA (usually trp, pro or lys) - required for replication.† Gene order in all retroviruses is invariant: 5 - gag - pol - env - 3. The gag (group-specific antigen, core protein) gene encodes proteins that make up the nucleocapsid of the virus as well as a matrix layer, the two of which surround the RNA. The pol gene (RNA-dependent DNA polymerase) encodes three proteins, reverse transcriptase, which copies the RNA into DNA, integrase, which integrates the DNA into the host chromosome and protease, a protein that cleaves the Gag-Pol polyprotein into smaller protein products. The env gene encodes the envelope glycoproteins. â€Å"Some retroviruses have incorporated viral oncogene sequences.†( www.bookrags.com) The genomes of complex retroviruses, such as human T-cell lymphotropic virus (HTLV) cont ain additional genes (e.g., tax and rex) for regulatory proteins. R Region: A short (18-250nt) sequence which forms a direct repeat at the both ends of the genome, which is therefore terminally redundant.U5: A unique, non-coding region of 75-250nt

Cost allocation and activity based costing Essay

Cost allocation and activity based costing - Essay Example Cost allocation is a concept that refers to the determination of the expenses incurred to offer a service. Costs can be allocated as direct, indirect and incremental costs. In the production process, manufacturers should be able to determine what costs fall under direct, indirect and incremental, in order to facilitate the ascertainment of cost of production. Activity based Costing is a concept that refers to the ascertainment of various activities involved in the production of goods and services. Thereafter, the overhead costs are allocated to each activity and then assigned to the products and services. Traditional costing on the other hand, allocates overhead costs using predetermined rate. That is, there is no allocation of costs on activities prior to the products and services. According to Vercio and Shoemaker, the most accurate method of cost allocation is Activity-Based. Unlike traditional costing method, Activity Based Costing recognizes the fact that, during a production pr ocess, not all costs are attributed to the volume of products and services produced. Therefore, Activity Based Costing determines the cost drivers associated with the customers, batches, products and administration related costs directly connected to the units produced. In order to ensure accuracy in cost measurements to facilitate informed decision-making during the production process, the costs that are not related to unit production should be secluded. In batch processing, the fundamental idea is to reduce the cost of production.

Hassan’s Story Essay Example for Free

Hassan’s Story Essay A. The two major types of surface markings that bone do have are the depression and openings. These include fissure, foramen, fossa, sulcus, meatus, process, condyle, facet head, crest, epicondyle, line, spineous process, trochanter, tubercle, and the tuberosity. B. Liu and Hassan were surprised to find metopic suture on an adult skull because right after birth the left side and right side of the birth bone are united by the metopic suture. They also were surprised, because this suture should have disappeared between the ages of six to eight years of age. Finally because they are only founded in 5 to 10% of people. C. The skeletal structures that are found inside the nasal cavity that might be missing from a excavated skull would be the perpendicular plate, middle and inferior nasal concha and the vomer. D. Hassan and his team would be able to tell the ages of the skeletal remains of the woman and the baby by the four main sutures such as coronal suture, sagittal suture, lambdoid suture, and the squamous sutures. E. The features that the larger skeletal in the sarcophagus would show to indicate it was a female is the vertebral column of a female is about 61cm (24in.) and a male vertebral column of a male is about 71cm (28in.). F. The bone of the neck region that could be affected or damage by strangulation or neck trauma other than the cervical vertebrae is the hyoid bone. G. If the bones of a person found at the excavation site were mixed and out of order the anthropologists would be able to determine which was cervical, lumbar, or thoracic, because the cervical vertebrae include interlocking vertebrae bodies with saddle shaped superior and inferior surfaces alongside the canal is triangular and of a similar size to the vertebral body, and the spinous process are shorter then in thoracic and not as massive as the lumbar vertebrae process. The thoracic vertebrae increases in body size and articulates with a pair of ribs in the human skeleton. The upper thoracic bodies are roughly triangular in a superior outline whilst the lower thoracic vertebral bodies are more circular. The vertebrae canal are smaller relative to the vertebral body, and importantly, more circular then in cervical vertebrae. Finally the lumbar vertebrae increase in size from superior to inferior. They are the largest of all the infused vertebrae, and should be easily identifiable by their size and features. H. Bones with their hard structures would be subject to and show signs of the disease that destroyed this community because I. The structure that passes through the transverse foramina of cervical vertebrae that would cause death if damaged as in the child’s skeleton is.

The Ancient Greek Education Theology Religion Essay

The Ancient Greek Education Theology Religion Essay The Ancient Greek Education and the Effect on the Western World. The education system today has been built on ideas and influences of the past. By building and expanding ideas, education has grown into an ever-evolving system. However, there are still strong influences from past cultures affecting the education system in the Western World. Today, the Ancient Greeks continue to influence the Western World with their legacy, especially in education; with the Athenian and Spartan systems being looked back to for guidance on todays system and the teachers of Ancient Greece being used in teaching methods and evaluation. The Athenian school system is looked back on and influences todays public school system. They were also the first to introduce a system of higher education, which is equivalent to todays post-secondary institutions. Spartans had a much regimented school schedule and were primarily taught fighting and survival, paralleling todays military school systems. Another comparison that can be drawn in the young age that the Spartans began training and were taught that the state is the prime concern; similar to Hitlers youth groups in World War Two. The teachers in Ancient Greece are looked back to for their teaching methods and evaluations of teaching itself. Socrates, Aristotle, and the Sophists are the major influences of the Western World with their teaching methods and evaluations. The Western Worlds education system has evolved and changed but still has the strong influences of the Athenian schooling system. Todays education system has been affected by the legacy left behind by the Ancient Greeks. Especially with the Athenian education which provides examples of higher education and public school systems. There have been many ideas as to who first created higher education, such as Socrates, but it was the Pythagoreans, it seems, who established a real school of higher education- the distant ancestor of our modern universities(Flaceliere, 112). The higher education was influenced by the time period as it was the sons of wealthier parents usually continued their childrens education to the age of 18 with specialist teachers in medicine, law, rhetoric or the increasingly popular courses given by the sophists(Adkins, 254). Athenians had speciality teachers who focused on main areas of study for students who desired and could afford the higher education that was offered. Similarly, we have higher education where students specialize in certain fields. Today these fields are taught at university or college and the Athenians were taught by philosophers or one of the travelling Sophists. Even these fields today are similar to the ones that were taught by the Athenians; one in particular being medicine. Another popular area of study for the Athenians and scholars today is law. Even though the Athenian education system has not been actively used for thousands of years, examples and influences are still drawn from it. The establishment of higher education in Ancient Greece provides evidence as to how the Athenian education system provides a strong influence over the Western Worlds education. However, higher education was not the only influential aspect of the Athenian school system. The modern Western World is privy to private school institutions where the parents provide the funds for their childs education; paralleling the Athenians methods of education as well as the mandatory school attendance. Today, students are required by the Ontario government to attend school until the age of sixteen, similar to the Athenians as while there was absence of a written stature, compulsory education was most certainly enforced by custom and tradition-which are just as binding as an instrument (Flaceliere, 92). Attending school is compulsory for students in todays school system, equivalent to the mandatory schooling in Ancient Athens. Another part of Athenian education that corresponds with todays schooling is the funding for education by parents and benefactors with an extension of elementary education, with generous foundations set up in some cities to fund teachers (Hornblower, Spawforth, 245). Today, private school systems are funded by parents and there are also generous supporters of the students, offering scholarships or bursaries, allowing students to attend school as did wealthy civilians in Athens. The Athenian education system has grown and evolved to include higher education and benefactors to help with the funding for schooling. Today, the education system has been influenced by the Athenians in terms of university. The Western Worlds education may be changing; however, it still draws influence from the Athenians and other Ancient Greek city states. The Spartan education system has also had a lasting legacy on the Western World as they have been influential for military schools of today and the Hitler Youth Groups that began during the World War Two period. Education in Sparta had the study of letters was restricted to the bare minimum; for the rest, their education consisted exclusively in learning unquestioning obedience, superhuman endurance, and how to win at wrestlingà ¢Ã¢â€š ¬Ã‚ ¦ their heads were close-shaved (Plutarch, 1). The Spartans focused more intensely on military training and leaning that the state itself came before anything else. They were not concerned with reading and writing as the Athenians were, satisfied to focus intensely on military training, which is reflected in the impacts left on todays education in the Western World. Today, examples can be seen in different military institutions such as; the service academies-the Coast Guard Academy, Air Force Academy, West Point and Annapolis- are shown to have been long involved with the task of finding the synthesis point between the Athenian and Spartan philosophies(Lovell, 1). The Spartan education system differs greatly from the Athenian education system, focusing more on fighting and survival as the state was immersed in military culture. This could be relatively compared to todays military schools and systems as they focus on survival and repetition of drills. Spartans were focused on survival and becoming the fiercest warriors in order to protect and provide pride for their state. Also, the students who come out of military school are taught that they are fighting for the state; similarly, the Spartans were taught that the state comes first. Many military schools today draw on the Spartan discipline by keeping strict rules and regulations that candidates must follow. Also, these schools emphasize that the students will be representing their country and must make the country proud. Sparta was a state dominated city, meaning that the state was put above anything else and this belief pervaded into all aspects of Spartan life, including their education system, which influences modern day Western World education. At the age of seven a young Spartan male was enrolled (rather as young Fascists or Nazis were a few years ago) in a sequence of pre-military organizations which covered his entire childhood and adolescence (Flaceliere, 85). There are direct parallels between the young Spartans and the Hitler Youth Groups and military schools of today. Both are taught obedience, survival and that it is the state you must defend and put first, not anything or anyone else. The young Spartans and Germans had to learn to sacrifice their personal lives and well-beings in order to protect the state/country. Both had the common denominator of starting their candidates young with the goal being to have a military with a strong alliance to the state or country. The main goal of the Spartan education system was to create a well-drilled military machine composed of soldiers who were obedient to the word of command, capable of enduring hardships and victories in battle (Lin, 1). When the Spartan system pulled the young boys out of their homes, they became immersed in the state. The young boys were taught that the state is the most important aspect of their lives and that they were to represent the state. This can be compared to the Hitler Youth Groups of World War Two and military academies as they are taught that the state is their lives and they must represent accordingly. The Spartan education system used in Ancient Greece can be paralleled to todays military academy with the use of regimented drills and tutelage of survival skills. Also, the fact that the male Spartan youth were taken at a young age and immersed in propaganda of the state is similar to Hitler Youth Groups. Even thousands of years after events, the education system of Ancie nt Greece continues to influence the education system of today. The Western World not only draws influence from the different city states of Ancient Greece but the philosophers and sophists with their teaching styles and parallels to todays university professors. A large influence on todays teaching style is Socrates who taught with conversation, debate, back-and-forth between teacher and student, a focus on student talk rather than teacher talk (Schneider, 1), and Socratic classrooms can be relaxed or tense, loud or quiet, large or small (Schneider, 3). Socrates was a philosopher who taught young Greeks and his method of teaching is still taught today from kindergarten to post-secondary education. His philosophy when it came to teaching was to have the teacher ask questions to the students and have them answer instead of the student asking the teacher questions. Teaching in this way caused a new type of education to be developed, one where the students must find their own answers instead of relying on the teacher to provide all the answers for t hem. With his method the teacher or leader of the dialogue, asks probing questions in an effort to expose the values and beliefs which frame and support the thoughts and statements of the participants in the inquiry (Stanford University, 1). Socrates forced the students to learn and understand by asking these questions and making them think of their own answers instead of being given answers. His method of teaching forced the students to become self-sufficient and be able to think critically and deeply. University professors and middle school teachers alike use Socrates method to expand the students learning as Socrates did in Ancient Greece. He was not the only philosopher to influence the teaching system in todays Western World. Aristotle was another Ancient Greek philosopher who influenced the Western Worlds education system, by presenting a system in which teachers can be evaluated on their methods and effectiveness of teaching. His theory of Phronesis (practical wisdom) has enjoyed a revival in recent years. In modern philosophy, it supplies a possible basis for postmodern criticism of technological society and its limitations (Back, 1). This discusses Aristotles theory of practicality and how it can be applied to society and discussed in philosophy classes/ discussions. Aristotle believed that students needed to be taught practically, the only way for students to learn and more importantly understand; was to have them be taught in a useful, sensible way. He not only provided this popular teaching method but also evaluation methods for teachers that is used today. He also discourses that teachers need to be evaluated and under conditions of uncertainty and complex or convoluted situations, the professional must follow a process of deliberation in which he or she examines the appropriate means of achieving the goals in the specific parameters of the particular situation (Back, 2). Teachers must act accordingly to the problems presented when teaching and when putting a potential educator in an uncertain situation, it is all about seeing how the professional reacts. Aristotle, the Greek philosopher, taught and is now influencing teaching today. His methods of teaching are not necessarily used to teach, but rather to evaluate teachers and focus on the teachers ability instead. Despite the growing education system today, it can still be partial to the teachings of Ancient Greece. He is not the only influential person in Ancient Greek society, a large group of people, known as the sophists, also were significant in shaping the Western Worlds educati on. The sophists were a group of people who travelled around Ancient Greece and were paid to teach subjects that were not taught in the regular schooling in Greece. They are equivalent to todays university and college professors as they also focus on specialized topics and are paid a salary. Sophists were important not only to the development of todays education but also Ancient Greeces as they met a need for higher education and some amassed large fortunes. The word sophist does not refer to a school of thought but a professional teacher (Adkins, 254). The sophists are an ancient representation of modern day university professors. They taught specialized courses that required elementary schooling and extended knowledge to those who desired it. Also similar to todays university professors, the sophists also charged a fee for their services though today it seen as a cultural normality; in Ancient Greece, citizens, philosophers especially looked down at the sophists and the money they dema nded. The sophists introduced many innovative ideas to the Ancient Greece, not the least a salary for educating youths. These sophists introduced to the Ancient Greeks a new extended type of schooling that went beyond the regular schooling and had students (or their parents) paying for education. Philosophers of Ancient Greece did not approve of the sophists as they did not believe in the payment of teachings. However they did provide more under the general heading of philosophy they taught all the subjects then available that had not been covered by the elementary school curriculum: geometry, physics, astronomy, medicineà ¢Ã¢â€š ¬Ã‚ ¦ (Adkins, 254). Even though they were not well liked in Ancient Greece they introduced a new way of teaching that influenced todays education system. University and college professors are the sophists of today; teaching specialized subjects and charging a fee. The Ancient Greeks provide guidance for the teachers of todays education system. They offer different styles of teaching methods and also how to evaluate teachers that are used commonly today. Influenced by the An cient Greeks, the Western Worlds education continues to change and grow. The Western World is influenced by the Ancient Greeks lasting legacy through the Athenian and Spartan education systems, and also by the teachers of Ancient Greece; influencing the teachers of today with the teaching styles and evaluation. The Athenian education system created higher education which parallels todays post-secondary education system and also provides a comparison between the compulsory education and private schooling. Todays military schools show influence from the Spartan education system. As well as the propaganda in Sparta that can be compared to the Hitler Youth Groups in Nazi Germany during World War Two. Ancient Greek philosophers provide methods of teaching styles and evaluation for teachers today, showing the influence and lasting legacy of the Ancient Greeks on the Western World.

Increasing Literacy in Children Kindergarten through Sixth Grade with A

Illiteracy has been a reoccurring predicament ever since people have been able to read. Either children do not understand how to read and write in school, or they require extra help in becoming skilled in the areas of reading and writing. After school programs were created to help schools increase the literacy development in children. An after school program is defined as a program that offers its services to children after school to help them with arts, crafts, sports, or homework. Are after school programs fulfilling their duty to increase the level of literacy in children? After school programs are increasing the level of literacy in children kindergarten through sixth grade because they were created to help children increase their literacy level since schools are not providing children kindergarten through sixth grade with help in increasing their literacy level. The common definition of illiteracy is the inability to read and write. The Funk and Wagnalls Dictionary defines illiteracy as the â€Å"inability to read and write, an error in speaking or writing.† Even if there is a fault in the speaking or writing of a child, that child is defined as illiterate. If that is the definition of illiteracy, is the definition of a literate child one who never makes a mistake in his or her reading and writing? A child will always make mistakes in reading and writing because the child is human, but if that child never progresses in his or her ability to read and write then the child is defined as illiterate. Funk and Wagnalls Dictionary defines literacy as â€Å"the state of being literate† and a literate individual as one that is â€Å"able to read and write, educated, cultured.† Literacy is also indicated by comprehension and a progres... ...b. 2005 . â€Å"Illiteracy.† Funk & Wagnalls Standard Desk Dictionary. 6th ed. 1983. â€Å"Literacy.† Funk & Wagnalls Standard Desk Dictionary. 6th ed. 1983. â€Å"Literate.† Funk & Wagnalls Standard Desk Dictionary. 6th ed. 1983. Prosser, Theresa M., and Levesque, Jeri A. â€Å"Supporting Literacy Through Service Learning.† Reading Teacher Sep. 1997: 31 par. Academic Search Premier. EBSCOhost. University of Denver Penrose Library, Denver. 19 Jan. 2005 . Sylva, Kathy, and Evans, Emma. â€Å"Preventing Failure at School.† Children and Society 13 Sep. 1999: 9p. Academic Search Premier. EBSCOhost. University of Denver Penrose Library, Denver. 19 Jan. 2005 .

Corruption of the American Dream in F. Scott Fitzgerald’s The Great Gatsby :: Great Gatsby Essays

Corruption of the American Dream in The Great Gatsby      Ã‚  Ã‚  Ã‚  Ã‚   The Great Gatsby by Scott Fitzgerald embodies may themes, however the most salient one relates to the corruption of the American Dream.   The American Dream is that each person no matter who he or she is can become successful in life by his or her own hard work.   The dream also embodies the idea of a self-sufficient man, an entrepreneur making it successful for himself.   The Great Gatsby is about what happened to the American dream in the 1920s, a time period when the dream had been corrupted by the avaricious pursuit of wealth.   The American dream is sublime motivation for accomplishing ones goals and producing achievements, however when tainted with wealth the dream becomes devoid and hollow.      Ã‚  Ã‚  Ã‚  Ã‚   When the American dream was pure, motivation and ambition were some key aspects of the pure American dream.   "He stretched out his arms toward the dark water in a curious way...and distinguished nothing except a single green light"(page.26).   It shows how Gatsby was striving for the his goal and trying to accomplish it. When the dream was pure, motivation and self-discipline were present. This quote talks about Gatsby's daily agenda and how in the earlier days he upheld the pure American Dream "No wasting time at Shafters, No more smoking or chewing, Read one improving book or magazine per week, Save $3.00 per week, Be better to parents" (page 181- 182). Nick says "I became aware of the old island here that flowered once for Dutch sailors' eyes-a fresh green breast of the new world"(page 189). This quote shows the pristine goals of where the possibilities were endless and one could accomplish anything through hard work.      Ã‚  Ã‚  Ã‚  Ã‚   The American dream became corrupted, its main aims were wealth and power.   Gatsby became corrupted because his main goal was to have Daisy. The only reason he want Daisy was that she symbolized wealth and took on the characteristics of money. "Her voice is full of money"(page127). Gatsby needed to have an enormous mansion so he could feel confident enough to try to win Daisy. " That huge place over there? Do you like it?   I love it" (page95).  Ã‚   The tainted dream was so empty that having accouterments of wealth could   even incite feelings of love.

Dissolved Oxygen Lab #1 Assignment Essay

Determine which of the following observations are testable. For those that are testable: †¢ Write a hypothesis and null hypothesis †¢ What would be your experimental approach? †¢ What are the dependant and independent variables? †¢ What is your control? †¢ How will you collect data? †¢ How will you present your data (charts, graphs, types)? †¢ How will you analyze your data? 1. When a plant is placed on a window sill, it grows faster than when it is placed on a coffee table in the middle of the living room. . The teller at the bank with brown hair and brown eyes is taller than the other tellers. 3. I caught four fish at seven o’ clock in the morning but didn’t catch any at noon. 4. The salaries at Smith and Company are based on the number of sales and Billy makes 3,000 dollars more than Joe. 5. When Sally eats healthy foods and exercises regularly, her blood pressure is lower than when she does not exercise and eats fatty foods. 6. The Italian restaurant across the street closes at 9 pm but the one two blocks away closes at 10 pm. 7. Bob bought a new blue shirt with a golf club on the back for twenty dollars. 8. For the past two days the clouds have come out at 3 pm and it has started raining at 3:15 pm. 9. George did not sleep at all last night because he was up finishing his paper. 10. Ice cream melts faster on a warm summer day than on a cold winter day. 11. How can you apply scientific method to an everyday problem? Give one example.

Customer Service and Marketing at MM

MM possesses a competitive position in this segment in terms of quality product offering and close customer relationships wrought high level Of customer support. 2. With intensive improvements in power-to-size ratios and customer service, we saw potential to regain and grow our market share in Segment A and anchor them as our main business. Initially, we contemplated pursuing sales from Segment D and small customers. However, Segment Ad's main concern turned out to be solely on price. To maintain them, as key customers, we would need to reduce list price substantially.This would prevent us from maximizing revenue and profit from other segments. As for small customers, we recognized an issue of channel inflict as these customers purchased through the distributor channel. We learnt through the simulation that distributors would vary their profit margins freely, and could at times sell the motors lower than our prices to large customers. Hence, to avoid this conflict, we decided not to focus on small customers. Furthermore, we also learnt that we could encounter low market share and decreasing profit margins if we tried to target more than 2 customer segments.So therefore, we decided not to pursue Segment D and small customers. How does customer satisfaction change over time? How do you balance hard reference metrics such as revenues and profits with soft metrics such as customer satisfaction? The segment of the motor industry in which MM operated was highly competitive, with over 1 00 participants. Over 70% of M's revenues were generated from customers that placed large-volume orders. The relationship between MM and its customers was a close one, involving a constant dialogue between many participants.The quality of these relationships and the benefits gained by both sides were critically important to MM. However, customer interviews suggested that large customers were tarring to be dissatisfied with the quality of M's sales team. We chose to allocate 90% of our sales force to the large customers since nearly all our sales volume were attributed to them whereas only 10% was allocated to small customers to provide space for our distributors to implement their own marketing and sales efforts.As we progressed, the volume we received from small customers dropped while that for large customers increased, in line with M's marketing positioning. Hence, we further increased the proportion of sales resources for large customers to 98%, and also pumped in more ending on sales support for them. Since Segment A was our primary target segment, we allocated the largest proportion of our large customer sales support hours, I. E. 41 %, to them. Segment D, our secondary target segment was given 40%.We also gave 10% to Segment B, because we deemed that while Segment B continued to buy from MM, we should try to improve their satisfaction level, so as to avoid negative word of mouth in the market. The least attention, 1 0%, was given to Segment C, since they r esponded more to prices than sales support. The quality of sales representative interaction with Segment A was extremely high due to the large number of hours spent on them. The interaction with Segments B and C were good whereas the interaction with Segment D was fair.We managed to make Segments A and C â€Å"very satisfied† and Segment D â€Å"satisfied† at the end of the Simi lotion. Segment D did not register higher satisfaction due to the higher price compared to their expectations. Segment B remained â€Å"dissatisfied†, due to the lower thermal resistance offered by Our product. Given M's market share and revenue challenges, our team determined the short- and long-term equines goals for MM as follows: 1 . Short-term goal: Acquire high market share in primary market segments. 2. Long-term goals: Attain consistently high profit margins and maintain market share.To achieve these objectives with a limited budget, M's marketing strategy had to centre on value provision. Building on M's original strengths, we saw the opportunity to delight customers with superior power-to-size ratio. We identified Segments A and C as our primary and secondary target segments, as their needs fell within the optimal zone where our product positioning could provide a preference. With the need to reverse declining market share and boost customer satisfaction, aggressive investment in M's R&D was necessary to build a strong and positive brand name for our power-efficient motors and manage internal costs.This allowed us to price our motors to create value for customers while extracting value for our business. Enhanced increased in our sales representatives and marketing communications were identified as critical in communicating MM motors' value to customers, and formed the key differentiators in managing M's dual sales force and distributor channels. How does customer satisfaction relate to customer loyalty? Retention is a reflection of a customers willingness to remain with a particular company's service or products and is useful to measure customer loyalty.The relationship between MM and its customers was a close one, starting to be dissatisfied with the quality of M's sales team. For the split between customer retention and acquisition, we learned that having a higher focus on customer retention produced much higher overall sales. Experience from earlier runs indicated that a high investment in new customer acquisition did not trigger proportionate increase in new customer sales. This could be due to channel conflict with distributors seeking to gain new customers as well.Therefore, our eventual strategy focused on customer retention as to protect our market share, and consequently, still generate new sales through referrals from existing customers. Our heavily trained sales force did a very good job in acquiring nevus customers despite their limited time on new customer acquisition and due to our high retention rate we could rapidly expand our market share in Segment A shows the sales split teen existing and new customers. How should you manage MM pricing? What does it take to justify price increase? How does price discounting affect the outcome?Market research proved to be an important tool for us to determine pricing. Initially, We thought keeping prices constant would help us gain market share that would compensate for the margin. However, we learnt that by adjusting our prices according to customers' price expectations for Segments A, B and C was more effective in maximizing our revenues. Exhibit shows that as time passed, there was generally an increase in willingness to pay across these segments. Therefore, we increased our prices slowly to extract value for MM, while we aggressively increased power-to-size ratios to create value for our target segments.This enabled us to increase market share. Given Segment Ad's price sensitiveness, we gave them maximum discount allowed as a sales strategy and attempt to claim market share in this segment. We kept our discount rate for the distributors constant so that the distributors can better plan their distributor margin depending on their business needs. Over the course of the simulation, our pricing (across all segments) increased by a total of 2%. A conscious effort was made to increase price at a slow and incremental pace to prevent price shocks and allow the market to stabilize in response to each price increase.Although flexibility in setting prices acts as a quick fix for the management to achieve short-term targets, it would send mixed signals to the market and hence should be avoided when possible. We observed that our competitors reacted to our price increases in the same direction but consistently kept their rates lower than ours. From these reactions, we realized that competing on prices would have a detrimental effect on our refits. How do you balance short-term and long-term investments?We invested heavily in enhancing our produc t's power-to-size ratio as to build a strong brand name and gain a competitive advantage over our competitors. The market research was valuable to help us keep track of our product performance over competitors and against customer expectations, so that we can moderate our research investment over. Our strategic positioning on power-to-size ratio shown success as we observed from the market research that, after 4 quarters of the simulation, our competitors started to position homeless in producing high thermal resistance products and decreased their focus on power-to-size ratio.While we limited investments on thermal resistance to improve company financial, we were able to manage the thermal resistance performance against customer expectations such that sales and customer satisfaction of our product were not affected. In addition, we gradually increased our investment in manufacturing efficiency in order to keep the cost of goods sold under control in the long run How does channel co nflict figure into your pricing decisions? How do you minimize channel conflict?

Angels Demons Chapter 118-120

118 Eleven-forty-two P.M. The frenzied convoy that plunged back into the basilica to retrieve the camerlegno was not one Langdon had ever imagined he would be part of†¦ much less leading. But he had been closest to the door and had acted on instinct. He'll die in here, Langdon thought, sprinting over the threshold into the darkened void. â€Å"Camerlegno! Stop!† The wall of blackness that hit Langdon was absolute. His pupils were contracted from the glare outside, and his field of vision now extended no farther than a few feet before his face. He skidded to a stop. Somewhere in the blackness ahead, he heard the camerlegno's cassock rustle as the priest ran blindly into the abyss. Vittoria and the guards arrived immediately. Flashlights came on, but the lights were almost dead now and did not even begin to probe the depths of the basilica before them. The beams swept back and forth, revealing only columns and bare floor. The camerlegno was nowhere to be seen. â€Å"Camerlegno!† Chartrand yelled, fear in his voice. â€Å"Wait! Signore!† A commotion in the doorway behind them caused everyone to turn. Chinita Macri's large frame lurched through the entry. Her camera was shouldered, and the glowing red light on top revealed that it was still transmitting. Glick was running behind her, microphone in hand, yelling for her to slow down. Langdon could not believe these two. This is not the time! â€Å"Out!† Chartrand snapped. â€Å"This is not for your eyes!† But Macri and Glick kept coming. â€Å"Chinita!† Glick sounded fearful now. â€Å"This is suicide! I'm not coming!† Macri ignored him. She threw a switch on her camera. The spotlight on top glared to life, blinding everyone. Langdon shielded his face and turned away in pain. Damn it! When he looked up, though, the church around them was illuminated for thirty yards. At that moment the camerlegno's voice echoed somewhere in the distance. â€Å"Upon this rock I will build my church!† Macri wheeled her camera toward the sound. Far off, in the grayness at the end of the spotlight's reach, black fabric billowed, revealing a familiar form running down the main aisle of the basilica. There was a fleeting instant of hesitation as everyone's eyes took in the bizarre image. Then the dam broke. Chartrand pushed past Langdon and sprinted after the camerlegno. Langdon took off next. Then the guards and Vittoria. Macri brought up the rear, lighting everyone's way and transmitting the sepulchral chase to the world. An unwilling Glick cursed aloud as he tagged along, fumbling through a terrified blow-by-blow commentary. The main aisle of St. Peter's Basilica, Lieutenant Chartrand had once figured out, was longer than an Olympic soccer field. Tonight, however, it felt like twice that. As the guard sprinted after the camerlegno, he wondered where the man was headed. The camerlegno was clearly in shock, delirious no doubt from his physical trauma and bearing witness to the horrific massacre in the Pope's office. Somewhere up ahead, beyond the reach of the BBC spotlight, the camerlegno's voice rang out joyously. â€Å"Upon this rock I will build my church!† Chartrand knew the man was shouting Scripture – Matthew 16:18, if Chartrand recalled correctly. Upon this rock I will build my church. It was an almost cruelly inapt inspiration – the church was about to be destroyed. Surely the camerlegno had gone mad. Or had he? For a fleeting instant, Chartrand's soul fluttered. Holy visions and divine messages had always seemed like wishful delusions to him – the product of overzealous minds hearing what they wanted to hear – God did not interact directly! A moment later, though, as if the Holy Spirit Himself had descended to persuade Chartrand of His power, Chartrand had a vision. Fifty yards ahead, in the center of the church, a ghost appeared†¦ a diaphanous, glowing outline. The pale shape was that of the half-naked camerlegno. The specter seemed transparent, radiating light. Chartrand staggered to a stop, feeling a knot tighten in his chest. The camerlegno is glowing! The body seemed to shine brighter now. Then, it began to sink†¦ deeper and deeper, until it disappeared as if by magic into the blackness of the floor. Langdon had seen the phantom also. For a moment, he too thought he had witnessed a magical vision. But as he passed the stunned Chartrand and ran toward the spot where the camerlegno had disappeared, he realized what had just happened. The camerlegno had arrived at the Niche of the Palliums – the sunken chamber lit by ninety-nine oil lamps. The lamps in the niche shone up from beneath, illuminating him like a ghost. Then, as the camerlegno descended the stairs into the light, he had seemed to disappear beneath the floor. Langdon arrived breathless at the rim overlooking the sunken room. He peered down the stairs. At the bottom, lit by the golden glow of oil lamps, the camerlegno dashed across the marble chamber toward the set of glass doors that led to the room holding the famous golden box. What is he doing? Langdon wondered. Certainly he can't think the golden box – The camerlegno yanked open the doors and ran inside. Oddly though, he totally ignored the golden box, rushing right past it. Five feet beyond the box, he dropped to his knees and began struggling to lift an iron grate embedded in the floor. Langdon watched in horror, now realizing where the camerlegno was headed. Good God, no! He dashed down the stairs after him. â€Å"Father! Don't!† As Langdon opened the glass doors and ran toward the camerlegno, he saw the camerlegno heave on the grate. The hinged, iron bulkhead fell open with a deafening crash, revealing a narrow shaft and a steep stairway that dropped into nothingness. As the camerlegno moved toward the hole, Langdon grabbed his bare shoulders and pulled him back. The man's skin was slippery with sweat, but Langdon held on. The camerlegno wheeled, obviously startled. â€Å"What are you doing!† Langdon was surprised when their eyes met. The camerlegno no longer had the glazed look of a man in a trance. His eyes were keen, glistening with a lucid determination. The brand on his chest looked excruciating. â€Å"Father,† Langdon urged, as calmly as possible, â€Å"you can't go down there. We need to evacuate.† â€Å"My son,† the camerlegno said, his voice eerily sane. â€Å"I have just had a message. I know – â€Å" â€Å"Camerlegno!† It was Chartrand and the others. They came dashing down the stairs into the room, lit by Macri's camera. When Chartrand saw the open grate in the floor, his eyes filled with dread. He crossed himself and shot Langdon a thankful look for having stopped the camerlegno. Langdon understood; had read enough about Vatican architecture to know what lay beneath that grate. It was the most sacred place in all of Christendom. Terra Santa. Holy Ground. Some called it the Necropolis. Some called it the Catacombs. According to accounts from the select few clergy who had descended over the years, the Necropolis was a dark maze of subterranean crypts that could swallow a visitor whole if he lost his way. It was not the kind of place through which they wanted to be chasing the camerlegno. â€Å"Signore,† Chartrand pleaded. â€Å"You're in shock. We need to leave this place. You cannot go down there. It's suicide.† The camerlegno seemed suddenly stoic. He reached out and put a quiet hand on Chartrand's shoulder. â€Å"Thank you for your concern and service. I cannot tell you how. I cannot tell you I understand. But I have had a revelation. I know where the antimatter is.† Everyone stared. The camerlegno turned to the group. â€Å"Upon this rock I will build my church. That was the message. The meaning is clear.† Langdon was still unable to comprehend the camerlegno's conviction that he had spoken to God, much less that he had deciphered the message. Upon this rock I will build my church? They were the words spoken by Jesus when he chose Peter as his first apostle. What did they have to do with anything? Macri moved in for a closer shot. Glick was mute, as if shell-shocked. The camerlegno spoke quickly now. â€Å"The Illuminati have placed their tool of destruction on the very cornerstone of this church. At the foundation.† He motioned down the stairs. â€Å"On the very rock upon which this church was built. And I know where that rock is.† Langdon was certain the time had come to overpower the camerlegno and carry him off. As lucid as he seemed, the priest was talking nonsense. A rock? The cornerstone in the foundation? The stairway before them didn't lead to the foundation, it led to the necropolis! â€Å"The quote is a metaphor, Father! There is no actual rock!† The camerlegno looked strangely sad. â€Å"There is a rock, my son.† He pointed into the hole. â€Å"Pietro e la pietra.† Langdon froze. In an instant it all came clear. The austere simplicity of it gave him chills. As Langdon stood there with the others, staring down the long staircase, he realized that there was indeed a rock buried in the darkness beneath this church. Pietro e la pietra. Peter is the rock. Peter's faith in God was so steadfast that Jesus called Peter â€Å"the rock† – the unwavering disciple on whose shoulders Jesus would build his church. On this very location, Langdon realized – Vatican Hill – Peter had been crucified and buried. The early Christians built a small shrine over his tomb. As Christianity spread, the shrine got bigger, layer upon layer, culminating in this colossal basilica. The entire Catholic faith had been built, quite literally, upon St. Peter. The rock. â€Å"The antimatter is on St. Peter's tomb,† the camerlegno said, his voice crystalline. Despite the seemingly supernatural origin of the information, Langdon sensed a stark logic in it. Placing the antimatter on St. Peter's tomb seemed painfully obvious now. The Illuminati, in an act of symbolic defiance, had located the antimatter at the core of Christendom, both literally and figuratively. The ultimate infiltration. â€Å"And if you all need worldly proof,† the camerlegno said, sounding impatient now, â€Å"I just found that grate unlocked.† He pointed to the open bulkhead in the floor. â€Å"It is never unlocked. Someone has been down there†¦ recently.† Everyone stared into the hole. An instant later, with deceptive agility, the camerlegno spun, grabbed an oil lamp, and headed for the opening. 119 The stone steps declined steeply into the earth. I'm going to die down here, Vittoria thought, gripping the heavy rope banister as she bounded down the cramped passageway behind the others. Although Langdon had made a move to stop the camerlegno from entering the shaft, Chartrand had intervened, grabbing Langdon and holding on. Apparently, the young guard was now convinced the camerlegno knew what he was doing. After a brief scuffle, Langdon had freed himself and pursued the camerlegno with Chartrand close on his heels. Instinctively, Vittoria had dashed after them. Now she was racing headlong down a precipitous grade where any misplaced step could mean a deadly fall. Far below, she could see the golden glow of the camerlegno's oil lamp. Behind her, Vittoria could hear the BBC reporters hurrying to keep up. The camera spotlight threw gnarled shadows beyond her down the shaft, illuminating Chartrand and Langdon. Vittoria could scarcely believe the world was bearing witness to this insanity. Turn off the damn camera! Then again, she knew the light was the only reason any of them could see where they were going. As the bizarre chase continued, Vittoria's thoughts whipped like a tempest. What could the camerlegno possibly do down here? Even if he found the antimatter? There was no time! Vittoria was surprised to find her intuition now telling her the camerlegno was probably right. Placing the antimatter three stories beneath the earth seemed an almost noble and merciful choice. Deep underground – much as in Z-lab – an antimatter annihilation would be partially contained. There would be no heat blast, no flying shrapnel to injure onlookers, just a biblical opening of the earth and a towering basilica crumbling into a crater. Was this Kohler's one act of decency? Sparing lives? Vittoria still could not fathom the director's involvement. She could accept his hatred of religion†¦ but this awesome conspiracy seemed beyond him. Was Kohler's loathing really this profound? Destruction of the Vatican? Hiring an assassin? The murders of her father, the Pope, and four cardinals? It seemed unthinkable. And how had Kohler managed all this treachery within the Vatican walls? Rocher was Kohler's inside man, Vittoria told herself. Rocher was an Illuminatus. No doubt Captain Rocher had keys to everything – the Pope's chambers, Il Passetto, the Necropolis, St. Peter's tomb, all of it. He could have placed the antimatter on St. Peter's tomb – a highly restricted locale – and then commanded his guards not to waste time searching the Vatican's restricted areas. Rocher knew nobody would ever find the canister. But Rocher never counted on the camerlegno's message from above. The message. This was the leap of faith Vittoria was still struggling to accept. Had God actually communicated with the camerlegno? Vittoria's gut said no, and yet hers was the science of entanglement physics – the study of interconnectedness. She witnessed miraculous communications every day – twin sea-turtle eggs separated and placed in labs thousands of miles apart hatching at the same instant†¦ acres of jellyfish pulsating in perfect rhythm as if of a single mind. There are invisible lines of communication everywhere, she thought. But between God and man? Vittoria wished her father were there to give her faith. He had once explained divine communication to her in scientific terms, and he had made her believe. She still remembered the day she had seen him praying and asked him, â€Å"Father, why do you bother to pray? God cannot answer you.† Leonardo Vetra had looked up from his meditations with a paternal smile. â€Å"My daughter the skeptic. So you don't believe God speaks to man? Let me put it in your language.† He took a model of the human brain down from a shelf and set it in front of her. â€Å"As you probably know, Vittoria, human beings normally use a very small percentage of their brain power. However, if you put them in emotionally charged situations – like physical trauma, extreme joy or fear, deep meditation – all of a sudden their neurons start firing like crazy, resulting in massively enhanced mental clarity.† â€Å"So what?† Vittoria said. â€Å"Just because you think clearly doesn't mean you talk to God.† â€Å"Aha!† Vetra exclaimed. â€Å"And yet remarkable solutions to seemingly impossible problems often occur in these moments of clarity. It's what gurus call higher consciousness. Biologists call it altered states. Psychologists call it super-sentience.† He paused. â€Å"And Christians call it answered prayer.† Smiling broadly, he added, â€Å"Sometimes, divine revelation simply means adjusting your brain to hear what your heart already knows.† Now, as she dashed down, headlong into the dark, Vittoria sensed perhaps her father was right. Was it so hard to believe that the camerlegno's trauma had put his mind in a state where he had simply â€Å"realized† the antimatter's location? Each of us is a God, Buddha had said. Each of us knows all. We need only open our minds to hear our own wisdom. It was in that moment of clarity, as Vittoria plunged deeper into the earth, that she felt her own mind open†¦ her own wisdom surface. She sensed now without a doubt what the camerlegno's intentions were. Her awareness brought with it a fear like nothing she had ever known. â€Å"Camerlegno, no!† she shouted down the passage. â€Å"You don't understand!† Vittoria pictured the multitudes of people surrounding Vatican City, and her blood ran cold. â€Å"If you bring the antimatter up†¦ everyone will die!† Langdon was leaping three steps at a time now, gaining ground. The passage was cramped, but he felt no claustrophobia. His once debilitating fear was overshadowed by a far deeper dread. â€Å"Camerlegno!† Langdon felt himself closing the gap on the lantern's glow. â€Å"You must leave the antimatter where it is! There's no other choice!† Even as Langdon spoke the words, he could not believe them. Not only had he accepted the camerlegno's divine revelation of the antimatter's location, but he was lobbying for the destruction of St. Peter's Basilica – one of the greatest architectural feats on earth†¦ as well as all of the art inside. But the people outside†¦ it's the only way. It seemed a cruel irony that the only way to save the people now was to destroy the church. Langdon figured the Illuminati were amused by the symbolism. The air coming up from the bottom of the tunnel was cool and dank. Somewhere down here was the sacred necropolis†¦ burial place of St. Peter and countless other early Christians. Langdon felt a chill, hoping this was not a suicide mission. Suddenly, the camerlegno's lantern seemed to halt. Langdon closed on him fast. The end of the stairs loomed abruptly from out of the shadows. A wrought-iron gate with three embossed skulls blocked the bottom of the stairs. The camerlegno was there, pulling the gate open. Langdon leapt, pushing the gate shut, blocking the camerlegno's way. The others came thundering down the stairs, everyone ghostly white in the BBC spotlight†¦ especially Glick, who was looking more pasty with every step. Chartrand grabbed Langdon. â€Å"Let the camerlegno pass!† â€Å"No!† Vittoria said from above, breathless. â€Å"We must evacuate right now! You cannot take the antimatter out of here! If you bring it up, everyone outside will die!† The camerlegno's voice was remarkably calm. â€Å"All of you†¦ we must trust. We have little time.† â€Å"You don't understand,† Vittoria said. â€Å"An explosion at ground level will be much worse than one down here!† The camerlegno looked at her, his green eyes resplendently sane. â€Å"Who said anything about an explosion at ground level?† Vittoria stared. â€Å"You're leaving it down here?† The camerlegno's certitude was hypnotic. â€Å"There will be no more death tonight.† â€Å"Father, but – â€Å" â€Å"Please†¦ some faith.† The camerlegno's voice plunged to a compelling hush. â€Å"I am not asking anyone to join me. You are all free to go. All I am asking is that you not interfere with His bidding. Let me do what I have been called to do.† The camerlegno's stare intensified. â€Å"I am to save this church. And I can. I swear on my life.† The silence that followed might as well have been thunder. 120 Eleven-fifty-one P.M. Necropolis literally means City of the Dead. Nothing Robert Langdon had ever read about this place prepared him for the sight of it. The colossal subterranean hollow was filled with crumbling mausoleums, like small houses on the floor of a cave. The air smelled lifeless. An awkward grid of narrow walkways wound between the decaying memorials, most of which were fractured brick with marble platings. Like columns of dust, countless pillars of unexcavated earth rose up, supporting a dirt sky, which hung low over the penumbral hamlet. City of the dead, Langdon thought, feeling trapped between academic wonder and raw fear. He and the others dashed deeper down the winding passages. Did I make the wrong choice? Chartrand had been the first to fall under the camerlegno's spell, yanking open the gate and declaring his faith in the camerlegno. Glick and Macri, at the camerlegno's suggestion, had nobly agreed to provide light to the quest, although considering what accolades awaited them if they got out of here alive, their motivations were certainly suspect. Vittoria had been the least eager of all, and Langdon had seen in her eyes a wariness that looked, unsettlingly, a lot like female intuition. It's too late now, he thought, he and Vittoria dashing after the others. We're committed. Vittoria was silent, but Langdon knew they were thinking the same thing. Nine minutes is not enough time to get the hell out of Vatican City if the camerlegno is wrong. As they ran on through the mausoleums, Langdon felt his legs tiring, noting to his surprise that the group was ascending a steady incline. The explanation, when it dawned on him, sent shivers to his core. The topography beneath his feet was that of Christ's time. He was running up the original Vatican Hill! Langdon had heard Vatican scholars claim that St. Peter's tomb was near the top of Vatican Hill, and he had always wondered how they knew. Now he understood. The damn hill is still here! Langdon felt like he was running through the pages of history. Somewhere ahead was St. Peter's tomb – the Christian relic. It was hard to imagine that the original grave had been marked only with a modest shrine. Not any more. As Peter's eminence spread, new shrines were built on top of the old, and now, the homage stretched 440 feet overhead to the top of Michelangelo's dome, the apex positioned directly over the original tomb within a fraction of an inch. They continued ascending the sinuous passages. Langdon checked his watch. Eight minutes. He was beginning to wonder if he and Vittoria would be joining the deceased here permanently. â€Å"Look out!† Glick yelled from behind them. â€Å"Snake holes!† Langdon saw it in time. A series of small holes riddled the path before them. He leapt, just clearing them. Vittoria jumped too, barely avoiding the narrow hollows. She looked uneasy as they ran on. â€Å"Snake holes?† â€Å"Snack holes, actually,† Langdon corrected. â€Å"Trust me, you don't want to know.† The holes, he had just realized, were libation tubes. The early Christians had believed in the resurrection of the flesh, and they'd used the holes to literally â€Å"feed the dead† by pouring milk and honey into crypts beneath the floor. The camerlegno felt weak. He dashed onward, his legs finding strength in his duty to God and man. Almost there. He was in incredible pain. The mind can bring so much more pain than the body. Still he felt tired. He knew he had precious little time. â€Å"I will save your church, Father. I swear it.† Despite the BBC lights behind him, for which he was grateful, the camerlegno carried his oil lamp high. I am a beacon in the darkness. I am the light. The lamp sloshed as he ran, and for an instant he feared the flammable oil might spill and burn him. He had experienced enough burned flesh for one evening. As he approached the top of the hill, he was drenched in sweat, barely able to breathe. But when he emerged over the crest, he felt reborn. He staggered onto the flat piece of earth where he had stood many times. Here the path ended. The necropolis came to an abrupt halt at a wall of earth. A tiny marker read: Mausoleum S. La tomba di San Pietro. Before him, at waist level, was an opening in the wall. There was no gilded plaque here. No fanfare. Just a simple hole in the wall, beyond which lay a small grotto and a meager, crumbling sarcophagus. The camerlegno gazed into the hole and smiled in exhaustion. He could hear the others coming up the hill behind him. He set down his oil lamp and knelt to pray. Thank you, God. It is almost over. Outside in the square, surrounded by astounded cardinals, Cardinal Mortati stared up at the media screen and watched the drama unfold in the crypt below. He no longer knew what to believe. Had the entire world just witnessed what he had seen? Had God truly spoken to the camerlegno? Was the antimatter really going to appear on St. Peter's – â€Å"Look!† A gasp went up from the throngs. â€Å"There!† Everyone was suddenly pointing at the screen. â€Å"It's a miracle!† Mortati looked up. The camera angle was unsteady, but it was clear enough. The image was unforgettable. Filmed from behind, the camerlegno was kneeling in prayer on the earthen floor. In front of him was a rough-hewn hole in the wall. Inside the hollow, among the rubble of ancient stone, was a terra cotta casket. Although Mortati had seen the coffin only once in his life, he knew beyond a doubt what it contained. San Pietro. Mortati was not naive enough to think that the shouts of joy and amazement now thundering through the crowd were exaltations from bearing witness to one of Christianity's most sacred relics. St. Peter's tomb was not what had people falling to their knees in spontaneous prayer and thanksgiving. It was the object on top of his tomb. The antimatter canister. It was there†¦ where it had been all day†¦ hiding in the darkness of the Necropolis. Sleek. Relentless. Deadly. The camerlegno's revelation was correct. Mortati stared in wonder at the transparent cylinder. The globule of liquid still hovered at its core. The grotto around the canister blinked red as the LED counted down into its final five minutes of life. Also sitting on the tomb, inches away from the canister, was the wireless Swiss Guard security camera that had been pointed at the canister and transmitting all along. Mortati crossed himself, certain this was the most frightful image he had seen in his entire life. He realized, a moment later, however, that it was about to get worse. The camerlegno stood suddenly. He grabbed the antimatter in his hands and wheeled toward the others. His face showing total focus. He pushed past the others and began descending the Necropolis the way he had come, running down the hill. The camera caught Vittoria Vetra, frozen in terror. â€Å"Where are you going! Camerlegno! I thought you said – â€Å" â€Å"Have faith!† he exclaimed as he ran off. Vittoria spun toward Langdon. â€Å"What do we do?† Robert Langdon tried to stop the camerlegno, but Chartrand was running interference now, apparently trusting the camerlegno's conviction. The picture coming from the BBC camera was like a roller coaster ride now, winding, twisting. Fleeting freeze-frames of confusion and terror as the chaotic cortege stumbled through the shadows back toward the Necropolis entrance. Out in the square, Mortati let out a fearful gasp. â€Å"Is he bringing that up here?† On televisions all over the world, larger than life, the camerlegno raced upward out of the Necropolis with the antimatter before him. â€Å"There will be no more death tonight!† But the camerlegno was wrong.