Guidelines And Procedures Of A Lab Technician - 939 Words

1. A lab technician should strive to deliver consistent, accurate and reliable results in a timely manner at all times. Every lab tech should follow the guidelines and procedures that are in place in the laboratory. Safe, professional and cooperative work environment should be ensured. Standard operating procedures and all parts of the quality assurance programs should always be implemented, to ensure that the most accurate and precise results are produced and the high standards of patient care are maintained 1. Sound judgment should be used when preforming tests and analyzing results, issues should be communicated to the appropriate person. Proper documentation of all procedures, issues, corrective actions should be maintained. Result should never be falsified or discussed with people who are not authorized. The privacy and dignity of colleagues and patients should be maintained and everyone should be treated with the respect. 2. In order to undergo certain diagnostic test a patient must sign a document indicating that he/she voluntarily gives permission for the test to be carried out. The patient is informed of the nature and all aspects of the test by his/ hers health care provider or the appropriate lab personnel, so he/she can make a decision whether or not to be subjected to the test. The procedure should be explained in a comprehensive manner, using terms that the patient would understands. Areas covered in the discussion should include but are not limited to:Show MoreRelatedHow And Why Are Safe Working Practices1199 Words   |  5 PagesHow and Why are Safe Working Practices in a Lab Regulated? Safe laboratory practices are regulated within the workplace so that organisation can be sure that the lab itself is running smoothly and is not causing any harm to its employees. CLEAPSS hazcards (or as they also known Consortium of Local Education Authorities for the Provision of Science Services) are used in schools and other educational centres providing the appropriate information for technician staff conducting experiments that requireRead MoreHow And Why Safe Working Practices1121 Words   |  5 PagesTask 4D How and Why Safe Working Practices in a Lab are Regulated? CLEAPSS Hazcards (which stands for: Consortium of Local Education Authorities for the Provision of Science Services) are used in schools and other education centres to give potential hazards and information for technician staff that use concentrated chemicals to prepare more dilute solutions for a class/lesson. In working environments they are used to produce data sheets for chemical manufacturers to give all relevant informationRead MoreElectronic Principles At Uxbridge College1455 Words   |  6 PagesScenario-1 Partner Tech Ltd is one of the leading manufacturers in industrial control applications is starting a project on feedback systems. You are working as a trainee technician and your manager has asked you to investigate the followings- P3.2 Design a temperature control circuit using negative feedback. Your circuit should be stable and distortion free. Sensor : thermistor (10Kâ„ ¦ +/-5%) Power supply : 12v Vin : 0-12v 2.1 Introduction This task was a part of assignment 2 for students pursuingRead MoreElectronic Principles At Uxbridge College1487 Words   |  6 Pages2 Scenario-1 Partner Tech Ltd is one of the leading manufacturers in industrial control applications is starting a project on feedback systems. You are working as a trainee technician and your manager has asked you to investigate the followings- P3.2 Design a temperature control circuit using negative feedback. Your circuit should be stable and distortion free. Sensor : thermistor (10Kâ„ ¦ +/-5%) Power supply : 12v Vin : 0-12v 2.1 Introduction This task was a part of assignment 2 for students pursuingRead MoreCase Study : Directing And Controlling A Department1038 Words   |  5 Pages Directing and Controlling a Department I had the opportunity to interview Mr. Frank Baldwin, the Nurse Program Manager of the Gastroenterology Laboratory (GI Lab) at the Lyndon Baines Johnson General Hospital (LBJGH) to understand his role in managing a department and be able to receive valuable knowledge and relate it to practice. The LBJGH is a 207 licensed-bed hospital located in Houston, Texas (Harris Health System, n. d.a, para. 1). The hospital provides specialty and acute care servicesRead MoreComputer Forensics Mission : A Private Company1467 Words   |  6 Pagesthe exchange of data during litigation. When involved in the handling of evidence obtained through electronic discovery, the lab will comply with ISO/IEC 27050, Information technology — Security techniques — Electronic discovery. This document publishes standards for evidence identification, preservation, collection, processing, review, and production. (ISO/IEC, 2015) Lab Certifications The purpose of this section is to identify the accreditation required for the laboratory to perform computer forensicsRead MoreBehavioral Differences Of Heterodera Glycines And Meloidogyne Incognita Infective Juveniles Exposed1139 Words   |  5 Pagesnematode culture host plants for various projects when responsible NL personnel were unavailable. In a collaborative NL-UMD research project processed field samples for Meloidogyne identification and quantification (6/16). Regularly advised NL technicians; explaining the details of greenhouse maintenance for nematode cultures and host plants. NL nematode caretaker for NL nematode cultures in the event of a pandemic flu outbreak. Maintained status as a certified public agency applicator of pesticidesRead MoreThe American Health Information Management Association1383 Words   |  6 Pagesform and the association of other relevant details with it. Today, AHIMA is working to advance the implementation and effective management of electronic health records (EHRs) by leading key initiatives and advocating for consistent documentation guidelines. The mission of the HIM profession is to promote ethical obligations such as protecting patient privacy and confidential information; disclosure of information; development, use, and maintenance of health information systems and health records;Read MoreHospital Care At The Middle Georgia Area1621 Words   |  7 Pagesrevenue. The facility’s outpatient services decline by approximately 18% in fiscal year 2013. Currently the outpatient infusion center is located on the second floor directly above emergency room department and down the hall from the cardiac cath lab. I will discuss the strengths, weakness, opportunities and threats to transfer a section of the outpatient center as accredited chest pain center for the hospital. Currently, at this facility chest pain or acute coronary syndrome diagnosis is the reasonRead MorePhlebotomist: Medicine and Health Care Support Essay1469 Words   |  6 Pagesfound that I only needed to complete a few more semesters to earn my AAS in Health Care Support with a certificate in Phlebotomy. Many of my prior courses to become a CPhT were also required in my new found career goals. Based on Ivy Tech and state guidelines for the Health Care Support program concentrating in phlebotomy the following courses are required: * Anatomy and Physiology I and II * English Composition 111 * Fundamentals of Public Speaking or Introduction to Interpersonal Communications

Computer Assisted Learning - 1845 Words

Computer Assisted Learning Abstract Computer assisted learning (CAL), once a novel concept, is a staple in numerous classrooms across the country, from the primary education to the university level. Computer assisted learning offers both students and teachers a daunting and near-limitless education supplement. However, this paper will examine examples where computer assisted learning is more or less effective and why. It will be revealed that computer assisted learning programs that are most effective are the ones which place precedence on interactivity. A particularly successful program, the Interaction Multimedia Computer Assisted Instruction Theory, will be examined carefully in regards to the strategy and concepts used in order to make such a learning program as successful as possible. Introduction Educators and pedagogues have known for years the wealth of benefits that computer assisted learning can offer the student. Certain educational software programs equal a dissemination of difficult concepts and/or an illumination of intricate ideas. For example, instead of trying to rely on diagrams to showcase a complex process such as the double blood supply to the liver, a three dimensional digital displays can truly shed light on such matters (Azer, 2008). However, computer assisted learning is not the end all or be-all of education and should not be treated as an easy answer for improving education in schools. In fact, the study, An Evaluation of the EffectivenessShow MoreRelatedComputer Assisted Language Learning1101 Words   |  5 PagesComputer network technology has long been considered a tool for language learning within and outside the classroom. The advantages presented by computer technology are very beneficial. Computer Assisted Language Learning tools provide a wide ra nge of materials and opportunities for communication. For Computer Assisted Language Learning (that will be referred to as CALL in this essay) to be fully implemented into classrooms, teachers and students must prepare to embrace different roles. The decisionRead MoreThe Effect Of Computer Assisted Language Learning1213 Words   |  5 PagesKarbalaei, A. (2015). The effect of computer assisted language learning (CALL) program on learning vocabulary among EFL left and right hemispheric dominant learners.?European Online Journal of Natural and Social Sciences,?4(4), 761-777. The purpose of this study was to explore the use of Computer Assisted Language Learning (CALL) in the field of teaching and learning of a foreign language in Iran. This study examines two methods of vocabulary teaching/learning (CALL-based versus non-CALL based).Read MoreThe Value Of Computer Assisted Language Learning1672 Words   |  7 Pageshas widely affected every domain in human life in the last decades. Hence, using the computer has become an important tool in the teaching and learning process. It plays a remarkable role in learning and teaching English as a foreign language (EFL). Therefore, it is very important to prepare the new generations with the computers and its applications. Thus, the value of computer-assisted language learning (CALL) has been increased in the education. It has helped solve many problems of studentsRead MoreComputer Assisted Learning Program As A Self Learning Technique2080 Words   |  9 PagesComputer Assisted Learning Program as a Self Learning Technique ________________________________________ * Dr. (Mrs.) Kanchan Dubey, Senior Lecturer in English, SPKM Mahila B.ed College Jetpur, Rajkot, Email: sushil.bed@gmail.com, ________________________________________ Abstract: Today computer is the widely accepted mean of class room communication and it provides the facility of self learning. According to the objectives of the study researcher has developed a Computer Assisted Learning ProgramRead MoreTeaching Reading Skills With Computer Assisted Language Learning1507 Words   |  7 PagesTeaching Reading Skills with Computer Assisted Language Learning (CALL) CALL or Computer Assisted Language Learning is known as the area of applied linguistics concerned with the use of computers for teaching and learning a second language or foreign language (Chapel and Jamieson, 2008). Computers have been used for educational purposes since mid-1960s with the work of Suppes, Atkinson, and their colleagues (National Reading Panel, 2006). However, up to 2006, there were still relatively few numbersRead MoreIs Computer Assisted Language Learning ( Call ) Will Improve Foreign Language?1622 Words   |  7 PagesThe research presented in this article seeks to determine if Computer-assisted language learning (CALL) will improve foreign language learning versus an in-class curriculum setting. A numerous amount of current research examines CALL and its impact on non-native English speakers learning English as a foreign language. However, this study will focus on expanding the research further through the examination of three different foreign languages, ranked from easiest to hardest, that will be studied byRead MoreTechnology And Its Impact On Education985 Words   |  4 Pageslanguage acquisition, support learning, and it is a great way to access to information. In fact, nowadays students depend on their machine such as computers, laptops, mobile phone to study in the classroom or outside the class. In addition, they use the internet to communicate with teachers and to help them do research for information they need to do homework. Although, technology is a substantial part of teaching and languages learning, in some aspect of languages learning may not have any favorableRead MoreEssay Computer-supported Collaborative Learning1101 Words   |  5 PagesBishop state â€Å"Most learning takes place in communities.† (2005). This could be informal communities, such as a conversation at a workplace, or it could be a more formal setting such as a distance education course. Regardless of the level of formality, humans learn from one another through communication in some fashion. The issue for educators, then is how best to channel this natural tendency for learning, and how to best utilize technology in the process. Therefore, computer-supported collaborativeRead MoreComputer Assisted Instruction ( Cai )1295 Words   |  6 PagesComputer Assisted Instruction (CAI): A New Approach In The Field Of Education Asst.Prof. Ambily Merlin Kuruvilla Assistant Professor Head of the Department –B.C.A. Saintgits College of Applied Sciences. Abstract The growth in information technology (IT) rapidly changed the world. The growth of e-Learning technologies implies the fact that the future education system will largely depend upon the electronic devices and computer aided technologies. Computer aided teaching techniques are much moreRead MoreAir Force Training Program1322 Words   |  6 Pagesthe same video-taped lecture and then guided by computer-assisted instruction in place of the programmed text, was proposed. It is the goal of the institute to analyze and compare the efficiencies of both the methods and then to determine the most efficient method of training. Statistical analysis was performed to determine the method that had better pace and consistency of completion. From the analysis, it was concluded that the computer-assisted method enabled more students to complete the course

The Beach Descriptive Essay. Free Essays

Ddirk Mrs. K English 9 A October 24, 2012 Descriptive Essay The look of glee on people faces is the look that you might expect from a child on Christmas day. Why this look? They are on the most amazing place on earth truly it’s a gift from God Himself the â€Å"beach†. We will write a custom essay sample on The Beach Descriptive Essay. or any similar topic only for you Order Now The beach is a quiet and peaceful place but at the same time it can be so noisy because the number of people that are on this beach is as if the new iphone 5 is being sold. You just have to allow yourself to become that carefree kid again and let go. As I look out to sea I hear and see the waves crashing down so eager to get to the shore line and I think how can something so beautiful be so deadly at the same time? I am completely unaware of my surroundings as I am lost deep in thought. I hear nothing. Then I am taken aback by the sound of a child’s pure laughter a sound that you would only expect to hear from a child but wait! It’s not a sound of one child laughter it’s a sound of a whole family completely care free and undaunted by the problem they have, for now the biggest problem they have is who’s sand castle is the best. All they want to do is enjoy these memories in the making and have fun. If you are not careful you might let go of you worries and fear and become a child again. On this sunny beach the hot sand is messed up from people walking on it, making sand castles, hand prints from little kids who are so eager to get themselves messy and my personal favorite foot prints in the sand from big and little kids all alike. I look at the sand as I am walking and I realize just how many sand dollars, seashells and rocks are hidden in the sand just barely visual to a wandering eye. It is like they are playing a game of peek-a-boo with you, not wanting to be caught but also not wanting to be unaware of their surroundings. As I reach out to pick up neat sand dollars that are hairy it’s almost like you are picking up a spider or something that is gross, seashells that are so cold that you would think they had been in the freezer, rocks that are so flat and smooth its unreal, and drift wood that is so smooth you don’t get splinters. The sound of seagulls squawking is so loud that you think that you might go crazy if you ere another one squawk again, yet this apart of the beauty of the beach and they too are an amazing part of the beach. Yum†¦ the smell of the beach goes from smelling like a fish hatchery, to the smell of people cooking food on the grill and then you suddenly realize you too are hungry. Its lunch time and it’s time to try to get the sand that is inevitable off of you. I walk into the water unaware that the water is as cold as ice the water reaches my toes first and my instant reaction is to scream. I scream and run out and I am greeted with the stares from the on goers I am instantly embarrassed and suddenly feel like everybody on the beach is staring at me and is wondering what is wrong with that girl? I should have known that the water would be cold because it’s always cold what was I thinking? I guess I was still in awe of the beauty of the beach I think to myself I will and will never get tired of this amazing and beautiful place for as long as I live. It has been I long day and I am exhausted from such a long day of fun. As the wind on my face is like a fan blowing directly in front of me, cooling of the beach and the people from the heat. I think to myself what makes the beach wonderful is the sound of children’s laughter, the squawking of those annoying seagulls, the smell of the fish hatchery, the grainy feeling of the sand that always seems to get into your mouth no matter what, the smell and the taste of the salty water that you swallow and just the smell of outdoors and wood burning. Those are the things that make up a beach; without those things it would not be near as exciting. As I watch the sunset I realize that the worries of the real world may sometimes not allow a person to become a child again and how sad to think they are on an amazing place with so much beauty which you should be carefree and they can’t because they are not able to let go. I love the beach! I believe it was and is a blessing from God. How to cite The Beach Descriptive Essay., Essays

Do Mothers And Fathers Typical Essay Research free essay sample

Do Mothers And Fathers Typical Essay, Research Paper Do Mothers and Fathers typically seek to socialise kids into conventional maleness and muliebrity? Whether you are born male or female will be of major effect for all facets of your life: for the outlooks others in society will hold of you, for your intervention by other people and for your ain behaviour. This is true no affair what society person is born into, although the effects will change from society to society. Virtually all societies are organized on the footing of gender differences between work forces and adult females. It is by and large accepted that male childs and misss are socialized otherwise in our civilization. Possibly parents are consciously cognizant of their casting of the kid to run into specific sex function criterions and much of the differential intervention handed out is a contemplation of the grownups ain life history, their house sex function socialisation diping consciousness of its coevals reproduction. While biological grounds contributes to our apprehension of the beginnings of gender differences, another path to take is the survey of gender socialisation, the acquisition of gender functions through societal factors such as the household. Medical engineering like an ultrasound enables the designation of sexual difference even before birth. When the sex of the foetus is known the building of such a difference is extended to life in the uterus. Parents can so actively construct the foetus as a gender individuality. This occurs through taking gender appropriate names, discoursing and buying gender appropriate vesture ( such as pink apparels for girl babes ) and by imputing specific properties ( such as bantam babe miss ) to the foetus harmonizing to the sex. Knowledge of the sex of a foetus hence extends possibilities for the ways in which female parents and male parents begin building gender worlds about their progeny. Luria and Rubin ( 1973 ) have shown that stereotypes even influence grownups perceptual experiences of newborn babes. When viewed for the first clip in the infirmary, babies known to be male childs are seen as robust, strong and big featured whilst those perceived to be misss are delicate, all right featured and soft, even when there is small footing for the observations. There are practically no house sex differences that on a regular basis show up in babies before the ages of two. Anneliese Korner has found male childs to be slightly larger at birth than misss. Furthermore there is probationary grounds that male childs are slightly stronger and more vigorous than are misss, whereas misss seem to be a spot more sensitive to physical stimulation, partly around the oral cavity, than male childs are. Research show that from birth, female parents treat boy babes rather otherwise from girl babes. Infant misss are talked to and gazed at significantly more than male childs, whereas infant male childs are held more than misss. Micheal Lewis has summed up the major differences as being the female parent s leaning to offer boys more close stimulation and offer misss more distant stimulation. Wherever the same is true of male parents, or if they treat misss and male childs in opposite mode is non clear from research. Many surveies have been carried out on the grade to which gender differences are the consequence of societal influences. Surveies of mother-infant interaction show differences in the intervention of male childs and misss even when parents believe their reactions to both are the same. Adults asked to measure the personality of a babe give different replies harmonizing to whether or non they believe the babe to be a miss or a male child. In one authoritative experiment, five immature female parents were observed in interaction with a six-month-old called Beth. They tended to smile at her frequently and offer her dolls to play with. She was seen as Sweet, holding a soft call. The reaction of the 2nd group of female parents to a kid the same age, named Adam, was perceptibly different. The babe was likely to be offered a train or other male playthings to play with. Beth and Adam was really the same kid, dressed in different apparels. ( will et al. 1976 ) As the babes got older, mother made less of an attempt to comfort the males. Moss ( 1970 ) sees this as the induction of a form in maintaining with cultural outlooks harmonizing to which males are seen as more self-asserting and less antiphonal than females. Murphy ( 1962 ) found that female parent appeared to handle male kids with regard for their independency, when babes this meant following the babes own beat and following a semen and acquire it attack. Girls were more fussed over than male childs were. Hartley ( 1966 ) found that female parents were much more pre-occupied with misss visual aspect than with boys visual aspect. This led to girls being dressed in feminine apparels and to patronize mentions to their visual aspect. Sears, Maccoby and Lvin ( 1967 ) found that American female parents distinguished between the sort of family jobs assigned to boys and girls even at five old ages. Girls work was rinsing up, bedmaking and puting the tabular array ; boys work was emptying rubbish, ashtrays and wastepaper baskets. Parents were mostly unconscious of the fact that this might bring forth gender-typed behaviour of male and female and was seen as natural instead than as the merchandise of larning. . The procedure of larning appropriate sex behaviour is normally facilitated or retarded by the parents who act of function theoretical accounts. This factor has been chiefly studied with kids who have a male parent absent instead than in households where the female parent is absent. Most of the research has been done on the influence of the male parent absence from the place, and small is known about the effects of female parents absence. In general, it has been found that father absence from the place has a disadvantage consequence on the male childs. The disadvantage consequence of male parent absence is moderated by the clip of absence. If the male parent is present until the male child is five, the consequence of the ulterior absence appears to be minimum ( Hetherington, 1966 ) . The fact that father absence influences the development if male kids indicate that the effects of patterning are important in sex typewriting. If the male parent is non present in the place, both male and female personality development are likely to be characterized by increased muliebrity. Thus the male parent helps in bring forthing masculine behaviour in the place. One instance that gives conclusive cogent evidence of the over-riding influence of parents socialising their kids in conventional functions of maleness and muliebrity was researched by Money. Identical twins derive from a individual egg and have precisely the same familial do up. Money ( 1974 ) researched a instance of a brace of indistinguishable twins, one of whom lost his phallus in a Circumcision accident at the age of seven months. With medical advice this kid was raised as a miss. First merely the kid s name, hairstyle, vesture and playthings were changed. At the terminal of the 2nd twelvemonth, surgical stairss were taken to go on this passage female construction and hormonal intervention was taken. When this sex assignment was made the parents began believing of the kid as a miss and handling her so. The female parent thought it was diverting for the male child to urinate outside but took a much different attitude with the miss did, take a firm standing she should come interior and be more modest. By the age of four, the small miss was taken pride in her visual aspect, yet her brother did non demo this and did non mind acquiring dirty. The small girl enjoyed playing with other small misss, assisting with the housekeeping and wanted to acquire married when she grew up. The male child preferred the company of male childs ; his favourite playthi ngs were autos and trucks and wanted to be a fireman or police officer. The parents treated both the kids otherwise, even though they were technically the same. This shows how parents do seek to socialise kids into their gender functions, even if they are making it unconsciously. Parents provide typical environments for male childs and misss. They give them different playthings and apparels and adorn their suites otherwise ( Rheingold and Cook, 1975 ) . They respond negatively to more obvious signifiers of cross-sex behaviour. A really immature male child who tries on his female parent high-heeled places or puts on a frock or lip rouge may be regarded with diverted tolerance, but such behaviour in older kids is regarded as hideous instead than funny. Father reacts particularly strongly to any such marks of feminine inclinations in their boies. A male parent who was asked whether he would be upset by marks of muliebrity in his boy said: Yes, I would be. Very, really much. Wonderfully disturbed- couldn T Tell you the extent of my perturbation. I can t bear female features in a adult male. I adhor them ( E. Goodenough, 1957 ) . The work forces may construe certain sorts of feminine involvements or actions as marks of developing homosexual inclinations in their boies and respond to their inclinations in the strongest footings. Small misss are allowed more latitude for cross-sex involvement and drama, but they excessively are pressured to act in sex-appropriate ways, once more chiefly by their male parent. Many male parents react heartily to marks of muliebrity in their girls: They like to see them dressed neatly in frocks and hair threads ; they protest if their married womans want to cut the misss long hair. Recent surveies by Lanflois and Downs confirm the important function of their male parents in exercising force per unit area for sex appropriate behaviour. The importance of male parent in the development of the kid s sex-typed behaviour is farther underscored by Hetherington s ( 1967 ) surveies of the relationship between parent s attitudes and properties and kids features. She found that preschool and kindergarten misss were most stereotypically feminine had male parents who were warm and self-asserting, liked adult females and approved of feminine behaviour in their girls. Male childs who were the most extremely sexed had male parents who were dominant. Therefore, the male parents attitudes and behaviour had an consequence on the grade of sex typewriting in both male childs and misss, although each sex was influenced otherwise. The female parents attitudes and behaviour showed small relationship to sex typing in kids of either sex. Vanda Lucia Zammuner studied the plaything penchants of kids aged between seven and ten in Italy and Holland ( 1987 ) . Children s attitudes towards a assortment of to were analysis ; stereotypically masculine and feminine plaything every bit good as playthings presumed non be sex-typed were included. Both the kids and their parents were asked to measure which playthings were suited for male childs and which for misss. They were close understanding between the grownups and kids. On mean the Italian kids chose sex-differentiated playthings to plot with more frequently than the Dutch children- a determination that conformed to expectation since the Italian civilization tends to keep a more traditional position of gender division than the Dutch bash. This shows that different civilizations hold different positions of maleness and muliebrity and the Dutch civilization has somewhat more modern position of gender functions. Oakley ( 1981 ) writes that gender differences are likely much more of import than category differences in finding what toys kids are given. In Britain misss are non normally given guns or soldiers to play with and male childs are non offered dolls or dolls houses. Goodman ( 1972 ) found in an American survey that kids under two were given really similar nowadayss, for illustration cuddly toys, constructing blocks and rattlings, but from so on gender appropriate playthings were chosen. Goodman found that more clip was spent taking nowadayss for male childs More money was spent on male child s playthings and they were likely to have playthings and games whereas misss were given apparels or furniture. Girl toys fix them for maternity and domesticity, while boy s toys offer phantasy, exhilaration and rational stimulation. Even toys give parents a opportunity to socialise kids into conventional maleness and muliebrity. The societal assignment plays a powerful function in a kid s sexual individuality, yet the importance of biological science can non be ignored. This is the cue that leads to the assignment of their societal sex, so the two are about ever related. Thus parents are non the lone factor that has to be taken into history as biological, equals, instructors and general society all play a function in socialising kids into conventional signifiers of maleness and muliebrity. . Sexual activity function stereotypes are conventional images of gender. Such function stereotypes command our exclusions of other work forces and adult females, with peculiar regard to their behaviour, their involvements, their businesss and their psychosocial features. At the same clip, each individual attempts to suit in to these cultural outlooks themselves in the manner they behave. In the hereafter we are seeking to interrupt away from these conventional functions, but there is great trouble in non-sexist kid raising, as society expects persons to move like females and males. Mothers and male parents do non socialise kids into such tight gender functions as they did in the past, but the consecutive jacket of our gender in still the most of import factor when we socialize and work in society. Mothers and male parents want the best of their kids and if this means socialising them into conventional functions so they do non lodge out, they will. 344

Totalitarianism Essays - Forms Of Government, Political Philosophy

Totalitarianism According to the Encyclopedia Britannica, the definition of totalitarianism is a form of government that theoretically permits no individual freedom and that seeks to subordinate all aspects of the individual's life to the authority of the government (http://www.britannica.com/). Totalitarian governments are often believed to be a solution to political or economic problems in a country. Despite the brutality and lack of freedom, at its beginning, a totalitarian government often receives overwhelming support for its ideas and goals. History has proven that such governments have had a tremendous negative impact on their people and traditions. Totalitarian governments often emerge from developing countries that are trying to build their economy. They are also considered to be a solution for countries that have recently been through a social, economic or political downfall. At the beginning of their rule, these regimes tend to be very popular and have the support of most people in the country. This popularity is mostly due to the government's promises of an ideal society. A totalitarian administration also requires a charismatic leader and modern developments in transportation and communication to spread its message. In order for a totalitarian state to be built, the leader must have a tremendous will to transform the society into his version of utopia (http://www.uta.edu). A central concept in the totalitarian system is the attainment of a specific goal. This goal is the reason why a totalitarian government exists and is essential to keeping the regime in power (http://www.britannica.com/). In Hitler's case, his goals were the purification of the Aryan race and the expansion of his territory. In a totalitarian state, all of its

Monorail Accident Disney Theme Park

Monorail Accident Disney Theme Park On July 5, 2009 two monorails collided that resulted in one fatality (CBS News 1). Monorail accidents is not a common occurrence, but even if it is, the significance of this tragedy is made more dramatic by the fact that it occurred in Walt Disney World, one of the major Disney theme parks in America and around the world.Advertising We will write a custom term paper sample on Monorail Accident Disney Theme Park specifically for you for only $16.05 $11/page Learn More The accident tarnished the image of Walt Disney Theme Parks because it was supposed to be a safe place for children and adults. A deeper look into the accident revealed safety issues that Walt Disney World was compelled to rectify. The Accident The Walt Disney monorail system that can be found at Walt Disney World was considered as one of the safest transportation systems in the United States. This assertion is supported by facts. First of all, the said monorail system was in operation since 197 1 (Walt Disney World’s Monorail Accidents and Mishaps 1). Secondly, it was the only fatality in more than three decades of service. However, what was not made clear in the initial discussion was that the monorail system had three accidents in the past. The only thing highlighted was the fact that no one was fatally injured in these three accidents. But a similar accident occurred in August of 1991 when a monorail collided with a tractor as the tractor was too close to the train (Walt Disney World’s Monorail Accidents and Mishaps 1). The tractor was used to film the monorail system for a TV commercial. This incident indicated that a lack of coordination and the absence of standard operating procedures for moving monorails during closing time can spell disaster. In this case, the driver died on the spot. He was identified as Austin Wuennenberg. Aside from the death of the driver, the monorail crash cost $24 million in damages (CBS News 1). Wuennenberg was the driver of t he purple monorail and he had with him six passengers. The pink monorail had no passengers and it was driven by an operator so that it can be moved into the maintenance facility of the said monorail system. The operator of the pink monorail survived the incident unscathed because he was backing up the monorail and therefore it was the tail-end of the vehicle that collided with the purple monorail. Since, Wuennenberg was driving the monorail forward, the front operating cab slammed into the rear operating cab of the pink monorail. The Investigation After the accident, the company’s Vice President of Communications Michael Griffin assured the general public that the accident was extremely rare (NBC News 1). In fact, the monorail system carried an estimated 150,000 riders on a daily basis (Zibart Hoekstra 92). When made to comment on how long Wuennenberg had been with Disney, Griffin did not answer this particular question (NBC News 1). But the investigation of the National Tra nsportation Safety Board (NTSB) revealed that it was not the driver who was at fault.Advertising Looking for term paper on business corporate law? Let's see if we can help you! Get your first paper with 15% OFF Learn More It is important to point out that the accident occurred at 2 o’clock in the morning. In other words the Magic Kingdom Park where the monorail was located was already closed. However, the monorails continue to operate because of the need to transport customers to the parking area or to the hotels within the said theme park. In a typical day the monorails are allowed to operate only an hour or two after closing time. Two hours after closing, the said vehicles are returned in order to perform maintenance checks. The pink and purple monorails were in a closed loop called the Epcot Beam. At that time there were five monorails in operation and these were called: Pink; Purple; Red; Silver; and Coral. But it was the pink one that was ready t o be returned via the Express Beam. Thus, the pink monorail had to be positioned at the Spurbeam Connection and Switchbeam 9 so that it can proceed to Switchbeam 8; and from that point move forward to the Express Beam. At exactly 1:53 a.m. the monorail central coordinator gave the go signal to the operator of the pink monorail to move it past Switchbeam 9 on the Epcot Beam. When the pink monorail was in position, the next step was to coordinate the alignment of Switchbeams 9 and 8. When the alignment procedure is completed the pink monorail can begin backing up until it reaches the Spurbeam. The operator of the pink monorail waited for further instructions. The central coordinator instructed the shop panel coordinator to complete the alignment process. The coordinator removed power from that section so that the alignment procedure can be completed. The monorail system employed at this particular theme park uses a Power Distribution and Monitor System (PDMS) and it has a graphical pr ompt that helps the shop panel operator monitor the alignment process. But if the said operator did nothing, the system will time-out and the prompts will disappear (National Transportation Safety Board 5). If the shop panel operator failed to align the switch-beams there is no other indicator that will help him point out the error. It was at this point when a series of human errors resulted in an accident. The NTSB investigators discovered the reason why the shop panel operator failed to align the switch-beams. The report said that â€Å"Two minutes after the central coordinator requested for the alignment of the switch-beams, and a minute or so after the shop panel operator removed power, the operator of the Silver monorail informed the shop panel coordinator that he experienced a left side door alert as it traversed towards the maintenance facility† (National Transportation Safety Board 5).Advertising We will write a custom term paper sample on Monorail Accident Di sney Theme Park specifically for you for only $16.05 $11/page Learn More The said personnel had to record into a logbook that the vehicle was already in the repair facility. A minute later, at exactly â€Å"1:56 a.m., the operator of the Red monorail informed the shop panel operator that it was about to enter the maintenance facility but received instructions to hold at a designated location† (National Transportation Safety Board 6). Thus, when the shop panel operator returned to the switch-panel, he did not realize that he was not able to complete the alignment process. Nevertheless, he restored power to the Epcot Beam and informed the central coordinator that the spur-line has power. The central coordinator instructed the pink monorail operator to override in reverse. The operator of the pink monorail began to back-up. But it has to be made clear that these monorails travelled in a loop. Since the switch-beams were not aligned the pink monorail simply went back to the loop but only this time it was moving backwards. The purple monorail was in its path. The failure of the shop panel operator to align the switch-beams was easy to correct because most of the time the central coordinator was stationed at the Concourse Tower where one can find display screens, the PDMS and video monitors. These devices and equipment enabled the central coordinator to see the repositioning of switch-beams from the tower (National Transportation Safety Board 10). However, the central coordinator was not at the tower. Shortly before the accident, â€Å"the on duty central coordinator requested for a sick leave to his supervisor the monorail manager† (National Transportation Safety Board 10). His request was granted but it took some time before the replacement can take over. Thus, in the meantime the monorail manager took over as central coordinator. The only problem was that he was in a local restaurant and communicated to the shop panel operator and the operators of the monorail through his radio, without visual confirmation of the information that he received. Conclusion The investigators were able to determine that the company’s procedures did not specify the need for the coordinator to observe the video monitors and electronic displays when issuing commands with regards to the movement of vehicles. There were also no procedures to ensure that the shop panel operator completed the alignment request.Advertising Looking for term paper on business corporate law? Let's see if we can help you! Get your first paper with 15% OFF Learn More These lapses were considered in the modification of the procedures. In addition, management made it a policy that the monorail drivers must always stay in the forward facing cab. The drivers are now trained to visually confirm the correct position of the beams (National Transportation Safety Board 14). Management also made it a policy to have a spotter or observer in radio contact with the monorail driver. Finally, management limited the power of the central coordinator when it came to moving monorails. Approval from the monorail manager is needed and this limited the power of the coordinator to issue commands with regarding the movement of the same. They also upgraded the software of their management information system in order improve their capability to monitor switch-beam operations (National Transportation Safety Board 14). Finally, management devised a new radio signal that will direct all the vehicles to stop at once without delay. Walt Disney World’s Monorail Acciden ts and Mishaps 2011. Web. CBS News. NTSB Releases Report on Disney Monorail Death. CBS Miami, 1 Nov. 2011. Web. National Transportation Safety Board. Railroad Accident Brief. Washington, D.C.: National Transportation Safety Board, 2011. Print. NBC News. Disney World Monorail Trains Collide, Kill Driver. NBC Southern California, 29 July 2009. Web. Zibart, Eve and David Hoekstra. Unofficial Guide to Walt Disney’s World for Grown-ups. New Jersey: John Wiley Sons, 2009. Print.

Ajay Bam Essay Example | Topics and Well Written Essays - 500 words

Ajay Bam - Essay Example (MacGregor, 2001) He wanted an MBA so he enrolled at Babson. He had a vision to put-up Vayusa so he set out to find people who could help him and sources of funds for his venture. Amazingly, he was able to juggle setting up Vayusa while completing his MBA degree. Lastly, Ajay was enthusiastic about the business he wanted to set-up because he had personal experience of what it was like not to have Vayusa. He knew the convenience it was going to bring to both consumers and merchants. This enthusiasm was a key in acquiring the people and funding he needed. This resulted to his diligence and persistence in meeting people and following-up tasks. A rocket pitch is a 3-minute presentation, usually via 3 Powerpoint slides, of several entrepreneurs’ business plans to a large audience made up of, among others, investors and service providers. (BABSON, 2012) Ajay’s pitch was sound. Vayusa had more than what competitors individually offered. However, a potential investor would have a few concerns such as stability and long-term security against fraud. Indeed, Vayusa may offer more than the other loyalty programs and wireless payment companies. Nevertheless, combining both in a mobile application which is Vayusa is the first of its kind. There is no current measure if this kind of business will be successful. Moreover, in a world where computer hacking is very common, there is no existing proof that the Vayusa system is not â€Å"hackable†. In addition, there is the concern of probable mobile charges in the future for using the Vayusa application. If the business does become successful, consumers will be using their mobile phone services more. Still, given the benefits of Vayusa and the fact that it could be the first successful business of its kind, it would be a good investment. As of now, Ajay has a prototype and a team composed of himself, the driven leader, and experts from companies such as NYNEX, Citibank, GenRed

Community education in context in Ireland Essay Example | Topics and Well Written Essays - 500 words

Community education in context in Ireland - Essay Example In Ireland, community education need not be confused with adult education. A community school in Ireland is subsidized entirely and directly by the government. In community schools, both academic and vocational programs are available, but at the same time, the facilities are also used by adult education and community education. On the other hand, adult education denotes many things. It is virtually worldwide and the fastest-growing facet of education. In third world countries, adult education is utilized to enhance literacy among the adult populace and at the same time, acquainting them with jobs and with knowledge on how to uphold community development. Most frequently, adult education is rampant among depressed or impoverished areas where higher education is not in proximity or cannot be afforded. They offer an alternative yet efficient education to bring a halt to illiteracy, unemployment and underemployment. And although governments of countries play a significant role in the promotion of adult education and community education, the United Nations' UNESCO and the International Bureau of Education play the worldwide regulator and promoter of it. According to the Anne Ryan of the Department of Adult and Community Education of the National University of Ire

Critical analysis skills at an advanced practice level Essay

Critical analysis skills at an advanced practice level - Essay Example Before this course, I could have easily overlooked the importance of the context but now I understand how slight changes in context can change the meaning of a situation. This course has improved my critical thinking by expanding by capacity to imagine and explore alternatives of addressing an issue. In addition, this course has improved my critical thinking by equipping me with skepticism skills (Oermann et. al., 2000). For example, if I was considering the issue of the spread of coronavirus, I would seek to establish the assumptions attached to it. An example of an assumption attached to this disease would be that coronavirus is a problem of the Middle East. I would engage my critical thinking in challenging this assumption by gathering information on the prevalence of the disease in other parts of the world. I would interrogate the role of context in how differently the disease manifests across different regions. Using skepticism, I would review the different methods used in studying the disease, preventing and treating it and assess their effectiveness (Oermann et. al., 2000). Advanced Nursing practice course has taught me how to utilize nursing theories in interpreting and understanding a situation. For example, I have found Callista Roy’s Adaptation Theory useful in understanding disease and illnesses especially because it presents the human person in a holistic manner. As a nurse educator, I can use this theory in instructing a nurse on how to assess a patient on the basis of its four adaptive modes namely, physiologic, self-concept, role function and interdependence in deciding on the intervention that addresses all the needs of a patient. For example, if I was to instruct a nurse on how best to address coronavirus, I would let them know that there exist ways that help avoid the spread of the disease without undermining the person’s family or

The Safeguarding Of Children By The Government Social Work Essay

The Safeguarding Of Children By The Government Social Work Essay The process of protecting children from abuse or neglect, preventing impairment of their health and development, and ensuring they are growing up in circumstances consistent with the provision of safe and effective care that enables children to have optimum life chances and enter adulthood successfully. (Source: Working Together to Safeguard Children, 2006). It is essential that children are safeguarded from maltreatment and impairment of their health and development not only to prevent the terrible day-today suffering some children are subjected to, but also to ensure that children are safe from these abuses to protect their long-term well-being (Combrink-Graham, 2006: 480). Deliberate and sustained maltreatment, which includes physical, emotional and sexual abuse of children, is not confined to any particular group or culture; it pervades all groups, classes and cultures. So as practitioners it is our professional duty of care to ensure that every child has the same amount of safeguarding as the next. It is also vital that as Early Years professionals we understand the roles and procedures of the services available for children and families so that we may offer the best advice possible. There are two areas of guidance statutory and non-statutory. LOC1- analyse the role of statutory, voluntary and independent service in relation to children and families. A service which is defined as statutory is one that the Local Authority have a legal duty to supply. The Local Authority is obliged by statute to provide some services, for example, social services, NHS hospital, health professionals, the police and probation service, youth offending teams, secure training centres, childminders and schools. They all have a duty under the Children Act 2004 to ensure that their actions are clear with regard to the need to safeguard and promote the welfare of children. (Source: Working Together to Safeguard Children, 2006). Safeguarding and promoting the welfare of children is the responsibility of the local authority (LA), working in partnership with other public organisations, the voluntary sector, children and young people, parents and carers, and the wider community. (Source: Working Together to Safeguard Children, 2006). The role of statutory services in relation to children and families is to employ professionals who are committed to the cause of helping children to stay safe. The services need to employ staff that understands their responsibilities and duties in these difficult situations, so any organisation that deals with safeguarding children needs to make sure that all members of staff are safe to work with children and young people by providing a thorough identity check. Also the organisation that provides this service needs to be equipped to deal with any allegations including ones made against staff by having clear procedures in place. All staff have to have regular up to date training and understanding of the subject while working in this environment and they also need to understand the correct procedures if working with partner organisations. The voluntary sector is undertaken by organisations that are not for profit and non-governmental such as charities like Childline, the NSPCC and churches. This sector plays an important part in providing information and resources to the general public who may be unable or afraid to contact other sectors about the welfare of some children. They may also specialise in a particular area of abuse and may have greater and better understanding of the subject as their members of staff have experienced more in-depth training. Like the public sector their staff paid or volunteers need to go through the same process as the staff from the public sector that is stated in paragraph 2.8 in Working together to Safeguard Children 2006. Like the voluntary sector, the independent sector also has to abide by the regulations that come with working towards safeguarding children. The Independent sector is not financed through the taxation system by local or national government, and is instead funded by private sources. Such independent services are private schools, boarding schools, private counsellors and private charities such as UNICEF. A non statutory service is one which may or may not be supplied, at the discretion of the authority concerned. LOC2- Evaluate the legislation framework and procedures for child protection at national and local level. There are several legislative frameworks/laws and procedures for child protection at national and local level which are continually being amended, updated and revoked. One of the significant pieces of legislation is The Children Act 2004 which led to a considerable change in the way services are directly concerned with serving children and families. As a result of consultation with children and families following Lord Lamings enquiry into the terrible and tragic death of Victoria Climbià ©, the government announced its plans to restructure childrens services to help achieve five outcomes for well-being. The government outlined these outcomes in its Every Child Matters (ECM) agenda, stating that to achieve well-being in childhood and in later life children and young people want to: be healthy; be safe; enjoy and achieve; make a positive contribution; and achieve economic well-being (DfES, 2004b). These five outcomes for well-being are now the goals for Every Child Matters and all services that are concerned in the education and welfare of children and young people are bound to ensure these outcomes are achieved. The Every Child Matters Outcomes Framework (DCSF, 2008b) for enabling children and families to be safe requires that Early Years settings and primary schools must demonstrate that they are enabling children to be safe from maltreatment, neglect, violence and sexual exploitation, and from accidental injury and death, and that children and young people have security, stability, are cared for and are safe from bullying and discrimination. This is a very complex area for those who work with children, or intend to work with children, in part because of the amount of legislation that is attached to these issues. The Education Act 2002 places a duty on Early Years settings and schools to safeguard and promote the welfare of all children, including ensuring they provide a safe environment themselves and take steps, through their policies, practice and training, to identify child welfare concerns and take action to address them, in partnership with other organisations where appropriate (HM Government, 2006:13). The Education Act 2002 also places this duty on childminders and any organisation that provides day care for children of whatever age. Locally the group of people responsible for co-ordinating what is done by organisations in Essex to safeguard and promote the welfare of children and to ensure the effectiveness of this activity is the Essex Safeguarding Children Board (ESCB). Despite all of the legislation and policies, preventable tragedies like Victoria Climbià © and Baby P continue to happen. It is vital therefore that child protection agencies learn from these terrible events and continue to amend their policies. Legislation is also put in place not just to protect against harm to children but also to give protection to the professionals working with children and their families. LOC3- Debate theories of abuse such as medical, feminist, social and psychological models. The general publics usual opinion of an abuser is that they are abnormal, sick or criminal. The reasons for abuse may be deep and complex. The actions of an abuser are definitely wrong but why did they take them? There are lots of different theories as to why abusers abuse. Some of the more widely held theories are: The social model definition is where it is believed that a child copies the behaviour of adults around them. Albert Bandura (1977) referred to the social learning theories of other important professionals in child development such as Vygotsky and Lave. This theory includes aspects of behavioural and cognitive learning. He believed that behavioural learning assumes that peoples environment cause people to behave in certain ways. Also he believed in cognitive learning which is when someone experiences or acquires knowledge, he presumed that psychological factors are important for influencing how people behave. Another theory is the medical model. John Bowlby (1969-80), is recognized as one of the most prominent theorists in researching social effects on child development, in particular he is famous for his attachment theory (Flanagan, 1999). When Bowlby first began discussing this theory his work focused on the importance of the attachment a child has with its mother. The present accepted theory is that children can form a number of attachments with adults other than their biological mother, what is important is that children need caring and nurturing relationships in order to thrive, and not simply the basic needs of food and shelter (Foley et al., 2001; 211). Bowlby believed that there was a critical period of bonding in the first year of life. Much research has been done that suggests a strong correlation between mothers who have not formed a strong attachment to their children and child abuse and neglect. If not treated conditions such as postpartum depression (or post-natal depression as it is more commonly known) could lead to the mother having a negative attachment with the child developing into neglect which is a form of abuse without the mother realising. Another influential theorist in the area of child development is Erikson (1902-1994) who in the 1960s devised a model of human social development that focuses more on the impact of background and environment on development, rather than genetic determiners. This is known as a psychosocial model (Miller, 2003). The importance of this theory is that it explores how the beliefs, attitudes and values we grow up to hold are shaped by our genetic predisposition towards incentive acts and how the environment we grow up in impacts on those natural characteristics. Therefore, Erikson maintains, we are distinctly shaped by our formative experiences. If this is so, then the experiences a child will have while they are young will impact on their life as an adult, including on their attitudes, beliefs and values. A different opinion as to why abusers abuse is the psychological model. Psychological theories focus on the instinctive and psychological qualities of those who abuse. This theory believes it is abnormalities within the individual abuser that are responsible for abuse, for example, abusive parents may themselves have been abused in childhood (Corby, 2000). Although the flaw is that psychologists have failed to establish a consistent personality profile for a child abuser when compared to another form of abuser. Feminists believe that the Feminist model may be the answer to the actions of an abuser. The feminist model suggests that child abuse like domestic violence is a result of unequal power in the family. Cossins (2000) believes that abuse is done by man to women and is about male masculinity and power. But this does not take into account female abusers. Professor Lynne Segal suggests that the ideas of masculinity emphasises control and power. This assumes that all men have power and women and children do not have power (Bell, 1993). This theory also needs to include not just gender and power issues but to consider race, class and culture as well (Reavey and Warner, 2003). The Cycle of violence is another model, it is based on the view that children who live with domestic violence will learn that abuse is acceptable and will become either an abuser or a victim. While experiencing or witnessing domestic violence can have a serious impact on children and young people, they will respond in various ways depending on their age, race, sex, culture, stage of development, and individual personality. By no means do all children who have lived with domestic violence grow up to become either victims or abusers. Many children exposed to domestic violence realise that it is wrong, and actively reject violence of all kinds.  There is not much evidence to support this model. Although all these models give some insight into why an abuser would abuse there is no one type of abuser, so there can be no one model. What we would consider a child abuser in this country is not the same standards as other countries. Not one of these models can solely explain the actions of a child abuser. Finkelhor (1986) understood that and was a critic of single factor models. He also believed that women were just as capable of abuse as men are. LOC4- Describe the categories of abuse and the possible effects on the child, family and workers. What comprises abuse is open to wide debate, because some researchers will state that what one group in society deems to be abuse, another will claim is a normal part of child rearing practice. For example, the smacking debate. Is it acceptable to smack a child? There is a legal acceptance that where a smack doesnt leave a lasting mark it is not abuse, but if it is continuously done and escalates then this would be classed as abuse. The point at which any practice becomes abusive is the point at which it becomes ill-treatment, likely to impair health or physical, emotional, social or behavioural development (DfES, 2006). The categories of child abuse are physical, emotional, sexual abuse and neglect. Most often if a child is suffering from one of the categories like physical or sexual abuse they are likely to be suffering from emotional abuse as well, as the categories link into one another. As Early Years practitioners we need to keep an eye out for any signs of physical abuse, which are usually visible to the eye, such as unexplained injuries, bruises or burns. Other signs of physical abuse are if the victim refuses to discuss injuries, gives improbable explanations for injuries, has untreated injuries or lingering frequently recurring injuries. If the parents administering of punishment appears excessive, if the child shrinks from physical contact, or they have a fear of returning home or of the parents being contacted, or a fear of undressing, or a fear of medical help these could also be a sign of physical abuse. Physical abuse can lead to the child becoming aggressive towards other children and bullying. An abused child may display over compliant behaviour or a watchful attitude, have significant changes in behaviour without explanation, their work may deteriorate and they may have unexplained patterns of absences whilst bruises or other physical injuries heal. In some cases the child may even try to run away. Another form of abuse is emotional abuse; this is one of the hardest types of abuse to recognise as there are often no outwardly visible signs. Emotional abuse is about messages, verbal or non-verbal, given by a care giver to a child. Almost all children are subjected to emotional abuse to some degree. Even the most caring of parents will at some time give children quite negative messages, this is why it is hard to detect emotional abuse. Examples of emotional abuse are deliberately humiliating a child, making a child feel ashamed for not being able to do or understand something which they, in fact, are developmentally incapable of. Other signs of abuse are expecting a child to put the needs of other family members before their own. Persistently verbally abusing a child, or constantly threatening to leave a child on their own as a punishment is abusive whether or not the threat is carried out. Making threats of other cruel and excessive punishments and/or carrying them out, telling a child that he was not wanted, was a mistake, or was the wrong gender, isolating a child, preventing them from socialising with their peers and continually putting a child under unfair moral/emotional pressure is abuse. Some adults may also not realise that exposing a child to age-inappropriate activities such as television, films and computer games is also classed as emotional abuse. The DfES (2006) What to Do if You Are Worried a Child Is Being Abused document defines sexual abuse as: Sexual abuse involves forcing or enticing a child or young person to take part in sexual activities, including prostitution, whether or not the child is aware of what is happening. The activities may involve physical contact, including penetrative or non-penetrative acts. They may include non-contact activities, such as involving children in looking at, or in the production of, sexual on-line images, watching sexual activities, or encouraging children to behave in sexually inappropriate ways. (DfES, 2006: 9). The definition of neglect is the persistent failure to meet a childs physical and/ psychological needs, likely to result in the serious impairment of the childs health or development (DfES, 2006: 9). Some examples of neglect are failure to feed a child adequately, not providing appropriate clothes or bedding, giving inadequate basic physical care, the child having no boundaries or consistency, the child not being safe, not attending to a childs medical needs and failure to meet or recognize a childs emotional needs. The definition of neglect clouds with shades into the definition of emotional abuse. While both these definitions make sense, they are somewhat blurred around the edges. When we talk about severe actions it can be difficult to decide whether, and at what level, to intervene. There have been studies that show evidence that neglect, physical abuse and sexual abuse are all associated with reduced intelligence in children (Carrey, 1996). While this study shows an example of the effect abuse can have, sometimes a child can grow up with a positive attitude and have a successful life. But this is not to say that all survivors are successful in life and obviously some people suffer terrible ongoing issues related to their experience of abuse. Such as being able to trust anyone or in the case of sexual abuse never being able to let anyone touch them and the damage is permanent. Abuse can also affect the family by breaking it apart and separating the abuser from the abused. LOC5- Evaluate ways of enabling children to protect themselves, and ways of supporting children who have been abused. We cant expect children and young babies to protect themselves. So the government and schools try to communicate a universal message to children to try to protect them. Such as bullying is wrong, to be nice to one another, to eat well and look after each other and to promote a positive environment. We should always take children seriously and listen to what they are saying, as this is a way of improving our ways of providing support. There are four methods that are used with children in need and their families, each of which needs to be carried out effectively in order to achieve improvements in the lives of children in need. They are assessment, planning, intervention and reviewing (DfES, 2006). As an Early Years professional you should be aware of the local procedures to be followed for reporting concerns about a particular child. If you have any concerns about a child, they must be reported to the schools designated senior member of staff or a senior member that is appointed child protection supervisor. This may be where your involvement may end or you may need to be involved further. The practitioner will discuss with a manager and/or other senior colleagues what they think the appropriate action should be, then if there are still concerns a referral to the Local Authority childrens social care team will be made, followed up in writing within 48 hours. The social worker and manager then acknowledge receipt of referral and decide on the next course of action within one working day. An initial assessment is required to decide if there is any concern for the childs immediate safety. The initial assessment should continue in accordance with the assessment framework which is a chart that states what the needs of a child are. If there is reasonable cause to suspect the child is suffering, or is likely to suffer significant harm, childrens social care should arrange an immediate strategy discussion. The purpose of the strategy discussion is to agree whether to initiate section 47 of the Children Act 1989. It is also to identify the appropriate tasks and timescales for each involved professional and agency, and agree what further help or support may be necessary. If the child is likely to be harmed then the police and other relevant agencies are called. Next there would be a child protection conference and the results from that would determine whether a core assessment is made which is where the family and other professionals agree a plan for ensuring the childs future safety and welfare. If the results are that the child is in sufficient harm then the child becomes the subject of a child protection plan, which is where the difficulties of the child will be made known to partner agencies. This will be followed by giving the child a key worker and a child protection review conference, the purposes of the child protection review is to review the safety of the child. Usually, the decision to keep a childs name on the protection register is reviewed every six months, depending on the circumstances. A child protection review conference can decide that a childs name should be removed from the register. This decision will only be made when the child protection review conference is satisfied that the child is no longer at risk of significant harm. A young person will also be removed from the register once he or she turns 18. Obviously the worst case scenario is when a child dies due to abuse and nothing was done to help them. As Early Year professionals it is extremely important that situations like this never happen and that is why these procedures are put into place. Professionals can intervene by working with children and families to help protect them. There are support systems in place for children and their families provided by local government and sometimes connected to the school. Sure start is one such system. Sure start is a government programme which provides services for children and their families. It works to bring together early education, childcare, health and family support. Services provided include advice on health care and child development, play schemes, parenting classes, family outreach support and adult education and advice. If there is a case of suspected abuse but it is decided that there is no need to remove the child or the parent following the families assessment, Sure start can be recommended to the family as a place for family development. In this country there are 11 million children, 4 million have been identified as vulnerable (disabled), 400,000 have been identified as children in need, 32,000 are on the child protection register and 63,000 are looked after (in foster care). These statistics have gone up since the terrible tragic death of Peter Connelly (Baby P) in 2007. (http://www.statistics.gov.uk/cci/nugget.asp?id=348). We live in a highly complex and diverse society and as professionals it is part of our responsibility to ensure we are not confusing what we think is the case, or what we would like, with what is really the case. As Early Years practitioners we need to approach individual children and families with an open mind. While we believe we know what, a perfect world is, we also know that families come in all shapes and sizes, and that all families are likely to need support to help them. To make sure that all children get the correct and full treatment/service needed to make sure that they are safeguarded against abuse all practitioners/professionals should work together and communicate to achieve this goal.

Parent Child Relationships in Before You Were Mine, Kid, On My First So

Parent Child Relationships in Before You Were Mine, Kid, On My First Sonne, and The Song Of The Old Mother All of the poems are about emotions and parent child relationships. In Before You Were Mine, the girl idolises and loves her mother. Whereas the man in Kid feels angry towards his father, and resents him too. In the poem On My First Sonne, the father loves his son a lot and feels grief for his dead son. Which is different from The Song Of The Old Mother as in this the mother is angry and annoyed at her children. I shall look for similarities and differences in the parent child relationships that are in all four of the poems. The use of structure in Kid shows the past and present in a chronological way, it’s like a monologue. I know this because the lines one to five are about past events from when he was a child, â€Å"when you gave me the order to grow up.† The middle lines show the present â€Å"you baby, now I’m the real boy wonder.† This is effective because this shows the father son relationship between them from the past, when Kid had suffered to the present where he has learnt from the mistakes in his life. This structure is similar to Before You Were Mine as it is also structured in a chronological way. The mother’s life has been explored this way in each verse. Firstly, the mother’s childhood has been mentioned, â€Å"Your polka-dot dress blows round your legs.† Then in the second verse, the mother is an older dating teenager who falls in love â€Å"in the ballroom†¦I knew you would dance like that.† Finally, the last verse describes her as a mother â€Å"†¦You’d teach me the steps on the way home from Mass.† Each verse is like snap shots which are clearly shown wherever the mother was in her life she is in eac... ... he will never get too attached to anything he loves ever again. I think this is a sad poem because the parent loved his son so much he was his pride, his joy. His son meant everything to him and because of his son’s death; he’s never going to love anything like this again. This makes me think that you should make the most of what you’ve got in life and hold onto it because you don’t know what’s round the corner. This is similar to Before You Were Mine because in both parent child relationships feelings are shown. The feelings which are shown are love and care for one another. Before You Were Mine is about a girl who is looking at a photo, she is reflecting back all the positive memories of her mother. She idolises and loves her mother a lot. This poem is full of such joyful memories which make you think, you should always love your family no matter what. Parent Child Relationships in Before You Were Mine, Kid, On My First So Parent Child Relationships in Before You Were Mine, Kid, On My First Sonne, and The Song Of The Old Mother All of the poems are about emotions and parent child relationships. In Before You Were Mine, the girl idolises and loves her mother. Whereas the man in Kid feels angry towards his father, and resents him too. In the poem On My First Sonne, the father loves his son a lot and feels grief for his dead son. Which is different from The Song Of The Old Mother as in this the mother is angry and annoyed at her children. I shall look for similarities and differences in the parent child relationships that are in all four of the poems. The use of structure in Kid shows the past and present in a chronological way, it’s like a monologue. I know this because the lines one to five are about past events from when he was a child, â€Å"when you gave me the order to grow up.† The middle lines show the present â€Å"you baby, now I’m the real boy wonder.† This is effective because this shows the father son relationship between them from the past, when Kid had suffered to the present where he has learnt from the mistakes in his life. This structure is similar to Before You Were Mine as it is also structured in a chronological way. The mother’s life has been explored this way in each verse. Firstly, the mother’s childhood has been mentioned, â€Å"Your polka-dot dress blows round your legs.† Then in the second verse, the mother is an older dating teenager who falls in love â€Å"in the ballroom†¦I knew you would dance like that.† Finally, the last verse describes her as a mother â€Å"†¦You’d teach me the steps on the way home from Mass.† Each verse is like snap shots which are clearly shown wherever the mother was in her life she is in eac... ... he will never get too attached to anything he loves ever again. I think this is a sad poem because the parent loved his son so much he was his pride, his joy. His son meant everything to him and because of his son’s death; he’s never going to love anything like this again. This makes me think that you should make the most of what you’ve got in life and hold onto it because you don’t know what’s round the corner. This is similar to Before You Were Mine because in both parent child relationships feelings are shown. The feelings which are shown are love and care for one another. Before You Were Mine is about a girl who is looking at a photo, she is reflecting back all the positive memories of her mother. She idolises and loves her mother a lot. This poem is full of such joyful memories which make you think, you should always love your family no matter what.

The Lost Symbol Chapter 19-21

CHAPTER 19 Director Inoue Sato stood with her arms folded, her eyes locked skeptically on Langdon as she processed what he had just told her. â€Å"He said he wants you to unlock an ancient portal? What am I supposed to do with that, Professor?† Langdon shrugged weakly. He was feeling ill again and tried not to look down at his friend's severed hand. â€Å"That's exactly what he told me. An ancient portal . . . hidden somewhere in this building. I told him I knew of no portal.† â€Å"Then why does he think you can find it?† â€Å"Obviously, he's insane.† He said Peter would point the way. Langdon looked down at Peter's upstretched finger, again feeling repulsed by his captor's sadistic play on words. Peter will point the way. Langdon had already permitted his eyes to follow the pointing finger up to the dome overhead. A portal? Up there? Insane. â€Å"This man who called me,† Langdon told Sato, â€Å"was the only one who knew I was coming to the Capitol tonight, so whoever informed you I was here tonight, that's your man. I recommend–â€Å" â€Å"Where I got my information is not your concern,† Sato interrupted, voice sharpening. â€Å"My top priority at the moment is to cooperate with this man, and I have information suggesting you are the only one who can give him what he wants.† â€Å"And my top priority is to find my friend,† Langdon replied, frustrated. Sato inhaled deeply, her patience clearly being tested. â€Å"If we want to find Mr. Solomon, we have one course of action, Professor–to start cooperating with the one person who seems to know where he is.† Sato checked her watch. â€Å"Our time is limited. I can assure you it is imperative we comply with this man's demands quickly.† â€Å"How?† Langdon asked, incredulous. â€Å"By locating and unlocking an ancient portal? There is no portal, Director Sato. This guy's a lunatic.† Sato stepped close, less than a foot from Langdon. â€Å"If I may point this out . . . your lunatic deftly manipulated two fairly smart individuals already this morning.† She stared directly at Langdon and then glanced at Anderson. â€Å"In my business, one learns there is a fine line between insanity and genius. We would be wise to give this man a little respect.† â€Å"He cut off a man's hand!† â€Å"My point exactly. That is hardly the act of an uncommitted or uncertain individual. More important, Professor, this man obviously believes you can help him. He brought you all the way to Washington–and he must have done it for a reason.† â€Å"He said the only reason he thinks I can unlock this `portal' is that Peter told him I can unlock it,† Langdon countered. â€Å"And why would Peter Solomon say that if it weren't true?† â€Å"I'm sure Peter said no such thing. And if he did, then he did so under duress. He was confused . . . or frightened.† â€Å"Yes. It's called interrogational torture, and it's quite effective. All the more reason Mr. Solomon would tell the truth.† Sato spoke as if she'd had personal experience with this technique. â€Å"Did he explain why Peter thinks you alone can unlock the portal?† Langdon shook his head. â€Å"Professor, if your reputations are correct, then you and Peter Solomon both share an interest in this sort of thing–secrets, historical esoterica, mysticism, and so on. In all of your discussions with Peter, he never once mentioned to you anything about a secret portal in Washington, D.C.?† Langdon could scarcely believe he was being asked this question by a high-ranking officer of the CIA. â€Å"I'm certain of it. Peter and I talk about some pretty arcane things, but believe me, I'd tell him to get his head examined if he ever told me there was an ancient portal hidden anywhere at all. Particularly one that leads to the Ancient Mysteries.† She glanced up. â€Å"I'm sorry? The man told you specifically what this portal leads to?† â€Å"Yes, but he didn't have to.† Langdon motioned to the hand. â€Å"The Hand of the Mysteries is a formal invitation to pass through a mystical gateway and acquire ancient secret knowledge– powerful wisdom known as the Ancient Mysteries . . . or the lost wisdom of all the ages.† â€Å"So you've heard of the secret he believes is hidden here.† â€Å"A lot of historians have heard of it.† â€Å"Then how can you say the portal does not exist?† â€Å"With respect, ma'am, we've all heard of the Fountain of Youth and Shangri-la, but that does not mean they exist.† The loud squawk of Anderson's radio interrupted them. â€Å"Chief?† the voice on the radio said. Anderson snatched his radio from his belt. â€Å"Anderson here.† â€Å"Sir, we've completed a search of the grounds. There's no one here that fits the description. Any further orders, sir?† Anderson shot a quick glance at Sato, clearly expecting a reprimand, but Director Sato seemed uninterested. Anderson moved away from Langdon and Sato, speaking quietly into his radio. Sato's unwavering focus remained on Langdon. â€Å"You're saying the secret he believes is hidden in Washington . . . is a fantasy?† Langdon nodded. â€Å"A very old myth. The secret of the Ancient Mysteries is pre-Christian, actually. Thousands of years old.† â€Å"And yet it's still around?† â€Å"As are many equally improbable beliefs.† Langdon often reminded his students that most modern religions included stories that did not hold up to scientific scrutiny: everything from Moses parting the Red Sea . . . to Joseph Smith using magic eyeglasses to translate the Book of Mormon from a series of gold plates he found buried in upstate New York. Wide acceptance of an idea is not proof of its validity. â€Å"I see. So what exactly are these . . . Ancient Mysteries?† Langdon exhaled. Have you got a few weeks? â€Å"In short, the Ancient Mysteries refer to a body of secret knowledge that was amassed long ago. One intriguing aspect of this knowledge is that it allegedly enables its practitioners to access powerful abilities that lie dormant in the human mind. The enlightened Adepts who possessed this knowledge vowed to keep it veiled from the masses because it was considered far too potent and dangerous for the uninitiated.† â€Å"Dangerous in what way?† â€Å"The information was kept hidden for the same reason we keep matches from children. In the correct hands, fire can provide illumination . . . but in the wrong hands, fire can be highly destructive.† Sato took off her glasses and studied him. â€Å"Tell me, Professor, do you believe such powerful information could truly exist?† Langdon was not sure how to respond. The Ancient Mysteries had always been the greatest paradox of his academic career. Virtually every mystical tradition on earth revolved around the idea that there existed arcane knowledge capable of imbuing humans with mystical, almost godlike, powers: tarot and I Ching gave men the ability to see the future; alchemy gave men immortality through the fabled Philosopher's Stone; Wicca permitted advanced practitioners to cast powerful spells. The list went on and on. As an academic, Langdon could not deny the historical record of these traditions–troves of documents, artifacts, and artwork that, indeed, clearly suggested the ancients had a powerful wisdom that they shared only through allegory, myths, and symbols, ensuring that only those properly initiated could access its power. Nonetheless, as a realist and a skeptic, Langdon remained unconvinced. â€Å"Let's just say I'm a skeptic,† he told Sato. â€Å"I have never seen anything in the real world to suggest the Ancient Mysteries are anything other than legend–a recurring mythological archetype. It seems to me that if it were possible for humans to acquire miraculous powers, there would be evidence. And yet, so far, history has given us no men with superhuman powers.† Sato arched her eyebrows. â€Å"That's not entirely true.† Langdon hesitated, realizing that for many religious people, there was indeed a precedent for human gods, Jesus being the most obvious. â€Å"Admittedly,† he said, â€Å"there are plenty of educated people who believe this empowering wisdom truly exists, but I'm not yet convinced.† â€Å"Is Peter Solomon one of those people?† Sato asked, glancing toward the hand on the floor. Langdon could not bring himself to look at the hand. â€Å"Peter comes from a family lineage that has always had a passion for all things ancient and mystical.† â€Å"Was that a yes?† Sato asked. â€Å"I can assure you that even if Peter believes the Ancient Mysteries are real, he does not believe they are accessible through some kind of portal hidden in Washington, D.C. He understands metaphorical symbolism, which is something his captor apparently does not.† Sato nodded. â€Å"So you believe this portal is a metaphor.† â€Å"Of course,† Langdon said. â€Å"In theory, anyway. It's a very common metaphor–a mystical portal through which one must travel to become enlightened. Portals and doorways are common symbolic constructs that represent transformative rites of passage. To look for a literal portal would be like trying to locate the actual Gates of Heaven.† Sato seemed to consider this momentarily. â€Å"But it sounds like Mr. Solomon's captor believes you can unlock an actual portal.† Langdon exhaled. â€Å"He's made the same error many zealots make–confusing metaphor with a literal reality.† Similarly, early alchemists had toiled in vain to transform lead into gold, never realizing that lead-to-gold was nothing but a metaphor for tapping into true human potential– that of taking a dull, ignorant mind and transforming it into a bright, enlightened one. Sato motioned to the hand. â€Å"If this man wants you to locate some kind of portal for him, why wouldn't he simply tell you how to find it? Why all the dramatics? Why give you a tattooed hand?† Langdon had asked himself the same question and the answer was unsettling. â€Å"Well, it seems the man we are dealing with, in addition to being mentally unstable, is also highly educated. This hand is proof that he is well versed in the Mysteries as well as their codes of secrecy. Not to mention with the history of this room.† â€Å"I don't understand.† â€Å"Everything he has done tonight was done in perfect accordance with ancient protocols. Traditionally, the Hand of the Mysteries is a sacred invitation, and therefore it must be presented in a sacred place.† Sato's eyes narrowed. â€Å"This is the Rotunda of the U.S. Capitol Building, Professor, not some sacred shrine to ancient mystical secrets.† â€Å"Actually, ma'am,† Langdon said, â€Å"I know a great number of historians who would disagree with you.† At that moment, across town, Trish Dunne was seated in the glow of the plasma wall inside the Cube. She finished preparing her search spider and typed in the five key phrases Katherine had given her. Here goes nothing. Feeling little optimism, she launched the spider, effectively commencing a worldwide game of Go Fish. At blinding speed, the phrases were now being compared to texts all over the world . . . looking for a perfect match. Trish couldn't help but wonder what this was all about, but she had come to accept that working with the Solomons meant never quite knowing the entire story. CHAPTER 20 Robert Langdon stole an anxious glance at his wristwatch: 7:58 P.M. The smiling face of Mickey Mouse did little to cheer him up. I've got to find Peter. We're wasting time. Sato had stepped aside for a moment to take a phone call, but now she returned to Langdon. â€Å"Professor, am I keeping you from something?† â€Å"No, ma'am,† Langdon said, pulling his sleeve down over his watch. â€Å"I'm just extremely concerned about Peter.† â€Å"I can understand, but I assure you the best thing you can do to help Peter is to help me understand the mind-set of his captor.† Langdon was not so sure, but he sensed he was not going anywhere until the OS director got the information she desired. â€Å"A moment ago,† Sato said, â€Å"you suggested this Rotunda is somehow sacred to the idea of these Ancient Mysteries?† â€Å"Yes, ma'am.† â€Å"Explain that to me.† Langdon knew he would have to choose his words sparingly. He had taught for entire semesters on the mystical symbolism of Washington, D.C., and there was an almost inexhaustible list of mystical references in this building alone. America has a hidden past. Every time Langdon lectured on the symbology of America, his students were confounded to learn that the true intentions of our nation's forefathers had absolutely nothing to do with what so many politicians now claimed. America's intended destiny has been lost to history. The forefathers who founded this capital city first named her â€Å"Rome.† They had named her river the Tiber and erected a classical capital of pantheons and temples, all adorned with images of history's great gods and goddesses–Apollo, Minerva, Venus, Helios, Vulcan, Jupiter. In her center, as in many of the great classical cities, the founders had erected an enduring tribute to the ancients–the Egyptian obelisk. This obelisk, larger even than Cairo's or Alexandria's, rose 555 feet into the sky, more than thirty stories, proclaiming thanks and honor to the demigod forefather for whom this capital city took its newer name. Washington. Now, centuries later, despite America's separation of church and state, this state-sponsored Rotunda glistened with ancient religious symbolism. There were over a dozen different gods in the Rotunda–more than the original Pantheon in Rome. Of course, the Roman Pantheon had been converted to Christianity in 609 . . . but this pantheon was never converted; vestiges of its true history still remained in plain view. â€Å"As you may know,† Langdon said, â€Å"this Rotunda was designed as a tribute to one of Rome's most venerated mystical shrines. The Temple of Vesta.† â€Å"As in the vestal virgins?† Sato looked doubtful that Rome's virginal guardians of the flame had anything to do with the U.S. Capitol Building. â€Å"The Temple of Vesta in Rome,† Langdon said, â€Å"was circular, with a gaping hole in the floor, through which the sacred fire of enlightenment could be tended by a sisterhood of virgins whose job it was to ensure the flame never went out.† Sato shrugged. â€Å"This Rotunda is a circle, but I see no gaping hole in this floor.† â€Å"No, not anymore, but for years the center of this room had a large opening precisely where Peter's hand is now.† Langdon motioned to the floor. â€Å"In fact, you can still see the marks in the floor from the railing that kept people from falling in.† â€Å"What?† Sato demanded, scrutinizing the floor. â€Å"I've never heard that.† â€Å"Looks like he's right.† Anderson pointed out the circle of iron nubs where the posts had once been. â€Å"I've seen these before, but I never had any idea why they were there.† You're not alone, Langdon thought, imagining the thousands of people every day, including famous lawmakers, who strode across the center of the Rotunda having no idea there was once a day when they would have plunged down into the Capitol Crypt–the level beneath the Rotunda floor. â€Å"The hole in the floor,† Langdon told them, â€Å"was eventually covered, but for a good while, those who visited the Rotunda could see straight down to the fire that burned below.† Sato turned. â€Å"Fire? In the U.S. Capitol?† â€Å"More of a large torch, actually–an eternal flame that burned in the crypt directly beneath us. It was supposed to be visible through the hole in the floor, making this room a modern Temple of Vesta. This building even had its own vestal virgin–a federal employee called the Keeper of the Crypt–who successfully kept the flame burning for fifty years, until politics, religion, and smoke damage snuffed out the idea.† Both Anderson and Sato looked surprised. Nowadays, the only reminder that a flame once burned here was the four-pointed star compass embedded in the crypt floor one story below them–a symbol of America's eternal flame, which once shed illumination toward the four corners of the New World. â€Å"So, Professor,† Sato said, â€Å"your contention is that the man who left Peter's hand here knew all this?† â€Å"Clearly. And much, much more. There are symbols all over this room that reflect a belief in the Ancient Mysteries.† â€Å"Secret wisdom,† Sato said with more than a hint of sarcasm in her voice. â€Å"Knowledge that lets men acquire godlike powers?† â€Å"Yes, ma'am.† â€Å"That hardly fits with the Christian underpinnings of this country.† â€Å"So it would seem, but it's true. This transformation of man into God is called apotheosis. Whether or not you're aware of it, this theme–transforming man into god–is the core element in this Rotunda's symbolism.† â€Å"Apotheosis?† Anderson spun with a startled look of recognition. â€Å"Yes.† Anderson works here. He knows. â€Å"The word apotheosis literally means `divine transformation'–that of man becoming God. It's from the ancient Greek: apo–`to become,' theos–`god.' â€Å" Anderson looked amazed. â€Å"Apotheosis means `to become God'? I had no idea.† â€Å"What am I missing?† Sato demanded. â€Å"Ma'am,† Langdon said, â€Å"the largest painting in this building is called The Apotheosis of Washington. And it clearly depicts George Washington being transformed into a god.† Sato looked doubtful. â€Å"I've never seen anything of the sort.† â€Å"Actually, I'm sure you have.† Langdon raised his index finger, pointing straight up. â€Å"It's directly over your head.† CHAPTER 21 The Apotheosis of Washington–a 4,664-square-foot fresco that covers the canopy of the Capitol Rotunda–was completed in 1865 by Constantino Brumidi. Known as â€Å"The Michelangelo of the Capitol,† Brumidi had laid claim to the Capitol Rotunda in the same way Michelangelo had laid claim to the Sistine Chapel, by painting a fresco on the room's most lofty canvas–the ceiling. Like Michelangelo, Brumidi had done some of his finest work inside the Vatican. Brumidi, however, immigrated to America in 1852, abandoning God's largest shrine in favor of a new shrine, the U.S. Capitol, which now glistened with examples of his mastery–from the trompe l'oeil of the Brumidi Corridors to the frieze ceiling of the Vice President's Room. And yet it was the enormous image hovering above the Capitol Rotunda that most historians considered to be Brumidi's masterwork. Robert Langdon gazed up at the massive fresco that covered the ceiling. He usually enjoyed his students' startled reactions to this fresco's bizarre imagery, but at the moment he simply felt trapped in a nightmare he had yet to understand. Director Sato was standing next to him with her hands on her hips, frowning up at the distant ceiling. Langdon sensed she was having the same reaction many had when they first stopped to examine the painting at the core of their nation. Utter confusion. You're not alone, Langdon thought. For most people, The Apotheosis of Washington got stranger and stranger the longer they looked at it. â€Å"That's George Washington on the central panel,† Langdon said, pointing 180 feet upward into the middle of the dome. â€Å"As you can see, he's dressed in white robes, attended by thirteen maidens, and ascending on a cloud above mortal man. This is the moment of his apotheosis . . . his transformation into a god.† Sato and Anderson said nothing. â€Å"Nearby,† Langdon continued, â€Å"you can see a strange, anachronistic series of figures: ancient gods presenting our forefathers with advanced knowledge. There's Minerva giving technological inspiration to our nation's great inventors–Ben Franklin, Robert Fulton, Samuel Morse.† Langdon pointed them out one by one. â€Å"And over there is Vulcan helping us build a steam engine. Beside them is Neptune demonstrating how to lay the transatlantic cable. Beside that is Ceres, goddess of grain and root of our word cereal; she's sitting on the McCormick reaper, the farming breakthrough that enabled this country to become a world leader in food production. The painting quite overtly portrays our forefathers receiving great wisdom from the gods.† He lowered his head, looking at Sato now. â€Å"Knowledge is power, and the right knowledge lets man perform miraculous, almost godlike tasks.† Sato dropped her gaze back down to Langdon and rubbed her neck. â€Å"Laying a phone cable is a far cry from being a god.† â€Å"Perhaps to a modern man,† Langdon replied. â€Å"But if George Washington knew that we had become a race that possessed the power to speak to one another across oceans, fly at the speed of sound, and set foot on our moon, he would assume that we had become gods, capable of miraculous tasks.† He paused. â€Å"In the words of futurist Arthur C. Clarke, `Any sufficiently advanced technology is indistinguishable from magic.' â€Å" Sato pursed her lips, apparently deep in thought. She glanced down at the hand, and then followed the direction of the outstretched index finger up into the dome. â€Å"Professor, you were told, `Peter will point the way.' Is that correct?† â€Å"Yes, ma'am, but–â€Å" â€Å"Chief,† Sato said, turning away from Langdon, â€Å"can you get us a closer look at the painting?† Anderson nodded. â€Å"There's a catwalk around the interior of the dome.† Langdon looked way, way up to the tiny railing visible just beneath the painting and felt his body go rigid. â€Å"There's no need to go up there.† He had experienced that seldom-visited catwalk once before, as the guest of a U.S. senator and his wife, and he had almost fainted from the dizzying height and perilous walkway. â€Å"No need?† Sato demanded. â€Å"Professor, we have a man who believes this room contains a portal that has the potential to make him a god; we have a ceiling fresco that symbolizes the transformation of a man into a god; and we have a hand pointing straight at that painting. It seems everything is urging us upward.† â€Å"Actually,† Anderson interjected, glancing up, â€Å"not many people know this, but there is one hexagonal coffer in the dome that actually swings open like a portal, and you can peer down through it and–â€Å" â€Å"Wait a second,† Langdon said, â€Å"you're missing the point. The portal this man is looking for is a figurative portal–a gateway that doesn't exist. When he said, `Peter will point the way,' he was talking in metaphorical terms. This pointing-hand gesture–with its index finger and thumb extended upward–is a well-known symbol of the Ancient Mysteries, and it appears all over the world in ancient art. This same gesture appears in three of Leonardo da Vinci's most famous encoded masterpieces–The Last Supper, Adoration of the Magi, and Saint John the Baptist. It's a symbol of man's mystical connection to God.† As above, so below. The madman's bizarre choice of words was starting to feel more relevant now. â€Å"I've never seen it before,† Sato said. Then watch ESPN, Langdon thought, always amused to see professional athletes point skyward in gratitude to God after a touchdown or home run. He wondered how many knew they were continuing a pre-Christian mystical tradition of acknowledging the mystical power above, which, for one brief moment, had transformed them into a god capable of miraculous feats. â€Å"If it's of any help,† Langdon said, â€Å"Peter's hand is not the first such hand to make an appearance in this Rotunda.† Sato eyed him like he was insane. â€Å"I beg your pardon?† Langdon motioned to her BlackBerry. â€Å"Google `George Washington Zeus.' â€Å" Sato looked uncertain but started typing. Anderson inched toward her, looking over her shoulder intently. Langdon said, â€Å"This Rotunda was once dominated by a massive sculpture of a bare-chested George Washington . . . depicted as a god. He sat in the same exact pose as Zeus in the Pantheon, bare chest exposed, left hand holding a sword, right hand raised with thumb and finger extended.† Sato had apparently found an online image, because Anderson was staring at her BlackBerry in shock. â€Å"Hold on, that's George Washington?† â€Å"Yes,† Langdon said. â€Å"Depicted as Zeus.† â€Å"Look at his hand,† Anderson said, still peering over Sato's shoulder. â€Å"His right hand is in the same exact position as Mr. Solomon's.† As I said, Langdon thought, Peter's hand is not the first to make an appearance in this room. When Horatio Greenough's statue of a naked George Washington was first unveiled in the Rotunda, many joked that Washington must be reaching skyward in a desperate attempt to find some clothes. As American religious ideals changed, however, the joking criticism turned to controversy, and the statue was removed, banished to a shed in the east garden. Currently, it made its home at the Smithsonian's National Museum of American History, where those who saw it had no reason to suspect that it was one of the last vestigial links to a time when the father of the country had watched over the U.S. Capitol as a god . . . like Zeus watching over the Pantheon. Sato began dialing a number on her BlackBerry, apparently seeing this as an opportune moment to check in with her staff. â€Å"What have you got?† She listened patiently. â€Å"I see . . .† She glanced directly at Langdon, then at Peter's hand. â€Å"You're certain?† She listened a moment longer. â€Å"Okay, thanks.† She hung up and turned back toward Langdon. â€Å"My support staff did some research and confirms the existence of your so-called Hand of the Mysteries, corroborating everything you said: five fingertip markings–the star, the sun, the key, the crown, and the lantern–as well as the fact that this hand served as an ancient invitation to learn secret wisdom.† â€Å"I'm glad,† Langdon said. â€Å"Don't be,† she replied curtly. â€Å"It appears we're now at a dead end until you share whatever it is you're still not telling me.† â€Å"Ma'am?† Sato stepped toward him. â€Å"We've come full circle, Professor. You've told me nothing I could not have learned from my own staff. And so I will ask you once more. Why were you brought here tonight? What makes you so special? What is it that you alone know?† â€Å"We've been through this,† Langdon fired back. â€Å"I don't know why this guy thinks I know anything at all!† Langdon was half tempted to demand how the hell Sato knew that he was in the Capitol tonight, but they'd been through that, too. Sato isn't talking. â€Å"If I knew the next step,† he told her, â€Å"I'd tell you. But I don't. Traditionally, the Hand of the Mysteries is extended by a teacher to a student. And then, shortly afterward, the hand is followed up with a set of instructions . . . directions to a temple, the name of the master who will teach you–something! But all this guy left for us is five tattoos! Hardly–† Langdon stopped short. Sato eyed him. â€Å"What is it?† Langdon's eyes shot back to the hand. Five tattoos. He now realized that what he was saying might not be entirely true. â€Å"Professor?† Sato pressed. Langdon inched toward the gruesome object. Peter will point the way. â€Å"Earlier, it crossed my mind that maybe this guy had left an object clenched in Peter's palm–a map, or a letter, or a set of directions.† â€Å"He didn't,† Anderson said. â€Å"As you can see, those three fingers are not clenched tightly.† â€Å"You're right,† Langdon said. â€Å"But it occurs to me . . .† He crouched down now, trying to see up under the fingers to the hidden part of Peter's palm. â€Å"Maybe it's not written on paper.† â€Å"Tattooed?† Anderson said. Langdon nodded. â€Å"Do you see anything on the palm?† Sato asked. Langdon crouched lower, trying to peer up under the loosely clenched fingers. â€Å"The angle is impossible. I can't–â€Å" â€Å"Oh, for heaven's sake,† Sato said, moving toward him. â€Å"Just open the damned thing!† Anderson stepped in front of her. â€Å"Ma'am! We should really wait for forensics before we touch–† â€Å"I want some answers,† Sato said, pushing past him. She crouched down, edging Langdon away from the hand. Langdon stood up and watched in disbelief as Sato pulled a pen from her pocket, sliding it carefully under the three clenched fingers. Then, one by one, she pried each finger upward until the hand stood fully open, with its palm visible. She glanced up at Langdon, and a thin smile spread across her face. â€Å"Right again, Professor.†