Differences Between American and British English

Differences Between American and British English While there are certainly many more varieties of English, American English and British English are the two varieties that are taught in most ESL/EFL programs. Generally, it is agreed that no one version is correct, but there are certainly preferences in use. The three major differences between American and British English are: Pronunciation - differences in both vowel and consonants, as well as stress and intonationVocabulary - differences in nouns and verbs, especially phrasal verb usage and the names of specific tools or itemsSpelling - differences are generally found in certain prefix and suffix forms The most important rule of thumb is to try to be consistent in your usage. If you decide that you want to use American English, then be consistent in your spelling (i.e. The color of the orange is also its flavour - color is American spelling and flavour is British). Of course, this is not always easy or possible. The following guide is meant to point out the principal differences between these two varieties of English. Minor Grammar Differences There are very few grammar differences between American and British English. Certainly, the words we choose might be different at times. However, generally speaking, we follow the same grammar rules. With that said, there are a few differences.   Use of the Present Perfect In British English, the present perfect is used to express an action that has occurred in the recent past that has an effect on the present moment. For example: Ive lost my key. Can you help me look for it? In American English, the following is also possible:I lost my key. Can you help me look for it? In British English, the above would be considered incorrect. However, both forms are generally accepted in standard American English. Other differences involving the use of the present perfect in British English and simple past in American English include already, just and yet. British English: Ive just had lunch.Ive already seen that film.Have you finished your homework yet? American English: I just had lunch OR Ive just had lunch.Ive already seen that film OR I already saw that film.Have you finished your homework yet? OR Did you finish your homework yet? Two Forms to Express Possession There are two forms to express possession in English: have or have got. Do you have a car?Have you got a car?He hasnt got any friends.He doesnt have any friends.She has a beautiful new home.Shes got a beautiful new home. While both forms are correct (and accepted in both British and American English), have got (have you got, he hasnt got, etc.) is generally the preferred form in British English, while most speakers of American English employ the have (do you have, he doesnt have etc.) The Verb Get The past participle of the verb get is gotten in American English. American English: Hes gotten much better at playing tennis. British English: Hes got much better at playing tennis. Have got is used predominately in British English to indicate  have in the sense of possession. Strangely, this form is also used in the United States with the British participle got, rather than gotten. Americans will also use have got to in the sense of have to for responsibilities. Ive got to work tomorrow.Ive got three friends in Dallas. Vocabulary The largest  differences between British and American English lie in the choice of vocabulary. Some words mean different things in the two varieties, for example: Mean: American English - angry, bad humored, British English - not generous, tight-fisted. American English: Dont be so mean to your sister! British English: Shes so mean she wont even pay for a cup of tea. There are many more examples (too many for me to list here). If there is a difference in usage, your dictionary will note the different meanings in its definition of the term. Many vocabulary items are also used in one form and not in the other. One of the best examples of this is the terminology used for automobiles. American English - hood / British English - bonnetAmerican English - trunk / British English - bootAmerican English - truck / British English - lorry For a more complete list of the vocabulary differences between British and American English, use this British vs. American English vocabulary tool. Spelling Here are some general differences between British and American spellings: Examples of words that end in -or in American English and -our in British English: color/colour, humor/humour, flavor/flavourExamples of words that end in -ize in American English and -ise in British English: recognize/recognise, patronize/patronise The best way to make sure that you are being consistent in your spelling is to utilize the spell check tool associated with your word processor and select the type of English (American or British) youd like to use.

How to Write A Ph.D. Thesis

How to Write A Ph.D. Thesis How to Write A Ph.D. Thesis Writing a Ph.D. thesis or dissertation takes time and energy. The process of conceptualizing, designing, developing, and the final presentation of the work requires students to devote their undivided attention to be able to complete the study on time, not to mention having to gain the approval of the examiners. If you’re nearing the finish line of your doctorate and you’re currently at the initial stages of your dissertation, here are some helpful suggestions for writing your doctoral thesis. Choosing A Topic Choose a topic of interest that coincide with your program’s area of expertise or interest. In most cases, graduate students develop their studies around a specific question that their programs have emphasized and proceed to work with supervisors in the faculty who possess the technical knowledge and expertise in those areas. If you are given a free hand to determine your focus, you will be expected to explore diverse themes related to your discipline before zeroing in on a final direction. Here are a few tips to consider during topic ideation: Identify â€Å"hot issues.† Bounce off ideas with your research supervisor and determine the key topics or pressing issues in your field. Widen your knowledge by reading up on the latest studies, published journals, academic case studies, annual reports, news articles, or data summaries around your topic. Journal your ideas. Write down your thoughts and discoveries so you can revisit, modify, or change them when needed. This will help you to focus your thoughts and keep track of ideas to develop and that may be important in improving your theme. Don’t seek a â€Å"perfect† topic. Some students might fall in the trap of overthinking their research topic. If you ever stall out, get in contact with your supervisor and get expert advice. Consult a faculty member. The Graduate School of the University of British Columbia suggests that researchers familiarize the specializations of individual faculty members in their graduate program. This helps you know if these members are the right fit for your research supervisory committee. Developing Your Topic As you develop your research topic, consider your career goals after earning your doctorate. A graduate student that’s worth their salt uses their dissertation to define the trajectory of their career path after university. Choose a topic that not only resonates with your interests and that of your program but also propels your career forward. Consider the following questions when developing your topic: Can the question sustain your interest and enthusiasm? Are there solutions to the problem? Could these lead to other problems worth researching? Can it make an original contribution to the field? Can you deliver the promise of the research? Drafting Your Research Proposal Once you’re sure of your topic, the next step is to draft your research proposal. A proposal must detail the first few chapters and the core sections of the dissertation. It must include the following parts (in order): Statement of the Problem (also called Background Information) Review of Related Literature (RRL) Planned Research Method Here are some additional helpful suggestions for focusing and writing your research proposal: Read proposals from other researchers. This will help you get a general idea of how a finished proposal should be. Ask for one exemplary paper from your field of study. Take note of: How the proposal was organized The types of headings used The level of clarity and specificity The author’s breadth of knowledge on the subject Write a quality Review of Literature. Don’t wait until the dissertation proper to prepare for this essential chapter. Your RRL should cover two arguments: Why your research is needed The essence of your methodology in answering the question raised Allocate sufficient time to develop your arguments. The longer you work on your RRL, the more time you have to locate resources, and the better a literature review you can produce. Archive all relevant resource materials. Make sure to organize them according to sections, arrange them in sequential order, and copy all bibliographic citations. This will come in handy when you need to reference a specific piece for your bibliography. Zero in on one area. Put a laser focus on your topic. Devote enough time to create specific and definite arguments for your research. Decide on a proposal title. A carefully considered title helps your readers immediately understand your research at a glance. Steer clear of confusing or vague language, and put the essential words at the beginning of your title. It can be useful to include keywords that will aid other researchers to find your work. The success of your proposal lies in the quality of your project and how well your presentation is on paper. If you need assistance writing your proposal, there are many proposal writers in Toronto who can guide you through the process. Defining The Scope Of Your Research To gain clarity and create a defined structure, narrow the scope of your research. Defining what you will and will not tackle should be discussed in your proposal. As you refine your scope, consider these points: Choose your methodology judiciously. Your methodology is one of the vital elements that will set the structure of your research. Consider methods used in your field and single out processes that your program and supervisory committee support. Your research supervisor will discuss some methodological questions with you as you develop your proposal. Choose a qualified and supportive supervisory committee. The committee you will work with will play a significant role in the success of your research. Select committee members that are not only experts in the field, but are willing to work with you towards your goal. They should be a source of guidance and encouragement for your labours. Be as open and objective as possible when receiving criticism from your committee. Meet with your committee as often as needed. It is during these meetings that you can thoroughly discuss your proposal and set goals and procedures. Writing Your Dissertation Writing is a vital skill that you need to hone early in the process. Use your proposal as your guide. Write in a way that reflects what you said you would accomplish in your methodology. Do the same for the Statement of the Problem and your RRL. Write clearly; avoid ambiguity. Have a list of keywords that are important to your research and use them throughout your dissertation. Don’t alternate between words or phrases when you’re referring to only one thing. This will help keep your meaning clear to your readers. You don’t have to write your paper in sequence (i.e. from the first chapter to the end); in fact, it is usually best to not write the introduction until the paper is completed.   Start with the parts you’re most comfortable with, and work from there. During revisions, you can rearrange sections to best support your arguments and present your evidence. Here are a few more tips for writing your dissertation: Plan a dissertation structure carefully with your supervisor. Create rough drafts as you go, and refine them as your topic becomes more focused. Create a filing system to easily track relevant results as you write each chapter. Use a reference manager to keep track of your references and notes. Back up your work. Make a digital backup of all the key parts of manual records, logbooks, or diaries you’ve used. Writing a dissertation can be challenging as you work toward completion. However, with the right guidance and effort, you can complete this undertaking and earn that doctorate you’ve worked hard for. If you need help in writing your dissertation, you can also get a professional writing service to make the process easier. is here to be your partners in this endeavour. We offer comprehensive dissertation/thesis services for advanced level students in the GTA. Contact us to get started with your project.

A Study of Factors which Influence Management Student's Career Choices Dissertation

A Study of Factors which Influence Management Student's Career Choices after Graduating from Master's Degree - Dissertation Example Items of the questionnaire. 28 Table 2. Frequency and percentage distribution by gender. 33 Table 3. Frequency and percentage distribution by age. 33 Table 4. Frequency and percentage distribution by number of years since graduation from Masters in Management degree. 34 Table 5. Frequency and percentage distribution by ethnicity. 34 Table 6. Descriptive statistics: Extrinsic Factors (Status Orientation) 34 Table 7. Descriptive statistics: Intrinsic Factors: Self-realisation. 35 Table 8. Descriptive statistics: Intrinsic Factors: Self-determination 36 Table 9. ... Coefficient of determination: Influences to career choice of Management graduates. 39 Table 15. One-way ANOVA: Influences to career choice of Management graduates. 39 Table 16. Beta coefficients: Influences to career choice of Management graduates. 40 List of Acronyms There were no acronyms used in the research. An Investigation of the Factors which Influence Post-Graduate Management Students’ Career Choices: An Empirical Study Nameand ID Module code: Structured Abstract Purpose Overall, the present research aims to determine the factors that significantly influence the career objectives of management graduates. It aims to ascertain if extrinsic, intrinsic and interpersonal factors, along with personal and situational attributes significantly predict the choice of a management-related job or career by management graduates. Career objectives are referred to as the drivers of the career choice selected by an individual. As motivators, career objectives play a fundamental role in determining the career path of the individual and are thus quite significant in setting the career course of the person. Career objectives underlie the specific career choice and path that the individual will trod, including the job prospects that will be available for him; his future needs in monetary and psychological terms; and other key themes that determine the individual’s present satisfaction and his future intentions related to his profession. Being a fundamental factor in the process of determining the career path of an individual, career objectives are influenced by numerous factors. Subsequently, career objectives influence the preferred career choices of an individual. The myriad of effects presented by career objectives makes it quite essential to identify its influencing

Globalisation Is Just Americanisation By Any Other Name Essay

Globalisation Is Just Americanisation By Any Other Name - Essay Example It's true that capitalism is a global dispensation. The globalisation expedites its exploitation of the world market given a cosmopolitan character to production and consumption in every country. According to the economic statistician Angus Madison, from 1820 to 1997 National Income per head (the best indicator of the standard of living) rose nineteen times over in the advanced countries. In the less developed countries the increase was just 5.4 times over. With the introduction of globalisation, the gap between rich and poor nations grew ever wider. It's getting worse. According to the World Bank's 'World Development Report' average income in the richest twenty counties is 37 times as high as in the poorest and the gap has doubled in the past twenty years. At present 1.3 billion humans subsist on $1 per day or less. These people are in absolute poverty, and there are nearly 100 million more of them than ten years ago. The capitalism has developed the productive forces, at the same t ime has failed to eliminate poverty. The Globalisation is an undeniably US process. It has taken off as a concept in the wake of the disintegration of the Soviet Union and of socialism as a viable alternate form of economic organisation. The globalisation is the rapid increase in cross-border economic, social, technological exchange under conditions of capitalist.The capital globalisation means two things. First there is the globalisation of accumulated $25 trillion of 'derivatives' swilling around in the global economy. The movement of capital is to be analyzed in terms of trade. The movements of foreign exchange are now no longer the handmaiden of trade. Every dollar that crosses the exchanges for trade, sixty go for pure speculation. The speculative capital movements now overwhelm trade in their importance for the balance of payments. The financial globalisation has simply become isolated from the global surplus value production.Since 1980, multinationals company’s investm ent in foreign countries has been far more striking than the growth of trade, and might be the authentic engine of growth. The Direct Foreign Investment (DFI) grew by 30% a year while trade grew by less than 10%. With in 1990, the world's total stock of DFI was counted to be $1.7 trillion. The multinationals now control 80% of world trade. The extensive acceleration of DFI for the past decade has only been made possible by the technological revolutions in communications (IT) and transport (containerization). The globalisation is a threat to the working class struggle for better living standards in every country. The multinational corporations (MNCs) would have assets, sales, ownership of workforces and control

Reflection Of Clinical Practice Nursing Essay

Reflection Of Clinical Practice Nursing Essay The purpose of this essay is to demonstrate application of core components of the NMC Code of Professional Conduct (2008) using reflective practice. The NMC Code of Professional Conduct (2008) states that nurses should act in accordance with the code, using an ethical and legal framework to ensure patient wellbeing and respect confidentiality. Nurses must act in a fair, non-discriminatory way which respects customs, values and beliefs of an individual, providing care which demonstrates sensitivity (NMC 2008, p2). Reflective practice is described by Duffy (2008, p.1405) as an active and deliberate process to critically examine practice, where an individual is challenged to undertake the process of self-enquiry. Refection allows us to look at an experience and how it makes us feel and react, asking what is good and bad, and what can be learnt (Sellman Snelling 2010). Gibbs reflective cycle (1988) allows a systematic and structured analysis and reflection of an event. Description. On my second day of placement in Theatres, I was in the recovery room where a 3 year old boy was being recovered following surgery. The next patient admitted was a Polish lady, who I will call Joanna, in order to maintain confidentiality. She was admitted following an elective termination of pregnancy. Pre operatively she had an interpreter present, but she had returned to the ward and was not present in recovery. When she woke up, Joanna turned to her right and saw the 3 year old boy next to her. She became distressed and started to cry. Joanna appeared to understand no English at all, I tried to calm her down and reassure her, but she did not seem to comprehend. The staff nurse thought that she was upset at seeing the boy after her procedure and went to get a mobile screen to separate the patients. Joanna then became more upset. I called the ward and asked the interpreter to come back to recovery, as the patient was getting more distressed and we were not able to reassure her due t o a communication barrier. The 3 year old boy was also becoming upset. When the interpreter arrived Joanna was able to verbalise that it was the presence of the child that caused her upset and anxiety, as it was the last thing she expected to see when she woke up from anaesthesia. Feelings. I felt helpless as I could not fully understand why she was upset, and I was unable to reassure her or calm her down. I also felt sad and concerned for the 3 year old boy who was obviously distressed by the circumstances. I was concerned that Joanna may have felt more isolated by putting the screen there, and maybe felt judged because of her procedure. I felt the staff nurse assumed the presence of the boy was causing Joannas upset, but that we could not be absolutely sure. Evaluation. Joanna was in a vulnerable position during her post- operative period, and we were unable to help her immediately due to communication barriers. We attempted to resolve what we thought might be the problem by placing the screen, but this appeared to worsen levels of distress for Joanna. Alongside this we were unable to assess her pain, nausea levels and fully explain what we were doing. Positively, we called the interpreter to return as soon as possible to attempt to resolve the situation. I also feel that I was able to look inside myself to challenge my Muslim religious beliefs, which are fundamentally against abortion, putting these aside to treat Joanna in a fair non-discriminatory way. I was able to act in a sensitive and compassionate manner, affirming my belief that I am able to adhere to the Code of Professional Conduct (2008) and its core components. Analysis. The Abortion Act (1967) allows termination of pregnancy up to 24 weeks if continuance of the pregnancy would involve risk to the physical and mental health of the mother. Abortion is one area where health professionals may raise a conscientious objection. Nurses may avoid taking part in the procedure, but must continue to care for the patient, before and after the procedure, despite personal opinions and moral concerns (Royal College of Midwives 1997, NMC 2006). Kane (2009) states in accordance with the NMC nurses must give appropriate and comprehensive care to all patients, regardless of their reason for being in hospital. The Code of Conduct states you must act as an advocate for those in your care (2008, p2), nurses also have a legal obligation to care. I feel I gave appropriate care, regardless of Joannas reason for admission, and did not treat her any differently because of this. The Royal College of Nursing (2012) state that nurses must be culturally competent, caring for the needs of people with differences in beliefs, values and cultures, to provide meaningful, beneficial health care. Health care is compromised when the patient does not understand what is being said to them (Anderson et al. 2003). Communication is seen as a fundamental component in cross cultural care and language difficulties can lead to insufficient care and poor quality nursing (Jirwe et al. 2010, Jacobs et al. 2006). I do feel although we attempted to resolve the situation, our ability to care for Joanna was compromised by not being able to communicate verbally. Jirwe et al. (2010) found in their study that nurses who experienced difficulties in talking to their patients led to care being mechanical and impersonal, as they were fearful of making mistakes. Jirwe et al. (2010) suggest that nursing programs need to address this deficit to ensure nurses are skilled to deal with cross cultu ral differences, such as using translators, nonverbal communication etc. This is supported by Jacobs et al. (2006) who state that people with limited English are less likely to receive the care they need and are less satisfied with health care. The only factor that can improve this is the use of someone who speaks their language, i.e. an interpreter. Carnevale et al. (2009) state that linguistic barriers can cause discrimination and compromise nursing care. They apply ethical theory in that the patient should be respected as a unique person, their right to self-determination upheld, respect for privacy and the nurses responsibility for ones competence and judgement. Veiga et al. (2011) found in their research that the presence of a support person in the recovery room post termination was perceived by the women in a positive manner and also reduced anxiety levels. Termination of pregnancy is associated with pain, which can be exacerbated by anxiety and psychological factors (Pud et al. 2005). It is estimated 10-20% of women following terminations suffer from serious negative psychological complications such as anxiety, depression and sleep disturbances (Coleman et al 2005). I am concerned that Joannas level of anxiety, may have caused her increased pain, and may also have affected her recovery in the longer term. I was unable to find any research that suggested that adults and children should not be recovered together. However there is a drive in the UK to provide same sex accommodation where possible in order to promote dignity and privacy (NHS Institute for Innovation Improvement 2010). A privacy and dignity report by the Chief Nursing Officer stated that screens if used should be high enough to feel like they are in a separate room. Conclusion. Based upon the literature reviewed during the analysis, it is evident that an interpreter should have been available to reduce Joannas stress, anxiety and even pain response. We do not always know how a patient will recover in the immediate postoperative period and patients can often be disorientated. This was made worse for Joanna as she did not understand what was happening. We could not effectively give reassurance, or fully assess the situation due to the language barrier. The only way in which this could have been resolved was to have the interpreter present when she came round from her anaesthetic. In reflection, the screen should have been in place before Joanna came round from theatre to protect both her, and the 3 year old boys dignity and privacy. If the screen had been in place, then this incident would not have occurred. It I difficult to say whether placing the screen was the right action after Joanna became upset, as it seemed to cause Joanna more distress. However, we also had to take into consideration the 3 year old boy, who was frightened, scared and also becoming upset. It is my opinion that this was in both patients best interests to place the screen after the fact, although it would have been a better situation if the interpreter had been present. It must however be said, that it is not always possible to have an interpreter due to scarce resources, but as the patients advocate, we should do all we can to protect their best interests. Action Plan. In future, regardless of my location, I will endeavour to be aware of potential problems that may arise due to the patients circumstance or environment. I will be more focused on making sure that all resources are in place, such as anticipating when an interpreter may be necessary, and also ensuring dignity and privacy are maintained. I feel this reflective essay has been invaluable, and I am able to demonstrate ethical practice, acting in a non-discriminatory and fair manner, within a legal framework , despite my own personal beliefs. References. Anderson, L.M., Scrimshaw, S. C., Fullilove, M. T., Fielding, J.E. et al. 2003. Culturally competent health care systems. American Journal of Preventative Medicine. 24 (3), pp. 68-79. Carnevale, F. A., Vissandjee, B., Nyland, A., and Vinet-Bonin, A. 2009. Ethical considerations in cross linguistic nursing. Nursing Ethics. 16 (6), pp. 813-26. Coleman, P.K., Reardon, D. C., Strahan, T., and Cougle, J. R. 2005. The psychology of abortion: a review and suggestions for future research. Psychology Health. 20 (2), pp. 237-271. Duffy, A. 2008. A concept analysis of reflective practice. Determining its value to nurses. British Journal of Nursing. 16 (9), pp. 1400-1407. Gibbs, G. 1988. Learning by doing: A guide to teaching and learning methods. Oxford: Further Education Unit, Oxford. Jacobs, E., Chen, A. H.M., Kaliner, L.S., Agger- Gupta, N.et al. 2006. The need for more research on language barriers in health care: A proposed study research agenda. Millbank Quaterly. 84 (1), pp.111-133. Jirwe, M., Gerrish, K., and Ermami, A. 2010. Student nurses experiences of communication in cross cultural care encounters. Journal of Caring Sciences. 24 (3), pp. 436-444. Kane, R. 2009. Conscientious objection to termination of pregnancy: the competing rights of patients and nurses. Journal of Nursing Management. 17, pp. 907-912. NHS Institute for Innovation Improvement. 2010. Delivering same sex accommodation. www.institue.nhs.uk/delivering_same_sex_accomodation Nursing and Midwifery Council, 2008. The NMC Code of Professional Conduct: Standards for Conduct, Performance and Ethics. London: Nursing and Midwifery Council. Nursing and Midwifery Council, 2006. Conscientious objection A-Z Policy sheet. www.nmc-uk.org/aframedisplay.aspxx?documentID-1562. (accessed 18th Sept 2012) Pud, D., and Amit, A. 2005. Anxiety as a predictor of pain management following termination of first trimester pregnancy. Pain Medicine. 6 (2), pp. 143-148. Royal College of Midwives (1997). Conscientious objections position paper 17. www.rcm.org.uk ( accessed 18th Sept 2012) Royal College of Nursing. Transcultural care of adults. www.rcn.org.uk/developmental/learning/transcultural/adulthealth/sectionone (accessed 18th Sept 2012). Sellman, D., and Snelling, P. 2010. Becoming a nurse: a textbook for professional practice. Pearson Education Ltd: China. Veiga, M.B, Lamm Gemeinharat, C., Houlihan, E., Fitzsimmons, B.P., et al. 2011. Social support in the post abortion recovery room: evidence from patients, support persons and nurses in a Vancouver clinic. Contraception. 83(3), pp. 268-73.

The Lost Symbol Chapter 110-112

CHAPTER 110 Director Sato stood alone in the study, waiting while the CIA satellite-imaging division processed her request. One of the luxuries of working in the D.C. area was the satellite coverage. With luck, one of them might have been properly positioned to get photos of this home tonight . . . possibly capturing a vehicle leaving the place in the last half hour. â€Å"Sorry, ma'am,† the satellite technician said. â€Å"No coverage of those coordinates tonight. Do you want to make a reposition request?† â€Å"No thanks. Too late.† She hung up. Sato exhaled, now having no idea how they would figure out where their target had gone. She walked out to the foyer, where her men had bagged Agent Hartmann's body and were carrying it toward the chopper. Sato had ordered Agent Simkins to gather his men and prepare for the return to Langley, but Simkins was in the living room on his hands and knees. He looked like he was ill. â€Å"You okay?† He glanced up, an odd look on his face. â€Å"Did you see this?† He pointed at the living-room floor. Sato came over and looked down at the plush carpet. She shook her head, seeing nothing. â€Å"Crouch down,† Simkins said. â€Å"Look at the nap of the carpet.† She did. After a moment, she saw it. The fibers of the carpet looked like they had been mashed down . . . depressed along two straight lines as if the wheels of something heavy had been rolled across the room. â€Å"The strange thing,† Simkins said, â€Å"is where the tracks go.† He pointed. Sato's gaze followed the faint parallel lines across the living-room carpet. The tracks seemed to disappear beneath a large floor-to-ceiling painting that hung beside the fireplace. What in the world? Simkins walked over to the painting and tried to lift it down from the wall. It didn't budge. â€Å"It's fixed,† he said, now running his fingers around the edges. â€Å"Hold on, there's something underneath . . .† His finger hit a small lever beneath the bottom edge, and something clicked. Sato stepped forward as Simkins pushed the frame and the entire painting rotated slowly on its center, like a revolving door. He raised his flashlight and shined it into the dark space beyond. Sato's eyes narrowed. Here we go. At the end of a short corridor stood a heavy metal door. The memories that had billowed through the blackness of Langdon's mind had come and gone. In their wake, a trail of red-hot sparks was swirling, along with the same eerie, distant whisper. Verbum significatium . . . Verbum omnificum . . . Verbum perdo. The chanting continued like the drone of voices in a medieval canticle. Verbum significatium . . . Verbum omnificum. The words now tumbled through the empty void, fresh voices echoing all around him. Apocalypsis . . . Franklin . . . Apocalypsis . . . Verbum . . . Apocalypsis . . . Without warning, a mournful bell began tolling somewhere in the distance. The bell rang on and on, growing louder. It tolled more urgently now, as if hoping Langdon would understand, as if urging his mind to follow. CHAPTER 111 The tolling bell in the clock tower rang for three full minutes, rattling the crystal chandelier that hung above Langdon's head. Decades ago, he had attended lectures in this well-loved assembly hall at Phillips Exeter Academy. Today, however, he was here to listen to a dear friend address the student body. As the lights dimmed, Langdon took a seat against the back wall, beneath a pantheon of headmaster portraits. A hush fell across the crowd. In total darkness, a tall, shadowy figure crossed the stage and took the podium. â€Å"Good morning,† the faceless voice whispered into the microphone. Everyone sat up, straining to see who was addressing them. A slide projector flashed to life, revealing a faded sepia photograph–a dramatic castle with a red sandstone facade, high square towers, and Gothic embellishments. The shadow spoke again. â€Å"Who can tell me where this is?† â€Å"England!† a girl declared in the darkness. â€Å"This facade is a blend of early Gothic and late Romanesque, making this the quintessential Norman castle and placing it in England at about the twelfth century.† â€Å"Wow,† the faceless voice replied. â€Å"Someone knows her architecture.† Quiet groans all around. â€Å"Unfortunately,† the shadow added, â€Å"you missed by three thousand miles and half a millennium.† The room perked up. The projector now flashed a full-color, modern photo of the same castle from a different angle. The castle's Seneca Creek sandstone towers dominated the foreground, but in the background, startlingly close, stood the majestic, white, columned dome of the U.S. Capitol Building. â€Å"Hold on!† the girl exclaimed. â€Å"There's a Norman castle in D.C.?!† â€Å"Since 1855,† the voice replied. â€Å"Which is when this next photo was taken.† A new slide appeared–a black-and-white interior shot, depicting a massive vaulted ballroom, furnished with animal skeletons, scientific display cases, glass jars with biological samples, archaeological artifacts, and plaster casts of prehistoric reptiles. â€Å"This wondrous castle,† the voice said, â€Å"was America's first real science museum. It was a gift to America from a wealthy British scientist who, like our forefathers, believed our fledgling country could become the land of enlightenment. He bequeathed to our forefathers a massive fortune and asked them to build at the core of our nation `an establishment for the increase and diffusion of knowledge.' † He paused a long moment. â€Å"Who can tell me the name of this generous scientist?† A timid voice in front ventured, â€Å"James Smithson?† A whisper of recognition rippled through the crowd. â€Å"Smithson indeed,† the man on stage replied. Peter Solomon now stepped into the light, his gray eyes flashing playfully. â€Å"Good morning. My name is Peter Solomon, and I am secretary of the Smithsonian Institution.† The students broke into wild applause. In the shadows, Langdon watched with admiration as Peter captivated the young minds with a photographic tour of the Smithsonian Institution's early history. The show began with Smithsonian Castle, its basement science labs, corridors lined with exhibits, a salon full of mollusks, scientists who called themselves â€Å"the curators of crustaceans,† and even an old photo of the castle's two most popular residents–a pair of now-deceased owls named Diffusion and Increase. The half-hour slide show ended with an impressive satellite photo of the National Mall, now lined with enormous Smithsonian museums. â€Å"As I said when I began,† Solomon stated in conclusion, â€Å"James Smithson and our forefathers envisioned our great country to be a land of enlightenment. I believe today they would be proud. Their great Smithsonian Institution stands as a symbol of science and knowledge at the very core of America. It is a living, breathing, working tribute to our forefathers' dream for America–a country founded on the principles of knowledge, wisdom, and science.† Solomon clicked off the slides to an energetic round of applause. The houselights came up, along with dozens of eager hands with questions. Solomon called on a small red-haired boy in the middle. â€Å"Mr. Solomon?† the boy said, sounding puzzled. â€Å"You said our forefathers fled the religious oppression of Europe to establish a country on the principles of scientific advancement.† â€Å"That's correct.† â€Å"But . . . I was under the impression our forefathers were devoutly religious men who founded America as a Christian nation.† Solomon smiled. â€Å"My friends, don't get me wrong, our forefathers were deeply religious men, but they were Deists–men who believed in God, but in a universal and open-minded way. The only religious ideal they put forth was religious freedom.† He pulled the microphone from the podium and strode out to the edge of the stage. â€Å"America's forefathers had a vision of a spiritually enlightened utopia, in which freedom of thought, education of the masses, and scientific advancement would replace the darkness of outdated religious superstition.† A blond girl in back raised her hand. â€Å"Yes?† â€Å"Sir,† the girl said, holding up her cell phone, â€Å"I've been researching you online, and Wikipedia says you're a prominent Freemason.† Solomon held up his Masonic ring. â€Å"I could have saved you the data charges.† The students laughed. â€Å"Yes, well,† the girl continued, hesitating, â€Å"you just mentioned `outdated religious superstition,' and it seems to me that if anyone is responsible for propagating outdated superstitions . . . it would be the Masons.† Solomon seemed unfazed. â€Å"Oh? How so?† â€Å"Well, I've read a lot about Masonry, and I know you've got a lot of strange ancient rituals and beliefs. This article online even says that Masons believe in the power of some kind of ancient magical wisdom . . . which can elevate man to the realm of the gods?† Everyone turned and stared at the girl as if she were nuts. â€Å"Actually,† Solomon said, â€Å"she's right.† The kids all spun around and faced front, eyes widening. Solomon suppressed a smile and asked the girl, â€Å"Does it offer any other Wiki-wisdom about this magical knowledge?† The girl looked uneasy now, but she began to read from the Web site. â€Å"`To ensure this powerful wisdom could not be used by the unworthy, the early adepts wrote down their knowledge in code . . . cloaking its potent truth in a metaphorical language of symbols, myth, and allegory. To this day, this encrypted wisdom is all around us . . . encoded in our mythology, our art, and the occult texts of the ages. Unfortunately, modern man has lost the ability to decipher this complex network of symbolism . . . and the great truth has been lost.'† Solomon waited. â€Å"That's all?† The girl shifted in her seat. â€Å"Actually, there is a little bit more.† â€Å"I should hope so. Please . . . tell us.† The girl looked hesitant, but she cleared her throat and continued. â€Å"`According to legend, the sages who encrypted the Ancient Mysteries long ago left behind a key of sorts . . . a password that could be used to unlock the encrypted secrets. This magical password–known as the verbum significatium–is said to hold the power to lift the darkness and unlock the Ancient Mysteries, opening them to all human understanding.' â€Å" Solomon smiled wistfully. â€Å"Ah, yes . . . the verbum significatium.† He stared into space for a moment and then lowered his eyes again to the blond girl. â€Å"And where is this wonderful word now?† The girl looked apprehensive, clearly wishing she had not challenged their guest speaker. She finished reading. † `Legend holds that the verbum significatium is buried deep underground, where it waits patiently for a pivotal moment in history . . . a moment when mankind can no longer survive without the truth, knowledge, and wisdom of the ages. At this dark crossroads, mankind will at last unearth the Word and herald in a wondrous new age of enlightenment.' â€Å" The girl turned off her phone and shrank down in her seat. After a long silence, another student raised his hand. â€Å"Mr. Solomon, you don't actually believe that, right?† Solomon smiled. â€Å"Why not? Our mythologies have a long tradition of magic words that provide insight and godlike powers. To this day, children still shout `abracadabra' in hopes of creating something out of nothing. Of course, we've all forgotten that this word is not a toy; it has roots in ancient Aramaic mysticism–Avrah KaDabra–meaning `I create as I speak.' â€Å" Silence. â€Å"But, sir,† the student now pressed, â€Å"surely you don't believe that a single word . . . this verbum significatium . . . whatever it is . . . has the power to unlock ancient wisdom . . . and bring about a worldwide enlightenment?† Peter Solomon's face revealed nothing. â€Å"My own beliefs should not concern you. What should concern you is that this prophecy of a coming enlightenment is echoed in virtually every faith and philosophical tradition on earth. Hindus call it the Krita Age, astrologers call it the Age of Aquarius, the Jews describe the coming of the Messiah, theosophists call it the New Age, cosmologists call it Harmonic Convergence and predict the actual date.† â€Å"December 21, 2012!† someone called. â€Å"Yes, unnervingly soon . . . if you're a believer in Mayan math.† Langdon chuckled, recalling how Solomon, ten years ago, had correctly predicted the current spate of television specials predicting that the year 2012 would mark the End of the World. â€Å"Timing aside,† Solomon said, â€Å"I find it wondrous to note that throughout history, all of mankind's disparate philosophies have all concurred on one thing–that a great enlightenment is coming. In every culture, in every era, in every corner of the world, the human dream has focused on the same exact concept–the coming apotheosis of man . . . the impending transformation of our human minds into their true potentiality.† He smiled. â€Å"What could possibly explain such a synchronicity of beliefs?† â€Å"Truth,† said a quiet voice in the crowd. Solomon wheeled. â€Å"Who said that?† The hand that went up belonged to a tiny Asian boy whose soft features suggested he might be Nepalese or Tibetan. â€Å"Maybe there is a universal truth embedded in everyone's soul. Maybe we all have the same story hiding inside, like a shared constant in our DNA. Maybe this collective truth is responsible for the similarity in all of our stories.† Solomon was beaming as he pressed his hands together and bowed reverently to the boy. â€Å"Thank you.† Everyone was quiet. â€Å"Truth,† Solomon said, addressing the room. â€Å"Truth has power. And if we all gravitate toward similar ideas, maybe we do so because those ideas are true . . . written deep within us. And when we hear the truth, even if we don't understand it, we feel that truth resonate within us . . . vibrating with our unconscious wisdom. Perhaps the truth is not learned by us, but rather, the truth is re-called . . . re-membered . . . re-cognized . . . as that which is already inside us.† The silence in the hall was complete. Solomon let it sit for a long moment, then quietly said, â€Å"In closing, I should warn you that unveiling the truth is never easy. Throughout history, every period of enlightenment has been accompanied by darkness, pushing in opposition. Such are the laws of nature and balance. And if we look at the darkness growing in the world today, we have to realize that this means there is equal light growing. We are on the verge of a truly great period of illumination, and all of us–all of you–are profoundly blessed to be living through this pivotal moment of history. Of all the people who have ever lived, in all the eras in history . . . we are in that narrow window of time during which we will bear witness to our ultimate renaissance. After millennia of darkness, we will see our sciences, our minds, and even our religions unveil the truth.† Solomon was about to get a hearty round of applause when he held up his hand for silence. â€Å"Miss?† He pointed directly to the contentious blond girl in back with the cell phone. â€Å"I know you and I didn't agree on much, but I want to thank you. Your passion is an important catalyst in the coming changes. Darkness feeds on apathy . . . and conviction is our most potent antidote. Keep studying your faith. Study the Bible.† He smiled. â€Å"Especially the final pages.† â€Å"The Apocalypse?† she said. â€Å"Absolutely. The Book of Revelation is a vibrant example of our shared truth. The last book of the Bible tells the identical story as countless other traditions. They all predict the coming unveiling of great wisdom.† Someone else said, â€Å"But isn't the Apocalypse about the end of the world? You know, the Antichrist, Armageddon, the final battle between good and evil?† Solomon chuckled. â€Å"Who here studies Greek?† Several hands went up. â€Å"What does the word apocalypse literally mean?† â€Å"It means,† one student began, and then paused as if surprised. â€Å"Apocalypse means `to unveil' . . . or `to reveal.' â€Å" Solomon gave the boy a nod of approval. â€Å"Exactly. The Apocalypse is literally a reveal-ation. The Book of Reveal-ation in the Bible predicts an unveiling of great truth and unimaginable wisdom. The Apocalypse is not the end of the world, but rather it is the end of the world as we know it. The prophecy of the Apocalypse is just one of the Bible's beautiful messages that has been distorted.† Solomon stepped to the front of the stage. â€Å"Believe me, the Apocalypse is coming . . . and it will be nothing like what we were taught.† High over his head, the bell began to toll. The students erupted into bewildered and thunderous applause. CHAPTER 112 Katherine Solomon was teetering on the edge of consciousness when she was jolted by the shock wave of a deafening explosion. Moments later, she smelled smoke. Her ears were ringing. There were muffled voices. Distant. Shouting. Footsteps. Suddenly she was breathing more clearly. The cloth had been pulled from her mouth. â€Å"You're safe,† a man's voice whispered. â€Å"Just hold on.† She expected the man to pull the needle out of her arm but instead he was yelling orders. â€Å"Bring the medical kit . . . attach an IV to the needle . . . infuse lactated Ringer's solution . . . get me a blood pressure.† As the man began checking her vital signs, he said, â€Å"Ms. Solomon, the person who did this to you . . . where did he go?† Katherine tried to speak, but she could not. â€Å"Ms. Solomon?† the voice repeated. â€Å"Where did he go?† Katherine tried to pry her eyes open, but she felt herself fading. â€Å"We need to know where he went,† the man urged. Katherine whispered three words in response, although she knew they made no sense. â€Å"The . . . sacred . . . mountain.† Director Sato stepped over the mangled steel door and descended a wooden ramp into the hidden basement. One of her agents met her at the bottom. â€Å"Director, I think you'll want to see this.† Sato followed the agent into a small room off the narrow hallway. The room was brightly lit and barren, except for a pile of clothing on the floor. She recognized Robert Langdon's tweed coat and loafers. Her agent pointed toward the far wall at a large, casketlike container. What in the world? Sato moved toward the container, seeing now that it was fed by a clear plastic pipe that ran through the wall. Warily, she approached the tank. Now she could see that it had a small slider on top. She reached down and slid the covering to one side, revealing a small portal-like window. Sato recoiled. Beneath the Plexiglas . . . floated the submerged, vacant face of Professor Robert Langdon. Light! The endless void in which Langdon hovered was suddenly filled by a blinding sun. Rays of white-hot light streamed across the blackness of space, burning into his mind. The light was everywhere. Suddenly, within the radiant cloud before him, a beautiful silhouette appeared. It was a face . . . blurry and indistinct . . . two eyes staring at him across the void. Streams of light surrounded the face, and Langdon wondered if he was looking into the face of God. Sato stared down into the tank, wondering if Professor Langdon had any idea what had happened. She doubted it. After all, disorientation was the entire purpose of this technology. Sensory-deprivation tanks had been around since the fifties and were still a popular getaway for wealthy New Age experimenters. â€Å"Floating,† as it was called, offered a transcendental back-to- the-womb experience . . . a kind of meditative aid that quieted brain activity by removing all sensory input–light, sound, touch, and even the pull of gravity. In traditional tanks, the person would float on his back in a hyperbuoyant saline solution that kept his face above the water so he could breathe. In recent years, however, these tanks had taken a quantum leap. Oxygenated perfluorocarbons. This new technology–known as Total Liquid Ventilation (TLV)–was so counterintuitive that few believed it existed. Breathable liquid. Liquid breathing had been a reality since 1966, when Leland C. Clark successfully kept alive a mouse that had been submerged for several hours in an oxygenated perfluorocarbon. In 1989, TLV technology made a dramatic appearance in the movie The Abyss, although few viewers realized that they were watching real science. Total Liquid Ventilation had been born of modern medicine's attempts to help premature babies breathe by returning them to the liquid-filled state of the womb. Human lungs, having spent nine months in utero, were no strangers to a liquid-filled state. Perfluorocarbons had once been too viscous to be fully breathable, but modern breakthroughs had made breathable liquids almost the consistency of water. The CIA's Directorate of Science and Technology–â€Å"the Wizards of Langley,† as they were known within the intelligence community–had worked extensively with oxygenated perfluorocarbons to develop technologies for the U.S. military. The navy's elite deep-ocean diving teams found that breathing oxygenated liquid, rather than the usual heliox or trimix, gave them the ability to dive to much greater depths without risk of pressure sickness. Similarly, NASA and the air force had learned that pilots equipped with a liquid breathing apparatus rather than a traditional oxygen tank could withstand far higher g-forces than usual because liquid spread the g-force more evenly throughout the internal organs than gas did. Sato had heard that there were now â€Å"extreme experience labs† where one could try these Total Liquid Ventilation tanks–â€Å"Meditation Machines,† as they were called. This particular tank had probably been installed for its owner's private experimentation, although the addition of heavy, lockable latches left little doubt in Sato's mind that this tank had also been used for darker applications . . . an interrogation technique with which the CIA was familiar. The infamous interrogation technique of water boarding was highly effective because the victim truly believed he was drowning. Sato knew of several classified operations in which sensory- deprivation tanks like these had been used to enhance that illusion to terrifying new levels. A victim submerged in breathable liquid could literally be â€Å"drowned.† The panic associated with the drowning experience usually made the victim unaware that the liquid he was breathing was slightly more viscous than water. When the liquid poured into his lungs, he would often black out from fear, and then awaken in the ultimate â€Å"solitary confinement.† Topical numbing agents, paralysis drugs, and hallucinogens were mixed with the warm oxygenated liquid to give the prisoner the sense he was entirely separated from his body. When his mind sent commands to move his limbs, nothing happened. The state of being â€Å"dead† was terrifying on its own, but the true disorientation came from the â€Å"rebirthing† process, which, with the aid of bright lights, cold air, and deafening noise, could be extremely traumatic and painful. After a handful of rebirths and subsequent drownings, the prisoner became so disorientated that he had no idea if he was alive or dead . . . and he would tell the interrogator absolutely anything. Sato wondered if she should wait for a medical team to extract Langdon, but she knew she didn't have time. I need to know what he knows. â€Å"Turn out the lights,† she said. â€Å"And find me some blankets.† The blinding sun had vanished. The face had also disappeared. The blackness had returned, but Langdon could now hear distant whispers echoing across the light-years of emptiness. Muffled voices . . . unintelligible words. There were vibrations now . . . as if the world were about to shake apart. Then it happened. Without warning, the universe was ripped in two. An enormous chasm opened in the void . . . as if space itself had ruptured at the seams. A grayish mist poured through the opening, and Langdon saw a terrifying sight. Disembodied hands were suddenly reaching for him, grabbing his body, trying to yank him out of his world. No! He tried to fight them off, but he had no arms . . . no fists. Or did he? Suddenly he felt his body materializing around his mind. His flesh had returned and it was being seized by powerful hands that were dragging him upward. No! Please! But it was too late. Pain racked his chest as the hands heaved him through the opening. His lungs felt like they were filled with sand. I can't breathe! He was suddenly on his back on the coldest, hardest surface he could imagine. Something was pressing on his chest, over and over, hard and painful. He was spewing out the warmth. I want to go back. He felt like he was a child being born from a womb. He was convulsing, coughing up liquid. He felt pain in his chest and neck. Excruciating pain. His throat was on fire. People were talking, trying to whisper, but it was deafening. His vision was blurred, and all he could see was muted shapes. His skin felt numb, like dead leather. His chest felt heavier now . . . pressure. I can't breathe! He was coughing up more liquid. An overwhelming gag reflex seized him, and he gasped inward. Cold air poured into his lungs, and he felt like a newborn taking his first breath on earth. This world was excruciating. All Langdon wanted was to return to the womb. Robert Langdon had no idea how much time had passed. He could feel now that he was lying on his side, wrapped in towels and blankets on a hard floor. A familiar face was gazing down at him . . . but the streams of glorious light were gone. The echoes of distant chanting still hung in his mind. Verbum significatium . . . Verbum omnificum . . . â€Å"Professor Langdon,† someone whispered. â€Å"Do you know where you are?† Langdon nodded weakly, still coughing. More important, he had begun to realize what was going on tonight.

Why People Arent Discussing Essay Topics for Crime and Justice in Urban Society

Why People Aren't Discussing Essay Topics for Crime and Justice in Urban Society This leaves out each of the lesser offenses that might have occurred. By your crimes, you've deprived her of all that,'' he explained. Crimes are broken up into twenty-nine varieties of offenses. As a consequence, a growing number of crimes aren't shown in law enforcement crime statistics. Punishment (in the shape of prison time) may serve a variety of uses. In some programs, prisoners learn a helpful trade so that they won't return to crime when they're released. There are 3 sorts of guards in Federal Prison, people who are really pretty excellent men, they need to help where they can and understand that the charges against lots of inmates are ridiculous and they have zero business in prison. In the us, the Quaker movement is normally credited with establishing the concept that prisons ought to be utilized to reform criminals. A high proportion of crime in america is directly linked to the illegal sale and application of drugs. Statistics demonstrate that the death penalty doesn't protect people. Monetary fines are among the oldest types of punishment still used today. CRJ 960 Criminal Law The fundamentals of American criminal law are examined utilizing the case procedure. Teachers and a number of other citizens work together to teach children about the hazards of drug usage. Justice is a little word, but it has a fantastic and transcendental meaning as it play a significant role in crimes and punishment. Your honourable justice, this isn't just. Therefore, the function of social context in criminology and public policy gets clear. It's there simply to execute the lex talionis, and since I have tried to show above, this will just begin a new spiral of violence. However, in regards to evaluating the character of a crime, the society is a necessary component. It is sensible to discuss passive and active kinds of racism. Key Pieces of Essay Topics for Crime and Justice in Urban Society With respect to criminal justice, there are a lot of critical folks in any court setting. In the event the public perceives the police as corrupted or racist or lazy or some other reason and consequently shed faith on the authorities force's ability, then it is probable they may decide to deal with the situation by themselves and omit reporting. The simple fact people think collectively and come into consensus on a particular issue usually means that criminal activities can be set by the society (Siegel, 2012). The general public mood is a significant component. Pre-meditated murders are likely committed by men and women who have factored in the potential for execution and have considered the risk acceptable, and so again the potential for execution isn't likely to sway them. This form of stalking can be carried out for a number of reasons. These coincidences may be completely random. however, it's a mathematical improbability it would occur twice right together however possible. Today, there's a natural propensity to associate crime with mystery. Top Essay Topics for Crime and Justice in Urban Society Choices Such professionals find it hard to further their careers by improving their education and skills profiles for the simple fact that there simply is not any time or money readily available to the majority of people in order to. During tough financial times, money is harder to find. With the fundamental package, only two people may use the service at one time. It might be on a sidewalk, it might be in someone's house, it may be an ywhere. The program is utilized to access a system to assemble sensitive information or data or causing damage to software present in the computer system. Additionally, it warned that the developing use of algorithms in finance could result in a deficiency of transparency when applied to loans. Such programs may also be utilised to steal personal information like passwords and credit card details. You can likewise find tribal systems too.