minority and ethnic relations essays

minority and ethnic relations essays What do we mean by the social construction of identity? Any attempt to compare the suffering of the blacks and Jews would seem likely to be felled by the waves of invidious comparisons. That is because any such comparison is likely to be seen, however obliquely, as an endeavour to answer the question: which group has suffered more- blacks or Jews? Indicatively, this question could be perceived to address the point of not who suffered more, but why did they suffer? This can be answered in relation to the social construction of identity. The Jews and Blacks identities were socially identified and regarded by others as not belonging to the majority group during that historical period. So what do we mean when we talk about the social construction of identity? The concept of identity has always been blurred but in recent years, the study of identity has been greatly enhanced by cross-cultural studies in history, sociology, anthropology and psychology. The key point of departure for much discussion is the real world observation that nationalist, regional, racial and ethnic mobilisations are occurring globally and pervasively (Cohen, 1994). However, at the same time, within national, racial or regional units of identification, there are other kinds of groupings that are organised often on the social axes of age, gender, class, religion, race or disability that form their own identity. These too are claiming rights or advantages in the name of their particular social affiliation. Before we can begin to understand the social constructions of identity we need to analyse how and why these identities come to be assimilated in our society? Although identity construction may occur in any part of a society through social change and circumstance and of human interpretation and action, it must be noted that social construction occurs contingently upon the situation in which the groups find themselves: the context ...

Former Schools of Bill Gates and 90 Other Celebrities

Former Schools of Bill Gates and 90 Other Celebrities Many celebrities, including Bill Gates, the co-founder of Microsoft,  have attended private high schools. including For some- including the children of politicians, diplomats, and royalty- security was an issue and attending private school kept the paparazzi at bay. For others, private school was a matter of pursuing academic excellence. For these and other reasons, private schools all over the world have educated many famous alums. So, which school did Bill Gates attend? He attended the Lakeside School in Seattle, Washington. Here are some other famous private school alums and the schools they attended. Adlai Stevenson Choate-Rosemary Hall, Wallingford, CTAlbert Gore, Jr. St. Albans School, Washington, DCAlexandra Ripley Ashley Hall, Charleston, SCAli McGraw Choate-Rosemary Hall, Wallingford, CTArchibald MacLeish The Hotchkiss School, Lakeville, CTArthur Golden Baylor School, Chattanooga, TNBarbara Bush Ashley Hall, Charleston, SCBenicio Del Toro Mercersburg Academy, Mercersburg, PABette Davis Cushing Academy, Ashburnham, MABill Gates Lakeside School, Seattle, WABill Fritz Montgomery Bell Academy, Nashville, TNBrandt Snedeker Montgomery Bell Academy, Nashville, TNBruce Weitz Ransom Everglades, Coconut Grove, FLChelsea Clinton Sidwell Friends School, Washington, DCChristian Bale, Bournemouth School, Charminster, Bournemouth, Dorset, EnglandCole Porter Worcester Academy, Worcester, MACondoleezza Rice St. Marys Academy, Englewood, CODaniel Radcliffe City of London School, London, EnglandDeWitt Wallace Northfield Mt. Hermon School, Northfield, MADiana, Princess of Wales Riddlesworth Hal l, Diss, Norfolk, England Senator Edward Kennedy Milton Academy, Milton, MAEliot Spitzer Horace Mann School, New York, NYEnrique Iglesias Gulliver Preparatory, Miami, FLGlenn Close Choate-Rosemary Hall, Wallingford, CTFarrah Forke The Hockaday School, Dallas, TXFrank Shorter Northfield Mt. Hermon School, Northfield, MAGeorge Carlin Cardinal Hayes High School, New York, NYGeorge Prescott Bush Gulliver Preparatory, Miami, FLGeorge Herbert Walker Bush Phillips Academy, Andover, MAGeorge Walker Bush Phillips Academy, Andover, MAGore Vidal Phillips Exeter Academy, Exeter, NHGwyneth Paltrow The Spence School, New York, New YorkHoward Baker McCallie School, Chatanooga, TNHumphrey Bogart Phillips Academy, Andover, MAIan Kiernan The Armidale School, NSW, AustraliaIvanka Trump Choate-Rosemary Hall, Wallingford, CTJacqueline Bouvier Kennedy Onassis Miss Porters School, Farmington, CTJames Stewart Mercersburg Academy, Mercersburg, PAJames VanDerBeek Cheshire Academy, Chesire, CTJamie Lee Curtis Choate-Rosemary Hall, Wall ingford, CT Jane Fonda Emma Willard School, Troy, NYJennifer Anniston Rudolf Steiner School, New YorkJodie Foster Choate-Rosemary Hall, Wallingford, CTJohn Dos Passos Choate-Rosemary Hall, Wallingford, CTJohn OHurley Kingswood-Oxford School, West Hartford, CTJohn Fitzgerald Kennedy Choate-Rosemary Hall, Wallingford, CTJohn Irving Phillips Exeter Academy, Exeter, NHJohn Kerry St. Pauls School, Concord, NHJohn McCain Episcopal High School, Alexandria, VAJon Meacham McCallie School, Chatanooga, TNJulia Louise-Dreyfus Holton-Arms School, Bethesda, MDKathleen Kennedy Townsend The Putney School, Putney, VTLaura Linney Northfield Mt. Hermon School, Northfield, MALisa Loeb The Hockaday School, Dallas, TXLouise Fletcher All Saints School, Vicksburg, MSMadeline Albright Kent Denver School, Englewood, COMadeleine LEngleAshley Hall, Charleston, SCMadison Smartt Bell Montgomery Bell Academy, Nashville, TNMario Van Peebles St. Thomas More School, Oakdale, CTMary Higgins Clark Villa Maria Academy, Bronx, NYMel Gibson St Leos College, Waitara, Sydney, Australia Michael Douglas Choate-Rosemary Hall, Wallingford, CTMinoru B. Makihara St. Pauls, Concord, NHMorgan Entrekin Montgomery Bell Academy, Nashville, TNNatalie Cole Northfield Mt. Hermon School, Northfield, MAOliver Stone The Hill School, Pottstown, PAParis Hilton The Dwight School, New York, NYPatricia Richardson The Hockaday School, Dallas, TXPeter Cousens The Armidale School, NSW, AustraliaPrince Harry Eton College, Windsor, EnglandPrince William Eton College, Berkshire, EnglandQueen Noor Concord Academy, Concord, MAReggie Love Providence Day School, Charlotte, NCReese Witherspoon Harding Academy, Nashville, TNRichard Speight Jr. Montgomery Bell Academy, Nashville, TNS. Presley Blake Northfield Mt. Hermon School, Northfield, MAShepard Smith Marshall Academy, Holly Springs, MSSky Dayton Delphian School, Sheridan, ORSunny von Bulow The Chapin School, New York, NYStephen Crane The Pennington School, Pennington, NJSteve Forbes The Brooks School, North Andover, MAStewart Mott Deerfield Aca demy, Deerfield, MA Stockard Channing The Madeira School, Mclean, VAStrobe Talbott St. Albans School, Washington, DCTed Danson Kent School, Kent, CTTed Turner McCallie School, Chatanooga, TNTim Russert  Canisius High School, Buffalo, NYTommy Lee Jones St. Marks School of Texas, Dallas, TXTucker Carlson St. Georges School, Newport, RIUma Thurman Northfield Mt. Hermon School, Northfield, MAWill Ackerman Northfield Mt. Hermon School, Northfield, MA

Based on what state you choose Essay Example | Topics and Well Written Essays - 500 words

Based on what state you choose - Essay Example The day age view states that the biblical days were much longer that mere 24 hours common humans believe. The restoration viewpoint states that there was a gap between the first and second chapters of genesis and this is enough proof that days were more than 24 hours (Boyd & Eddy, 2002). Finally, the literally framework view which according to creationists the author of genesis never intended to talk about God’s creation only wanted to elaborate on monotheism. The essay will relay more information on the day age viewpoint of creation in addition to its refutation. The day age viewpoint has a number of questions that are yet to find a solid solution; this is concerning how the day period differences during the Biblical age and the present. Presently, a day is represented by 24 hours but this is not the case during the Biblical years. In Genesis 1, the word yom is used to as a reference to day. In Hebrew, yom has three different meanings, which are day light period, normal 24-hour duration and an indefinite period (Hankins, 2008). According to Hankins, God’s creation could have taken much more time than the mere six days that humans believe. There is enough evidence in the Bible that God’s days were much longer than the common 24 hour-days those human beings are used to. For instance, in the scriptures, Adam was asked to name all the animals in the Garden of Eden. The garden had about 12000 animals but the scripture says that Adam named the animals one day (Boyd & Eddy, 2002). Suppose Adam spent at least five minutes naming each animal, by the end of 24 hours he would have named only 288 animals, but since he named more than 12000 species of animals in single day is enough proof that God’s days were longer compared to human’s days that only take 24 hours. By reading the Bible scriptures, it is evident that God’s days were longer. For instance, psalms 90 states that, â€Å"†¦a thousand years in your

Things That Garbage Can Reveal Essay Example | Topics and Well Written Essays - 250 words

Things That Garbage Can Reveal - Essay Example The garbage from the trash bin depicts variety and the corresponding quantity of materials in regard to distinct socioeconomic discrepancy amidst the underlying activities and prevailing eating habits of every property(Pellow, 34-156).Cheap and widely available foods such as grains, fruits, nuts, local fish, chicken eggs and corresponding lentils depict relatively lower socioeconomic class since they are of minimal cost. Conversely, expensive meat and corresponding remains of salted fish depict the high socioeconomic class of household. Moreover, the waste from the neighboring drains that turned up less of a diversity of foods depicted immersed socioeconomic discrepancy amidst neighbors. Garbage also reveals the economic status of the household in regard to the quantity packages they buy that is relatively lower income families purchase products in smaller packages whilst corresponding upper-income families purchase massive economy-size substances. A larger packet of pizza, sausages, burger, crisps, ice cream and soft drinks reveals that the underlying family had relatively higher income(Pellow, 34-156). Larger quantities also reveal that the families were large whilst few packets depict relatively smaller family. In sum, the kind of garbage normally depicts the socioeconomic class of the underlying household, the number of persons within the household, economic welfare and culture. Moreover, archaeologists largely depend on garbage in determining of the culture of a family and consequently neighborhood.

The Devil and Tom Walker Essay Example for Free

The Devil and Tom Walker Essay The Devil and Tom Walker is a cautionary tale about the result of greed and cruelty. The parable is filled with dark ruminations of nature, forbidding forests and secret, stolen wealth. 1 The proverb assumes the reader is familiar with Biblical terminology, such as Israel or ZionWalkers. These terms presume the reader is intimately familiar with Christianity. The story is precluded to a particular region, Boston and New England. This is an interesting tidbit, the proverb appears to be as familiar to Northerners as are the tales of Brer Rabbit are to Southerners. Each are filled with types of behavior and an ultimate moral conclusion. The aspects of nature in this story is an interesting aspect of American Romanticism. The forests are dark and danger is implied throughout the story. The description of Toms house as something of such pallor, of such demeanor to forbid strangers or travelers from coming near. Even the lone horse is described as decimated and longing for escape from this cruel entrapment. This type of treatment carries over, even when Tom achieves success. His greed only grows, as does his cruelty. The story continues in cautioning the reader in engaging in false Christianity. The life of Tom is filled with loneliness, cruelty, greed, and a form of religion that cannot offer solace to the insincere. The reader is assumed to have an intimate form of knowledge of Christianity. The terms Israel, the City of God and Zionwalkers those who at the least profess the faith of Christianity. The fable appears to take a negative aspect of Christianity, clearly warning the reader of any form of false religion. Although Tom begins to attend Sunday Service and carry his Bible in his pocket and even kept a bible on his workshop table. In the end the Bible is not a saving factor, left perhaps forgotten in the end in the heat of Tom greedily taking from the poor, an express sin in Biblical terms. This tale appears to have been known throughout New England. Quakers and Anabaptists1 are mentioned twice in the story. These two types of beliefs were considered exceptionally odd compared to the Puritan belief. The Quaker2 faith has always been considered strange, because of the way the faith is practiced. The Quakers are unusual in that those of this faith are extremely devoted in that these people of faith attempt to live out their faith through non violence and acts of contrition and charity. This is adverse of the Puritan faith which equates secular wealth with the blessings of God. 3, that is, one who is materially successful must be of or blessed by God and therefore destined for Heaven. The Anabaptists1 were considered unusual in that those of this faith acted independently from any type of hierarchical method of church administration. Anabaptists acted independently from any authority other than the believed hierarchy of God, that is there was nor could there be any authority higher than God alone. 3 The tale of Tom Walker and the Devil is very reminiscent of a story reminiscent of a book by Stephen King, Needful Things4, especially in the ending. Throughout the story the protagonist is described as being dark and gruff, which is also true of another story by Stephen King, The Stand. Stephen King of a New England background would have likely been very familiar with this very old story, this being so, his writing reflects the character of Old Scratch. In the ending of Needful Things the protagonist escapes via a horse drawn hearse, which takes easily to the air granting this creature or being immediate escape. The protagonist in both The Stand and Needful Things is described as ethereal, without any true form, but with the ability to take the form of that which is acceptable to the desired soul.

joseph king :: essays research papers

Joseph King was born 25th July 1886 at Bulli NSW Australia. His father, Edward, was born in Surrey England in 1842 and migrated to Australia with his family during the gold rush to Hill End NSW in 1861. His mother, Jane, was born in 1852 at Portland Head on the Hawkesbury River in NSW. His father had a previous marraige to Rebecca Maris who bore him four children and died having a fifth. Two of those children subsequently died on the goldfields. He was one of seven born by Jane and was the second youngest. In 1880 the family moved to Bulli where Edward became a coal miner. He died in 1889 of \'black lung\' leaving Jane with nine children, Joseph was 21/2 y.o. Joseph and his brothers all worked in the mines up until the Great War of 1914-18. Joseph enlisted at Goulburn NSW on 24th February 1916. He was 271/2 years old, 5ft 6in high and weighed 130lbs. He had fair hair, fair complexion and blue eyes. He was accepted as part of the 4th Reinforcements 55th Battalion on the 8th March 1916. Originally assigned to \'D\' company he was transferred to \'B\' company before leaving Australia. The 55th Battalion was raised in Egypt on 12th February 1916 as part of the \'doubling\' of the AIF. Half of its recruits were Gallipoli veterans from the 3rd Battalion, and the other half were fresh reinforcements from Australia. Most of the men from the 4th Reinforcements came from the Monaro area. For Joseph to walk across the mountains from the coast to Goulburn to enlist at 27 years of age and so late in the war, he must have been motivated by patriotic fervour brought on by reports of the Gallipoli campaign which would have been sweeping Australia by then. (Gallipoli landing was 25th April 1915 and evacuation was 20th December 1915). After 6 months training in Australia 4/55th Battalion embarked from Sydney 4th September 1916 and disembarked Plymouth England 29th October 1916. More training in England followed until they embarked from Folkstone England 14th December 1916 and disembarked at Boulogne France 15th December 1916 and were marched into the base depot at Etaples. Here all the drafts - though they had already been passed in England as fully trained - were subjected to further tests laid down by GHQ which involved at least 10 days additional training by English instructional officers. Joseph was marched out to his unit and taken on strength in the field on Christmas eve 24th December 1916.

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.

Great Gatsby Criticism Essay

In Marilyn Roberts’ criticism of F. Scott Fitzgerald’s The Great Gatsby she compares the main character Jay Gatsby to another main character of another novel and movie, Tony Guarino of Scarface. Marilyn Roberts states in her criticism that the writers of Scarface used Jay Gatsby as a model to represent the rise of their own protagonist, Tony Guarino. Scarface is much like The Great Gatsby, a classic rag to riches stories by means of not so legal practices. Affluence, power, and lives of luxuriant ease are what these two men portray. With money and power these men also need high-status women in their lives. For Jay Gatsby the woman he chases after is Daisy Buchannan, the wife of Tom Buchannan. In the world of Tony Guarino the woman in his life is named Poppy. Influence from The Great Gatsby is shown here and throughout the two stories, the name Poppy is a flower like Daisy’s name also is a flower. Poppy and Daisy are also much alike asides from both their names originating from a flower. Both Poppy and Daisy are shallow, self-absorbed, and deceitful. Another comparison brought up is that both women are in their own relationships not with Tony or Jay. Jay Gatsby and Tony Guarino are determined to take these women out of their relationships so that they can be together with them. Tony uses his wealth to try and win over Poppy buying her clothes and even a home, Jay also uses his immense wealth to try and win Daisy over which is not successful. To show their characters immense wealth the writers of both Scarface and The Great Gatsby used shirts as symbols. These shirts are used as symbols to represent the American Dream, limitless freedom, wealth, and ambition. The men also use the shirts to try and win over their love interests. In The Great Gatsby, Jay pulls out his shirts collection to show Daisy, â€Å"They’re such beautiful shirts,† she sobbed, her voice muffled in the thick folds. â€Å"It makes me sad because I’ve never seen such–such beautiful shirts before. â€Å"(Fitzgerald). Jay does this to show off his wealth, throwing expensive and high quality shirts onto the floor. The writers of Scarface made their own rendition of the scene. While touring Tony’s house Poppy seems unimpressed but when Tony takes her to his bedroom he pulls out his shirt collection and throws them on the floor, Poppy eases up when shown the shirts. Both men are also considered as gangsters in Roberts’ criticism. Jay runs an illegal alcohol bootlegging ring and Tony runs a drug cartel. Along with Gatsby’s death Tony is also killed for pursuing the woman he thinks he loves and not by a fellow gangster. Tony’s death like Gatsby’s is rooted in jealousy. Jay Gatsby is killed by a jealous husband (Wilson) thfdafa at thought Jay killed his wife (Myrtle).

The Unforgetable Man

The Unforgetable Man Being an orderly at Scottsdale Memorial Hospital was a fun job that required a strong heart. The hospital was a great place for me to experience the beauty of life and the unwanted death of humans. Throughout my year of employment at the Community Hospital, I was able to enjoy my work by interacting with many kinds of interesting patients. Without the hospital, I would have never imagined to be carrying on conversations with most of these people. Aiding curses required many long exhilarating hours of work each day, but I loved experiencing the daily recovery of patients, in which I was able to be some part.The night of August sixth became a different story. Just as my shift was coming to a normal close, a nurse‚s call light from one of the patient‚s rooms had illuminated. On one of my many repetitive walks down from the station to a patient‚s room, I had nothing else on my mind except for my evening plans with friends.Nurse log, Quinault Rain Forest Nature TrailI was extr emely happy that this would surely be the last call light I would be answering that shift. As I entered the room, a crying relative came yelling at me. "He is going, something happened, do something, do something now!", demanded the distressed lady standing right at the bed side. I had seen this man before, although I had never spoken to him. I had know idea that he was not in a stable health."All right, all right," I replied in frustration, not knowing exactly what to do first. I looked at the 84 year old overweight male patient. He appeared very pale with his brown colored eyes half shut looking desperately at me for some sort of help. My mind was becoming blank, as I could not believe what...

The Benefits of a Postgraduate Year

The Benefits of a Postgraduate Year While many students have discovered the benefits of a gap year between high school and college, some students choose to take a postgraduate or PG year after graduating from high school. Students can take advantage of this year-long program at their own private school or at another school. Many students attend a boarding school just for their postgraduate year, as boarding school allows these students to experience life away from home while still having the requisite structure and guidance from teachers and advisors. While the PG year has been traditionally known to support boys, an increasing number of girls are taking advantage of this important program. Here are some reasons students can benefit from a PG year at private school: Greater maturity It’s not news that students at both public and private four-year colleges are taking longer than ever to graduate from college. In fact, according to the ACT, only about half of all students graduate from four-year colleges within five years. In addition, also according to the ACT, about one-quarter of students at four-year colleges drop out and don’t return to school. Part of the reason for this high drop-out rate is that students don’t arrive on campus ready for independent college life. A PG year allows students to develop maturity by living on their own in a structured environment. While students at boarding schools must advocate for themselves and take responsibility for their work without their parents’ constant guidance, they have advisors and teachers who help them structure their time and who help them when needed. Better chances for college acceptance. While parents are often afraid that students who defer going to college for a year are fated never to go, the colleges themselves prefer to accept students after a so-called â€Å"gap year.† Colleges find that students who travel or work before college are more committed and focused when they arrive on campus. While a PG year isn’t technically the same as a gap year, it can also help students have an additional year of experience, and it can help them be more attractive to colleges. Many private schools offer PG programs that allow students opportunities to play sports, travel, and even participate in internships, all of which can greatly increase a students chances of getting into the college of their choice. Better academic skills. Many students who go on to be great college students simply don’t come into their own until later in high school. The later developmental curve tends to be particularly true of boys. They simply need one more year to build their academic skills when their minds are better able to learn and improve. Students who have learning disabilities may derive particular benefit from a PG year, as they may need time to assimilate new skills and improve their ability to advocate for themselves before confronting the independent world of college. A PG year at a boarding school will allow these types of students the ability to advocate for themselves in the supportive world of a high school, in which there are deans and teachers looking out for them, before being expected to do most of this work completely on their own in college.   Ability to build one’s athletic profile. Some students take a PG year so that they can add luster to their athletic profile before applying to college. For example, they may attend a boarding school known for excellence in a particular sport before applying to college to play that sport. Some boarding schools not only have better teams, but they also tend to attract the attention of college sports scouts. The extra year of school and training can also help players improve their strength, agility, and overall mastery of the sport. Private schools offer qualified college counselors who can help with the college search, too.   Access to better college counseling. Students who take a PG year may also enjoy access to better college counseling, particularly if they take their gap year at a top boarding school. A student applying to college from these types of boarding schools will benefit from the school’s experience and long record of admissions to competitive colleges, and the resources at these schools may be better than what the student had at his or her previous high school. Article edited by  Stacy Jagodowski

Public Key Infrastructure Case Study Example | Topics and Well Written Essays - 500 words

Public Key Infrastructure - Case Study Example dly, there is the idea of encryption where encryption algorithms ensure that the communications are secure and that data remain private as it is sent from one computer to another. Finally, through digital signatures, PKI helps to provide non-repudiation. The concept of non-repudiation helps prove that a particular individual performed a certain operation at a certain time (El-Ashqar, 2012). Therefore PKI can be of great benefit to the organization by guaranteeing the quality, source & destination, the timing and privacy of information. The PKI could help in signing the company’s software by providing code signing certificates. This certification is done by the Certification Authority (CA) unit under the PKI which uses its private key to assign a certificate and signs it with the private key for that certificate authority (Zissis & Lekkas, 2013). The CA in this case refers to the company itself which will be involved in issuing and revoking of the digital signatures. In addition to the private key, the CA has its public key which is published. Therefore, the company may take advantage of this process and assign its software products digital certificates. The public key that is used in the authentication of the code signature can be traced back to the root Certification Authority (Zissis & Lekkas, 2013). Clients make use of the root certificate generated by the CA to verify that the signatures have originated from that certificate authority. This will help the user know that a given software product is from t he stated source or company. This will help show the user that the software is authentic and is from the trusted company. Companies have to choose whether to use an external certification authority (CA) or an in-house CA that is controlled by the organization. Each of these approaches has its own merits and drawbacks. First, when it comes to internal CAs, it is easy for the organization to manage since there is no need to consult another party. Internal CAs