The Underground Economy And Its Effects On Canada

While the underground economy might benefit individuals involved in the trades and make some part of the society happy, it is creating a bad cycle that brings negative third-party effects on Canada and should be eliminated as much as possible. Underground economy, also known as the black market, is when sellers and buyers trade their goods and services then on purposely unreported the business activity to evade the price controls. That includes avoiding the price ceilings, the price floors and tax rates set by the Government. The black market is the second largest type of market in the world, occurring in both developed and developing countries. All kinds of goods and services are available in an underground economy. The most commonly traded are goods and services that are available in the official market, but at a lower cost in the black market, or goods and services that have a limited supply in the official market, but are sold at an elevated price in the black market. Despite the trade being illegal, as long as both the seller and buyer comes to an agreement on the price, they trade privately with cash to avoid being detected. Although many sellers get away with this, at the end of the day underground economy is a continued cycle of affecting the country and its citizens, including sellers and buyers in the black market, mostly its tax revenues will be affected, then the GDP, and finally its citizens. All black market trades are done in the shadows, but if the rootShow MoreRelatedUnderground Economies And Its Effects On Canada1517 Words   |  7 Pageslooks into the different types of underground economies and its effects on Canada, and argues that underground economy is destructive to the society and should be eliminated as much as possible. With evidence from Statistics Canada, it shows the percentage of how much the black market is affecting the GDP. 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The Effects Of Music On Our Country Today - 1661 Words

Music in today’s day and age has the ability to be a very pervasive form of media. There is an indisputable truth that media has the ability to effect the masses. But, the effect of music and the message it is sends to its listeners is not always a positive one. I am aiming to describe how sexism in music is an epidemic in our country today. I’ll also be comparing and contrasting different music genres, to see if certain types of music are better or worse than others. A common phrase in media and advertising is â€Å"Sex Sells†, but at what cost? Before examining sexism in the different genres, I’d like to take an in depth look at the visual side of the music industry. Music is an auditory medium, but there is an obvious visual side to its market as well. Music videos became popular back in the early 80’s thanks to MTV. Steven A. 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The Lost Symbol Chapter 79-82 Free Essays

CHAPTER 79 Eight miles due north of Alexandria, Virginia, Robert Langdon and Katherine Solomon strode calmly across a wide expanse of frost-covered lawn. â€Å"You should be an actress,† Langdon said, still impressed by Katherine’s quick thinking and improvisational skills. â€Å"You weren’t half bad yourself. We will write a custom essay sample on The Lost Symbol Chapter 79-82 or any similar topic only for you Order Now † She gave him a smile. At first, Langdon had been mystified by Katherine’s abrupt antics in the taxi. Without warning, she had suddenly demanded they go to Freedom Plaza based on some revelation about a Jewish star and the Great Seal of the United States. She drew a well-known conspiracy-theory image on a dollar bill and then insisted Langdon look closely where she was pointing. Finally, Langdon realized that Katherine was pointing not at the dollar bill but at a tiny indicator bulb on the back of the driver’s seat. The bulb was so covered with grime that he had not even noticed it. As he leaned forward, however, he could see that the bulb was illuminated, emitting a dull red glow. He could also see the two faint words directly beneath the lit bulb. –INTERCOM ON– Startled, Langdon glanced back at Katherine, whose frantic eyes were urging him to look into the front seat. He obeyed, stealing a discreet glance through the divider. The cabby’s cell phone was on the dash, wide open, illuminated, facing the intercom speaker. An instant later, Langdon understood Katherine’s actions. They know we’re in this cab . . . they’ve been listening to us. Langdon had no idea how much time he and Katherine had until their taxi was stopped and surrounded, but he knew they had to act fast. Instantly, he’d begun playing along, realizing that Katherine’s desire to go to Freedom Plaza had nothing to do with the pyramid but rather with its being a large subway station–Metro Center–from which they could take the Red, Blue, or Orange lines in any of six different directions. They jumped out of the taxi at Freedom Plaza, and Langdon took over, doing some improvising of his own, leaving a trail to the Masonic Memorial in Alexandria before he and Katherine ran down into the subway station, dashing past the Blue Line platforms and continuing on to the Red Line, where they caught a train in the opposite direction. Traveling six stops northbound to Tenleytown, they emerged all alone into a quiet, upscale neighborhood. Their destination, the tallest structure for miles, was immediately visible on the horizon, just off Massachusetts Avenue on a vast expanse of manicured lawn. Now â€Å"off the grid,† as Katherine called it, the two of them walked across the damp grass. On their right was a medieval-style garden, famous for its ancient rosebushes and Shadow House gazebo. They moved past the garden, directly toward the magnificent building to which they had been summoned. A refuge containing ten stones from Mount Sinai, one from heaven itself, and one with the visage of Luke’s dark father. â€Å"I’ve never been here at night,† Katherine said, gazing up at the brightly lit towers. â€Å"It’s spectacular.† Langdon agreed, having forgotten how impressive this place truly was. This neo-Gothic masterpiece stood at the north end of Embassy Row. He hadn’t been here for years, not since writing a piece about it for a kids’ magazine in hopes of generating some excitement among young Americans to come see this amazing landmark. His article–â€Å"Moses, Moon Rocks, and Star Wars†Ã¢â‚¬â€œhad been part of the tourist literature for years. Washington National Cathedral, Langdon thought, feeling an unexpected anticipation at being back after all these years. Where better to ask about One True God? â€Å"This cathedral really has ten stones from Mount Sinai?† Katherine asked, gazing up at the twin bell towers. Langdon nodded. â€Å"Near the main altar. They symbolize the Ten Commandments given to Moses on Mount Sinai.† â€Å"And there’s a lunar rock?† A rock from heaven itself. â€Å"Yes. One of the stained-glass windows is called the Space Window and has a fragment of moon rock embedded in it.† â€Å"Okay, but you can’t be serious about the last thing.† Katherine glanced over, her pretty eyes flashing skepticism. â€Å"A statue of . . . Darth Vader?† Langdon chuckled. â€Å"Luke Skywalker’s dark father? Absolutely. Vader is one of the National Cathedral’s most popular grotesques.† He pointed high into the west towers. â€Å"Tough to see him at night, but he’s there.† â€Å"What in the world is Darth Vader doing on Washington National Cathedral?† â€Å"A contest for kids to carve a gargoyle that depicted the face of evil. Darth won.† They reached the grand staircase to the main entrance, which was set back in an eighty-foot archway beneath a breathtaking rose window. As they began climbing, Langdon’s mind shifted to the mysterious stranger who had called him. No names, please . . . Tell me, have you successfully protected the map that was entrusted to you? Langdon’s shoulder ached from carrying the heavy stone pyramid, and he was looking forward to setting it down. Sanctuary and answers. As they approached the top of the stairs, they were met with an imposing pair of wooden doors. â€Å"Do we just knock?† Katherine asked. Langdon had been wondering the same thing, except that now one of the doors was creaking open. â€Å"Who’s there?† a frail voice said. The face of a withered old man appeared in the doorway. He wore priest’s robes and a blank stare. His eyes were opaque and white, clouded with cataracts. â€Å"My name is Robert Langdon,† he replied. â€Å"Katherine Solomon and I are seeking sanctuary.† The blind man exhaled in relief. â€Å"Thank God. I’ve been expecting you.† CHAPTER 80 Warren Bellamy felt a sudden ray of hope. Inside the Jungle, Director Sato had just received a phone call from a field agent and had immediately flown into a tirade. â€Å"Well, you damn well better find them!† she shouted into her phone. â€Å"We’re running out of time!† She had hung up and was now stalking back and forth in front of Bellamy as if trying to decide what to do next. Finally, she stopped directly in front of him and turned. â€Å"Mr. Bellamy, I’m going to ask you this once, and only once.† She stared deep into his eyes. â€Å"Yes or no–do you have any idea where Robert Langdon might have gone?† Bellamy had more than a good idea, but he shook his head. â€Å"No.† Sato’s piercing gaze had never left his eyes. â€Å"Unfortunately, part of my job is to know when people are lying.† Bellamy averted his eyes. â€Å"Sorry, I can’t help you.† â€Å"Architect Bellamy,† Sato said, â€Å"tonight just after seven P.M., you were having dinner in a restaurant outside the city when you received a phone call from a man who told you he had kidnapped Peter Solomon.† Bellamy felt an instant chill and returned his eyes to hers. How could you possibly know that?! â€Å"The man,† Sato continued, â€Å"told you that he had sent Robert Langdon to the Capitol Building and given Langdon a task to complete . . . a task that required your help. He warned that if Langdon failed in this task, your friend Peter Solomon would die. Panicked, you called all of Peter’s numbers but failed to reach him. Understandably, you then raced to the Capitol.† Bellamy could not imagine how Sato knew about this phone call. â€Å"As you fled the Capitol,† Sato said behind the smoldering tip of her cigarette, â€Å"you sent a text message to Solomon’s kidnapper, assuring him that you and Langdon had been successful in obtaining the Masonic Pyramid.† Where is she getting her information? Bellamy wondered. Not even Langdon knows I sent that text message. Immediately after entering the tunnel to the Library of Congress, Bellamy had stepped into the electrical room to plug in the construction lighting. In the privacy of that moment, he had decided to send a quick text message to Solomon’s captor, telling him about Sato’s involvement, but reassuring him that he– Bellamy–and Langdon had obtained the Masonic Pyramid and would indeed cooperate with his demands. It was a lie, of course, but Bellamy hoped the reassurance might buy time, both for Peter Solomon and also to hide the pyramid. â€Å"Who told you I sent a text?† Bellamy demanded. Sato tossed Bellamy’s cell phone on the bench next to him. â€Å"Hardly rocket science.† Bellamy now remembered his phone and keys had been taken from him by the agents who captured him. â€Å"As for the rest of my inside information,† Sato said, â€Å"the Patriot Act gives me the right to place a wiretap on the phone of anyone I consider a viable threat to national security. I consider Peter Solomon to be such a threat, and last night I took action.† Bellamy could barely get his mind around what she was telling him. â€Å"You’re tapping Peter Solomon’s phone?† â€Å"Yes. This is how I knew the kidnapper called you at the restaurant. You called Peter’s cell phone and left an anxious message explaining what had just happened.† Bellamy realized she was right. â€Å"We had also intercepted a call from Robert Langdon, who was in the Capitol Building, deeply confused to learn he had been tricked into coming there. I went to the Capitol at once, arriving before you because I was closer. As for how I knew to check the X-ray of Langdon’s bag . . . in light of my realization that Langdon was involved in all of this, I had my staff reexamine a seemingly innocuous early-morning call between Langdon and Peter Solomon’s cell phone, in which the kidnapper, posing as Solomon’s assistant, persuaded Langdon to come for a lecture and also to bring a small package that Peter had entrusted to him. When Langdon was not forthcoming with me about the package he was carrying, I requested the X-ray of his bag.† Bellamy could barely think. Admittedly, everything Sato was saying was feasible, and yet something was not adding up. â€Å"But . . . how could you possibly think Peter Solomon is a threat to national security?† â€Å"Believe me, Peter Solomon is a serious national-security threat,† she snapped. â€Å"And frankly, Mr. Bellamy, so are you.† Bellamy sat bolt upright, the handcuffs chafing against his wrists. â€Å"I beg your pardon?!† She forced a smile. â€Å"You Masons play a risky game. You keep a very, very dangerous secret.† Is she talking about the Ancient Mysteries? â€Å"Thankfully, you’ve always done a good job of keeping your secrets hidden. Unfortunately, recently you’ve been careless, and tonight, your most dangerous secret is about to be unveiled to the world. And unless we can stop that from happening, I assure you the results will be catastrophic.† Bellamy stared in bewilderment. â€Å"If you had not attacked me,† Sato said, â€Å"you would have realized that you and I are on the same team.† The same team. The words sparked in Bellamy an idea that seemed almost impossible to fathom. Is Sato a member of Eastern Star? The Order of the Eastern Star–often considered a sister organization to the Masons–embraced a similar mystical philosophy of benevolence, secret wisdom, and spiritual open-mindedness. The same team? I’m in handcuffs! She’s tapping Peter’s phone! â€Å"You will help me stop this man,† Sato said. â€Å"He has the potential to bring about a cataclysm from which this country might not recover.† Her face was like stone. â€Å"Then why aren’t you tracking him?† Sato looked incredulous. â€Å"Do you think I’m not trying? My trace on Solomon’s cell phone went dead before we got a location. His other number appears to be a disposable phone–which is almost impossible to track. The private-jet company told us that Langdon’s flight was booked by Solomon’s assistant, on Solomon’s cell phone, with Solomon’s Marquis Jet card. There is no trail. Not that it matters anyway. Even if we find out exactly where he is, I can’t possibly risk moving in and trying to grab him.† â€Å"Why not?!† â€Å"I’d prefer not to share that, as the information is classified,† Sato said, patience clearly waning. â€Å"I am asking you to trust me on this.† â€Å"Well, I don’t!† Sato’s eyes were like ice. She turned suddenly and shouted across the Jungle. â€Å"Agent Hartmann! The briefcase, please.† Bellamy heard the hiss of the electronic door, and an agent strode into the Jungle. He was carrying a sleek titanium briefcase, which he set on the ground beside the OS director. â€Å"Leave us,† Sato said. As the agent departed, the door hissed again, and then everything fell silent. Sato picked up the metal case, laid it across her lap, and popped the clasps. Then she raised her eyes slowly to Bellamy. â€Å"I did not want to do this, but our time is running out, and you’ve left me no choice.† Bellamy eyed the strange briefcase and felt a swell of fear. Is she going to torture me? He strained at his cuffs again. â€Å"What’s in that case?!† Sato smiled grimly. â€Å"Something that will persuade you to see things my way. I guarantee it.† CHAPTER 81 The subterranean space in which Mal’akh performed the Art was ingeniously hidden. His home’s basement, to those who entered, appeared quite normal–a typical cellar with boiler, fuse box, woodpile, and a hodgepodge of storage. This visible cellar, however, was only a portion of Mal’akh’s underground space. A sizable area had been walled off for his clandestine practices. Mal’akh’s private work space was a suite of small rooms, each with a specialized purpose. The area’s sole entrance was a steep ramp secretly accessible through his living room, making the area’s discovery virtually impossible. Tonight, as Mal’akh descended the ramp, the tattooed sigils and signs on his flesh seemed to come alive in the cerulean glow of his basement’s specialized lighting. Moving into the bluish haze, he walked past several closed doors and headed directly for the largest room at the end of the corridor. The â€Å"sanctum sanctorum,† as Mal’akh liked to call it, was a perfect twelve-foot square. Twelve are the signs of the zodiac. Twelve are the hours of the day. Twelve are the gates of heaven. In the center of the chamber was a stone table, a seven-by-seven square. Seven are the seals of Revelation. Seven are the steps of the Temple. Centered over the table hung a carefully calibrated light source that cycled through a spectrum of preordained colors, completing its cycle every six hours in accordance with the sacred Table of Planetary Hours. The hour of Yanor is blue. The hour of Nasnia is red. The hour of Salam is white. Now was the hour of Caerra, meaning the light in the room had modulated to a soft purplish hue. Wearing only a silken loincloth wrapped around his buttocks and neutered sex organ, Mal’akh began his preparations. He carefully combined the suffumigation chemicals that he would later ignite to sanctify the air. Then he folded the virgin silk robe that he would eventually don in place of his loincloth. And finally, he purified a flask of water for the anointing of his offering. When he was done, he placed all of these prepared ingredients on a side table. Next he went to a shelf and retrieved a small ivory box, which he carried to the side table and placed with the other items. Although he was not yet ready to use it, he could not resist opening the lid and admiring this treasure. The knife. Inside the ivory box, nestled in a cradle of black velvet, shone the sacrificial knife that Mal’akh had been saving for tonight. He had purchased it for $1.6 million on the Middle Eastern antiquities black market last year. The most famous knife in history. Unimaginably old and believed lost, this precious blade was made of iron, attached to a bone handle. Over the ages, it had been in the possession of countless powerful individuals. In recent decades, however, it had disappeared, languishing in a secret private collection. Mal’akh had gone to enormous lengths to obtain it. The knife, he suspected, had not drawn blood for decades . . . possibly centuries. Tonight, this blade would again taste the power of the sacrifice for which it was honed. Mal’akh gently lifted the knife from its cushioned compartment and reverently polished the blade with a silk cloth soaked in purified water. His skills had progressed greatly since his first rudimentary experiments in New York. The dark Art that Mal’akh practiced had been known by many names in many languages, but by any name, it was a precise science. This primeval technology had once held the key to the portals of power, but it had been banished long ago, relegated to the shadows of occultism and magic. Those few who still practiced this Art were considered madmen, but Mal’akh knew better. This is not work for those with dull faculties. The ancient dark Art, like modern science, was a discipline involving precise formulas, specific ingredients, and meticulous timing. This Art was not the impotent black magic of today, often practiced halfheartedly by curious souls. This Art, like nuclear physics, had the potential to unleash enormous power. The warnings were dire: The unskilled practitioner runs the risk of being struck by a reflux current and destroyed. Mal’akh finished admiring the sacred blade and turned his attention to a lone sheet of thick vellum lying on the table before him. He had made this vellum himself from the skin of a baby lamb. As was the protocol, the lamb was pure, having not yet reached sexual maturity. Beside the vellum was a quill pen he had made from the feather of a crow, a silver saucer, and three glimmering candles arranged around a solid-brass bowl. The bowl contained one inch of thick crimson liquid. The liquid was Peter Solomon’s blood. Blood is the tincture of eternity. Mal’akh picked up the quill pen, placed his left hand on the vellum, and dipping the quill tip in the blood, he carefully traced the outline of his open palm. When he was done, he added the five symbols of the Ancient Mysteries, one on each fingertip of the drawing. The crown . . . to represent the king I shall become. The star . . . to represent the heavens which have ordained my destiny. The sun . . . to represent the illumination of my soul. The lantern . . . to represent the feeble light of human understanding. And the key . . . to represent the missing piece, that which tonight I shall at last possess. Mal’akh completed his blood tracing and held up the vellum, admiring his work in the light of the three candles. He waited until the blood was dry and then folded the thick vellum three times. While chanting an ethereal ancient incantation, Mal’akh touched the vellum to the third candle, and it burst into flames. He set the flaming vellum on the silver saucer and let it burn. As it did, the carbon in the animal skin dissolved to a powdery black char. When the flame went out, Mal’akh carefully tapped the ashes into the brass bowl of blood. Then he stirred the mixture with the crow’s feather. The liquid turned a deeper crimson, nearly black. Holding the bowl in both palms, Mal’akh raised it over his head and gave thanks, intoning the blood eukharistos of the ancients. Then he carefully poured the blackened mixture into a glass vial and corked it. This would be the ink with which Mal’akh would inscribe the untattooed flesh atop his head and complete his masterpiece. CHAPTER 82 Washington National Cathedral is the sixth-largest cathedral in the world and soars higher than a thirty-story skyscraper. Embellished with over two hundred stained-glass windows, a fifty- three-bell carillon, and a 10,647-pipe organ, this Gothic masterpiece can accommodate more than three thousand worshippers. Tonight, however, the great cathedral was deserted. Reverend Colin Galloway–dean of the cathedral–looked like he had been alive forever. Stooped and withered, he wore a simple black cassock and shuffled blindly ahead without a word. Langdon and Katherine followed in silence through the darkness of the four-hundred-foot- long nave’s central aisle, which was curved ever so slightly to the left to create a softening optical illusion. When they reached the Great Crossing, the dean guided them through the rood screen–the symbolic divider between the public area and the sanctuary beyond. The scent of frankincense hung in the air of the chancel. This sacred space was dark, illuminated only by indirect reflections in the foliated vaults overhead. Flags of the fifty states hung above the quire, which was ornately appointed with several carved reredos depicting biblical events. Dean Galloway continued on, apparently knowing this walk by heart. For a moment, Langdon thought they were headed straight for the high altar, where the ten stones from Mount Sinai were embedded, but the old dean finally turned left and groped his way through a discreetly hidden door that led into an administrative annex. They moved down a short hallway to an office door bearing a brass nameplate: THE REVEREND DR. COLIN GALLOWAY CATHEDRAL DEAN Galloway opened the door and turned on the lights, apparently accustomed to remembering this courtesy for his guests. He ushered them in and closed the door. The dean’s office was small but elegant, with high bookshelves, a desk, a carved armoire, and a private bathroom. On the walls hung sixteenth-century tapestries and several religious paintings. The old dean motioned to the two leather chairs directly opposite his desk. Langdon sat with Katherine and felt grateful finally to set his heavy shoulder bag on the floor at his feet. Sanctuary and answers, Langdon thought, settling into the comfortable chair. The aged man shuffled around behind his desk and eased himself down into his high-backed chair. Then, with a weary sigh, he raised his head, staring blankly out at them through clouded eyes. When he spoke, his voice was unexpectedly clear and strong. â€Å"I realize we have never met,† the old man said, â€Å"and yet I feel I know you both.† He took out a handkerchief and dabbed his mouth. â€Å"Professor Langdon, I am familiar with your writings, including the clever piece you did on the symbolism of this cathedral. And, Ms. Solomon, your brother, Peter, and I have been Masonic brothers for many years now.† â€Å"Peter is in terrible trouble,† Katherine said. â€Å"So I have been told.† The old man sighed. â€Å"And I will do everything in my power to help you.† Langdon saw no Masonic ring on the dean’s finger, and yet he knew many Masons, especially those within the clergy, chose not to advertise their affiliation. As they began to talk, it became clear that Dean Galloway already knew some of the night’s events from Warren Bellamy’s phone message. As Langdon and Katherine filled him in on the rest, the dean looked more and more troubled. â€Å"And this man who has taken our beloved Peter,† the dean said, â€Å"he is insisting you decipher the pyramid in exchange for Peter’s life?† â€Å"Yes,† Langdon said. â€Å"He thinks it’s a map that will lead him to the hiding place of the Ancient Mysteries.† The dean turned his eerie, opaque eyes toward Langdon. â€Å"My ears tell me you do not believe in such things.† Langdon did not want to waste time going down this road. â€Å"It doesn’t matter what I believe. We need to help Peter. Unfortunately, when we deciphered the pyramid, it pointed nowhere.† The old man sat straighter. â€Å"You’ve deciphered the pyramid?† Katherine interceded now, quickly explaining that despite Bellamy’s warnings and her brother’s request that Langdon not unwrap the package, she had done so, feeling her first priority was to help her brother however she could. She told the dean about the golden capstone, Albrecht Durer’s magic square, and how it decrypted the sixteen-letter Masonic cipher into the phrase Jeova Sanctus Unus. â€Å"That’s all it says?† the dean asked. â€Å"One True God?† â€Å"Yes, sir,† Langdon replied. â€Å"Apparently the pyramid is more of a metaphorical map than a geographic one.† The dean held out his hands. â€Å"Let me feel it.† Langdon unzipped his bag and pulled out the pyramid, which he carefully hoisted up on the desk, setting it directly in front of the reverend. Langdon and Katherine watched as the old man’s frail hands examined every inch of the stone– the engraved side, the smooth base, and the truncated top. When he was finished, he held out his hands again. â€Å"And the capstone?† Langdon retrieved the small stone box, set it on the desk, and opened the lid. Then he removed the capstone and placed it into the old man’s waiting hands. The dean performed a similar examination, feeling every inch, pausing on the capstone’s engraving, apparently having some trouble reading the small, elegantly inscribed text. â€Å"`The secret hides within The Order,'† Langdon offered. â€Å"And the words the and order are capitalized.† The old man’s face was expressionless as he positioned the capstone on top of the pyramid and aligned it by sense of touch. He seemed to pause a moment, as if in prayer, and reverently ran his palms over the complete pyramid several times. Then he reached out and located the cube- shaped box, taking it in his hands, feeling it carefully, his fingers probing inside and out. When he was done, he set down the box and leaned back in his chair. â€Å"So tell me,† he demanded, his voice suddenly stern. â€Å"Why have you come to me?† The question took Langdon off guard. â€Å"We came, sir, because you told us to. And Mr. Bellamy said we should trust you.† â€Å"And yet you did not trust him?† â€Å"I’m sorry?† The dean’s white eyes stared directly through Langdon. â€Å"The package containing the capstone was sealed. Mr. Bellamy told you not to open it, and yet you did. In addition, Peter Solomon himself told you not to open it. And yet you did.† â€Å"Sir,† Katherine intervened, â€Å"we were trying to help my brother. The man who has him demanded we decipher–â€Å" â€Å"I can appreciate that,† the dean declared, â€Å"and yet what have you achieved by opening the package? Nothing. Peter’s captor is looking for a location, and he will not be satisfied with the answer of Jeova Sanctus Unus.† â€Å"I agree,† Langdon said, â€Å"but unfortunately that’s all the pyramid says. As I mentioned, the map seems to be more figurative than–â€Å" â€Å"You’re mistaken, Professor,† the dean said. â€Å"The Masonic Pyramid is a real map. It points to a real location. You do not understand that, because you have not yet deciphered the pyramid fully. Not even close.† Langdon and Katherine exchanged startled looks. The dean laid his hands back on the pyramid, almost caressing it. â€Å"This map, like the Ancient Mysteries themselves, has many layers of meaning. Its true secret remains veiled from you.† â€Å"Dean Galloway,† Langdon said, â€Å"we’ve been over every inch of the pyramid and capstone, and there’s nothing else to see.† â€Å"Not in its current state, no. But objects change.† â€Å"Sir?† â€Å"Professor, as you know, the promise of this pyramid is one of miraculous transformative power. Legend holds that this pyramid can change its shape . . . alter its physical form to reveal its secrets. Like the famed stone that released Excalibur into the hands of King Arthur, the Masonic Pyramid can transform itself if it so chooses . . . and reveal its secret to the worthy.† Langdon now sensed that the old man’s advanced years had perhaps robbed him of his faculties. â€Å"I’m sorry, sir. Are you saying this pyramid can undergo a literal physical transformation?† â€Å"Professor, if I were to reach out with my hand and transform this pyramid right before your eyes, would you believe what you had witnessed?† Langdon had no idea how to respond. â€Å"I suppose I would have no choice.† â€Å"Very well, then. In a moment, I shall do exactly that.† He dabbed his mouth again. â€Å"Let me remind you that there was an era when even the brightest minds perceived the earth as flat. For if the earth were round, then surely the oceans would spill off. Imagine how they would have mocked you if you proclaimed, `Not only is the world a sphere, but there is an invisible, mystical force that holds everything to its surface’!† â€Å"There’s a difference,† Langdon said, â€Å"between the existence of gravity . . . and the ability to transform objects with a touch of your hand.† â€Å"Is there? Is it not possible that we are still living in the Dark Ages, still mocking the suggestion of `mystical’ forces that we cannot see or comprehend. History, if it has taught us anything at all, has taught us that the strange ideas we deride today will one day be our celebrated truths. I claim I can transform this pyramid with a touch of my finger, and you question my sanity. I would expect more from an historian. History is replete with great minds who have all proclaimed the same thing . . . great minds who have all insisted that man possesses mystical abilities of which he is unaware.† Langdon knew the dean was correct. The famous Hermetic aphorism–Know ye not that ye are gods?–was one of the pillars of the Ancient Mysteries. As above, so below . . . Man created in God’s image . . . Apotheosis. This persistent message of man’s own divinity–of his hidden potential–was the recurring theme in the ancient texts of countless traditions. Even the Holy Bible cried out in Psalms 82:6: Ye are gods! â€Å"Professor,† the old man said, â€Å"I realize that you, like many educated people, live trapped between worlds–one foot in the spiritual, one foot in the physical. Your heart yearns to believe . . . but your intellect refuses to permit it. As an academic, you would be wise to learn from the great minds of history.† He paused and cleared his throat. â€Å"If I’m remembering correctly, one of the greatest minds ever to live proclaimed: `That which is impenetrable to us really exists. Behind the secrets of nature remains something subtle, intangible, and inexplicable. Veneration for this force beyond anything that we can comprehend is my religion.’ â€Å" â€Å"Who said that?† Langdon said. â€Å"Gandhi?† â€Å"No,† Katherine interjected. â€Å"Albert Einstein.† Katherine Solomon had read every word Einstein had ever written and was struck by his profound respect for the mystical, as well as his predictions that the masses would one day feel the same. The religion of the future, Einstein had predicted, will be a cosmic religion. It will transcend personal God and avoid dogma and theology. Robert Langdon appeared to be struggling with the idea. Katherine could sense his rising frustration with the old Episcopal priest, and she understood. After all, they had traveled here for answers, and they had found instead a blind man who claimed he could transform objects with a touch of his hands. Even so, the old man’s overt passion for mystical forces reminded Katherine of her brother. â€Å"Father Galloway,† Katherine said, â€Å"Peter is in trouble. The CIA is chasing us. And Warren Bellamy sent us to you for help. I don’t know what this pyramid says or where it points, but if deciphering it means that we can help Peter, we need to do that. Mr. Bellamy may have preferred to sacrifice my brother’s life to hide this pyramid, but my family has experienced nothing but pain because of it. Whatever secret it may hold, it ends tonight.† â€Å"You are correct,† the old man replied, his tone dire. â€Å"It will all end tonight. You’ve guaranteed that.† He sighed. â€Å"Ms. Solomon, when you broke the seal on that box, you set in motion a series of events from which there will be no return. There are forces at work tonight that you do not yet comprehend. There is no turning back.† Katherine stared dumbfounded at the reverend. There was something apocalyptic about his tone, as if he were referring to the Seven Seals of Revelation or Pandora’s box. â€Å"Respectfully, sir,† Langdon interceded, â€Å"I can’t imagine how a stone pyramid could set in motion anything at all.† â€Å"Of course you can’t, Professor.† The old man stared blindly through him. â€Å"You do not yet have eyes to see.† How to cite The Lost Symbol Chapter 79-82, Essay examples

Oedipus The King (561 words) Essay Example For Students

Oedipus The King (561 words) Essay Oedipus The KingIn Greek mythology the oracles or gods are rarely wrong in their predictions ofthe future. Yet the characters still try to fight the predictions. Do theirpersonalities and traits decide their future, or does fate take its course nomatter what? Oedipus was a shrewd man furnished with wit and intellect, yet hislack of insight (the ability to see and understand clearly the inner nature ofhimself) and his arrogance led to his demise, not fate. Oedipuss aret? (anexceptional ability or gift) was unravelling riddles, and solving any puzzleswith ease. He had a surplus of the aptitude to look outward, but unfortunatelyhe had a deficiency of the ability to look inward. This talent of lookingoutward made him renowned for deciphering riddles and mysteries. Yet whenTiresias appears and speaks in riddles, Oedipus cannot solve them because of hislack of insight. Tiresiass riddles are clear in what they state, but Oedipuscannot understand them because he doesnt know himself well enough. Tiresiasconveys, All ignorant! And I refuse to link my utterance with a downfall such asyours.(Pg.42) At this point in the play, Oedipus still cannot perceive who themurderer of King Laius is, even though the riddle is obvious. Oliver 2 Oedipushas the ability to comprehend the riddles, but he wont allow himself to acceptthe truth. When Oedipus saved Thebes from The Sphinx, he answered this difficultpuzzle. The Sphinx demanded, What creature is it that walks on four feet in themorning, on two at noon, and on three in the evening? With his eminent masteryof riddles and having an open mind, Oedipus replied, It is Man. As a child hecrawls on four. When he grows up he walks upright on his two feet, and in oldage he leans on a staff.1 This puzzle is far more complex than Tiresiassrudimentary riddles, so Oedipus has the ability to solve the riddles but cannotlet himself do so, because of his pomposity. Oedipus is so arrogant that hecant believe that he could possibly have done anything wrong. He suffered fromthe sin of hubris. That is, he was very vain, and conceited. No matter howstraightforward Tiresiass riddles were, Oedipuss pride wouldnt let him solvethem. Finally, Tiresias came right out and said what he meant without a riddle,and Oedipus still couldnt accept that he did anything wrong. Tiresias simplystated, I say, you murdered the man whose murderer you require. (Pg.37)Following that remark from Tiresias, Oedipus shielded himself by accusing hisbrother in law, Creon (his uncle in reality), of forcing these insinuations fromTiresias. Of course, this wasnt true, it was just a classic example ofOedipuss arrogance trying to defend itself. Oedipuss expiration was causedsimply because of his arrogance and his lack of self knowledge. He didntunderstand himself well enough. He could unravel any mystery besides Oliver 3his own existence. All of his life Oedipus had solved mysteries and puzzlesabout subjects other than himself. Now that he was faced with riddles accusinghim of something, his own arrogance kept him from the truth. Oedipus would havesolved Tiresiass riddles instantaneously if it werent for his pride, and lackof insight. Finally, the truth is forced on Oedipus with outstanding evidence,presented by the messenger, and the shepherd, so he must accept his destiny. Washe not able to solve Tiresiass riddles because his arrogance wouldnt allow himto, or did he recognize the answers immediately, his vanity not allowing him toacknowledge the truth?

To Kill A Mocking Bird Essays - Films, To Kill A Mockingbird

To Kill A Mocking Bird 1-5-00 Book Report # 2 To Kill a Mockingbird To Kill a Mocking Bird is based in about 1935, right in the middle of the depression. It is set in a small town in Alabama called Maycomb. Maycomb, like most small southern towns, has a problem with widespread racism toward Negroes. The novel focuses on one family, the Finches. In the family there are three people, Scout, Jem and Atticus. Atticus is a lawyer and is defending a Negro man in court (Tom Robinson), something that was not often done in the south due to racism. Many people feel threatened by this and feel very resentful toward Atticus. Throughout the novel all the members of the Finches and many others display courage in their attempts to stand up for what they believe in. In the beginning of the novel we meet Jean Louise Finch, or Scout for short. Scout is an energetic little six year old. She still has her innocence and has not yet been able to understand the concepts of racial discrimination or hate. Scout is confused by what some of her classmates have been saying abou t her father, Atticus Finch. Many of her classmates call Atticus a nigger lover. Being only six Scout does not know how to handle such situations so she solves her problems by fighting. On the day that Tom Robinson was moved to the Maycomb jail to await his trial, Atticus left the house to go and sit outside of the jail to watch over Tom to make sure that nothing happens to him. Scout, Jem and Dill followed him there to make sure that nothing happened to him. Suddenly several cars pulled up at the jail. A mob got out of the vehicles and demanded that Atticus step aside so that they could get at Tom. Frightened the children came running to Atticus' side and asked him if everything was okay. Atticus told them to go home, but they refused. Suddenly, Scout saw a man that she knew, Mr. Cunningham. She said hi to him, twice before he acknowledged her. She began asking him questions about his entailments and talking about Walter, his son. At first he said nothing, Scout was afraid that she had done something wrong. Then finally he said something, he said that he would tell Walter that she said hey. After that, they all left. By singling out Mr. Cunningham she turned to mob into individuals and thus making them more aware as to what they were doing. She made Mr. Cunningham realize that Atticus is a man, not a roadblock. Scout showed that even a small girl was able to stop a mob of grown men from doing something that they might regret. Even though Scout was unaware of what she had done she was still the hero of the day and displayed lots of courage by standing up for her father. Scout's brother Jem also shows courage in the novel. Jem is nine years old and is just beginning to show signs of maturing. Jem shows most of his courage by just believing that what his father was doing was the right thing to do. Jem continues to believe throughout the novel that Atticus will win because there was very little evidence to go against Tom, only the words of Mayella and Bob Ewell. This trust and somewhat naive belief that even a Negro can get released from jail is shattered when Tom is sentenced. Jem does not understand how he could be guilty even when all the evidence was pointing towards Bob Ewell. The courage showed by Jem concerning this matter is very strong, partially due to his slight naivet? towards the racism that is going on around him. This courage is based on what he has been told by Atticus. Atticus displays the most courage by defending Tom Robinson in court. He knew that having a white man defend a black man in court was unacceptable. He knew that people would resent him for it and he also knew that he would most likely lose the case because a black man has never won a court battle against a white. Atticus never lost hope

Try to vs. Try and

Try to vs. Try and Try to vs. Try and Try to vs. Try and By Maeve Maddox A reader asks, Would you consider a post on the difference between try and [do something] and try to [do something]? [] I hear and read more people using try and [do something] but that doesnt seem as logical as try to [do something].   Is there a difference between the two terms?   If not, is one to be preferred?   I’m always amused when objections to idioms are raised on grounds of logic. â€Å"Try and† followed by a coordinate verb is an idiom; idioms don’t have to be logical. Nevertheless, a lot of speakers object to the use of â€Å"try and do† instead of â€Å"try to do.† What do the authorities think? Merriam-Webster is unambiguously supportive: Almost all disparaging criticism of â€Å"try and† comes from American critics; British commentators have generally been tolerant. There appears to be no rational basis for hostility to the expression and no need to avoid it in appropriate surroundings. The OED includes an entry for â€Å"try and,† but still labels it as a colloquialism. OxfordDictionaries observes that â€Å"In practice there is little discernible difference in meaning, although there is a difference in formality, with try to being regarded as more formal than try and.† Even M-W, with the reference to â€Å"appropriate surroundings† implies that â€Å"try to† is preferable for formal use. But is there, as our reader asks, a difference between such wordings as, â€Å"Try and stop complaining† and â€Å"Try to stop complaining†? Fowler discerned a difference: Though â€Å"try to do† can always be substituted for â€Å"try and do,† the latter has a shade of meaning that justifies its existence; in exhortations it implies encouragementthe effort will succeed; in promises it implies assurancethe effort shall succeed. It is an idiom that should be not discountenanced, but used when it comes natural. A Columbo episode has the title â€Å"Try and Catch Me.† A rebellious teenager might respond to a request by saying, â€Å"Try and make me.† In discussing a modern painting, art critic Sister Wendy says, â€Å"I’ll try and make sense of it.† In each of these examples, the and conveys something to would not. Perhaps we can add â€Å"effort† to Fowler’s â€Å"exhortation and promises.† How correct is Fowler’s statement that â€Å"try to do can always be substituted for try and do†? As a rule, it has its pitfalls. For example, consider the following headline and sentence: Two Judges Try and Fail to Shut Down Union Rights It’s better to try and regret, than not to try and regret. In the first example, changing the â€Å"try and† to â€Å"try to† would leave the reader wondering why the judges tried to fail in their purpose: â€Å"Two judges try to fail to shut down union rights.† Changing â€Å"try and† to â€Å"try to† in the second example would result in the sentence, â€Å"It’s better to try to regret, than not to try to regret.† The original sentence, however, means something very different: â€Å"It’s better to try [to do something] and regret [having tried], than not to try [doing something] and [then] regret [not having tried].† The note at OxfordDictionaries includes an explanation as to why â€Å"try and† remains questionable in formal usage despite its ubiquity in conversation: The construction try and is grammatically oddin that it cannot be inflected for tense (e.g. sentences like she tried and fix it or they are trying and renew their visa are not acceptable, while their equivalents she tried to fix it or they are trying to renew their visa undoubtedly are). For this reason try and is best regarded as a fixed idiom used only in its infinitive and imperative form. Careful writers will continue to scrutinize their use of â€Å"try and† in formal contexts, but they can still feel free in conversation and dialogue to follow Fowler’s advice about using it â€Å"when it comes natural.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:Avoid Beginning a Sentence with â€Å"With†For Sale vs. On SalePractice or Practise?

Business Economics Essay Example | Topics and Well Written Essays - 1500 words

Business Economics - Essay Example Euro crisis is supposed to result in negative growth for the next upcoming six months. Apart from US, the British are encountering the problem of double dip recession (Winnett, 2011). Currently OECD is giving warning to the US government about an emerging economic slowdown that the country might have to encounter soon. OECD claims to derive such a result from the composite index of the leading indicators. Such alerts have been issued for the seven major economies. It is mostly using CLI instrument to get early signals of downturn from the upswings and downswings within the periodical growth cycle. Such an instrument will surely help OECD to send out early alerts to the economies (Major economies globally heading towards slowdown: OECD, 2008). Symptoms for such a slowdown will be continuous fluctuations in business cycles. Such fluctuations will linger for a long period of time. Slowdown in the euro zone will lose out the confidence of investors especially in the financial markets. Th is could be the main reason behind output contraction in the major economies. United States is already experiencing cyclical slowdowns. Such a trouble had not touched US economy in the last 10 years (Major economies globally heading towards slowdown: OECD, 2008). Preannounced liquidity shocks have been hitting the US economy. Due to such shocks US economy is undergoing unexpectedly large price changes. In recent times jumps in US treasury bonds have been identified (Jiang and George, 2011). Earlier in 1999, OECD had predicted much slower growth in the overall industrialization process for the United States. Accordingly there has a decrease in the short term rate of Federal Reserve Board (Wessel, 98). As per OECD, such a slow and weak growth for the United States is likely to continue till 2013. This will continue along with high unemployment (Winning and Parussini, 2011). The current economic crisis and the Federal government: There are two schools of thought on how the USA governme nt should deal with its current economic problems. One thought deals with the policy of significant deficit reduction that the Greek and Irish governments have implemented. And the other one deals with the substantive Keynesian stimulus package. The later aspect includes a reform of the tax system in order to make taxation more progressive (Kitromilides, n.d.). Policies of deficit reduction: Policies: During the financial crisis and huge debt crisis situation, governments of Greece and Ireland have taken some policies to surmount those crises. In the face of the huge accumulation of budget deficit, debt crisis, in 2010, the both the governments have taken policies to reduce these crises. At first both the governments have taken steps to reduce public expenditures and increase tax rates. This was a policy of fiscal consolidation plan. Along with this both the governments have asked for the financial assistance to IMF and EU. At the same time these governments have taken steps to init iate long-term structural reforms, such as, increasing competitiveness of the economies by improving employment and growth scenarios, enhancing private sector investments, and most importantly boosting the R&D sector of the economies (Kitromilides, n.d.). Explanations on effectiveness: These policies are still under the scrutiny, but they have been successful in the short term. The policy of reducing public expenditure

Gentiva Health Services assignment Essay Example | Topics and Well Written Essays - 750 words

Gentiva Health Services assignment - Essay Example The adoption of differential costing would greatly help the company. Differential costing helps evaluate the difference in total costs and expected revenue. This information is necessary in choosing where to invest or not to invest. In addition, it will help evaluate the incremental benefits resulting from an acquisition or a disposition. In a situation when the company requires closing down a new firm, the company would be able to weigh the detrimental costs likely to occur as a result of the closure. Gentiva is on the verge of making several decisions to remain relevant and stable in the current economic demands. Since differential costs involve the assessment of costs and revenues arising as a result of taking a given alternative, the company needs to employ the method to reach the best decisions. In turn, the company will be able to cope with the proposed law to cut health services and hospice care.The effects of the health care reform on the providers of health services are clea rly evident. The reform requires that costs of health services be reduced by at least 3.5% every year.   This implies reduced returns for services offered by Medicare companies. Due to the health services reform, Gentiva is on the move to diversify its operations. The company aims at capitalizing on the provision of Medicare services to the robust ageing American population. Chances are high that there will be several incidences of disease with the ageing population. Other likely effects include employment lay-offs.

The doctrine of Christ and Holy Spirit Essay Example | Topics and Well Written Essays - 1500 words

The doctrine of Christ and Holy Spirit - Essay Example Throughout his explanation, he desires to reintroduce the ideologies that attempted to rationalize the principles of scripture and depict why they fell off the mark. His writings seeks to instruct the essentials of Christ's time and purpose on earth. He brings forth wisdom as well as understanding by dismantling the dogmas into rudimentary form. Core issues: One of the key fundamental issues that give Christendom its grandiose power and influence is the doctrinal divine mystery of Christ. Grudem illuminated that essential aspect one must know is that he was fully God and man. He addresses the cynics and teaches believers that the being of Christ had to fully manifest in both entities to be our atonement for our sins. "The Holy Spirit will come upon you and the power of the Most High will overshadow you; therefore the child to be born will be called holy, the Son of God." (Luke 1: 35; cf. 3: 23) The Holy Spirit overshadowing Mary, mother of Jesus, is didactic of illustrating that salvation can only come from God without the aid of human effort -other than utilizing Mary as human vessel. Furthermore, Grudem set out to promulgate that Christ is the fusion of God and man without original sin. Christ's holiness seems to bedazzle many sceptics as to Jesus' sinlessness. Many wonder how can Jesus be sinless if his mother was a descendent of the sinful Adam. The dogmas of Catholicism assert that Mary was also without sin and transferred that characteristic via womb to Jesus. Grudem, however, extirpates that assertion and instructs that the union of God and man prevented Jesus from sinning. (Pg. 538) Grudem hypothetically raised the question of the... Purpose of Book: His purpose throughout this book, especially through this section (The Doctrine of Christ and Holy Spirit) is instruct and explain the fundamental dogmas of Christianity. Throughout his explanation, he desires to reintroduce the ideologies that attempted to rationalize the principles of scripture and depict why they fell off the mark. His writings seeks to instruct the essentials of Christ's time and purpose on earth. He brings forth wisdom as well as understanding by dismantling the dogmas into rudimentary form. Grudem also illuminated the relevancy of Jesus ministry on earth through several points. Not only was he the atonement of sin but also a laymen's example of walking in the Christian faith, a mediator between God and men, the fulfilment of God's original purpose on earth, and a sympathetic high priest that can understand the struggles of man. Ultimately, Grudem claims, based on scripture, the Jesus was both fully God and fully man. After making that claim, he attempts to discredit other variations of the duality of Christ. Apollinarianism was a teaching deemed a heresy because it fell short of matching the description of Christ engendered in the bible. Apollinaris, who became bishop in Laodicea, France, taught that the entity of Christ was a mixture of flesh and spirit.

American Sign Language As A Language Education Essay

American Sign Language As A Language Education Essay In this chapter, a review of the literature that serves as a foundation for this study is presented. The literature review addresses the theoretical basis of considering American Sign Language as a language, issues in the administration of modern/foreign language programs that parallel the concerns of sign language program administrators, national language program standards, the history of the teaching and administration of post-secondary sign language programs including information on the academic acceptance of sign language in higher education. Concluding this chapter will be a discussion on the state of the literature. American Sign Language as a Language The discussion of ASL and its membership as a language did not occur before William Stokoe, of Gallaudet University in Washington D.C., breached the topic in 1955. Many educators believed sign language was a system of pantomime or broken English. This belief was also held by the deaf individuals themselves (Miller, 2008). Stokoe believed that ASL was indeed a naturally occurring and distinct language ustilized by deaf people and could be studied as a language (Stokoe, 1960 ). Stokoes research spanned from 1955 to 1965 and covered signing as a linguistic system and signs as a part of the system. The first American Sign Language Dictionary was published in 1965 at the conclusion of the first part of Stokoes research. The focus part of Stokeoes continued research focused on the syntax of the language and its importance to teaching English to deaf children. Dr Stokoe asserts he was in constant contact with the Center for Applied Linguistics, the Georgetown University School of Language a nd Linguistics, and the Washington Linguistics Club, laying the foundation and belief that parts of sign language grammar paralleled parts of the languages they were studying (Stokoe, 1990). Stokoe believed signs could be taken apart and analyzed into parts allowing researchers and linguists to study how the language works, how they evolved, and how they could be taught. The work of William Stokoe was not widely accepted among all professionals. Since the 1970s many have argued against the language classification for ASL and especially that of foreign language (Stokoe, 1960; Wilcox, 1990). ASL was studied and analyzed without further evidence that it was a full blown language. Questions have been raised regarding ASLs legitimacy as a foreign language. The following are a set of questions that are common among critics of ASL. (a) Isnt ASL indigenous to the United States and therefore not foreign? (b) Isnt ASL a derivative of English which would disqualify it as a separate language? (c) Is ASL naturally occurring and evolving? (d) If ASL is not written, how can it have a culture? (e) Is there a body of literature to support ASL and its culture? All of these questions have been asked over the decades and have been the major road blocks to ASL being recognized as a language. William Stokoe effectively answered these questions over several years which have been supported by several other scholars in linguistics and culture. In response to the questions regarding whether or not ASL is a language, Stokoe explains in detail with books and dictionaries the morphology, phonology, syntax, as well as semantics and pragmatics and how it differs from that of English or other spoken languages (Stokoe, 1960). Wilcox Peyton (1999) state, ASL is a fully developed language, one of hundreds of naturally occurring sign languages in the world. Conover (1997) states that one is not likely to find much opposition to ASL as a language form linguists, however the most resistance comes from colleges and universities who do not believe ASL should be taught as a foreign language (Miller, 2008). There is a great deal of research, according to Wilcox Peyton (1999), which demonstrates that ASL grammar is radically different from English grammar; it contains structures and process es which English lacks (Wilcox, 1999; Vigoda, 1993). When comparing American Sign Language to other accepted foreign languages one must take in to account that Navajo and several other Native American languages are widely accepted as foreign languages, being even more indigenous to America than ASL. A language need not be foreign to be considered a foreign language (Wilcox, S. Wilcox, P., 1991). In response to the literature question, researchers have found a vast body of literature among deaf people (Cooper et al, 2008; Armstrong, 1988). The literature is not in a written traditional form but, like Native American languages, through story telling passed from generation to generation. With modern technology these very old stories can now be viewed on the internet and on DVDs. The widespread use of storytelling in deaf culture has become more and more available to the general population. ASL continues to be a topic of research at numerous universities and has evolved to be the lead topic in language acquisition, eurolinguistics, psycholinguistics, sociolinguistics, anthropology, cognitive studies, teaching methods, and assessment of sign language skills (Jacobowitz, 2005; Miller, 2008). Empirical research on language in the human brain has provided support for Stokoes initial findings. Studies focused on neural processing of signed language found the same areas of the brain are used to process spoken language (Hickok et al., 2001). The New York Times in 1992 argues ASL is a language because it uses the same elements of spoken language and is organized like any other spoken language (Hickok et al., 2001; Stokoe, 2005). Two linguists from the Salk Institute, Klima and Bellugi (1979) began studying sign language in the 1960s, they wondered whether ASL was an language as other linguists understand that concept. The findings of Klima and Bellugi (1979) supported the linguistic components of ASL, which they called a complexly structured language with a highly articulated grammar, a language that exhibits many of the fundamental properties linguists have posited for all languages (p. 4). Definitions of ASL continued in 1980 with Baker and Cokely indicating ASL is a visual-gestural language created by deaf people (p. 47). They defined the language as a system of relatively arbitrary symbols and grammatical signals that change across time and that members of a community share and use for several purposes: to interact with each other, to communicate their ideas, emotions, intentions, and to transmit their culture from generation to generation (p. 31). Issues of Administration Administrators of LOTE programs often face issues that are not unique to their program. Instructors of American Sign Language often rely on the philosophies, policies, theories, and strategies used in other programs that teach LOTE. Concerns faced by ASL administrators often face similar concerns of LOTE Administrators. A study conducted by the MLA in 1989 showed that language requirements varied depending on the type of language program, and type of institution. More than half of the institutions surveyed (58.5% public, 41.5% private) viewed language study as essential to a well-rounded education (Cooper, 1997, p.29; Huber, 1989). Additionally the MLA study indicated that 87% of the institutions housed all languages within one divisional unit. Of those institutions the languages were housed with other non-language courses and in departments outside of the language emphasis such as philosophy and Humanities. Essentially, the study finds that administrative decisions regarding language instruction was made by departments and administrators with no experience in LOTE. Huber (1989) suggests foreign language instruction may take a secondary role to English when both are offered in the same department. Over half (56%) that offered a degree in English did not offer a degree in LOTE, and those that offered a MA in English only offered a BA in some of the other languages. Huber (1989) also suggests that language programs may be housed in non-language departments because of resource restraints or low student interest. A study of 1000 foreign language department chairs done by Cardenas (1988) indicated over seventy percent (73.7%) of the respondents found one of the most frustrating pieces of administration of the language departments was the lack of momentum with their own research and teaching. Much of the frustration was motivating unproductive faculty (60.2%), faculty evaluations (54.3%), managing the budget (51.7%), and recruiting part-time faculty (48.3%). National Language Program Standards The American Council on the Teaching of Foreign Languages (ACTFL) states as part of their philosophy that Language and communication are at the heart of the human experience (ACTFL).   The organization goes on to say they envision a future in which ALL students will develop and maintain proficiency in English and at least one other language, modern or classical (ACTFL). In essence these statements open the door for all forms of communication that meet the standards of language learning. The Standards for Foreign Language Learning; Preparing for the 21st Century has been a mainstay for guidance of foreign language instruction. These standards, according to the ACTFL, are called the 5 Cs (Communicate, Culture, Connect, Compare, and Community). According to Lear and Abbott (2008) To comply with these standards, the successful student will use language to communicate for real purposes, understand multicultural and global issues, connect with other disciplines and acquire new knowledge, make comparisons with their own language and culture, and participate in multilingual communities(Lear Abbott, 2008, p. 77) (Table 1). A language program should attempt as much of the 5 Cs as possible, however little discussion is found to what extent each must be accomplished (Lear Abbott, 2008). It is widely accepted that goal 5 is difficult to accomplish in a closed classroom setting. In a position paper by the ACTFL in 2011 ASL was recognized as a LOTE when it stated, Communication for a classical language refers to an emphasis on reading ability and for American Sign Language (ASL) to signed communicative ability (ACTFL Position Statements, 2011). The publication of Standards became known as the à ¢Ã¢â€š ¬Ã¢â‚¬ ¢genericà ¢Ã¢â€š ¬- version of standards in that it addressed issues and delineated standards common to all second-language learning yet contained examples in many languages (Phillips, J. Abbott, M. 2011, p.1). From 2005 to 2010, the American Sign Language Teachers Association (ASLTA) and the National Consortium of Interpreter Education Centers (NCIEC) collaborated on Table 1. A complete listing of ACTFLs Standards for Foreign Language Learning. Communication Communicate in Language Other Than English Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. Standard 1.2: Students understand and interpret written and spoken language on a variety of topics. Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. Cultures Gain Knowledge and Understanding of Other Cultures Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied. Connections Connect with Other Disciplines and Acquire Information Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language. Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures. Comparisons Develop Insight in the Nature of Language and Culture Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own. Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own. Communities Participate in Multilingual Communities at Home and Around the World Standard 5.1: Students use the language both within and beyond the school setting. Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment. the development of standards for ASL instruction as a guide to teachers and administrators of sign language programs. These standards utilized the ACTFLs Standards for Foreign Language Learning framework. The standards use the same 5 Cs of language instruction and are printed as part of the 2012 ACTFL Standards for Foreign Language Learning (Phillips, J. Abbott, M. 2011). Originally the standards were written with nine languages being considered: Chinese, Classical Languages, French, German, Italian, Japanese, Portuguese, Russian, and Spanish the Standards have expanded to include languages other than the original nine. Standards for learning Arabic are now in the printed version; they have also been developed for Hindi, Swahili, Korean and American Sign Language (Phillips, J. Abbott, M. 2011). History of Academic Acceptance of Sign Language Sign Language appeared as a language for the first time beginning in the mid-1960s when Stoke, Casterline, and Croneberg published the Dictionary of American Sign Language on Linguistic Principles. This event gave linguistic recognition to ASL for the first time in its history, although very few people recognized the event as significant (Wilcox, S. Wilcox, P, 1991). Depaul University has been recognized as the first university in the United States to offer sign language classes in 1965 (Shroyer Holmes, 1980). The National Association of the Deaf (NAD) built a Communication Skills Program in 1967 in an attempt to spur language acquisition in schools, universities and programs who serve deaf people by offering sign language classes (Newel, 1995a). During the same period of time several sign systems were invented to assist in teaching deaf children English. The most popular systems used were Seeing Essential English (SEE I), Linguistics of Visual English (LOVE), and Signing Exact English (SEE II) (Cooper, 1997). The purpose of these sign systems was to simplify the process of teaching English to deaf children; however, over time they became recognized as sign systems and were taught as varying sign language classed in colleges and universities (Cooper 1997). Other events in the 1960s and 1970s contributed to the increased availability of sign language classes in schools and higher education. Research and publications by Stoke (1966 1990), Klimba and Bellugi (1979), Wilbur (1979, 1987), and Cokely and Baker (1980) added support for the general acceptance of ASL as a language (Cooper, 1997). Legislation also played an important role for sign language in the schools as the Rehabilitation Act of 1973 and PL94-142 of 1975 expanded the requirement to provide Sign Language Interpreters in the classroom as a service for deaf students. The caused an increased need for skilled hearing individuals to learn sign language so that interpreters may be available in the schools when required. Interpreter training programs gained federal funding in an effort to relieve the pressure for skilled interpreters (Newell, 1995b). Implications for Future Research Additional and ongoing research regarding individual views regarding sign language is needed including tracking the growth of programs nationally would be beneficial. Future research in development of ASL programs regionally is essential particularly as it partners with LOTE programs. Current data on institutions that recognize ASL as a LOTE and houses it with other languages is important. Particular interest regarding institutions that discontinue their programs and the reasons behind it would be valued. This study did not address certifications of teachers currently working as ASL instructors however data regarding the fact is needed to assess future needs in training instructors in the language. The correlation of signing and non-signing administrators was not examined. Neither was the ethnicity or gender discussed although this would be interesting to research for further influence among minorities and genders. Evaluation of the State of the Literature Regarding current research the surveys administered should be shorter in length to increase the participation rate of responders. Additional information regarding majors, minors, and other university requirements would be helpful including where the sign language program is housed. For example, knowing if the program is a stand-alone program, part of another language department, or listed for credit as an elective would assist institutions in making decisions on language administration. The research to this point in history has focused mainly on which schools accept ASL for credit and the overarching reasons why some may not accept it. Not a lot of research has been done to discuss the programs reasons for acceptance or the process of approval if they were able to secure approval. This research attempts to answer the question many researchers failed to answer, which is a more detailed understanding of personal views of ASL by administrators of languages other than English. Past research has been able to list categories of rejection or acceptance and attempted to list which institutions have been able to recognize sign language for credit on par with other languages at the institutions. The question left unanswered are at what level does ASL receive the most support or resistance in the process of gaining recognition as a language at the institutions. This is important for future organizations who seek approval at various colleges and universities. Additionally, the overall acceptance of sign language in various countries would also be valued to find the international point of view of sign language as it is compared to the United States.

Computer Viruses and their Effects on the Computer :: Computers Software Technology Essays

Computer Viruses and their Effects on the Computer In our health-conscious society, viruses of any type are an enemy. Computer viruses are especially pernicious. They can and do strike any unprotected computer system, with results that range from merely annoying to the disastrous, time-consuming and expensive loss of software and data. And with corporations increasingly using computers for enterprise-wide, business-critical computing, the costs of virus-induced down-time are growing along with the threat from viruses themselves. Concern is justified - but unbridled paranoia is not. Just as proper diet, exercise and preventative health care can add years to your life, prudent and cost-effective anti-virus strategies can minimize your exposure to computer viruses. Because Symantec is the world's largest supplier of anti-virus technology, we are uniquely able to offer comprehensive virus protection options and service plans. As an introduction, we offer this white paper series. In concise text, graphs and illustrations, we will give you a overview of: A history of computer viruses Who writes viruses - and how they can reach you The early warning symptoms of virus infection The real numbers behind the growth of viruses and their costs How viruses work - and how virus protection can stop them Anti-virus tools from Symantec for enterprise-wide, multi-platform, state-of-the-art protection What, Exactly, Is A Computer Virus? A computer virus is a program designed to replicate and spread, generally with the victim being oblivious to its existence. Computer viruses spread by attaching themselves to other programs (e.g., word processors or spreadsheets application files) or to the boot sector of a disk. When an infected file is activated - or executed - or when the computer is started from an infected disk, the virus itself is also executed. Often, it lurks in computer memory, waiting to infect the next program that is activated, or the next disk that is accessed. What makes viruses dangerous is their ability to perform an event. While some events are benign (e.g. displaying a message on a certain date) and others annoying (e.g., slowing performance or altering the screen display), some viruses can be catastrophic by damaging files, destroying data and crashing systems. How Do Infections Spread? Viruses come from a variety of sources. Because a virus is software code, it can be transmitted along with any legitimate software that enters your environment: In a 1991 study of major U.S. and Canadian computer users by the market research firm Dataquest for the National Computer Security Association, most users blamed an infected diskette (87 percent).