The Mysterious Moon of Makemake

As weve explored in other stories, the outer solar system is really the new frontier of space exploration. This region, also called​  the Kuiper Belt, is populated with many icy, distant and small worlds that were once completely unknown to us. Pluto is the largest among them known (so far), and was visited in 2015 by the New Horizons mission.   The Hubble Space Telescope has the visual acuity to make out tiny worlds in the Kuiper Belt. For example, it resolved the moons of Pluto, which are very small. In its exploration of the Kuiper Belt, HST spotted a moon orbiting a world smaller than Pluto called Makemake. Makemake was discovered in 2005 via ground-based observations and is one of five known dwarf planets in the solar system. Its name comes from the natives of Easter Island, who saw Makemake as the creator of humanity and a god of fertility. Makemake was discovered shortly after Easter, and so the discoverers wanted to use a name in keeping with the word. The moon of Makemake is called MK 2, and it covers a pretty wide orbit around its parent body. Hubble spotted this little moon as it was about 13,000 miles away from Makemake. The world Makemake itself is only about 1434 kilometers (870 miles) wide and was discovered in 2005 via ground-based observations, and then further observed with HST. MK2 is perhaps only 161 kilometers (100 miles) across, so finding this tiny little world around a small dwarf planet was quite an accomplishment. What Does Makemakes Moon Tell us? When Hubble and other telescopes discover worlds in the distant solar system, they deliver a treasure trove of data to planetary scientists. At Makemake, for example, they can measure the length of the moons orbit. That allows researchers to calculate MK 2s orbit. As they find more moons around Kuiper Belt objects, planetary scientists can make some assumptions about the likelihood of other worlds having satellites of their own. In addition, as scientists study MK 2 in greater detail, they can figure out more about its density. That is, they can determine whether its made of rock or a rock-ice mix, or is an all-ice body. In addition, the shape of MK 2s orbit will tell them something about where this moon came from, that is, was it captured by Makemake, or did it form in place? Its history is likely very ancient, dating back to the origin of the solar system. Whatever we learn about this moon will also tell us something about conditions in the early epochs of solar system history, whe n worlds were forming and migrating.   Whats It Like on This Distant Moon? We dont really know all the details of this very distant moon, yet. It will take years of observations to nail down its atmospheric and surface compositions. Although planetary scientists dont have an actual picture of the surface of MK 2, they know enough to present us with an artists concept of what it might look like. It appears to have a very dark surface, likely due to discoloration by ultraviolet from the Sun and loss of bright, icy material to space. That little factoid comes NOT from a direct observation, but from an interesting side-effect of observing Makemake itself. Planetary scientists studied Makemake in infrared light and kept seeing a few areas that seemed warmer than they should be. It turns out what they may have been seeing as dark warmer patches were likely the dark-colored moon itself.   The realm of the outer solar system and the worlds it contains have a lot of hidden information about what conditions were like when the planets and moons were forming. Thats because this region of space is a veritable deep-freeze. It preserves ancient ices in much the same state they were when they formed during the birth of the Sun and planets.   Yet, that doesnt mean things dont change out there. On the contrary; there is plenty of change in the Kuiper Belt. On some worlds, such as Pluto, there ARE processes that heat and change the surface. That means that worlds DO change in ways that scientists are just beginning to understand. No longer does the term frozen wasteland mean that the region is dead. It simply means that temperatures and pressures out in the Kuiper Belt result in very different-looking and behaving worlds. Studying the Kuiper Belt is an ongoing process. There are many, many worlds out there to find—and eventually explore. Hubble Space Telescope, as well as several ground-based observatories are the front line of Kuiper Belt studies. Eventually, the James Webb Space Telescope will be set to work observing this region too, helping astronomers locate and chart the many bodies that still live out in the solar systems deep freeze.

Human Trafficking Is Today s Version Of Slavery - 873 Words

We Are People Human trafficking is today’s version of slavery. Victims are forced into labor, prostitution, and other exploitations. In 2007 three brothers conspired together to trafficked women from Mexico to New York, Queens. The brothers threatened, assaulted, and psychologically coerced the young women and minors into prostitution. These men were committed to sex trafficking that one of the brothers, Victor Leonel Estrada- Tepal, forced his wife, who was only seventeen at the time, into their sex trafficking trade. The brothers did not tell the women the real truth of why they were taking them to the United States. In January 2014 the three brothers were arrested and in 2015 they plead guilty to sex trafficking through the use of force, fraud, and coercion of the young women. The brothers are facing a minimum of fifteen years in prison to a life sentence in prison. According to HSI Special Agent-in-Charge Hayes, â€Å"These men preyed on innocent women, luring them into t he United States under false pretenses and then cruelly enslaving them to satisfy their own greed in a ruthless prostitution scheme† (â€Å"Justice News†). These men are only one example of human traffickers. Human trafficking is a globally wide problem and countries are not working together to end this issue. Society should focus on achieving international human rights and promote an internal standard of laws against human trafficking. Although Utilitarians argue we should maximize happiness of the majority byShow MoreRelatedHuman Trafficking2466 Words   |  10 PagesCombating Human Trafficking Over the past several years, human trafficking has become a sizable world-wide problem. Human Trafficking has had a considerable affect on the World and United States. To combat this, several laws and initiatives have been enacted. 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These transnational crimes are extremely profitable and are in no means going to stop unless enforced at the UnitedRead MoreHuman Rights And The Right Of Humanity And Eradicate Human Abuses1903 Words   |  8 PagesAbstract Human rights organization, groups or institutions work to protect the right of humanity and eradicate human rights abuses. Some of these institutions, groups or organization are specific to the type, nature and extent of the human rights law, they deal with, while others tackle issues relating to the whole. The latter is usually a very active group as human rights in many ways are affected by the whole process of globalization and capitalism. It is true that the most effect human rights agentsRead MoreHuman/sex trafficking in Amsterdam1901 Words   |  8 Pagesâ€Å"We thought slavery was a thing of the past. We haven’t been paying attention† (Atlanta Hosts Passion 2012). 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The effects and implications of using ergogenic aids for exercise and sports performance Free Essays

Throughout the history of sport, ergogenic aids have always been taken to enhance performance at sport. However, in more recent times physiological knowledge has improved and there are many more ergogenic aids becoming available for athletes. Some of these aids are legal and some are illegal. We will write a custom essay sample on The effects and implications of using ergogenic aids for exercise and sports performance or any similar topic only for you Order Now Therefore, when working as a coach, it is important to know which are legal and which are illegal so that you can avoid any risk of your athlete being prosecuted. One ergogenic aid that is prohibited is blood doping. This practice involves the athletes taking a certain amount of blood out of their body and frozen. Their bodies will then make up for this blood loss and after that process is complete, the blood that they took out is injected back into them. This process has a positive effect on sports performance as the number of red blood cells in your body is increased. Blood doping is most commonly used by endurance athletes, such as distance runners, skiers and cyclists. By increasing the number of red blood cells within the blood, higher volumes of haemoglobin are present. Haemoglobin binds to and carries Oxygen from the lungs and to the muscles where it can be used for aerobic respiration. Blood doping therefore allows extra Oxygen to be transported to the working muscles, resulting in a higher level of performance, without the use of the anaerobic energy systems. However, there are also many side effects to blood doping. Re injecting blood can cause many problems. Firstly it can easily cause infection to the athlete which can result in heart problems such as a heart attack. It can also cause blood clots in the body which can be fatal, jaundice which is the skin, eyes and body fluids turning yellow. One example of blood doping being used was at the winter Olympics. Six Austrian skiers had all been found to be using to using blood doping in an attempt to improve in the cross country skiing event. The skiers were called Wolfgang Perner and Wolfgang Rottmann and the cross-country skiers Martin Tauber, Jurgen Pinter, Johannes Eder, Roland Diethart and Christian Hoffmann. This particular event is an aerobic event as it lasts for a long time, with the competitors covering huge distances. Therefore the extra red blood cells in their bodies would have meant that they were able to go on much longer and faster than they would normally be able to. As a punishment, all six skiers were banned for life from the Olympics A second example of a prohibited ergogenic aid in sport is diuretics. Diuretics are banned in sports because they can help with weight loss and could also be used to speed up the elimination of drugs from the system. This can be very helpful to athletes competing in many different sports such as boxing, horse racing or rowing. One example would be a boxer that has put on weight between fights and is therefore too heavy for the weight category they are fighting in. Diuretics would help them to lose weight much more quickly than by natural means and they would be able to pass the weigh in. They help the sportsperson lose weight by increasing the volume of urine produced by promoting the excretion of salts and water from the kidney. This results in them losing a lot of water through urine, which causes them to lose weight very quickly. The second reason they are banned is, if you take a banned substance that is excreted through urine, it could speed up the elimination of drugs from the system. If it is being used in this way, it is not so much an aid to improve performance but could cover up for another prohibited aid. There are two main side effects to diuretics that damage a persons performance levels in sport. The first of these is dehydration. Diuretics work by removing all excess water and this means that dehydration often occurs. This will immediately have an effect on sports performance. Firstly, blood will become thicker and therefore more difficult to pump around the body, resulting in less oxygen being carried through the blood to the muscles. The body will then overheat due to an inability to sweat because of dehydration. Finally, Waste products such as lactic acid are not discreeted due to water conversation. A second effect on sports performance is muscles weakening, which is very important for sports people such as boxers. This is due to the poor blood supply to muscles. An example of the consequences that diuretics can cause is in boxers. They used to have the weigh in on the day of the fight. This meant that any boxer using diuretics would have to use them on the same day as they were fighting. The diuretics would get rid of any excess water in the body but the problem was that it took away the layer of water between the skull and the brain. This layer of liquid protects the brain from hitting the side of the skull when knocked. Therefore, without this protection, many boxers developed brain damage after years of boxing. Another prohibited ergogenic aid is beta blockers. Beta blockers are banned in many sports due to their ability to slow the heart rate. It is precision sports such as snooker, darts and diving that they improve performance in as they give you more control over slight movements. Beta blockers are normally given for the treatment of angina, high blood pressure, irregular heart beats or following a heart attack. They act by interfering and inhibiting certain nerve impulses being transmitted through the nervous system. They act by reducing the demand of oxygen required by the heart, lower heart rate and reduce the production of adrenalin. There are many possible side-effects of these drugs, but some people may not suffer from any. Possible effects include dizziness and fainting caused by the medications lowering heart rate too much and blood vessels can narrow causing cold and pale fingers and toes. On the other hand, there are also permitted ergogenic aids. This means that they can improve sports performance, but are still allowed by governing bodies of sports. One example of this is altitude training. Altitude training is very useful to any sports people that are competing in aerobic events. Many long distance runners either come from countries at high altitude or move there to train. Altitude training works because when the athlete trains at high altitude, there is very little oxygen in the air. The body soon adapts to this change of oxygen available and produces more red blood cells than normal. This means that there is increased haemoglobin levels in the blood that aren’t lost when the athlete returns back to lower altitude to compete. These effects usually last for about two weeks after altitude training and result in much better endurance levels. There are very few side effects to altitude training as long as athletes do not over train themselves at altitude. It has been scientifically proven to have positive effects on performance. Altitude training is proven to have a positive effect on sporting performance b the Kenyan long distance runners. For years they have dominated all long distance running events. Kenya is at a very high altitude and the effects that the athletes get from training in their home country is proven in the times on the track. Another permitted ergogenic aid is psychological techniques. The increased stress of competitions can cause athletes to react both physically and mentally in a manner that can negatively affect their performance abilities. They may become tense, their heart rates race, break into sweat, worry about the outcome of the competition or find it hard to concentrate on the task in hand. There are many different psychological techniques that can be used to combat these effects on the body. These include imagery techniques, relaxation techniques and goal setting. There are three psychological factors which athletes must have control over to improve performance. These are confidence, control and commitment. Confidence is improved through mental imagery. Using imagery, the athlete is able to imagine a previous good performance, remembering how they felt and acted. It also allows you to imagine yourself winning at the end, feeling like you have already been in the same situation and improving confidence. Control is improved through relaxation techniques. An example of a relaxation technique is through meditation. If athletes complete meditation before competing, they will be able to be much more relaxed and have control over what they are doing. The final technique that athletes can use is goal setting, which can improve commitment in sport. If they are given something to aim for, with multiple small aims along the way, they are more likely to complete any objectives they have. There are no side effects to psychological techniques as long as they have the necessary skills to complete them. An example of psychological skills improving performance in sport is through Johnny Wilkinson. Whenever he is kicking a conversion, he pictures an elderly woman standing at the other side of the goal posts that catches the ball. This improves confidence and concentration as it makes the task at hand seem much simpler. One of the very few drugs that is allowed my governing bodies of all sports is paracetamol. These have been seen to not improve sporting performance and therefore are not banned. However, they could be used to help a performance in certain sports. Paracetamol work as pain killers. Therefore, any sport that requires its participants to go through pain may benefit from paracetamol. One example of a sport where athletes go through pain in is boxing. If boxers took some paracetamol before going out to fight, it is possible that it will help cover some of the pain when they are getting punched. They are most commonly used for aches such as head aches so they may also stop the boxers from getting head aches after being punched. It is not just contact sports however that deal with aches and pains. Nearly all sports at the top level require its participants to push their bodies to their absolute limit and through the pain barrier. A sport such as long distance running for example will cause a lot of aches on the athlete’s body and paracetamol will help cover these. There are very few side effects to paracetamol as they are widely used by everyone to stop pains. This means that we know more about the dangers than we would of a new drug that may be illegal, as it is used by less people. The only danger would be if the athlete took an overdose which could cause serious problems or be fatal. How to cite The effects and implications of using ergogenic aids for exercise and sports performance, Papers

Comparison of Three Articles about Organizational Learning in Schools Essay Sample free essay sample

The chief end of this study is to analyze different paperss which tackles information engineering direction. For this analysis. the literature reappraisal will concentrate on the organizational acquisition in educational or school degree. In this analysis three articles will be given accent.â€Å"Organizational Learning theory in Schools. † â€Å"Assessing alteration: can organizational learning work for schools? †andâ€Å"Structural barriers: redesigning schools to make learning organisations. † First Article: Organizational larning theory in schools For this research survey. the range of the survey is to set up organizational acquisition theory which evolves from the empirical and theoretical surveies of assorted administrations and to make grounded theory that explains organisational acquisition in educational and school establishments. In this research the inquiries that has been given accent is about the finding of the precedence of the organizational acquisition in schools and to cognize the grounds on the trouble of larning new models. During the hunt period. this paper has used assorted cardinal universes for research. These cardinal words include organisational acquisition. organisational learning theories. organisational alteration and school based organisational earning. The beginnings include secondary paperss that tackle about organisational theories in schools. For this research survey. the survey has been able to analyze the execution of instructional engineering being a procedure of organisational acquisition in the chosen simple schools. In order to accomplish the aim of the paper. the research survey has used qualitative informations. The qualitative informations have been used for placing the determiners of organisational acquisition which has been discussed as grounded theory. Qualitative information has besides been used to construct the relationship between structural systemic and societal psychological science of organisational theories and contexts. In making so. the research worker have conducted extended interviews with the chosen six instructors. territory affair for engineering and principal. The research worker besides observed the six instructors who used instructional engineering as portion of their teaching-learning procedure and from self-supported cognitive function of instructors. The findings of the survey revealed five facets that influenced organisational acquisition and these facets include the consistence every bit good as the comprehensiveness of distribution of information. uncertainness or capriciousness. the trouble of larning new conceptual theoretical accounts and the easiness of larning new modus operandis. It can be said that the paper has been dependable all throughout and its greatest parts is its geographic expedition of the relationship among single group and organisational acquisition and in associating assorted figure of surveies and organisational theories to analyze organisational larning on schools. As mentioned the first research survey has been able to utilize observation and interview methods in assorted groups of persons. For case interview were conducted to 6 instructors of the simple schools. principal and the direct affair of engineering. This is done to garner pertinent informations among involved single. Aside from these the 6 instructors have been observed during the category. Through this. the research has been able to develop organisational larning theory in schools. Although this paper has been able to reply some inquiries. this research has still many inquiries left unresolved. This include how organisational acquisition affected by the nature of the work of the organisation. it cardinal engineering and the degree to which such organisational work is mensurable In add-on. this research has non besides been able to supply replies on how does the comparative focal point of the system-structure. readings or modus operandis affects organisational acquisition and to what extent do these theories of single acquisition every bit good as societal cognitive or behavioral theories and constructs apply to organisations and groups. With this. future research every bit good as theory development can be conducted to reply such indispensable questions in the application of organisational acquisition constructs to schools. Second Article:Measuring alteration: can organizational learning work for schools For the 2nd article. the range of the research is to mensurate the practical use and effectivity of organisational larning intercession in a non progressive organisation. non specifically chartered learning administration and was located in a multi-culturally diverse. urban and under privilege community. For this. the cardinal inquiry that should be given accent is to cognize how organisational acquisition can work for schools. In this research survey. the keyword used includes organisational acquisition ; organisational alteration in schools. larning organisations. working patterns and organisational leading relevant to multi-culturally diver school organisation. These constructs have been found in assorted diaries and educational articles relevant to organisational alterations. The research survey has used different research designs. In this respect. the research worker has been able to used empirical instance surveies and study attack. Herein. the employees were surveyed for pre and station intercession. In add-on. informations aggregation includes the consideration of the archival information in footings of turnover rates for the old ages bracketing the intercession. The usage of qualitative and quantitative attack was considered. In add-on. analysis has revealed that the Centre has been able to cut down turnover rates and enhanced in organisational acquisition every bit good as morale of the organisation and their clime. The analysis has shown the relationships between alteration towards organisational acquisition and organisational clime dimensions such as assessment and acknowledgment. supportive leading and end congruity. Through the usage of archival informations it can be said that the research was dependable throughout the survey. In this survey the research worker opted to utilize a group of employees for study intents. These employees have been chosen to reply the questions provided and to cognize their perceptual experience on a given statements. The survey-questionnaire method was used for both qualitative and quantitative informations. On the other manus. the archival information of the turnover rates were used for the quantitative analysis. In this research. there are some spreads which remained unresolved. For case. the findings of the survey do non uncover how organisational acquisition helps the altering organisation. In add-on. the research attack is non good defined which affect the consequence. With this. it can be said that the future research should concentrate on how organisational acquisition helps or assists school organisational alterations and the factors that influences the success and failure of the said alteration. Article 3: Structural barriers: redesigning schools to make learning organisations The range of the 3rd article is to concentrate on schools and give accent on the structural dimensions of the organisation and its hierarchal design of information flows among the stakeholders. In add-on. this research survey besides gives accent on the current structural barriers which create learning organisations. During the hunt period. this paper has used assorted cardinal universes for research and to find which surveies would be relevant for the given issue. These cardinal words include organisational acquisition. larning organisation. organisational construction and school organisations. In order to accomplish the aim and intent of the paper. the research worker has used conceptual theoretical accounts for its research design. Herein. the research attempted to utilize different theoretical model relevant to the survey. The survey revealed that the old procedure every bit good as perceptual experience of the employees alterations as they relate it to larning which are moderated by construction. It has besides revealed that in order to be successful in larning administration. the organisation must be able to see alterations. It can be said that the research has been dependable in all facet of the survey. Using conceptual theoretical accounts. the research worker has been able to separate and groups different theories and organisational acquisition to cognize which will be relevant for this survey. In add-on. qualitative attack was used for contextual analysis. It can be said that the survey has non been able to bridge the spread in certain facets. For case. the research worker has non been able to place the germinating barriers for organisational acquisition. Furthermore. this research has non been able to reply some questions about the structural barriers of the redesigning school organisation towards larning as perceived by the employees. In this respect. the research worker must carry on future research concentrating on the perceptual experience of employees about this subject. It can be said that each of the three articles have used different attacks to run into the aim of the paper. In add-on. each has their ain strengths and failings which should be addressed to better the survey. Mention Austin. MS and Harkins. DA 2008. Measuring alteration: can organizational acquisition â€Å"work† for schools?The Learning OrganizationYear: Volume 15. Issue 2. pp. 105 – 125 Randeree. Tocopherol 2006. Structural barriers: redesigning schools to make learning organisations.International Journal of Educational ManagementVolume. 20. Issue 5. pp. 397 – 404

Adjective Placement Patterns for English Learners

Adjective Placement Patterns for English Learners Adjectives  describe nouns. Often, writers use only one adjective to describe a noun either by placing the adjective in front of the noun or by using a stative verb and placing the adjective at the end of the sentence, as in:  Hes an interesting person, or, Jane is very tired. Knowing where to place adjectives in relation to nouns is a key part of learning to speak and write English fluently.   Multiple Adjectives In some cases, you might use more than one adjective- even as many as three or more- to describe a noun. In thee cases, the adjectives need to follow a pattern based on their type or category. In these and the following examples, adjectives are listed in italics. Hes an excellent, older, Italian  teacher.I bought a  huge, round, wooden  table. Adjective Order When more than one adjective is used to describe a noun, English speakers use a specific adjective order when placing each adjective. If they do this in written form, they sometimes separate each adjective with a comma when the adjectives are  coordinate, notes  Purdue OWL. That is, they have equal weight and could be reversed without changing the meaning of the sentence, as in: He drives a  big, expensive, German car.Her employer is an interesting, old, Dutch  man. In other cases, when using adjectives that are not coordinate to describe a  noun, place the adjectives in the following order before the noun. Opinion:  an interesting book; a boring lectureDimension:  a big apple; a thin walletAge:  a new car; a modern building; an ancient ruinShape:  a square box; an oval mask; a round ballColor:  a pink hat; a blue book;  a black coatOrigin:  Ã¢â‚¬â€¹Italian shoes; a Canadian town; an American carMaterial:  a wooden box; a woolen sweater; a plastic toy Other Examples These examples of nouns modified with three adjectives in the correct order follow the explanations from the previous section. Notice that in the sentences, adjectives are not separated by commas. The types of adjectives are listed in parentheses and in order following each example. A wonderful old Italian clock (opinion - age - origin)A big square blue box (dimension - shape - color)A disgusting pink plastic ornament (opinion - color - material)Slim new French trousers (dimension - age - origin) Adjective-Placement Quiz Once youve reviewed adjective placement, have students check their understanding by placing the three listed adjectives in the correct order before the noun. The noun is listed on the left, followed by a colon and then the three adjectives. The correct answers follow the quiz questions. Book: interesting - small - SpanishPicture: modern - ugly - rectangularOpinion: old - boring - AmericanApple: ripe - green - deliciousSuit: woolen - large - blackHouse: beautiful - modern - smallMagazine: German - slender - strangeCap: cotton - funny - green When students have completed the quiz, review the correct answers with them. An interesting small Spanish bookAn ugly modern rectangular pictureA boring old American opinionA delicious ripe green appleA large black woolen suitA beautiful small modern houseA strange slender German magazineA funny green cotton cap If students struggle to answer correctly, review the correct placement of adjectives as discussed previously.

Biography of Saddam Hussein of Iraq

Biography of Saddam Hussein of Iraq Born: April 28, 1937 at Ouja, near Tikrit, Iraq Died: Executed December 30, 2006 in Baghdad, Iraq Ruled: Fifth President of Iraq, July 16, 1979 to April 9, 2003 Saddam Hussein endured childhood abuse and later torture as a political prisoner. He survived to become one of the most ruthless dictators the modern Middle East has seen. His life began with despair and violence and ended the same way. Early Years Saddam Hussein was born to a shepherds family on April 28, 1937 in northern Iraq, near Tikrit. His father disappeared before the child was born, never to be heard from again, and several months later, Saddams 13-year-old brother died of cancer. The babys mother was too despondent to care for him properly. He was sent to live with the family of his uncle Khairallah Talfah in Baghdad. When Saddam was three, his mother remarried and the child was returned to her in Tikrit. His new stepfather was a violent and abusive man. When he was ten, Saddam ran away from home and returned to his uncles house in Baghdad. Khairallah Talfah had recently been released from prison, after serving time as a political prisoner. Saddams uncle took him in, raised him, allowed him to go to school for the first time, and taught him about Arab nationalism and the pan-Arabist Baath Party. As a youth, Saddam Hussein dreamed of joining the military. His aspirations were crushed, however, when he failed the military school entrance exams. He attended a highly nationalistic secondary school in Baghdad instead, focusing his energy on politics. Entry into Politics In 1957, the twenty-year-old Saddam formally joined the Baath Party. He was selected in 1959 as part of an assassination squad sent to kill the Iraqi president, General Abd al-Karim Qasim. However, the October 7, 1959 assassination attempt did not succeed. Saddam had to flee Iraq overland, by donkey, moving first to However, the October 7, 1959 assassination attempt did not succeed.   Saddam had to flee Iraq overland, by donkey, moving first to Syria for a few months, and then going into exile in Egypt until 1963. Baath Party-linked army officers overthrew Qasim in 1963, and Saddam Hussein returned to Iraq. The following year, due to infighting within the party, he was arrested and imprisoned. For the next three years, he languished as a political prisoner, enduring torture, until he escaped in 1967. Free from prison, he began to organize followers for yet another coup. In 1968, Baathists led by Saddam and Ahmed Hassan al-Bakr took power; Al-Bakr became president, and Saddam Hussein his deputy.   The elderly Al-Bakr was nominally the ruler of Iraq, but Saddam Hussein really held the reins of power.   He sought to stabilize the country, which was divided among Arabs and Kurds, Sunnis and Shiites, and rural tribes versus urban elites. Saddam dealt with these factions through a combination of modernization and development programs, improved living standards and social security, and brutal suppression of anyone who caused trouble despite these measures.   On June 1, 1972, Saddam ordered the nationalization of all foreign-owned oil interests in Iraq. When the 1973 energy crisis struck the following year, Iraqs oil revenues shot up in a sudden windfall of wealth for the country. With this flow of money, Saddam Hussein instituted free compulsory education for all Iraq children all the way through university; free nationalized medical care for all; and generous farm subsidies. He also worked to diversify Iraqs economy, so that it would not be utterly dependent on volatile oil prices. Some of the oil wealth also went into chemical weapons development. Saddam used some of the proceeds to build up the army, party-linked paramilitaries, and a secretive security service. These organizations used disappearances, assassination, and rape as weapons against perceived opponents of the state. Rise to Formal Power In 1976, Saddam Hussein became a general in the armed forces, despite having no military training. He was the de facto leader and strongman of the country, which was still supposedly ruled by the sickly and aged Al-Bakr. Early in 1979, Al-Bakr entered into negotiations with Syrian President Hafez al-Assad to unite the two countries under al-Assads rule, a move that would have marginalized Saddam from power. To Saddam Hussein, the union with Syria was unacceptable. He had become convinced that he was the reincarnation of the ancient Babylonian ruler Nebuchadnezzar (r. 605 - 562 BCE)  and destined for greatness. On July 16, 1979, Saddam forced Al-Bakr to resign, naming himself president. He called a meeting of the Baath party leadership  and called out the names of 68 alleged traitors among those assembled.   They were removed from the room and arrested; 22 were executed. In the following weeks, hundreds more were purged and executed. Saddam Hussein was not willing to risk party in-fighting like that in 1964 that had landed him in prison. Meanwhile, the Islamic Revolution in neighboring Iran put the Shiite clergy in power there. Saddam feared that Iraqi Shiites would be inspired to rise up, so he invaded Iran. He used chemical weapons against the Iranians, tried to wipe out Iraqi Kurds on grounds that they might be sympathetic to Iran, and committed other atrocities. This invasion turned into the grinding, eight-year-long Iran / Iraq War.   Despite Saddam Husseins aggression and violations of international law, much of the Arab world, the Soviet Union, and the United States all supported him in the war against Irans new theocracy. The Iran/Iraq War left hundreds of thousands of people dead on both sides, without changing the borders or governments of either side. To pay for this expensive war, Saddam Hussein decided to seize the oil-rich Gulf nation of Kuwait on grounds that it was historically part of Iraq. He invaded on August 2, 1990. A US-led coalition of UN troops drove the Iraqis out of Kuwait just six weeks later, but Saddams troops had created an environmental catastrophe in Kuwait, setting fire to the oil wells. The UN coalition pushed the Iraqi army back well inside Iraq  but decided not to roll on to Baghdad and depose Saddam. Domestically, Saddam Hussein cracked down ever harder on real or imagined opponents of his rule. He used chemical weapons against the Kurds of northern Iraq  and tried to wipe out the marsh Arabs of the delta region. His security services also arrested and tortured thousands of suspected political dissidents. Second Gulf War and Fall On September 11, 2001, al-Qaeda launched a massive attack on the United States. US government officials began to imply, without offering any proof, that Iraq might have been implicated in the terrorist plot. The US also charged that Iraq was developing nuclear weapons; UN weapons inspection teams found no evidence that those programs existed. Despite the lack of any ties to 9/11 or any proof of WMD (weapons of mass destruction) development, the US launched a new invasion of Iraq on March 20, 2003. This was the beginning of the Iraq War, or Second Gulf War. Baghdad fell to the US-led coalition on April 9, 2003. However, Saddam Hussein escaped. He remained on the run for months, issuing recorded statements to the people of Iraq urging them to resist the invaders. On December 13, 2003, US troops finally located him in a tiny underground bunker near Tikrit.   He was arrested and sent to a US base in Baghdad. After six months, the US handed him over to the interim Iraqi government for trial. Saddam was charged with 148 specific counts of murder, torture of women and children, illegal detention, and other crimes against humanity. The Iraqi Special Tribunal found him guilty on November 5, 2006, and sentenced him to death. His subsequent appeal was denied, as was his request for execution by firing squad instead of hanging. On December 30, 2006, Saddam Hussein was hanged at an Iraqi army base near Baghdad. Video of his death soon leaked on the internet, sparking international controversy.

Post natal depression - a challenging Phase for the new mothers Essay

Post natal depression - a challenging Phase for the new mothers - Essay Example If one has a close watch on these mothers, they will exhibit roller coaster of emotions leading to extreme mood swings. In a way, the symptoms of post natal depression could be similar to other mental other depression. Early Signs In most of the cases, the mothers are usually unsure of what is happening and they may not know what needs to be done to solve the problem. Literally they will be cornered. They are often filled with mixed emotions with the joy of the new born and at the same time dissatisfaction with their body conditions and other mental pressures. A common thing that will be visible most of the affected new mothers is the lack of sleep. Some of the other symptoms include low self esteem, negative thoughts, irritability, poor concentration and difficulty in making crucial decisions, loss of appetite, etc. Failure in identifying the post natal depression can cause devastating effects on both the mother and the child. Like any other depression, the post natal depression can also be cured and the patients need not panic because of their condition, as the only step they have to take is identify the symptoms early and get treated immediately. What are the factors that could lead to Post natal depression? Physical changes â€Å"New mothers are experiencing biological, physical, emotional and social changes. It is likely that postnatal depression is caused by a combination of these things.† (â€Å"The Causes for Postnatal Depression†). From the above sentence one can clearly understand that the main causes of the Post natal depression is based on the Physical changes, emotional changes and social changes a mother will undergo after the delivery of her child. Many friends of mine, who were recent mothers, revealed that they felt worn out and was tired all the time, after the delivery. This is one of the major physical changes and it can be described in the form of the exhaustions and the post operative pain, if the expectant mother had a caesa rian delivery. Also the mother’s appetite may be affected due to improper intake of food and as a result they may become physically worn-out. They feel less confident and also less attractive because of the changes in the body conditions and become less inclined to look after themselves. As new mothers will be naturally fat due to pregnancy, they will think that their beauty has all gone, and their husbands will not like them. Emotional Changes The next aspect that could cause this Post-natal depression is the strong emotional changes, which may occur in the mothers’ minds. They may not experience the same positive feelings, which they might have had or expected during the pregnancy, after they had delivered their babies. â€Å"Adapting to parenthood is daunting.† (â€Å"Better health Channel†). As per the statement the new mothers need to fulfill the constant demands of the child which is a highly tiresome process. On the other hand, the tiredness caused due to the delivery pain can also bring about depression and therefore they will not be overwhelmed with their babies. Social Changes The other vital contributing factor for the post natal depression is the social changes, when will be undergone by the mother. It seems that even the whole society could act as a ‘villain’ against the mother. That is, the arrival of the new baby might cause an upheaval in

Prevent crime Essay Example | Topics and Well Written Essays - 250 words

Prevent crime - Essay Example Other than the mentioned, the police are important in maintaining law and order. For instance, during public gatherings, the police should balance the right of the public to assemble with the need to ensure that other citizens can move about freely. When it comes to crime prevention, individuals commitment and participation in crime prevention tremendously help in preventing some of the criminal activities such as theft. Citizens help in creating a safe and nurturing the local environment by observing and reporting any suspicious criminal activities to the police. Because of this, the police should be in good terms with the local citizens so as to acquire important information which they might not have. In a nutshell, crime prevention is a communal responsibility between citizens and the police. Therefore, I fully agree that the police should work hand in hand with the locals to reduce crime rates. It is therefore important for all the security department to alias with citizens in curbing any form of criminal

Why a current television show or movie is so popular Essay

Why a current television show or movie is so popular - Essay Example has emerged to be not just one of the most popular (it is ranked within the top ten biggest grosser of all time) but one artifact that have crept in our consciousness and embedded itself as a lingering icon of modern culture. In a study of the movie, several obvious elements can be seen why the masses embraced Star Wars in an almost cult-like manner. The movie appealed both to children and adults alike because of the combination of the superhero tale and science fiction. For children, there is the story about a boy who became a hero by fighting his own shadow. The narrative is reminiscent of the plotlines that have made myths and fairy tales endure for ages such as the Greek Odyssey. There are several elements, including those that are symbolic, that are present to appeal to the young minds – the robots, Princess Leia, loyal friends, the mystical Jedi knights, amazing locales and gadgets, epical adventures, etc. For adults, the fiction depicting the struggle between good and evil and its science fiction genre proved tantalizing. Then, there were the mature themes of politics and religion, which explored value and meaning in life. The spectacular graphics and epic storytelling communicated to adult preference as well. This appeal is pivotal to the success of the movie. As the movie combined all the pulp fiction genres and stepped into the mythological narrative traditions, people flocked to the theaters. Star Wars was able to introduce a â€Å"family movie† wherein parents and children go, watch and enjoy the movie together. Family outings would have been unthinkable during the golden age of Hollywood. Star Wars is an embodiment of the rise of pop culture in the modern world. Today’s generation look to the media – television, movies and electronic games – not just for entertainment but solace amid a world of busy people, stressed and working parents. As with the other artifacts of the pop culture, the content of Star Wars became for the young generation

Nursing Process of Transurethral

Nursing Process of Transurethral Introduction Its said one knows not what he has until it is gone, This common proverb can be applied to the processes involved with Transurethral resection of the prostate( TURP). TURP is done to treat or alleviate enlargement of the prostate gland (benign prostatic hyperplasia) (mayoclinic.com, 1). The prostate is situated near the urinary bladder in an adult male. When a person urinates, urine flows from the bladder, through the prostate gland, then the urethra which is enclosed within the penile shaft, leading to the destination. When this process is interrupted, in this case by an enlarged prostate gland blocking the exit out of the bladder; it can cause various urinary tract symptoms. These symptoms can vary from difficulty urinating, to urinary urgency, nocturia, oliguria, urinary retention and others. If these symptoms are intense, a TURP procedure is recommended by the physician as a minimally invasive method of alleviating them Nursing Process of Transurethral Resection of the prostate Its said one knows not what he has until it is gone, This common proverb can be applied to the processes involved with Transurethral resection of the prostate( TURP). TURP is done to treat or alleviate enlargement of the prostate gland (benign prostatic hyperplasia) (mayoclinic.com, 1). The prostate is situated near the urinary bladder in an adult male. When a person urinates, urine flows from the bladder, through the prostate gland, then the urethra which is enclosed within the penile shaft, leading to the destination. When this process is interrupted, in this case by an enlarged prostate gland blocking the exit out of the bladder; it can cause various urinary tract symptoms. These symptoms can vary from difficulty urinating, to urinary urgency, nocturia, oliguria, urinary retention and others. If these symptoms are intense, a TURP procedure is recommended by the physician as a minimally invasive method of alleviating them. One does not think of what it entails to actually be able to get the urge to urinate and do so with ease. The pleasure of this almost automatic process has been taken away from clients with benign prostatic hyperplasia, leading to the need for a TURP. This explains the concepts of not knowing what one has till its gone or severely made problematic. A nurse comes into play in this process by using the nursing process of assessment, nursing diagnosis, goals, intervention and evaluation to manage the client through the entire course of treatment. That is the nurse follows the patient from preoperative to Post operative while diligently providing care and teaching. Preventing complications of TURP post operatively is a major part of the procedure, as this determines the success of such procedure. In reference to complication after TURP, Weaver 2001 stated that prevention must start long before the patient is admitted into the hospital (p. 1). The nurse needs to ask if the patient recently took Coumadin, Aspirin or any NSAIDs few days before the procedure. These drugs affects blood coagulation and they must have being stopped several days ago before to prevent hemorrhage. Weaver further explained that Coumadin should be discontinued 3-7 days before TURP and patient must have stop taking Aspirin for at least 10 days before (p. 1). During postoperative care, the nurse needs to assess the patients indwelling catheter for patency continuously. The content of the bag must also be checked. This is because a change in the urine color and consistency is the first clue to active bleeding.(Weaver 2001, p. 2) The patients vital signs need to be checked at regular intervals to detect any changes which could be related to bleeding and infection. Particular attention need to place on the patients laboratory values because a low white blood cell count could also show sign for infection. The patients input and output must also be assessed due to the continuous bladder irrigation (CBI). After the removal of the catheter, the nurse should assess the patients urine and explain to the patient that some tingling or burning might be felt and that this is normal. Gilhurst (2006) notes that TURP is used for approximately 90% of prostate surgery and that it is considered the gold standard'. Although TURP is such a high quality procedure, it is not without its risks. Nurses need to diagnose quickly to prevent further complications or mortality in patients. With this invasive procedure, along with catherization, patients are at high risk for infection. Fluid volume defect, as a result of hemorrhage, is another major diagnosis of concern. Patients doing this procedure would usually exhibit disturbed body image and knowledge deficit, although this varies by individual. The expected goals for TURP are that the patient would not experience TURP syndrome, the patient would not exhibit signs of hemorrhage, the catheters patency would be maintained without complication, the patient would verbalizes an understanding of the procedure and its desirable / undesirable effect. The nurse should ensure that the patient receives thorough discharge teaching. According to Ng (2004) continuous bladder irrigation (CBI) is an established procedure designed to prevent the formation and retention of blood clots following transurethral prostatectomy (TURP). (p . 97). This continuous irrigation is established by the use of a three-way Foley catheter. The nurse is responsible for the management of the Foley catheters patency. To ensure that patency is maintained, continuous assessment and early detection is implemented. It is the nurses duty to assess the saline irrigations height, volume remaining, and fluid level in the drip chamber. An assessment of the drainage bag for the amount, consistency and the color of the drainage is a necessary intervention in assuring efficiency of the procedure and in alerting to the development of any complications. Ng 2004 listed a few other interventions in the maintaining of catheter patency which include assess for kinking, traction, and leakage; adjust the clamps to ensure continuous flow rate; and continuously check fluid balance/ bladder irrigation. (p . 98). After a thorough assessment, if blockage is suspected the nurse is to intervene. As stated by Ng 2004 to unblock the catheter the nurses intervention should be to, reassure the patient and explain the procedure, turn off the bladder irrigation system; milk the tubing; observe drainage; and assess for a decrease in the patients level of discomfort. (p . 101). The most common complication after TURP is hemorrhage, with this in mind the nursing interventions should include checking the patients vital sign monitoring every four hours (Wasson 2004, p . 5). The color and consistency of the urine should also be checked at two hours interval. Instruct the patient to remain flat or at a slight incline immediately post-operatively, because sitting may increase venous and bladder pressure causing bleeding, (Wasson 2004, p . 5). While in the hospital, the nurse should inform the physician if there is an increase in the rate of bleeding, and of any drastic change in vital signs. Hypovolemia is a risk factor of extensive bleeding and the nurse should be prepared to intervene with replacements of intravenous fluids and blood products. According to Wasson 2004, the nurse should instruct the patient to drink at least 12 glasses of water per day and to avoid the use of alcohol, caffeinated beverages, and spicy foods that may over-stimulate the bladder (p . 5). Another serious TURP related complication is known as TURP syndrome (Wasson 2004, p. 4). TURP syndrome is described to be an abnormal vascular absorption of irrigating fluid during surgery which causes severe dilutional hyponatemia and hypervolemia (Wasson 2004, p . 4). Nursing interventions aimed at preventing TURP syndrome include careful assessment of its symptoms which include; bradycardia, confusion, full bonding pulses, dramatic increase in blood pressure, tachypnea, and temporary blindness. Discharge teaching is important in making certain that TURP is efficient in resolving the patients condition. The patient should be advised to keep a log of voiding and record the volume of urine, its characteristics, and the frequency. Strenuous activities such as climbing stairs should be avoided during the first few weeks after discharge. The patient should also be encouraged to rest regularly for approximately two to six weeks; this promotes healing of the surgical site. Activity restrictions that enables healing also includes, avoidance of lifting items weighing over five pounds, avoidance of excessive physical exertion, and long walks. Conclusion The patient should be taught by the nurse to notify the physician, if bleeding occurs and does not stop within one hour of therapy. A high fiber diet is encouraged during discharge teaching making sure to emphasize that his helps prevent constipation. Also thorough perineal hygiene should be stressed and the patient should be taught that it reduces the risk for infection. Patients should be advised to take antibiotics and any other medication as prescribed by the physician. Teaching kegal exercises is another important nursing intervention as it strengthens the pelvic floor muscles. After the intervention, the nurse will do an evaluation in order to find out if the goal has been achieved and to see if the patient is progressing as planned. The nurse should reassess the patient to ensure that he or she did not experience TURP syndrome, hemorrhage and any other complications previously mentioned. The effectiveness of the patient teaching should be reassessed, the more knowledgeable the patient is about steps to be taken, the greater the probability that the patient will comply. This may help the patient in taking proper care of themselves after discharge and also prevent complications. Therefore, nursing intervention always help the patient to get positive outcomes. (Wasson 2003, p. 12) As with the fore mentioned proverb, having the need or feeling of urinating, or even the ability to go to the bathroom and successfully relieve the pressure created by a full bladder is a gift. A gift that when gone or almost gone as with oliguria or anuria, and then regained with TURP one would realize it value, and develop a brand new appreciation for the process

Gender Equity in Math and Science Essay -- Essays Papers

Gender Equity in Math and Science From the research I have read while there is a disagreement on when and how much of a gender gap exists in math and science, there is definitely an equity issue that needs addressing. There seems to be an abundance of information about equity issues and as a future teacher I feel that it is important to examine these issues. If gender equity issues exist in today's’ classrooms why do they and what can be done to help correct it. Everything I've read so far states that a gender gap exists in science, while opinions about math vary. I found a paper on the Internet from the National Center for Education Statistics called â€Å"Trends In Educational Equity of Girls & Women.† Using information from NAEP this source states that between 1973 and 1994 academic achievement of females in math was about equal to males (NCES, 2000). The NCES report states that females and males take similarly challenging academic courses (2000). Baker (2001) however writes that research shows that there is a slight female superiority in elementary school and middle school and a moderate male superiority in high school in math and science. Baker (2001) researched gender equity in gifted elementary students in grades 4 and 6. After his study he concluded that â€Å"gender had a significant effect on the performance of high performing students in grades 4 and 6† (Baker, p.134). Baker reported a slight female super iority in relation to performance in the area of math computation which is consistent with other studies he has read, but Baker found that males were superior in the understanding of math concepts and applications which is inconsistent with previous findings (2001). From reading our textbook the... .... Science Education, 84, 180-192. Kahle, J., and Lakes, M. (1983). The Myth of Equality in Science Classrooms. Journal of Research in Science Teaching, 20, 131-140. National Center for Education Statistics. (2000). Trends in Educational Equity of Girls & Women. Retrieved March 16, 2001 on the World Wide Web: http://nces.gov/pubsearch/pubsinfo.asp?pud=2000030. Sadker, M., Sadker, D., and Stulberg, M. (1993, March). Fair and Square? Creating a Nonsexist Classroom. Instructor, 44-46, 67-68. Sanders, J. (1997). Teacher Education and Gender Equity. (Eric Document No. ED408277). World Wide Web: http://ericir.syr.edu/plweb-cgi/obtain.pl. Retrieved March 16, 2001. Reys, R., Lindquist, M. Lambdin, D., Smith, N., and Suydam, M. (2001). Helping Children Learn Mathematics. New York: John Wiley & Sons, Inc.

The Lost Symbol Chapter 24-25

CHAPTER 24 The revelation crashed over Langdon like a wave. I know why I am here. Standing in the center of the Rotunda, Langdon felt a powerful urge to turn and run away . . . from Peter's hand, from the shining gold ring, from the suspicious eyes of Sato and Anderson. Instead, he stood dead still, clinging more tightly to the leather daybag that hung on his shoulder. I've got to get out of here. His jaw clenched as his memory began replaying the scene from that cold morning, years ago in Cambridge. It was six A.M. and Langdon was entering his classroom as he always did following his ritual morning laps in the Harvard Pool. The familiar smells of chalk dust and steam heat greeted him as he crossed the threshold. He took two steps toward his desk but stopped short. A figure was waiting there for him–an elegant gentleman with an aquiline face and regal gray eyes. â€Å"Peter?† Langdon stared in shock. Peter Solomon's smile flashed white in the dimly lit room. â€Å"Good morning, Robert. Surprised to see me?† His voice was soft, and yet there was power there. Langdon hurried over and warmly shook his friend's hand. â€Å"What in the world is a Yale blue blood doing on the Crimson campus before dawn?† â€Å"Covert mission behind enemy lines,† Solomon said, laughing. He motioned to Langdon's trim waistline. â€Å"Laps are paying off. You're in good shape.† â€Å"Just trying to make you feel old,† Langdon said, toying with him. â€Å"It's great to see you, Peter. What's up?† â€Å"Short business trip,† the man replied, glancing around the deserted classroom. â€Å"I'm sorry to drop in on you like this, Robert, but I have only a few minutes. There's something I needed to ask you . . . in person. A favor.† That's a first. Langdon wondered what a simple college professor could possibly do for the man who had everything. â€Å"Anything at all,† he replied, pleased for any opportunity to do something for someone who had given him so much, especially when Peter's life of good fortune had also been marred by so much tragedy. Solomon lowered his voice. â€Å"I was hoping you would consider looking after something for me.† Langdon rolled his eyes. â€Å"Not Hercules, I hope.† Langdon had once agreed to take care of Solomon's hundred-fifty-pound mastiff, Hercules, during Solomon's travels. While at Langdon's home, the dog apparently had become homesick for his favorite leather chew toy and had located a worthy substitute in Langdon's study–an original vellum, hand-calligraphed, illuminated Bible from the 1600s. Somehow â€Å"bad dog† didn't quite seem adequate. â€Å"You know, I'm still searching for a replacement,† Solomon said, smiling sheepishly. â€Å"Forget it. I'm glad Hercules got a taste of religion.† Solomon chuckled but seemed distracted. â€Å"Robert, the reason I came to see you is I'd like you to keep an eye on something that is quite valuable to me. I inherited it a while back, but I'm no longer comfortable leaving it in my home or in my office.† Langdon immediately felt uncomfortable. Anything â€Å"quite valuable† in Peter Solomon's world had to be worth an absolute fortune. â€Å"How about a safe-deposit box?† Doesn't your family have stock in half the banks in America? â€Å"That would involve paperwork and bank employees; I'd prefer a trusted friend. And I know you can keep secrets.† Solomon reached in his pocket and pulled out a small package, handing it to Langdon. Considering the dramatic preamble, Langdon had expected something more impressive. The package was a small cube-shaped box, about three inches square, wrapped in faded brown packing paper and tied with twine. From the package's heavy weight and size, it felt like its contents must be rock or metal. This is it? Langdon turned the box in his hands, now noticing the twine had been carefully secured on one side with an embossed wax seal, like an ancient edict. The seal bore a double-headed phoenix with the number 33 emblazoned on its chest–the traditional symbol of the highest degree of Freemasonry. â€Å"Really, Peter,† Langdon said, a lopsided grin creeping across his face. â€Å"You're the Worshipful Master of a Masonic lodge, not the pope. Sealing packages with your ring?† Solomon glanced down at his gold ring and gave a chuckle. â€Å"I didn't seal this package, Robert. My great-grandfather did. Almost a century ago.† Langdon's head snapped up. â€Å"What?!† Solomon held up his ring finger. â€Å"This Masonic ring was his. After that, it was my grandfather's, then my father's . . . and eventually mine.† Langdon held up the package. â€Å"Your great-grandfather wrapped this a century ago and nobody has opened it?† â€Å"That's right.† â€Å"But . . . why not?† Solomon smiled. â€Å"Because it's not time.† Langdon stared. â€Å"Time for what?† â€Å"Robert, I know this will sound odd, but the less you know, the better. Just put this package somewhere safe, and please tell no one I gave it to you.† Langdon searched his mentor's eyes for a glint of playfulness. Solomon had a propensity for dramatics, and Langdon wondered if he wasn't being played a bit here. â€Å"Peter, are you sure this isn't just a clever ploy to make me think I've been entrusted with some kind of ancient Masonic secret so I'll be curious and decide to join?† â€Å"The Masons do not recruit, Robert, you know that. Besides, you've already told me you'd prefer not to join.† This was true. Langdon had great respect for Masonic philosophy and symbolism, and yet he had decided never to be initiated; the order's vows of secrecy would prevent him from discussing Freemasonry with his students. It had been for this same reason that Socrates had refused to formally participate in the Eleusinian Mysteries. As Langdon now regarded the mysterious little box and its Masonic seal, he could not help but ask the obvious question. â€Å"Why not entrust this to one of your Masonic brothers?† â€Å"Let's just say I have an instinct it would be safer stored outside the brotherhood. And please don't let the size of this package fool you. If what my father told me is correct, then it contains something of substantial power.† He paused. â€Å"A talisman, of sorts.† Did he say a talisman? By definition, a talisman was an object with magical powers. Traditionally, talismans were used for bringing luck, warding off evil spirits, or aiding in ancient rituals. â€Å"Peter, you do realize that talismans went out of vogue in the Middle Ages, right?† Peter laid a patient hand on Langdon's shoulder. â€Å"I know how this sounds, Robert. I've known you a long time, and your skepticism is one of your greatest strengths as an academic. It is also your greatest weakness. I know you well enough to know you're not a man I can ask to believe . . . only to trust. So now I am asking you to trust me when I tell you this talisman is powerful. I was told it can imbue its possessor with the ability to bring order from chaos.† Langdon could only stare. The idea of â€Å"order from chaos† was one of the great Masonic axioms. Ordo ab chao. Even so, the claim that a talisman could impart any power at all was absurd, much less the power to bring order from chaos. â€Å"This talisman,† Solomon continued, â€Å"would be dangerous in the wrong hands, and unfortunately, I have reason to believe powerful people want to steal it from me.† His eyes were as serious as Langdon could ever recall. â€Å"I would like you to keep it safe for me for a while. Can you do that?† That night, Langdon sat alone at his kitchen table with the package and tried to imagine what could possibly be inside. In the end, he simply chalked it up to Peter's eccentricity and locked the package in his library's wall safe, eventually forgetting all about it. That was . . . until this morning. The phone call from the man with the southern accent. â€Å"Oh, Professor, I almost forgot!† the assistant had said after giving Langdon the specifics of his travel arrangements to D.C. â€Å"There is one more thing Mr. Solomon requested.† â€Å"Yes?† Langdon replied, his mind already moving to the lecture he had just agreed to give. â€Å"Mr. Solomon left a note here for you.† The man began reading awkwardly, as if trying to decipher Peter's penmanship. â€Å"`Please ask Robert . . . to bring . . . the small, sealed package I gave him many years ago.' † The man paused. â€Å"Does this make any sense to you?† Langdon felt surprised as he recalled the small box that had been sitting in his wall safe all this time. â€Å"Actually, yes. I know what Peter means.† â€Å"And you can bring it?† â€Å"Of course. Tell Peter I'll bring it.† â€Å"Wonderful.† The assistant sounded relieved. â€Å"Enjoy your speech tonight. Safe travels.† Before leaving home, Langdon had dutifully retrieved the wrapped package from the back of his safe and placed it in his shoulder bag. Now he was standing in the U.S. Capitol, feeling certain of only one thing. Peter Solomon would be horrified to know how badly Langdon had failed him. CHAPTER 25 My God, Katherine was right. As usual. Trish Dunne stared in amazement at the search-spider results that were materializing on the plasma wall before her. She had doubted the search would turn up any results at all, but in fact, she now had over a dozen hits. And they were still coming in. One entry in particular looked quite promising. Trish turned and shouted in the direction of the library. â€Å"Katherine? I think you'll want to see this!† It had been a couple of years since Trish had run a search spider like this, and tonight's results astounded her. A few years ago, this search would have been a dead end. Now, however, it seemed that the quantity of searchable digital material in the world had exploded to the point where someone could find literally anything. Incredibly, one of the keywords was a word Trish had never even heard before . . . and the search even found that. Katherine rushed through the control-room door. â€Å"What have you got?† â€Å"A bunch of candidates.† Trish motioned to the plasma wall. â€Å"Every one of these documents contains all of your key phrases verbatim.† Katherine tucked her hair behind her ear and scanned the list. â€Å"Before you get too excited,† Trish added, â€Å"I can assure you that most of these documents are not what you're looking for. They're what we call black holes. Look at the file sizes. Absolutely enormous. They're things like compressed archives of millions of e-mails, giant unabridged encyclopedia sets, global message boards that have been running for years, and so forth. By virtue of their size and diverse content, these files contain so many potential keywords that they suck in any search engine that comes anywhere near them.† Katherine pointed to one of the entries near the top of the list. â€Å"How about that one?† Trish smiled. Katherine was a step ahead, having found the sole file on the list that had a small file size. â€Å"Good eyes. Yeah, that's really our only candidate so far. In fact, that file's so small it can't be more than a page or so.† â€Å"Open it.† Katherine's tone was intense. Trish could not imagine a one-page document containing all the strange search strings Katherine had provided. Nonetheless, when she clicked and opened the document, the key phrases were there . . . crystal clear and easy to spot in the text. Katherine strode over, eyes riveted to the plasma wall. â€Å"This document is . . . redacted?† Trish nodded. â€Å"Welcome to the world of digitized text.† Automatic redaction had become standard practice when offering digitized documents. Redaction was a process wherein a server allowed a user to search the entire text, but then revealed only a small portion of it–a teaser of sorts–only that text immediately flanking the requested keywords. By omitting the vast majority of the text, the server avoided copyright infringement and also sent the user an intriguing message: I have the information you're searching for, but if you want the rest of it, you'll have to buy it from me. â€Å"As you can see,† Trish said, scrolling through the heavily abridged page, â€Å"the document contains all of your key phrases.† Katherine stared up at the redaction in silence. Trish gave her a minute and then scrolled back to the top of the page. Each of Katherine's key phrases was underlined in capital letters and accompanied by a small sample of teaser text–the two words that appeared on either side of the requested phrase. Trish could not imagine what this document was referring to. And what the heck is a â€Å"symbolon†? Katherine stepped eagerly toward the screen. â€Å"Where did this document come from? Who wrote it?† Trish was already working on it. â€Å"Give me a second. I'm trying to chase down the source.† â€Å"I need to know who wrote this,† Katherine repeated, her voice intense. â€Å"I need to see the rest of it.† â€Å"I'm trying,† Trish said, startled by the edge in Katherine's tone. Strangely, the file's location was not displaying as a traditional Web address but rather as a numeric Internet Protocol address. â€Å"I can't unmask the IP,† Trish said. â€Å"The domain name's not coming up. Hold on.† She pulled up her terminal window. â€Å"I'll run a traceroute.† Trish typed the sequence of commands to ping all the â€Å"hops† between her control room's machine and whatever machine was storing this document. â€Å"Tracing now,† she said, executing the command. Traceroutes were extremely fast, and a long list of network devices appeared almost instantly on the plasma wall. Trish scanned down . . . down . . . through the path of routers and switches that connected her machine to . . . What the hell? Her trace had stopped before reaching the document's server. Her ping, for some reason, had hit a network device that swallowed it rather than bouncing it back. â€Å"It looks like my traceroute got blocked,† Trish said. Is that even possible? â€Å"Run it again.† Trish launched another traceroute and got the same result. â€Å"Nope. Dead end. It's like this document is on a server that is untraceable.† She looked at the last few hops before the dead end. â€Å"I can tell you, though, it's located somewhere in the D.C. area.† â€Å"You're kidding.† â€Å"Not surprising,† Trish said. â€Å"These spider programs spiral out geographically, meaning the first results are always local. Besides, one of your search strings was `Washington, D.C.' â€Å" â€Å"How about a `who is' search?† Katherine prompted. â€Å"Wouldn't that tell you who owns the domain?† A bit lowbrow, but not a bad idea. Trish navigated to the â€Å"who is† database and ran a search for the IP, hoping to match the cryptic numbers to an actual domain name. Her frustration was now tempered by rising curiosity. Who has this document? The â€Å"who is† results appeared quickly, showing no match, and Trish held up her hands in defeat. â€Å"It's like this IP address doesn't exist. I can't get any information about it at all.† â€Å"Obviously the IP exists. We've just searched a document that's stored there!† True. And yet whoever had this document apparently preferred not to share his or her identity. â€Å"I'm not sure what to tell you. Systems traces aren't really my thing, and unless you want to call in someone with hacking skills, I'm at a loss.† â€Å"Do you know someone?† Trish turned and stared at her boss. â€Å"Katherine, I was kidding. It's not exactly a great idea.† â€Å"But it is done?† She checked her watch. â€Å"Um, yeah . . . all the time. Technically it's pretty easy.† â€Å"Who do you know?† â€Å"Hackers?† Trish laughed nervously. â€Å"Like half the guys at my old job.† â€Å"Anyone you trust?† Is she serious? Trish could see Katherine was dead serious. â€Å"Well, yeah,† she said hurriedly. â€Å"I know this one guy we could call. He was our systems security specialist–serious computer geek. He wanted to date me, which kind of sucked, but he's a good guy, and I'd trust him. Also, he does freelance.† â€Å"Can he be discreet?† â€Å"He's a hacker. Of course he can be discreet. That's what he does. But I'm sure he'd want at least a thousand bucks to even look–â€Å" â€Å"Call him. Offer him double for fast results.† Trish was not sure what made her more uncomfortable–helping Katherine Solomon hire a hacker . . . or calling a guy who probably still found it impossible to believe a pudgy, redheaded metasystems analyst would rebuff his romantic advances. â€Å"You're sure about this?† â€Å"Use the phone in the library,† Katherine said. â€Å"It's got a blocked number. And obviously don't use my name.† â€Å"Right.† Trish headed for the door but paused when she heard Katherine's iPhone chirp. With luck, the incoming text message might be information that would grant Trish a reprieve from this distasteful task. She waited as Katherine fished the iPhone from her lab coat's pocket and eyed the screen. Katherine Solomon felt a wave of relief to see the name on her iPhone. At last. PETER SOLOMON â€Å"It's a text message from my brother,† she said, glancing over at Trish. Trish looked hopeful. â€Å"So maybe we should ask him about all this . . . before we call a hacker?† Katherine eyed the redacted document on the plasma wall and heard Dr. Abaddon's voice. That which your brother believes is hidden in D.C. . . . it can be found. Katherine had no idea what to believe anymore, and this document represented information about the far-fetched ideas with which Peter had apparently become obsessed. Katherine shook her head. â€Å"I want to know who wrote this and where it's located. Make the call.† Trish frowned and headed for the door. Whether or not this document would be able to explain the mystery of what her brother had told Dr. Abaddon, there was at least one mystery that had been solved today. Her brother had finally learned how to use the text-messaging feature on the iPhone Katherine had given him. â€Å"And alert the media,† Katherine called after Trish. â€Å"The great Peter Solomon just sent his first text message.† In a strip-mall parking lot across the street from the SMSC, Mal'akh stood beside his limo, stretching his legs and waiting for the phone call he knew would be coming. The rain had stopped, and a winter moon had started to break through the clouds. It was the same moon that had shone down on Mal'akh through the oculus of the House of the Temple three months ago during his initiation. The world looks different tonight. As he waited, his stomach growled again. His two-day fast, although uncomfortable, was critical to his preparation. Such were the ancient ways. Soon all physical discomforts would be inconsequential. As Mal'akh stood in the cold night air, he chuckled to see that fate had deposited him, rather ironically, directly in front of a tiny church. Here, nestled between Sterling Dental and a minimart, was a tiny sanctuary. LORD'S HOUSE OF GLORY. Mal'akh gazed at the window, which displayed part of the church's doctrinal statement: WE BELIEVE THAT JESUS CHRIST WAS BEGOTTEN BY THE HOLY SPIRIT, AND BORN OF THE VIRGIN MARY, AND IS BOTH TRUE MAN AND GOD. Mal'akh smiled. Yes, Jesus is indeed both–man and God–but a virgin birth is not the prerequisite for divinity. That is not how it happens. The ring of a cell phone cut the night air, quickening his pulse. The phone that was now ringing was Mal'akh's own–a cheap disposable phone he had purchased yesterday. The caller ID indicated it was the call he had been anticipating. A local call, Mal'akh mused, gazing out across Silver Hill Road toward the faint moonlit outline of a zigzag roofline over the treetops. Mal'akh flipped open his phone. â€Å"This is Dr. Abaddon,† he said, tuning his voice deeper. â€Å"It's Katherine,† the woman's voice said. â€Å"I finally heard from my brother.† â€Å"Oh, I'm relieved. How is he?† â€Å"He's on his way to my lab right now,† Katherine said. â€Å"In fact, he suggested you join us.† â€Å"I'm sorry?† Mal'akh feigned hesitation. â€Å"In your . . . lab?† â€Å"He must trust you deeply. He never invites anyone back there.† â€Å"I suppose maybe he thinks a visit might help our discussions, but I feel like it's an intrusion.† â€Å"If my brother says you're welcome, then you're welcome. Besides, he said he has a lot to tell us both, and I'd love to get to the bottom of what's going on.† â€Å"Very well, then. Where exactly is your lab?† â€Å"At the Smithsonian Museum Support Center. Do you know where that is?† â€Å"No,† Mal'akh said, staring across the parking lot at the complex. â€Å"I'm actually in my car right now, and I have a guidance system. What's the address?† â€Å"Forty-two-ten Silver Hill Road.† â€Å"Okay, hold on. I'll type it in.† Mal'akh waited for ten seconds and then said, â€Å"Ah, good news, it looks like I'm closer than I thought. The GPS says I'm only about ten minutes away.† â€Å"Great. I'll phone the security gate and tell them you're coming through.† â€Å"Thank you.† â€Å"I'll see you shortly.† Mal'akh pocketed the disposable phone and looked out toward the SMSC. Was I rude to invite myself? Smiling, he now pulled out Peter Solomon's iPhone and admired the text message he had sent Katherine several minutes earlier. Got your messages. All's fine. Busy day. Forgot appointment with Dr. Abaddon. Sorry not to mention him sooner. Long story. Am headed to lab now. If available, have Dr. Abaddon join us inside. I trust him fully, and I have much to tell you both. –Peter Not surprisingly, Peter's iPhone now pinged with an incoming reply from Katherine. peter, congrats on learning to text! relieved you're okay. spoke to dr. A., and he is coming to lab. see you shortly! –k Clutching Solomon's iPhone, Mal'akh crouched down under his limousine and wedged the phone between the front tire and the pavement. This phone had served Mal'akh well . . . but now it was time it became untraceable. He climbed behind the wheel, put the car in gear, and crept forward until he heard the sharp crack of the iPhone imploding. Mal'akh put the car back in park and stared out at the distant silhouette of the SMSC. Ten minutes. Peter Solomon's sprawling warehouse housed over thirty million treasures, but Mal'akh had come here tonight to obliterate only the two most valuable. All of Katherine Solomon's research. And Katherine Solomon herself.

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