Curriculum Alignment Research Suggests That Alignment Can Improve Student Achievement Essay Example for Free

Curriculum Alignment Research Suggests That Alignment Can Improve Student Achievement Essay Alignment is a match between two categories and Curriculum describes what gets taught (Squires, 2012). Curriculum alignment attempts to put to maximum effect the relationship among three categories; namely the taught curriculum, the written curriculum, and the test curriculum. It shows how the above can be used to improve student achievement thus explaining how the design for a curriculum can be aligned to state standards and state specifications for effective instructional process (Squires, 2012). This article serves to provide a backup into a curriculum design that makes sure what is tested gets taught. It also shows the difficulty that is encountered in in having numerous assessment standards and seeks a way to eliminate the challenge and secondly a specific curriculum can be potentially aligned to more than one standard. From this article, we get to find from Balance curriculum that when a curriculum is properly aligned, student achievement and performance improves. According to Squires (2012), when taught curriculum is aligned to written standards, there is increased, strong and positive student achievement. Squires (2012) showed textbook studies fostered a limited range of learning strategies such that the emphasis is frequently on problem solving rather than learning by reading, discussion and argument in order to acquire the knowledge to solve a problem of one’s own choosing. Squires (2012) showed that textbooks may not be well aligned to state tests and it would be prudent for the school districts to identify the gaps and provide the teachers with materials to cover the gaps. In order to align the state tests (test curriculum) to state standards (written curriculum), Marzano came up with a benchmark for comparing all state and national professional association standards to each other and created a website where the same could be achieved for instance, Archives (www.aligntoachieve.com) provided four criteria for alignment of textbooks to standards that are; content, performance, level of difficulty and balance and range. From above we also find there is constraint in testing time where only a limited number of concepts can be assessed effectively (Squires, 2012). From (Third International Mathematics and Science Studies) TIMSS study findings, it is significant to note that the content of a country’s’ curriculum affects student achievement and that for student learning, the extent of opportunities to learn will depend on the time the teacher spends on the topic which translates to greater performance. A district must control time and content covered at a specific time if the results are to improve of which it is the function of the curriculum. The districts can assist in aligning, structuring, implementing and assessing the curriculum (Squires, 2012). Reference Squires, D. A. (2012), Curriculum Alignment Research Suggests That Alignment Can Improve Student Achievement, London, Routledge. Source document

Children Poisonous Plant

Children Poisonous Plant Poisonous Plants All children are little explorers; they are the best at finding things that us grown ups, never see. I have had experiences with this; my three children seem to find things around the house, which I never see or never thought, would be there. I have my house safety ready for my children or any child that comes into my house, but its not safety ready for their mouths. I dont think that they make a safety device to put on their little mouths, although that would be easier. When my children are outside they love the flowers, vines, plants, and the different kinds of berries, that they see and will find on the ground. I am always telling them that things that are pretty dont mean that they are good, but they are kids. They dont really see danger especially with plants, flowers, and berries. Thats why I think its very important to educate safety about the different types of plants, flowers, and berries with children. Especially, teaching them that all plants arent good plants. There are so many plants, flowers, and berries that are poisonous. I learned things about plants that I hadnt really thought of, before. I researched the different kinds of plants, flowers, and berries that are poisonous; these are the ones that will probably be the most importance for our children to know and to be educated about. Dont take me wrong, as if the others arent important, because they are. All poisonous plants are important to our children as the things in their everyday lives are. The most common Poisonous Plant that my children are aware of is the Ivy, Oak, and Sumac Plant. These are the ones that I educated my children on first. I knew that the other plants, flowers, and all the other berries would be educated on later. I wanted to get the Ivy, Oak, and Sumac out there in the opening for them to understand this better, because just about everywhere we go there is a mess, of one of these three, hanging around, calling out childrens names. I was taught, when I was young, an old saying that I always think of when I see these three plants. I have taught this to my children also. ‘Leaves of three, Let them be.† I was surprised to find a website that actually said the same. This is amazing that after all these years, that this saying is still being said, which is a good thing. Children love rhymes, so I knew this would linger with them for a long time. It works too, because if were out I hear them saying this if there are plants around. One time, my se ven year old, she was playing with her brother and I guess she thought that he was heading toward the plants that were under one of the trees, because she yelled so loud at him. Then I saw her run to him and she was telling him to count the leaves but never touch them. Then I heard her say, â€Å"see thats why you dont touch them.† Thats when I heard them singing the rhyme. â€Å"Leaves of three, Let them be.† The tissues of all these plants contain poisonous oil. This oil is what causes the plants to be so dangerous. If the oil was to ever come in contact with your skin, soap and water should be used as quickly as possible. The smallest amount of this oil on the skin can cause serious problems. From experience, I have seen red blistering patches form on the skin that will spread through out your body. These patches can be very itchy with some soreness. They make some lotions, like Calamine Lotion, that you can use to prevent the spread and dry out what has already been spread. My son just runs past a couple of plants, of the Ivy, in the back yard, and he ends up breaking out all over. My son and I are very much allergic to the Poisonous Plants, Ivy, Oak, and Sumac. We have to get medical attention as soon as possible when we noticed an outbreak. The other Plants, Flowers, and Berries are: Seeds from Apples, the leaves and pits from Peach, Plum, Apricot, Almond, and Cherry, the leaves berries and roots from the Pokeweed, the leaves-not stem from the Rhubarb, Foliage and vines of the Tomato, and Lilies. These are the few that had a surprise on me. There are plenty more to share also like; Aconite, Castor Oil Plant, Deadly Shade, Delphinium, Foxglove, Oleander, Privet, Yew, Autumn crocus, Azalea, Angels Trumpet, Caladium, Daffodil bulbs, Daphne the berries are poisonous, Datura nightshade, Dumbcane, English Holly the berries are poisonous, Hyacinth bulbs are poisonous, Bittersweet, Bleeding Heart, Black nightshade, Darnel, Deadly nightshade, Death Cama, Elderberry roots, Elephant ear-which I never knew, Horse Chestnut, Hemlock, and many more. An accurate list for all Poisonous Plants, Flowers, and Berries can make a nice educated planning for the children to know more about their surroundings. Most of these plants are where our children are. Some of the plants are probably not known to be poisonous, but are. It is very important to start educating the children at a young age, so they will grow with the knowing, that all things arent good for them. There are many ways of getting the young to understand these things. They especially like when they are hands on, with an experiment. Trying somethings like art, touring the outdoors, and/or books are even a hit, with the children. There are several books that talk about poisonous plants on childrens level. Some of the childrens books could be; Dumb Cane and Daffodils: Poisonous Plants in the House and Garden and Moonseed and Mistletoe: a Book of Poisonous Plants. Making learning fun for the child will teach them a lot. Childrens safety, health, and nutrition are so important for them. Making them understand that, in a way that they can understand it, is the joy when working with young children. All the references that I used to complete my paper are included in the footnotes through out the paper.

Effect of Hormones on Aggressive Behaviour

Effect of Hormones on Aggressive Behaviour The role of hormones in mediating aggressive behaviour How hormones can trigger and influence aggression in animals and humans has interested many researchers in the last six decades (Brooks-Gunn, Graber, Paikoff, 1994). Scientists realised soon that aggressive behaviours has to be always set in a larger context. The larger context can never be neglected while investigating complex human behaviours. This applies especially when considering the hormonal contributions to aggressive behaviour since far more than one link seems to exist between hormones and aggression. For instance, the hormonal control of parental, sexual and reproductive behaviour crucially determines aggression in both humans and animals. Parents of many animal species are increasingly aggressive while experiencing hormonal changes, for example, during lactation and parturition as they strive to defend their offspring from enemies (Beach, 1979). The aim of this paper is to evaluate the study on hormones and aggressive behaviour in the evolutionary context. Nonetheless it is not intended to conceptualise this evolutionary context without relation to other domains such as the social or cognitive one as these domains are inextricably linked. â€Å"A developmental perspective of aggression thus is based on the assumption that aggressive behavior is multidetermined and dynamic over the life span, and a product of a complex continuous interaction of the multiple psycho-bio-social changes.† (Ramirez, 2003; p.622). Aggression The fact that multiple modulators for aggression seem to exist makes it more difficult to reach conclusions. An additional problem is that the usage of the word aggression is too broad and there is yet not consensus over how it can be actually defined (Kavoussi, Armstead, Coccaro, 1997). Aggression has been predominantly related to an emotional state that individuals frequently describe as involving a strong drive to inflict harm and emotions of disregard and hate. However, overt aggression comes, in contrast to the described inner feeling of hate, in different forms. Predatory aggression, for instance, refers to the feeding behaviour of animals and is represented by attacks directed at natural prey. It has been demonstrated that the majority of vertebrates display aggression between two males of the same species while only some animals display maternal aggression. Fear-induced aggression, on the other hand, appears when an animal is anxious and/or incapable to escape from a perceiv ed dangerous situation. Irritable aggression, however, comes frequently close to uncontrollable rage and is triggered by immense pain or frustration (Rosenzweig, Breedlove, Reiman, 2002). Nelson (1995) reported how male sex hormones play a significant role in various forms of aggressive behaviour like for example in within-species social interactions and encounters. As a consequence, aggressive behaviour between males increases on the verge to sexual maturity. Experiments with male mice have demonstrated that their aggressiveness levels rise significantly during puberty while immature mice display more violent behaviours against each other when they are treated with androgens (McKinney Desjardins, 1973). Puberty and Hormonal Change Given the dramatic changes that occur in endocrine physiology at puberty, it is not surprising that increases in testosterone are hypothesized to be related to increases in aggression. This explains why testosterone has been the most investigated hormone in its research. The wealth of evidence supporting the ability of testosterone to facilitate aggressive behaviour in a broad number of mammal species has led to wonder about its potential role in human aggression. Wingfield and colleagues (1987) were among those researches who successfully demonstrated that the amount of displayed aggression in many species is related to the amount of seasonal testosterone change. Yet experiments with youths experiencing puberty yielded equivocal results. Book and collaborators (2001) for instance conducted a meta-analysis on 45 independent studies and came to the conclusion that the mean weighted correlation of these studies was only weakly positive (r = 0.14). This finding was congruent with Archer’s (1991) meta-analyses as he had also found rather marginally significant positive relationships between testosterone levels in humans and aggression. Experiments investigating the on the effects of castration on subjects illustrated more convincingly how inextricably aggressive behaviour is linked to hormones. Conclusively, castrated males displayed less aggressive behaviour due to the decreased androgen production. If, in turn, testosterone is injected into these castrated species one can again observe an increase in inter-male violent behaviour. Females are less often studies by researchers with regard to hormonal affects on aggression. This is due to the fact that males engage significantly more often in aggressive behaviour than females (e.g. number of male murderers is five times higher in the United States). Thus the predominant viewpoint among scientists is that males of most species are the more aggressive and violent sex. Consistently, recent research has found more support for a link between androgens and aggressive affect for boys entering puberty (Olweus et al., 1988) but less strong associations for girls (Paikoff Br ooks-Gunn, 1990). Nevertheless some studies found that in some species like Hamsters the female sex is more aggressive. However, this was not anymore the case when the female Hamsters entered the estrus stage. As a matter of fact, not all studies have supported the notion that the amount of hormones, especially androgens, is negatively associated to aggression levels. Ehrenkranz and colleagues (1974) for example demonstrated that testosterone levels of humans were positively related to aggressiveness while Kreuz and Rose (1972) could not find a significant correlation between levels of testosterone and aggressiveness in prisoners. Nonetheless Dabbs and Morris (1990) maintained with the help of their study on military veterans that testosterone levels can be linked at least to violent antisocial behaviour. More recently Dabbs and Hargrove (1997) revealed that high testosterone levels are a remarkable characteristic and predictor of female prisoners who are convicted of self-initiated violent crimes. At least two confounding variables exist Research has also demonstrated the existence of at least two confounding variable which have a significant influence on the relationship between hormones and aggressive behaviour. Bernstein and Gordon (1971) showed that both monkeys and mice who come out as winners of an aggressive interaction display increased testosterone levels whereas the losers experience a decrease in androgens. Consequently, the winners become more aggressive while the losers are less prone to exhibiting aggressive behaviour towards their own and other species. One could conclude that it was more a consequence rather than a cause that the more aggressive prisoners in Dabbs and Hargroves (1997) experiment had higher testosterone levels. Surprisingly not only the winners of aggressive encounters but also the triumphant of sport competitions experience observable increases in their testosterone levels. It goes further that this increase is not only experienced by those who actively participate and win in the spor ting event but is even experienced by those who support and cheer up the winning side or individual (Bernhardt, 1997). As even chess players display after having lost chess matches lower levels and after having won higher levels of testosterone it was concluded that another confounding variable mediates between aggression and testosterone because chess players are hardly aggressive in their normal behaviour. Regardless of these confounding variables sexual assaulters, aggressors and criminals have been often castrated in the past in order to decrease both their sex and aggression drives. The results of these studies reported that criminals were less susceptible to aggressive behaviour after having experienced a decrease in sex hormones induced by their castration (Brain, 1994). Nowadays, however, ethical issues and concerns have become increasingly important and thus it is debatable and questionable whether these kind of forced surgical interventions are ethically justifiable and tenable. Serotonin and Aggressive Behaviour The synaptic transmitter serotonin seems to have as well a profound impact on aggressive behaviour in both humans and animals. In contrast to testosterone, however, a negative association between aggression and brain serotonin activity has been reported in past studies. Higley and collaborators (1992), for instance, investigated the activity of the neurotransmitter serotonin in around 30 monkeys in an observational study. The researchers ranked the monkeys according to their aggressive activities on the island where they were freely living and compared their ranks with the amount of serotonin brain activity. Their results demonstrated that serotonin levels are negatively correlated with aggression. Virkkunen and Linnoila (1993) supported these findings with their own study. They showed that individuals who consume alcohol excessively have comparatively lower serotonin metabolites concentrations (e.g. HIAA concentrations) in their cerebrospinal fluid. These applied also to animal tort uring children (Kruesi, 1979) and due to aggressive behaviour expelled American Marines (Brown et al., 1979). As a matter of fact, serotonin levels are affected by environmental context and stimuli. Dominant and high ranking primates for example who stand on the top of the hierarchical social status ladder display greater serotonin levels than primates who rank lower in the pecking order. If however the higher ranked primates loses his social status he analogously experiences a decrease in serotonin levels. Testosterone and Aggressive Behaviour Schaal and colleagues (1996) investigated more recently the association between physical violence and social dominance of pubescent male youths and their respective testosterone levels. It was shown that less socially dominant youths had lower levels of testosterone in comparison to socially more dominant peers who possess concurrently bigger amounts of testosterone amounts. Nevertheless, this finding could not be repeated with aggression levels as those pubescent youths who were perceived as more aggressively behaving had significantly lower testosterone concentrations than those males who had a low history of being physically aggressive and violent. Thus it was concluded that testosterone was related not so much to antisocial characteristics than to experienced social status. In other words, those who successfully achieve higher social dominance statuses experience an increase in testosterone while those who fail to gain high social status face a reduction in their testosterone pro duction. Experiments with younger children (e.g. 5-year-olds) it was found that boys with higher testosterone concentrations were more playfully aggressive in social interactions. However, this relationship could neither be established with girls nor in play contexts (Ahedo et al., 2002). This again implies that testosterone levels are not solely a modulator of aggressive behaviour but rather a mediator of any kind of social behaviour. Additionally, Ahedo and collaborators study demonstrated that sex differences in behaviour establish themselves already very early on in life. In another study (van Goozen et al., 1998) the androstenedione, testosterone, dehdroepiandrostenedione (DHEA) levels in prepubescent boys exhibiting antisocial conduct disorders was examined. Van Goozen and colleagues results revealed that antisocial conduct disordered infants’ aggressiveness was not significantly relatable to testosterone. However, the more antisocially behaving boys had significantly higher than average androstenedione levels and modestly higher than average DHEAS levels. Researchers like Ramirez (2003) believed that studies such as these have the power to shadow doubt on the validity of testosterone as a biological control system for aggressive behaviour in postnatal life. Even later on in life testosterone levels seem only to represent the consequence rather than a cause of aggression as testosterone does not immediately lead people to be physically aggressive but their aggression is solely a response to cognitive and social stimuli and triggers (Brain Su sman, 1996). Studies on observed changes in concentration levels of testosterone and cortisol during aggressive behaviour and social stress serve as support for those researchers maintaining that both the evolutionary and social contexts and experiences have an essential impact on hormonal levels in humans. Thus â€Å"gonadal hormones, besides being only one of the multiple processes -biological, social, and cognitive, to influence aggression in children and adolescents, might also be a signal of aggression, or even more precisely perhaps, of social success.† (Ramirez, 2003; p. 630). These findings about serotonin and testosterone are according to Ramirez (2003) of utmost importance as they demonstrate that that experiences made in life can alter both brain chemistry and hormonal production in fundamental ways. Thus it can be noted that social context and hormonal activities in the body and brain are inextricably linked. Past researches on abnormal (van Goozen et al., 2000) and normal (Nottelmann et al., 1987; Inoff-Germain et al., 1988) male and female children have revealed univocal associations between high hormone levels of adrenal origin like androstenedione or dehydroepiandrostenedione sulphate and aggression together with diverse other negative attributes such as antisocial behaviour, rebelliousness and anger. Furthermore, the fact that androstenedione which is a prevalent producer of androgens is linked to anger in females suggests that adrenal and not gonadal originated androgens play a fundamental part in determining the aggressive behaviour of the female sex. In addition to that, it has been found that serotonin is not the sole mediator of aggression but also noradrenergic, neuropeptides and GABA systems have been demonstrated to have an impact on aggressive behaviour. Additionally, estrogens, gonadotrophins, and prolactine have been identified as minor modulators. Thus, genetic and pharma cological experts have essentially extended the number of relevant hormones and neurotransmitters in the last couple of years (Nelson Chiavegatto, 2001). In conclusion, all the above findings fortify and support the currently predominant notion that aggression is not mediated by only one factor but by a network of many interplaying variables. References Ahedo, L., Cardas, J., Aizpiroz, A., Brain, P. F., Sanchez-Martin, J. R. (2002). Social behavior in male and female 5-year olds and its relation to salivary testosterone levels. The developmental origins of aggressive behavior (p. 53). Montreal: ISRA. Archer, J. (1991). The influence of testosterone on human aggression. British Journal of Psychology, 82, 1–28. Beach, F.A. (1979). Aggressive Behavior. Hormones and Aggression, 5(3), 313-316. Bernhardt, P. C. (1997). Influences of serotonin and testosterone in aggression and dominance: convergence with social psychology. Current Directions in Psychological Science, 2(6), 44-48. Bernstein, I. S., and Gordon, T. P. (1974). The function of aggression in primate societies. American Scientist, 62, 304-311. Book, A. S., Starzyk, K. B., Quinsey, V. L. (2001). The relationship between testosterone and aggression: A meta-analysis. Aggression and Violent Behavior, 6(6), 579–599. Brain, P. 1994. Hormonal aspects of aggression and violence. In A. Reiss, Jr., K. Miczek, and J. Roth (Eds.), Understanding and Preventing Violence, Volume 2., pp. 173-244 Washington DC: National Academy Press. Brain, P. F., Susman, E. J. (1996). Hormonal aspects of antisocial behavior and violence. In D. M. Stoff, J. Maser, J. Maser (Eds.), Handbook of antisocial behavior ( pp. 314–323). Hillsdale: Laurence Erlbaum. Brooks-Gunn, J. Graber, J.A., Paikoff R.L. (1994). Studying links between hormones and negative affect: models and measures. Journal of Research on Adolescence, 4(4), 469-486. Brown, G. L., Goodwin, F. K., Ballenger, J. C., Goyer, P. F., et al. (1979). Aggression in humans correlates with cerebrospinal fluid amine metabolites. Psychiatry Research, 1, 131-139. Dabbs, J. M., Jr., and Hargrove, M. F. (1997). Age, testosterone, and behaviour among female prison inmates. Psychosomatic Medicine, 59, 477-480. Dabbs, J. M., Jr., and Morris, R. (1990). Testosterone, social class and antisocial behavior in a sample of 4.462 men. Psychological Science, 1(3), 209-211. Ehrenkranz, J., Bliss, E., and Sheard, M. H. (1974). Plasma testosterone: correlation with aggressive behaviour and social dominance in man. Psychosomatic Medicine, 36, 469-475. Higley, J. D., Mehlman, P. T., Taub, D. M., Higley, S. B., et al. (1992). Cerebrospinal fluid monoamine and adrenal correlates of aggression in free-ranging rhesus monkey. Archives of General Psychiatry, 49, 436-441. Kavoussi, R., Armstead, P., Coccaro, E. (1997). The neurobiology of impulsive aggression. Psychiatry Clinic North America, 20(2), 395–403. Kreuz, L. E., Rose, R. M. (1972). Assessment of aggressive behaviour and plasma testosterone in a young criminal population. Psychosomatic Medicine, 34, 321-332. Kruesi, M. J. (1979). Cruelty to animals and CSF 5HIAA. Psychiatry Research, 28, 115-116. Inoff-Germain, G. E., Arnold, G. S., Nottelmann, E. D., Susman, E. J., Cutler, G. B., Chrousos, G. P. (1988). Relations between hormone levels and observational measures of aggressive behavior of early adolescents in family interactions. Developmental Psychology, 24, 129–139. McKinney, T.D., and Desjardins, C. (1973). Postnatal development of the testis, fighting behaviour, and fertility in house mice. Biology of reproduction, 9, 279-294. Nelson, R. J. (1995). Introduction to behavioural endocrinology. Sunderland MA: Sinauer Associates. Nelson, R. J., Chiavegatto, S. (2001). Molecular basis of aggression. Trends in Neurosciences, 24(12), 713–719. Nottelmann, E. D., Susman, E. J., Dorn, L. D., et al. (1987). Developmental processes in American early adolescents: Relationships between adolescent adjustment problems and chronological pubertal stage and puberty-related serum hormone levels. Journal of Pediatrics, 110, 473–480. Olweus, D., Mattsson, A., Schalling, D., Low, H. (1988). Circulating testosterone levels and aggression in adolescent males: a casual analysis. Psychosomatic Medicine, 50, 261-271. Paikoff, R.L., Brooks-Gunn, J., (1990). Associations between pubertal hormones and behavioural and affective expression. In C.S. Holmes (Ed.), Psychoneuroendoctrinology: brain, behaviour, and hormonal interactions (pp. 205-226). New York: Springer-Verlag. Ramirez, J.M. (2003). Hormones and aggression in childhood and adolescence. Aggression and Violent Behavior, 8, 621–644 Rosenzweig, M.R., Breedlove, S.M., Leiman, A.L. (2002). Biological Psychology. MA: Sinauer Associates. Schaal, B., Tremblay, R. E., Soussignan, R., Susman, E. J. (1996). Male testosterone linked to high social dominance but low physical aggression in early adolescence. Journal of the American Academy of Child and Adolescent Psychiatry, 35(10), 1322–1330. van Goozen, S. H., Matthys, W., Cohen-Kettenis, P. T., Gispen-de Wied, C., Wiegant, V. M., van Engeland, H. (1998). Salivary cortisol and cardiovascular activity during stress in oppositional-defiant disorder boys and normal controls. Biological Psychiatry, 43(7), 531–539. van Goozen, S. H., van den Ban, E., Matthys, W., Cohen-Kettenis, P. T., Thijssen, J. H., van Engeland, H. (2000). Increased adrenal androgen functioning in children with oppositional defiant disorder: A comparison with psychiatric and normal controls. Journal of the American Academy of Child and Adolescent Psychiatry,  39(11), 1446–1451. Virkkunen, M., and Linnoila, M. (1993). Brain serotonin, type II alcoholism and impulsive violence. Journal of Studies on Alcohol, 11, 163-169. Wingfield, J. C., Ball, G. F., Dufty, A. M., Hegner, R. E., et al. (1987). Testosterone and aggression in birds. American Scientist, 75, 602-608.

Deceitful Clytemnestra of Euripides Electra Essay -- Euripides Electr

Deceitful Clytemnestra of Euripides' Electra Agamemnon returns from Troy, a victorious general, bringing home spoils, riches and fame. He is murdered on the same day as he returns. Clytemnestra, his adulterous wife, has laid in wait for her husband's homecoming and kills him whilst he is being bathed after his long journey. During the Agamemnon, large proportions of the Queen's words are justifications for her action, which is very much concerned with the sacrifice of Iphigenia to the gods, in order for the fleet to set sail for Troy. Aegisthus, the new husband of the Queen Clytemnestra, and partner in the conspiracy to murder the war hero, had reasons, which stemmed from the dispute between the Houses of Atreus and Thyestes. Was the murder justified retribution for a callous and dispassionate murder of an innocent girl, as well as the fate demanded by the family curse? Or was the death of Agamemnon an unjust action by the traitorous woman Clytemnestra and her lover carried out in aspirations of his wealth and power?   If we take the former of the arguments as the correct one, then the sacrifice of Iphigenia must be considered. For this, the only sources we have are those of the Chorus' songs and the highly biased accounts by Clytemnestra, who has been left to stew on her hatred for over ten years. The account given by the Chorus is full of pathos and pity "gentle curving lips...gag her hard...her glance...wounding every murderer" (235-239). They remember with sorrow, a flashback to her innocent life, and recount how she once "sang to Saving Zeus - transfixed with joy" 245. Emphasis is very much on the purity of the girl and how she did not deserve to die. However, no reference is made by the Chorus that it was Agamemnon's... ...ght have been a sponge. It is ironic I suppose that Agamemnon, lord of men was brought down by the one thing that neither of the two sons of Atreus were able to control - Women. Works Cited Adkins, A.W.H., Merit and Responsibility. A Study in Greek Values, London: Oxford University Press, 1960. Euripides. Electra. Trans. Philip Vellacott. Medea and Other Plays. Baltimore: Penguin Classics, 1963. 105-152, 201-204. Nietzsche, Friedrich. The Birth of Tragedy. Trans. Clifton Fadiman. New York: Dover   Publications, 1995. Perseus Encyclopedia. Revised 1999. Tufts University. <www.perseus.tufts.edu/cgi-bin/encyclopedia?entry=Euripides>. Powell, Anton, ed.   Euripides, Women, and Sexuality.   New York: Routledge, 1990. March, Jennifer.   Euripides the Mysogynist?   Euripides, Women, and Sexuality.   Ed. Anton Powell.   New York: Routledge, 1990.

Symbolism in J.D. Salinger’s The Catcher in the Rye Essay -- The Catch

Many novels cannot be fully understood and appreciated if only read for face value, and J.D. Salinger’s The Catcher in the Rye is no exception. The abundant use of symbolism in Salinger’s The Catcher in the Rye is of such significance that it â€Å"proclaims itself in the very title of the novel† (Trowbridge par. 1). If the symbolism in this novel is studied closely, there should be no astonishment in learning that The Catcher in the Rye took approximately ten years to write and was originally twice its present length. J.D. Salinger uses copious amounts of symbolism in his novel to accurately convey the feelings of his main character, Holden, and, in essence, to reveal information pertaining to human sentiment. Many of these symbols contain irony, multiple meanings, and varying degrees of complexity. Through the comprehension of Salinger’s unique symbolism, however, The Catcher in the Rye can be truly understood and appreciated. The character of Holden Caulfield is a powerful symbol himself which represents people as they truly are. Holden can be related to by anyone; he is occasionally silly, irritating, thoughtless, and irresponsible. He judges others without a second thought and builds his perception of people according to the things that he deems to be â€Å"phony.† Holden Caulfield is representative of idealism. He sees the difference between what is and what ought to be and is bothered enough by this to take action. The name â€Å"Holden† can be phonetically interpreted as meaning â€Å"hold on,† but what is it that Holden is holding on to? The Catcher in the Rye is the tale, from Holden’s perspective, of the three days following his removal from his prep school, Pencey, and the wisdom that comes during his venture. One of the first enc... ...nguage Quarterly 25.4 (1964): 461. Print. Edwards, Duane. "Don't Ever Tell Anybody Anything." ELH 44.3 (1977): 554-65. JSTOR. Web. 20 Apr. 2009. Foran, Donald. "A Doubletake on Holden Caulfield." The English Journal 57.7 (1968): 977-79. JSTOR. Web. 18 Apr. 2009. Miller, Edwin. "In Memoriam: Allie Caulfield in The Catcher in the Rye." EBSCOhost. 2000. Web. 22 Apr. 2009. Privitera, Lisa. "Holden’s Irony in Salinger’s The Catcher in the Rye." Explicator 66.4 (2008): 203-06. Print. Salinger, J. D. The Catcher in the Rye. Boston: Little, Brown, 2001. Print. Svogun, Margaret D. "Salinger’s The Catcher in the Rye." Explicator 61.2 (2003): 110. Print. Takeuchi, Yasuhiro. "Salinger’s The Catcher in the Rye." Explicator 60.3 (2002): 164. Print. Trowbridge, Clinton W. "The Symbolic Structure of The Catcher in the Rye." EBSCOhost. 2000. Web. 17 Apr. 2009.

The Lost Symbol Chapter 122-126

CHAPTER 122 The secret is how to die. Mal'akh knew it had all gone wrong. There was no brilliant light. No wondrous reception. Only darkness and excruciating pain. Even in his eyes. He could see nothing, and yet he sensed movement all around him. There were voices . . . human voices . . . one of them, strangely, belonging to Robert Langdon. How can this be? â€Å"She's okay,† Langdon kept repeating. â€Å"Katherine is fine, Peter. Your sister is okay.† No, Mal'akh thought. Katherine is dead. She must be. Mal'akh could no longer see, could not tell if his eyes were even open, but he heard the helicopter banking away. An abrupt calm settled through the Temple Room. Mal'akh could feel the smooth rhythms of the earth becoming uneven . . . as if the ocean's natural tides were being disrupted by a gathering storm. Chao ab ordo. Unfamiliar voices were shouting now, talking urgently with Langdon about the laptop and video file. It's too late, Mal'akh knew. The damage is done. By now the video was spreading like wildfire into every corner of a shocked world, destroying the future of the brotherhood. Those most capable of spreading the wisdom must be destroyed. The ignorance of mankind is what helped the chaos grow. The absence of Light on earth is what nourished the Darkness that awaited Mal'akh. I have done great deeds, and soon I will be received as a king. Mal'akh sensed that a lone individual had quietly approached. He knew who it was. He could smell the sacred oils he had rubbed into his father's shaved body. â€Å"I don't know if you can hear me,† Peter Solomon whispered in his ear. â€Å"But I want you to know something.† He touched a finger to the sacred spot atop Mal'akh's skull. â€Å"What you wrote here . . .† He paused. â€Å"This is not the Lost Word.† Of course it is, Mal'akh thought. You convinced me of that beyond a doubt. According to legend, the Lost Word was written in a language so ancient and arcane that mankind had all but forgotten how to read it. This mysterious language, Peter had revealed, was in fact the oldest language on earth. The language of symbols. In the idiom of symbology, there was one symbol that reigned supreme above all others. The oldest and most universal, this symbol fused all the ancient traditions in a single solitary image that represented the illumination of the Egyptian sun god, the triumph of alchemical gold, the wisdom of the Philosopher's Stone, the purity of the Rosicrucian Rose, the moment of Creation, the All, the dominance of the astrological sun, and even the omniscient all-seeing eye that hovered atop the unfinished pyramid. The circumpunct. The symbol of the Source. The origin of all things. This is what Peter had told him moments ago. Mal'akh had been skeptical at first, but then he had looked again at the grid, realizing that the image of the pyramid was pointing directly at the lone symbol of the circumpunct–a circle with a dot in its center. The Masonic Pyramid is a map, he thought, recalling the legend, which points to the Lost Word. It seemed his father was telling the truth after all. All great truths are simple. The Lost Word is not a word . . . it is a symbol. Eagerly, Mal'akh had inscribed the great symbol of the circumpunct on his scalp. As he did so, he felt an upwelling of power and satisfaction. My masterpiece and offering are complete. The forces of darkness were waiting for him now. He would be rewarded for his work. This was to be his moment of glory . . . And yet, at the last instant, everything had gone horribly wrong. Peter was still behind him now, speaking words that Mal'akh could barely fathom. â€Å"I lied to you,† he was saying. â€Å"You left me no choice. If I had revealed to you the true Lost Word, you would not have believed me, nor would you have understood.† The Lost Word is . . . not the circumpunct? â€Å"The truth is,† said Peter, â€Å"the Lost Word is known to all . . . but recognized by very few.† The words echoed in Mal'akh's mind. â€Å"You remain incomplete,† Peter said, gently placing his palm on top of Mal'akh's head. â€Å"Your work is not yet done. But wherever you are going, please know this . . . you were loved.† For some reason, the gentle touch of his father's hand felt like it was burning through him like a potent catalyst that was initiating a chemical reaction inside Mal'akh's body. Without warning, he felt a rush of blistering energy surging through his physical shell, as if every cell in his body were now dissolving. In an instant, all of his worldly pain evaporated. Transformation. It's happening. I am gazing down upon myself, a wreck of bloody flesh on the sacred slab of granite. My father is kneeling behind me, holding my lifeless head with his one remaining hand. I feel an upwelling of rage . . . and confusion. This is not a moment for compassion . . . it is for revenge, for transformation . . . and yet still my father refuses to submit, refuses to fulfill his role, refuses to channel his pain and anger through the knife blade and into my heart. I am trapped here, hovering . . . tethered to my earthly shell. My father gently runs a soft palm across my face to close my fading eyes. I feel the tether release. A billowing veil materializes around me, thickening and dimming the light, hiding the world from view. Suddenly time accelerates, and I am plunging into an abyss far darker than any I have ever imagined. Here, in the barren void, I hear a whispering . . . I sense a gathering force. It strengthens, mounting at a startling rate, surrounding me. Ominous and powerful. Dark and commanding. I am not alone here. This is my triumph, my grand reception. And yet, for some reason, I am filled not with joy, but rather with boundless fear. It is nothing like I expect. The force is churning now, swirling around me with commanding strength, threatening to tear me apart. Suddenly, without warning, the blackness gathers itself like a great prehistoric beast and rears up before me. I am facing all the dark souls who have gone before. I am screaming in infinite terror . . . as the darkness swallows me whole. CHAPTER 123 Inside the National Cathedral, Dean Galloway sensed a strange change in the air. He was not sure why, but he felt as if a ghostly shadow had evaporated . . . as if a weight had been lifted . . . far away and yet right here. Alone at his desk, he was deep in thought. He was not sure how many minutes had passed when his phone rang. It was Warren Bellamy. â€Å"Peter's alive,† his Masonic brother said. â€Å"I just heard the news. I knew you'd want to know immediately. He's going to be okay.† â€Å"Thank God.† Galloway exhaled. â€Å"Where is he?† Galloway listened as Bellamy recounted the extraordinary tale of what had transpired after they had left Cathedral College. â€Å"But all of you are okay?† â€Å"Recuperating, yes,† Bellamy said. â€Å"There is one thing, though.† He paused. â€Å"Yes?† â€Å"The Masonic Pyramid . . . I think Langdon may have solved it.† Galloway had to smile. Somehow he was not surprised. â€Å"And tell me, did Langdon discover whether or not the pyramid kept its promise? Whether or not it revealed what legend always claimed it would reveal?† â€Å"I don't know yet.† It will, Galloway thought. â€Å"You need to rest.† â€Å"As do you.† No, I need to pray. CHAPTER 124 When the elevator door opened, the lights in the Temple Room were all ablaze. Katherine Solomon's legs still felt rubbery as she hurried in to find her brother. The air in this enormous chamber was cold and smelled of incense. The scene that greeted her stopped her in her tracks. In the center of this magnificent room, on a low stone altar, lay a bloody, tattooed corpse, a body perforated by spears of broken glass. High above, a gaping hole in the ceiling opened to the heavens. My God. Katherine immediately looked away, her eyes scanning for Peter. She found her brother sitting on the other side of the room, being tended to by a medic while talking with Langdon and Director Sato. â€Å"Peter!† Katherine called, running over. â€Å"Peter!† Her brother glanced up, his expression filling with relief. He was on his feet at once, moving toward her. He was wearing a simple white shirt and dark slacks, which someone had probably gotten for him from his office downstairs. His right arm was in a sling, and their gentle embrace was awkward, but Katherine barely noticed. A familiar comfort surrounded her like a cocoon, as it always had, even in childhood, when her protective older brother embraced her. They held each other in silence. Finally Katherine whispered, â€Å"Are you okay? I mean . . . really?† She released him, looking down at the sling and bandage where his right hand used to be. Tears welled again in her eyes. â€Å"I'm so . . . so sorry.† Peter shrugged as if it were nothing of consequence. â€Å"Mortal flesh. Bodies don't last forever. The important thing is that you're okay.† Peter's lighthearted response tore at her emotions, reminding her of all the reasons she loved him. She stroked his head, feeling the unbreakable bonds of family . . . the shared blood that flowed in their veins. Tragically, she knew there was a third Solomon in the room tonight. The corpse on the altar drew her gaze, and Katherine shuddered deeply, trying to block out the photos she had seen. She looked away, her eyes now finding Robert Langdon's. There was compassion there, deep and perceptive, as if Langdon somehow knew exactly what she was thinking. Peter knows. Raw emotion gripped Katherine–relief, sympathy, despair. She felt her brother's body begin trembling like a child's. It was something she had never witnessed in her entire life. â€Å"Just let it go,† she whispered. â€Å"It's okay. Just let it go.† Peter's trembling grew deeper. She held him again, stroking the back of his head. â€Å"Peter, you've always been the strong one . . . you've always been there for me. But I'm here for you now. It's okay. I'm right here.† Katherine eased his head gently onto her shoulder . . . and the great Peter Solomon collapsed sobbing in her arms. Director Sato stepped away to take an incoming call. It was Nola Kaye. Her news, for a change, was good. â€Å"Still no signs of distribution, ma'am.† She sounded hopeful. â€Å"I'm confident we would have seen something by now. It looks like you contained it.† Thanks to you, Nola, Sato thought, glancing down at the laptop, which Langdon had seen complete its transmission. A very close call. At Nola's suggestion, the agent searching the mansion had checked the garbage cans, discovering packaging for a newly purchased cellular modem. With the exact model number, Nola had been able to cross-reference compatible carriers, bandwidths, and service grids, isolating the laptop's most likely access node–a small transmitter on the corner of Sixteenth and Corcoran–three blocks from the Temple. Nola quickly relayed the information to Sato in the helicopter. On approach toward the House of the Temple, the pilot had performed a low-altitude flyover and pulsed the relay node with a blast of electromagnetic radiation, knocking it off-line only seconds before the laptop completed its transfer. â€Å"Great work tonight,† Sato said. â€Å"Now get some sleep. You've earned it.† â€Å"Thank you, ma'am.† Nola hesitated. â€Å"Was there something else?† Nola was silent a long moment, apparently considering whether or not to speak. â€Å"Nothing that can't wait till morning, ma'am. Have a good night.† CHAPTER 125 In the silence of an elegant bathroom on the ground floor of the House of the Temple, Robert Langdon ran warm water into a tile sink and eyed himself in the mirror. Even in the muted light, he looked like he felt . . . utterly spent. His daybag was on his shoulder again, much lighter now . . . empty except for his personal items and some crumpled lecture notes. He had to chuckle. His visit to D.C. tonight to give a lecture had turned out a bit more grueling than he'd anticipated. Even so, Langdon had a lot to be grateful for. Peter is alive. And the video was contained. As Langdon scooped handfuls of warm water onto his face, he gradually felt himself coming back to life. Everything was still a blur, but the adrenaline in his body was finally dissipating . . . and he was feeling like himself again. After drying his hands, he checked his Mickey Mouse watch. My God, it's late. Langdon exited the bathroom and wound his way along the curved wall of the Hall of Honor–a gracefully arched passageway, lined with portraits of accomplished Masons . . . U.S. presidents, philanthropists, luminaries, and other influential Americans. He paused at an oil painting of Harry S. Truman and tried to imagine the man undergoing the rites, rituals, and studies required to become a Mason. There is a hidden world behind the one we all see. For all of us. â€Å"You slipped away,† a voice said down the hall. Langdon turned. It was Katherine. She'd been through hell tonight, and yet she looked suddenly radiant . . . rejuvenated somehow. Langdon gave a tired smile. â€Å"How's he doing?† Katherine walked up and embraced him warmly. â€Å"How can I ever thank you?† He laughed. â€Å"You know I didn't do anything, right?† Katherine held him for a long time. â€Å"Peter's going to be fine . . .† She let go and looked deep into Langdon's eyes. â€Å"And he just told me something incredible . . . something wonderful.† Her voice trembled with anticipation. â€Å"I need to go see it for myself. I'll be back in a bit.† â€Å"What? Where are you going?† â€Å"I won't be long. Right now, Peter wants to speak with you . . . alone. He's waiting in the library.† â€Å"Did he say why?† Katherine chuckled and shook her head. â€Å"You know Peter and his secrets.† â€Å"But–â€Å" â€Å"I'll see you in a bit.† Then she was gone. Langdon sighed heavily. He felt like he'd had enough secrets for one night. There were unanswered questions, of course–the Masonic Pyramid and the Lost Word among them–but he sensed that the answers, if they even existed, were not for him. Not as a non-Mason. Mustering the last of his energy, Langdon made his way to the Masonic library. When he arrived, Peter was sitting all alone at a table with the stone pyramid before him. â€Å"Robert?† Peter smiled and waved him in. â€Å"I'd like a word.† Langdon managed a grin. â€Å"Yes, I hear you lost one.† CHAPTER 126 The library in the House of the Temple was D.C.'s oldest public reading room. Its elegant stacks burgeoned with over a quarter of a million volumes, including a rare copy of the Ahiman Rezon, The Secrets of a Prepared Brother. In addition, the library displayed precious Masonic jewels, ritual artifacts, and even a rare volume that had been hand-printed by Benjamin Franklin. Langdon's favorite library treasure, however, was one few ever noticed. The illusion. Solomon had shown him long ago that from the proper vantage point, the library's reading desk and golden table lamp created an unmistakable optical illusion . . . that of a pyramid and shining golden capstone. Solomon said he always considered the illusion a silent reminder that the mysteries of Freemasonry were perfectly visible to anyone and everyone if they were seen from the proper perspective. Tonight, however, the mysteries of Freemasonry had materialized front and center. Langdon now sat opposite the Worshipful Master Peter Solomon and the Masonic Pyramid. Peter was smiling. â€Å"The `word' you refer to, Robert, is not a legend. It is a reality.† Langdon stared across the table and finally spoke. â€Å"But . . . I don't understand. How is that possible?† â€Å"What is so difficult to accept?† All of it! Langdon wanted to say, searching his old friend's eyes for any hint of common sense. â€Å"You're saying you believe the Lost Word is real . . . and that it has actual power?† â€Å"Enormous power,† Peter said. â€Å"It has the power to transform human kind by unlocking the Ancient Mysteries.† â€Å"A word?† Langdon challenged. â€Å"Peter, I can't possibly believe a word–â€Å" â€Å"You will believe,† Peter stated calmly. Langdon stared in silence. â€Å"As you know,† Solomon continued, standing now and pacing around the table, â€Å"it has long been prophesied that there will come a day when the Lost Word will be rediscovered . . . a day when it will be unearthed . . . and mankind will once again have access to its forgotten power.† Langdon flashed on Peter's lecture about the Apocalypse. Although many people erroneously interpreted apocalypse as a cataclysmic end of the world, the word literally signified an â€Å"unveiling,† predicted by the ancients to be that of great wisdom. The coming age of enlightenment. Even so, Langdon could not imagine such a vast change being ushered in by . . . a word. Peter motioned to the stone pyramid, which sat on the table beside its golden capstone. â€Å"The Masonic Pyramid,† he said. â€Å"The legendary symbolon. Tonight it stands unified . . . and complete.† Reverently, he lifted the golden capstone and set it atop the pyramid. The heavy gold piece clicked softly into place. â€Å"Tonight, my friend, you have done what has never been done before. You have assembled the Masonic Pyramid, deciphered all of its codes, and in the end, unveiled . . . this.† Solomon produced a sheet of paper and laid it on the table. Langdon recognized the grid of symbols that had been reorganized using the Order Eight Franklin Square. He had studied it briefly in the Temple Room. Peter said, â€Å"I am curious to know if you can read this array of symbols. After all, you are the specialist.† Langdon eyed the grid. Heredom, circumpunct, pyramid, staircase . . . Langdon sighed. â€Å"Well, Peter, as you can probably see, this is an allegorical pictogram. Clearly its language is metaphorical and symbolic rather than literal.† Solomon chuckled. â€Å"Ask a symbologist a simple question . . . Okay, tell me what you see.† Peter really wants to hear this? Langdon pulled the page toward him. â€Å"Well, I looked at it earlier, and, in simple terms, I see that this grid is a picture . . . depicting heaven and earth.† Peter arched his eyebrows, looking surprised. â€Å"Oh?† â€Å"Sure. At the top of the image, we have the word Heredom–the `Holy House'–which I interpret as the House of God . . . or heaven.† â€Å"Okay.† â€Å"The downward-facing arrow after Heredom signifies that the rest of the pictogram clearly lies in the realm beneath heaven . . . that being . . . earth.† Langdon's eyes glided now to the bottom of the grid. â€Å"The lowest two rows, those beneath the pyramid, represent the earth itself–terra firma–the lowest of all the realms. Fittingly, these lower realms contain the twelve ancient astrological signs, which represent the primordial religion of those first human souls who looked to the heavens and saw the hand of God in the movement of the stars and planets.† Solomon slid his chair closer and studied the grid. â€Å"Okay, what else?† â€Å"On a foundation of astrology,† Langdon continued, â€Å"the great pyramid rises from the earth . . . stretching toward heaven . . . the enduring symbol of lost wisdom. It is filled with history's great philosophies and religions . . . Egyptian, Pythagorean, Buddhist, Hindu, Islamic, Judeo-Christian, and on and on . . . all flowing upward, merging together, funneling themselves up through the transformative gateway of the pyramid . . . where they finally fuse into a single, unified human philosophy.† He paused. â€Å"A single universal consciousness . . . a shared global vision of God . . . represented by the ancient symbol that hovers over the capstone.† â€Å"The circumpunct,† Peter said. â€Å"A universal symbol for God.† â€Å"Right. Throughout history, the circumpunct has been all things to all people–it is the sun god Ra, alchemical gold, the all-seeing eye, the singularity point before the Big Bang, the–â€Å" â€Å"The Great Architect of the Universe.† Langdon nodded, sensing this was probably the same argument Peter had used in the Temple Room to sell the idea of the circumpunct as the Lost Word. â€Å"And finally?† Peter asked. â€Å"What about the staircase?† Langdon glanced down at the image of the stairs beneath the pyramid. â€Å"Peter, I'm sure you know as well as anyone, this symbolizes the Winding Staircase of Freemasonry . . . leading upward out of the earthly darkness into the light . . . like Jacob's ladder climbing to heaven . . . or the tiered human spine that connects man's mortal body to his eternal mind.† He paused. â€Å"As for the rest of the symbols, they appear to be a blend of celestial, Masonic, and scientific, all lending support to the Ancient Mysteries.† Solomon stroked his chin. â€Å"An elegant interpretation, Professor. I agree, of course, that this grid can be read as allegory, and yet . . .† His eyes flashed with deepening mystery. â€Å"This collection of symbols tells another story as well. A story that is far more revealing.† â€Å"Oh?† Solomon began pacing again, circling the table. â€Å"Earlier tonight, inside the Temple Room, when I believed I was going to die, I looked at this grid, and somehow I saw past the metaphor, past the allegory, into the very heart of what these symbols are telling us.† He paused, turning abruptly to Langdon. â€Å"This grid reveals the exact location where the Lost Word is buried.† â€Å"Come again?† Langdon shifted uneasily in his chair, suddenly fearing that the trauma of the evening had left Peter disorientated and confused. â€Å"Robert, legend has always described the Masonic Pyramid as a map–a very specific map–a map that could guide the worthy to the secret location of the Lost Word.† Solomon tapped the grid of symbols in front of Langdon. â€Å"I guarantee you, these symbols are exactly what legend says they are . . . a map. A specific diagram that reveals exactly where we will find the staircase that leads down to the Lost Word.† Langdon gave an uneasy laugh, treading carefully now. â€Å"Even if I believed the Legend of the Masonic Pyramid, this grid of symbols can't possibly be a map. Look at it. It looks nothing like a map.† Solomon smiled. â€Å"Sometimes all it takes is a tiny shift of perspective to see something familiar in a totally new light.† Langdon looked again but saw nothing new. â€Å"Let me ask you a question,† Peter said. â€Å"When Masons lay cornerstones, do you know why we lay them in the northeast corner of a building?† â€Å"Sure, because the northeast corner receives the first rays of morning light. It is symbolic of the power of architecture to climb out of the earth into the light.† â€Å"Right,† Peter said. â€Å"So perhaps you should look there for the first rays of light.† He motioned to the grid. â€Å"In the northeast corner.† Langdon returned his eyes to the page, moving his gaze to the upper right or northeast corner. The symbol in that corner was . â€Å"A downward-pointing arrow,† Langdon said, trying to grasp Solomon's point. â€Å"Which means . . . beneath Heredom.† â€Å"No, Robert, not beneath,† Solomon replied. â€Å"Think. This grid is not a metaphorical maze. It's a map. And on a map, a directional arrow that points down means–â€Å" â€Å"South,† Langdon exclaimed, startled. â€Å"Exactly!† Solomon replied, grinning now with excitement. â€Å"Due south! On a map, down is south. Moreover, on a map, the word Heredom would not be a metaphor for heaven, it would be the name of a geographic location.† â€Å"The House of the Temple? You're saying this map is pointing . . . due south of this building?† â€Å"Praise God!† Solomon said, laughing. â€Å"Light dawns at last.† Langdon studied the grid. â€Å"But, Peter . . . even if you're right, due south of this building could be anywhere on a longitude that's over twenty-four thousand miles long.† â€Å"No, Robert. You are ignoring the legend, which claims the Lost Word is buried in D.C. That shortens the line substantially. In addition, legend also claims that a large stone sits atop the opening of the staircase . . . and that this stone is engraved with a message in an ancient language . . . as a kind of marker so the worthy can find it.† Langdon was having trouble taking any of this seriously, and while he didn't know D.C. well enough to picture what was due south of their current location, he was pretty certain there was no huge engraved stone atop a buried staircase. â€Å"The message inscribed on the stone,† Peter said, â€Å"is right here before our eyes.† He tapped the third row of the grid before Langdon. â€Å"This is the inscription, Robert! You've solved the puzzle!† Dumbfounded, Langdon studied the seven symbols. Solved? Langdon had no idea whatsoever what these seven disparate symbols could possibly mean, and he was damned sure they were not engraved anywhere in the nation's capital . . . particularly on a giant stone over a staircase. â€Å"Peter,† he said, â€Å"I don't see how this sheds any light at all. I know of no stone in D.C. engraved with this . . . message.† Solomon patted him on the shoulder. â€Å"You have walked past it and never seen it. We all have. It is sitting in plain view, like the mysteries themselves. And tonight, when I saw these seven symbols, I realized in an instant that the legend was true. The Lost Word is buried in D.C. . . . and it does rest at the bottom of a long staircase beneath an enormous engraved stone.† Mystified, Langdon remained silent. â€Å"Robert, tonight I believe you have earned the right to know the truth.† Langdon stared at Peter, trying to process what he had just heard. â€Å"You're going to tell me where the Lost Word is buried?† â€Å"No,† Solomon said, standing up with a smile. â€Å"I'm going to show you.† Five minutes later, Langdon was buckling himself into the backseat of the Escalade beside Peter Solomon. Simkins climbed in behind the wheel as Sato approached across the parking lot. â€Å"Mr. Solomon?† the director said, lighting a cigarette as she arrived. â€Å"I've just made the call you requested.† â€Å"And?† Peter asked through his open window. â€Å"I ordered them to give you access. Briefly.† â€Å"Thank you.† Sato studied him, looking curious. â€Å"I must say, it's a most unusual request.† Solomon gave an enigmatic shrug. Sato let it go, circling around to Langdon's window and rapping with her knuckles. Langdon lowered the window. â€Å"Professor,† she said, with no hint of warmth. â€Å"Your assistance tonight, while reluctant, was critical to our success . . . and for that, I thank you.† She took a long drag on her cigarette and blew it sideways. â€Å"However, one final bit of advice. The next time a senior administrator of the CIA tells you she has a national-security crisis . . .† Her eyes flashed black. â€Å"Leave the bullshit in Cambridge.† Langdon opened his mouth to speak, but Director Inoue Sato had already turned and was headed off across the parking lot toward a waiting helicopter. Simkins glanced over his shoulder, stone-faced. â€Å"Are you gentlemen ready?† â€Å"Actually,† Solomon said, â€Å"just one moment.† He produced a small, folded piece of dark fabric and handed it to Langdon. â€Å"Robert, I'd like you to put this on before we go anywhere.† Puzzled, Langdon examined the cloth. It was black velvet. As he unfolded it, he realized he was holding a Masonic hoodwink–the traditional blindfold of a first-degree initiate. What the hell? Peter said, â€Å"I'd prefer you not see where we're going.† Langdon turned to Peter. â€Å"You want to blindfold me for the journey?† Solomon grinned. â€Å"My secret. My rules.†

The Board of Directors †Roles and Responsibilities

The Board of Directors – roles and responsibilities The board's key purpose is to ensure the company's prosperity by collectively directing the company's affairs, whilst meeting the appropriate interests of its shareholders and stakeholders. The objects of the company are defined in the Memorandum of Association and regulations are laid out in the Articles of Association. Appointment of directors The ultimate control as to the composition of the board of directors rests with the shareholders, who can always appoint, and – more importantly, sometimes – dismiss a director.The shareholders can also fix the minimum and maximum number of directors. However, the board can usually appoint (but not dismiss) a director to his office as well. A director may be dismissed from office by a majority vote of the shareholders, provided that a special procedure is followed. The procedure is complex, and legal advice will always be required. Role of the board of directors Boards c an be helped greatly by focusing on four key areas: Establish vision, mission and values †¢ Determine the company's vision and mission to guide and set the pace for its current operations and future development. †¢ †¢ Determine the values to be promoted throughout the company. Determine and review company goals. Determine company policies Set strategy and structure †¢ Review and evaluate present and future opportunities, threats and risks in the external environment and current and future strengths, weaknesses and risks relating to the company. †¢ †¢ †¢ Determine strategic options, select those to be pursued, and decide the means to implement and support them. Determine the business strategies and plans that underpin the corporate strategy.Ensure that the company's organisational structure and capability are appropriate for implementing the chosen strategies. Delegate to management †¢ Delegate authority to management, and monitor and evaluate the implementation of policies, strategies and business plans. †¢ †¢ †¢ Determine monitoring criteria to be used by the board. Ensure that internal controls are effective. Communicate with senior management. Exercise accountability to shareholders and be responsible to relevant stakeholders †¢ Ensure that communications both to and from shareholders and relevant stakeholders are effective. †¢ †¢ Understand and take into account the interests of shareholders and relevant stakeholders. Monitor relations with shareholders and relevant stakeholders by gathering and evaluation of appropriate information. Promote the goodwill and support of shareholders and relevant stakeholders. Responsibilities of directors Directors look after the affairs of the company, and are in a position of trust. They might abuse their position in order to profit at the expense of their company, and, therefore, at the expense of the shareholders of the company.Consequently, the law i mposes a number of duties, burdens and responsibilities upon directors, to prevent abuse. Much of company law can be seen as a balance between allowing directors to manage the company's business so as to make a profit, and preventing them from abusing this freedom. Directors are responsible for ensuring that proper books of account are kept. In some circumstances, a director can be required to help pay the debts of his company, even though it is a separate legal person.For example, directors of a company who try to ‘trade out of difficulty' and fail may be found guilty of ‘wrongful trading' and can be made personally liable. Directors are particularly vulnerable if they have acted in a way which benefits themselves. †¢ The directors must always exercise their powers for a ‘proper purpose' – that is, in furtherance of the reason for which they were given those powers by the shareholders. Directors must act in good faith in what they honestly believe to b e the best interests of the company, and not for any collateral purpose.This means that, particularly in the event of a conflict of interest between the company's interests and their own, the directors must always favour the company. Directors must act with due skill and care. Directors must consider the interests of employees of the company. †¢ †¢ †¢ Calling a directors' meeting A director, or the secretary at the request of a director, may call a directors' meeting. A secretary may not call a meeting unless requested to do so by a director or the directors. Each director must be given reasonable notice of the meeting, stating its date, time and place.Commonly, seven days is given but what is ‘reasonable' depends in the last resort on the circumstances Non-executive directors Legally speaking, there is no distinction between an executive and non-executive director. Yet there is inescapably a sense that the non-executive's role can be seen as balancing that of t he executive director, so as to ensure the board as a whole functions effectively. Where the executive director has an intimate knowledge of the company, the non-executive director may be expected to have a wider perspective of the world at large. 2The chairman of the board The articles usually provide for the election of a chairman of the board. They empower the directors to appoint one of their own number as chairman and to determine the period for which he is to hold office. If no chairman is elected, or the elected chairman is not present within five minutes of the time fixed for the meeting or is unwilling to preside, those directors in attendance may usually elect one of their number as chairman of the meeting. The chairman will usually have a second of casting vote in the case of equality of votes.Unless the articles confer such a vote upon him, however, a chairman has no casting vote merely by virtue of his office. Since the chairman's position is of great importance, it is vital that his election is clearly in accordance with any special procedure laid down by the articles and that it is unambiguously minuted; this is especially important to avoid disputes as to his period in office. Usually there is no special procedure for resignation. As for removal, articles usually empower the board to remove the chairman from office at any time. Proper and clear minutes are important in order to avoid disputes.Role of the chairman The chairman's role includes managing the board's business and acting as its facilitator and guide. This can include: †¢ †¢ †¢ †¢ Determining board composition and organisation; Clarifying board and management responsibilities; Planning and managing board and board committee meetings; Developing the effectiveness of the board. Shadow directors In many circumstances, the law applies not only to a director, but to a ‘shadow director'. A shadow director is a person in accordance with whose directions or instructi ons the directors of a company are accustomed to act.Under this definition, it is possible that a director, or the whole board, of a holding company, and the holding company itself, could be treated as a shadow director of a subsidiary. Professional advisers giving advice in their professional capacity are specifically excluded from the definition of a shadow director in the companies legislation. RCW 5/11/2000Sources: Standards for the Board, Institute of Directors The Independent Director, IoD/Ernst ; Young Running a limited company, David Impney ; Nicholas Montague, Jordans  © 2000 Brefi Group Limited http://www. corporatecoach. co. uk/