lung cancer Essay -- essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Lung cancer is the most common cancer-related cause of death among men and women. Lung cancer can be undetected for many years causing it to become more dangerous and possibly fatal. There is not cure for lung cancer or any cancer, but if detected in an early stage the lung cancer can be detected, treated, and hopefully terminated. There are many new and developing treatments being tested now that may save lives in the future. Through understanding what the lung cancer is, doctors can easily diagnose and assess cancer patients. Lung cancer takes many years to develop. The characteristics of lung cancer the same as any type of cancer but it effects the lungs. Lung cancer is caused by expose to carcinogens or cancer causing materials. After the carcinogens get into you lungs through breathing, the lining of your lungs will develop microscopic usual cells. If the exposure of the carcinogens to the cells increases, the cells will become more cancerous and will start to spread. Each infected cell will not do what it is suppose to do. This can limit the amount of air coming and going into your lungs, preventing the amount of oxygen that gets to your blood. Smoking is leading cause of lung cancer. Smoking causes more than 80% of lung cancer cases. When you smoke you are taking in more that 4,000 different chemicals, which are all proven to be cancerous. Even if you do not smoke you are still at risk for getting lung cancer. Second hand smoke is just as bad as smoking itself. Each of the harmful chemicals can still enter into non-smokers lungs when they are around smokers. Radon is also a leading cause of cancer. Radon is a radioactive gas that is invisible and odorless. Radon can be found in the surface of the earth. When people come in contact with radon it cause the same results as smoking, the cells be come usual. Thus leads to lung cancer. People can also come in contact with carcinogens while they are at work. Many cancer-causing chemicals can be found in the work place such as asbestos, uranium, arsenic, and petroleum. If you are exposed to these carcinogens for long periods of time, just like smoking or radon, you will develop lu ng cancer.   Ã‚  Ã‚  Ã‚  Ã‚  In the early stages of lung cancer it is hard to detect the cancer. The cancer is silent and can grow and develop for years undetected. When the few symptoms... ...t must be careful not to get too much exposure to bright light like sunlight. Many people develop temporary skin darkening, much like having a suntan. Pain is another side effect of PDT. As the diseased tissue breaks down, it causes inflammation, which can cause pain. Fortunately, the pain of PDT is usually mild and is easily controlled with a painkiller. Another side effect of PDT for lung cancer is shortness of breath. This is from the fluid buildup in the lungs after the treatment. It is also caused by the inflammation when the cancer is broken down and removed from the body. The good news about the side effects of PDT is that they are usually temporary. Although lung cancer is the most common form of cancer many new treatments, as well as old treatments, give lung cancer patients a chance at survival. There are many causes of cancer, mainly by being exposed to carcinogens. Most of these causes can be avoided. By understanding what causes lung cancer or even simply not smoking you can lower the chance of developing lung cancer. Through understanding what lung cancer is, what causes it, and how it is treated, patients can make the process of fighting lung caner an easier task.

EMA: Professional learning: reflecting and planning. Essay

I have been a qualified childcare worker since 1997 and thoroughly enjoy the work that I do, however I feel that it’s only since October 2013 when I started my E100 The early years: Developing practice course that I have have truly developed as a practitioner. I have more knowledge and understanding about what I carry out with the children and the reasoning behind it. Throughout this EMA I plan to analyse the way in which I have developed as a practitioner during the past year. Currently, I work in an extended day care establishment in an urban area of Glasgow. There are around currently 120 children attending on a daily basis and around 85% attend on a full time basis. Our establishment operates 50 weeks a year and is open from 7:30am until 18.00pm. There is currently 35 staff ranging from Head of Centre, Depute head of centre, team leader and child development officers. There are 4 main playrooms, 0-1 room, 1-2 room, 2-3 room and a 3-5 room. I work within the 1-2 year old ro om and there are 12 full time children with 4 full time staff, working on an 1:3 ratio. The curriculum framework that we use is the Pre Birth to Three: Positive outcomes for Scotland’s children and families. The Pre Birth to three curriculum framework aims to give Scotland’s children the best possible start in life. It’s based around four key principles: Rights of the child, Relationships, Responsive Care and Respect. It aims to improve and also enhance our evidence based practice by building on our own knowledge of current research and our work with babies, young children and their families. There are nine features which have been identified to put the key principles into practice. These are Role of Staff, Attachments, Transitions, Observation, planning and assessment, Partnership Working, Health and Wellbeing, Literacy and Numeracy, Environments and Play. All of these key principles and features of practice are interrelated and interdependent. (Learning Teaching Scotland 2010) Part of my job is also about being responsible for my own professional development. If I have a particular interest in a subject that I feel could develop my knowledge further then I need to source all the information possible and carry out what’s needed. Peter Moss in chapter 18 of reader 2 offers his own views on  an alternative direction for childcare workforce. He pursues the the idea of a democratic and reflective professional, instilled with a number of core values and working in an integrated, inclusive and democratic childhood centre. (Moss,P. 2008) I can see where Peter Moss is coming from in his views as I believe that young children are more likely to learn more from individuals who are knowledgable and well trained and who also enjoy the job that they do. Reflecting on practice is an extremely important aspect of professionalism in all areas of the early years section. Reflective practice involves interacting with, responding to and making links between theories, frame works, literature, policy and practice. It’s seen as a collaborative process of learning, growth and development. It also gives us the opportunity to provide opportunities to discuss issues productively. We nowadays live in a time of rapid change in terms of how childhood is thought of and experienced. This now means that we have to question our actions at every given opportunity as well as the need for a deeper understanding of learning and development. Reflective practice involves what Donald Schon called ‘reflection in action and ‘reflection on action’. (Schon, 1983). I believe this to very true on a day to day basis as there are certain experiences that will change during the course the activity itself and at other times there are experienc es that you would change if they were to be done again. I’ve noticed a change in my practice over the last year. I feel as though I have a better understanding of why I do what I do. An example of this is regarding Attachment theories. They have always been of interest to me but over the last year I’ve found myself having a clearer understanding of how these theories work! John Bowlby highlighted the significance of young children establishing a strong emotional attachment to a significant adult and the influence that it can have on them as they develop their own relationships during the years. (Bowlby,1958) I always thought I had understood this theory but on reflection from research I’ve done during my time on the the E100 Developing Practice course i realise that perhaps I didn’t have a full understanding of  it. I now know that a secure attachment is vital when working with young children.This is something that John Bowlby believed in as he suggested that babies have a predisposition to stay close to their caregivers. When I am settling a New child into the playroom I will work very closely with both children and parents as I now realise that it is vitally important for me to provide an environment that allows for both space and sensitivity to enable the child to gradually settle into the nursery environment. I feel that part of my role when introducing children into the room is to alleviate any fears that the their parents/ caregivers may have. Mary Ainsworth worked closely with John Bowlby and she believed that a secure and nurturing setting could also help children to develop and maintain a sense of confidence and self esteem. I believe this to be true and I always try to ensure that the relationships I have with the children and families are very positive thus enabling the children to to learn and be happy. I learned that that children can also form emotional attachments to their parents or caregivers. It is through the work of Bowlby and Daniel Stern in study topic 5 that I now understand how crucial it is for me to establish a safe and secure emotional attachment to the children and parents that I look after as this is vital for their emotional Wellbeing. We now operate a Key-worker system and I believe this allows me to form a close bond with the children and parents. I find that when the children in my key group are happy and secure with not only me but the environment around them that this then brings out a secure confident side of the children. I know this as my observations show me that they are more willing to explore and try out new experiences. The Pre-Birth to Three document that I work with highlights that responsive and caring adults are essential for babies and young children to develop and thrive. Practitioners must be aware of attunement which means having the skills needed to enable them to tune in to babies and young children. This determines needs by close observations of the sounds, movements, expressions and body language displayed. We already know that babies are born ready to make connections with the outside world and we must be ready to read these signs in order to develop the skills needed to interact with the wider community. This is something that I have at the forefront of my mind whenever I am working with the children. I am an avid believer that providing a calm and safe but also challenging and stimulating  environment which always offer flexible, individualised and consistent routines is the key to promoting positive relationships and attachments. Another way in which my practice has developed over the year is that I am now have a deeper understand of how the curriculum is used and how the young children I work with learn and develop. The Pre Birth to Three curriculum was brought out in 2010 and before I started the E100 Developing Practice course I only have a very simple understanding of how it worked not only with my practice but wasn’t really sure how it benefited the children that I work with. I realise now that it is a vital document for me within my everyday practice. I recognise now not only the impact but also the importance of my work on children’s lives and future life chances. for me the curriculum framework sets the context for a high quality care and education and seeks to identify key features that both support and promote evidence based approaches. It’s visible for me to see now that the children’s learning is based on a fundamental understanding that there are lots of factors that s hape children’s development. Some of these factors can include relationships, environments, health, family and community. Within the playroom that I work we make sure that every child is treated as an individual, and all experiences that are provided are suited to each child’s individual needs. I work with a similar age group with the of the Bud Room in The Lark Children’s centre (Open University, 2013) and in TMA 03 I noted that our young children are encouraged to be as explorative as possible and whilst they are doing this we are supporting and scaffolding their learning by providing these opportunities for exploring and an example of this would be a painting activity. We would be encouraging the children to explore the Textures and properties. (Stewart. 2013. TMA03) On reflection we observe that the children do get a lot out of this as they are being treated as individuals and encouraged to explore at their own pace thus encouraging them to develop their own schemas. Schematic play is of huge interest to me. Schemas have taught me so much about how children develop and learn over the l ast year. â€Å"Schemas are patterns of behaviour that are linked through a child’s current interest and which form the basis of exploration and play for young children†. (Lindon, 2007, pg124) Schemas were first introduced by Jean Paiget and his work has been further developed by Christmas Athey during the 1980’s and in Study topic 3 The research discovered that repeating a sequence of like for like physical actions will support brain development. The age group that I work with tend to follow a transporting schema. (Athey, 1990). Our children often show interest in moving objects around the room in various ways. An example of this would be using cars to move building blocks around the room or using household utensils to move jigsaw pieces. This is something that fascinates me as before starting the E100 developing practice module I was very much a person who would almost insist in children keeping items in set areas, whereas now I see the benefits that it brings for children to freely transport these items all over the playroom and my role is to ensure that the learning environment and resources promote many schemas and this is crucial in facilitating childrenâ€⠄¢s exploration and discovery of their world. This links to my next area of reflection. I have leant a huge amount on environments. Environments play a huge part in the success of children’s learning. ‘Children learn from, and adapt to, their environment as they build a sense of self esteem from the attitudes and values from significant people around them. Adults who are affectionate, interested, reliable and responsive help young children to develop a sense of trust and positive self image’. (Learning teaching scotland 2010 pg 65) During my time researching environments in learning during my time on the E100 developing practice course I now have a deeper understanding in my role as a staff member.its fundamental for me to create an environment where the children’s natural curiosity is harnessed. It’s essential for us as early years practitioners to work closely with families in promoting a suitable ethos that incorporates respect for the rights of the child, interest and family values. I can now also see that it’s vital for me to be not only knowledgable but also to an ex tent inspirational, having these factors in place allows a high quality standard of early education to take place. Most babies and young children are sensitive to the moods of the people around them and I believe that they can pick up on staffs emotions for example relaxed, stressed, tense, happy. Our young children look for verbal and non verbal communication signs. I alway ensure that that my demeanour gives out the signs of respect value and love. in study topic 10 developing  positive learning environments I learned that I matter what type of space you work in wether it be a shared premises or a converted classroom it is essential to ensure that the area is child-centered. It is vital for us as practitioners to be seen to be promoting a positive enabling environment. In an indoor environment I feel that it’s essential that the area is warm, safe, secure and spacious given children the opportunity to explore independently. It should also reflect the changing needs of the child, for example in the room I work in the children are learning to walk and as they become more confident in their ability I can provide extra challenges for them to take their abilities further. By doing this I know that I am responding appropriately and positively to children’s needs an d preferences. With regards to an outdoor learning environment it has to be remembered that as much emphasis should be placed on outdoor learning and the learning indoors. By doing this I can now see that I’m ensuring that children are given the opportunities to be involved in experiences that promote a sense of wonder, discovery and challenge. Before I started the course we very rarely went outside with our young children but now there is a significant change as to some suggestions that I made at a room meeting. I mentioned that research suggested that ‘being outdoors has a positive impact on mental, emotional, physical and social Wellbeing. (Learning teaching scotland 2010 page 68). And as a result of this we are now using our outdoor area several times a day. Our garden now contains a variety of items that benefit the children. We have herb gardens, musical instruments and even a mud kitchen.this small change in our attitude to outdoor play shows me that I now have a much clearer idea of how important it is for me to have a significant emphasis on developing an enabling environment Throughout this module I’ve reflected on how I have seen the importance of environments can enable learning and promote Wellbeing and I’ve also had the chance to look in the roles of relationships and partnerships in children’s learning. It’s been steep learning curve for me to evaluate my practice and also the theory behind it. It’s down to reevaluating my practice that it’s now inspired me to take my learning further. Do you want to belong to a profession that works to transform how a  particular body of knowledge is understood and practised with different communities? (Campbell and Page, 2003, pg 282) Campbell and Page have argued that this transformative approach to being a professional is integral to reflective practice. It is with this drive and commitment to professionalism that I have set myself short, medium and long term goals for the future. I have 2 short term goals and they both are essential for taking my learning onto the next level. Passing the E100 module involve me taking the time to read all essential course materials , reflecting on my practice throughout the year and passing all TMA’s. Better time management is next on the list. I’ve struggled with this over the last year, working full time, running a home and the joys of having a two year old has been hectic but by working out a really tight schedule for all things important in my life will give me the time and energy needed to focus on my next steps. The medium term goals I’ve set myself are challenging, but I know I can achieve it. I’ve enrolled on the E105 professional practice in the early years. In order for me to complete and pass this course I will need to continue evaluating my practice, and present evidence of developing knowledge, skill and expertise against core professional development. My 2nd medium goal is a work based challenge. I’d like to work with more outside agencies. I’ve had very little chance to develop a ‘community of practice’ approach within my everyday practice due to the age group and needs of the children I work with. In order for this to happen I will need to move to another age group and room within the nursery that have the opportunity work with multi agencies. This would enable me to be part of a shared ‘community of practice’ and be able to reflect and improve practice on a better level. My long term goal is to complete theQ51 course, BA (Honours) Early Years. I plan to study this course over the next 5 years. After the compulsory modules I’ll then go onto a more complex stage which is dependant on the setting I work in. I will achieve this degree with sheer hard work, focused study skills, good time management and continuing to be a reflective practitioner. ‘ We need a new type of worker for these services: a worker who can combine many tasks and work with the whole child and her family: a worker who is a reflective practitioner, able to think and act for herself, rather than a technician trained to do as she is told; a worker on a par with the teachers in terms of training and employment conditions.’ (Moss, 2003, pg.5) This statement  highlights for me, the job description that we must adhere to nowadays as early years professionals. Education is constantly evolving and will continue to do so for a very long time. We need to be aware of changes and implement them into our everyday practice whilst always remembering that each child is individual. Each child deserves the best possible start in life and it’s by constantly reevaluating and changing our practice through reflective learning that will enable this to happen.

Iago One of Shakespeares Most Misunderstood Villains Essay

Iago is one of the most misunderstood villains in Shakespeare literature. We side with Othello from the start because his name is on the cover of our paperback, we read Othello when learning about heroes, so we expect Iago to be a villain, a ruthless manipulator. We don’t know why, he doesn’t state it plainly or in simple English, so we assume that he’s evil, that he’s just a disgruntled sociopath out to exact his exaggerated revenge on good and noble Othello. Iago’s misunderstood reputation is a result of not truly examining his character, and answering the â€Å"why† factor behind his actions. After all, everyone is innocent until proven guilty. His goal in the play was not just to destroy Othello for the fun of it. His objective,†¦show more content†¦This is evident through the multiple conversations between Iago and Othello, where Othello asks for Iago’s advice- including advice on how to punish Desdemona and Cassio for their alleged affair. OTHELLO: Get me some poison, Iago, this night. I’ll not expostulate with her, lest her body and beauty unprovide my mind again. This night, Iago! IAGO: Do it not with poison. Strangle her in her bed, even the bed she hath contaminated. OTHELLO: Good, good! The justice of it pleases. Very good! IAGO: And for Cassio, let me be his undertaker: you shall hear more by midnight. (IV.i.200-208) Since the two used to be so intimate, the key to understanding Iago’s superobjective is to understand what made him harbor such hatred for Othello. To put it simply, Iago was hurt that Othello gave Cassio the lieutenant job instead of giving to him. At face value, that reason doesn’t seem to be a strong enough motive to destroy another man’s life. There had to have been more to this than just the fact that Iago didn’t get a promotion. Iago â€Å"believes Cassio got the appointment because of an old friendship with Desdemona, and probably because he carried messages between Othello and Desdemona during their courtship.† (Crawford). Iago, knowing this, felt as if the entire system of military honor and merit had crumbled. Had the promotion been based on merit, Iago would’ve gotten the job, because â€Å"†¦[Othello’s] eyes had seen the proof/ AtShow MoreRelated The Theme of Control in Shakespeares Othello Essay996 Words   |à ‚  4 Pagescorrupts and absolute power corrupts absolutely. William Shakespeares Othello, the Moor of Venice (reprinted in Laurence Perrine and Thomas R. Arp, Literature: Structure, Sound, and Sense, 6th ed. [Fort Worth: Harcourt, 1993] 1060-1147) contains several themes, but one theme in particular supports the truth of this knowledge. In Othello, the Moor of Venice, the theme of control is one that causes corruption. Othellos control is stolen by Iago and, Iagos overbearing control of Othellos emotionsRead MoreIagos Description And Identity In Othello1932 Words   |  8 Pagesmany forms of literature. Iago, one of Shakespeare’s most infamous villains, uses this line to warn Othello of the dangers of jealousy, although it is later revealed that Iago is the most jealous character in the play. Is Iago’s description of the green-eyed monster only a symbol? How real can it become to those who become too obsessed with it? How does this fit together with race? I aim to answ er these questions by examining the relationship between William Shakespeare’s tragedy Othello and KwameRead MoreOthello, By William Shakespeare2395 Words   |  10 PagesWilliam Shakespeare’s Othello, uses various events and techniques to express the nature of evil throughout the entire play. In Othello, Iago is portrayed as the main villain or the antagonist in the play. Despite the fact that the play is named Othello, it is the character of Iago that drives the action within the entire play. Shakespeare utilizes Iago to set the stage for evil in the play. In each interaction with a character in Othello, Iago finds a way to be manipulative and evil. â€Å"In the first

The Expansion of DSM Diagnoses Essay - 1079 Words

When I consider the expansion of DSM diagnoses from just over 100 to almost 300 over the short course of forty-odd years and an even more diagnoses being added, couple with diagnoses that are broader in their application blurring the lines of what is normal and what is abnormal when considering the behaviors of the individual client behaviors, it saddens me to no end and makes me wonder if the world is moving closer to insanity as a population or is it merely the incessant whining of pharmaceutical companies who want broader acceptance of their medications. Not that I don’t understand the need for a way to classify the conditions that individuals may suffer from in their lives in a manner that is communicable amongst practitioners either†¦show more content†¦When you approach the boy he starts to growl and bare his teeth like a dog, he carefully puts his body between you and his morning repast. What are you to think? Is the child suffering from some form of mental dis order that is causing him to behave like a wild animal and eat garbage? Or is he doing what he has learned to do to survive? From his perspective you are the intruder, a vile enemy to be scared off to protect his food source†¦ of course he knows that you are bigger than he is so he can’t really win a confrontation with you so if pressed he will flee the situation – Survival. He has no thought about going to school or worry about what he will do at five o’clock when the day is over, as long as he is warm, dry and modestly fed he will be happy and will survive another day. Let us now take a moment and move to the next level of situation, a teenage girl who comes from an upper middle class home where mom and dad both work hard to provide her the life that they never had. She is defiant and stubborn, she wantsShow MoreRelatedSymptomatism Case Study1172 Words   |  5 Pagesrecognition of the significance of trauma and its psychological effects appear in the DSM-5 new category of Trauma and Stress-Related Disorders (TSRDs). MST symptomatology closely aligns with that of PTSD in the DMS-5 and supports the basis of associating the experience with the diagnosis. DSM-5. Investigation of the PTSD clinical syndrome symptomology reveals that DSM-III had twelve symptoms grouped into three clusters, DSM-IV had seventeen symptoms grouped into the same three clusters, and DMS-5, PTSDRead MoreThe Severity Of Depression Epidemic1485 Words   |  6 Pagesdiagnosed. Currently depression is diagnosed using the DSM III which is a list of different symptoms; if someone has at least five symptoms from the list they were considered depressed. This new focus on the number of symptoms may have a hand in the increase diagnoses. However some believe that in counting the symptoms physicians are not giving the proper attention to certain life events. For instance Horwitz and Wakefeild state in their article that the DSM III fail to account if those symptoms might justRead MoreIs Autism A Developmental Disorder? Essay1619 Words   |  7 Pagesdifference between autism and Asperger syndrome, the main difference appearing to be language development. â€Å"The firs t documented case of autism was published in 1943 by Dr. Leo Kanner† (Introduction to Autism). This disorder is extremely difficult to diagnose because of the copious different presentations of the symptoms, which leads to misdiagnoses such as ADHD and Rett syndrome. Symptom picture There are core symptoms of Autism that are most commonly seen including, but not limited to, languageRead MoreDiagnostic And Statistical Manual Of Mental Disorders1580 Words   |  7 PagesDiagnostic and Statistical Manual of Mental Disorders (DSM-V) was reorganized in an attempt to increase the clinical utility of the extant eating disorder classification systems by reducing the number of Eating Disorder Not Otherwise Specified (EDNOS) cases without losing past research evidence regarding effective treatment for this diagnosis (Keel, Brown, Holm-Denoma Bodell, 2011). Revisions that was instilled in DSM-V was the expansion of Anorexia Nervosa (AN) and Bulimia Nervosa (BN) categoriesRead MoreAbnormal Psychology (Uop) Test #22076 Words   |  9 Pages|historical reductionism | ANS: B 9. Which phrase is NOT an accurate ending to the following sentence? 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In addition, if they are diagnosed, they are assessed using Western mainstream methods, such as the DSM-IVclassification system, which does not suit their cultural differences and is culturally inappropriate (Craven, 2006).Also, being treated in the mainstream, it is evident that that their treatment will not be from an Indigenous perspective or worldviewRead MoreHow Society Views Children with Adhd1600 Words   |  7 PagesUniversity, Press 1998. Hartman, Thom, Attention Deficit Hyperactivity Disorder, A Different Perception. Grass Valley: Mythical Intelligence, Inc. 1997 Infotrac, From Hyperactive Children to ADHD Adults: Observations on the Expansion of Medical Categories. Conrad, Peter and Deborah Potter, Social Problems, November 2000, http://web2.infotrac.galegroup.com Kelly, Kate and Peggy Ramundo, You Mean Im Not Crazy, Lazy, Dumb or Stupid! A Self-Help Book for Adults and ChildrenRead MoreThe Infamous Collection Of Lasting Mental Effects Of Warfare1824 Words   |  8 Pagessoldiers with signs of trauma from warfare, psychiatrists sought to create a standardized manual of diagnostics and treatment. Thus, in 1952, the first edition of the Diagnostic and Statistical Manual of Mental Disorders, most commonly known as the DSM-I, was born (Stein 10). This edition, however, misdiagnosed the symptoms of PTSD as merely temporary ones. This initial misdiagnosis caused great havoc later when the United States became an active participant in the Vietnam War (Crocq Crocq). AfterRead MoreCulture-Bound Syndromes Essay3264 Words   |  14 Pagesdiagnostic classification treatment of these disorders has over the last several years gained attention (Guarnaccia amp; Rogler, 1999). Clinicians are presented with plenty of challenges when dealing with culture-bound syndromes such as how to diagnose them. 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Parents of Children With Autism vs School Personnel Essay

Based on the civil rights principal of equal educational opportunity, the Individuals with Disabilities Education Act (IDEA) guarantee an appropriate education to all students with disabilities. The 1997 IDEA amendments mandate that parents of children with disabilities have a right to be involved with the school district in education decisionmaking processes, meetings, and records of their children. Yet some parents of children in special education feel that schools do not welcome their participation. Parents of children with autism constitute one group of such parents who continually struggle with concerns about the poor quality of education that their children receive. Their perseverance to obtain not even an ideal--but†¦show more content†¦Working with children with autism and their families is an important issue. According to the U.S. Department of Education, identification of children with autism increased 79% from 1993-1997. This increase is not proportional to other disabilities, since the increase in identification of all disabilities from the same period was only 9.5% (National Center for Education Statistics, 1998). Over 500,000 people in the U.S. have some form of autism or pervasive developmental disorder, making it one of the most common developmental disabilities (Autism Society of America, 1999). Yet many professionals in healthcare and education do not have the knowledge or preparation to work with this growing population (Autism Society of America, 1999; Hart, 1993; Jordan Powell, 1995; Muskat Redefer, 1994). The prevalent discord existing between parents of children with autism and educators is an increasing concern. To ensure the success of these students, both parents and professionals must make progress in understanding the perspectives and concerns of each other in order to build positive parent/school relationships and improve educational programming for students with autism. The immediacy and complexity of the school/parent relationship within the context of autism demands a more intimate, in-depth method of inquiry. Designed as insider research, the researcher had been the tutor for the selectedShow MoreRelatedVaccinated Pros And Cons Essay1329 Words   |  6 Pages Getting a Child Vaccinated When it comes to getting, your kids vaccinated many parents must get it due to the school’s policies. Many schools will not let the student back to school until vaccinated or will kick out a student if they do not get the vaccine. On the other hand, some parents do not believe in getting their kids vaccinated so they do what it takes to not get their kids shots. There’s two sides to this issue that people have opinions on. 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Digital Fortress Chapter 85-87 Free Essays

string(79) " an NSA back door again would make Greg Hale famous beyond his wildest dreams\." Chapter 85 Greg Hale lay curled on the Node 3 floor. Strathmore and Susan had just dragged him across Crypto and bound his hands and feet with twelve-gauge printer cable from the Node 3 laser-printers. Susan couldn’t get over the artful maneuver the commander had just executed. We will write a custom essay sample on Digital Fortress Chapter 85-87 or any similar topic only for you Order Now He faked the call! Somehow Strathmore had captured Hale, saved Susan, and bought himself the time needed to rewrite Digital Fortress. Susan eyed the bound cryptographer uneasily. Hale was breathing heavily. Strathmore sat on the couch with the Berretta propped awkwardly in his lap. Susan returned her attention to Hale’s terminal and continued her random-string search. Her fourth string search ran its course and came up empty. â€Å"Still no luck.† She sighed. â€Å"We may need to wait for David to find Tankado’s copy.† Strathmore gave her a disapproving look. â€Å"If David fails, and Tankado’s key falls into the wrong hands†¦Ã¢â‚¬  Strathmore didn’t need to finish. Susan understood. Until the Digital Fortress file on the Internet had been replaced with Strathmore’s modified version, Tankado’s pass-key was dangerous. â€Å"After we make the switch,† Strathmore added, â€Å"I don’t care how many pass-keys are floating around; the more the merrier.† He motioned for her to continue searching. â€Å"But until then, we’re playing beat-the-clock.† Susan opened her mouth to acknowledge, but her words were drowned out by a sudden deafening blare. The silence of Crypto was shattered by a warning horn from the sublevels. Susan and Strathmore exchanged startled looks. â€Å"What’s that?† Susan yelled, timing her question between the intermittent bursts. â€Å"TRANSLTR!† Strathmore called back, looking troubled. â€Å"It’s too hot! Maybe Hale was right about the aux power not pulling enough freon.† â€Å"What about the auto-abort?† Strathmore thought a moment, then yelled, â€Å"Something must have shorted.† A yellow siren light spun above the Crypto floor and swept a pulsating glare across his face. â€Å"You better abort!† Susan called. Strathmore nodded. There was no telling what would happen if three million silicon processors overheated and decided to ignite. Strathmore needed to get upstairs to his terminal and abort the Digital Fortress run-particularly before anyone outside of Crypto noticed the trouble and decided to send in the cavalry. Strathmore shot a glance at the still-unconscious Hale. He laid the Berretta on a table near Susan and yelled over the sirens, â€Å"Be right back!† As he disappeared through the hole in the Node 3 wall, Strathmore called over his shoulder, â€Å"And find me that pass-key!† Susan eyed the results of her unproductive pass-key search and hoped Strathmore would hurry up and abort. The noise and lights in Crypto felt like a missile launch. On the floor, Hale began to stir. With each blast of the horn, he winced. Susan surprised herself by grabbing the Berretta. Hale opened his eyes to Susan Fletcher standing over him with the gun leveled at his crotch. â€Å"Where’s the pass-key?† Susan demanded. Hale was having trouble getting his bearings. â€Å"Wh-what happened?† â€Å"You blew it, that’s what happened. Now, where’s the passkey?† Hale tried to move his arms but realized he was tied. His face became taut with panic. â€Å"Let me go!† â€Å"I need the pass-key,† Susan repeated. â€Å"I don’t have it! Let me go!† Hale tried to getup. He could barely roll over. Susan yelled between blasts of the horn. â€Å"You’re North Dakota, and Ensei Tankado gave you a copy of his key. I need it now!† â€Å"You’re crazy!† Hale gasped. â€Å"I’m not North Dakota!† He struggled unsuccessfully to free himself. Susan charged angrily. â€Å"Don’t lie to me. Why the hell is all of North Dakota’s mail in your account?† â€Å"I told you before!† Hale pleaded as the horns blared on. â€Å"I snooped Strathmore! That E-mail in my account was mail I copied out of Strathmore’s account-E-mail COMINT stole from Tankado!† â€Å"Bull! You could never snoop the commander’s account!† â€Å"You don’t understand!† Hale yelled. â€Å"There was already a tap on Strathmore’s account!† Hale delivered his words in short bursts between the sirens. â€Å"Someone else put the tap there. I think it was Director Fontaine! I just piggybacked! You’ve got to believe me! That’s how I found out about his plan to rewrite Digital Fortress! I’ve been reading Strathmore’s brainstorms!† Brain Storms? Susan paused. Strathmore had undoubtedly outlined his plans for Digital Fortress using his BrainStorm software. If anyone had snooped the commander’s account, all the information would have been available†¦ â€Å"Rewriting Digital Fortress is sick!† Hale cried. â€Å"You know damn well what it implies-total NSA access!† The sirens blasted, drowning him out, but Hale was possessed. â€Å"You think we’re ready for that responsibility? You think anyone is? It’s fucking shortsighted! You say our government has the people’s best interests at heart? Great! But what happens when some future government doesn’t have our best interests at heart! This technology is forever!† Susan could barely hear him; the noise in Crypto was deafening. Hale struggled to get free. He looked Susan in the eye and kept yelling. â€Å"How the hell do civilians defend themselves against a police state when the guy at the top has access to all their lines of communication? How do they plan a revolt?† Susan had heard this argument many times. The future-governments argument was a stock EFF complaint. â€Å"Strathmore had to be stopped!† Hale screamed as the sirens blasted. â€Å"I swore I’d do it. That’s what I’ve been doing here all day-watching his account, waiting for him to make his move so I could record the switch in progress. I needed proof-evidence that he’d written in a back door. That’s why I copied all his E-mail into my account. It was evidence that he’d been watching Digital Fortress. I planned to go to the press with the information.† Susan’s heart skipped. Had she heard correctly? Suddenly this did sound like Greg Hale. Was it possible? If Hale had known about Strathmore’s plan to release a tainted version of Digital Fortress, he could wait until the whole world was using it and then drop his bombshell-complete with proof! Susan imagined the headlines: Cryptographer Greg Hale unveils secret U.S. plan to control global information! Was it Skipjack all over? Uncovering an NSA back door again would make Greg Hale famous beyond his wildest dreams. You read "Digital Fortress Chapter 85-87" in category "Essay examples" It would also sink the NSA. She suddenly found herself wondering if maybe Hale was telling the truth. No! she decided. Of course not! Hale continued to plead. â€Å"I aborted your tracer because I thought you were looking for me! I thought you suspected Strathmore was being snooped! I didn’t want you to find the leak and trace it back to me!† It was plausible but unlikely. â€Å"Then why’d you kill Chartrukian?† Susan snapped. â€Å"I didn’t!† Hale screamed over the noise. â€Å"Strathmore was the one who pushed him! I saw the whole thing from downstairs! Chartrukian was about to call the Sys-Secs and ruin Strathmore’s plans for the back door!† Hale’s good, Susan thought. He’s got an angle for everything. â€Å"Let me go!† Hale begged. â€Å"I didn’t do anything!† â€Å"Didn’t do anything?† Susan shouted, wondering what was taking Strathmore so long. â€Å"You and Tankado were holding the NSA hostage. At least until you double-crossed him. Tell me,† she pressed, â€Å"did Tankado really die of a heart attack, or did you have one of your buddies take him out?† â€Å"You’re so blind!† Hale yelled. â€Å"Can’t you see I’m not involved? Untie me! Before Security gets here!† â€Å"Security’s not coming,† she snapped flatly. Hale turned white. â€Å"What?† â€Å"Strathmore faked the phone call.† Hale’s eyes went wide. He seemed momentarily paralyzed. Then he began writhing fiercely. â€Å"Strathmore’ll kill me! I know he will! I know too much!† â€Å"Easy, Greg.† The sirens blared as Hale yelled out, â€Å"But I’m innocent!† â€Å"You’re lying! And I have proof!† Susan strode around the ring of terminals. â€Å"Remember that tracer you aborted?† she asked, arriving at her own terminal. â€Å"I sent it again! Shall we see if it’s back yet?† Sure enough, on Susan’s screen, a blinking icon alerted her that her tracer had returned. She palmed her mouse and opened the message. This data will seal Hale’s fate, she thought. Hale is North Dakota. The databox opened. Hale is – Susan stopped. The tracer materialized, and Susan stood in stunned silence. There had to be some mistake; the tracer had fingered someone else-a most unlikely person. Susan steadied herself on the terminal and reread the databox before her. It was the same information Strathmore said he’d received when he ran the tracer! Susan had figured Strathmore had made a mistake, but she knew she’d configured the tracer perfectly. And yet the information on the screen was unthinkable: NDAKOTA = [email protected] â€Å"ET?† Susan demanded, her head swimming. â€Å"Ensei Tankado is North Dakota?† It was inconceivable. If the data was correct, Tankado and his partner were the same person. Susan’s thoughts were suddenly disconnected. She wished the blaring horn would stop. Why doesn’t Strathmore turn that damn thing off? Hale twisted on the floor, straining to see Susan. â€Å"What does it say? Tell me!† Susan blocked out Hale and the chaos around her. Ensei Tankado is North Dakota†¦. She reshuffled the pieces trying to make them fit. If Tankado was North Dakota, then he was sending E-mail to himself†¦ which meant North Dakota didn’t exist. Tankado’s partner was a hoax. North Dakota is a ghost, she said to herself. Smoke and mirrors. The ploy was a brilliant one. Apparently Strathmore had been watching only one side of a tennis match. Since the ball kept coming back, he assumed there was someone on the other side of the net. But Tankado had been playing against a wall. He had been proclaiming the virtues of Digital Fortress in E-mail he’d sent to himself. He had written letters, sent them to an anonymous remailer, and a few hours later, the remailer had sent them right back to him. Now, Susan realized, it was all so obvious. Tankado had wanted the commander to snoop him†¦ he’d wanted him to read the E-mail. Ensei Tankado had created an imaginary insurance policy without ever having to trust another soul with his pass-key. Of course, to make the whole farce seem authentic, Tankado had used a secret account†¦ just secret enough to allay any suspicions that the whole thing was a setup. Tankado was his own partner. North Dakota did not exist. Ensei Tankado was a one-man show. A one-man show. A terrifying thought gripped Susan. Tankado could have used his fake correspondence to convince Strathmore of just about anything. She remembered her first reaction when Strathmore told her about the unbreakable algorithm. She’d sworn it was impossible. The unsettling potential of the situation settled hard in Susan’s stomach. What proof did they actually have that Tankado had really created Digital Fortress? Only a lot of hype in his E-mail. And of course†¦ TRANSLTR. The computer had been locked in an endless loop for almost twenty hours. Susan knew, however, that there were other programs that could keep TRANSLTR busy that long, programs far easier to create than an unbreakable algorithm. Viruses. The chill swept across her body. But how could a virus get into TRANSLTR? Like a voice from the grave, Phil Chartrukian gave the answer. Strathmore bypassed Gauntlet! In a sickening revelation, Susan grasped the truth. Strathmore had downloaded Tankado’s Digital Fortress file and tried to send it into TRANSLTR to break it. But Gauntlet had rejected the file because it contained dangerous mutation strings. Normally Strathmore would have been concerned, but he had seen Tankado’s E-mail-Mutation strings are the trick! Convinced Digital Fortress was safe to load, Strathmore bypassed Gauntlet’s filters and sent the file into TRANSLTR. Susan could barely speak. â€Å"There is no Digital Fortress,† she choked as the sirens blared on. Slowly, weakly, she leaned against her terminal. Tankado had gone fishing for fools†¦ and the NSA had taken the bait. Then, from upstairs, came a long cry of anguish. It was Strathmore. Chapter 86 Trevor Strathmore was hunched at his desk when Susan arrived breathless at his door. His head was down, his sweaty head glistening in the light of his monitor. The horns on the sublevels blared. Susan raced over to his desk. â€Å"Commander?† Strathmore didn’t move. â€Å"Commander! We’ve got to shut down TRANSLTR! We’ve got a-â€Å" â€Å"He got us,† Strathmore said without looking up. â€Å"Tankado fooled us all†¦Ã¢â‚¬  She could tell by the tone of his voice he understood. All of Tankado’s hype about the unbreakable algorithm†¦ auctioning off the pass-key-it was all an act, a charade. Tankado had tricked the NSA into snooping his mail, tricked them into believing he had a partner, and tricked them into downloading a very dangerous file. â€Å"The mutation strings-† Strathmore faltered. â€Å"I know.† The commander looked up slowly. â€Å"The file I downloaded off the Internet†¦ it was a†¦Ã¢â‚¬  Susan tried to stay calm. All the pieces in the game had shifted. There had never been any unbreakable algorithm-never any Digital Fortress. The file Tankado had posted on the Internet was an encrypted virus, probably sealed with some generic, mass-market encryption algorithm, strong enough to keep everyone out of harm’s way-everyone except the NSA. TRANSLTR had cracked the protective seal and released the virus. â€Å"The mutation strings,† the commander croaked. â€Å"Tankado said they were just part of the algorithm.† Strathmore collapsed back onto his desk. Susan understood the commander’s pain. He had been completely taken in. Tankado had never intended to let any computer company buy his algorithm. There was no algorithm. The whole thing was a charade. Digital Fortress was a ghost, a farce, a piece of bait created to tempt the NSA. Every move Strathmore had made, Tankado had been behind the scenes, pulling the strings. â€Å"I bypassed Gauntlet.† The commander groaned. â€Å"You didn’t know.† Strathmore pounded his fist on his desk. â€Å"I should have known! His screen name, for Christ’s sake! NDAKOTA! Look at it!† â€Å"What do you mean?† â€Å"He’s laughing at us! It’s a goddamn anagram!† Susan puzzled a moment. NDAKOTA is an anagram? She pictured the letters and began reshuffling them in her mind. Ndakota†¦ Kadotan†¦ Oktadan†¦ Tandoka†¦ Her knees went weak. Strathmore was right. It was as plain as day. How could they have missed it? North Dakota wasn’t a reference to the U.S. state at all-it was Tankado rubbing salt in the wound! He’d even sent the NSA a warning, a blatant clue that he himself was NDAKOTA. The letters spelled TANKADO. But the best code-breakers in the world had missed it, just as he had planned. â€Å"Tankado was mocking us,† Strathmore said. â€Å"You’ve got to abort TRANSLTR,† Susan declared. Strathmore stared blankly at the wall. â€Å"Commander. Shut it down! God only knows what’s going on in there!† â€Å"I tried,† Strathmore whispered, sounding as faint as she’d ever heard him. â€Å"What do you mean you tried?† Strathmore rotated his screen toward her. His monitor had dimmed to a strange shade of maroon. At the bottom, the dialogue box showed numerous attempts to shut down TRANSLTR. They were all followed by the same response: SORRY. UNABLE TO ABORT. SORRY. UNABLE TO ABORT. SORRY. UNABLE TO ABORT. Susan felt a chill. Unable to abort? But why? She feared she already knew the answer. So this is Tankado’s revenge? Destroying TRANSLTR! For years Ensei Tankado had wanted the world to know about TRANSLTR, but no one had believed him. So he’d decided to destroy the great beast himself. He’d fought to the death for what he believed-the individual’s right to privacy. Downstairs the sirens blared. â€Å"We’ve got to kill all power,† Susan demanded. â€Å"Now!† Susan knew that if they hurried, they could save the great parallel processing machine. Every computer in the world-from Radio Shack PCs to NASA’s satellite control systems-had a built-in fail-safe for situations like this. It wasn’t a glamorous fix, but it always worked. It was known as â€Å"pulling the plug.† By shutting off the remaining power in Crypto, they could force TRANSLTR to shut down. They could remove the virus later. It would be a simple matter of reformatting TRANSLTR’s hard drives. Reformatting would completely erase the computer’s memory-data, programming, virus, everything. In most cases, reformatting resulted in the loss of thousands of files, sometimes years of work. But TRANSLTR was different-it could be reformatted with virtually no loss at all. Parallel processing machines were designed to think, not to remember. Nothing was actually stored inside TRANSLTR. Once it broke a code, it sent the results to the NSA’s main databank in order to – Susan froze. In a stark instant of realization, she brought her hand to her mouth and muffled a scream. â€Å"The main databank!† Strathmore stared into the darkness, his voice disembodied. He’d apparently already made this realization. â€Å"Yes, Susan. The main databank†¦.† Susan nodded blankly. Tankado used TRANSLTR to put a virus in our main databank. Strathmore motioned sickly to his monitor. Susan returned her gaze to the screen in front of her and looked beneath the dialogue box. Across the bottom of the screen were the words: TELL THE WORLD ABOUT TRANSLTR ONLY THE TRUTH WILL SAVE YOU NOW†¦ Susan felt cold. The nation’s most classified information was stored at the NSA: military communication protocols, SIGINT confirmation codes, identities of foreign spies, blueprints for advanced weaponry, digitized documents, trade agreements-the list was unending. â€Å"Tankado wouldn’t dare!† she declared. â€Å"Corrupting a country’s classified records?† Susan couldn’t believe even Ensei Tankado would dare attack the NSA databank. She stared at his message. ONLY THE TRUTH WILL SAVE YOU NOW â€Å"The truth?† she asked. â€Å"The truth about what?† Strathmore was breathing heavily. â€Å"TRANSLTR,† he croaked. â€Å"The truth about TRANSLTR.† Susan nodded. It made perfect sense. Tankado was forcing the NSA to tell the world about TRANSLTR. It was blackmail after all. He was giving the NSA a choice-either tell the world about TRANSLTR or lose your databank. She stared in awe at the text before her. At the bottom of the screen, a single line was blinked menacingly. ENTER PASS-KEY Staring at the pulsating words, Susan understood-the virus, the pass-key, Tankado’s ring, the ingenious blackmail plot. The pass-key had nothing to do with unlocking an algorithm; it was an antidote. The pass-key stopped the virus. Susan had read a lot about viruses like this-deadly programs that included a built-in cure, a secret key that could be used to deactivate them. Tankado never planned to destroy the NSA databank-he just wanted us go public with TRANSLTR! Then he would give us the pass-key, so we could stop the virus! It was now clear to Susan that Tankado’s plan had gone terribly wrong. He had not planned on dying. He’d planned on sitting in a Spanish bar and listening to the CNN press conference about America’s top-secret code-breaking computer. Then he’d planned on calling Strathmore, reading the pass-key off the ring, and saving the databank in the nick of time. After a good laugh, he’d disappear into oblivion, an EFF hero. Susan pounded her fist on the desk. â€Å"We need that ring! It’s the only pass-key!† She now understood-there was no North Dakota, no second pass-key. Even if the NSA went public with TRANSLTR, Tankado was no longer around to save the day. Strathmore was silent. The situation was more serious than Susan had ever imagined. The most shocking thing of all was that Tankado had allowed it to go this far. He had obviously known what would happen if the NSA didn’t get the ring-and yet, in his final seconds of life, he’d given the ring away. He had deliberately tried to keep it from them. Then again, Susan realized, what could she expect Tankado to do-save the ring for them, when he thought the NSA had killed him? Still, Susan couldn’t believe that Tankado would have allowed this to happen. He was a pacifist. He didn’t want to wreak destruction; all he wanted was to set the record straight. This was about TRANSLTR. This was about everyone’s right to keep a secret. This was about letting the world know that the NSA was listening. Deleting the NSA’s databank was an act of aggression Susan could not imagine Ensei Tankado committing. The sirens pulled her back to reality. Susan eyed the debilitated commander and knew what he was thinking. Not only were his plans for a back door in Digital Fortress shot, but his carelessness had put the NSA on the brink of what could turn out to be the worst security disaster in U.S. history. â€Å"Commander, this is not your fault!† she insisted over the blare of the horns. â€Å"If Tankado hadn’t died, we’d have bargaining power-we’d have options!† But Commander Strathmore heard nothing. His life was over. He’d spent thirty years serving his country. This was supposed to be his moment of glory, his piece de resistance-aback door in the world encryption standard. But instead, he had sent a virus into the main databank of the National Security Agency. There was no way to stop it-not without killing power and erasing every last one of the billions of bytes of irretrievable data. Only the ring could save them, and if David hadn’t found the ring by now†¦ â€Å"I need to shut down TRANSLTR!† Susan took control. â€Å"I’m going down to the sublevels to throw the circuit breaker.† Strathmore turned slowly to face her. He was a broken man. â€Å"I’ll do it,† he croaked. He stood up, stumbling as he tried to slide out from behind his desk. Susan sat him back down. â€Å"No,† she barked. â€Å"I’m going.† Her tone left no room for debate. Strathmore put his face in his hands. â€Å"Okay. Bottom floor. Beside the freon pumps.† Susan spun and headed for the door. Halfway there, she turned and looked back. â€Å"Commander,† she yelled. â€Å"This is not over. We’re not beaten yet. If David finds the ring in time, we can save the databank!† Strathmore said nothing. â€Å"Call the databank!† Susan ordered. â€Å"Warn them about the virus! You’re the deputy director of the NSA. You’re a survivor!† In slow motion, Strathmore looked up. Like a man making the decision of a lifetime, he gave her a tragic nod. Determined, Susan tore into the darkness. Chapter 87 The Vespa lurched into the slow lane of the Carretera de Huelva. It was almost dawn, but there was plenty of traffic-young Sevillians returning from their all-night beach verbenas. A van of teenagers laid on its horn and flew by. Becker’s motorcycle felt like a toy out there on the freeway. A quarter of a mile back, a demolished taxi swerved out onto the freeway in a shower of sparks. As it accelerated, it sideswiped a Peugeot 504 and sent it careening onto the grassy median. Becker passed a freeway marker: SEVILLA CENTRO-2 KM. If he could just reach the cover of downtown, he knew he might have a chance. His speedometer read 60 kilometers per hour. Two minutes to the exit. He knew he didn’t have that long. Somewhere behind him, the taxi was gaining. Becker gazed out at the nearing lights of downtown Seville and prayed he would reach them alive. He was only halfway to the exit when the sound of scraping metal loomed up behind him. He hunched on his bike, wrenching the throttle as far as it would go. There was a muffled gunshot, and a bullet sailed by. Becker cut left, weaving back and forth across the lanes in hopes of buying more time. It was no use. The exit ramp was still three hundred yards when the taxi roared to within a few car lengths behind him. Becker knew that in a matter of seconds he would be either shot or run down. He scanned ahead for any possible escape, but the highway was bounded on both sides by steep gravel slopes. Another shot rang out. Becker made his decision. In a scream of rubber and sparks, he leaned violently to his right and swerved off the road. The bike’s tires hit the bottom of the embankment. Becker strained to keep his balance as the Vespa threw up a cloud of gravel and began fish-tailing its way up the slope. The wheels spun wildly, clawing at the loose earth. The little engine whimpered pathetically as it tried to dig in. Becker urged it on, hoping it wouldn’t stall. He didn’t dare look behind him, certain at any moment the taxi would be skidding to a stop, bullets flying. The bullets never came. Becker’s bike broke over the crest of the hill, and he saw it-the centro. The downtown lights spread out before him like a star-filled sky. He gunned his way through some underbrush and out over the curb. His Vespa suddenly felt faster. The Avenue Luis Montoto seemed to race beneath his tires. The soccer stadium zipped past on the left. He was in the clear. It was then that Becker heard the familiar screech of metal on concrete. He looked up. A hundred yards ahead of him, the taxi came roaring up the exit ramp. It skidded out onto Luis Montoto and accelerated directly toward him. Becker knew he should have felt a surge of panic. But he did not. He knew exactly where he was going. He swerved left on Menendez Pelayo and opened the throttle. The bike lurched across a small park and into the cobblestoned corridor of Mateus Gago-the narrow one-way street that led to the portal of Barrio Santa Cruz. Just a little farther, he thought. The taxi followed, thundering closer. It trailed Becker through the gateway of Santa Cruz, ripping off its side mirror on the narrow archway. Becker knew he had won. Santa Cruz was the oldest section of Seville. It had no roads between the buildings, only mazes of narrow walkways built in Roman times. They were only wide enough for pedestrians and the occasional Moped. Becker had once been lost for hours in the narrow caverns. As Becker accelerated down the final stretch of Mateus Gago, Seville’s eleventh-century Gothic cathedral rose like a mountain before him. Directly beside it, the Giralda tower shot 419 feet skyward into the breaking dawn. This was Santa Cruz, home to the second largest cathedral in the world as well as Seville’s oldest, most pious Catholic families. Becker sped across the stone square. There was a single shot, but it was too late. Becker and his motorcycle disappeared down a tiny passageway-Callita de la Virgen. How to cite Digital Fortress Chapter 85-87, Essay examples

Working with Emotional Intelligence Essay Example For Students

Working with Emotional Intelligence Essay Review Working with Emotional Intelligence Essay The book Working with Emotional Intelligence by Daniel Goleman deals with the emotional assets and liabilities of individuals in organizations. Emotional intelligence is traits that go beyond academic achievement or IQ. As a matter of fact he points out that high academic intelligence can sometimes stand in the way of emotional intelligence. Broadly speaking, emotional intelligence determines how well we handle difficult situation, which cannot be solved by logic, but more by a feel for the situation. These attributes are very hard to measure, which is why many standardized tests, whether academic or for employment, fail to measure these attributes, even though these are the one which determine to a large part how successful individuals will be in an organization. Goleman divides his book into several chapters. At first he examines the attributes of successful people. What is it that sets them apart? How do they do it? He examines the soft skills of several people who exhibit exceptional emotional intelligence and also what others fail to do, which ultimately makes them unsuccessful. He also points out the difference a single individual who possesses these skills can make to an organization. These skills are particularly important in diplomatic services, but also to the average salesperson. However, he also notes that the higher one climbs on the job ladder, the more important these skills become, and the less important technical skills are. He divides emotional intelligence into five areas. 1.Self-Awareness, which can be subdivided into emotional awareness, accurate self-assessment and self-confidence. 2.Self-Regulation, divided into self-control, trustworthiness, conscientiousness, adaptability and innovation. 3. Motivation, which consists of achievement drive, commitment, initiative and optimism. The preceding attributes are classified as Personal competence, while the next two are classified as social competence. 1.Empathy divided into understanding others, developing others, service orientation, and leveraging diversity and political awareness. 2.Social Skills, consisting of influence, communication, conflict management, leadership, change catalyst, building bonds, collaboration and cooperation as well as team capabilities. Goleman then goes on explaining how self-mastery is a part of emotional intelligence. It is the art of being able to control ones emotions. The ability to listen to ones inner feelings, using and controlling them, without letting them control you. Feelings often get in the way of even the most gifted people. They can be a liability in any position when they cannot be used in a constructive way. This can be apparent in many situations where group work is required or in sales situations for example. The third major chapter deals with people skills, which is the art of anticipating how others feel, how to influence their emotions and how to works together with others. These are the skills necessary for performing well in group situations. Being able to anticipate, what others want and how to use this to reach ones own goals. The fourth chapter then deals with the task of actually trying to improve corporate training and assessment programs. The challenge here is to find a way to determine which current or potential employees have the necessary skills to succeed in an organization. As mentioned before, these skills are not easy to measure and so assessing employees is not easy and the recommended steps are only guidelines to help in this process. The fifth and last chapter deals with how organizations themselves can improve to actually facilitate more emotional intelligence among their employees. This starts with the corporate mission statement as well as the attitude and behavior that is displayed and supported by the organization. It is the organizations duty and also in its best interest to promote practices that enhance emotional intelligence, because it enhances teamwork and the general operating climate. These skills start with the company itself, all the way from top management through all the ranks of the operation. The goal is to engage all employees to share their emotional competence in a constructive way, enabling better teamwork and overall performance. Overall I think that Daniel Golemans book is very well written and makes a lot of sense. .u942a7ceb361257fcfcf8c32cf63fb966 , .u942a7ceb361257fcfcf8c32cf63fb966 .postImageUrl , .u942a7ceb361257fcfcf8c32cf63fb966 .centered-text-area { min-height: 80px; position: relative; } .u942a7ceb361257fcfcf8c32cf63fb966 , .u942a7ceb361257fcfcf8c32cf63fb966:hover , .u942a7ceb361257fcfcf8c32cf63fb966:visited , .u942a7ceb361257fcfcf8c32cf63fb966:active { border:0!important; } .u942a7ceb361257fcfcf8c32cf63fb966 .clearfix:after { content: ""; display: table; clear: both; } .u942a7ceb361257fcfcf8c32cf63fb966 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u942a7ceb361257fcfcf8c32cf63fb966:active , .u942a7ceb361257fcfcf8c32cf63fb966:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u942a7ceb361257fcfcf8c32cf63fb966 .centered-text-area { width: 100%; position: relative ; } .u942a7ceb361257fcfcf8c32cf63fb966 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u942a7ceb361257fcfcf8c32cf63fb966 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u942a7ceb361257fcfcf8c32cf63fb966 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u942a7ceb361257fcfcf8c32cf63fb966:hover .ctaButton { background-color: #34495E!important; } .u942a7ceb361257fcfcf8c32cf63fb966 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u942a7ceb361257fcfcf8c32cf63fb966 .u942a7ceb361257fcfcf8c32cf63fb966-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u942a7ceb361257fcfcf8c32cf63fb966:after { content: ""; display: block; clear: both; } READ: Five Features Of Reality Essay Emotional intelligence is definitely becoming more and more important in organizations and life in general. However, I also think that measuring and developing these skills is a lot more difficult as being presented in the book. Many of .