Angels and Demons Book Review

When Dan Brown published his fourth  novel, The Da Vinci Code, in 2003, it was an instant bestseller. It boasted a fascinating protagonist, a Harvard professor of religious iconography named Robert Langdon, and compelling conspiracy theories. Brown, it seemed, had come out of nowhere. But the bestseller actually had precursors, including Angels and Demons,  the first book in the  Robert Langdon series. Published in 2000 by Simon Schuster, the 713-page turner  takes place chronologically before The Da Vinci Code, although it doesnt really matter which you read first. Both books revolve around  conspiracies within the Catholic church, but most of the action in Angels and Demons takes place in Rome and the Vatican.  As of 2018, Brown has written three more books in the  Robert Langdon saga, The Lost Symbol (2009), Inferno (2013), and Origin (2017). All but The Lost Symbol and Origin have been made into films starring Tom Hanks. Plot The book opens with the murder of a physicist working for the European Organization for Nuclear Research (CERN) in Switzerland. An ambigram representing the word  Illuminati, referring to a centuries-old secret society,  has been branded onto the victims chest. In addition, the director of CERN soon learns that a canister filled with a type of matter that has the destructive power equal to a nuclear bomb has been stolen from CERN and  hidden somewhere in Vatican City. The director calls in  Robert Langdon, an expert on archaic religious symbolism, to help unravel the various clues and find the canister. Themes What follows is a fast-paced thriller focused on Langdons attempts to discover who is pulling the strings within the Illuminati  and how far their influence goes. Its major themes are religion versus science, skepticism versus faith, and the hold that powerful people and institutions have over the people they supposedly serve. Positive Reviews Angels and Demons  is an intriguing thriller for the way in which it mixes religious and historical elements with a sense of foreboding. It introduced the general public to an ages-old secret society, and was a unique entry into the world of conspiracy theory mysteries.  While the book may not be  great literature  per se, it is great entertainment. Publishers Weekly had this to say:   Well plotted and explosively paced.  Crammed with Vatican intrigue and hi-tech drama, Brown’s tale is laced with twists and shocks that keep the reader wired right up until the final revelation. Packing the novel with sinister figures worthy of a Medici, Brown sets an explosive pace through a Michelin-perfect Rome. Negative Reviews The book received its share of criticism, mainly for its historical inaccuracies presented as fact, a criticism that would carry over into The Da Vinci Code, which played even more fast and loose with history and religion. Some Catholics took offense at Angels and Demons, and with its subsequent sequels, stating that the book is nothing but a smear campaign of their beliefs. Conversely,  the books emphasis on secret societies, alternative interpretations of history, and conspiracy theories might strike pragmatic readers as more of a fantasy than a fact-based thriller. Finally, Dan Brown doesnt hold back as far as violence is concerned. Some readers might object to   or find disturbing the graphic nature of Browns writing. Still,  Angels and Demons has sold millions of copies worldwide, and remains a popular read  with lovers of conspiracy-laced thrillers.

What I Have Learned About Diversity Management - 1524 Words

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Teaching Homosexuality And The School System - 1126 Words

Social Conditioning Teaching Homosexuality Through the Unites States teaching homosexuality and the Acceptance of Gay student s is becoming more prevelant. The question that should be asked first is why students are becoming targets for the new Homosexual Agenda? The Public school system has become the prey for Gay right activist. â€Å" The ideas is change the minds of students today, and you will change the direction od states tomorrow (Harrub 2006). Activist believe the younger the kids, the more open they are. They believe if kids are educated from First and second grade about homosexuality, it will cause a better generation of individuals. How are gay activist approaching the school system? Activist are able to approach schools by repackaging the gay movement as a safety issue Stated by Kevin Jennings, Director of the Office of safe and Drug Free schools. Reform the movement by saying schools are not safe for gay and lesbian youth. 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A Discussion of Assessment and Feedback Issues free essay sample

A discussion of assessment and feedback issues Assessment is an important part of teaching and learning, the most obvious reason for carrying out assessment is to evaluate the students learning/achievement s and whether the student is heading toward the course of qualification. Teaching within NVQ the criteria is laid out for me as a teacher my role is to prepare the students to observe their performances, question them, and use assessment to make a decision as to whether my learners are competent or capable. I must also to ensure that the assessment meets the criteria and objectives of the NVQ qualification. We as the teachers/assessors want to know whether learning outcomes have been achieved, or if the student is of a standard required to pass and achieve the grade /qualification. It also helps me as the tutor up most to help determine the development the student needs during the course. Assessment is also a away to provide information on individual teacher or the institution. For example; are the teaching methods affective, are the learning objectives appropriate- are they too easy or to difficult. Assessment within my teaching domain comprises of different components, performances in the work places, the use of realistic working environment. With NVQ teaching we have specific criteria that must be covered and include skills as well as knowledge, we the assessors have the decision as to how and where the assessment takes place. NVQ level 1-2-3 hairdressing comprises of units which must be cover die, Level 3 consists of 53 credits minimum split into mandatory units -48 credits and optional unit of which is 6 credits to pass and obtain the qualification. Following VTCT/HABIA critia guide lines and assessment work book. VTCT/HABIA strongly advocates a holistic approach for assessment of learners. Examples include using one assessment method to gather evidence for a number of criteria integrating knowledge into practical observation (i. e. through oral or evidenced on analysis sheets i. e. consultation forms). I myself as a teacher of hair and beauty believe in Habia and VTCT Assessment learning and teaching strategies I believe in engaging and exciting the learner whether it means I need to change the way I assess or how I bring my knowledge forward for learners to understand and help them complete their course. I measure the achievements against the standards set out. One of the advantages of NVQs is that the whole area to be tested is set out from the start. NVQ assessment is usually internal or external or a combination of the two. Internal assessment means myself is responsible for devising and marking assessments be it using case study’s which also help develop functional/key skills, observation ,oral ,informal,ect. These then tend to be verified by the centre internal verifier. I myself am required to set work that will improve practical skills knowledge and understanding. It’s my responsibility to guide learners on the evidence that is needed to be gathered to satisfy assessment. Within my course criteria (NVQ) we use formative and summative assessment as the main hold of the course. Unlike summative assessment which relates to assessment of learning, feedback relates to assessment for learning. Assessment 1998: Torrance and Pryor 1998) which helps the learners progress (Black and William We use formative assessment as formal or informal. For assessment to function formatively, the results have to be used to adjust teaching and learning. † (Black and William 1998: pp. -16) With formative assessment we use a range of activitys, case studies, multiple choice test, practical test, projects, questioning alone or within a group. To help students understand the frame work and what is needed we use in NVQ or within my institution mile stones of 13 weeks covering formative summative and mandatory test assessment. I strongly believe in formative a ssessment for the students and me the teacher for my own evaluation as well as theses; it contributes to the learner’s progress provided guidance on how to bridge the gaps to achieve the desired results, we use ILPS to also help within this process. ILPs individual learning plans, we use these to encourage the students also for means of developing their own targets and to motivate and encourage the students learning development. These documents are updated by learner and teacher throughout the course and are used as part of the formal course assessment. Summative assessment is used for grading or within my teaching domain it’s a simple pass or fail. As stated in (Teaching skills in the further and adult education 3rd addition David Minton p 288) progression and new technology. There is no reason why a teaching session in a hairdressing salon should not be video-taped or photo graphed and presented with by the teacher to explain whys/he did what, what happened, what was observed in a group or individual work. It’s a valuable tool for evaluation as well as valid evidence. It can be shared with mentor or other tutor to compare and evaluate work, to review Atcual teaching session also and assessment of students. I myself have used this and found it a good tool to be used. In regards to questions and feed back during assessment, It’s important to be specific on what can be improved and how. Effective feedback tells the student what they have achieved and where they need to improve. Questioning is used not only as a pedagogical tool but also as a deliberate way for myself the teacher to find out what knowledge and understanding the leaner’s have gained, also to helps myself the teacher see how successful my teaching has been and what areas need to be improved . Questioning is fundamental to effective teaching and learning. As stated by ( Fisher amp; Frey 2007) Checking for understanding through questioning should not be thought as a simple two step process but rather as a complex progression as the teacher formulates and then listens to the responses of the learners, IE making them from easy to hard and simplifying them for students own level of learning. Self and peer assessment can also be beneficial in feedback and evaluation on own and peers works. As state many academic teachers still tend to retain all ownership and power in the assessment process (Dorothy spiller teaching development wahonga Feb 2012 assessment matters). Self assessment is used during formative assessment which students reflects and evaluates their own work. Seeing their strengths weaknesses and areas they feel they need to improve, helps set self goals becoming more motivated. Self assessment within my teaching area requires the student to fill out self assessment feedback forms in relation to a practical activities carried out, this help them self –evaluate their work strengths and weaknesses. â€Å"SELF ASSESMENT WITH ITS EMPHASIS ON STUDENT RESPONAIBITIY AND MAKING JUDGMENT IS NECESSARY SKILL FOR LIFE LONG LEARNING â€Å"(Bond, 1995, P. 11,). In the3 same contexts Peer feedback can also be beneficial to individuals or groups of students who are keen to experiment and use new ideas. Peers assessment involving students giving feedback on peers work can help students make sense of gaps in their own work. I see self and peer assessment beneficial where certain points are present. Designed to enhance learning ,involving learners in judging own work, help improve and motivated owns mind and work . Boud, D (1995). Enhancing learning through self-assesment. London:Koger page. Boud, (1995 P. 11. ). (Black and William 1998: pp. 5-16) Douglas Fisheramp; Nancy Frey 2007 www. reading,org questioning. (Teaching skills in the further and adult education 3rd addition David Minton p 288)