The Life and Writings of Edgar Allan Poe Essay -- Authors

Edgar Allan Poe is a famous poet from the 1800. He was born in Boston, Massachusetts on January 19, 1809. His parents were David and Elizabeth Poe. David was born in Baltimore on July 18, 1784. Elizabeth Arnold came to the U.S. from England in 1796 and married David Poe after her first husband died in 1805. They had three children, Henry, Edgar, and Rosalie. Elizabeth Poe died in 1811, when Edgar was two years old. Giordeno also mentioned, â€Å"She had separated from her husband and had taken her three kids with her. Henry went to live with his grandparents while Edgar was adopted by Mr. and Mrs. John Allan and Rosalie was taken in by another family. John Allan was a successful merchant, so Edgar grew up in good surroundings and went to good schools† (Giordeno). Before Poe became a writer he was enrolled in the army at eight teen years old, but he did not stay long her was soon dismissed. Poe was very poor while he was living and did not become famous until after his death in 1849. He is most famous for writing border line horror stories and poems. Some of his most famous poems are The Tell-Tale Heart, The Raven, The Fall of the House of Usher, and The Pit and the Pendulum. In The Raven Poe discusses many different literary terms. The three that stand out the most is symbolism, tragedy, and beauty. In The Raven Poe uses symbolism. One way he demonstrates symbolism is the bust of Pallas. Poe explains about the bust of Pallas when he says, â€Å"Perched upon a bust of Pallas just above my chamber door -Perched, and sat, and nothing more† (Poe l41-l42). Courson thinks that the bust of Pallas symbolizes intellect, â€Å"Then Remorse enters, and fixes itself firmly on his mind, ‘the bust of Pallas,’ the emblem of intellect.† (Courson) However, Za... ...emy of American Poets, 2012. Web. 12 Jan 2012. Smith, Dave. "Edgar Allan Poe and the Nightmare Ode." Southern Humanities Review 29.1 (Winter 1995): 4-10. Rpt. in Nineteenth-Century Literature Criticism. Ed. Lynn M. Zott. Vol. 117. Detroit: Gale, 2003. Literature Resources from Gale. Web. 12 Jan. 2012. Wardrop, Daneen. "Quoting the Signifier 'Nevermore': Fort! Da!, Pallas, and Desire in Language." ESQ: A Journal of the American Renaissance 44.4 (1998): 274-299. Rpt. in Poetry Criticism. Ed. Timothy J. Sisler. Vol. 54. Detroit: Gale, 2004. Literature Resources from Gale. Web. 12 Jan. 2012. Zayed, Georges. "The Symbolism of the Poems." The Genius of Edgar Allan Poe. Cambridge, Mass.: Schenkman Publishing, 1985. 127-136. Rpt. in Nineteenth-Century Literature Criticism. Ed. Lynn M. Zott. Vol. 117. Detroit: Gale, 2003. Literature Resources from Gale. Web. 12 Jan. 2012.

Winning the Micro-War: Prevention and New Drugs

Humans are engaged in a â€Å"micro-war† with bacteria, and we are losing.   Bacteria represent one of the most adaptable organisms on the planet primarily due to their propensity for adopting genetic mutations.As with all evolutionary mechanisms, most mutations are either harmful or neutral; they do not provide a comparative advantage to the mutated organism.   Other times, however, a mutation will counteract a new and damaging environmental pressure and the organism will become well-equipped to survive and pass on its genes.This is precisely the problem with antibiotic resistance in bacteria: human antibiotics present a new environmental pressure to the highly-adaptable micro-organisms, and some develop an ability to survive through mutation.   That threat is magnified by the horizontal spreading of resistance through plasmid transfer and replication (â€Å"Extending the Cure†).   To mitigate the threat of antibiotic resistant bacteria, three paths must be pur sued: prevention and development of new drugs.Because antibiotic resistance arises primarily as an evolutionary response to environmental pressure, antibiotic resistance can be avoided by minimizing the introduction of antibiotics and using them only when truly needed.   When antibiotics were first introduced, they were seen as a panacea—and rightly so, as they quickly and effectively treated diseases that had previously been deadly and widespread (Lewis, FDA).Unfortunately, however, this enthusiastic adoption of antibiotics has led to a dangerous over-reliance on their use.   For example, many dermatologists not only prescribe antibiotics for mild acne, but they also make the mistake of frequently rotating between antibiotic types.   As the data show on the Essential Biology website, rotation does not decrease the prevalence of antibiotic-resistant bacteria (Essential Biology).   In fact, 10.7% of patients in the resistant group were found to be housing resistant bac teria, as compared to 7.7% in the control group—indicating that antibiotic rotation may actually exacerbate the problem rather than solve it (Essential Biology).   Furthermore, this method may be particularly harmful because it raises the possibility that a colony of bacteria may develop into a so-called â€Å"superbug† by gaining resistant properties against multiple antibiotics (â€Å"Breeding the Superbug†).Conversely, reducing the number of antibiotic prescriptions is effective in limiting the number of antibiotic-resistant strains.   Finnish researchers proved this correlation in a study where they tracked the prevalence of antibiotic-resistant bacteria while they reduced their prescriptions of Erythromycin (Essential Biology).As the data in the bar graphs demonstrate, prevention through reduced prescription of antibiotics seems to stem the tide of resistant bacteria: by prescribing fewer antibiotics, doctors were able to more than have the percentage o f resistant colonies from a peak of 19.0% in 1993 to a low 8.6% in 1996—a dramatic reversal (Essential Biology).However, preventative measures will only slow down the development of resistance and will not in fact solve the larger problem.   To really gain ground in mitigating the effects of antibiotic-resistant bacteria, researchers will continually need to develop new antibiotics that are capable of killing off resistant strains of bacteria.This is where careful regulation of antibiotics could save lives: if these â€Å"last lines of defense† are prescribed for everyday usage, the effectiveness of a doctor’s arsenal will be reduced and modern medicine may be powerless to stop treatable illnesses from becoming killers (â€Å"Extending the Cure†).If, on the other hand, doctors limit the usage of antibiotics to times when they are truly needed and researchers continue to develop new, more effective antibiotics, we will be able to minimize the ill-effects of antibiotic-resistant bacteria and win the â€Å"micro-war.†Ã‚   Our health depends on it.Works Cited:â€Å"Breeding the Superbug.† Allianz Knowledge Online (Ed. Valdis Wish). Electronic article.http://knowledge.allianz.com/en/globalissues/safety_security/health_pandemics/hospial_infections_mrsa.html. Accessed 3 November 2008.Essential Biology. â€Å"You Decide: What Can We Do About Antibiotic-resistant Bacteria?†Online interactive lab. Pearson Education.http://wps.aw.com/bc_campbell_essentials_3/47/12139/3107664.cw/index.html.Accessed 3-6 November 2008.â€Å"Extending the Cure: Policy Responses to the Growing Threat of Antibiotic Resistance.†Executive summary. â€Å"Extending the Cure† online publication.http://www.extendingthecure.org/downloads/ETC_EXSUM.pdf. Accessed 5November 2008.Lewis, Ricki. â€Å"The Rise of Antibiotic Resistant Infections.† Electronic article. United StatesFood and Drug Administration. http://www.fda.gov/Fdac/fea tures/795_antibio.html.Accessed 4 November 2008.

3D Animation Research

Introduction The Computers have revolutionized the practical technologies in our daily lives. T.V, microwaves, phones, air-conditioning and almost every other technology uses computer technology in some form or another. Similarly, it has influenced the art, creating a new line of digital artists. Animation; the visual story-telling art, was born when the art met the technology. Animated filmmaking and visual storytelling are grown into multi-billion dollar entertainment need. The leading animation firm Pixar's intern experiences page states:†One day, we had lunch with Ed Catmull, the President and Co-Founder of Pixar. He told us that we are and always will be a storytelling company. Our job is to make timeless stories that inspire people, make them cry and make them laugh. We are not here to just make a quick buck†¦ [Pixar] is much more than just a cool place to work. It is a place where you can live out your childhood dreams of storytelling and filmmaking, and know that your hard work is inspiring people of all ages, all over the world.†According to Dave Kehr- â€Å"Animation, the art of making inanimate objects appear to move. Animation is an artistic impulse that long predates the movies†. Animation has existed for over one hundred years and is not limited just by computer animation. The computer acts as a tool for artists to develop creative ideas. Paintings, drawings, sketches and initial 2D Photoshop computer graphics are the styles which lead to 3D animation. In Adobe Photoshop, scanned sketches are manipulated by adding or removing layers, blending until the desired artistic look is acquired. Initially, storyboards and low-resolution 3D characters are created to eliminate the possible problems and to enhance the design in the process. Once the story is finalized with scene details, characters and sets, the 3D work of the animated project can begin. Autodesk Maya, Autodesk 3Ds Max, Avid Softimage XSI and Houdini are some of the software that artists use to refine the work. At the end of the animation process, the final sets of images are rendered. These images are played together in sequence at a rate of 24 frames per second to create the final animated film.

Implementation of assessment for learning

Although as instructors we use many pupil activities and learning methods in our schoolroom instruction, all pupils in the category do non to the full achieve the larning aim of the lesson. Therefore, appraisals may be employed for the intent of measuring pupil attainment, be aftering future work, delegating pupil classs and comparing public presentation. There are many types of appraisal that we use for this intent. Summative, formative and ipsative are some of the appraisals that are normally used among the instructors. Summational appraisal is an appraisal which is often used at the terminal of a lesson or a peculiar period for ‘summarizing the accomplishment position of a pupil ‘ ( Sadler, 1989, p. 120 ) . Although it gives us feedback about the pupils ‘ capable cognition, sometimes it is excessively late therefore action can non be taken to better the acquisition of the pupil. More seriously instructors continue without truly detecting the existent reverse of the kid, therefore the demand of a more effectual rating tool arises. Black & A ; Wiliam ( 1998a ) province that â€Å" Assessment for larning † which is besides known as â€Å" Formative Appraisal † is one of the cardinal factors that helps the pupils to better their criterion of accomplishment. The chief focal point of this essay is how assessment for larning can be used in an effectual manner in mathematics lessons. First I will briefly define appraisal for larning. Then I will supply an overview of the chief stairss involved in the execution and the attacks to better the quality of appraisal for acquisition and eventually this paper will concentrate on the alteration of the function of the instructor and the pupil. The thoughts in this essay are aimed at bettering the quality of mathematics learning by utilizing appraisal for larning in the most effectual manner.2. Definitions of Assessment for Learning/ Formative appraisalAppraisal for acquisition is defined by a figure of research workers over the past old ages. Sadler ( 1989, p. 120 ) defines appraisal for larning as an appraisal that ‘ is concerned with how judgement about the quality of pupil responses ( public presentations, pieces, or plants ) can be used to determine and better the pupil ‘s competency by short-circuiting the entropy and inefficiency of trial-and -error larning ‘ . Tunstall & A ; Gipps ( 1996, p. 389 ) besides takes a similar position by proposing that formative appraisal is a ‘process of measuring, judging or measuring pupils ‘ work or public presentation and utilizing this to form and better their competency. In mundane schoolroom footings this means instructors utilizing their judgements of kids ‘s cognition or understanding to feed back into the instruction procedure and to find for single kids whether to reinterpret the task/concept, to give farther pattern on it, or travel on the following phase ‘ P. J. Black ( 2003, p. 2 ) explains the basic qualities in this appraisal as: ‘an appraisal activity can assist larning if it provides information to be used as feedback by instructors, and by their pupils in measuring themselves and each other, to modify the instruction and acquisition activities in which they are engaged. Such assessment becomes formative appraisal when the grounds is used to accommodate the instruction work to run into learning demands ‘ . He elaborates further and says that appraisal for larning occurs several times in every lesson therefore it is an â€Å" built-in and intimate portion of a instructors day-to-day work † ( P. J. Black, 2003, p. 2 ) In the visible radiation of the definitions given above, appraisal for acquisition can be described as a procedure of judgment and measuring the pupil public presentation and supplying feedback for the betterment of the acquisition procedure. The feedback is used to measure and modify the instruction techniques to run into the acquisition demands, so that the instructor can judge the pupil ‘s cognition and make up one's mind on the following measure to better the pupil competences.3. Execution of Assessment for larningConsciously or unconsciously instructors continuously assess their pupils while learning. But for proper opinion to be made and for the opinion to be helpful in the learning procedure of the pupil, the appraisal needs to be done in a peculiar mode. It is of import to place the cardinal factors in execution of appraisal for larning for it to be productive. Therefore the execution procedure is divided into four subdivisions: scene and sharing ends, roll uping ground s, construing grounds and make up one's minding the following measure. Each subdivision is non reciprocally sole but for easiness of elucidation I have separated them.3.1 Setting and sharing endsWhen be aftering the lesson it is the instructor ‘s duty to put clear learning ends ( aims ) . Harmonizing to Lee ( 2006 ) larning nonsubjective may be a short phrase or a sentence. It is so a challenge for the instructor to put out aims because she needs to take into history the course of study, scrutiny course of study and the pupils ‘ anterior cognition. Most significantly the aims need to be shared with the pupil every bit good. In making so both the pupil and the instructor acquire a clear image of what should be attained by the terminal of the lesson. It is of import to follow up the aim and it makes it easier for the pupils to measure their advancement of attainment. Lee ( 2006, p. 45 ) notes that ‘it is of import that the acquisition aims are shared with students an d that they are discussed in the start, during and at the terminal of the lesson, and that the students can mention to them during the lesson ‘ . This gives the pupil the chance to supervise themselves as they progress. Puting clear aims is of import for the instructor every bit good. P. J. Black ( 2003, p. 91 ) points out that the instructors are cognizant of what they want the pupils to larn, they are able to happen ‘what the ‘gap ‘ was between the province of the pupils ‘ current acquisition and the acquisition end and to be able to supervise that spread as it closed ‘ . It is of import to put command ( larning ) ends instead than public presentation ends. P. Black & A ; Wiliam ( 1998a, p. 22 ) reveals the consequences in a survey done with the 3rd and 6th classs mathematical job work outing. Newman and Schwager ( 1995 ) did this survey where one group was given the end of larning which had emphasised on the apprehension of the method of work outing the job ( ‘this will assist you to larn new things ‘ ) whereas the other was given public presentation ends where the chief importance was finishing many jobs right ( ‘how would you assist us to cognize how smart you are and what sort of class you will acquire? ‘ ) . When the two groups were compared the public presentation end pupils showed maladaptive inquiring forms. Therefore when larning ends are given, the kids concentrate more on get the hanging the larning facet instead than obtaining the concluding replies. Yorke ( 2003, p. 488 ) provinces that pupils who work to larning e nds, would recognize failure as undertaking information ‘to be assimilated or accommodated ( utilizing Piagetian nomenclature ) , whereas for kids working to public presentation ends it was a oppressing blow ‘ . Harmonizing to Lee ( 2006 ) as aims are broader and frequently generic, it can be broken down in to simpler stairss and made more specific to the lesson. These stairss are called success standards. Success standards should be planned in progress by the instructor by closely analyzing the standards the pupil should get the hang. In another case the instructor could acquire the pupils to research and discourse the acquisition aim and acquire the kids to partake in puting up the success standards so that the pupils have ownership of the success standards. When the pupil progresses along the list, get the hanging each success standard they bit by bit achieve the acquisition nonsubjective and most significantly they are cognizant of their acquisition advancement. It helps the pupils to construct up their assurance in acquisition, particularly in mathematics as get the hanging one mathematical subject would affect get the hanging in a series of mathematical operations and processs beforeha nd. ‘Pupils in cognizing what they are larning, how good they are larning and that they are larning and hence are of import in assisting the students know that they are successful scholars ‘ ( Lee, 2006, p. 49 ) . Lee ( 2006, p. 47 ) gives an illustration of utilizing larning aims and success standards in learning Pythagoras theorem. Learning nonsubjective Success standards To larn about Pythagoras ‘ theorem To larn more about the usage of Pythagoras ‘ theorem I know what a right angle trigon agencies I have: Carefully drawn three different right angled trigons drawn a square against each side, doing certain each angle is a right angle found the country of each of the three squares and set them in a tabular array inquire one other individual for the countries of their squares and put those in my tabular array found a relationship between the country of the squares and stated it utilizing algebra. I know what a square root is I can: State Pythagoras ‘ theorem and cognize which sides of the trigon the missive refer to Use it to cipher the hypotenuse of 5 different right-angled trigons with different orientations use it to happen a short side of 5 different trigons use it to happen the tallness of 2 isosceles trigons. As it is shown in the above illustration the aim of larning Pythagoras ‘ theorem is rather general and it is larning oriented. By interrupting down the aims into success standards it is made more specific to the lesson. The kids foremost learn what a right angled trigon is so draw squares on each side. Then they would happen the country of each square, put them in a tabular array and obtain informations from other pupils as good. Then they would happen the relationship between the countries and eventually come up with the algebraic look. At the terminal of the lesson the pupils can reply the inquiry whether they have mastered the Pythagoras ‘ theorem by mentioning to the success standard. As an illustration: Do I cognize what a right angled trigon is? What have I learnt about Pythagoras ‘ theorem? Harmonizing to Lee, the acquisition undertaking is achieved by get the hanging a sequence of success standards. Students can construe the standards in different ways. Wiliam ( 2005 ) supports this position by stating that ‘the words do non hold the significance for the pupil that they have for the instructor ‘ ( p.29 ) . He suggests that the pupil should be given clip to believe and discourse as to what the ‘criteria ‘ truly average. Therefore, it is really of import for the instructor to cognize whether the kids are deriving the needed cognition at each phase or whether they are able use the cognition in a different environment. One manner we can get the better of this is by acquiring them to make some illustrations at the terminal of the success standards. For illustration: which one of the trigons make a right angled triangle? A- 6cm, 8cm, 10cm B- 3cm, 2cm, 4 centimeter C- 5m, 12m, 13m When this sort of a inquiry is given, the pupils can utilize the cognition of Pythagoras theorem to reply so that the instructor gets a feedback as to whether they have mastered the standards. However, naming out the standards may restrict the cognition gained by the pupil to a specific way and degree. It may be more appropriate to allow the pupil experiment with the information and happen their way of acquisition, giving them the autonomy of make up one's minding the bounds so that some pupils may be able to larn more than the listed standards. For an illustration: the instructor could inquire them to look into whether Pythagoras theorem is valid for semi-circles drawn on the sides of the trigon. Then widen it to different forms such as isosceles trigons, Pentagons etc. Then steer the kids to research so that they could come up with a broader thought of the theorem.3.2 Roll uping groundsThe instructor needs to hold a elaborate cognition of the abilities and the ‘developmental demands ‘ of the scholar to help the pupil to ‘move to the following phase of their development ‘ ( Harris, 2007, p. 253 ) . Teachers must be after the lesson good because in formative appraisal, the accent is on ‘how I am traveling to learn this and what are pupils traveling to larn? ‘ instead than on ‘what am I traveling to learn and what are the students traveling to make? ‘ ( P. Black, Harrison, Lee, Marshall, & A ; Wiliam, 2002, p. 19 ) . It is besides of import to research the pupil ‘s thought before reasoning that the pupil ‘understood ‘ because really frequently what kids ‘understand ‘ is non the same as what the instructor intended to learn. Thus ‘assessment is the span between learning and larning ‘ and choice inquiries give instructors this ‘window into believing ‘ ( Wiliam, 2005, p. 22 ) . In two inquiries used in the Third International Mathematics and scientific discipline survey ( TIMSS ) , though the inquiries were similar the success rates were different. In Israel, 88 % of the pupils answered the first inquiry right, while 46 % answered the 2nd right, with 39 % taking response ( B ) . The ground for this is that many pupils develop a construct that ‘the largest fraction is the 1 with the smallest denominator and vice-versa ‘ . Although this leads to the right reply to the first inquiry, it does non take to the right reply to the 2nd inquiry. Furthermore if we add 46 % and 39 % it is really near to 88 % which provides grounds that many pupils who got the first inquiry right may hold used the wrong scheme. Therefore, a pupil replying a inquiry right does non ever intend that the pupil perceptual experience matches the instructor ‘s. Thus the inquiries should be good planned and rich in substance. However a ‘rich inquiry ‘ would non mer ely supply what the pupil can make, but besides what needs to be done following, to broaden or intensify understanding ‘ ( p23 ) . Item 1 ( success rate 88 % ) Which fraction is the smallest? a ) a†¦Y6 B ) a†¦Ã¢â‚¬  degree Celsius ) a†¦Ã¢â‚¬Å" vitamin D ) a†¦Y2 Item 2 ( success rate 46 % ) Which fraction is the largest? 4/5 B ) A? degree Celsius ) 5/8 vitamin D ) 7/10 ( Wiliam, 2005, p. 21 ) Wiliam ( 2005 ) describes the resolution of the undermentioned brace of coincident equations: 2a = 24 a + B =16 Many pupils found this hard and the instructors might reason that the kids need aid in work outing equations in this kind, but it was found that the trouble was non with the accomplishments but their beliefs that each algebraic missive stands for a different figure. Thus it is of import to utilize inquiries that ‘reveal unintended constructs ‘ ( Wiliam, 2005, p. 22 ) if we intend to better pupils ‘ mathematical thought. Lee ( 2006 ) notes that inquiring inquiries that enable pupils to believe and research so that misinterpretations of the constructs are revealed is an of import portion of appraisal for acquisition. Children should be encouraged to listen to the thoughts of others and ‘support one another to develop a common apprehension ‘ ( Lee, 2006, p. 51 ) . Challenging inquiries should be given so that pupils would hold to believe a great trade and take hazards when replying. Lee states that even when inquiries could be answered rapidly it can be explored at length by the altering inquiring manner. For illustration: alternatively of inquiring, â€Å" Are all premier Numberss uneven Numberss? † which requires a yes/no reply, the instructor can border the inquiry as a statement – â€Å" All premier Numberss are non uneven Numberss † – and inquire the pupils to discourse in little groups before showing the grounds and their decision to the category. It is of import that the pupils know that their part is ‘valued as an of import measure on the route to understanding ‘ ( Lee, 2006, p. 51 ) so that everyone contributes to the treatment. I feel treatments are really utile particularly in higher categories as it gives them the autonomy to research loosely in that subject while believing critically ; moreover the cognition gained by this type of acquisition is long lasting. Torrance & A ; Pryor ( 1998, p. 18 ) defines rightness of the responses in relation to classroom direction as ‘ maintaining the lesson traveling along instead than a narrowly constructed impression of a ‘correct ‘ reply ‘ . This indicates that the pupils no longer necessitate to be afraid to give incorrect replies but need to show their ideas. By looking at the account of the reply whether right or incorrect both the instructor and the pupil will be able to place the perceptual experience of the pupils and whether there are any misconceptions. Furthermore this type of larning would ‘focus on students ‘ acquisition and non acquiring through the content at any cost ‘ ( Lee, 2006, p. 52 ) . In pattern this could be really hard from the instructor ‘s point of position as the course of study is fixed and syllabus demands to be covered within the given clip. Particularly in scrutiny categories, instructors have the load of completing the cour se of study and rewriting as schools are more interested in bring forthing good consequences. P. J. Black ( 2003, p. 33 ) point outs that Rowe ( 1974 ) had looked at the effects of addition in ‘Wait clip ‘ . She had found that ‘answers were longer, failure to react reduced, responses were more confident, pupils challenged and/or improved the replies of the other pupils and more alternate accounts were offered ‘ . Lee ( 2006 ) suggests that its more appropriate to name this ‘think clip ‘ and provinces that ‘no hands up ‘ unless you want to inquire a inquiry creates an ambiance where everyone contributes and listen to the others. Another manner to increase the engagement of pupils is to inquire them to ‘brainstorm thoughts ‘ ( P. J. Black, 2003 ) , group treatments and promote pupils to explicate their ain inquiries and inquire each other ( Harris, 2007 ) . As most pupils are non used to this pattern in schoolrooms they need to be bit by bit trained to experience comfy to voice their sentiment and carry out treatments. Particularly in lower categories instructors would necessitate to work hard to acquire the ‘climate right ‘ ( Lee, 2006, p. 51 ) . All this needs a great trade of readying. Wiliam ( 2005 ) states that in most Anglophone states, instructors spend most of their readying clip taging books entirely and in some other states the bulk of the lesson readying clip is spent in be aftering how new subjects could be introduced, which context and illustrations can be used. However, in Japan most of their readying clip is spent on working together to invent inquiries to measure the success of their instruction, through ‘the procedure known as ‘lesson survey ‘ ( Fernandez & A ; Makoto, 2004 ) ‘ ( Wiliam, 2005, p. 22 ) . It is of import that instructors have a set of rich inquiries and would be more utile if they portion them among the other instructors of the school. As an illustration: simplify ( if possible ) : 2a + 5b ( where you do non anticipate to acquire the same as the reply ) , which fraction is the largest 3/7 or 3/11 ( whether the pupils are able to choose larger fraction of two ‘ordinary ‘ fractions ) ( Wiliam, 2005, p. 23 ) . However, a rich inquiry is a type of a inquiry that would turn to common misconception and enable the pupil ‘s thought and researching ability. Although holding a set of rich inquiries is of import, the instructors need to rethink and regenerate them each clip they plan the lesson and most significantly change them suitably as the lessons proceed. I think no instructor can to the full be after a lesson because different kids could react otherwise to the same inquiry. Therefore, depending on the pupils ‘ responses the instructor needs to make up one's mind the following measure to shut the spread.3.3 Interpreting groundsP. Black & A ; Wiliam ( 1998a, p. 16 ) provinces that ‘feedback between those taught and the instructor, and this is entailed in the quality of their interactions which is at the bosom of teaching method. The nature of these interactions between instructors and pupils, and of pupils with one another, will be cardinal determiners for the result of any alterations ‘ . This shows the importance of quality feedback irrespective of the beginning ( instructor or equal ) . Sadler ( 1998 ) states that the ultimate purpose of feedback should be to do the pupil an independent scholar therefore peer appraisal and self assessment gives great chance. In this subdivision I will discourse how feedback can be given in an effectual manner by instructors, equals and the scholar himself.3.3.1 Teacher feedback‘Feedback to pupils should concentrate on the undertaking, should be given on a regular basis and while still relevant, and should be specific to the undertaking ‘ ( P. Black & A ; Wiliam, 1998a, p. 8 ) . Feedback is non formative if it is non understood, can non be used by the scholar to better their acquisition or given at the terminal of a faculty as it is excessively late be used. Therefore, it is more utile if the pupils are given the chance to read the written remarks in category, so that they can do any farther elucida tions. Furthermore, the instructor should follow up as to happen out whether the pupil has taken remedial steps. If non sometimes pupils may non take any action. Butler ( 1988 ) conducted an experimental survey about the nexus between intrinsic motive and the type of rating given to the pupils. This involved 48, 11 twelvemonth old Israeli pupils who were divided into three groups. Butler gave three different feedbacks to the learners- classs, remarks and a combination of both classs and remarks. The survey showed that the group who were given remarks gained important betterment. Furthermore, the other two groups showed a diminution in the acquisition ( tonss ) . This non merely revealed that giving remarks is the best manner of supplying feedback, but when remarks are combined with ‘normative feedback ‘ ( classs ) it eliminates the good effects of the remark every bit good. ( P. Black & A ; Wiliam, 1998a ) Harmonizing to Wiliam ( 2005 ) when pupils get a higher mark they do non see a demand to read the remark whereas when they get low tonss they do non desire to read the remark as they are de-motivated. When pupils are given Markss it affects their self-esteem furthermore there is no indicant as to what they have/have non achieved or what remedial action demands to be taken. Wiliam ( 2005 ) illustrates another survey done by Butler ( 1987 ) where pupils were given remarks, classs, congratulations and no feedback. It revealed that the pupils who received remarks had improved, whereas those who received classs or congratulations made no more advancement than those who did non have any feedback. The questionnaire given to the pupils revealed that the pupils who got remarks had higher degree of task-involvement, whereas those who got classs or congratulations had well higher ego-involvement. Therefore, if classs or congratulations are given we would merely be able to ‘increase the sense of ego-involvement without increasing accomplishment ‘ ( Wiliam, 2005, p. 25 ) . When look intoing approximately congratulations, research workers found that feedback could hold inauspicious effects if it is focused on ‘self-esteem ‘ or ‘self-image ‘ ( congratulations or classs ) ( Wiliam, 2005 ) . Although congratulations can increase motive, it is necessary to keep congratulations throughout to keep the motive which is instead hard thereby praising can do inauspicious effects on a pupil. However, Wiliam ( 2005, p. 26 ) provinces that Brophy ( 1981 ) has pointed out that the quality is more of import than the measure of congratulations ; ‘teachers praise is far more effectual if it is infrequent, believable, contingent, specific and echt ‘ . I feel that a pupil who is gifted being praised for his born endowment can hold a negative consequence on others, particularly on the less able pupil ‘s self-esteem. Therefore, feedback has to concentrate on what can be done to better instead than how good they have done. For feedbac k to be formative it should ‘contain a formula for farther action ‘ ( p28 ) . As an illustration: alternatively of noticing ‘good ‘ or ‘well done ‘ , it would be more appropriate for a instructor to compose a remark as ‘ Susan, you have got the right thought here approximately seeking to explicate your regulation. Think: does it use to all trigons? ‘ ( P. J. Black, 2003, p. 45 ) . This remark helps the kid to travel a measure frontward. This does non intend the more feedback you get the better it is. Wiliam ( 2005 ) provinces that Day and Cordon ( 1993 ) looked at the acquisition of a group of pupils where half of the pupils were given a ‘scaffolding ‘ when they got stuck and the other half was given a complete reply. The pupils who received the ‘scaffolding ‘ learned more and retained the cognition longer than those who received the full reply. As an illustration: The instructor can scaffold the pupil by inquiring ; What type of a trigon is this? 5cm 13cm What theorem can be used to happen the sides of a right angled trigon? Ten cm How make you utilize the Pythagoras ‘ theorem to happen a shorter side?3.3.2 Peer-assessmentPeer-assessment is appraisal of pupils by their equals, supplying information that will assist them to travel on to the following measure. One manner that peer-assessment can be done successfully is by acquiring the pupils to measure and tag the work of others. As they know they are taging the work of another, they take involvement and duty in making so. Furthermore, when there are dissensions about the reply they discuss and come to understandings. Lee ( 2006 ) states that pupils are honorable and ambitious and accept unfavorable judgment by one another than with the instructor. I have experienced that pupils sometimes while traveling through another individual ‘s account or method may broaden their apprehension of the construct or even challenge and argue to turn out or disapprove with their ain co-workers. As an illustration: Measure the angles of the trigon given below utilizing a protractor. a angle a = 32a? ° angle B = 43a? ° angle degree Celsius = 65a? ° B degree Celsiuss If a pupil is taging the work of a co-worker he might discourse with his equal that when adding all three angles they do non add up to 180a? ° and that angle degree Celsius is an obtuse angle therefore it can non be 65a? ° . They would happen through treatment that the pupil has measured the exterior angle alternatively of the interior angle when mensurating the angle degree Celsius of the trigon. They would together mensurate the angle degree Celsius so that the pupil learns his error. Geting pupils to work in groups is another scheme that promotes peer-assessment which helps them to develop communicating accomplishments as they talk and portion their thoughts. Particularly when they discuss about the aims and what has been done and what needs to be done, it helps them to develop accomplishments needed for self-assessment ( P. J. Black, 2003 ) . Training pupils how to discourse schemes with others, linguistic communication to utilize when they critique the work of the others ( P. J. Black, 2003 ) and how to construe feedback so that they can link it to their hereafter work, is every bit of import as supplying information ( Sadler, 1998 ) . They besides need to be trained to mention to success standards and place what has been done and what needs to be done. I feel that peer assessment demands close monitoring and preparation as it can impact another individuals ‘ self-pride. Particularly when covering with low winners unless they are comfy they might experience their work is been compared and evaluated against another which in return may do adverse an consequence.3.3.3 Self-assessmentHarmonizing to Lee ( 2006 ) Self-assessment is an of import signifier of appraisal which engage pupils to speak about their ain acquisition which makes them self-critical and independent. As instructors it is of import that we train the pu pils to understand what they are meant to larn. However, harmonizing to P. Black & A ; Wiliam ( 1998b ) , most pupils are incognizant of the acquisition aims, but if they are cognizant of their marks ( aims ) , ‘their ain appraisal become an object of treatments with their instructors and with one another ‘ ( p10 ) . Geting the pupils to reexamine their ain work and enter their advancement is a method of self-assessment. Therefore, the pupil becomes ‘independent and confident scholar ‘ ( Brookhart, Andolina, Zuza, & A ; Furman, 2004, p. 214 ) . Lee suggests that inquiring the kids to make up one's mind the degree of assurance in their work as good manner of developing self-assessment accomplishments, particularly in lower categories. ‘Traffic visible radiations ‘ and ‘thumbs up ‘ method can be used to acquire the pupils to measure their assurance degree. If the pupils are confident about the construct they use green or hitchhike up, if they are still diffident gold or thumb horizontal or if they are really diffident ruddy or hitchhike down. When they are more comfy they might state â€Å" I ‘m traveling a spot ruddy on this † so that the instructor can take remedial steps easy. Through experience I feel that this is a really good method as the pupi ls can describe troubles without being noticed by other equals. This besides minimizes the distraction of the other scholars. Geting the pupils to measure exemplar pieces of work which contain common misconceptions or mistakes would assist the pupil to understand how to measure their equals and their ain work. For illustration, pull a graph with an inconsistent graduated table on the y-axis and secret plan points severely ( Lee, 2006 ) . When the pupils start discoursing about the graph they non merely understand the construct but ‘develop communicating accomplishments and math vocabulary ‘ ( Brookhart, et al. , 2004, p. 214 ) .3.4 Deciding on the following measureIn a traditional schoolroom, appraisal is used as a ‘tool for the control or alteration of behaviour, for wagess and penalty ‘ ( Sadler, 1989, p. 141 ) , but in a schoolroom where formative appraisal is practiced, appraisal is used to measure the spread between the ‘present place ‘ and the ‘desired end ‘ and to understand ‘the manner to shut the spread ‘ ( P. Black & A ; Wiliam, 1998b ) . The instructor guides the pupil in taking the following measure, but finally the pupils ‘become independent of the instructor and intelligently prosecute in and supervise their ain development ‘ ( Sadler, 1989, p. 141 ) . If the pupil has non understood the construct, the instructor spends more clip or even seek different attacks to do certain that the pupil to the full understood the construct. In an case where everyone has mastered the construct the instructor can inquire the pupil to make up one's mind what needs to be done following to make the following acquisition standards. However, with clip pupils become more independent in make up one's minding what the following measure should be to eventually achieve the aim. However, in a existent schoolroom this is non an easy measure for the instructor. The degree of attainment and single demands would be different from one kid to another. Particularly in a schoolroom with a big figure of pupils it would be a great challenge for the instructor. Monitoring the degree of attainment, make up one's mind the following measure that would drive each kid in category towards the mark and eventually covering the course of study within the given clip frame would so be a great challenge for the instructor. Therefore, holding group and whole category treatments, equal and self appraisal would cut down the load on the instructor. 4. Changing the instructor ‘s function Formative appraisal makes the teacher move off from being dominated by the completing of the course of study to being a facilitator of pupil acquisition. Teachers think of the content to be taught as a series of larning ends instead than a series of activities to be completed at any cost ( P. J. Black, 2003 ) . The instructor ‘s duty is to assist the pupils to shut the spread between the current province and the learning end while constructing their apprehension. P. J. Black ( 2003 ) states that in the King's-Medway-Oxfordshire Formative Assessment Project ( KMOFAP ) research, instructors were prepared to learn two tierces of the course of study as this is a clip devouring procedure, but in a existent category room instructors do non hold the autonomy to make up one's mind, but alternatively they are compelled to cover the whole course of study. Therefore, instructors may confront practical issues due to the nature of the course of study. Especially instructors who have been in the profession for many old ages may happen these inventions hard to accept and understand moreover they consider this as extra work to their day-to-day instruction. To get the better of this state of affairs instructors should non pattern this method of learning in add-on to the normal instruction, but should be pattern as a portion of the normal instruction. They could besides pattern this method bit by bit taking subdivision by subdivision of the course of study so that they eventually become comfy to learn the whole course of study utilizing the method. Therefore, this would take clip for the instructors to set and pattern this method of instruction. The pupils are encouraged to discourse and show mathematical Ideas. Lee ( 2006 ) states that instructors look at a schoolroom as a ‘discourse community ‘ which means they portion common ends, that there is information and feedback and that everyone understands the mathematical linguistic communication. Students are stimulated to speak and believe and the instructor guides them in these rich treatments. However, these treatments could take to the revelation of constructs. Therefore, a instructor should hold a good cognition of the topic for him to research the thoughts confidently. A instructor should non take a lesson or subject in isolation, but alternatively he should see it as a whole topic so that the treatment would associate the countries that had already been done or would be finishing in future. P. J. Black ( 2003 ) states that the instructor ‘s outlooks change with the pattern of formative appraisal. They believe that the pupils ‘ degree of ability is non fixed but that it can be improved with some support and counsel. Therefore, if a pupil finds a subject hard alternatively of believing that the pupil can non understand because of some familial lack the instructors give them clip or think of a different attack. As an illustration: work out 3ab-5ab In a traditional schoolroom if a pupil fails to reply this inquiry, the instructor would mention the inquiry to another pupil who is capable or inquire a simpler inquiry which does non affect a negative reply from that pupil, presuming that he is non capable. But when formative appraisal is practiced the instructor would remind the pupil ; state me how to work out 3 – 5? and assist the pupil so that he would eventually come up with the solution. The other major alteration of the instructor ‘s function is that the control of the lesson is besides in the custodies of the pupils. Teachers every bit good as the pupils are responsible to make up one's mind what needs to be done to achieve the end, how long they would pass on the subject and what activities they would prosecute in, therefore, the pupils become self-restraining. ‘I was concentrating on the misss understanding and non on their behavior. I frequently found that one time the apprehension was at that place, the behavior followed ‘ a instructor ‘s remark in Lee ( 2006, p. 96 ) . I have frequently experienced that the kids become restless and non prosecute in the lesson when they do non understand or when they are non occupied. When they all contribute and actively take part in a lesson they become self-restraining and as they know that their part is valued it enhances their self-esteem.5. Changing the pupils ‘ functionThe pupils ‘ function has changed from being a ‘passive receiver of cognition offered by the instructor ‘ to an ‘active scholar ‘ in the acquisition procedure who will ‘take duty for and pull off their ain acquisition ‘ ( P. J. Black, 2003, p. 97 ) . The pupils are expected to show their thoughts, think and raise their sentiments, assess themselves and their equals an d make up one's mind on remedial steps. This is non an easy alteration from the pupils ‘ point of position. All pupils may non be comfy in showing thoughts due to talking troubles or mathematical linguistic communication jobs. Another issue is the trouble in accepting the unfavorable judgment by others. Therefore, as a start the instructor can promote them to discourse group wise and so continue to category treatments. The pupils should understand that incorrect replies and misconceptions are of import as they give the chance to widen acquisition ( P. J. Black, 2003 ) . Students are frequently used to listen to the instructor and they are non use to believing critically, therefore they find it hard to believe and show thoughts. As an illustration: ‘Would your mass be the same on the Moon? ‘ ( Wiliam, 2005 ) Explain whether ‘1 ‘ is a premier figure. In these above inquiries the pupils are promoted to believe without the instructor giving the replies. However, this is one other major alteration in the function of the pupil where they sometimes might experience that the instructor is non a good instructor as he does non give out replies and they are so used to the inactive function. Therefore it takes clip and pattern for the pupils to acquire used to it, but so it is a worthwhile measure.6. DecisionIn this essay I have discussed of import points that need to be focused in utilizing appraisal for larning efficaciously in a mathematics schoolroom. As this appears to be one of the most powerful ways of learning through measuring the pupils, as instructors we need this to be embedded in our day-to-day mathematics lessons at all category degrees. However, I feel the fixed lengthy course of study which needs to be covered is a big barrier in practising this scheme. Teachers are compelled to cover the whole course of study because the pupils sit for the standard trials. Furthermore instructors have no authorization to make up one's mind on the course of study they would learn. Therefore, even if they pattern formative appraisal and continue easy in some lessons they might hold to hotfoot through some other subject. Therefore, whether it is practical to learn the whole course of study or whether certain subdivisions can be omitted demands to be researched and discussed by educationalists. Most of the schemes that are used ( oppugning, supplying feedback, measuring ) are non wholly new to instructors, but in appraisal for larning they are used in a more productive and effectual mode to assist pupil larning. Particularly in countries like oppugning, instructors may develop the accomplishments needed with experience and with clip. However, as instructors are used to the function of accountant it will non be easy for them to let go of and allow the pupils to command the acquisition as it is a great challenge for the instructor. However to be effectual these schemes need a great trade of pattern and instructors have to organize their ain ways that suit them and their pupils. Finally this method may make pupils who think, proctor and buttocks themselves and their equals and who are capable of working towards their end with the consciousness of their advancement.

Angels Demons Chapter 93-97

93 Langdon had no idea where he was going. Reflex was his only compass, driving him away from danger. His elbows and knees burned as he clambered beneath the pews. Still he clawed on. Somewhere a voice was telling him to move left. If you can get to the main aisle, you can dash for the exit. He knew it was impossible. There's a wall of flames blocking the main aisle! His mind hunting for options, Langdon scrambled blindly on. The footsteps closed faster now to his right. When it happened, Langdon was unprepared. He had guessed he had another ten feet of pews until he reached the front of the church. He had guessed wrong. Without warning, the cover above him ran out. He froze for an instant, half exposed at the front of the church. Rising in the recess to his left, gargantuan from this vantage point, was the very thing that had brought him here. He had entirely forgotten. Bernini's Ecstasy of St. Teresa rose up like some sort of pornographic still life†¦ the saint on her back, arched in pleasure, mouth open in a moan, and over her, an angel pointing his spear of fire. A bullet exploded in the pew over Langdon's head. He felt his body rise like a sprinter out of a gate. Fueled only by adrenaline, and barely conscious of his actions, he was suddenly running, hunched, head down, pounding across the front of the church to his right. As the bullets erupted behind him, Langdon dove yet again, sliding out of control across the marble floor before crashing in a heap against the railing of a niche on the right-hand wall. It was then that he saw her. A crumpled heap near the back of the church. Vittoria! Her bare legs were twisted beneath her, but Langdon sensed somehow that she was breathing. He had no time to help her. Immediately, the killer rounded the pews on the far left of the church and bore relentlessly down. Langdon knew in a heartbeat it was over. The killer raised the weapon, and Langdon did the only thing he could do. He rolled his body over the banister into the niche. As he hit the floor on the other side, the marble columns of the balustrade exploded in a storm of bullets. Langdon felt like a cornered animal as he scrambled deeper into the semicircular niche. Rising before him, the niche's sole contents seemed ironically apropos – a single sarcophagus. Mine perhaps, Langdon thought. Even the casket itself seemed fitting. It was a sctola – a small, unadorned, marble box. Burial on a budget. The casket was raised off the floor on two marble blocks, and Langdon eyed the opening beneath it, wondering if he could slide through. Footsteps echoed behind him. With no other option in sight, Langdon pressed himself to the floor and slithered toward the casket. Grabbing the two marble supports, one with each hand, he pulled like a breaststroker, dragging his torso into the opening beneath the tomb. The gun went off. Accompanying the roar of the gun, Langdon felt a sensation he had never felt in his life†¦ a bullet sailing past his flesh. There was a hiss of wind, like the backlash of a whip, as the bullet just missed him and exploded in the marble with a puff of dust. Blood surging, Langdon heaved his body the rest of the way beneath the casket. Scrambling across the marble floor, he pulled himself out from beneath the casket and to the other side. Dead end. Langdon was now face to face with the rear wall of the niche. He had no doubt that this tiny space behind the tomb would become his grave. And soon, he realized, as he saw the barrel of the gun appear in the opening beneath the sarcophagus. The Hassassin held the weapon parallel with the floor, pointing directly at Langdon's midsection. Impossible to miss. Langdon felt a trace of self-preservation grip his unconscious mind. He twisted his body onto his stomach, parallel with the casket. Facedown, he planted his hands flat on the floor, the glass cut from the archives pinching open with a stab. Ignoring the pain, he pushed. Driving his body upward in an awkward push-up, Langdon arched his stomach off the floor just as the gun went off. He could feel the shock wave of the bullets as they sailed beneath him and pulverized the porous travertine behind. Closing his eyes and straining against exhaustion, Langdon prayed for the thunder to stop. And then it did. The roar of gunfire was replaced with the cold click of an empty chamber. Langdon opened his eyes slowly, almost fearful his eyelids would make a sound. Fighting the trembling pain, he held his position, arched like a cat. He didn't even dare breathe. His eardrums numbed by gunfire, Langdon listened for any hint of the killer's departure. Silence. He thought of Vittoria and ached to help her. The sound that followed was deafening. Barely human. A guttural bellow of exertion. The sarcophagus over Langdon's head suddenly seemed to rise on its side. Langdon collapsed on the floor as hundreds of pounds teetered toward him. Gravity overcame friction, and the lid was the first to go, sliding off the tomb and crashing to the floor beside him. The casket came next, rolling off its supports and toppling upside down toward Langdon. As the box rolled, Langdon knew he would either be entombed in the hollow beneath it or crushed by one of the edges. Pulling in his legs and head, Langdon compacted his body and yanked his arms to his sides. Then he closed his eyes and awaited the sickening crush. When it came, the entire floor shook beneath him. The upper rim landed only millimeters from the top of his head, rattling his teeth in their sockets. His right arm, which Langdon had been certain would be crushed, miraculously still felt intact. He opened his eyes to see a shaft of light. The right rim of the casket had not fallen all the way to the floor and was still propped partially on its supports. Directly overhead, though, Langdon found himself staring quite literally into the face of death. The original occupant of the tomb was suspended above him, having adhered, as decaying bodies often did, to the bottom of the casket. The skeleton hovered a moment, like a tentative lover, and then with a sticky crackling, it succumbed to gravity and peeled away. The carcass rushed down to embrace him, raining putrid bones and dust into Langdon's eyes and mouth. Before Langdon could react, a blind arm was slithering through the opening beneath the casket, sifting through the carcass like a hungry python. It groped until it found Langdon's neck and clamped down. Langdon tried to fight back against the iron fist now crushing his larynx, but he found his left sleeve pinched beneath the edge of the coffin. He had only one arm free, and the fight was a losing battle. Langdon's legs bent in the only open space he had, his feet searching for the casket floor above him. He found it. Coiling, he planted his feet. Then, as the hand around his neck squeezed tighter, Langdon closed his eyes and extended his legs like a ram. The casket shifted, ever so slightly, but enough. With a raw grinding, the sarcophagus slid off the supports and landed on the floor. The casket rim crashed onto the killer's arm, and there was a muffled scream of pain. The hand released Langdon's neck, twisting and jerking away into the dark. When the killer finally pulled his arm free, the casket fell with a conclusive thud against the flat marble floor. Complete darkness. Again. And silence. There was no frustrated pounding outside the overturned sarcophagus. No prying to get in. Nothing. As Langdon lay in the dark amidst a pile of bones, he fought the closing darkness and turned his thoughts to her. Vittoria. Are you alive? If Langdon had known the truth – the horror to which Vittoria would soon awake – he would have wished for her sake that she were dead. 94 Sitting in the Sistine Chapel among his stunned colleagues, Cardinal Mortati tried to comprehend the words he was hearing. Before him, lit only by the candlelight, the camerlegno had just told a tale of such hatred and treachery that Mortati found himself trembling. The camerlegno spoke of kidnapped cardinals, branded cardinals, murdered cardinals. He spoke of the ancient Illuminati – a name that dredged up forgotten fears – and of their resurgence and vow of revenge against the church. With pain in his voice, the camerlegno spoke of his late Pope†¦ the victim of an Illuminati poisoning. And finally, his words almost a whisper, he spoke of a deadly new technology, antimatter, which in less than two hours threatened to destroy all of Vatican City. When he was through, it was as if Satan himself had sucked the air from the room. Nobody could move. The camerlegno's words hung in the darkness. The only sound Mortati could now hear was the anomalous hum of a television camera in back – an electronic presence no conclave in history had ever endured – but a presence demanded by the camerlegno. To the utter astonishment of the cardinals, the camerlegno had entered the Sistine Chapel with two BBC reporters – a man and a woman – and announced that they would be transmitting his solemn statement, live to the world. Now, speaking directly to the camera, the camerlegno stepped forward. â€Å"To the Illuminati,† he said, his voice deepening, â€Å"and to those of science, let me say this.† He paused. â€Å"You have won the war.† The silence spread now to the deepest corners of the chapel. Mortati could hear the desperate thumping of his own heart. â€Å"The wheels have been in motion for a long time,† the camerlegno said. â€Å"Your victory has been inevitable. Never before has it been as obvious as it is at this moment. Science is the new God.† What is he saying? Mortati thought. Has he gone mad? The entire world is hearing this! â€Å"Medicine, electronic communications, space travel, genetic manipulation†¦ these are the miracles about which we now tell our children. These are the miracles we herald as proof that science will bring us the answers. The ancient stories of immaculate conceptions, burning bushes, and parting seas are no longer relevant. God has become obsolete. Science has won the battle. We concede.† A rustle of confusion and bewilderment swept through the chapel. â€Å"But science's victory,† the camerlegno added, his voice intensifying, â€Å"has cost every one of us. And it has cost us deeply.† Silence. â€Å"Science may have alleviated the miseries of disease and drudgery and provided an array of gadgetry for our entertainment and convenience, but it has left us in a world without wonder. Our sunsets have been reduced to wavelengths and frequencies. The complexities of the universe have been shredded into mathematical equations. Even our self-worth as human beings has been destroyed. Science proclaims that Planet Earth and its inhabitants are a meaningless speck in the grand scheme. A cosmic accident.† He paused. â€Å"Even the technology that promises to unite us, divides us. Each of us is now electronically connected to the globe, and yet we feel utterly alone. We are bombarded with violence, division, fracture, and betrayal. Skepticism has become a virtue. Cynicism and demand for proof has become enlightened thought. Is it any wonder that humans now feel more depressed and defeated than they have at any point in human history? Does science hold anything sacred? Science l ooks for answers by probing our unborn fetuses. Science even presumes to rearrange our own DNA. It shatters God's world into smaller and smaller pieces in quest of meaning†¦ and all it finds is more questions.† Mortati watched in awe. The camerlegno was almost hypnotic now. He had a physical strength in his movements and voice that Mortati had never witnessed on a Vatican altar. The man's voice was wrought with conviction and sadness. â€Å"The ancient war between science and religion is over,† the camerlegno said. â€Å"You have won. But you have not won fairly. You have not won by providing answers. You have won by so radically reorienting our society that the truths we once saw as signposts now seem inapplicable. Religion cannot keep up. Scientific growth is exponential. It feeds on itself like a virus. Every new breakthrough opens doors for new breakthroughs. Mankind took thousands of years to progress from the wheel to the car. Yet only decades from the car into space. Now we measure scientific progress in weeks. We are spinning out of control. The rift between us grows deeper and deeper, and as religion is left behind, people find themselves in a spiritual void. We cry out for meaning. And believe me, we do cry out. We see UFOs, engage in channeling, spirit contact, out-of-body experiences, mindquests – all these eccentric ideas have a scientific veneer, but they are unashamedly irrational. Th ey are the desperate cry of the modern soul, lonely and tormented, crippled by its own enlightenment and its inability to accept meaning in anything removed from technology.† Mortati could feel himself leaning forward in his seat. He and the other cardinals and people around the world were hanging on this priest's every utterance. The camerlegno spoke with no rhetoric or vitriol. No references to scripture or Jesus Christ. He spoke in modern terms, unadorned and pure. Somehow, as though the words were flowing from God himself, he spoke the modern language†¦ delivering the ancient message. In that moment, Mortati saw one of the reasons the late Pope held this young man so dear. In a world of apathy, cynicism, and technological deification, men like the camerlegno, realists who could speak to our souls like this man just had, were the church's only hope. The camerlegno was talking more forcefully now. â€Å"Science, you say, will save us. Science, I say, has destroyed us. Since the days of Galileo, the church has tried to slow the relentless march of science, sometimes with misguided means, but always with benevolent intention. Even so, the temptations are too great for man to resist. I warn you, look around yourselves. The promises of science have not been kept. Promises of efficiency and simplicity have bred nothing but pollution and chaos. We are a fractured and frantic species†¦ moving down a path of destruction.† The camerlegno paused a long moment and then sharpened his eyes on the camera. â€Å"Who is this God science? Who is the God who offers his people power but no moral framework to tell you how to use that power? What kind of God gives a child fire but does not warn the child of its dangers? The language of science comes with no signposts about good and bad. Science textbooks tell us how to create a nuclear reaction, and yet they contain no chapter asking us if it is a good or a bad idea. â€Å"To science, I say this. The church is tired. We are exhausted from trying to be your signposts. Our resources are drying up from our campaign to be the voice of balance as you plow blindly on in your quest for smaller chips and larger profits. We ask not why you will not govern yourselves, but how can you? Your world moves so fast that if you stop even for an instant to consider the implications of your actions, someone more efficient will whip past you in a blur. So you move on. You proliferate weapons of mass destruction, but it is the Pope who travels the world beseeching leaders to use restraint. You clone living creatures, but it is the church reminding us to consider the moral implications of our actions. You encourage people to interact on phones, video screens, and computers, but it is the church who opens its doors and reminds us to commune in person as we were meant to do. You even murder unborn babies in the name of research that will save lives. Again, it is the ch urch who points out the fallacy of this reasoning. â€Å"And all the while, you proclaim the church is ignorant. But who is more ignorant? The man who cannot define lightning, or the man who does not respect its awesome power? This church is reaching out to you. Reaching out to everyone. And yet the more we reach, the more you push us away. Show me proof there is a God, you say. I say use your telescopes to look to the heavens, and tell me how there could not be a God!† The camerlegno had tears in his eyes now. â€Å"You ask what does God look like. I say, where did that question come from? The answers are one and the same. Do you not see God in your science? How can you miss Him! You proclaim that even the slightest change in the force of gravity or the weight of an atom would have rendered our universe a lifeless mist rather than our magnificent sea of heavenly bodies, and yet you fail to see God's hand in this? Is it really so much easier to believe that we simply chose the right card from a deck of billions? Have we becom e so spiritually bankrupt that we would rather believe in mathematical impossibility than in a power greater than us? â€Å"Whether or not you believe in God,† the camerlegno said, his voice deepening with deliberation, â€Å"you must believe this. When we as a species abandon our trust in the power greater than us, we abandon our sense of accountability. Faith†¦ all faiths†¦ are admonitions that there is something we cannot understand, something to which we are accountable†¦ With faith we are accountable to each other, to ourselves, and to a higher truth. Religion is flawed, but only because man is flawed. If the outside world could see this church as I do†¦ looking beyond the ritual of these walls†¦ they would see a modern miracle†¦ a brotherhood of imperfect, simple souls wanting only to be a voice of compassion in a world spinning out of control.† The camerlegno motioned out over the College of Cardinals, and the BBC camerawoman instinctively followed, panning the crowd. â€Å"Are we obsolete?† the camerlegno asked. â€Å"Are these men dino-saurs? Am I? Does the world really need a voice for the poor, the weak, the oppressed, the unborn child? Do we really need souls like these who, though imperfect, spend their lives imploring each of us to read the signposts of morality and not lose our way?† Mortati now realized that the camerlegno, whether consciously or not, was making a brilliant move. By showing the cardinals, he was personalizing the church. Vatican City was no longer a building, it was people – people like the camerlegno who had spent their lives in the service of goodness. â€Å"Tonight we are perched on a precipice,† the camerlegno said. â€Å"None of us can afford to be apathetic. Whether you see this evil as Satan, corruption, or immorality†¦ the dark force is alive and growing every day. Do not ignore it.† The camerlegno lowered his voice to a whisper, and the camera moved in. â€Å"The force, though mighty, is not invincible. Goodness can prevail. Listen to your hearts. Listen to God. Together we can step back from this abyss.† Now Mortati understood. This was the reason. Conclave had been violated, but this was the only way. It was a dramatic and desperate plea for help. The camerlegno was speaking to both his enemy and his friends now. He was entreating anyone, friend or foe, to see the light and stop this madness. Certainly someone listening would realize the insanity of this plot and come forward. The camerlegno knelt at the altar. â€Å"Pray with me.† The College of Cardinals dropped to their knees to join him in prayer. Outside in St. Peter's Square and around the globe†¦ a stunned world knelt with them. 95 The Hassassin lay his unconscious trophy in the rear of the van and took a moment to admire her sprawled body. She was not as beautiful as the women he bought, and yet she had an animal strength that excited him. Her body was radiant, dewy with perspiration. She smelled of musk. As the Hassasin stood there savoring his prize, he ignored the throb in his arm. The bruise from the falling sarcophagus, although painful, was insignificant†¦ well worth the compensation that lay before him. He took consolation in knowing the American who had done this to him was probably dead by now. Gazing down at his incapacitated prisoner, the Hassassin visualized what lay ahead. He ran a palm up beneath her shirt. Her breasts felt perfect beneath her bra. Yes, he smiled. You are more than worthy. Fighting the urge to take her right there, he closed the door and drove off into the night. There was no need to alert the press about this killing†¦ the flames would do that for him. At CERN, Sylvie sat stunned by the camerlegno's address. Never before had she felt so proud to be a Catholic and so ashamed to work at CERN. As she left the recreational wing, the mood in every single viewing room was dazed and somber. When she got back to Kohler's office, all seven phone lines were ringing. Media inquiries were never routed to Kohler's office, so the incoming calls could only be one thing. Geld. Money calls. Antimatter technology already had some takers. Inside the Vatican, Gunther Glick was walking on air as he followed the camerlegno from the Sistine Chapel. Glick and Macri had just made the live transmission of the decade. And what a transmission it had been. The camerlegno had been spellbinding. Now out in the hallway, the camerlegno turned to Glick and Macri. â€Å"I have asked the Swiss Guard to assemble photos for you – photos of the branded cardinals as well as one of His late Holiness. I must warn you, these are not pleasant pictures. Ghastly burns. Blackened tongues. But I would like you to broadcast them to the world.† Glick decided it must be perpetual Christmas inside Vatican City. He wants me to broadcast an exclusive photo of the dead Pope? â€Å"Are you sure?† Glick asked, trying to keep the excitement from his voice. The camerlegno nodded. â€Å"The Swiss Guard will also provide you a live video feed of the antimatter canister as it counts down.† Glick stared. Christmas. Christmas. Christmas! â€Å"The Illuminati are about to find out,† the camerlegno declared, â€Å"that they have grossly overplayed their hand.† 96 Like a recurring theme in some demonic symphony, the suffocating darkness had returned. No light. No air. No exit. Langdon lay trapped beneath the overturned sarcophagus and felt his mind careening dangerously close to the brink. Trying to drive his thoughts in any direction other than the crushing space around him, Langdon urged his mind toward some logical process†¦ mathematics, music, anything. But there was no room for calming thoughts. I can't move! I can't breathe! The pinched sleeve of his jacket had thankfully come free when the casket fell, leaving Langdon now with two mobile arms. Even so, as he pressed upward on the ceiling of his tiny cell, he found it immovable. Oddly, he wished his sleeve were still caught. At least it might create a crack for some air. As Langdon pushed against the roof above, his sleeve fell back to reveal the faint glow of an old friend. Mickey. The greenish cartoon face seemed mocking now. Langdon probed the blackness for any other sign of light, but the casket rim was flush against the floor. Goddamn Italian perfectionists, he cursed, now imperiled by the same artistic excellence he taught his students to revere†¦ impeccable edges, faultless parallels, and of course, use only of the most seamless and resilient Carrara marble. Precision can be suffocating. â€Å"Lift the damn thing,† he said aloud, pressing harder through the tangle of bones. The box shifted slightly. Setting his jaw, he heaved again. The box felt like a boulder, but this time it raised a quarter of an inch. A fleeting glimmer of light surrounded him, and then the casket thudded back down. Langdon lay panting in the dark. He tried to use his legs to lift as he had before, but now that the sarcophagus had fallen flat, there was no room even to straighten his knees. As the claustrophobic panic closed in, Langdon was overcome by images of the sarcophagus shrinking around him. Squeezed by delirium, he fought the illusion with every logical shred of intellect he had. â€Å"Sarcophagus,† he stated aloud, with as much academic sterility as he could muster. But even erudition seemed to be his enemy today. Sarcophagus is from the Greek â€Å"sarx† meaning â€Å"flesh,† and â€Å"phagein† meaning â€Å"to eat.† I'm trapped in a box literally designed to â€Å"eat flesh.† Images of flesh eaten from bone only served as a grim reminder that Langdon lay covered in human remains. The notion brought nausea and chills. But it also brought an idea. Fumbling blindly around the coffin, Langdon found a shard of bone. A rib maybe? He didn't care. All he wanted was a wedge. If he could lift the box, even a crack, and slide the bone fragment beneath the rim, then maybe enough air could†¦ Reaching across his body and wedging the tapered end of the bone into the crack between the floor and the coffin, Langdon reached up with his other hand and heaved skyward. The box did not move. Not even slightly. He tried again. For a moment, it seemed to tremble slightly, but that was all. With the fetid stench and lack of oxygen choking the strength from his body, Langdon realized he only had time for one more effort. He also knew he would need both arms. Regrouping, he placed the tapered edge of the bone against the crack, and shifting his body, he wedged the bone against his shoulder, pinning it in place. Careful not to dislodge it, he raised both hands above him. As the stifling confine began to smother him, he felt a welling of intensified panic. It was the second time today he had been trapped with no air. Hollering aloud, Langdon thrust upward in one explosive motion. The casket jostled off the floor for an instant. But long enough. The bone shard he had braced against his shoulder slipped outward into the widening crack. When the casket fell again, the bone shattered. But this time Langdon could see the casket was propped up. A tiny slit of light showed beneath the rim. Exhausted, Langdon collapsed. Hoping the strangling sensation in his throat would pass, he waited. But it only worsened as the seconds passed. Whatever air was coming through the slit seemed imperceptible. Langdon wondered if it would be enough to keep him alive. And if so, for how long? If he passed out, who would know he was even in there? With arms like lead, Langdon raised his watch again: 10:12 P.M. Fighting trembling fingers, he fumbled with the watch and made his final play. He twisted one of the tiny dials and pressed a button. As consciousness faded, and the walls squeezed closer, Langdon felt the old fears sweep over him. He tried to imagine, as he had so many times, that he was in an open field. The image he conjured, however, was no help. The nightmare that had haunted him since his youth came crashing back†¦ The flowers here are like paintings, the child thought, laughing as he ran across the meadow. He wished his parents had come along. But his parents were busy pitching camp. â€Å"Don't explore too far,† his mother had said. He had pretended not to hear as he bounded off into the woods. Now, traversing this glorious field, the boy came across a pile of fieldstones. He figured it must be the foundation of an old homestead. He would not go near it. He knew better. Besides, his eyes had been drawn to something else – a brilliant lady's slipper – the rarest and most beautiful flower in New Hampshire. He had only ever seen them in books. Excited, the boy moved toward the flower. He knelt down. The ground beneath him felt mulchy and hollow. He realized his flower had found an extra-fertile spot. It was growing from a patch of rotting wood. Thrilled by the thought of taking home his prize, the boy reached out†¦ fingers extending toward the stem. He never reached it. With a sickening crack, the earth gave way. In the three seconds of dizzying terror as he fell, the boy knew he would die. Plummeting downward, he braced for the bone-crushing collision. When it came, there was no pain. Only softness. And cold. He hit the deep liquid face first, plunging into a narrow blackness. Spinning disoriented somersaults, he groped the sheer walls thatenclosed him on all sides. Somehow, as if by instinct, he sputtered to the surface. Light. Faint. Above him. Miles above him, it seemed. His arms clawed at the water, searching the walls of the hollow for something to grab onto. Only smooth stone. He had fallen through an abandoned well covering. He screamed for help, but his cries reverberated in the tight shaft. He called out again and again. Above him, the tattered hole grew dim. Night fell. Time seemed to contort in the darkness. Numbness set in as he treaded water in the depths of the chasm, calling, crying out. He was tormented by visions of the walls collapsing in, burying him alive. His arms ached with fatigue. A few times he thought he heard voices. He shouted out, but his own voice was muted†¦ like a dream. As the night wore on, the shaft deepened. The walls inched quietly inward. The boy pressed out against the enclosure, pushing it away. Exhausted, he wanted to give up. And yet he felt the water buoy him, cooling his burning fears until he was numb. When the rescue team arrived, they found the boy barely conscious. He had been treading water for five hours. Two days later, the Boston Globe ran a front-page story called â€Å"The Little Swimmer That Could.† 97 The Hassassin smiled as he pulled his van into the mammoth stone structure overlooking the Tiber River. He carried his prize up and up†¦ spiraling higher in the stone tunnel, grateful his load was slender. He arrived at the door. The Church of Illumination, he gloated. The ancient Illuminati meeting room. Who would have imagined it to be here? Inside, he lay her on a plush divan. Then he expertly bound her arms behind her back and tied her feet. He knew that what he longed for would have to wait until his final task was finished. Water. Still, he thought, he had a moment for indulgence. Kneeling beside her, he ran his hand along her thigh. It was smooth. Higher. His dark fingers snaked beneath the cuff of her shorts. Higher. He stopped. Patience, he told himself, feeling aroused. There is work to be done. He walked for a moment out onto the chamber's high stone balcony. The evening breeze slowly cooled his ardor. Far below the Tiber raged. He raised his eyes to the dome of St. Peter's, three quarters of a mile away, naked under the glare of hundreds of press lights. â€Å"Your final hour,† he said aloud, picturing the thousands of Muslims slaughtered during the Crusades. â€Å"At midnight you will meet your God.† Behind him, the woman stirred. The Hassassin turned. He considered letting her wake up. Seeing terror in a woman's eyes was his ultimate aphrodisiac. He opted for prudence. It would be better if she remained unconscious while he was gone. Although she was tied and would never escape, the Hassassin did not want to return and find her exhausted from struggling. I want your strength preserved†¦ for me. Lifting her head slightly, he placed his palm beneath her neck and found the hollow directly beneath her skull. The crown/meridian pressure point was one he had used countless times. With crushing force, he drove his thumb into the soft cartilage and felt it depress. The woman slumped instantly. Twenty minutes, he thought. She would be a tantalizing end to a perfect day. After she had served him and died doing it, he would stand on the balcony and watch the midnight Vatican fireworks. Leaving his prize unconscious on the couch, the Hassassin went downstairs into a torchlit dungeon. The final task. He walked to the table and revered the sacred, metal forms that had been left there for him. Water. It was his last. Removing a torch from the wall as he had done three times already, he began heating the end. When the end of the object was white hot, he carried it to the cell. Inside, a single man stood in silence. Old and alone. â€Å"Cardinal Baggia,† the killer hissed. â€Å"Have you prayed yet?† The Italian's eyes were fearless. â€Å"Only for your soul.†

Mexican American Journal Entry Essay

It has been 11 years since we have arrived to Los Angeles, California. I can still remember the feeling of when my father had said to us that he we would be moving to a far place to try to find better jobs for my mother and him because with the two jobs my father had and the washing and ironing of other peoples clothes my mom did was not bringing enough money to support my sisters and me and did they wanted to provide a better life for my sisters and me. Mexico was such a poor country that my parents could not see themselves make enough money to support my sisters and me, let alone see us get a better education. So my parents decide to migrate to the United States with one of my mother’s brother. We arrived in Los Angeles, California on July 16, 1931, with my Aunt Julia and Uncle Fernando. My family and I were so happy to finally arrive to the U. S. to live the â€Å"American Dream. † Soon we would find out that our dreams would come crushing down fast. After settling down, my mother decided it was time to enroll my sisters and me into school. My mother asked my Aunt Julia and Uncle Fernando what my sisters and I need to enroll into school but since my aunt and uncle did not have any children, they were unable to tell my parents the information we would need. As my mother, my sisters and I walked into the school we could notice all the â€Å"gringos† looking at us in a weird way (looking at us like we did not belong there). My mother can right away tell that there was something wrong that we would not be accepted into that school. My mom was correct, as we entered the office the school secretary told my mother that we were not welcomed there and that if she wanted to enroll us into school it needed to be in a segregated Mexican school. Walking out of the school with confusion on her face, my mother saw an elderly Mexican American woman who spoke Spanish and asked her if she knew the reason we were not accepted into the school. The woman proceeded to explain to my mother that in the past few years many Mexicans were migrating to the U. S forced by the economic and political disorder produced by the Mexican Revolution and were tempted by jobs in U. S. agribusiness and industry that many Americans feared losing their jobs to underpaid illegal immigrants. Americans could not deal with losing the jobs they had especially during this time of the Great Depression. The elderly woman proceeded to explain to my mother that Mexicans were not welcomed to California or other parts of the country, that Mexicans were discriminated against and that we only had to go to schools that were for Mexicans only, that the only language we could speak in the schools regardless if they were for Mexicans only was English. She read my mother some signs that said, â€Å"NO MEXICANS ALLOWED. † She continued to tell my mother which neighborhoods we could not enter and which we could. If we saw signs like the ones she read for us, then we should be aware that we were not wanted there. After finding an all Mexican school for my sisters and me, my parents thought the hard part was over. I would here them talking in their bed room that as long as they did not bother the â€Å"gringos† or got in there way we would not have anything to worry about but they were wrong. Shortly after being able to find jobs for themselves, I began to see my parents worried and listening to their radios all the time. They had just found out that Mexicans were being deported back to Mexico regardless of their legal status. The news stated that tens of thousands of Mexican families were arrested and sent to jail for 10 days before they were sent to Mexico by train, because of an anti-immigrant campaign that the Americans had done. Those families were not given a chance to proof if any family members were U. S citizens. Families were not given the chance to take anything with them. The news also began announcing free trains rides back to Mexico for Mexican American and Mexicans who wished to voluntarily be taken back to Mexico. I can remember seeing my mother cry because she said she did not want to return to Mexico and live in the horrible conditions we were living in before. She begged my father to do something so we did not have to return to Mexico. One day my father came home telling my mother that he had heard of migrant work camps established by the U. S. Farm Security Administration, or FSA and that they had a possibility of getting jobs there to stay in the U. S. The camps provided housing, food, and medicine for immigrant families as well as safety from any criminal elements that can take advantage of defenseless immigrants. We had the possibility of staying we were extremely happy!! Little by little more Mexicans have extended their stay as well as the places were we live at. The most popular places where Mexicans live at now are Chicago, California, and New York. We stayed in the U. S. , my sisters and I are receiving a great education and compared to Mexico, I think we are now living the American Dream!!!! Reference: Depression and the Struggle for Survival. (2005, April 20). Immigration. Retrieved August 10, 2008, from The Library of Congress. Koch, W. (2006, April 4). 1930s Deportees Await Apology. USA TODAY. Retrieved from http:www. usatoday. com.

The Experience in the Educational Counseling Preparation Program Research Proposal

The Experience in the Educational Counseling Preparation Program - Research Proposal Example Actually, the latter has been extremely interesting and useful for me, since I have learned a great many new and extremely effective data from various subject areas within the material of the program. Besides, I have had a great opportunity to learned certain mechanisms and schemes in their action while practicing. Frankly speaking, knowledge from any branch of learning is beneficial for me as a future professional, but still, my personal feeling is that psychology has the greatest power for educational counseling. In fact, this science has conquered my mind due to its specific approaches, laws, and tools able to assist people in a very active way. This understanding has penetrated into my conscious to the extent that my plans for the future work as an educational counselor are prevailed with intentions to be guided by psychology as a primary and main principle of cooperation with students, their parents and instructors. So, this is my first disposition that has been opened through p articipation in the Educational Counseling Preparation Program. Whereas one compares current me with that person (another me) prior to the program, the difference is impressive. I don’t want to display but the changes are notable. The thing is that I have turned into a personality with a good bundle of knowledge and skills from a person with poor experience even in communication with other people. Definitely, I can’t say that I have been nothing before the program. Naturally, I have had some basics resulted from my educational background. But intensive learning in the Educational Counseling Preparation Program has upgraded my level in a great measure. Furthermore, it has continued the process of my self-improvement. In particular, my experience has aided me in the attainment of self-belief.