1. The document provides a sample exam question asking students to analyze a source about the 1984-85 British miners' strike.
2. The question asks what can be learned about Arthur Scargill's aims during the strike from tactics described in the source, such as flying pickets and the impact of non-striking miners.
3. The source also describes police tactics against striking miners, including baton charges and violence, which escalated over time.
this is a short power point on miner strike which includes
What were the circumstances of incident
What was the thinking behind this show of opinions
What was the governments response
and loads more.
hope this helps
Accompanying deck for my 30-minute presentation on survey. Survey is quite a lengthy topic so had to focus on the practicalities of choosing a survey and the rules of thumb around developing questions and the importance of sampling. There is a also a study of the Gallup Poll during the 1948 elections.
this is a short power point on miner strike which includes
What were the circumstances of incident
What was the thinking behind this show of opinions
What was the governments response
and loads more.
hope this helps
Accompanying deck for my 30-minute presentation on survey. Survey is quite a lengthy topic so had to focus on the practicalities of choosing a survey and the rules of thumb around developing questions and the importance of sampling. There is a also a study of the Gallup Poll during the 1948 elections.
On 3 June 2022, I had the pleasure to host a lecture on Storytelling, narratives and connections for policy entrepreneurs at the School of Transnational Governance of the European University Institute.
Nothing makes you more formidable than verbal competence, to be able to articulate and marshal your arguments. Get everything in order, get your information straight, to go to war with words.
A number of authors interested in how to translate evidence into policy identify the importance of policy narrative and argue that advocates of scientific evidence need to tell good stories to grab the attention and appeal to the emotions of policymakers. Yet, this general call for better narratives is incomplete without concrete examples and evidence of their effectiveness. To ensure research findings are taken up into policy, scientists and social researchers need a sophisticated understanding of policymaker psychology and the role of factors such as group dynamics and the rules that people follow within organizations.
While many policy studies take into account how and why people make decisions, individually and within the complex systems of government, few go a step further to offer advice on how those who wish to influence policy should act.
There is a large body of grey literature that does focus on providing practical guidance for those seeking to ensure uptake of evidence into policy. This literature draws on a range of insights from the world of academia, but also from practical lessons gained from years of trial and error within the field of policy advocacy.
I thank the School of Transnational Governance for giving me the opportunity to present my findings to some absolutely brilliant attendees from all over Europe.
The Fairness Test is the first of many tools that will be provided by the Fairness Coalition to help ordinary Americans understand whether politicians are acting in good faith. This test can be applied to any position, party or ideology. The ultimate goal is to help the electorate decide issues for themselves rather than being dependent on confusing rhetoric or deliberate propaganda.
Oral History Education ~ Bringing History to LifeMy Storycatcher
This popular presentation has been updated with video and new content for 2011. These slides and speaker notes provide a detailed, "turn key" lesson plan on oral history interviewing techniques. Oral history projects can empower students to connect to history, bringing it to life. It includes classroom slides, teacher notes, and educational resources for oral history projects in the classroom.
Discussion Instructions· Due 114· Please make sure ALL quest.docxmadlynplamondon
Discussion Instructions:
· Due 1/14
· Please make sure ALL questions are answered
· Minimum of 2 scholarly sources cited for EACH discussion unless stated in the initial post instructions. Please include a link to EACH scholarly source(s) in your references.
· APA format for in-text citations and list of references
Discussion 2: Context, Meaning, and Value
Initial Post Instructions
Select one of the following options to research for this discussion:
· Option 1: Google <California Washington mural>. You will find numerous reports concerning a California school district that voted to paint over a mural in the high school. The Life of Washington was painted by Depression-era artist Victor Arnautoff.
· Option 2: Google <Indiana University Thomas Hart Benton mural>. You will find numerous articles on the controversy surround a panel from Benton's A Social History of Indiana (1933) murals.
· Option 3: Conduct research on a mural or statue or monument in your town that is the subject of controversy.
Before you read the news articles, try to look at the artworks through an image search in Google. Then, read the news articles to see the different viewpoints about the murals.
For the initial post, address at least four (4) of the following questions for the option you selected:
· What do you think should be done with the artwork (e.g., painted over, covered, destroyed, left as is in plain view, etc.)? Why?
· Should the context in which the artwork was created (the Great Depression of the 1930s in the case of the Benton and Arnautoff murals) have an impact on the decision of what to do with the artwork?
· Should the context in which people now view the artwork have an impact on the decision of what to do with it?
· What message do you think the artwork conveys?
· Do you think there is ambiguity in the message?
· Do you think the message is vague?
· Does the artistic value of the artwork require that it be saved regardless of message?
· Does the historic value of the artwork require that it be saved regardless of message?
· Do you think the message of the artwork is sufficiently important that the message alone requires that it be saved?
· Do you think the artists were biased or prejudiced? If yes, explain specifics about the artwork that support your opinion. Do you think viewers might be bringing bias or prejudice to their opinions? Are you?
Discussion 3: Evaluating Sources
Introduction
"Everyone is entitled to their own opinions – but not their own facts." (Daniel Patrick Moynihan, cited in Vanity Fair, 2010, para. 2)
We form opinions – and make our judgments – based on facts we observe and values we hold. Our judgments are also influenced by the opinions of others. In the section "An Expert on Hate in America" in Chapter 6, one of the authors, Dr. Peter Facione, renders an opinion on a non-profit civil rights organization: Southern Poverty Law Center (SPLC). Dr. Facione is a leading advocate and one of the most influential voices in the field of cr ...
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
2. Question 1 – (6 marks)
•Inference –
• To test your ability to understand
what a source is saying AND to
make valid inferences from it.
3. 1 Study Source A.
What can you learn from Source A about Arthur Scargill’s aims
during the Miners’ Strike? 6 marks - 9 minutes
Source A: From A History of Modern Britain by Andrew Marr, published in 2009.
Arthur Scargill, the leader of the National Union of Mineworkers, sent militant miners in
coaches to close working pits and coal depots. Without these ‘flying pickets’, far fewer pits
would have come out on strike. The Nottingham miners who continued to work turned out
to be important. Without them, the power stations might have begun to run short of fuel
and the government would have been in deep trouble. The police defended the working
miners with determination, using horses, baton charges and other methods. The Battle for
Orgreave was particularly brutal. As the strike went on, the tough methods used by the
police were matched by violence from striking miners.
It tells us about: the miners tactics,
the impact of the Nottingham miners continuing to work
That the police’s role was important
and that the police used violence and so eventually did the Miners.
4. Q1:
In source A I can see …
This suggests …
Furthermore, this source says …
From this I can infer…
5. Mark Scheme
• 1 marks – Answer selects relevant detail from
the source.
• 2-3 marks - Unsupported inference – Valid
inference but without support from the
source.
• 4-6 marks - Valid inferences are made and
supported form the source.
6. Purpose
Question 2 – (8 marks)
• - the question will test your ability to
understand and analyse what a source is
saying AND to use the source and your own
knowledge to explain the purpose behind the
representation/source
7. • Many sources do more
than just provide
information.
• They have been
deliberately produced to
achieve something.
• Most often they have been
designed to get their
audience to think about
something in a particular
way and to take some
action.
A cartoon produced by
Punch magazine in May
1926
You will be analysing the content
Ie what the cartoon is saying
And then linking this to purpose
-What are people trying to achieve with the
message.
-Make sure you use the caption to help you
understand purpose – who made it and the type
of source.
8. 1. What the
representation
shows/says
2. How that
creates a certain
impression or
message
3. How that links
to the purpose of
the representation
(cartoon, poster,
news paper
article, leaflet etc)
In source B I can see … From this I can infer…
Consequently, the
impression this creates
is…
Therefore the purpose
of the representation is
to................
9. 2 Study Source B.
What was the purpose of this representation? Explain your answer, using source B and
your own knowledge.
Source B: From a book called the The Battle for Orgreave by Bernard Jackson, published in
1986. He was a picket who was arrested at Orgreave.
As the lorries carrying coal left the depot, we made our usual push against the lines of
police. Then police riot shields parted and fourteen mounted police rode straight out into
the pickets. As this happened, police in the line beat on their riot shields with truncheons,
creating a wall of noise which was meant to intimidate and frighten us. It was more than
simply a noise; it was a declaration that we were facing an army which had declared war
on us. We stood still, raised our hands or ran away. Police truncheons were used on arms,
legs and particularly on heads and faces.
12 minutes
10. “I must tell you that what we have got is an attempt
to replace the rule of law with the rule of the mob,
and it must not succeed. It must not succeed! There
are those who are using violence and intimidation to
impose their will on others who do not want it. The
rule of the law must succeed over the rule of the
mob.”
Source E: From a speech by Mrs Thatcher on 30th
May 1984, the
day after clashes between pickets and police at
Orgreave
What do you think that Mrs Thatcher wanted to achieve by making the speech in this
way? Explain your answer, using Source E. (8 marks)
Where should you first?
12 minutes
11. Mark Scheme
• 1-2 marks – Simple statements about the
representation.
• 3-5 marks Supported statements which understand
the representation. Award top level for the purpose
using details form the source and their own
knowledge.
• 6-8 marks Explains purpose clearly through
analysing the representation. Maximum 6 marks for
answers which do not make explicit use of own
knowledge of the historical context.
12. In source B I can see …
This suggests …
Furthermore, this source says …
From this I can infer…
Consequently, the impression this
creates is…
Therefore the purpose of the
representation is to................
13. Question 3 – (10 marks)
•Explanation –
• This is to test your knowledge about the topic
and how you use a source to illustrate and
support your own knowledge. The question is
an explanation question WHY did something
happen. If you are unsure and can’t
remember the source should help to jog your
memory. Make sure you look at it clearly.
14. Mark Scheme
• 1-3 marks - Simple statements
• 4-7 marks – Supported statements,
statements are supported with relevant detail
form the source and own knowledge.
Maximum 5 marks for answers that do not use
both source and own knowledge.
• 8-10 marks Developed explanation – Answer
uses the source and precise own knowledge
to develop a clear explanation. No access to
level 3 for answers that don’t use own
15. Question 4 – 10 marks
•Reliability –
• This question will test your ability to do TWO
things. To assess the reliability of two sources
for a specific enquiry
• To make some judgements about the
reliability of both sources, using details and
aspects of the source and your own
knowledge.
16. Golden Rule number one… NOP
Use the Caption and Content
W
HAT
WHO
WHEN
WHERE
WHY
WHAT is the
source?
A newspaper, a
diary entry, a
speech?
This is called the
Nature of a source.
WHY have they
produced it? Is it to
persuade, to inform. To
keep a personal
memory?
This is called the
Purpose of a source.
WHO has written the
source (PM, a miner,
a newspaper)?
WHEN did they write
it (dates)? WHERE
did were they (at the
place, did they hear
about it from
someone else)? This
is called the Origins
of a source
EVALUATION
Based on everything
you have looked at,
how reliable do you
think this source is?
17. Marks Scheme – Question 4
• 1-3 marks Judgement based on simple valid criteria.
• 4-7 marks Judgment based on the reliability of the
sources information or is based on an evaluation of
the nature or authorship of the sources. Maximum
6 marks if does not use own knowledge.
• 8-10 marks Judgement is made on a thorough valid
assessment of the reliability of both sources in
historical context. Maximum 8 marks if won
knowledge of historical context is not explicitly
used.
18. Question 5 – 16 marks plus 3 SPAG
•EVALUATION AND
JUDGEMENT –
• This tests your ability to evaluate a specific
interpretation of why or how the protest was a
success or a failure. You will need to look at
both sides of “the argument” using details from
the sources to support your points. You will also
need to use your own knowledge to develop
the points. You will also need to reach an
overall judgement.
19. “The militant methods of the Suffragette protesters were
unsuccessful in gaining support for votes for women in the
period before 1914” How far do you agree with this
statement? (16 marks)
The question mentions they were
unsuccessful but it is not just
about their failures: you have to
weigh these against their
successes, such as gaining
publicity through their campaigns
This question has specific date
boundaries so make sure that you
stick to what they ask you. That
will help you stay relevant to the
question
The question asks you to evaluate the
statement. Don’t jump to a conclusion. You
need to explore evidence that supports and
evidence that challenges the statement
before coming to a conclusion. Then in your
final paragraph you will be able to state
how far you agree
Sixteen marks are available, more marks
than any other question in the exam paper,
so you need to produce a carefully planned
and detailed answer. A short paragraph or a
quick list of points will not get you many
marks!
20. A parastarter (an opening sentence which tells you what they paragraph is going to be about)?
Evidence from a source?
Examination of the caption (who wrote the source, when and why – does this tell you anything more)?
Own knowledge to support points raised by the sources?
A connective to link together more than one source?
A paraender (a closing sentence which answers the question)?
On the one hand, the militant tactics of the Suffragettes were successful in gaining
support for votes for women before 1914. In Source G, even Millicent Fawcett
admits that ‘the self-sacrifices made by some Suffragettes inspire people who
would otherwise do nothing.’ The very fact that the leader of the NUWSS who
were directly opposed to the militant tactics of the Suffragettes spoke of their
success suggests that the Suffragettes did manage to gain attention. Speaking in
1908, this was at the time when the Suffragettes began a more active campaign of
damaging property after heavy handed tactics by policemen. Clearly, the tactics of
getting arrested worked for the Suffragettes as the 27 who were arrested after the
smashing of windows at Downing Street were treated as heroines on their release
in addition to helping the WSPU gain more members and funds. Furthermore,
source F shows the funeral procession of Emily Davison. Although this photograph
was most likely to have been taken as propaganda, it is clear that…
… As a result, whilst they did not achieve actual votes, a small group of women did
successfully manage to gain significant media attention and thus raise awareness
of their fight for suffrage before 1914.
21. “The Strike failed because the miners were violent”. How far do
you agree? Explain your answer using sources A, E and G, your
own knowledge and any other sources you find helpful. (16)
This question mentions
government preparation but
this question is not just about
preparation. It gives you one
possible reason for failure
but you have to weight that
against the other reasons you
have looked at such as the
role of the media; or the lack
of support
The question asks you to
evaluate the statement – you
need to explore evidence
that supports and evidence
that challenges the
statement before coming to a
conclusion.
Sixteen marks are available, more
marks than any other question in
the exam paper, so you need to
produce a carefully planned and
detailed answer. A short
paragraph or a quick list of points
will not get you many marks.
You must
use these
sources at
least
You must have some
detailed factual
evidence of your
own
22. On the one hand, the sources do suggests that the strike failed
because the miners were violent…
What do the sources
say?
Do any say the same
thing?
What knowledge
could support this?
A clear parastarter
which uses the words
of the question…
23. On the other hand, the sources strike failed because of other
factors…
What do the sources
say?
Do any say the same
thing?
What knowledge
could support this?
A clear parastarter
which uses the words
of the question and
introduces the other
side…
24. On the one hand, the sources do suggests that the strike failed
because the miners were violent…
POINT EVIDENCE FROM SOURCE OWN KNOWLEDGE
The sources clearly show
the miners were violent…
‘militant miners’ (A);
CONNECTIVE
‘police being attacked
with bricks and broken
glass’ (D)
CONNECTIVE
‘violence and intimidation’
(F)
On 1st
December a taxi driver
was killed when driving a
miner to work. This supports
the idea that the miners
used violence, not only
against police but against
each other. There was much
bitterness towards ‘scabs’ in
mining communities.
Furthermore, the sources
suggest this violence lost
the miners support…
Paraender: how much did the violence of the tactics lead to the defeat of the strike?
25. On the other hand, the sources suggest that strike failed
because of other factors…
POINT EVIDENCE FROM SOURCE OWN KNOWLEDGE
Many sources show that …
In addition, the sources
suggest …
Moreover, the sources say
that …
Paraender: how important were these other factors in defeating the strike?
27. Coming to a conclusion…
Make your judgement
e.g. Overall, the Miners’ Strike failed
because…
Admit the other side has some strengths
e.g. Although it is true that …
Make it clear you think your argument is
stronger
e.g. this ignores the fact that …
Give your best piece of evidence
e.g. As a result …
Reinforce your judgement with a
memorable sentence
e.g. Consequently there can be little doubt
that the main reason the strike failed was…
28. Mark Scheme
• 1-4 marks. Generalised answer Offers valid
underdeveloped comment to support or counter
the interpretation.
• 5-8 marks. Supported answer, linking the
interpretation to relevant detail.
• 9-12 marks. Developed evaluation, agreeing or
disagreeing with the interpretation. No access to
level 3 for answers which do not use sources.
• 13-16 Sustained argument and evaluation,
reviewing alternative views before giving a
balanced judgement on the interpretation.
29. Golden Rule number one… PEE
P E E
POINT –
This source is
written by …
EVIDENCE –
It says that he was
“…
EXPLANATION – I
can therefore infer
…
31. Golden Rule number two… PEE
P E E
POINT –
This source is
written by …
EVIDENCE –
It says that he was
“…
EXPLANATION – I
can therefore infer
…
32. Swap books with your partner…
1. Colour-code
your partners’
work using the
same checklist
as you did for
the starter.
2. Give your
partner 2
things they did
well and one
thing they
need to work
on
Has your partner used… Tick
Parastarter
Source – evidence from content
Source – inference from caption
Own knowledge
Connective to link another source
Paraender
33. Golden Rule number two… PEE
P E E
POINT –
This source is
written by …
EVIDENCE –
It says that he was
“…
EXPLANATION – I
can therefore infer
…
34. OVER TO YOU:
Try to write your paragraph stating
how you agree with the statement –
that Suffragettes were unsuccessful in
gaining support before 1914
Have I used… Tick
Parastarter
Source – evidence from content
Source – inference from caption
Own knowledge
Connective to link another source
Paraender
35. Where do I go from here?
Your situation Advice
I don’t know
anything about
the other
protests
Use your textbook to fill in the other sheets for those protests.
I don’t know how
to approach the
questions
Memorise your writing grid
I’m worried I’m
going to run out
of time.
There is no substitute for completing past papers in exam conditions.
There is no better way to prepare for this – even if you only do one or
two questions.