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id_4500 | Over half the population of the UK take a form of food supplement daily. Food supplements, such as vitamin c, are said to make up for a lack of nutrients in an individuals diet. An example of this can be seen with vegetarianism. Vegetarians are recommended to take iron supplements to make-up for a lack of iron, most commonly found in meat products. Such an addition can prevent common problems associated with vegetarianism, such as anaemia. Statistics suggest that the most popular food supplement in the UK is multi-vitamins, with two thirds of people adding multi-vitamins to their diet. Iron tablets are the second most popular daily supplement. However, such supplements are not intended to replace a balanced diet. | Half the UK population take multivitamin daily | contradiction |
id_4501 | Over half the population of the UK take a form of food supplement daily. Food supplements, such as vitamin c, are said to make up for a lack of nutrients in an individuals diet. An example of this can be seen with vegetarianism. Vegetarians are recommended to take iron supplements to make-up for a lack of iron, most commonly found in meat products. Such an addition can prevent common problems associated with vegetarianism, such as anaemia. Statistics suggest that the most popular food supplement in the UK is multi-vitamins, with two thirds of people adding multi-vitamins to their diet. Iron tablets are the second most popular daily supplement. However, such supplements are not intended to replace a balanced diet. | Supplements are becoming increasingly popular. | contradiction |
id_4502 | Over half the population of the UK take a form of food supplement daily. Food supplements, such as vitamin c, are said to make up for a lack of nutrients in an individuals diet. An example of this can be seen with vegetarianism. Vegetarians are recommended to take iron supplements to make-up for a lack of iron, most commonly found in meat products. Such an addition can prevent common problems associated with vegetarianism, such as anaemia. Statistics suggest that the most popular food supplement in the UK is multi-vitamins, with two thirds of people adding multi-vitamins to their diet. Iron tablets are the second most popular daily supplement. However, such supplements are not intended to replace a balanced diet. | Supplements are not intended to replace a balanced diet. | entailment |
id_4503 | Over half the population of the UK take a form of food supplement daily. Food supplements, such as vitamin c, are said to make up for a lack of nutrients in an individuals diet. An example of this can be seen with vegetarianism. Vegetarians are recommended to take iron supplements to make-up for a lack of iron, most commonly found in meat products. Such an addition can prevent common problems associated with vegetarianism, such as anaemia. Statistics suggest that the most popular food supplement in the UK is multi-vitamins, with two thirds of people adding multi-vitamins to their diet. Iron tablets are the second most popular daily supplement. However, such supplements are not intended to replace a balanced diet. | Food supplements can aid weight loss | contradiction |
id_4504 | Over the last ten years the reach and the sophistication of international supply chains has increased. The three main factors influencing global supply cham design are manufacturing operations, distribution and transportation. These logistic networks connect the supphers base to its end customer goods and services. There are always several companies seeking to maximise their own profits m any single global supply cham. But tt is in the interest of each company in the cham to deal with the others fairly, as their mutual success depends on every link in the chain operating efficiently. Failure can also be shared. A supplier experiencing financial difficulties can soon pass its credit problems to other companies even to more profitable organisations along the hnes of ther interconnected supply cham. There are practical measures for avoiding such contagion from defaultmg suppliers or manufacturers. One such safety net nvolves building a network of multiple suppliers, multiple production facilities and multiple storage facilities though this, of course, 1s not always possible for smaller companies. | Every company m a supply chain should try to make the maximum profit. | contradiction |
id_4505 | Over the last ten years the reach and the sophistication of international supply chains has increased. The three main factors influencing global supply cham design are manufacturing operations, distribution and transportation. These logistic networks connect the supphers base to its end customer goods and services. There are always several companies seeking to maximise their own profits m any single global supply cham. But tt is in the interest of each company in the cham to deal with the others fairly, as their mutual success depends on every link in the chain operating efficiently. Failure can also be shared. A supplier experiencing financial difficulties can soon pass its credit problems to other companies even to more profitable organisations along the hnes of ther interconnected supply cham. There are practical measures for avoiding such contagion from defaultmg suppliers or manufacturers. One such safety net nvolves building a network of multiple suppliers, multiple production facilities and multiple storage facilities though this, of course, 1s not always possible for smaller companies. | International supply chains are planned around only three considerations. | contradiction |
id_4506 | Over the last ten years the reach and the sophistication of international supply chains has increased. The three main factors influencing global supply cham design are manufacturing operations, distribution and transportation. These logistic networks connect the supphers base to its end customer goods and services. There are always several companies seeking to maximise their own profits m any single global supply cham. But tt is in the interest of each company in the cham to deal with the others fairly, as their mutual success depends on every link in the chain operating efficiently. Failure can also be shared. A supplier experiencing financial difficulties can soon pass its credit problems to other companies even to more profitable organisations along the hnes of ther interconnected supply cham. There are practical measures for avoiding such contagion from defaultmg suppliers or manufacturers. One such safety net nvolves building a network of multiple suppliers, multiple production facilities and multiple storage facilities though this, of course, 1s not always possible for smaller companies. | The passage suggests that to mimimise business risk, it may be advisable to have more than one supplier. | entailment |
id_4507 | Over the last ten years the reach and the sophistication of international supply chains has increased. The three main factors influencing global supply cham design are manufacturing operations, distribution and transportation. These logistic networks connect the supphers base to its end customer goods and services. There are always several companies seeking to maximise their own profits m any single global supply cham. But tt is in the interest of each company in the cham to deal with the others fairly, as their mutual success depends on every link in the chain operating efficiently. Failure can also be shared. A supplier experiencing financial difficulties can soon pass its credit problems to other companies even to more profitable organisations along the hnes of ther interconnected supply cham. There are practical measures for avoiding such contagion from defaultmg suppliers or manufacturers. One such safety net nvolves building a network of multiple suppliers, multiple production facilities and multiple storage facilities though this, of course, 1s not always possible for smaller companies. | There ts an indiscrimmate impact throughout a supply cham ifa supplier is experiencing credit difficulties. | entailment |
id_4508 | Over the last ten years the reach and the sophistication of international supply chains has increased. The three main factors influencing global supply cham design are manufacturing operations, distribution and transportation. These logistic networks connect the supphers base to its end customer goods and services. There are always several companies seeking to maximise their own profits m any single global supply cham. But tt is in the interest of each company in the cham to deal with the others fairly, as their mutual success depends on every link in the chain operating efficiently. Failure can also be shared. A supplier experiencing financial difficulties can soon pass its credit problems to other companies even to more profitable organisations along the hnes of ther interconnected supply cham. There are practical measures for avoiding such contagion from defaultmg suppliers or manufacturers. One such safety net nvolves building a network of multiple suppliers, multiple production facilities and multiple storage facilities though this, of course, 1s not always possible for smaller companies. | Manufacturing companies who default can spread their credit problems throughout the supply system. | entailment |
id_4509 | Over the past 100 years, the earth has warmed by 1oF. The greenhouse effect has been part of the earths workings from the beginning. The greenhouse effect helps sunlight to reach planet earth through gases such as carbon dioxide and methane. The gases also help prevent some of the heat from radiating back into space. If the greenhouse effect did not exist, the earth would not be warm enough for life to form. However, the Industrial Economy has released large amounts of carbon dioxide and, as a result, the earth is becoming warmer at an accelerating rate. As the earth gets warmer, sea levels are also gradually increasing. The Arctic and Antarctic are also getting warmer. In addition to this, heat waves are becoming more prevalent, and droughts and fi res are much more noticeable than they were 100 years ago | Inconsistent climate change is a by-product of the greenhouse effect | entailment |
id_4510 | Over the past 100 years, the earth has warmed by 1oF. The greenhouse effect has been part of the earths workings from the beginning. The greenhouse effect helps sunlight to reach planet earth through gases such as carbon dioxide and methane. The gases also help prevent some of the heat from radiating back into space. If the greenhouse effect did not exist, the earth would not be warm enough for life to form. However, the Industrial Economy has released large amounts of carbon dioxide and, as a result, the earth is becoming warmer at an accelerating rate. As the earth gets warmer, sea levels are also gradually increasing. The Arctic and Antarctic are also getting warmer. In addition to this, heat waves are becoming more prevalent, and droughts and fi res are much more noticeable than they were 100 years ago | The melting of glaciers has caused an increase in sea water levels | neutral |
id_4511 | Over the past 100 years, the earth has warmed by 1oF. The greenhouse effect has been part of the earths workings from the beginning. The greenhouse effect helps sunlight to reach planet earth through gases such as carbon dioxide and methane. The gases also help prevent some of the heat from radiating back into space. If the greenhouse effect did not exist, the earth would not be warm enough for life to form. However, the Industrial Economy has released large amounts of carbon dioxide and, as a result, the earth is becoming warmer at an accelerating rate. As the earth gets warmer, sea levels are also gradually increasing. The Arctic and Antarctic are also getting warmer. In addition to this, heat waves are becoming more prevalent, and droughts and fi res are much more noticeable than they were 100 years ago | If it was not for the Industrial Economy, there would be no greenhouse effect | neutral |
id_4512 | Over the past 100 years, the earth has warmed by 1oF. The greenhouse effect has been part of the earths workings from the beginning. The greenhouse effect helps sunlight to reach planet earth through gases such as carbon dioxide and methane. The gases also help prevent some of the heat from radiating back into space. If the greenhouse effect did not exist, the earth would not be warm enough for life to form. However, the Industrial Economy has released large amounts of carbon dioxide and, as a result, the earth is becoming warmer at an accelerating rate. As the earth gets warmer, sea levels are also gradually increasing. The Arctic and Antarctic are also getting warmer. In addition to this, heat waves are becoming more prevalent, and droughts and fi res are much more noticeable than they were 100 years ago | Droughts and fi res are caused by the greenhouse effect being disturbed | entailment |
id_4513 | Over the past 100 years, the earth has warmed by 1oF. The greenhouse effect has been part of the earths workings from the beginning. The greenhouse effect helps sunlight to reach planet earth through gases such as carbon dioxide and methane. The gases also help prevent some of the heat from radiating back into space. If the greenhouse effect did not exist, the earth would not be warm enough for life to form. However, the Industrial Economy has released large amounts of carbon dioxide and, as a result, the earth is becoming warmer at an accelerating rate. As the earth gets warmer, sea levels are also gradually increasing. The Arctic and Antarctic are also getting warmer. In addition to this, heat waves are becoming more prevalent, and droughts and fi res are much more noticeable than they were 100 years ago. | Inconsistent climate change is a by-product of the greenhouse effect | entailment |
id_4514 | Over the past 100 years, the earth has warmed by 1oF. The greenhouse effect has been part of the earths workings from the beginning. The greenhouse effect helps sunlight to reach planet earth through gases such as carbon dioxide and methane. The gases also help prevent some of the heat from radiating back into space. If the greenhouse effect did not exist, the earth would not be warm enough for life to form. However, the Industrial Economy has released large amounts of carbon dioxide and, as a result, the earth is becoming warmer at an accelerating rate. As the earth gets warmer, sea levels are also gradually increasing. The Arctic and Antarctic are also getting warmer. In addition to this, heat waves are becoming more prevalent, and droughts and fi res are much more noticeable than they were 100 years ago. | Droughts and fi res are caused by the greenhouse effect being disturbed | entailment |
id_4515 | Over the past 100 years, the earth has warmed by 1oF. The greenhouse effect has been part of the earths workings from the beginning. The greenhouse effect helps sunlight to reach planet earth through gases such as carbon dioxide and methane. The gases also help prevent some of the heat from radiating back into space. If the greenhouse effect did not exist, the earth would not be warm enough for life to form. However, the Industrial Economy has released large amounts of carbon dioxide and, as a result, the earth is becoming warmer at an accelerating rate. As the earth gets warmer, sea levels are also gradually increasing. The Arctic and Antarctic are also getting warmer. In addition to this, heat waves are becoming more prevalent, and droughts and fi res are much more noticeable than they were 100 years ago. | The melting of glaciers has caused an increase in sea water levels | neutral |
id_4516 | Over the past 100 years, the earth has warmed by 1oF. The greenhouse effect has been part of the earths workings from the beginning. The greenhouse effect helps sunlight to reach planet earth through gases such as carbon dioxide and methane. The gases also help prevent some of the heat from radiating back into space. If the greenhouse effect did not exist, the earth would not be warm enough for life to form. However, the Industrial Economy has released large amounts of carbon dioxide and, as a result, the earth is becoming warmer at an accelerating rate. As the earth gets warmer, sea levels are also gradually increasing. The Arctic and Antarctic are also getting warmer. In addition to this, heat waves are becoming more prevalent, and droughts and fi res are much more noticeable than they were 100 years ago. | If it was not for the Industrial Economy, there would be no greenhouse effect | neutral |
id_4517 | Over the past decade there has been a steady growth in the holiday industry whilst the number of travel agencies has declined. This is due to the increasing number of customers who are booking their holidays online, because of a quicker and more financially viable service. However, specialist travel agencies, such as those focusing on particular regions or holiday activities, remain successful as they have an in depth understanding of a region and the customers who go there. The staffs are also multilingual, and thanks to their specialized knowledge they can provide good deals, meaning that their prices are often lower than non specialist travel agents and online companies. | It is not always more expensive for the customer to book holidays with a travel agent. | entailment |
id_4518 | Over the past decade there has been a steady growth in the holiday industry whilst the number of travel agencies has declined. This is due to the increasing number of customers who are booking their holidays online, because of a quicker and more financially viable service. However, specialist travel agencies, such as those focusing on particular regions or holiday activities, remain successful as they have an in depth understanding of a region and the customers who go there. The staffs are also multilingual, and thanks to their specialized knowledge they can provide good deals, meaning that their prices are often lower than non specialist travel agents and online companies. | More people are booking their holidays online rather than through a travel agent, even though it takes longer to find the right holiday this way. | contradiction |
id_4519 | Over the past decade there has been a steady growth in the holiday industry whilst the number of travel agencies has declined. This is due to the increasing number of customers who are booking their holidays online, because of a quicker and more financially viable service. However, specialist travel agencies, such as those focusing on particular regions or holiday activities, remain successful as they have an in depth understanding of a region and the customers who go there. The staffs are also multilingual, and thanks to their specialized knowledge they can provide good deals, meaning that their prices are often lower than non specialist travel agents and online companies. | A travel agents specialist knowledge can be used to the financial benefit of the customer. | entailment |
id_4520 | Over the past decade there has been a steady growth in the holiday industry whilst the number of travel agencies has declined. This is due to the increasing number of customers who are booking their holidays online, because of a quicker and more financially viable service. However, specialist travel agencies, such as those focusing on particular regions or holiday activities, remain successful as they have an in-depth understanding of a region and the customers who go there. The staffs are also multilingual, and thanks to their specialized knowledge they can provide good deals, meaning that their prices are often lower than non-specialist travel agents and online companies. | More people are booking their holidays online rather than through a travel agent, even though it takes longer to find the right holiday this way. | contradiction |
id_4521 | Over the past decade there has been a steady growth in the holiday industry whilst the number of travel agencies has declined. This is due to the increasing number of customers who are booking their holidays online, because of a quicker and more financially viable service. However, specialist travel agencies, such as those focusing on particular regions or holiday activities, remain successful as they have an in-depth understanding of a region and the customers who go there. The staffs are also multilingual, and thanks to their specialized knowledge they can provide good deals, meaning that their prices are often lower than non-specialist travel agents and online companies. | It is not always more expensive for the customer to book holidays with a travel agent. | entailment |
id_4522 | Over the past decade there has been a steady growth in the holiday industry whilst the number of travel agencies has declined. This is due to the increasing number of customers who are booking their holidays online, because of a quicker and more financially viable service. However, specialist travel agencies, such as those focusing on particular regions or holiday activities, remain successful as they have an in-depth understanding of a region and the customers who go there. The staffs are also multilingual, and thanks to their specialized knowledge they can provide good deals, meaning that their prices are often lower than non-specialist travel agents and online companies. | A travel agents specialist knowledge can be used to the financial benefit of the customer. | entailment |
id_4523 | Over the past decade, the process of out-sourcing has become a common aspect of daily life for many British companies. However, a local governmental authority recently took this phenomenon to a new level when it out-sourced its waste-collection, leisure facilities, planning, licensing and pest control. Acting now in a supervisory role, the local authority now has only fourteen remaining employees. A spokesman for the council stated that this move aimed to reduce spending cuts, as central government grant money is cut substantially across the country. Talking about her work load since the job cuts, a remaining employee commented that the cuts have brought more variety to her day as different tasks now come under one officer, when they would have been segregated prior to the cuts. It remains to be seen whether such changes will stream line local government authorities into more commercial like operations. | since outsourcing, remaining employees have more variety in their day | entailment |
id_4524 | Over the past decade, the process of out-sourcing has become a common aspect of daily life for many British companies. However, a local governmental authority recently took this phenomenon to a new level when it out-sourced its waste-collection, leisure facilities, planning, licensing and pest control. Acting now in a supervisory role, the local authority now has only fourteen remaining employees. A spokesman for the council stated that this move aimed to reduce spending cuts, as central government grant money is cut substantially across the country. Talking about her work load since the job cuts, a remaining employee commented that the cuts have brought more variety to her day as different tasks now come under one officer, when they would have been segregated prior to the cuts. It remains to be seen whether such changes will stream line local government authorities into more commercial like operations. | Authorities must act like commercial operations to survive funding cuts. | neutral |
id_4525 | Over the past decade, the process of out-sourcing has become a common aspect of daily life for many British companies. However, a local governmental authority recently took this phenomenon to a new level when it out-sourced its waste-collection, leisure facilities, planning, licensing and pest control. Acting now in a supervisory role, the local authority now has only fourteen remaining employees. A spokesman for the council stated that this move aimed to reduce spending cuts, as central government grant money is cut substantially across the country. Talking about her work load since the job cuts, a remaining employee commented that the cuts have brought more variety to her day as different tasks now come under one officer, when they would have been segregated prior to the cuts. It remains to be seen whether such changes will stream line local government authorities into more commercial like operations. | Out-sourcing has become common practise in many Companies. | entailment |
id_4526 | Over the past decade, the process of out-sourcing has become a common aspect of daily life for many British companies. However, a local governmental authority recently took this phenomenon to a new level when it out-sourced its waste-collection, leisure facilities, planning, licensing and pest control. Acting now in a supervisory role, the local authority now has only fourteen remaining employees. A spokesman for the council stated that this move aimed to reduce spending cuts, as central government grant money is cut substantially across the country. Talking about her work load since the job cuts, a remaining employee commented that the cuts have brought more variety to her day as different tasks now come under one officer, when they would have been segregated prior to the cuts. It remains to be seen whether such changes will stream line local government authorities into more commercial like operations. | Local authorities are considering new ways to save money. | entailment |
id_4527 | Oxbridge Although more than 100 km separates the English cities of Oxford and Cambridge, their universities are linked by the term Oxbridge. It is a name that can be applied to either university or to both. Traditionally, a degree at Oxbridge symbolized the pinnacle of academic achievement. Cities like Birmingham, Liverpool, Bristol and Manchester had their own universities, but these were not as esteemed as Oxbridge and received the derogatory title of Red brick universities. In recent times, the name Oxbridge has also become a derogatory term. Some people believe that Oxbridge is part of a social class system that favours the privileged few, born into wealth or high social status, at the expense of the less well-off, socially disadvantaged, though equally talented students. Whilst Oxford and Cambridge encourage applications from candidates living in deprived areas, only 1 in 100 of the poorest university students in England received an Oxbridge education in 2010, far lower than the percentage of poorer students at the Red brick universities. It cannot be disputed that a disproportionate number of Oxbridge entrants went to a fee-paying private school rather than to a free, state school. Nationally, only 1 in 15 pupils receive a private education, but nearly half of the students at Oxbridge went to a private school. Fee-paying schools have higher staff-to-pupil ratios, so their pupils receive more tuition and achieve higher grades than pupils from state sector schools. It is surely no surprise that pupils with an education paid for by their parents are about 20 times more likely to be offered a place at Oxbridge. There is no reason to believe that the best pupils in the state sector are any less intelligent than those in the private sector. Given the same educational opportunities and life circumstances, state sector pupils can achieve equally high grades. The failure of the best pupils to achieve their potential can often be linked to a difficult home life, lack of motivation or peer pressure from less academic pupils. The attainment gap between university applicants from fee-paying and state schools is maintained when Oxbridge graduates are rewarded with the best-paying jobs, affording them the opportunity to send their own children to the best schools. Looked at from the perspective of life chances, Oxbridge helps to maintain the social divide where the rich get richer and the poor remain poor. Some people would argue that this Oxbridge advantage is a symptom of social stratification rather than a cause of it. After all, parents cannot be blamed for wanting the best education for their children and Oxbridge cannot be held responsible for the failure of state schools to achieve the necessary grades. There is no evidence to suggest that Oxbridge selects students on anything other than merit. Indeed, in some subjects the application process includes admissions and aptitude tests that help to ensure a level playing field. Perhaps then, the state sector needs to encourage and support more applications from their best pupils to the best universities. Alternatively, the low aspiration of some pupils parents may fail to drive gifted pupils onwards and upwards, or it may be that some pupils from an ordinary background are not com fortable with the idea of attending Oxbridge. Students who do not feel that they will fit in at Oxbridge can still make the most of their talents by attending one of the countrys many other excellent universities. Inequalities in our society do not begin and end with Oxbridge. The best state schools are usually found in the most affluent areas. Injustices can arise when parents move house to secure a childs place at a more desirable school and in doing so they force another child into an under-performing school. Other, better-off parents, though not necessarily wealthy, will pay for their children to be educated at a private school to avoid having to move home. Either way, the desire to furnish ones children with the best possible education outweighs any sense of social justice. Unless remedies can be found for the disparity in educational standards in the pre-university years, it is unrealistic to believe that Oxbridge contributes in any substantial way to a lack of social mobility. A place at Oxbridge should be seen as an opportunity for self-improvement and learning at the highest standards whatever ones social background. | There are few good schools in the state sector. | neutral |
id_4528 | Oxbridge Although more than 100 km separates the English cities of Oxford and Cambridge, their universities are linked by the term Oxbridge. It is a name that can be applied to either university or to both. Traditionally, a degree at Oxbridge symbolized the pinnacle of academic achievement. Cities like Birmingham, Liverpool, Bristol and Manchester had their own universities, but these were not as esteemed as Oxbridge and received the derogatory title of Red brick universities. In recent times, the name Oxbridge has also become a derogatory term. Some people believe that Oxbridge is part of a social class system that favours the privileged few, born into wealth or high social status, at the expense of the less well-off, socially disadvantaged, though equally talented students. Whilst Oxford and Cambridge encourage applications from candidates living in deprived areas, only 1 in 100 of the poorest university students in England received an Oxbridge education in 2010, far lower than the percentage of poorer students at the Red brick universities. It cannot be disputed that a disproportionate number of Oxbridge entrants went to a fee-paying private school rather than to a free, state school. Nationally, only 1 in 15 pupils receive a private education, but nearly half of the students at Oxbridge went to a private school. Fee-paying schools have higher staff-to-pupil ratios, so their pupils receive more tuition and achieve higher grades than pupils from state sector schools. It is surely no surprise that pupils with an education paid for by their parents are about 20 times more likely to be offered a place at Oxbridge. There is no reason to believe that the best pupils in the state sector are any less intelligent than those in the private sector. Given the same educational opportunities and life circumstances, state sector pupils can achieve equally high grades. The failure of the best pupils to achieve their potential can often be linked to a difficult home life, lack of motivation or peer pressure from less academic pupils. The attainment gap between university applicants from fee-paying and state schools is maintained when Oxbridge graduates are rewarded with the best-paying jobs, affording them the opportunity to send their own children to the best schools. Looked at from the perspective of life chances, Oxbridge helps to maintain the social divide where the rich get richer and the poor remain poor. Some people would argue that this Oxbridge advantage is a symptom of social stratification rather than a cause of it. After all, parents cannot be blamed for wanting the best education for their children and Oxbridge cannot be held responsible for the failure of state schools to achieve the necessary grades. There is no evidence to suggest that Oxbridge selects students on anything other than merit. Indeed, in some subjects the application process includes admissions and aptitude tests that help to ensure a level playing field. Perhaps then, the state sector needs to encourage and support more applications from their best pupils to the best universities. Alternatively, the low aspiration of some pupils parents may fail to drive gifted pupils onwards and upwards, or it may be that some pupils from an ordinary background are not com fortable with the idea of attending Oxbridge. Students who do not feel that they will fit in at Oxbridge can still make the most of their talents by attending one of the countrys many other excellent universities. Inequalities in our society do not begin and end with Oxbridge. The best state schools are usually found in the most affluent areas. Injustices can arise when parents move house to secure a childs place at a more desirable school and in doing so they force another child into an under-performing school. Other, better-off parents, though not necessarily wealthy, will pay for their children to be educated at a private school to avoid having to move home. Either way, the desire to furnish ones children with the best possible education outweighs any sense of social justice. Unless remedies can be found for the disparity in educational standards in the pre-university years, it is unrealistic to believe that Oxbridge contributes in any substantial way to a lack of social mobility. A place at Oxbridge should be seen as an opportunity for self-improvement and learning at the highest standards whatever ones social background. | The author does not believe that Oxbridge is responsible for social inequalities. | entailment |
id_4529 | Oxbridge Although more than 100 km separates the English cities of Oxford and Cambridge, their universities are linked by the term Oxbridge. It is a name that can be applied to either university or to both. Traditionally, a degree at Oxbridge symbolized the pinnacle of academic achievement. Cities like Birmingham, Liverpool, Bristol and Manchester had their own universities, but these were not as esteemed as Oxbridge and received the derogatory title of Red brick universities. In recent times, the name Oxbridge has also become a derogatory term. Some people believe that Oxbridge is part of a social class system that favours the privileged few, born into wealth or high social status, at the expense of the less well-off, socially disadvantaged, though equally talented students. Whilst Oxford and Cambridge encourage applications from candidates living in deprived areas, only 1 in 100 of the poorest university students in England received an Oxbridge education in 2010, far lower than the percentage of poorer students at the Red brick universities. It cannot be disputed that a disproportionate number of Oxbridge entrants went to a fee-paying private school rather than to a free, state school. Nationally, only 1 in 15 pupils receive a private education, but nearly half of the students at Oxbridge went to a private school. Fee-paying schools have higher staff-to-pupil ratios, so their pupils receive more tuition and achieve higher grades than pupils from state sector schools. It is surely no surprise that pupils with an education paid for by their parents are about 20 times more likely to be offered a place at Oxbridge. There is no reason to believe that the best pupils in the state sector are any less intelligent than those in the private sector. Given the same educational opportunities and life circumstances, state sector pupils can achieve equally high grades. The failure of the best pupils to achieve their potential can often be linked to a difficult home life, lack of motivation or peer pressure from less academic pupils. The attainment gap between university applicants from fee-paying and state schools is maintained when Oxbridge graduates are rewarded with the best-paying jobs, affording them the opportunity to send their own children to the best schools. Looked at from the perspective of life chances, Oxbridge helps to maintain the social divide where the rich get richer and the poor remain poor. Some people would argue that this Oxbridge advantage is a symptom of social stratification rather than a cause of it. After all, parents cannot be blamed for wanting the best education for their children and Oxbridge cannot be held responsible for the failure of state schools to achieve the necessary grades. There is no evidence to suggest that Oxbridge selects students on anything other than merit. Indeed, in some subjects the application process includes admissions and aptitude tests that help to ensure a level playing field. Perhaps then, the state sector needs to encourage and support more applications from their best pupils to the best universities. Alternatively, the low aspiration of some pupils parents may fail to drive gifted pupils onwards and upwards, or it may be that some pupils from an ordinary background are not com fortable with the idea of attending Oxbridge. Students who do not feel that they will fit in at Oxbridge can still make the most of their talents by attending one of the countrys many other excellent universities. Inequalities in our society do not begin and end with Oxbridge. The best state schools are usually found in the most affluent areas. Injustices can arise when parents move house to secure a childs place at a more desirable school and in doing so they force another child into an under-performing school. Other, better-off parents, though not necessarily wealthy, will pay for their children to be educated at a private school to avoid having to move home. Either way, the desire to furnish ones children with the best possible education outweighs any sense of social justice. Unless remedies can be found for the disparity in educational standards in the pre-university years, it is unrealistic to believe that Oxbridge contributes in any substantial way to a lack of social mobility. A place at Oxbridge should be seen as an opportunity for self-improvement and learning at the highest standards whatever ones social background. | A student from an ordinary background is unlikely to do well at Oxbridge. | neutral |
id_4530 | Oxbridge Although more than 100 km separates the English cities of Oxford and Cambridge, their universities are linked by the term Oxbridge. It is a name that can be applied to either university or to both. Traditionally, a degree at Oxbridge symbolized the pinnacle of academic achievement. Cities like Birmingham, Liverpool, Bristol and Manchester had their own universities, but these were not as esteemed as Oxbridge and received the derogatory title of Red brick universities. In recent times, the name Oxbridge has also become a derogatory term. Some people believe that Oxbridge is part of a social class system that favours the privileged few, born into wealth or high social status, at the expense of the less well-off, socially disadvantaged, though equally talented students. Whilst Oxford and Cambridge encourage applications from candidates living in deprived areas, only 1 in 100 of the poorest university students in England received an Oxbridge education in 2010, far lower than the percentage of poorer students at the Red brick universities. It cannot be disputed that a disproportionate number of Oxbridge entrants went to a fee-paying private school rather than to a free, state school. Nationally, only 1 in 15 pupils receive a private education, but nearly half of the students at Oxbridge went to a private school. Fee-paying schools have higher staff-to-pupil ratios, so their pupils receive more tuition and achieve higher grades than pupils from state sector schools. It is surely no surprise that pupils with an education paid for by their parents are about 20 times more likely to be offered a place at Oxbridge. There is no reason to believe that the best pupils in the state sector are any less intelligent than those in the private sector. Given the same educational opportunities and life circumstances, state sector pupils can achieve equally high grades. The failure of the best pupils to achieve their potential can often be linked to a difficult home life, lack of motivation or peer pressure from less academic pupils. The attainment gap between university applicants from fee-paying and state schools is maintained when Oxbridge graduates are rewarded with the best-paying jobs, affording them the opportunity to send their own children to the best schools. Looked at from the perspective of life chances, Oxbridge helps to maintain the social divide where the rich get richer and the poor remain poor. Some people would argue that this Oxbridge advantage is a symptom of social stratification rather than a cause of it. After all, parents cannot be blamed for wanting the best education for their children and Oxbridge cannot be held responsible for the failure of state schools to achieve the necessary grades. There is no evidence to suggest that Oxbridge selects students on anything other than merit. Indeed, in some subjects the application process includes admissions and aptitude tests that help to ensure a level playing field. Perhaps then, the state sector needs to encourage and support more applications from their best pupils to the best universities. Alternatively, the low aspiration of some pupils parents may fail to drive gifted pupils onwards and upwards, or it may be that some pupils from an ordinary background are not com fortable with the idea of attending Oxbridge. Students who do not feel that they will fit in at Oxbridge can still make the most of their talents by attending one of the countrys many other excellent universities. Inequalities in our society do not begin and end with Oxbridge. The best state schools are usually found in the most affluent areas. Injustices can arise when parents move house to secure a childs place at a more desirable school and in doing so they force another child into an under-performing school. Other, better-off parents, though not necessarily wealthy, will pay for their children to be educated at a private school to avoid having to move home. Either way, the desire to furnish ones children with the best possible education outweighs any sense of social justice. Unless remedies can be found for the disparity in educational standards in the pre-university years, it is unrealistic to believe that Oxbridge contributes in any substantial way to a lack of social mobility. A place at Oxbridge should be seen as an opportunity for self-improvement and learning at the highest standards whatever ones social background. | The Oxbridge advantage refers to better prospects in life. | entailment |
id_4531 | Oxbridge Although more than 100 km separates the English cities of Oxford and Cambridge, their universities are linked by the term Oxbridge. It is a name that can be applied to either university or to both. Traditionally, a degree at Oxbridge symbolized the pinnacle of academic achievement. Cities like Birmingham, Liverpool, Bristol and Manchester had their own universities, but these were not as esteemed as Oxbridge and received the derogatory title of Red brick universities. In recent times, the name Oxbridge has also become a derogatory term. Some people believe that Oxbridge is part of a social class system that favours the privileged few, born into wealth or high social status, at the expense of the less well-off, socially disadvantaged, though equally talented students. Whilst Oxford and Cambridge encourage applications from candidates living in deprived areas, only 1 in 100 of the poorest university students in England received an Oxbridge education in 2010, far lower than the percentage of poorer students at the Red brick universities. It cannot be disputed that a disproportionate number of Oxbridge entrants went to a fee-paying private school rather than to a free, state school. Nationally, only 1 in 15 pupils receive a private education, but nearly half of the students at Oxbridge went to a private school. Fee-paying schools have higher staff-to-pupil ratios, so their pupils receive more tuition and achieve higher grades than pupils from state sector schools. It is surely no surprise that pupils with an education paid for by their parents are about 20 times more likely to be offered a place at Oxbridge. There is no reason to believe that the best pupils in the state sector are any less intelligent than those in the private sector. Given the same educational opportunities and life circumstances, state sector pupils can achieve equally high grades. The failure of the best pupils to achieve their potential can often be linked to a difficult home life, lack of motivation or peer pressure from less academic pupils. The attainment gap between university applicants from fee-paying and state schools is maintained when Oxbridge graduates are rewarded with the best-paying jobs, affording them the opportunity to send their own children to the best schools. Looked at from the perspective of life chances, Oxbridge helps to maintain the social divide where the rich get richer and the poor remain poor. Some people would argue that this Oxbridge advantage is a symptom of social stratification rather than a cause of it. After all, parents cannot be blamed for wanting the best education for their children and Oxbridge cannot be held responsible for the failure of state schools to achieve the necessary grades. There is no evidence to suggest that Oxbridge selects students on anything other than merit. Indeed, in some subjects the application process includes admissions and aptitude tests that help to ensure a level playing field. Perhaps then, the state sector needs to encourage and support more applications from their best pupils to the best universities. Alternatively, the low aspiration of some pupils parents may fail to drive gifted pupils onwards and upwards, or it may be that some pupils from an ordinary background are not com fortable with the idea of attending Oxbridge. Students who do not feel that they will fit in at Oxbridge can still make the most of their talents by attending one of the countrys many other excellent universities. Inequalities in our society do not begin and end with Oxbridge. The best state schools are usually found in the most affluent areas. Injustices can arise when parents move house to secure a childs place at a more desirable school and in doing so they force another child into an under-performing school. Other, better-off parents, though not necessarily wealthy, will pay for their children to be educated at a private school to avoid having to move home. Either way, the desire to furnish ones children with the best possible education outweighs any sense of social justice. Unless remedies can be found for the disparity in educational standards in the pre-university years, it is unrealistic to believe that Oxbridge contributes in any substantial way to a lack of social mobility. A place at Oxbridge should be seen as an opportunity for self-improvement and learning at the highest standards whatever ones social background. | A lack of applications from state schools is the only reason for the low number of state school students at Oxbridge. | contradiction |
id_4532 | Oxbridge Although more than 100 km separates the English cities of Oxford and Cambridge, their universities are linked by the term Oxbridge. It is a name that can be applied to either university or to both. Traditionally, a degree at Oxbridge symbolized the pinnacle of academic achievement. Cities like Birmingham, Liverpool, Bristol and Manchester had their own universities, but these were not as esteemed as Oxbridge and received the derogatory title of Red brick universities. In recent times, the name Oxbridge has also become a derogatory term. Some people believe that Oxbridge is part of a social class system that favours the privileged few, born into wealth or high social status, at the expense of the less well-off, socially disadvantaged, though equally talented students. Whilst Oxford and Cambridge encourage applications from candidates living in deprived areas, only 1 in 100 of the poorest university students in England received an Oxbridge education in 2010, far lower than the percentage of poorer students at the Red brick universities. It cannot be disputed that a disproportionate number of Oxbridge entrants went to a fee-paying private school rather than to a free, state school. Nationally, only 1 in 15 pupils receive a private education, but nearly half of the students at Oxbridge went to a private school. Fee-paying schools have higher staff-to-pupil ratios, so their pupils receive more tuition and achieve higher grades than pupils from state sector schools. It is surely no surprise that pupils with an education paid for by their parents are about 20 times more likely to be offered a place at Oxbridge. There is no reason to believe that the best pupils in the state sector are any less intelligent than those in the private sector. Given the same educational opportunities and life circumstances, state sector pupils can achieve equally high grades. The failure of the best pupils to achieve their potential can often be linked to a difficult home life, lack of motivation or peer pressure from less academic pupils. The attainment gap between university applicants from fee-paying and state schools is maintained when Oxbridge graduates are rewarded with the best-paying jobs, affording them the opportunity to send their own children to the best schools. Looked at from the perspective of life chances, Oxbridge helps to maintain the social divide where the rich get richer and the poor remain poor. Some people would argue that this Oxbridge advantage is a symptom of social stratification rather than a cause of it. After all, parents cannot be blamed for wanting the best education for their children and Oxbridge cannot be held responsible for the failure of state schools to achieve the necessary grades. There is no evidence to suggest that Oxbridge selects students on anything other than merit. Indeed, in some subjects the application process includes admissions and aptitude tests that help to ensure a level playing field. Perhaps then, the state sector needs to encourage and support more applications from their best pupils to the best universities. Alternatively, the low aspiration of some pupils parents may fail to drive gifted pupils onwards and upwards, or it may be that some pupils from an ordinary background are not com fortable with the idea of attending Oxbridge. Students who do not feel that they will fit in at Oxbridge can still make the most of their talents by attending one of the countrys many other excellent universities. Inequalities in our society do not begin and end with Oxbridge. The best state schools are usually found in the most affluent areas. Injustices can arise when parents move house to secure a childs place at a more desirable school and in doing so they force another child into an under-performing school. Other, better-off parents, though not necessarily wealthy, will pay for their children to be educated at a private school to avoid having to move home. Either way, the desire to furnish ones children with the best possible education outweighs any sense of social justice. Unless remedies can be found for the disparity in educational standards in the pre-university years, it is unrealistic to believe that Oxbridge contributes in any substantial way to a lack of social mobility. A place at Oxbridge should be seen as an opportunity for self-improvement and learning at the highest standards whatever ones social background. | Some Oxbridge candidates are offered a place whether they deserve it or not. | contradiction |
id_4533 | POWER FROM THE EARTH Geothermal power refers to the generation of electrical power by making use of heat sources found well below the earths surface. As is well-known, if a hole were to be drilled deep into the earth, extremely hot, molten rock would soon be encountered. At depths of 30 to 50 km, temperatures exceeding 1000 degrees Celsius prevail. Obviously, accessing such temperatures would provide a wonderful source for geothermal power. The problem is, such depths are too difficult to access: drilling down some 30 or more kilometres is simply too costly with todays technology. Fortunately, sufficiently hot temperatures are available at considerably shallower depths. In certain areas, where the earths surface has been altered over timethrough, for example, volcanic activity-temperatures exceeding 300 degrees Celsius can be found at depths of a mere 1 to 3 km, which can be feasibly accessed. These particular areas are potentially ideal for the generation of electricity through geothermal means. It is possible to explain geothermal power generation as a steam power system that utilizes the earth itself as a boiler. When water is sent down to the depths of 1 to 3 km, it returns to the surface as steam and is capable of generating electricity. Electricity generated in this manner hardly produces any carbon dioxide or other waste materials. If the steam and hot water are routed back underground, the generation of electricity can be semi-permanent in nature. Furthermore, geothermal power can provide a stable supply of electricity unlike other natural energy sources such as solar power and wind power, which both rely heavily on weather conditions. Accordingly, the generation of electricity through geothermal power is four to five times more efficient than through solar power. As for wind power, geothermal power is some two times more cost effective. Only the generation of hydroelectric power comes close the cost of power production from each is about the same. Although geothermal power generation appears to be a most attractive option, development has been slow. The worlds first successful attempt at geothermal power generation was accomplished in Italy in 1904. Power generation in Japan first started in 1925 at Beppu City. Since that time, countries as diverse as Iceland and New Zealand have joined the list of nations making use of this valuable source of energy. In the year 2000, Beppu City hosted the World Geothermal Congress, whose goal was to promote the adoption of geothermal energy production throughout the world. The international geothermal community at the World Geothermal Congress 2000 called upon the governments of nations to make strong commitments to the development of their indigenous geo-thermal resources for the benefit of their own people, humanity and the environment. However, several factors are still hindering the development of geothermal power generation. Firstly, it has a low density of energy which makes it unsuitable for large-scale production in which, for example, over 1,000,000 kilowatts need to be produced. Secondly, the cost is still high when compared to todays most common sources of energy production: fossil fuels and atomic energy. A further consideration is the amount of risk involved in successfully setting up a new geothermal power production facility. The drilling that must extend 2,000 to 3,000 m below the surface must be accurate to within a matter of just a few metres one side or the other of the targeted location. To achieve this, extensive surveys, drilling expertise and time are needed. It is not uncommon for a project to encompass ten years from its planning stage to the start of operations. The extent of the risks involved is clear. Although it has long been considered a resource-poor nation, Japan, which is thought to have about 10% of the worlds geothermal resources, may well have considerable advantages for tapping into geothermal power. It does have one of the longest serving power stations using geothermal energy. The station, built in 1966, pointed the way to the future when the country was affected by the two global oil shocks in the 1970s. Now there are some 17 plants in operation throughout the country which are responsible for a total output of over 530,000 kilowatts. This figure, though impressive, accounts for a mere 0.4% of Japans total generation of electricity. Clearly then, further progress needs to be made in the development of geothermal energy. As long as costs remain high in comparison to other sources of energy, geothermal power wilt struggle to match the efficiency of existing power sources. Further research and innovation in the field, as well as government support and a sense of urgency, are needed to help propel geothermal energy towards its promising future. | It can take a decade to develop a single geothermal power station. | entailment |
id_4534 | POWER FROM THE EARTH Geothermal power refers to the generation of electrical power by making use of heat sources found well below the earths surface. As is well-known, if a hole were to be drilled deep into the earth, extremely hot, molten rock would soon be encountered. At depths of 30 to 50 km, temperatures exceeding 1000 degrees Celsius prevail. Obviously, accessing such temperatures would provide a wonderful source for geothermal power. The problem is, such depths are too difficult to access: drilling down some 30 or more kilometres is simply too costly with todays technology. Fortunately, sufficiently hot temperatures are available at considerably shallower depths. In certain areas, where the earths surface has been altered over timethrough, for example, volcanic activity-temperatures exceeding 300 degrees Celsius can be found at depths of a mere 1 to 3 km, which can be feasibly accessed. These particular areas are potentially ideal for the generation of electricity through geothermal means. It is possible to explain geothermal power generation as a steam power system that utilizes the earth itself as a boiler. When water is sent down to the depths of 1 to 3 km, it returns to the surface as steam and is capable of generating electricity. Electricity generated in this manner hardly produces any carbon dioxide or other waste materials. If the steam and hot water are routed back underground, the generation of electricity can be semi-permanent in nature. Furthermore, geothermal power can provide a stable supply of electricity unlike other natural energy sources such as solar power and wind power, which both rely heavily on weather conditions. Accordingly, the generation of electricity through geothermal power is four to five times more efficient than through solar power. As for wind power, geothermal power is some two times more cost effective. Only the generation of hydroelectric power comes close the cost of power production from each is about the same. Although geothermal power generation appears to be a most attractive option, development has been slow. The worlds first successful attempt at geothermal power generation was accomplished in Italy in 1904. Power generation in Japan first started in 1925 at Beppu City. Since that time, countries as diverse as Iceland and New Zealand have joined the list of nations making use of this valuable source of energy. In the year 2000, Beppu City hosted the World Geothermal Congress, whose goal was to promote the adoption of geothermal energy production throughout the world. The international geothermal community at the World Geothermal Congress 2000 called upon the governments of nations to make strong commitments to the development of their indigenous geo-thermal resources for the benefit of their own people, humanity and the environment. However, several factors are still hindering the development of geothermal power generation. Firstly, it has a low density of energy which makes it unsuitable for large-scale production in which, for example, over 1,000,000 kilowatts need to be produced. Secondly, the cost is still high when compared to todays most common sources of energy production: fossil fuels and atomic energy. A further consideration is the amount of risk involved in successfully setting up a new geothermal power production facility. The drilling that must extend 2,000 to 3,000 m below the surface must be accurate to within a matter of just a few metres one side or the other of the targeted location. To achieve this, extensive surveys, drilling expertise and time are needed. It is not uncommon for a project to encompass ten years from its planning stage to the start of operations. The extent of the risks involved is clear. Although it has long been considered a resource-poor nation, Japan, which is thought to have about 10% of the worlds geothermal resources, may well have considerable advantages for tapping into geothermal power. It does have one of the longest serving power stations using geothermal energy. The station, built in 1966, pointed the way to the future when the country was affected by the two global oil shocks in the 1970s. Now there are some 17 plants in operation throughout the country which are responsible for a total output of over 530,000 kilowatts. This figure, though impressive, accounts for a mere 0.4% of Japans total generation of electricity. Clearly then, further progress needs to be made in the development of geothermal energy. As long as costs remain high in comparison to other sources of energy, geothermal power wilt struggle to match the efficiency of existing power sources. Further research and innovation in the field, as well as government support and a sense of urgency, are needed to help propel geothermal energy towards its promising future. | Japan is capable of generating one quarter of its energy needs using geothermal energy. | contradiction |
id_4535 | POWER FROM THE EARTH Geothermal power refers to the generation of electrical power by making use of heat sources found well below the earths surface. As is well-known, if a hole were to be drilled deep into the earth, extremely hot, molten rock would soon be encountered. At depths of 30 to 50 km, temperatures exceeding 1000 degrees Celsius prevail. Obviously, accessing such temperatures would provide a wonderful source for geothermal power. The problem is, such depths are too difficult to access: drilling down some 30 or more kilometres is simply too costly with todays technology. Fortunately, sufficiently hot temperatures are available at considerably shallower depths. In certain areas, where the earths surface has been altered over timethrough, for example, volcanic activity-temperatures exceeding 300 degrees Celsius can be found at depths of a mere 1 to 3 km, which can be feasibly accessed. These particular areas are potentially ideal for the generation of electricity through geothermal means. It is possible to explain geothermal power generation as a steam power system that utilizes the earth itself as a boiler. When water is sent down to the depths of 1 to 3 km, it returns to the surface as steam and is capable of generating electricity. Electricity generated in this manner hardly produces any carbon dioxide or other waste materials. If the steam and hot water are routed back underground, the generation of electricity can be semi-permanent in nature. Furthermore, geothermal power can provide a stable supply of electricity unlike other natural energy sources such as solar power and wind power, which both rely heavily on weather conditions. Accordingly, the generation of electricity through geothermal power is four to five times more efficient than through solar power. As for wind power, geothermal power is some two times more cost effective. Only the generation of hydroelectric power comes close the cost of power production from each is about the same. Although geothermal power generation appears to be a most attractive option, development has been slow. The worlds first successful attempt at geothermal power generation was accomplished in Italy in 1904. Power generation in Japan first started in 1925 at Beppu City. Since that time, countries as diverse as Iceland and New Zealand have joined the list of nations making use of this valuable source of energy. In the year 2000, Beppu City hosted the World Geothermal Congress, whose goal was to promote the adoption of geothermal energy production throughout the world. The international geothermal community at the World Geothermal Congress 2000 called upon the governments of nations to make strong commitments to the development of their indigenous geo-thermal resources for the benefit of their own people, humanity and the environment. However, several factors are still hindering the development of geothermal power generation. Firstly, it has a low density of energy which makes it unsuitable for large-scale production in which, for example, over 1,000,000 kilowatts need to be produced. Secondly, the cost is still high when compared to todays most common sources of energy production: fossil fuels and atomic energy. A further consideration is the amount of risk involved in successfully setting up a new geothermal power production facility. The drilling that must extend 2,000 to 3,000 m below the surface must be accurate to within a matter of just a few metres one side or the other of the targeted location. To achieve this, extensive surveys, drilling expertise and time are needed. It is not uncommon for a project to encompass ten years from its planning stage to the start of operations. The extent of the risks involved is clear. Although it has long been considered a resource-poor nation, Japan, which is thought to have about 10% of the worlds geothermal resources, may well have considerable advantages for tapping into geothermal power. It does have one of the longest serving power stations using geothermal energy. The station, built in 1966, pointed the way to the future when the country was affected by the two global oil shocks in the 1970s. Now there are some 17 plants in operation throughout the country which are responsible for a total output of over 530,000 kilowatts. This figure, though impressive, accounts for a mere 0.4% of Japans total generation of electricity. Clearly then, further progress needs to be made in the development of geothermal energy. As long as costs remain high in comparison to other sources of energy, geothermal power wilt struggle to match the efficiency of existing power sources. Further research and innovation in the field, as well as government support and a sense of urgency, are needed to help propel geothermal energy towards its promising future. | The World Geothermal Congress has been able to raise money for research in this area. | neutral |
id_4536 | POWER FROM THE EARTH Geothermal power refers to the generation of electrical power by making use of heat sources found well below the earths surface. As is well-known, if a hole were to be drilled deep into the earth, extremely hot, molten rock would soon be encountered. At depths of 30 to 50 km, temperatures exceeding 1000 degrees Celsius prevail. Obviously, accessing such temperatures would provide a wonderful source for geothermal power. The problem is, such depths are too difficult to access: drilling down some 30 or more kilometres is simply too costly with todays technology. Fortunately, sufficiently hot temperatures are available at considerably shallower depths. In certain areas, where the earths surface has been altered over timethrough, for example, volcanic activity-temperatures exceeding 300 degrees Celsius can be found at depths of a mere 1 to 3 km, which can be feasibly accessed. These particular areas are potentially ideal for the generation of electricity through geothermal means. It is possible to explain geothermal power generation as a steam power system that utilizes the earth itself as a boiler. When water is sent down to the depths of 1 to 3 km, it returns to the surface as steam and is capable of generating electricity. Electricity generated in this manner hardly produces any carbon dioxide or other waste materials. If the steam and hot water are routed back underground, the generation of electricity can be semi-permanent in nature. Furthermore, geothermal power can provide a stable supply of electricity unlike other natural energy sources such as solar power and wind power, which both rely heavily on weather conditions. Accordingly, the generation of electricity through geothermal power is four to five times more efficient than through solar power. As for wind power, geothermal power is some two times more cost effective. Only the generation of hydroelectric power comes close the cost of power production from each is about the same. Although geothermal power generation appears to be a most attractive option, development has been slow. The worlds first successful attempt at geothermal power generation was accomplished in Italy in 1904. Power generation in Japan first started in 1925 at Beppu City. Since that time, countries as diverse as Iceland and New Zealand have joined the list of nations making use of this valuable source of energy. In the year 2000, Beppu City hosted the World Geothermal Congress, whose goal was to promote the adoption of geothermal energy production throughout the world. The international geothermal community at the World Geothermal Congress 2000 called upon the governments of nations to make strong commitments to the development of their indigenous geo-thermal resources for the benefit of their own people, humanity and the environment. However, several factors are still hindering the development of geothermal power generation. Firstly, it has a low density of energy which makes it unsuitable for large-scale production in which, for example, over 1,000,000 kilowatts need to be produced. Secondly, the cost is still high when compared to todays most common sources of energy production: fossil fuels and atomic energy. A further consideration is the amount of risk involved in successfully setting up a new geothermal power production facility. The drilling that must extend 2,000 to 3,000 m below the surface must be accurate to within a matter of just a few metres one side or the other of the targeted location. To achieve this, extensive surveys, drilling expertise and time are needed. It is not uncommon for a project to encompass ten years from its planning stage to the start of operations. The extent of the risks involved is clear. Although it has long been considered a resource-poor nation, Japan, which is thought to have about 10% of the worlds geothermal resources, may well have considerable advantages for tapping into geothermal power. It does have one of the longest serving power stations using geothermal energy. The station, built in 1966, pointed the way to the future when the country was affected by the two global oil shocks in the 1970s. Now there are some 17 plants in operation throughout the country which are responsible for a total output of over 530,000 kilowatts. This figure, though impressive, accounts for a mere 0.4% of Japans total generation of electricity. Clearly then, further progress needs to be made in the development of geothermal energy. As long as costs remain high in comparison to other sources of energy, geothermal power wilt struggle to match the efficiency of existing power sources. Further research and innovation in the field, as well as government support and a sense of urgency, are needed to help propel geothermal energy towards its promising future. | The future of geothermal energy depends upon the decline of fossil fuel resources. | neutral |
id_4537 | POWER FROM THE EARTH Geothermal power refers to the generation of electrical power by making use of heat sources found well below the earths surface. As is well-known, if a hole were to be drilled deep into the earth, extremely hot, molten rock would soon be encountered. At depths of 30 to 50 km, temperatures exceeding 1000 degrees Celsius prevail. Obviously, accessing such temperatures would provide a wonderful source for geothermal power. The problem is, such depths are too difficult to access: drilling down some 30 or more kilometres is simply too costly with todays technology. Fortunately, sufficiently hot temperatures are available at considerably shallower depths. In certain areas, where the earths surface has been altered over timethrough, for example, volcanic activity-temperatures exceeding 300 degrees Celsius can be found at depths of a mere 1 to 3 km, which can be feasibly accessed. These particular areas are potentially ideal for the generation of electricity through geothermal means. It is possible to explain geothermal power generation as a steam power system that utilizes the earth itself as a boiler. When water is sent down to the depths of 1 to 3 km, it returns to the surface as steam and is capable of generating electricity. Electricity generated in this manner hardly produces any carbon dioxide or other waste materials. If the steam and hot water are routed back underground, the generation of electricity can be semi-permanent in nature. Furthermore, geothermal power can provide a stable supply of electricity unlike other natural energy sources such as solar power and wind power, which both rely heavily on weather conditions. Accordingly, the generation of electricity through geothermal power is four to five times more efficient than through solar power. As for wind power, geothermal power is some two times more cost effective. Only the generation of hydroelectric power comes close the cost of power production from each is about the same. Although geothermal power generation appears to be a most attractive option, development has been slow. The worlds first successful attempt at geothermal power generation was accomplished in Italy in 1904. Power generation in Japan first started in 1925 at Beppu City. Since that time, countries as diverse as Iceland and New Zealand have joined the list of nations making use of this valuable source of energy. In the year 2000, Beppu City hosted the World Geothermal Congress, whose goal was to promote the adoption of geothermal energy production throughout the world. The international geothermal community at the World Geothermal Congress 2000 called upon the governments of nations to make strong commitments to the development of their indigenous geo-thermal resources for the benefit of their own people, humanity and the environment. However, several factors are still hindering the development of geothermal power generation. Firstly, it has a low density of energy which makes it unsuitable for large-scale production in which, for example, over 1,000,000 kilowatts need to be produced. Secondly, the cost is still high when compared to todays most common sources of energy production: fossil fuels and atomic energy. A further consideration is the amount of risk involved in successfully setting up a new geothermal power production facility. The drilling that must extend 2,000 to 3,000 m below the surface must be accurate to within a matter of just a few metres one side or the other of the targeted location. To achieve this, extensive surveys, drilling expertise and time are needed. It is not uncommon for a project to encompass ten years from its planning stage to the start of operations. The extent of the risks involved is clear. Although it has long been considered a resource-poor nation, Japan, which is thought to have about 10% of the worlds geothermal resources, may well have considerable advantages for tapping into geothermal power. It does have one of the longest serving power stations using geothermal energy. The station, built in 1966, pointed the way to the future when the country was affected by the two global oil shocks in the 1970s. Now there are some 17 plants in operation throughout the country which are responsible for a total output of over 530,000 kilowatts. This figure, though impressive, accounts for a mere 0.4% of Japans total generation of electricity. Clearly then, further progress needs to be made in the development of geothermal energy. As long as costs remain high in comparison to other sources of energy, geothermal power wilt struggle to match the efficiency of existing power sources. Further research and innovation in the field, as well as government support and a sense of urgency, are needed to help propel geothermal energy towards its promising future. | The generation of geothermal power produces a considerable amount of by-products that can be damaging to the environment. | contradiction |
id_4538 | POWER FROM THE EARTH Geothermal power refers to the generation of electrical power by making use of heat sources found well below the earths surface. As is well-known, if a hole were to be drilled deep into the earth, extremely hot, molten rock would soon be encountered. At depths of 30 to 50 km, temperatures exceeding 1000 degrees Celsius prevail. Obviously, accessing such temperatures would provide a wonderful source for geothermal power. The problem is, such depths are too difficult to access: drilling down some 30 or more kilometres is simply too costly with todays technology. Fortunately, sufficiently hot temperatures are available at considerably shallower depths. In certain areas, where the earths surface has been altered over timethrough, for example, volcanic activity-temperatures exceeding 300 degrees Celsius can be found at depths of a mere 1 to 3 km, which can be feasibly accessed. These particular areas are potentially ideal for the generation of electricity through geothermal means. It is possible to explain geothermal power generation as a steam power system that utilizes the earth itself as a boiler. When water is sent down to the depths of 1 to 3 km, it returns to the surface as steam and is capable of generating electricity. Electricity generated in this manner hardly produces any carbon dioxide or other waste materials. If the steam and hot water are routed back underground, the generation of electricity can be semi-permanent in nature. Furthermore, geothermal power can provide a stable supply of electricity unlike other natural energy sources such as solar power and wind power, which both rely heavily on weather conditions. Accordingly, the generation of electricity through geothermal power is four to five times more efficient than through solar power. As for wind power, geothermal power is some two times more cost effective. Only the generation of hydroelectric power comes close the cost of power production from each is about the same. Although geothermal power generation appears to be a most attractive option, development has been slow. The worlds first successful attempt at geothermal power generation was accomplished in Italy in 1904. Power generation in Japan first started in 1925 at Beppu City. Since that time, countries as diverse as Iceland and New Zealand have joined the list of nations making use of this valuable source of energy. In the year 2000, Beppu City hosted the World Geothermal Congress, whose goal was to promote the adoption of geothermal energy production throughout the world. The international geothermal community at the World Geothermal Congress 2000 called upon the governments of nations to make strong commitments to the development of their indigenous geo-thermal resources for the benefit of their own people, humanity and the environment. However, several factors are still hindering the development of geothermal power generation. Firstly, it has a low density of energy which makes it unsuitable for large-scale production in which, for example, over 1,000,000 kilowatts need to be produced. Secondly, the cost is still high when compared to todays most common sources of energy production: fossil fuels and atomic energy. A further consideration is the amount of risk involved in successfully setting up a new geothermal power production facility. The drilling that must extend 2,000 to 3,000 m below the surface must be accurate to within a matter of just a few metres one side or the other of the targeted location. To achieve this, extensive surveys, drilling expertise and time are needed. It is not uncommon for a project to encompass ten years from its planning stage to the start of operations. The extent of the risks involved is clear. Although it has long been considered a resource-poor nation, Japan, which is thought to have about 10% of the worlds geothermal resources, may well have considerable advantages for tapping into geothermal power. It does have one of the longest serving power stations using geothermal energy. The station, built in 1966, pointed the way to the future when the country was affected by the two global oil shocks in the 1970s. Now there are some 17 plants in operation throughout the country which are responsible for a total output of over 530,000 kilowatts. This figure, though impressive, accounts for a mere 0.4% of Japans total generation of electricity. Clearly then, further progress needs to be made in the development of geothermal energy. As long as costs remain high in comparison to other sources of energy, geothermal power wilt struggle to match the efficiency of existing power sources. Further research and innovation in the field, as well as government support and a sense of urgency, are needed to help propel geothermal energy towards its promising future. | Accessing geothermal energy at depths greater than 3 km is currently not possible. | contradiction |
id_4539 | POWER FROM THE EARTH Geothermal power refers to the generation of electrical power by making use of heat sources found well below the earths surface. As is well-known, if a hole were to be drilled deep into the earth, extremely hot, molten rock would soon be encountered. At depths of 30 to 50 km, temperatures exceeding 1000 degrees Celsius prevail. Obviously, accessing such temperatures would provide a wonderful source for geothermal power. The problem is, such depths are too difficult to access: drilling down some 30 or more kilometres is simply too costly with todays technology. Fortunately, sufficiently hot temperatures are available at considerably shallower depths. In certain areas, where the earths surface has been altered over timethrough, for example, volcanic activity-temperatures exceeding 300 degrees Celsius can be found at depths of a mere 1 to 3 km, which can be feasibly accessed. These particular areas are potentially ideal for the generation of electricity through geothermal means. It is possible to explain geothermal power generation as a steam power system that utilizes the earth itself as a boiler. When water is sent down to the depths of 1 to 3 km, it returns to the surface as steam and is capable of generating electricity. Electricity generated in this manner hardly produces any carbon dioxide or other waste materials. If the steam and hot water are routed back underground, the generation of electricity can be semi-permanent in nature. Furthermore, geothermal power can provide a stable supply of electricity unlike other natural energy sources such as solar power and wind power, which both rely heavily on weather conditions. Accordingly, the generation of electricity through geothermal power is four to five times more efficient than through solar power. As for wind power, geothermal power is some two times more cost effective. Only the generation of hydroelectric power comes close the cost of power production from each is about the same. Although geothermal power generation appears to be a most attractive option, development has been slow. The worlds first successful attempt at geothermal power generation was accomplished in Italy in 1904. Power generation in Japan first started in 1925 at Beppu City. Since that time, countries as diverse as Iceland and New Zealand have joined the list of nations making use of this valuable source of energy. In the year 2000, Beppu City hosted the World Geothermal Congress, whose goal was to promote the adoption of geothermal energy production throughout the world. The international geothermal community at the World Geothermal Congress 2000 called upon the governments of nations to make strong commitments to the development of their indigenous geo-thermal resources for the benefit of their own people, humanity and the environment. However, several factors are still hindering the development of geothermal power generation. Firstly, it has a low density of energy which makes it unsuitable for large-scale production in which, for example, over 1,000,000 kilowatts need to be produced. Secondly, the cost is still high when compared to todays most common sources of energy production: fossil fuels and atomic energy. A further consideration is the amount of risk involved in successfully setting up a new geothermal power production facility. The drilling that must extend 2,000 to 3,000 m below the surface must be accurate to within a matter of just a few metres one side or the other of the targeted location. To achieve this, extensive surveys, drilling expertise and time are needed. It is not uncommon for a project to encompass ten years from its planning stage to the start of operations. The extent of the risks involved is clear. Although it has long been considered a resource-poor nation, Japan, which is thought to have about 10% of the worlds geothermal resources, may well have considerable advantages for tapping into geothermal power. It does have one of the longest serving power stations using geothermal energy. The station, built in 1966, pointed the way to the future when the country was affected by the two global oil shocks in the 1970s. Now there are some 17 plants in operation throughout the country which are responsible for a total output of over 530,000 kilowatts. This figure, though impressive, accounts for a mere 0.4% of Japans total generation of electricity. Clearly then, further progress needs to be made in the development of geothermal energy. As long as costs remain high in comparison to other sources of energy, geothermal power wilt struggle to match the efficiency of existing power sources. Further research and innovation in the field, as well as government support and a sense of urgency, are needed to help propel geothermal energy towards its promising future. | Geothermal energy is still relatively expensive lo generate. | entailment |
id_4540 | PSYCHOMETRICS Psychometrics involves psychological and educational assessment of the subject by way of measuring attitudes, personality, abilities and knowledge. The field has two primary focuses; the creation of measurement instruments and procedures and development and enhancement of existing methodology employed. The concept of psychometric testing, introduced long before the establishment of IQ testing and other current methodologies, was first explored by Francis Galton who developed the first testing procedures supposedly related to intelligence; however, his measurement tools were in fact based upon physical and physiological benchmarks rather than testing of the mind itself. Measurements included the physical power, height and weight of subjects which were recorded and results used to estimate the intelligence of subjects. While the approach was not successful, the studies conducted by Galton were to influence the work of future researchers. Approaches to measurement of intelligence, which is defined as the minds relative ability to reason, think, conceptually plan, solve problems, understand and learn, were later developed by pioneers such as Charles Spearman. Significant contributions to its early development were also made by Wilhelm Wundt, L. L. Thurstone, Ernst Heinrich Weber and Gustav Fechner. The most well-known traditional approach to development of psychometric instruments to measure intelligence is the Stanford-Binet IQ test, originally developed by French psychologist Alfred Binet. Researchers define intelligence as separate to other attributes such as personality, character, creativity and even knowledge and wisdom for the purpose of their assessment. Intelligence testing methods are not intended to determine a level of genetic intelligence separate from and unaffected by the environment to which the individual has been exposed to in life; rather to measure the intelligence of an individual apparent as a result of both nature and nurture. Psychometrics is today a useful and widely used tool used for measurement of abilities in academic areas such as reading, writing and mathematics. IQ tests are commonly used to test intelligence, though some believe that this testing is unfair and not truly representative of the subjects intellect as individuals may excel in different areas of reasoning. Psychologist Howard Gardner, working on this assumption, introduced the concept of an individual cognitive profile in 1983 in his book Frames of Mind: The Theory of Multiple Intelligences. He holds that one child may perform excellently in one aspect, yet fail in another and that their overall performance in a number of intellectual areas should be considered. Gardner first identified seven different types of intelligence, these being; linguistic, logical-mathematical, spatial, bodily- kinesthetic, musical, interpersonal and intrapersonal. In 1999 after further research he added an 8th element to the equation; naturalistic intelligence, and at the time of writing is investigating the possibility of a 9th; this being existential intelligence. The first intelligence as defined by Gardner in the Theory of Multiple Intelligences, linguistic intelligence, relates to an individuals ability to process and communicate written and spoken words. Such people are said to excel at reading, writing, story-telling, learning a foreign language and the memorising of words and dates. The logical-mathematical category is related to a persons ability to reason logically, think scientifically, make deductions and perform wrell in mathematic calculations. Spatial intelligence is related to vision and spatial judgement; such individuals have been observed to have a strong visual memory and the potential to excel in artistic subjects. Those exhibiting a leaning towards the third classification, bodily-kinesthetic intelligence, often learn best by physically practising an action rather than by reading or seeing. Musical intelligence, as the name suggests, relates to ability in defining differences in rhythm and tones; individuals possessing musical intelligence are often able to sing, play musical instruments and compose music to a high standard. Since a high level of audio-related ability exists, many in this category are said to learn well in a lecture situation where they are required to listen attentively to information. Interpersonal intelligence relates to an individuals ability to communicate and empathise with others; typically extrovert, they learn well through discussion, debate and interaction with others, The last of the 7 original categories identified by Gardner, intrapersonal intelligence, fits the opposite description of interpersonal intelligence; such individuals working best independently. According to Gardner they are capable of high levels of self reflection and are often perfectionists. A number of psychometric experts, however, oppose Gardners views and have reservations about the validity of his theories. Firstly, some detractors disagree with the overall definition of intelligence used in Gardners theory. They hold that, in fact, some categories such as interpersonal or intrapersonal intelligence relate more to personality that cognitive performance. The more recently identified naturalistic intelligence, which relates to an affinity to the natural world and an ability to nurture and cultivate, has been dismissed completely by many as no more than a hobby. Doubts have been raised that others, such as musical intelligence, are in reality talents. A final criticism attached to the theory is that some believe that the intelligences cannot be treated as separate entities as some individuals may perform equally well in what could be considered diverse areas; linguistic and logical-mathematical for example. Gardner however maintains that his theories are sound, since an identifiable and separate part of the brain is responsible for controlling aspects related to each of the different types of intelligence. Despite the criticism received from some of his contemporaries, Gardners theories are well respected and often applied in the world of education as a tool for identifying childrens differing abilities and potential career paths. For Instance, those showing linguistic capabilities are said to be ideal in roles including writing, politics and teaching; logical mathematical thinkers suited to careers in science, mathematics, law, medicine and philosophy. Those exhibiting spatial intelligence are said to be suited to a career such as art, engineering or architecture; while individuals with a leaning towards bodily- kinesthetic intelligence may excel in areas such as athletics, dancing or craft-making. Strengths in the area of musical intelligence are said to often lead to success as a singer, conductor or musician. Those displaying strong interpersonal skills have been recognised as often making effective politicians, managers, diplomats and social workers; while those showing a dominant intrapersonal intelligence are said to be better suited to professions involving more self reflection and lower levels of interaction with the outside world such as writing, philosophy or theology. | Those demonstrating intrapersonal intelligence always make bad managers. | neutral |
id_4541 | PSYCHOMETRICS Psychometrics involves psychological and educational assessment of the subject by way of measuring attitudes, personality, abilities and knowledge. The field has two primary focuses; the creation of measurement instruments and procedures and development and enhancement of existing methodology employed. The concept of psychometric testing, introduced long before the establishment of IQ testing and other current methodologies, was first explored by Francis Galton who developed the first testing procedures supposedly related to intelligence; however, his measurement tools were in fact based upon physical and physiological benchmarks rather than testing of the mind itself. Measurements included the physical power, height and weight of subjects which were recorded and results used to estimate the intelligence of subjects. While the approach was not successful, the studies conducted by Galton were to influence the work of future researchers. Approaches to measurement of intelligence, which is defined as the minds relative ability to reason, think, conceptually plan, solve problems, understand and learn, were later developed by pioneers such as Charles Spearman. Significant contributions to its early development were also made by Wilhelm Wundt, L. L. Thurstone, Ernst Heinrich Weber and Gustav Fechner. The most well-known traditional approach to development of psychometric instruments to measure intelligence is the Stanford-Binet IQ test, originally developed by French psychologist Alfred Binet. Researchers define intelligence as separate to other attributes such as personality, character, creativity and even knowledge and wisdom for the purpose of their assessment. Intelligence testing methods are not intended to determine a level of genetic intelligence separate from and unaffected by the environment to which the individual has been exposed to in life; rather to measure the intelligence of an individual apparent as a result of both nature and nurture. Psychometrics is today a useful and widely used tool used for measurement of abilities in academic areas such as reading, writing and mathematics. IQ tests are commonly used to test intelligence, though some believe that this testing is unfair and not truly representative of the subjects intellect as individuals may excel in different areas of reasoning. Psychologist Howard Gardner, working on this assumption, introduced the concept of an individual cognitive profile in 1983 in his book Frames of Mind: The Theory of Multiple Intelligences. He holds that one child may perform excellently in one aspect, yet fail in another and that their overall performance in a number of intellectual areas should be considered. Gardner first identified seven different types of intelligence, these being; linguistic, logical-mathematical, spatial, bodily- kinesthetic, musical, interpersonal and intrapersonal. In 1999 after further research he added an 8th element to the equation; naturalistic intelligence, and at the time of writing is investigating the possibility of a 9th; this being existential intelligence. The first intelligence as defined by Gardner in the Theory of Multiple Intelligences, linguistic intelligence, relates to an individuals ability to process and communicate written and spoken words. Such people are said to excel at reading, writing, story-telling, learning a foreign language and the memorising of words and dates. The logical-mathematical category is related to a persons ability to reason logically, think scientifically, make deductions and perform wrell in mathematic calculations. Spatial intelligence is related to vision and spatial judgement; such individuals have been observed to have a strong visual memory and the potential to excel in artistic subjects. Those exhibiting a leaning towards the third classification, bodily-kinesthetic intelligence, often learn best by physically practising an action rather than by reading or seeing. Musical intelligence, as the name suggests, relates to ability in defining differences in rhythm and tones; individuals possessing musical intelligence are often able to sing, play musical instruments and compose music to a high standard. Since a high level of audio-related ability exists, many in this category are said to learn well in a lecture situation where they are required to listen attentively to information. Interpersonal intelligence relates to an individuals ability to communicate and empathise with others; typically extrovert, they learn well through discussion, debate and interaction with others, The last of the 7 original categories identified by Gardner, intrapersonal intelligence, fits the opposite description of interpersonal intelligence; such individuals working best independently. According to Gardner they are capable of high levels of self reflection and are often perfectionists. A number of psychometric experts, however, oppose Gardners views and have reservations about the validity of his theories. Firstly, some detractors disagree with the overall definition of intelligence used in Gardners theory. They hold that, in fact, some categories such as interpersonal or intrapersonal intelligence relate more to personality that cognitive performance. The more recently identified naturalistic intelligence, which relates to an affinity to the natural world and an ability to nurture and cultivate, has been dismissed completely by many as no more than a hobby. Doubts have been raised that others, such as musical intelligence, are in reality talents. A final criticism attached to the theory is that some believe that the intelligences cannot be treated as separate entities as some individuals may perform equally well in what could be considered diverse areas; linguistic and logical-mathematical for example. Gardner however maintains that his theories are sound, since an identifiable and separate part of the brain is responsible for controlling aspects related to each of the different types of intelligence. Despite the criticism received from some of his contemporaries, Gardners theories are well respected and often applied in the world of education as a tool for identifying childrens differing abilities and potential career paths. For Instance, those showing linguistic capabilities are said to be ideal in roles including writing, politics and teaching; logical mathematical thinkers suited to careers in science, mathematics, law, medicine and philosophy. Those exhibiting spatial intelligence are said to be suited to a career such as art, engineering or architecture; while individuals with a leaning towards bodily- kinesthetic intelligence may excel in areas such as athletics, dancing or craft-making. Strengths in the area of musical intelligence are said to often lead to success as a singer, conductor or musician. Those displaying strong interpersonal skills have been recognised as often making effective politicians, managers, diplomats and social workers; while those showing a dominant intrapersonal intelligence are said to be better suited to professions involving more self reflection and lower levels of interaction with the outside world such as writing, philosophy or theology. | Early studies into intelligence were misguided and have had no impact on todays methods. | contradiction |
id_4542 | PSYCHOMETRICS Psychometrics involves psychological and educational assessment of the subject by way of measuring attitudes, personality, abilities and knowledge. The field has two primary focuses; the creation of measurement instruments and procedures and development and enhancement of existing methodology employed. The concept of psychometric testing, introduced long before the establishment of IQ testing and other current methodologies, was first explored by Francis Galton who developed the first testing procedures supposedly related to intelligence; however, his measurement tools were in fact based upon physical and physiological benchmarks rather than testing of the mind itself. Measurements included the physical power, height and weight of subjects which were recorded and results used to estimate the intelligence of subjects. While the approach was not successful, the studies conducted by Galton were to influence the work of future researchers. Approaches to measurement of intelligence, which is defined as the minds relative ability to reason, think, conceptually plan, solve problems, understand and learn, were later developed by pioneers such as Charles Spearman. Significant contributions to its early development were also made by Wilhelm Wundt, L. L. Thurstone, Ernst Heinrich Weber and Gustav Fechner. The most well-known traditional approach to development of psychometric instruments to measure intelligence is the Stanford-Binet IQ test, originally developed by French psychologist Alfred Binet. Researchers define intelligence as separate to other attributes such as personality, character, creativity and even knowledge and wisdom for the purpose of their assessment. Intelligence testing methods are not intended to determine a level of genetic intelligence separate from and unaffected by the environment to which the individual has been exposed to in life; rather to measure the intelligence of an individual apparent as a result of both nature and nurture. Psychometrics is today a useful and widely used tool used for measurement of abilities in academic areas such as reading, writing and mathematics. IQ tests are commonly used to test intelligence, though some believe that this testing is unfair and not truly representative of the subjects intellect as individuals may excel in different areas of reasoning. Psychologist Howard Gardner, working on this assumption, introduced the concept of an individual cognitive profile in 1983 in his book Frames of Mind: The Theory of Multiple Intelligences. He holds that one child may perform excellently in one aspect, yet fail in another and that their overall performance in a number of intellectual areas should be considered. Gardner first identified seven different types of intelligence, these being; linguistic, logical-mathematical, spatial, bodily- kinesthetic, musical, interpersonal and intrapersonal. In 1999 after further research he added an 8th element to the equation; naturalistic intelligence, and at the time of writing is investigating the possibility of a 9th; this being existential intelligence. The first intelligence as defined by Gardner in the Theory of Multiple Intelligences, linguistic intelligence, relates to an individuals ability to process and communicate written and spoken words. Such people are said to excel at reading, writing, story-telling, learning a foreign language and the memorising of words and dates. The logical-mathematical category is related to a persons ability to reason logically, think scientifically, make deductions and perform wrell in mathematic calculations. Spatial intelligence is related to vision and spatial judgement; such individuals have been observed to have a strong visual memory and the potential to excel in artistic subjects. Those exhibiting a leaning towards the third classification, bodily-kinesthetic intelligence, often learn best by physically practising an action rather than by reading or seeing. Musical intelligence, as the name suggests, relates to ability in defining differences in rhythm and tones; individuals possessing musical intelligence are often able to sing, play musical instruments and compose music to a high standard. Since a high level of audio-related ability exists, many in this category are said to learn well in a lecture situation where they are required to listen attentively to information. Interpersonal intelligence relates to an individuals ability to communicate and empathise with others; typically extrovert, they learn well through discussion, debate and interaction with others, The last of the 7 original categories identified by Gardner, intrapersonal intelligence, fits the opposite description of interpersonal intelligence; such individuals working best independently. According to Gardner they are capable of high levels of self reflection and are often perfectionists. A number of psychometric experts, however, oppose Gardners views and have reservations about the validity of his theories. Firstly, some detractors disagree with the overall definition of intelligence used in Gardners theory. They hold that, in fact, some categories such as interpersonal or intrapersonal intelligence relate more to personality that cognitive performance. The more recently identified naturalistic intelligence, which relates to an affinity to the natural world and an ability to nurture and cultivate, has been dismissed completely by many as no more than a hobby. Doubts have been raised that others, such as musical intelligence, are in reality talents. A final criticism attached to the theory is that some believe that the intelligences cannot be treated as separate entities as some individuals may perform equally well in what could be considered diverse areas; linguistic and logical-mathematical for example. Gardner however maintains that his theories are sound, since an identifiable and separate part of the brain is responsible for controlling aspects related to each of the different types of intelligence. Despite the criticism received from some of his contemporaries, Gardners theories are well respected and often applied in the world of education as a tool for identifying childrens differing abilities and potential career paths. For Instance, those showing linguistic capabilities are said to be ideal in roles including writing, politics and teaching; logical mathematical thinkers suited to careers in science, mathematics, law, medicine and philosophy. Those exhibiting spatial intelligence are said to be suited to a career such as art, engineering or architecture; while individuals with a leaning towards bodily- kinesthetic intelligence may excel in areas such as athletics, dancing or craft-making. Strengths in the area of musical intelligence are said to often lead to success as a singer, conductor or musician. Those displaying strong interpersonal skills have been recognised as often making effective politicians, managers, diplomats and social workers; while those showing a dominant intrapersonal intelligence are said to be better suited to professions involving more self reflection and lower levels of interaction with the outside world such as writing, philosophy or theology. | An individual may demonstrate high levels of intelligence in contradictory areas. | entailment |
id_4543 | PSYCHOMETRICS Psychometrics involves psychological and educational assessment of the subject by way of measuring attitudes, personality, abilities and knowledge. The field has two primary focuses; the creation of measurement instruments and procedures and development and enhancement of existing methodology employed. The concept of psychometric testing, introduced long before the establishment of IQ testing and other current methodologies, was first explored by Francis Galton who developed the first testing procedures supposedly related to intelligence; however, his measurement tools were in fact based upon physical and physiological benchmarks rather than testing of the mind itself. Measurements included the physical power, height and weight of subjects which were recorded and results used to estimate the intelligence of subjects. While the approach was not successful, the studies conducted by Galton were to influence the work of future researchers. Approaches to measurement of intelligence, which is defined as the minds relative ability to reason, think, conceptually plan, solve problems, understand and learn, were later developed by pioneers such as Charles Spearman. Significant contributions to its early development were also made by Wilhelm Wundt, L. L. Thurstone, Ernst Heinrich Weber and Gustav Fechner. The most well-known traditional approach to development of psychometric instruments to measure intelligence is the Stanford-Binet IQ test, originally developed by French psychologist Alfred Binet. Researchers define intelligence as separate to other attributes such as personality, character, creativity and even knowledge and wisdom for the purpose of their assessment. Intelligence testing methods are not intended to determine a level of genetic intelligence separate from and unaffected by the environment to which the individual has been exposed to in life; rather to measure the intelligence of an individual apparent as a result of both nature and nurture. Psychometrics is today a useful and widely used tool used for measurement of abilities in academic areas such as reading, writing and mathematics. IQ tests are commonly used to test intelligence, though some believe that this testing is unfair and not truly representative of the subjects intellect as individuals may excel in different areas of reasoning. Psychologist Howard Gardner, working on this assumption, introduced the concept of an individual cognitive profile in 1983 in his book Frames of Mind: The Theory of Multiple Intelligences. He holds that one child may perform excellently in one aspect, yet fail in another and that their overall performance in a number of intellectual areas should be considered. Gardner first identified seven different types of intelligence, these being; linguistic, logical-mathematical, spatial, bodily- kinesthetic, musical, interpersonal and intrapersonal. In 1999 after further research he added an 8th element to the equation; naturalistic intelligence, and at the time of writing is investigating the possibility of a 9th; this being existential intelligence. The first intelligence as defined by Gardner in the Theory of Multiple Intelligences, linguistic intelligence, relates to an individuals ability to process and communicate written and spoken words. Such people are said to excel at reading, writing, story-telling, learning a foreign language and the memorising of words and dates. The logical-mathematical category is related to a persons ability to reason logically, think scientifically, make deductions and perform wrell in mathematic calculations. Spatial intelligence is related to vision and spatial judgement; such individuals have been observed to have a strong visual memory and the potential to excel in artistic subjects. Those exhibiting a leaning towards the third classification, bodily-kinesthetic intelligence, often learn best by physically practising an action rather than by reading or seeing. Musical intelligence, as the name suggests, relates to ability in defining differences in rhythm and tones; individuals possessing musical intelligence are often able to sing, play musical instruments and compose music to a high standard. Since a high level of audio-related ability exists, many in this category are said to learn well in a lecture situation where they are required to listen attentively to information. Interpersonal intelligence relates to an individuals ability to communicate and empathise with others; typically extrovert, they learn well through discussion, debate and interaction with others, The last of the 7 original categories identified by Gardner, intrapersonal intelligence, fits the opposite description of interpersonal intelligence; such individuals working best independently. According to Gardner they are capable of high levels of self reflection and are often perfectionists. A number of psychometric experts, however, oppose Gardners views and have reservations about the validity of his theories. Firstly, some detractors disagree with the overall definition of intelligence used in Gardners theory. They hold that, in fact, some categories such as interpersonal or intrapersonal intelligence relate more to personality that cognitive performance. The more recently identified naturalistic intelligence, which relates to an affinity to the natural world and an ability to nurture and cultivate, has been dismissed completely by many as no more than a hobby. Doubts have been raised that others, such as musical intelligence, are in reality talents. A final criticism attached to the theory is that some believe that the intelligences cannot be treated as separate entities as some individuals may perform equally well in what could be considered diverse areas; linguistic and logical-mathematical for example. Gardner however maintains that his theories are sound, since an identifiable and separate part of the brain is responsible for controlling aspects related to each of the different types of intelligence. Despite the criticism received from some of his contemporaries, Gardners theories are well respected and often applied in the world of education as a tool for identifying childrens differing abilities and potential career paths. For Instance, those showing linguistic capabilities are said to be ideal in roles including writing, politics and teaching; logical mathematical thinkers suited to careers in science, mathematics, law, medicine and philosophy. Those exhibiting spatial intelligence are said to be suited to a career such as art, engineering or architecture; while individuals with a leaning towards bodily- kinesthetic intelligence may excel in areas such as athletics, dancing or craft-making. Strengths in the area of musical intelligence are said to often lead to success as a singer, conductor or musician. Those displaying strong interpersonal skills have been recognised as often making effective politicians, managers, diplomats and social workers; while those showing a dominant intrapersonal intelligence are said to be better suited to professions involving more self reflection and lower levels of interaction with the outside world such as writing, philosophy or theology. | Spatial intelligence has been linked to creativity. | entailment |
id_4544 | PSYCHOMETRICS Psychometrics involves psychological and educational assessment of the subject by way of measuring attitudes, personality, abilities and knowledge. The field has two primary focuses; the creation of measurement instruments and procedures and development and enhancement of existing methodology employed. The concept of psychometric testing, introduced long before the establishment of IQ testing and other current methodologies, was first explored by Francis Galton who developed the first testing procedures supposedly related to intelligence; however, his measurement tools were in fact based upon physical and physiological benchmarks rather than testing of the mind itself. Measurements included the physical power, height and weight of subjects which were recorded and results used to estimate the intelligence of subjects. While the approach was not successful, the studies conducted by Galton were to influence the work of future researchers. Approaches to measurement of intelligence, which is defined as the minds relative ability to reason, think, conceptually plan, solve problems, understand and learn, were later developed by pioneers such as Charles Spearman. Significant contributions to its early development were also made by Wilhelm Wundt, L. L. Thurstone, Ernst Heinrich Weber and Gustav Fechner. The most well-known traditional approach to development of psychometric instruments to measure intelligence is the Stanford-Binet IQ test, originally developed by French psychologist Alfred Binet. Researchers define intelligence as separate to other attributes such as personality, character, creativity and even knowledge and wisdom for the purpose of their assessment. Intelligence testing methods are not intended to determine a level of genetic intelligence separate from and unaffected by the environment to which the individual has been exposed to in life; rather to measure the intelligence of an individual apparent as a result of both nature and nurture. Psychometrics is today a useful and widely used tool used for measurement of abilities in academic areas such as reading, writing and mathematics. IQ tests are commonly used to test intelligence, though some believe that this testing is unfair and not truly representative of the subjects intellect as individuals may excel in different areas of reasoning. Psychologist Howard Gardner, working on this assumption, introduced the concept of an individual cognitive profile in 1983 in his book Frames of Mind: The Theory of Multiple Intelligences. He holds that one child may perform excellently in one aspect, yet fail in another and that their overall performance in a number of intellectual areas should be considered. Gardner first identified seven different types of intelligence, these being; linguistic, logical-mathematical, spatial, bodily- kinesthetic, musical, interpersonal and intrapersonal. In 1999 after further research he added an 8th element to the equation; naturalistic intelligence, and at the time of writing is investigating the possibility of a 9th; this being existential intelligence. The first intelligence as defined by Gardner in the Theory of Multiple Intelligences, linguistic intelligence, relates to an individuals ability to process and communicate written and spoken words. Such people are said to excel at reading, writing, story-telling, learning a foreign language and the memorising of words and dates. The logical-mathematical category is related to a persons ability to reason logically, think scientifically, make deductions and perform wrell in mathematic calculations. Spatial intelligence is related to vision and spatial judgement; such individuals have been observed to have a strong visual memory and the potential to excel in artistic subjects. Those exhibiting a leaning towards the third classification, bodily-kinesthetic intelligence, often learn best by physically practising an action rather than by reading or seeing. Musical intelligence, as the name suggests, relates to ability in defining differences in rhythm and tones; individuals possessing musical intelligence are often able to sing, play musical instruments and compose music to a high standard. Since a high level of audio-related ability exists, many in this category are said to learn well in a lecture situation where they are required to listen attentively to information. Interpersonal intelligence relates to an individuals ability to communicate and empathise with others; typically extrovert, they learn well through discussion, debate and interaction with others, The last of the 7 original categories identified by Gardner, intrapersonal intelligence, fits the opposite description of interpersonal intelligence; such individuals working best independently. According to Gardner they are capable of high levels of self reflection and are often perfectionists. A number of psychometric experts, however, oppose Gardners views and have reservations about the validity of his theories. Firstly, some detractors disagree with the overall definition of intelligence used in Gardners theory. They hold that, in fact, some categories such as interpersonal or intrapersonal intelligence relate more to personality that cognitive performance. The more recently identified naturalistic intelligence, which relates to an affinity to the natural world and an ability to nurture and cultivate, has been dismissed completely by many as no more than a hobby. Doubts have been raised that others, such as musical intelligence, are in reality talents. A final criticism attached to the theory is that some believe that the intelligences cannot be treated as separate entities as some individuals may perform equally well in what could be considered diverse areas; linguistic and logical-mathematical for example. Gardner however maintains that his theories are sound, since an identifiable and separate part of the brain is responsible for controlling aspects related to each of the different types of intelligence. Despite the criticism received from some of his contemporaries, Gardners theories are well respected and often applied in the world of education as a tool for identifying childrens differing abilities and potential career paths. For Instance, those showing linguistic capabilities are said to be ideal in roles including writing, politics and teaching; logical mathematical thinkers suited to careers in science, mathematics, law, medicine and philosophy. Those exhibiting spatial intelligence are said to be suited to a career such as art, engineering or architecture; while individuals with a leaning towards bodily- kinesthetic intelligence may excel in areas such as athletics, dancing or craft-making. Strengths in the area of musical intelligence are said to often lead to success as a singer, conductor or musician. Those displaying strong interpersonal skills have been recognised as often making effective politicians, managers, diplomats and social workers; while those showing a dominant intrapersonal intelligence are said to be better suited to professions involving more self reflection and lower levels of interaction with the outside world such as writing, philosophy or theology. | Howard Gardner has confirmed 9 different types of intelligence. | contradiction |
id_4545 | PSYCHOMETRICS Psychometrics involves psychological and educational assessment of the subject by way of measuring attitudes, personality, abilities and knowledge. The field has two primary focuses; the creation of measurement instruments and procedures and development and enhancement of existing methodology employed. The concept of psychometric testing, introduced long before the establishment of IQ testing and other current methodologies, was first explored by Francis Galton who developed the first testing procedures supposedly related to intelligence; however, his measurement tools were in fact based upon physical and physiological benchmarks rather than testing of the mind itself. Measurements included the physical power, height and weight of subjects which were recorded and results used to estimate the intelligence of subjects. While the approach was not successful, the studies conducted by Galton were to influence the work of future researchers. Approaches to measurement of intelligence, which is defined as the minds relative ability to reason, think, conceptually plan, solve problems, understand and learn, were later developed by pioneers such as Charles Spearman. Significant contributions to its early development were also made by Wilhelm Wundt, L. L. Thurstone, Ernst Heinrich Weber and Gustav Fechner. The most well-known traditional approach to development of psychometric instruments to measure intelligence is the Stanford-Binet IQ test, originally developed by French psychologist Alfred Binet. Researchers define intelligence as separate to other attributes such as personality, character, creativity and even knowledge and wisdom for the purpose of their assessment. Intelligence testing methods are not intended to determine a level of genetic intelligence separate from and unaffected by the environment to which the individual has been exposed to in life; rather to measure the intelligence of an individual apparent as a result of both nature and nurture. Psychometrics is today a useful and widely used tool used for measurement of abilities in academic areas such as reading, writing and mathematics. IQ tests are commonly used to test intelligence, though some believe that this testing is unfair and not truly representative of the subjects intellect as individuals may excel in different areas of reasoning. Psychologist Howard Gardner, working on this assumption, introduced the concept of an individual cognitive profile in 1983 in his book Frames of Mind: The Theory of Multiple Intelligences. He holds that one child may perform excellently in one aspect, yet fail in another and that their overall performance in a number of intellectual areas should be considered. Gardner first identified seven different types of intelligence, these being; linguistic, logical-mathematical, spatial, bodily- kinesthetic, musical, interpersonal and intrapersonal. In 1999 after further research he added an 8th element to the equation; naturalistic intelligence, and at the time of writing is investigating the possibility of a 9th; this being existential intelligence. The first intelligence as defined by Gardner in the Theory of Multiple Intelligences, linguistic intelligence, relates to an individuals ability to process and communicate written and spoken words. Such people are said to excel at reading, writing, story-telling, learning a foreign language and the memorising of words and dates. The logical-mathematical category is related to a persons ability to reason logically, think scientifically, make deductions and perform wrell in mathematic calculations. Spatial intelligence is related to vision and spatial judgement; such individuals have been observed to have a strong visual memory and the potential to excel in artistic subjects. Those exhibiting a leaning towards the third classification, bodily-kinesthetic intelligence, often learn best by physically practising an action rather than by reading or seeing. Musical intelligence, as the name suggests, relates to ability in defining differences in rhythm and tones; individuals possessing musical intelligence are often able to sing, play musical instruments and compose music to a high standard. Since a high level of audio-related ability exists, many in this category are said to learn well in a lecture situation where they are required to listen attentively to information. Interpersonal intelligence relates to an individuals ability to communicate and empathise with others; typically extrovert, they learn well through discussion, debate and interaction with others, The last of the 7 original categories identified by Gardner, intrapersonal intelligence, fits the opposite description of interpersonal intelligence; such individuals working best independently. According to Gardner they are capable of high levels of self reflection and are often perfectionists. A number of psychometric experts, however, oppose Gardners views and have reservations about the validity of his theories. Firstly, some detractors disagree with the overall definition of intelligence used in Gardners theory. They hold that, in fact, some categories such as interpersonal or intrapersonal intelligence relate more to personality that cognitive performance. The more recently identified naturalistic intelligence, which relates to an affinity to the natural world and an ability to nurture and cultivate, has been dismissed completely by many as no more than a hobby. Doubts have been raised that others, such as musical intelligence, are in reality talents. A final criticism attached to the theory is that some believe that the intelligences cannot be treated as separate entities as some individuals may perform equally well in what could be considered diverse areas; linguistic and logical-mathematical for example. Gardner however maintains that his theories are sound, since an identifiable and separate part of the brain is responsible for controlling aspects related to each of the different types of intelligence. Despite the criticism received from some of his contemporaries, Gardners theories are well respected and often applied in the world of education as a tool for identifying childrens differing abilities and potential career paths. For Instance, those showing linguistic capabilities are said to be ideal in roles including writing, politics and teaching; logical mathematical thinkers suited to careers in science, mathematics, law, medicine and philosophy. Those exhibiting spatial intelligence are said to be suited to a career such as art, engineering or architecture; while individuals with a leaning towards bodily- kinesthetic intelligence may excel in areas such as athletics, dancing or craft-making. Strengths in the area of musical intelligence are said to often lead to success as a singer, conductor or musician. Those displaying strong interpersonal skills have been recognised as often making effective politicians, managers, diplomats and social workers; while those showing a dominant intrapersonal intelligence are said to be better suited to professions involving more self reflection and lower levels of interaction with the outside world such as writing, philosophy or theology. | Research into IQ is designed to determine the level of intelligence an individual is born with. | contradiction |
id_4546 | PURPOSES OF LANGUAGE STUDY: THE AUSTRALIAN SENATE INQUIRY INTO A NATIONAL LANGUAGE POLICY The Report of the Inquiry by the Senate of the Australian Parliament into a national language policy in Australia proposed five purposes for studying a language other than English in Australian schools. POINT ONE The first point relates to what might be termed the more strictly utilitarian reasons for language learning: the acquisition of fluency in a language other than English for the purpose of direct communication. The communication in question may be of an informal nature, such as that which occurs during overseas travel, or between members of different groups within Australian society in a variety of social situations. In large measure, however, this language learning objective relates to the rote of languages other than English in various fields of employment, such as interpreting and translating, international trade, diplomacy and defence. Professor M. Halliday, a witness to the Inquiry, cautioned against placing too heavy an emphasis on utilitarian goals, stating that one should not be too restricted to the practical arguments which are in a sense dishonest if you say to someone: If you spend all this time learning a language you will immediately be able to go and find a use for it. The Committee agrees that, taken in isolation, practical arguments tend to give an incomplete picture of the value of language learning. In the early school years, for example, utilitarian objectives may well be less important than they are at tertiary level where employment considerations exert a strong influence. POINT TWO The second purpose concerns the link between a language and the cultural context from which it emerges. Many submissions stressed the value of the language learning experience as a means of understanding other cultures, and hence of developing sensitive and tolerant cross-cultural attitudes. This proposition is applied to cultures both within Australia and overseas. Thus, it is argued that language study can contribute in important ways both to harmonious community relationships within Australia, and to an understanding of the cultural values of other countries. It is also contended that language provides the key to major historical cultures, such as the civilisations of classical antiquity which have exerted a profound influence on the Western tradition. In the course of hearings, Dr David Ingram of the Australian Federation of Modern Language Teachers Associations referred to evidence which lends some empirical support to the claim that the experience of language learning fosters the development of a better understanding of other cultures. The Committee does not find the proposition difficult to accept. It believes, however, that the measure of success achieved is likely to be largely dependent on the teaching methodology adopted, and the degree of teacher commitment to the goal of cultural awareness and sensitivity. POINT THREE The third objective relates to the role of language learning is the maintenance of ethnic languages and cultures within Australia. It was argued in submissions that a central element in Australias policy of multiculturalism is a recognition of the value of the cultural heritages of the different groups within Australian society. Since language and culture are inextricably intertwined, the preservation of cultural heritages necessarily entails the retention of the languages associated with them. In the case of Aboriginal communities this issue takes on a special note of urgency since, in many instances, Aboriginal cultures and languages are on the verge of disappearing completely. The objective in this context, therefore, is not simply to assist in the maintenance of a cultural and linguistic heritage but to aid in preserving that heritage from extinction. POINT FOUR Prominent amongst the purposes of language learning described in submissions was the fourth point: the development of the general cognitive and linguistic capacities of students. The educational outcomes at stake here were described in a number of ways. Professor M. Halliday, for example, spoke of language learning as an educational exercise of the first importance, as a development of thinking. Another submission referred to the development of a sharpened, more critical awareness of the nature and mechanism of language. Professor Clyne pointed to research conducted particularly in Canada which, he states, suggests that bilinguals are superior to monolinguals in logical thought and conceptual development, verbal intelligence and divergent thinking. POINT FIVE Finally, several submissions spoke of the role of language learning is the general development of personality. To a large extent, this objective builds upon and sums up aspects of those already covered. The possibility of direct communication with speakers of another language, for example, offers the opportunity for a broadening of personal horizons. A similar outcome may be expected from the encounter with another culture made possible through language study. Where the language concerned is the childs mother tongue, either the language of a migrant group or an Aboriginal language, an additional factor emerges. In this context, it is argued, language study contributes significantly to the development of individual self-esteem, since the introduction of the language into the school encourages children of that language background to value it and appreciate it as an asset. As a result, their estimation of their familys value as well as of their own worth is likely to rise. The Committee believes that submissions have been correct in drawing attention to these personal development issues. Naturally, the benefits of language learning in question here are less easy to quantify than those involved in the objectives previously discussed. Nonetheless, the Committee believes that, if appropriately taught, languages can play an important part in assisting young people to establish their identity, and develop their individual and social personalities. | There is evidence which suggests that language learning does not necessarily promote a better understanding of cultures. | contradiction |
id_4547 | PURPOSES OF LANGUAGE STUDY: THE AUSTRALIAN SENATE INQUIRY INTO A NATIONAL LANGUAGE POLICY The Report of the Inquiry by the Senate of the Australian Parliament into a national language policy in Australia proposed five purposes for studying a language other than English in Australian schools. POINT ONE The first point relates to what might be termed the more strictly utilitarian reasons for language learning: the acquisition of fluency in a language other than English for the purpose of direct communication. The communication in question may be of an informal nature, such as that which occurs during overseas travel, or between members of different groups within Australian society in a variety of social situations. In large measure, however, this language learning objective relates to the rote of languages other than English in various fields of employment, such as interpreting and translating, international trade, diplomacy and defence. Professor M. Halliday, a witness to the Inquiry, cautioned against placing too heavy an emphasis on utilitarian goals, stating that one should not be too restricted to the practical arguments which are in a sense dishonest if you say to someone: If you spend all this time learning a language you will immediately be able to go and find a use for it. The Committee agrees that, taken in isolation, practical arguments tend to give an incomplete picture of the value of language learning. In the early school years, for example, utilitarian objectives may well be less important than they are at tertiary level where employment considerations exert a strong influence. POINT TWO The second purpose concerns the link between a language and the cultural context from which it emerges. Many submissions stressed the value of the language learning experience as a means of understanding other cultures, and hence of developing sensitive and tolerant cross-cultural attitudes. This proposition is applied to cultures both within Australia and overseas. Thus, it is argued that language study can contribute in important ways both to harmonious community relationships within Australia, and to an understanding of the cultural values of other countries. It is also contended that language provides the key to major historical cultures, such as the civilisations of classical antiquity which have exerted a profound influence on the Western tradition. In the course of hearings, Dr David Ingram of the Australian Federation of Modern Language Teachers Associations referred to evidence which lends some empirical support to the claim that the experience of language learning fosters the development of a better understanding of other cultures. The Committee does not find the proposition difficult to accept. It believes, however, that the measure of success achieved is likely to be largely dependent on the teaching methodology adopted, and the degree of teacher commitment to the goal of cultural awareness and sensitivity. POINT THREE The third objective relates to the role of language learning is the maintenance of ethnic languages and cultures within Australia. It was argued in submissions that a central element in Australias policy of multiculturalism is a recognition of the value of the cultural heritages of the different groups within Australian society. Since language and culture are inextricably intertwined, the preservation of cultural heritages necessarily entails the retention of the languages associated with them. In the case of Aboriginal communities this issue takes on a special note of urgency since, in many instances, Aboriginal cultures and languages are on the verge of disappearing completely. The objective in this context, therefore, is not simply to assist in the maintenance of a cultural and linguistic heritage but to aid in preserving that heritage from extinction. POINT FOUR Prominent amongst the purposes of language learning described in submissions was the fourth point: the development of the general cognitive and linguistic capacities of students. The educational outcomes at stake here were described in a number of ways. Professor M. Halliday, for example, spoke of language learning as an educational exercise of the first importance, as a development of thinking. Another submission referred to the development of a sharpened, more critical awareness of the nature and mechanism of language. Professor Clyne pointed to research conducted particularly in Canada which, he states, suggests that bilinguals are superior to monolinguals in logical thought and conceptual development, verbal intelligence and divergent thinking. POINT FIVE Finally, several submissions spoke of the role of language learning is the general development of personality. To a large extent, this objective builds upon and sums up aspects of those already covered. The possibility of direct communication with speakers of another language, for example, offers the opportunity for a broadening of personal horizons. A similar outcome may be expected from the encounter with another culture made possible through language study. Where the language concerned is the childs mother tongue, either the language of a migrant group or an Aboriginal language, an additional factor emerges. In this context, it is argued, language study contributes significantly to the development of individual self-esteem, since the introduction of the language into the school encourages children of that language background to value it and appreciate it as an asset. As a result, their estimation of their familys value as well as of their own worth is likely to rise. The Committee believes that submissions have been correct in drawing attention to these personal development issues. Naturally, the benefits of language learning in question here are less easy to quantify than those involved in the objectives previously discussed. Nonetheless, the Committee believes that, if appropriately taught, languages can play an important part in assisting young people to establish their identity, and develop their individual and social personalities. | Learning a second language produces greater tolerance, better understanding of others and acceptance of difference. | neutral |
id_4548 | PURPOSES OF LANGUAGE STUDY: THE AUSTRALIAN SENATE INQUIRY INTO A NATIONAL LANGUAGE POLICY The Report of the Inquiry by the Senate of the Australian Parliament into a national language policy in Australia proposed five purposes for studying a language other than English in Australian schools. POINT ONE The first point relates to what might be termed the more strictly utilitarian reasons for language learning: the acquisition of fluency in a language other than English for the purpose of direct communication. The communication in question may be of an informal nature, such as that which occurs during overseas travel, or between members of different groups within Australian society in a variety of social situations. In large measure, however, this language learning objective relates to the rote of languages other than English in various fields of employment, such as interpreting and translating, international trade, diplomacy and defence. Professor M. Halliday, a witness to the Inquiry, cautioned against placing too heavy an emphasis on utilitarian goals, stating that one should not be too restricted to the practical arguments which are in a sense dishonest if you say to someone: If you spend all this time learning a language you will immediately be able to go and find a use for it. The Committee agrees that, taken in isolation, practical arguments tend to give an incomplete picture of the value of language learning. In the early school years, for example, utilitarian objectives may well be less important than they are at tertiary level where employment considerations exert a strong influence. POINT TWO The second purpose concerns the link between a language and the cultural context from which it emerges. Many submissions stressed the value of the language learning experience as a means of understanding other cultures, and hence of developing sensitive and tolerant cross-cultural attitudes. This proposition is applied to cultures both within Australia and overseas. Thus, it is argued that language study can contribute in important ways both to harmonious community relationships within Australia, and to an understanding of the cultural values of other countries. It is also contended that language provides the key to major historical cultures, such as the civilisations of classical antiquity which have exerted a profound influence on the Western tradition. In the course of hearings, Dr David Ingram of the Australian Federation of Modern Language Teachers Associations referred to evidence which lends some empirical support to the claim that the experience of language learning fosters the development of a better understanding of other cultures. The Committee does not find the proposition difficult to accept. It believes, however, that the measure of success achieved is likely to be largely dependent on the teaching methodology adopted, and the degree of teacher commitment to the goal of cultural awareness and sensitivity. POINT THREE The third objective relates to the role of language learning is the maintenance of ethnic languages and cultures within Australia. It was argued in submissions that a central element in Australias policy of multiculturalism is a recognition of the value of the cultural heritages of the different groups within Australian society. Since language and culture are inextricably intertwined, the preservation of cultural heritages necessarily entails the retention of the languages associated with them. In the case of Aboriginal communities this issue takes on a special note of urgency since, in many instances, Aboriginal cultures and languages are on the verge of disappearing completely. The objective in this context, therefore, is not simply to assist in the maintenance of a cultural and linguistic heritage but to aid in preserving that heritage from extinction. POINT FOUR Prominent amongst the purposes of language learning described in submissions was the fourth point: the development of the general cognitive and linguistic capacities of students. The educational outcomes at stake here were described in a number of ways. Professor M. Halliday, for example, spoke of language learning as an educational exercise of the first importance, as a development of thinking. Another submission referred to the development of a sharpened, more critical awareness of the nature and mechanism of language. Professor Clyne pointed to research conducted particularly in Canada which, he states, suggests that bilinguals are superior to monolinguals in logical thought and conceptual development, verbal intelligence and divergent thinking. POINT FIVE Finally, several submissions spoke of the role of language learning is the general development of personality. To a large extent, this objective builds upon and sums up aspects of those already covered. The possibility of direct communication with speakers of another language, for example, offers the opportunity for a broadening of personal horizons. A similar outcome may be expected from the encounter with another culture made possible through language study. Where the language concerned is the childs mother tongue, either the language of a migrant group or an Aboriginal language, an additional factor emerges. In this context, it is argued, language study contributes significantly to the development of individual self-esteem, since the introduction of the language into the school encourages children of that language background to value it and appreciate it as an asset. As a result, their estimation of their familys value as well as of their own worth is likely to rise. The Committee believes that submissions have been correct in drawing attention to these personal development issues. Naturally, the benefits of language learning in question here are less easy to quantify than those involved in the objectives previously discussed. Nonetheless, the Committee believes that, if appropriately taught, languages can play an important part in assisting young people to establish their identity, and develop their individual and social personalities. | Preserving a culture involves retaining the language associated with it. | entailment |
id_4549 | PURPOSES OF LANGUAGE STUDY: THE AUSTRALIAN SENATE INQUIRY INTO A NATIONAL LANGUAGE POLICY The Report of the Inquiry by the Senate of the Australian Parliament into a national language policy in Australia proposed five purposes for studying a language other than English in Australian schools. POINT ONE The first point relates to what might be termed the more strictly utilitarian reasons for language learning: the acquisition of fluency in a language other than English for the purpose of direct communication. The communication in question may be of an informal nature, such as that which occurs during overseas travel, or between members of different groups within Australian society in a variety of social situations. In large measure, however, this language learning objective relates to the rote of languages other than English in various fields of employment, such as interpreting and translating, international trade, diplomacy and defence. Professor M. Halliday, a witness to the Inquiry, cautioned against placing too heavy an emphasis on utilitarian goals, stating that one should not be too restricted to the practical arguments which are in a sense dishonest if you say to someone: If you spend all this time learning a language you will immediately be able to go and find a use for it. The Committee agrees that, taken in isolation, practical arguments tend to give an incomplete picture of the value of language learning. In the early school years, for example, utilitarian objectives may well be less important than they are at tertiary level where employment considerations exert a strong influence. POINT TWO The second purpose concerns the link between a language and the cultural context from which it emerges. Many submissions stressed the value of the language learning experience as a means of understanding other cultures, and hence of developing sensitive and tolerant cross-cultural attitudes. This proposition is applied to cultures both within Australia and overseas. Thus, it is argued that language study can contribute in important ways both to harmonious community relationships within Australia, and to an understanding of the cultural values of other countries. It is also contended that language provides the key to major historical cultures, such as the civilisations of classical antiquity which have exerted a profound influence on the Western tradition. In the course of hearings, Dr David Ingram of the Australian Federation of Modern Language Teachers Associations referred to evidence which lends some empirical support to the claim that the experience of language learning fosters the development of a better understanding of other cultures. The Committee does not find the proposition difficult to accept. It believes, however, that the measure of success achieved is likely to be largely dependent on the teaching methodology adopted, and the degree of teacher commitment to the goal of cultural awareness and sensitivity. POINT THREE The third objective relates to the role of language learning is the maintenance of ethnic languages and cultures within Australia. It was argued in submissions that a central element in Australias policy of multiculturalism is a recognition of the value of the cultural heritages of the different groups within Australian society. Since language and culture are inextricably intertwined, the preservation of cultural heritages necessarily entails the retention of the languages associated with them. In the case of Aboriginal communities this issue takes on a special note of urgency since, in many instances, Aboriginal cultures and languages are on the verge of disappearing completely. The objective in this context, therefore, is not simply to assist in the maintenance of a cultural and linguistic heritage but to aid in preserving that heritage from extinction. POINT FOUR Prominent amongst the purposes of language learning described in submissions was the fourth point: the development of the general cognitive and linguistic capacities of students. The educational outcomes at stake here were described in a number of ways. Professor M. Halliday, for example, spoke of language learning as an educational exercise of the first importance, as a development of thinking. Another submission referred to the development of a sharpened, more critical awareness of the nature and mechanism of language. Professor Clyne pointed to research conducted particularly in Canada which, he states, suggests that bilinguals are superior to monolinguals in logical thought and conceptual development, verbal intelligence and divergent thinking. POINT FIVE Finally, several submissions spoke of the role of language learning is the general development of personality. To a large extent, this objective builds upon and sums up aspects of those already covered. The possibility of direct communication with speakers of another language, for example, offers the opportunity for a broadening of personal horizons. A similar outcome may be expected from the encounter with another culture made possible through language study. Where the language concerned is the childs mother tongue, either the language of a migrant group or an Aboriginal language, an additional factor emerges. In this context, it is argued, language study contributes significantly to the development of individual self-esteem, since the introduction of the language into the school encourages children of that language background to value it and appreciate it as an asset. As a result, their estimation of their familys value as well as of their own worth is likely to rise. The Committee believes that submissions have been correct in drawing attention to these personal development issues. Naturally, the benefits of language learning in question here are less easy to quantify than those involved in the objectives previously discussed. Nonetheless, the Committee believes that, if appropriately taught, languages can play an important part in assisting young people to establish their identity, and develop their individual and social personalities. | Learning a language facilitates a childs communication with family members of non-English speaking backgrounds. | neutral |
id_4550 | PURPOSES OF LANGUAGE STUDY: THE AUSTRALIAN SENATE INQUIRY INTO A NATIONAL LANGUAGE POLICY The Report of the Inquiry by the Senate of the Australian Parliament into a national language policy in Australia proposed five purposes for studying a language other than English in Australian schools. POINT ONE The first point relates to what might be termed the more strictly utilitarian reasons for language learning: the acquisition of fluency in a language other than English for the purpose of direct communication. The communication in question may be of an informal nature, such as that which occurs during overseas travel, or between members of different groups within Australian society in a variety of social situations. In large measure, however, this language learning objective relates to the rote of languages other than English in various fields of employment, such as interpreting and translating, international trade, diplomacy and defence. Professor M. Halliday, a witness to the Inquiry, cautioned against placing too heavy an emphasis on utilitarian goals, stating that one should not be too restricted to the practical arguments which are in a sense dishonest if you say to someone: If you spend all this time learning a language you will immediately be able to go and find a use for it. The Committee agrees that, taken in isolation, practical arguments tend to give an incomplete picture of the value of language learning. In the early school years, for example, utilitarian objectives may well be less important than they are at tertiary level where employment considerations exert a strong influence. POINT TWO The second purpose concerns the link between a language and the cultural context from which it emerges. Many submissions stressed the value of the language learning experience as a means of understanding other cultures, and hence of developing sensitive and tolerant cross-cultural attitudes. This proposition is applied to cultures both within Australia and overseas. Thus, it is argued that language study can contribute in important ways both to harmonious community relationships within Australia, and to an understanding of the cultural values of other countries. It is also contended that language provides the key to major historical cultures, such as the civilisations of classical antiquity which have exerted a profound influence on the Western tradition. In the course of hearings, Dr David Ingram of the Australian Federation of Modern Language Teachers Associations referred to evidence which lends some empirical support to the claim that the experience of language learning fosters the development of a better understanding of other cultures. The Committee does not find the proposition difficult to accept. It believes, however, that the measure of success achieved is likely to be largely dependent on the teaching methodology adopted, and the degree of teacher commitment to the goal of cultural awareness and sensitivity. POINT THREE The third objective relates to the role of language learning is the maintenance of ethnic languages and cultures within Australia. It was argued in submissions that a central element in Australias policy of multiculturalism is a recognition of the value of the cultural heritages of the different groups within Australian society. Since language and culture are inextricably intertwined, the preservation of cultural heritages necessarily entails the retention of the languages associated with them. In the case of Aboriginal communities this issue takes on a special note of urgency since, in many instances, Aboriginal cultures and languages are on the verge of disappearing completely. The objective in this context, therefore, is not simply to assist in the maintenance of a cultural and linguistic heritage but to aid in preserving that heritage from extinction. POINT FOUR Prominent amongst the purposes of language learning described in submissions was the fourth point: the development of the general cognitive and linguistic capacities of students. The educational outcomes at stake here were described in a number of ways. Professor M. Halliday, for example, spoke of language learning as an educational exercise of the first importance, as a development of thinking. Another submission referred to the development of a sharpened, more critical awareness of the nature and mechanism of language. Professor Clyne pointed to research conducted particularly in Canada which, he states, suggests that bilinguals are superior to monolinguals in logical thought and conceptual development, verbal intelligence and divergent thinking. POINT FIVE Finally, several submissions spoke of the role of language learning is the general development of personality. To a large extent, this objective builds upon and sums up aspects of those already covered. The possibility of direct communication with speakers of another language, for example, offers the opportunity for a broadening of personal horizons. A similar outcome may be expected from the encounter with another culture made possible through language study. Where the language concerned is the childs mother tongue, either the language of a migrant group or an Aboriginal language, an additional factor emerges. In this context, it is argued, language study contributes significantly to the development of individual self-esteem, since the introduction of the language into the school encourages children of that language background to value it and appreciate it as an asset. As a result, their estimation of their familys value as well as of their own worth is likely to rise. The Committee believes that submissions have been correct in drawing attention to these personal development issues. Naturally, the benefits of language learning in question here are less easy to quantify than those involved in the objectives previously discussed. Nonetheless, the Committee believes that, if appropriately taught, languages can play an important part in assisting young people to establish their identity, and develop their individual and social personalities. | Fluency skills in a language other than English are acquired for the purpose of communicating in informal settings. | entailment |
id_4551 | Paleolithic Cave Paintings In any investigation of the origins of art, attention focuses on the cave paintings created in Europe during the Paleolithic era (c. 40,000-10,000 years ago) such as those depicting bulls and other animals in the Lascaux cave in France. Accepting that they are the best preserved and most visible signs of what was a global creative explosion, how do we start to explain their appearance? Instinctively, we may want to update the earliest human artists by assuming that they painted for the sheer joy of painting. The philosophers of classical Greece recognized it as a defining trait of humans to "delight in works of imitation"to enjoy the very act and triumph of representation. If we were close to a real lion or snake, we might feel frightened. But a well-executed picture of a lion or snake will give us pleasure. Why suppose that our Paleolithic ancestors were any different? This simple acceptance of art for art's sake has a certain appeal. To think of Lascaux as a gallery allows it to be a sort of special viewing place where the handiwork of accomplished artists might be displayed. Plausibly, daily existence in parts of Paleolithic Europe may not have been so hard, with an abundance of ready food and therefore the leisure time for art. The problems with this explanation, however, are various. In the first place, the proliferation of archaeological discoveriesand this includes some of the world's innumerable rock art sites that cannot be datedhas served to emphasize a remarkably limited repertoire of subjects. The images that recur are those of animals. Human figures are unusual, and when they do make an appearance, they are rarely done with the same attention to form accorded to the animals. If Paleolithic artists were simply seeking to represent the beauty of the world around them, would they not have left a far greater range of picturesof trees, flowers, of the Sun and the stars? A further question to the theory of art for art's sake is posed by the high incidence of Paleolithic images that appear not to be imitative of any reality whatsoever. These are geometrical shapes or patterns consisting of dots or lines. Such marks may be found isolated or repeated over a particular surface but also scattered across more recognizable forms. A good example of this may be seen in the geologically spectacular grotto of Peche Merle, in the Lot region of France. Here we encounter some favorite animals from the Paleolithic repertoirea pair of stout-bellied horses. But over and around the horses' outlines are multiple dark spots, daubed in disregard for the otherwise naturalistic representation of animals. What does such patterning imitate? There is also the factor of location. The caves of Lascaux might conceivably qualify as underground galleries, but many other paintings have been found in recesses totally unsuitable for any kind of viewingtight nooks and crannies that must have been awkward even for the artists to penetrate, let alone for anyone else wanting to see the art. Finally, we may doubt the notion that the Upper Paleolithic period was a paradise in which food came readily, leaving humans ample time to amuse themselves with art. For Europe it was still the Ice Age. An estimate of the basic level of sustenance then necessary for human survival has been judged at 2200 calories per day. This consideration, combined with the stark emphasis upon animals in the cave art, has persuaded some archaeologists that the primary motive behind Paleolithic images must lie with the primary activity of Paleolithic people: hunting. Hunting is a skill. Tracking, stalking, chasing, and killing the prey are difficult, sometimes dangerous activities. What if the process could be made easierby art? In the early decades of the twentieth century, Abbe Henri Breuil argued that the cave paintings were all about "sympathetic magic". The artists strived diligently to make their animal images evocative and realistic because they were attempting to capture the spirit of their prey. What could have prompted their studious attention to making such naturalistic, recognizable images? According to Breuil, the artists may have believed that if a hunter were able to make a true likeness of some animal, then that animal was virtually trapped. Images, therefore, may have had the magical capacity to confer success or luck in the hunt. | There is more variety in how humans are depicted in cave art than in how animals are. | entailment |
id_4552 | Paleolithic Cave Paintings In any investigation of the origins of art, attention focuses on the cave paintings created in Europe during the Paleolithic era (c. 40,000-10,000 years ago) such as those depicting bulls and other animals in the Lascaux cave in France. Accepting that they are the best preserved and most visible signs of what was a global creative explosion, how do we start to explain their appearance? Instinctively, we may want to update the earliest human artists by assuming that they painted for the sheer joy of painting. The philosophers of classical Greece recognized it as a defining trait of humans to "delight in works of imitation"to enjoy the very act and triumph of representation. If we were close to a real lion or snake, we might feel frightened. But a well-executed picture of a lion or snake will give us pleasure. Why suppose that our Paleolithic ancestors were any different? This simple acceptance of art for art's sake has a certain appeal. To think of Lascaux as a gallery allows it to be a sort of special viewing place where the handiwork of accomplished artists might be displayed. Plausibly, daily existence in parts of Paleolithic Europe may not have been so hard, with an abundance of ready food and therefore the leisure time for art. The problems with this explanation, however, are various. In the first place, the proliferation of archaeological discoveriesand this includes some of the world's innumerable rock art sites that cannot be datedhas served to emphasize a remarkably limited repertoire of subjects. The images that recur are those of animals. Human figures are unusual, and when they do make an appearance, they are rarely done with the same attention to form accorded to the animals. If Paleolithic artists were simply seeking to represent the beauty of the world around them, would they not have left a far greater range of picturesof trees, flowers, of the Sun and the stars? A further question to the theory of art for art's sake is posed by the high incidence of Paleolithic images that appear not to be imitative of any reality whatsoever. These are geometrical shapes or patterns consisting of dots or lines. Such marks may be found isolated or repeated over a particular surface but also scattered across more recognizable forms. A good example of this may be seen in the geologically spectacular grotto of Peche Merle, in the Lot region of France. Here we encounter some favorite animals from the Paleolithic repertoirea pair of stout-bellied horses. But over and around the horses' outlines are multiple dark spots, daubed in disregard for the otherwise naturalistic representation of animals. What does such patterning imitate? There is also the factor of location. The caves of Lascaux might conceivably qualify as underground galleries, but many other paintings have been found in recesses totally unsuitable for any kind of viewingtight nooks and crannies that must have been awkward even for the artists to penetrate, let alone for anyone else wanting to see the art. Finally, we may doubt the notion that the Upper Paleolithic period was a paradise in which food came readily, leaving humans ample time to amuse themselves with art. For Europe it was still the Ice Age. An estimate of the basic level of sustenance then necessary for human survival has been judged at 2200 calories per day. This consideration, combined with the stark emphasis upon animals in the cave art, has persuaded some archaeologists that the primary motive behind Paleolithic images must lie with the primary activity of Paleolithic people: hunting. Hunting is a skill. Tracking, stalking, chasing, and killing the prey are difficult, sometimes dangerous activities. What if the process could be made easierby art? In the early decades of the twentieth century, Abbe Henri Breuil argued that the cave paintings were all about "sympathetic magic". The artists strived diligently to make their animal images evocative and realistic because they were attempting to capture the spirit of their prey. What could have prompted their studious attention to making such naturalistic, recognizable images? According to Breuil, the artists may have believed that if a hunter were able to make a true likeness of some animal, then that animal was virtually trapped. Images, therefore, may have had the magical capacity to confer success or luck in the hunt. | Some of the most beautiful images in Paleolithic rock art are of human figures. | entailment |
id_4553 | Paleolithic Cave Paintings In any investigation of the origins of art, attention focuses on the cave paintings created in Europe during the Paleolithic era (c. 40,000-10,000 years ago) such as those depicting bulls and other animals in the Lascaux cave in France. Accepting that they are the best preserved and most visible signs of what was a global creative explosion, how do we start to explain their appearance? Instinctively, we may want to update the earliest human artists by assuming that they painted for the sheer joy of painting. The philosophers of classical Greece recognized it as a defining trait of humans to "delight in works of imitation"to enjoy the very act and triumph of representation. If we were close to a real lion or snake, we might feel frightened. But a well-executed picture of a lion or snake will give us pleasure. Why suppose that our Paleolithic ancestors were any different? This simple acceptance of art for art's sake has a certain appeal. To think of Lascaux as a gallery allows it to be a sort of special viewing place where the handiwork of accomplished artists might be displayed. Plausibly, daily existence in parts of Paleolithic Europe may not have been so hard, with an abundance of ready food and therefore the leisure time for art. The problems with this explanation, however, are various. In the first place, the proliferation of archaeological discoveriesand this includes some of the world's innumerable rock art sites that cannot be datedhas served to emphasize a remarkably limited repertoire of subjects. The images that recur are those of animals. Human figures are unusual, and when they do make an appearance, they are rarely done with the same attention to form accorded to the animals. If Paleolithic artists were simply seeking to represent the beauty of the world around them, would they not have left a far greater range of picturesof trees, flowers, of the Sun and the stars? A further question to the theory of art for art's sake is posed by the high incidence of Paleolithic images that appear not to be imitative of any reality whatsoever. These are geometrical shapes or patterns consisting of dots or lines. Such marks may be found isolated or repeated over a particular surface but also scattered across more recognizable forms. A good example of this may be seen in the geologically spectacular grotto of Peche Merle, in the Lot region of France. Here we encounter some favorite animals from the Paleolithic repertoirea pair of stout-bellied horses. But over and around the horses' outlines are multiple dark spots, daubed in disregard for the otherwise naturalistic representation of animals. What does such patterning imitate? There is also the factor of location. The caves of Lascaux might conceivably qualify as underground galleries, but many other paintings have been found in recesses totally unsuitable for any kind of viewingtight nooks and crannies that must have been awkward even for the artists to penetrate, let alone for anyone else wanting to see the art. Finally, we may doubt the notion that the Upper Paleolithic period was a paradise in which food came readily, leaving humans ample time to amuse themselves with art. For Europe it was still the Ice Age. An estimate of the basic level of sustenance then necessary for human survival has been judged at 2200 calories per day. This consideration, combined with the stark emphasis upon animals in the cave art, has persuaded some archaeologists that the primary motive behind Paleolithic images must lie with the primary activity of Paleolithic people: hunting. Hunting is a skill. Tracking, stalking, chasing, and killing the prey are difficult, sometimes dangerous activities. What if the process could be made easierby art? In the early decades of the twentieth century, Abbe Henri Breuil argued that the cave paintings were all about "sympathetic magic". The artists strived diligently to make their animal images evocative and realistic because they were attempting to capture the spirit of their prey. What could have prompted their studious attention to making such naturalistic, recognizable images? According to Breuil, the artists may have believed that if a hunter were able to make a true likeness of some animal, then that animal was virtually trapped. Images, therefore, may have had the magical capacity to confer success or luck in the hunt. | Human figures almost always appear alone and never appear with animals. | neutral |
id_4554 | Paleolithic Cave Paintings In any investigation of the origins of art, attention focuses on the cave paintings created in Europe during the Paleolithic era (c. 40,000-10,000 years ago) such as those depicting bulls and other animals in the Lascaux cave in France. Accepting that they are the best preserved and most visible signs of what was a global creative explosion, how do we start to explain their appearance? Instinctively, we may want to update the earliest human artists by assuming that they painted for the sheer joy of painting. The philosophers of classical Greece recognized it as a defining trait of humans to "delight in works of imitation"to enjoy the very act and triumph of representation. If we were close to a real lion or snake, we might feel frightened. But a well-executed picture of a lion or snake will give us pleasure. Why suppose that our Paleolithic ancestors were any different? This simple acceptance of art for art's sake has a certain appeal. To think of Lascaux as a gallery allows it to be a sort of special viewing place where the handiwork of accomplished artists might be displayed. Plausibly, daily existence in parts of Paleolithic Europe may not have been so hard, with an abundance of ready food and therefore the leisure time for art. The problems with this explanation, however, are various. In the first place, the proliferation of archaeological discoveriesand this includes some of the world's innumerable rock art sites that cannot be datedhas served to emphasize a remarkably limited repertoire of subjects. The images that recur are those of animals. Human figures are unusual, and when they do make an appearance, they are rarely done with the same attention to form accorded to the animals. If Paleolithic artists were simply seeking to represent the beauty of the world around them, would they not have left a far greater range of picturesof trees, flowers, of the Sun and the stars? A further question to the theory of art for art's sake is posed by the high incidence of Paleolithic images that appear not to be imitative of any reality whatsoever. These are geometrical shapes or patterns consisting of dots or lines. Such marks may be found isolated or repeated over a particular surface but also scattered across more recognizable forms. A good example of this may be seen in the geologically spectacular grotto of Peche Merle, in the Lot region of France. Here we encounter some favorite animals from the Paleolithic repertoirea pair of stout-bellied horses. But over and around the horses' outlines are multiple dark spots, daubed in disregard for the otherwise naturalistic representation of animals. What does such patterning imitate? There is also the factor of location. The caves of Lascaux might conceivably qualify as underground galleries, but many other paintings have been found in recesses totally unsuitable for any kind of viewingtight nooks and crannies that must have been awkward even for the artists to penetrate, let alone for anyone else wanting to see the art. Finally, we may doubt the notion that the Upper Paleolithic period was a paradise in which food came readily, leaving humans ample time to amuse themselves with art. For Europe it was still the Ice Age. An estimate of the basic level of sustenance then necessary for human survival has been judged at 2200 calories per day. This consideration, combined with the stark emphasis upon animals in the cave art, has persuaded some archaeologists that the primary motive behind Paleolithic images must lie with the primary activity of Paleolithic people: hunting. Hunting is a skill. Tracking, stalking, chasing, and killing the prey are difficult, sometimes dangerous activities. What if the process could be made easierby art? In the early decades of the twentieth century, Abbe Henri Breuil argued that the cave paintings were all about "sympathetic magic". The artists strived diligently to make their animal images evocative and realistic because they were attempting to capture the spirit of their prey. What could have prompted their studious attention to making such naturalistic, recognizable images? According to Breuil, the artists may have believed that if a hunter were able to make a true likeness of some animal, then that animal was virtually trapped. Images, therefore, may have had the magical capacity to confer success or luck in the hunt. | Images of humans are both rarer and less accurately drawn than those of animals. | entailment |
id_4555 | Panhandling occurs when a person asks a stranger for money while on city property. City property includes public streets, sidewalks, or city-owned facilities. | Emilio is standing in the street downtown unlocking his car door when a man walks up to him and asks him for a dollar. A man approaches Jason on the sidewalk and asks him if he has a quarter in exchange for five nickels. This is the best example of Panhandling. | entailment |
id_4556 | Panhandling occurs when a person asks a stranger for money while on city property. City property includes public streets, sidewalks, or city-owned facilities. | Brett is standing at the crosswalk waiting for the streetlight to change, and a man asks her if she wants to buy a raffle ticket. A man approaches Jason on the sidewalk and asks him if he has a quarter in exchange for five nickels. This is the best example of Panhandling. | contradiction |
id_4557 | Panhandling occurs when a person asks a stranger for money while on city property. City property includes public streets, sidewalks, or city-owned facilities. | A man approaches Jason on the sidewalk and asks him if he has a quarter in exchange for five nickels. This is the best example of Panhandling. | contradiction |
id_4558 | Panhandling occurs when a person asks a stranger for money while on city property. City property includes public streets, sidewalks, or city-owned facilities. | A Salvation Army volunteer on a downtown sidewalk is ringing a hand bell, and a woman tosses some coins into his black kettle as she walks by. | contradiction |
id_4559 | Paperback books were made popular by the publisher Penguin in the 1930s. They are less expensive to manufacture than hardback books, so they can be sold at a lower price and achieve far higher unit sales. Producing a book, whether paper or hardback, involves a good many people and can easily take two years from conception to publication. The author begins the process, researching and writing a proposal for the title. A publishing committee discusses the commercial viability of the idea and takes the decision on whether or not to invest in the title and publish it. The author then writes a manuscript which nowadays is submitted in a digital form. Editors and designers work on the manuscript and produce what is called the proof, which is sent to the printer to be typeset and printed. A team of sales representatives visit book stores and online bookshop buyers and promote the title. Copy-writers list and promote the book. Finally, distributors deliver copies of the book to bookstores and directly to customers. | The passage assumes no prior knowledge of the publishing industry. | entailment |
id_4560 | Paperback books were made popular by the publisher Penguin in the 1930s. They are less expensive to manufacture than hardback books, so they can be sold at a lower price and achieve far higher unit sales. Producing a book, whether paper or hardback, involves a good many people and can easily take two years from conception to publication. The author begins the process, researching and writing a proposal for the title. A publishing committee discusses the commercial viability of the idea and takes the decision on whether or not to invest in the title and publish it. The author then writes a manuscript which nowadays is submitted in a digital form. Editors and designers work on the manuscript and produce what is called the proof, which is sent to the printer to be typeset and printed. A team of sales representatives visit book stores and online bookshop buyers and promote the title. Copy-writers list and promote the book. Finally, distributors deliver copies of the book to bookstores and directly to customers. | The author is responsible for the production of the proof. | contradiction |
id_4561 | Paperback books were made popular by the publisher Penguin in the 1930s. They are less expensive to manufacture than hardback books, so they can be sold at a lower price and achieve far higher unit sales. Producing a book, whether paper or hardback, involves a good many people and can easily take two years from conception to publication. The author begins the process, researching and writing a proposal for the title. A publishing committee discusses the commercial viability of the idea and takes the decision on whether or not to invest in the title and publish it. The author then writes a manuscript which nowadays is submitted in a digital form. Editors and designers work on the manuscript and produce what is called the proof, which is sent to the printer to be typeset and printed. A team of sales representatives visit book stores and online bookshop buyers and promote the title. Copy-writers list and promote the book. Finally, distributors deliver copies of the book to bookstores and directly to customers. | Penguin is still a major publisher of paperback books. | neutral |
id_4562 | Paperback books were made popular by the publisher Penguin in the 1930s. They are less expensive to manufacture than hardback books, so they can be sold at a lower price and achieve far higher unit sales. Producing a book, whether paper or hardback, involves a good many people and can easily take two years from conception to publication. The author begins the process, researching and writing a proposal for the title. A publishing committee discusses the commercial viability of the idea and takes the decision on whether or not to invest in the title and publish it. The author then writes a manuscript which nowadays is submitted in a digital form. Editors and designers work on the manuscript and produce what is called the proof, which is sent to the printer to be typeset and printed. A team of sales representatives visit book stores and online bookshop buyers and promote the title. Copy-writers list and promote the book. Finally, distributors deliver copies of the book to bookstores and directly to customers. | The principal subject of the passage is a description of the process of producing paperback books. | contradiction |
id_4563 | Paperback books were made popular by the publisher Penguin in the 1930s. They are less expensive to manufacture than hardback books, so they can be sold at a lower price and achieve far higher unit sales. Producing a book, whether paper or hardback, involves a good many people and can easily take two years from conception to publication. The author begins the process, researching and writing a proposal for the title. A publishing committee discusses the commercial viability of the idea and takes the decision on whether or not to invest in the title and publish it. The author then writes a manuscript which nowadays is submitted in a digital form. Editors and designers work on the manuscript and produce what is called the proof, which is sent to the printer to be typeset and printed. A team of sales representatives visit book stores and online bookshop buyers and promote the title. Copy-writers list and promote the book. Finally, distributors deliver copies of the book to bookstores and directly to customers. | A justification for the lower price of paperback books is offered in the passage. | entailment |
id_4564 | Paragliding in Australia What is paragliding? Paragliding is a kind of flying, but instead of the wing being made of metal, wood or plastic, it is made of nylon or polyester. The wing (known as a canopy) is attached to a harness by lines, not dissimilar to a parachute. The harness is where the pilots sit and they report that it outperforms a parachute in terms of comfort. Is it safe? Like sailing and deep-sea diving, paragliding is as safe as the person doing it. The big advantage is that its probably the slowest form of aviation, so if you do crash youll hit the ground quite gently! Where do I learn? There are lots of schools, mainly based inland by appropriate hills or mountains, and there are also schools on the coast near spectacular cliffs. These are very attractive, though the prospect of landing in the sea seems to dissuade beginners! All schools will show you within a couple of days how to inflate the canopy, launch and land. They use radio instruction, tandem flying practice and schoolroom theory sessions to help you get the most from paragliding. It takes about seven days to get your basic license; then youre free to fly independently at sites across Australia. What do I need? Pilots normally wear warm clothes, in case they get very high up, and a helmet in case they stumble on landing. In terms of gear, schools supply basic training, canopies, harnesses, etc. However, youll probably want to buy your own more sophisticated equipment, which youll be able to choose much better once youve tried some out on your course. Who can do it? Theres no upper age limit provided your instructor deems you capable, but the youngest anybody can paraglide is 14. Anybody with good eyesight and good balance is a potential paraglider pilot. Its a very relaxed sport as youre mostly sitting down. Youll probably experience pain in some muscles you didnt know you had whilst learning, but many of those will be due to the walk up the training hill to launch. Flying a paraglider is a great sport. We hope to see you in the air with us this season! | Learners are able to paraglide unaccompanied after a weeks course. | entailment |
id_4565 | Paragliding in Australia What is paragliding? Paragliding is a kind of flying, but instead of the wing being made of metal, wood or plastic, it is made of nylon or polyester. The wing (known as a canopy) is attached to a harness by lines, not dissimilar to a parachute. The harness is where the pilots sit and they report that it outperforms a parachute in terms of comfort. Is it safe? Like sailing and deep-sea diving, paragliding is as safe as the person doing it. The big advantage is that its probably the slowest form of aviation, so if you do crash youll hit the ground quite gently! Where do I learn? There are lots of schools, mainly based inland by appropriate hills or mountains, and there are also schools on the coast near spectacular cliffs. These are very attractive, though the prospect of landing in the sea seems to dissuade beginners! All schools will show you within a couple of days how to inflate the canopy, launch and land. They use radio instruction, tandem flying practice and schoolroom theory sessions to help you get the most from paragliding. It takes about seven days to get your basic license; then youre free to fly independently at sites across Australia. What do I need? Pilots normally wear warm clothes, in case they get very high up, and a helmet in case they stumble on landing. In terms of gear, schools supply basic training, canopies, harnesses, etc. However, youll probably want to buy your own more sophisticated equipment, which youll be able to choose much better once youve tried some out on your course. Who can do it? Theres no upper age limit provided your instructor deems you capable, but the youngest anybody can paraglide is 14. Anybody with good eyesight and good balance is a potential paraglider pilot. Its a very relaxed sport as youre mostly sitting down. Youll probably experience pain in some muscles you didnt know you had whilst learning, but many of those will be due to the walk up the training hill to launch. Flying a paraglider is a great sport. We hope to see you in the air with us this season! | A paraglider is more comfortable than a parachute. | entailment |
id_4566 | Paragliding in Australia What is paragliding? Paragliding is a kind of flying, but instead of the wing being made of metal, wood or plastic, it is made of nylon or polyester. The wing (known as a canopy) is attached to a harness by lines, not dissimilar to a parachute. The harness is where the pilots sit and they report that it outperforms a parachute in terms of comfort. Is it safe? Like sailing and deep-sea diving, paragliding is as safe as the person doing it. The big advantage is that its probably the slowest form of aviation, so if you do crash youll hit the ground quite gently! Where do I learn? There are lots of schools, mainly based inland by appropriate hills or mountains, and there are also schools on the coast near spectacular cliffs. These are very attractive, though the prospect of landing in the sea seems to dissuade beginners! All schools will show you within a couple of days how to inflate the canopy, launch and land. They use radio instruction, tandem flying practice and schoolroom theory sessions to help you get the most from paragliding. It takes about seven days to get your basic license; then youre free to fly independently at sites across Australia. What do I need? Pilots normally wear warm clothes, in case they get very high up, and a helmet in case they stumble on landing. In terms of gear, schools supply basic training, canopies, harnesses, etc. However, youll probably want to buy your own more sophisticated equipment, which youll be able to choose much better once youve tried some out on your course. Who can do it? Theres no upper age limit provided your instructor deems you capable, but the youngest anybody can paraglide is 14. Anybody with good eyesight and good balance is a potential paraglider pilot. Its a very relaxed sport as youre mostly sitting down. Youll probably experience pain in some muscles you didnt know you had whilst learning, but many of those will be due to the walk up the training hill to launch. Flying a paraglider is a great sport. We hope to see you in the air with us this season! | Most paragliding schools are situated by the sea. | contradiction |
id_4567 | Paragliding in Australia What is paragliding? Paragliding is a kind of flying, but instead of the wing being made of metal, wood or plastic, it is made of nylon or polyester. The wing (known as a canopy) is attached to a harness by lines, not dissimilar to a parachute. The harness is where the pilots sit and they report that it outperforms a parachute in terms of comfort. Is it safe? Like sailing and deep-sea diving, paragliding is as safe as the person doing it. The big advantage is that its probably the slowest form of aviation, so if you do crash youll hit the ground quite gently! Where do I learn? There are lots of schools, mainly based inland by appropriate hills or mountains, and there are also schools on the coast near spectacular cliffs. These are very attractive, though the prospect of landing in the sea seems to dissuade beginners! All schools will show you within a couple of days how to inflate the canopy, launch and land. They use radio instruction, tandem flying practice and schoolroom theory sessions to help you get the most from paragliding. It takes about seven days to get your basic license; then youre free to fly independently at sites across Australia. What do I need? Pilots normally wear warm clothes, in case they get very high up, and a helmet in case they stumble on landing. In terms of gear, schools supply basic training, canopies, harnesses, etc. However, youll probably want to buy your own more sophisticated equipment, which youll be able to choose much better once youve tried some out on your course. Who can do it? Theres no upper age limit provided your instructor deems you capable, but the youngest anybody can paraglide is 14. Anybody with good eyesight and good balance is a potential paraglider pilot. Its a very relaxed sport as youre mostly sitting down. Youll probably experience pain in some muscles you didnt know you had whilst learning, but many of those will be due to the walk up the training hill to launch. Flying a paraglider is a great sport. We hope to see you in the air with us this season! | Learners must pass a theory test in order to get their license. | neutral |
id_4568 | Paragliding in Australia What is paragliding? Paragliding is a kind of flying, but instead of the wing being made of metal, wood or plastic, it is made of nylon or polyester. The wing (known as a canopy) is attached to a harness by lines, not dissimilar to a parachute. The harness is where the pilots sit and they report that it outperforms a parachute in terms of comfort. Is it safe? Like sailing and deep-sea diving, paragliding is as safe as the person doing it. The big advantage is that its probably the slowest form of aviation, so if you do crash youll hit the ground quite gently! Where do I learn? There are lots of schools, mainly based inland by appropriate hills or mountains, and there are also schools on the coast near spectacular cliffs. These are very attractive, though the prospect of landing in the sea seems to dissuade beginners! All schools will show you within a couple of days how to inflate the canopy, launch and land. They use radio instruction, tandem flying practice and schoolroom theory sessions to help you get the most from paragliding. It takes about seven days to get your basic license; then youre free to fly independently at sites across Australia. What do I need? Pilots normally wear warm clothes, in case they get very high up, and a helmet in case they stumble on landing. In terms of gear, schools supply basic training, canopies, harnesses, etc. However, youll probably want to buy your own more sophisticated equipment, which youll be able to choose much better once youve tried some out on your course. Who can do it? Theres no upper age limit provided your instructor deems you capable, but the youngest anybody can paraglide is 14. Anybody with good eyesight and good balance is a potential paraglider pilot. Its a very relaxed sport as youre mostly sitting down. Youll probably experience pain in some muscles you didnt know you had whilst learning, but many of those will be due to the walk up the training hill to launch. Flying a paraglider is a great sport. We hope to see you in the air with us this season! | Fit people of any age can take up paragliding. | contradiction |
id_4569 | Paragliding in Australia What is paragliding? Paragliding is a kind of flying, but instead of the wing being made of metal, wood or plastic, it is made of nylon or polyester. The wing (known as a canopy) is attached to a harness by lines, not dissimilar to a parachute. The harness is where the pilots sit and they report that it outperforms a parachute in terms of comfort. Is it safe? Like sailing and deep-sea diving, paragliding is as safe as the person doing it. The big advantage is that its probably the slowest form of aviation, so if you do crash youll hit the ground quite gently! Where do I learn? There are lots of schools, mainly based inland by appropriate hills or mountains, and there are also schools on the coast near spectacular cliffs. These are very attractive, though the prospect of landing in the sea seems to dissuade beginners! All schools will show you within a couple of days how to inflate the canopy, launch and land. They use radio instruction, tandem flying practice and schoolroom theory sessions to help you get the most from paragliding. It takes about seven days to get your basic license; then youre free to fly independently at sites across Australia. What do I need? Pilots normally wear warm clothes, in case they get very high up, and a helmet in case they stumble on landing. In terms of gear, schools supply basic training, canopies, harnesses, etc. However, youll probably want to buy your own more sophisticated equipment, which youll be able to choose much better once youve tried some out on your course. Who can do it? Theres no upper age limit provided your instructor deems you capable, but the youngest anybody can paraglide is 14. Anybody with good eyesight and good balance is a potential paraglider pilot. Its a very relaxed sport as youre mostly sitting down. Youll probably experience pain in some muscles you didnt know you had whilst learning, but many of those will be due to the walk up the training hill to launch. Flying a paraglider is a great sport. We hope to see you in the air with us this season! | The preliminary uphill walk may strain some of your muscle. | entailment |
id_4570 | Paragliding in Australia What is paragliding? Paragliding is a kind of flying, but instead of the wing being made of metal, wood or plastic, it is made of nylon or polyester. The wing (known as a canopy) is attached to a harness by lines, not dissimilar to a parachute. The harness is where the pilots sit and they report that it outperforms a parachute in terms of comfort. Is it safe? Like sailing and deep-sea diving, paragliding is as safe as the person doing it. The big advantage is that its probably the slowest form of aviation, so if you do crash youll hit the ground quite gently! Where do I learn? There are lots of schools, mainly based inland by appropriate hills or mountains, and there are also schools on the coast near spectacular cliffs. These are very attractive, though the prospect of landing in the sea seems to dissuade beginners! All schools will show you within a couple of days how to inflate the canopy, launch and land. They use radio instruction, tandem flying practice and schoolroom theory sessions to help you get the most from paragliding. It takes about seven days to get your basic license; then youre free to fly independently at sites across Australia. What do I need? Pilots normally wear warm clothes, in case they get very high up, and a helmet in case they stumble on landing. In terms of gear, schools supply basic training, canopies, harnesses, etc. However, youll probably want to buy your own more sophisticated equipment, which youll be able to choose much better once youve tried some out on your course. Who can do it? Theres no upper age limit provided your instructor deems you capable, but the youngest anybody can paraglide is 14. Anybody with good eyesight and good balance is a potential paraglider pilot. Its a very relaxed sport as youre mostly sitting down. Youll probably experience pain in some muscles you didnt know you had whilst learning, but many of those will be due to the walk up the training hill to launch. Flying a paraglider is a great sport. We hope to see you in the air with us this season! | It is advisable to purchase some equipment before you do your training. | contradiction |
id_4571 | Parcel Fox Business Courier Service UK Domestic Product This includes a complete range of delivery options to ensure that you can send and receive your goods exactly when you want them. You will have peace of mind, knowing that well deliver the next day at a time convenient to you, anywhere in the UK. Next Day Services: Pre 09:00 (delivery between 07:30 -09:00) Pre 10:30 (delivery between 07:30 10:30) Pre 12:00 (delivery between 07:30 12:00) Next Day (delivery between 07:30 17:30) Saturday Delivery We offer a Saturday delivery service with three delivery options: Pre 09:00 (delivery between 07:30 -09:00) Pre 10:30 (delivery between 07:30 10:30) Pre 12:00 (delivery between 07:30 12:00) City Link Packaging: We offer all customers two free of charge secure packaging options Linkletter This has been designed to carry documents weighing up to 1kg Citypack This will take any item up to a maximum of 10kg Our Additional Services Include (at extra cost): Collect From Us A service for people on the move, such as field sales or engineers. Well hold items at a specified depot for secure collection by your nominated person. Exchange Combines the delivery of one item with the exchange for another to be delivered the next day. Third Party/Remote Collections Collection from any address and delivery to any other address in the UK. Drop into Us Goods can be dropped into any City Link depot regardless of where your account is held. Sameday Is tomorrow too late? If so, we have the solution. Sameday is our specialist, dedicated service for time-critical and time-definite deliveries. Its perfect for deliveries of all sizes throughout the UK and Europe. By offering complete flexibility and dedication, we ensure that you get the exact service you need, and your customers want. Just one call will connect you to your local same day controller 24 hours a day, 7 days a week, 365 days a year. Whats more, once you confirm your booking we guarantee to be with you within the hour with an extensive range of vehicle options. Your local controller will tailor a complete solution for all your requirements. International Our International service is a versatile and reliable door-to-door delivery service for single or multi-item consignments and pallets. We pride ourselves in being able to offer a complete range of International export and import delivery services boasting total reliability, security and value for money. So whether you are a small or large volume shipper, we offer a flexible range of delivery solutions to support your business needs by sea, air and road. | Sameday deliveries cannot be guaranteed for deliveries to the US. | neutral |
id_4572 | Parcel Fox Business Courier Service UK Domestic Product This includes a complete range of delivery options to ensure that you can send and receive your goods exactly when you want them. You will have peace of mind, knowing that well deliver the next day at a time convenient to you, anywhere in the UK. Next Day Services: Pre 09:00 (delivery between 07:30 -09:00) Pre 10:30 (delivery between 07:30 10:30) Pre 12:00 (delivery between 07:30 12:00) Next Day (delivery between 07:30 17:30) Saturday Delivery We offer a Saturday delivery service with three delivery options: Pre 09:00 (delivery between 07:30 -09:00) Pre 10:30 (delivery between 07:30 10:30) Pre 12:00 (delivery between 07:30 12:00) City Link Packaging: We offer all customers two free of charge secure packaging options Linkletter This has been designed to carry documents weighing up to 1kg Citypack This will take any item up to a maximum of 10kg Our Additional Services Include (at extra cost): Collect From Us A service for people on the move, such as field sales or engineers. Well hold items at a specified depot for secure collection by your nominated person. Exchange Combines the delivery of one item with the exchange for another to be delivered the next day. Third Party/Remote Collections Collection from any address and delivery to any other address in the UK. Drop into Us Goods can be dropped into any City Link depot regardless of where your account is held. Sameday Is tomorrow too late? If so, we have the solution. Sameday is our specialist, dedicated service for time-critical and time-definite deliveries. Its perfect for deliveries of all sizes throughout the UK and Europe. By offering complete flexibility and dedication, we ensure that you get the exact service you need, and your customers want. Just one call will connect you to your local same day controller 24 hours a day, 7 days a week, 365 days a year. Whats more, once you confirm your booking we guarantee to be with you within the hour with an extensive range of vehicle options. Your local controller will tailor a complete solution for all your requirements. International Our International service is a versatile and reliable door-to-door delivery service for single or multi-item consignments and pallets. We pride ourselves in being able to offer a complete range of International export and import delivery services boasting total reliability, security and value for money. So whether you are a small or large volume shipper, we offer a flexible range of delivery solutions to support your business needs by sea, air and road. | A bespoke service for your delivery requirements can be arranged at any time during the year. | entailment |
id_4573 | Parcel Fox Business Courier Service UK Domestic Product This includes a complete range of delivery options to ensure that you can send and receive your goods exactly when you want them. You will have peace of mind, knowing that well deliver the next day at a time convenient to you, anywhere in the UK. Next Day Services: Pre 09:00 (delivery between 07:30 -09:00) Pre 10:30 (delivery between 07:30 10:30) Pre 12:00 (delivery between 07:30 12:00) Next Day (delivery between 07:30 17:30) Saturday Delivery We offer a Saturday delivery service with three delivery options: Pre 09:00 (delivery between 07:30 -09:00) Pre 10:30 (delivery between 07:30 10:30) Pre 12:00 (delivery between 07:30 12:00) City Link Packaging: We offer all customers two free of charge secure packaging options Linkletter This has been designed to carry documents weighing up to 1kg Citypack This will take any item up to a maximum of 10kg Our Additional Services Include (at extra cost): Collect From Us A service for people on the move, such as field sales or engineers. Well hold items at a specified depot for secure collection by your nominated person. Exchange Combines the delivery of one item with the exchange for another to be delivered the next day. Third Party/Remote Collections Collection from any address and delivery to any other address in the UK. Drop into Us Goods can be dropped into any City Link depot regardless of where your account is held. Sameday Is tomorrow too late? If so, we have the solution. Sameday is our specialist, dedicated service for time-critical and time-definite deliveries. Its perfect for deliveries of all sizes throughout the UK and Europe. By offering complete flexibility and dedication, we ensure that you get the exact service you need, and your customers want. Just one call will connect you to your local same day controller 24 hours a day, 7 days a week, 365 days a year. Whats more, once you confirm your booking we guarantee to be with you within the hour with an extensive range of vehicle options. Your local controller will tailor a complete solution for all your requirements. International Our International service is a versatile and reliable door-to-door delivery service for single or multi-item consignments and pallets. We pride ourselves in being able to offer a complete range of International export and import delivery services boasting total reliability, security and value for money. So whether you are a small or large volume shipper, we offer a flexible range of delivery solutions to support your business needs by sea, air and road. | International deliveries can only be sent by plane or ship. | contradiction |
id_4574 | Parcel Fox Business Courier Service UK Domestic Product This includes a complete range of delivery options to ensure that you can send and receive your goods exactly when you want them. You will have peace of mind, knowing that well deliver the next day at a time convenient to you, anywhere in the UK. Next Day Services: Pre 09:00 (delivery between 07:30 -09:00) Pre 10:30 (delivery between 07:30 10:30) Pre 12:00 (delivery between 07:30 12:00) Next Day (delivery between 07:30 17:30) Saturday Delivery We offer a Saturday delivery service with three delivery options: Pre 09:00 (delivery between 07:30 -09:00) Pre 10:30 (delivery between 07:30 10:30) Pre 12:00 (delivery between 07:30 12:00) City Link Packaging: We offer all customers two free of charge secure packaging options Linkletter This has been designed to carry documents weighing up to 1kg Citypack This will take any item up to a maximum of 10kg Our Additional Services Include (at extra cost): Collect From Us A service for people on the move, such as field sales or engineers. Well hold items at a specified depot for secure collection by your nominated person. Exchange Combines the delivery of one item with the exchange for another to be delivered the next day. Third Party/Remote Collections Collection from any address and delivery to any other address in the UK. Drop into Us Goods can be dropped into any City Link depot regardless of where your account is held. Sameday Is tomorrow too late? If so, we have the solution. Sameday is our specialist, dedicated service for time-critical and time-definite deliveries. Its perfect for deliveries of all sizes throughout the UK and Europe. By offering complete flexibility and dedication, we ensure that you get the exact service you need, and your customers want. Just one call will connect you to your local same day controller 24 hours a day, 7 days a week, 365 days a year. Whats more, once you confirm your booking we guarantee to be with you within the hour with an extensive range of vehicle options. Your local controller will tailor a complete solution for all your requirements. International Our International service is a versatile and reliable door-to-door delivery service for single or multi-item consignments and pallets. We pride ourselves in being able to offer a complete range of International export and import delivery services boasting total reliability, security and value for money. So whether you are a small or large volume shipper, we offer a flexible range of delivery solutions to support your business needs by sea, air and road. | For a fee, packages can be picked up by Parcel Fox from any address in the UK. | entailment |
id_4575 | Parcel Fox Business Courier Service UK Domestic Product This includes a complete range of delivery options to ensure that you can send and receive your goods exactly when you want them. You will have peace of mind, knowing that well deliver the next day at a time convenient to you, anywhere in the UK. Next Day Services: Pre 09:00 (delivery between 07:30 -09:00) Pre 10:30 (delivery between 07:30 10:30) Pre 12:00 (delivery between 07:30 12:00) Next Day (delivery between 07:30 17:30) Saturday Delivery We offer a Saturday delivery service with three delivery options: Pre 09:00 (delivery between 07:30 -09:00) Pre 10:30 (delivery between 07:30 10:30) Pre 12:00 (delivery between 07:30 12:00) City Link Packaging: We offer all customers two free of charge secure packaging options Linkletter This has been designed to carry documents weighing up to 1kg Citypack This will take any item up to a maximum of 10kg Our Additional Services Include (at extra cost): Collect From Us A service for people on the move, such as field sales or engineers. Well hold items at a specified depot for secure collection by your nominated person. Exchange Combines the delivery of one item with the exchange for another to be delivered the next day. Third Party/Remote Collections Collection from any address and delivery to any other address in the UK. Drop into Us Goods can be dropped into any City Link depot regardless of where your account is held. Sameday Is tomorrow too late? If so, we have the solution. Sameday is our specialist, dedicated service for time-critical and time-definite deliveries. Its perfect for deliveries of all sizes throughout the UK and Europe. By offering complete flexibility and dedication, we ensure that you get the exact service you need, and your customers want. Just one call will connect you to your local same day controller 24 hours a day, 7 days a week, 365 days a year. Whats more, once you confirm your booking we guarantee to be with you within the hour with an extensive range of vehicle options. Your local controller will tailor a complete solution for all your requirements. International Our International service is a versatile and reliable door-to-door delivery service for single or multi-item consignments and pallets. We pride ourselves in being able to offer a complete range of International export and import delivery services boasting total reliability, security and value for money. So whether you are a small or large volume shipper, we offer a flexible range of delivery solutions to support your business needs by sea, air and road. | Pets can be sent within the UK on payment of a special fee. | neutral |
id_4576 | Parcel Fox Business Courier Service UK Domestic Product This includes a complete range of delivery options to ensure that you can send and receive your goods exactly when you want them. You will have peace of mind, knowing that well deliver the next day at a time convenient to you, anywhere in the UK. Next Day Services: Pre 09:00 (delivery between 07:30 -09:00) Pre 10:30 (delivery between 07:30 10:30) Pre 12:00 (delivery between 07:30 12:00) Next Day (delivery between 07:30 17:30) Saturday Delivery We offer a Saturday delivery service with three delivery options: Pre 09:00 (delivery between 07:30 -09:00) Pre 10:30 (delivery between 07:30 10:30) Pre 12:00 (delivery between 07:30 12:00) City Link Packaging: We offer all customers two free of charge secure packaging options Linkletter This has been designed to carry documents weighing up to 1kg Citypack This will take any item up to a maximum of 10kg Our Additional Services Include (at extra cost): Collect From Us A service for people on the move, such as field sales or engineers. Well hold items at a specified depot for secure collection by your nominated person. Exchange Combines the delivery of one item with the exchange for another to be delivered the next day. Third Party/Remote Collections Collection from any address and delivery to any other address in the UK. Drop into Us Goods can be dropped into any City Link depot regardless of where your account is held. Sameday Is tomorrow too late? If so, we have the solution. Sameday is our specialist, dedicated service for time-critical and time-definite deliveries. Its perfect for deliveries of all sizes throughout the UK and Europe. By offering complete flexibility and dedication, we ensure that you get the exact service you need, and your customers want. Just one call will connect you to your local same day controller 24 hours a day, 7 days a week, 365 days a year. Whats more, once you confirm your booking we guarantee to be with you within the hour with an extensive range of vehicle options. Your local controller will tailor a complete solution for all your requirements. International Our International service is a versatile and reliable door-to-door delivery service for single or multi-item consignments and pallets. We pride ourselves in being able to offer a complete range of International export and import delivery services boasting total reliability, security and value for money. So whether you are a small or large volume shipper, we offer a flexible range of delivery solutions to support your business needs by sea, air and road. | Deliveries can be made at any time on Saturdays using the UK Domestic Product. | contradiction |
id_4577 | Parcel Fox Business Courier Service UK Domestic Product This includes a complete range of delivery options to ensure that you can send and receive your goods exactly when you want them. You will have peace of mind, knowing that well deliver the next day at a time convenient to you, anywhere in the UK. Next Day Services: Pre 09:00 (delivery between 07:30 -09:00) Pre 10:30 (delivery between 07:30 10:30) Pre 12:00 (delivery between 07:30 12:00) Next Day (delivery between 07:30 17:30) Saturday Delivery We offer a Saturday delivery service with three delivery options: Pre 09:00 (delivery between 07:30 -09:00) Pre 10:30 (delivery between 07:30 10:30) Pre 12:00 (delivery between 07:30 12:00) City Link Packaging: We offer all customers two free of charge secure packaging options Linkletter This has been designed to carry documents weighing up to 1kg Citypack This will take any item up to a maximum of 10kg Our Additional Services Include (at extra cost): Collect From Us A service for people on the move, such as field sales or engineers. Well hold items at a specified depot for secure collection by your nominated person. Exchange Combines the delivery of one item with the exchange for another to be delivered the next day. Third Party/Remote Collections Collection from any address and delivery to any other address in the UK. Drop into Us Goods can be dropped into any City Link depot regardless of where your account is held. Sameday Is tomorrow too late? If so, we have the solution. Sameday is our specialist, dedicated service for time-critical and time-definite deliveries. Its perfect for deliveries of all sizes throughout the UK and Europe. By offering complete flexibility and dedication, we ensure that you get the exact service you need, and your customers want. Just one call will connect you to your local same day controller 24 hours a day, 7 days a week, 365 days a year. Whats more, once you confirm your booking we guarantee to be with you within the hour with an extensive range of vehicle options. Your local controller will tailor a complete solution for all your requirements. International Our International service is a versatile and reliable door-to-door delivery service for single or multi-item consignments and pallets. We pride ourselves in being able to offer a complete range of International export and import delivery services boasting total reliability, security and value for money. So whether you are a small or large volume shipper, we offer a flexible range of delivery solutions to support your business needs by sea, air and road. | You can send documents weighing one and a half kilograms by Linkletter. | contradiction |
id_4578 | Park and fly. For most people, parking the car is a mundane activity devoid of planning. However, Heathrow airport has so many car parks and parking options that if you park in the wrong place the charges could exceed the cost of the flight. Terminal 5s car park can hold 2,200 cars, and the long-stay car park can hold 3,800 cars and 150 motorcycles, so finding a space should never be a problem, but the turn-up prices can be much higher than those offered for pre-booking. The multi-storey car parks at Heathrow airport are mainly for short-stay parking where there is a general vehicle height restriction of 2 metres. Charges are designed to discourage a stay of more than six hours, and the daily rate is punitive. Vehicles up to 2.4 metres in height can park on the ground floor of car park 3 (serving Terminals 1, 2 and 3). Customers using Terminal 4 can park vehicles up to 2.6 metres in height on the roof of car park 4 or alternatively they can use business parking, where they will be charged the short-stay tariff for stays of up to six hours, after which time long-stay tariffs apply. Terminal 5 customers can also use business parking combined with a short courtesy coach transfer. Vehicles up to 2.6 metres in height can use the Terminal 4 forecourt for the purposes of dropping off and picking up only. Vehicles taller than 2.6 metres need to park in the long-stay car parks (one-day minimum stay) or at business parking. The former charges a variable daily rate depending on the number of days stayed, whilst the latter charges a fixed amount per day for stays between 1 and 13 days and a fixed sum for stays between 14 and 28 days. Stays longer than 28 days incur the fixed sum plus the fixed amount per day charge for the additional days. | A vehicle that is 1.9 metres in height can be parked for two days in a multi-storey car park. | entailment |
id_4579 | Park and fly. For most people, parking the car is a mundane activity devoid of planning. However, Heathrow airport has so many car parks and parking options that if you park in the wrong place the charges could exceed the cost of the flight. Terminal 5s car park can hold 2,200 cars, and the long-stay car park can hold 3,800 cars and 150 motorcycles, so finding a space should never be a problem, but the turn-up prices can be much higher than those offered for pre-booking. The multi-storey car parks at Heathrow airport are mainly for short-stay parking where there is a general vehicle height restriction of 2 metres. Charges are designed to discourage a stay of more than six hours, and the daily rate is punitive. Vehicles up to 2.4 metres in height can park on the ground floor of car park 3 (serving Terminals 1, 2 and 3). Customers using Terminal 4 can park vehicles up to 2.6 metres in height on the roof of car park 4 or alternatively they can use business parking, where they will be charged the short-stay tariff for stays of up to six hours, after which time long-stay tariffs apply. Terminal 5 customers can also use business parking combined with a short courtesy coach transfer. Vehicles up to 2.6 metres in height can use the Terminal 4 forecourt for the purposes of dropping off and picking up only. Vehicles taller than 2.6 metres need to park in the long-stay car parks (one-day minimum stay) or at business parking. The former charges a variable daily rate depending on the number of days stayed, whilst the latter charges a fixed amount per day for stays between 1 and 13 days and a fixed sum for stays between 14 and 28 days. Stays longer than 28 days incur the fixed sum plus the fixed amount per day charge for the additional days. | A vehicle that is 2.3 metres in height can be parked on the roof of car park 3. | neutral |
id_4580 | Park and fly. For most people, parking the car is a mundane activity devoid of planning. However, Heathrow airport has so many car parks and parking options that if you park in the wrong place the charges could exceed the cost of the flight. Terminal 5s car park can hold 2,200 cars, and the long-stay car park can hold 3,800 cars and 150 motorcycles, so finding a space should never be a problem, but the turn-up prices can be much higher than those offered for pre-booking. The multi-storey car parks at Heathrow airport are mainly for short-stay parking where there is a general vehicle height restriction of 2 metres. Charges are designed to discourage a stay of more than six hours, and the daily rate is punitive. Vehicles up to 2.4 metres in height can park on the ground floor of car park 3 (serving Terminals 1, 2 and 3). Customers using Terminal 4 can park vehicles up to 2.6 metres in height on the roof of car park 4 or alternatively they can use business parking, where they will be charged the short-stay tariff for stays of up to six hours, after which time long-stay tariffs apply. Terminal 5 customers can also use business parking combined with a short courtesy coach transfer. Vehicles up to 2.6 metres in height can use the Terminal 4 forecourt for the purposes of dropping off and picking up only. Vehicles taller than 2.6 metres need to park in the long-stay car parks (one-day minimum stay) or at business parking. The former charges a variable daily rate depending on the number of days stayed, whilst the latter charges a fixed amount per day for stays between 1 and 13 days and a fixed sum for stays between 14 and 28 days. Stays longer than 28 days incur the fixed sum plus the fixed amount per day charge for the additional days. | Vehicles taller than 2.6 metres can park at business parking for the purposes of short- or long-term parking. | entailment |
id_4581 | Park and fly. For most people, parking the car is a mundane activity devoid of planning. However, Heathrow airport has so many car parks and parking options that if you park in the wrong place the charges could exceed the cost of the flight. Terminal 5s car park can hold 2,200 cars, and the long-stay car park can hold 3,800 cars and 150 motorcycles, so finding a space should never be a problem, but the turn-up prices can be much higher than those offered for pre-booking. The multi-storey car parks at Heathrow airport are mainly for short-stay parking where there is a general vehicle height restriction of 2 metres. Charges are designed to discourage a stay of more than six hours, and the daily rate is punitive. Vehicles up to 2.4 metres in height can park on the ground floor of car park 3 (serving Terminals 1, 2 and 3). Customers using Terminal 4 can park vehicles up to 2.6 metres in height on the roof of car park 4 or alternatively they can use business parking, where they will be charged the short-stay tariff for stays of up to six hours, after which time long-stay tariffs apply. Terminal 5 customers can also use business parking combined with a short courtesy coach transfer. Vehicles up to 2.6 metres in height can use the Terminal 4 forecourt for the purposes of dropping off and picking up only. Vehicles taller than 2.6 metres need to park in the long-stay car parks (one-day minimum stay) or at business parking. The former charges a variable daily rate depending on the number of days stayed, whilst the latter charges a fixed amount per day for stays between 1 and 13 days and a fixed sum for stays between 14 and 28 days. Stays longer than 28 days incur the fixed sum plus the fixed amount per day charge for the additional days. | Parking a vehicle at business parking costs twice as much for 26 days as it does for 13 days. | neutral |
id_4582 | Paro overslept. Therefore, she was late for school by the time she got ready. Hence, she did not eat her breakfast. As she realised that she was late for her school bus, she ran as fast as she could from her home to the bus stop and did not see a banana skin that was lying on the ground in her path. She slipped on the banana skin and fractured her leg. Some passersby took her to the hospital and while lying in bed she was visited by her friend Dhanno, who wanted to know why she had got up so late. | Paros friend visited her in the hospital because she wanted to know why she was in the hospital. | contradiction |
id_4583 | Paro overslept. Therefore, she was late for school by the time she got ready. Hence, she did not eat her breakfast. As she realised that she was late for her school bus, she ran as fast as she could from her home to the bus stop and did not see a banana skin that was lying on the ground in her path. She slipped on the banana skin and fractured her leg. Some passersby took her to the hospital and while lying in bed she was visited by her friend Dhanno, who wanted to know why she had got up so late. | Because Paro did not eat her breakfast, she broke her ankle. | contradiction |
id_4584 | Paro overslept. Therefore, she was late for school by the time she got ready. Hence, she did not eat her breakfast. As she realised that she was late for her school bus, she ran as fast as she could from her home to the bus stop and did not see a banana skin that was lying on the ground in her path. She slipped on the banana skin and fractured her leg. Some passersby took her to the hospital and while lying in bed she was visited by her friend Dhanno, who wanted to know why she had got up so late. | Paro did not notice the banana skin because she overslept. | contradiction |
id_4585 | Paro overslept. Therefore, she was late for school by the time she got ready. Hence, she did not eat her breakfast. As she realised that she was late for her school bus, she ran as fast as she could from her home to the bus stop and did not see a banana skin that was lying on the ground in her path. She slipped on the banana skin and fractured her leg. Some passersby took her to the hospital and while lying in bed she was visited by her friend Dhanno, who wanted to know why she had got up so late. | Paros fractured leg meant that she did not go to school that day. | entailment |
id_4586 | Paro overslept. Therefore, she was late for school by the time she got ready. Hence, she did not eat her breakfast. As she realised that she was late for her school bus, she ran as fast as she could from her home to the bus stop and did not see a banana skin that was lying on the ground in her path. She slipped on the banana skin and fractured her leg. Some passersby took her to the hospital and while lying in bed she was visited by her friend Dhanno, who wanted to know why she had got up so late. | Paros fractured legmeant that she did not go to school that day. | entailment |
id_4587 | Paro overslept. Therefore, she was late for school by the time she got ready. Hence, she did not eat her breakfast. As she realised that she was late for her school bus, she ran as fast as she could from her home to the bus stop and did not see a banana skin that was lying on the ground in her path. She slipped on the banana skin and fractured her leg. Some passersby took her to the hospital and while lying in bed she was visited by her friend Dhanno, who wanted to know why she had got up so late. | Paro did not notice the banana skin because she overslept. | neutral |
id_4588 | Part time Job Legal Assistant - Litigation Job Reference: JSVC-6012 Employer Agency Name: Charterhouse Group Location: Perth Category: Legal Date Posted: 12/01/2011 CBD Location, top tier firm. This renowned well respected legal firm who is a market leader has a requirement for an experienced Legal Assistant with a background in litigation. As the Legal Assistant your duties will include but not be limited to: Preparation, editing and formatting of legal documents and correspondence >> Liaising with clients and internal departments Diary and file management Monthly billing Job Description: To be considered for this Legal Assistant role you will have experience in a similar role, with a background in litigation, a certificate in legal secretarial studies, excellent communication skills written and verbal, the ability to problem solve, a positive a "can do" attitude and be able to work in a professional and flexible manner. This together with your professional, proactive outlook will see you secure this rare opportunity. In return, your experience will be rewarded with a great team working environment and a salary to match your experience. If you meet the above criteria and are an experienced Legal Assistant that enjoys a challenge and want to work with a busy, dynamic team, then this is the role that you have been waiting for. Apply by sending your Resume. | The firm is offering a high salary for the right person. | neutral |
id_4589 | Part time Job Legal Assistant - Litigation Job Reference: JSVC-6012 Employer Agency Name: Charterhouse Group Location: Perth Category: Legal Date Posted: 12/01/2011 CBD Location, top tier firm. This renowned well respected legal firm who is a market leader has a requirement for an experienced Legal Assistant with a background in litigation. As the Legal Assistant your duties will include but not be limited to: Preparation, editing and formatting of legal documents and correspondence >> Liaising with clients and internal departments Diary and file management Monthly billing Job Description: To be considered for this Legal Assistant role you will have experience in a similar role, with a background in litigation, a certificate in legal secretarial studies, excellent communication skills written and verbal, the ability to problem solve, a positive a "can do" attitude and be able to work in a professional and flexible manner. This together with your professional, proactive outlook will see you secure this rare opportunity. In return, your experience will be rewarded with a great team working environment and a salary to match your experience. If you meet the above criteria and are an experienced Legal Assistant that enjoys a challenge and want to work with a busy, dynamic team, then this is the role that you have been waiting for. Apply by sending your Resume. | The work environment appears to be quite relaxed. | contradiction |
id_4590 | Part time Job Legal Assistant - Litigation Job Reference: JSVC-6012 Employer Agency Name: Charterhouse Group Location: Perth Category: Legal Date Posted: 12/01/2011 CBD Location, top tier firm. This renowned well respected legal firm who is a market leader has a requirement for an experienced Legal Assistant with a background in litigation. As the Legal Assistant your duties will include but not be limited to: Preparation, editing and formatting of legal documents and correspondence >> Liaising with clients and internal departments Diary and file management Monthly billing Job Description: To be considered for this Legal Assistant role you will have experience in a similar role, with a background in litigation, a certificate in legal secretarial studies, excellent communication skills written and verbal, the ability to problem solve, a positive a "can do" attitude and be able to work in a professional and flexible manner. This together with your professional, proactive outlook will see you secure this rare opportunity. In return, your experience will be rewarded with a great team working environment and a salary to match your experience. If you meet the above criteria and are an experienced Legal Assistant that enjoys a challenge and want to work with a busy, dynamic team, then this is the role that you have been waiting for. Apply by sending your Resume. | The successful candidate will be expected to attend weekly meetings. | neutral |
id_4591 | Part time Job Legal Assistant - Litigation Job Reference: JSVC-6012 Employer Agency Name: Charterhouse Group Location: Perth Category: Legal Date Posted: 12/01/2011 CBD Location, top tier firm. This renowned well respected legal firm who is a market leader has a requirement for an experienced Legal Assistant with a background in litigation. As the Legal Assistant your duties will include but not be limited to: Preparation, editing and formatting of legal documents and correspondence >> Liaising with clients and internal departments Diary and file management Monthly billing Job Description: To be considered for this Legal Assistant role you will have experience in a similar role, with a background in litigation, a certificate in legal secretarial studies, excellent communication skills written and verbal, the ability to problem solve, a positive a "can do" attitude and be able to work in a professional and flexible manner. This together with your professional, proactive outlook will see you secure this rare opportunity. In return, your experience will be rewarded with a great team working environment and a salary to match your experience. If you meet the above criteria and are an experienced Legal Assistant that enjoys a challenge and want to work with a busy, dynamic team, then this is the role that you have been waiting for. Apply by sending your Resume. | The position is with a well known law firm. | entailment |
id_4592 | Part time Job Legal Assistant - Litigation Job Reference: JSVC-6012 Employer Agency Name: Charterhouse Group Location: Perth Category: Legal Date Posted: 12/01/2011 CBD Location, top tier firm. This renowned well respected legal firm who is a market leader has a requirement for an experienced Legal Assistant with a background in litigation. As the Legal Assistant your duties will include but not be limited to: Preparation, editing and formatting of legal documents and correspondence >> Liaising with clients and internal departments Diary and file management Monthly billing Job Description: To be considered for this Legal Assistant role you will have experience in a similar role, with a background in litigation, a certificate in legal secretarial studies, excellent communication skills written and verbal, the ability to problem solve, a positive a "can do" attitude and be able to work in a professional and flexible manner. This together with your professional, proactive outlook will see you secure this rare opportunity. In return, your experience will be rewarded with a great team working environment and a salary to match your experience. If you meet the above criteria and are an experienced Legal Assistant that enjoys a challenge and want to work with a busy, dynamic team, then this is the role that you have been waiting for. Apply by sending your Resume. | The firm has this kind of opening on a fairly regular basis. | contradiction |
id_4593 | Part time Job Legal Assistant - Litigation Job Reference: JSVC-6012 Employer Agency Name: Charterhouse Group Location: Perth Category: Legal Date Posted: 12/01/2011 CBD Location, top tier firm. This renowned well respected legal firm who is a market leader has a requirement for an experienced Legal Assistant with a background in litigation. As the Legal Assistant your duties will include but not be limited to: Preparation, editing and formatting of legal documents and correspondence >> Liaising with clients and internal departments Diary and file management Monthly billing Job Description: To be considered for this Legal Assistant role you will have experience in a similar role, with a background in litigation, a certificate in legal secretarial studies, excellent communication skills written and verbal, the ability to problem solve, a positive a "can do" attitude and be able to work in a professional and flexible manner. This together with your professional, proactive outlook will see you secure this rare opportunity. In return, your experience will be rewarded with a great team working environment and a salary to match your experience. If you meet the above criteria and are an experienced Legal Assistant that enjoys a challenge and want to work with a busy, dynamic team, then this is the role that you have been waiting for. Apply by sending your Resume. | The job involves working with and helping several lawyers. | entailment |
id_4594 | Particles were collected in blocks of a silicon-type material called Aerogel as a space probe passed through the tail of a comet at the very edge of our solar system. Incredibly the probe then returned to Earth and scientists were able to use spectrometers and electron microscopes to identify the mineral and chemical compositions of the particles. The probe travelled almost 3 billion miles and passed within 150 miles of the comet at great speed. At that point the Aerogel was exposed and particles from the comets tail that struck it were slowed down and stopped by the gel-like material, trapping them. The Aerogel and its unique cargo then began the three-year journey back to Earth. Some of the particles are believed to pre-date the sun and to have remained unchanged in very cold deep space for all of their existence. Importantly, the sample was considered free of contaminants derived from the great planets of our solar system and the asteroid belt. | The claim that the particles were too small to reveal their mineral content can be rebutted by the content of the passage. | entailment |
id_4595 | Particles were collected in blocks of a silicon-type material called Aerogel as a space probe passed through the tail of a comet at the very edge of our solar system. Incredibly the probe then returned to Earth and scientists were able to use spectrometers and electron microscopes to identify the mineral and chemical compositions of the particles. The probe travelled almost 3 billion miles and passed within 150 miles of the comet at great speed. At that point the Aerogel was exposed and particles from the comets tail that struck it were slowed down and stopped by the gel-like material, trapping them. The Aerogel and its unique cargo then began the three-year journey back to Earth. Some of the particles are believed to pre-date the sun and to have remained unchanged in very cold deep space for all of their existence. Importantly, the sample was considered free of contaminants derived from the great planets of our solar system and the asteroid belt. | Among the finds were particles that pre-dated our solar system that had not changed since their creation. | entailment |
id_4596 | Particles were collected in blocks of a silicon-type material called Aerogel as a space probe passed through the tail of a comet at the very edge of our solar system. Incredibly the probe then returned to Earth and scientists were able to use spectrometers and electron microscopes to identify the mineral and chemical compositions of the particles. The probe travelled almost 3 billion miles and passed within 150 miles of the comet at great speed. At that point the Aerogel was exposed and particles from the comets tail that struck it were slowed down and stopped by the gel-like material, trapping them. The Aerogel and its unique cargo then began the three-year journey back to Earth. Some of the particles are believed to pre-date the sun and to have remained unchanged in very cold deep space for all of their existence. Importantly, the sample was considered free of contaminants derived from the great planets of our solar system and the asteroid belt. | According to the passage, the findings have startled scientists. | contradiction |
id_4597 | Passport Application You will need to fill in an application for a passport in the following circumstances: if you are applying for a passport for the first time, if you wish to replace your current passport, if your passport has expired, or if it has been lost or stolen. Your application form must be completed in your own handwriting. As proof of your citizenship and identity, you must enclose either your passport or your birth certificate. All documents must be originals; these will be returned with your passport. The standard time to process an application is up to 10 working days. The processing begins from when we have received the completed application form. Applicants should expect delays if the Passport Office receives a form with missing information. Extra time should be allowed for delivery to and from the Passport Office. Please provide two identical passport photos of yourself. Both photos must be the same in all respects and must be less than 12 months old. Ask someone who can identify you to fill in the Proof of Identity information and identify one of your photos. This person will be called your witness and needs to meet the following requirements: a witness must be aged 1 6 years or over, be contactable by phone during normal office hours and be the holder of a valid passport. A witness should fill in the Proof of Identity page in their own handwriting. A witness must also write the full name of the person applying for the passport on the back of one of the photos, sign their own name and date the back of the same photo. Photos with this identifying information written in the applicants own handwriting will not be accepted. | The passport photos included with your application must be in colour. | neutral |
id_4598 | Passport Application You will need to fill in an application for a passport in the following circumstances: if you are applying for a passport for the first time, if you wish to replace your current passport, if your passport has expired, or if it has been lost or stolen. Your application form must be completed in your own handwriting. As proof of your citizenship and identity, you must enclose either your passport or your birth certificate. All documents must be originals; these will be returned with your passport. The standard time to process an application is up to 10 working days. The processing begins from when we have received the completed application form. Applicants should expect delays if the Passport Office receives a form with missing information. Extra time should be allowed for delivery to and from the Passport Office. Please provide two identical passport photos of yourself. Both photos must be the same in all respects and must be less than 12 months old. Ask someone who can identify you to fill in the Proof of Identity information and identify one of your photos. This person will be called your witness and needs to meet the following requirements: a witness must be aged 1 6 years or over, be contactable by phone during normal office hours and be the holder of a valid passport. A witness should fill in the Proof of Identity page in their own handwriting. A witness must also write the full name of the person applying for the passport on the back of one of the photos, sign their own name and date the back of the same photo. Photos with this identifying information written in the applicants own handwriting will not be accepted. | A husband can fill in an application form for his wife. | contradiction |
id_4599 | Passport Application You will need to fill in an application for a passport in the following circumstances: if you are applying for a passport for the first time, if you wish to replace your current passport, if your passport has expired, or if it has been lost or stolen. Your application form must be completed in your own handwriting. As proof of your citizenship and identity, you must enclose either your passport or your birth certificate. All documents must be originals; these will be returned with your passport. The standard time to process an application is up to 10 working days. The processing begins from when we have received the completed application form. Applicants should expect delays if the Passport Office receives a form with missing information. Extra time should be allowed for delivery to and from the Passport Office. Please provide two identical passport photos of yourself. Both photos must be the same in all respects and must be less than 12 months old. Ask someone who can identify you to fill in the Proof of Identity information and identify one of your photos. This person will be called your witness and needs to meet the following requirements: a witness must be aged 1 6 years or over, be contactable by phone during normal office hours and be the holder of a valid passport. A witness should fill in the Proof of Identity page in their own handwriting. A witness must also write the full name of the person applying for the passport on the back of one of the photos, sign their own name and date the back of the same photo. Photos with this identifying information written in the applicants own handwriting will not be accepted. | Anyone acting as a witness must have a passport. | entailment |
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