...HOW TO ANALYSE SOURCES ANALYSING OF SOURCES Historical criticism.-> Original document? How, when, and why did it come into being? Where does it come from? Who is the author or the cartoonist or the cameraman? 2 critical questions: Could the witness possibly have known the truth? Did the witness wish to tell the truth? EVALUATING OF SOURCES Authenticity? (are there factual errors in the source?) Reliability? (how long after the event was the source produced?) Bias/Prejudice? Subjectivity VS objectivity? Historians have an issue, the source is problematic (biased, emotions, etc) and the historian is a human writer. To guard oneself from being manipulated by bias sources, one must cross-reference. This means one must analyse a few sources and then synthesise their own conclusion. QUESTIONS WHICH ASK YOU TO COMPARE IN THE TEST OR EXAM Generally sources can have two characteristics with each other. They are either similar or they are contradictory/different with each other. One should consider the following aspects when answering these types of exam questions: What are the similarities(1) and the differences(2) between the sources? How do these sources complement each other(3)? Which of these sources provides a more accurate viewpoint on the topic(4)? QUESTIONS WHICH ASK YOU TO USE ALL THE SOURCES This is an eight mark question which comes prior to the essay. One is required to write approximately 10-15 lines;...
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...Education Psychology 5186 Specification B Unit 1 (PYB1) Introducing Psychology Mark Scheme 2007 examination - January series Mark schemes are prepared by the Principal Examiner and considered, together with the relevant questions, by a panel of subject teachers. This mark scheme includes any amendments made at the standardisation meeting attended by all examiners and is the scheme which was used by them in this examination. The standardisation meeting ensures that the mark scheme covers the candidates’ responses to questions and that every examiner understands and applies it in the same correct way. As preparation for the standardisation meeting each examiner analyses a number of candidates’ scripts: alternative answers not already covered by the mark scheme are discussed at the meeting and legislated for. If, after this meeting, examiners encounter unusual answers which have not been discussed at the meeting they are required to refer these to the Principal Examiner. It must be stressed that a mark scheme is a working document, in many cases further developed and expanded on the basis of candidates’ reactions to a particular paper. Assumptions about future mark schemes on the basis of one year’s document should be avoided; whilst the guiding principles of assessment remain constant, details will change, depending on the content of a particular examination paper. Further copies of this Mark Scheme are available to download from the AQA Website: www.aqa.org.uk Copyright...
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...that text seems to mean. What do you think about the process? How does knowledge of the historical and cultural background of the Greco Roman world influence the interpretation of the New Testament? What is involved in interpreting a passage from the New Testament? The process of reading a passage is more than just simply opening the Bible, this is history this is our guide for life. It helps us to live our lives in the way God would want us too. I believe the knowledge of the historical and cultural background of the Greco Roman world influenced the interpretation of the New Testament because of the history context, the way they lived and the heinous and pleasant things they did I think all things in that frame played a part in the interpretation of the New Testament. I believe a measure of trust faith and belief is involved when interpreting a passage. Week Two The four Gospels give us four unique portraits of Jesus. Does this diverse witness to Jesus enrich our understanding of Jesus or do the four Gospels cause confusion? What aspect of Jesus’ life has been your biggest surprise in your readings in this course? In a way it does cause confusion but with them telling everything that happened back then it guides you to better understand everything that took place. Fir me the biggest surprise is still when they crucify him even though I know it happened it bring tears to my eyes every time of how they scourged and mocked him and then places the crown of thorns...
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...THE SYNOPTIC APOCALYPSE (MARK 13 PAR): A DOCUMENT FROM THE TIME OF BAR KOCHBA Hermann Detering* he thirteenth chapter of the Gospel of Mark belongs to those texts of the New Testament which have been examined particularly often in recent times. Despite many differences in detail, a certain consensus is apparent between exegeses in so far as they all assume that the text in question, the so-called “Synoptic Apocalypse” (hereafter abbreviated as the SynApoc), arose either in the first or the second half of the first century. This investigation, however, will show that there are a number of factors which exclude such a dating and that numerous of clues indicate rather an origin in the time of the Bar Kochba uprising (132-135 CE). To be sure, the possibility of assigning such a date, which diverges considerably from what is usually taken for granted, does not even occure to most scholars, since the conclusion of their investigation is clearly determined by a prior methodological assumption: since the common assumption is that both Mark and Matthew were written in the second half of the first century, the SynApoc must also belong to this period or even precede it. In my opinion, however, for various reasons, it is highly questionable whether the customary and generally accepted dating of Mark's gospel around 70 CE is correct. Whoever concerns himself with the question of when the Synoptic Gospels arose quickly notices that he has hit upon a genuine weak point in the scholarly study...
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...How to Critically Analyse Psychological Research Table of Contents The Theory 2 The Research Rationale 2 The Participants 2 The Design and Procedure 2 1. Research method 2 2. Lab vs field research 2 3. Demand characteristics 3 4. Experimenter bias 3 6. Social desirability 3 7. Validity of the experimental manipulation 3 8. Stimulus sampling 4 9. Reliability and validity of measures of the independent and/or dependent variables 4 10. Confounding variables in 4 11. Order of items/events 4 The Statistical Analyses 5 1. Excluded participants 5 2. Missing data 5 3. Validity and reliability of dependent variables 5 4. Sufficient statistical power 5 5. Statistical assumptions 6 6. Correct use of inferential statistics 6 7. Correct interpretation of analyses 6 8. Alternative analyses 6 The Discussion 6 1. Alternative explanations 6 2. Cause-effect ambiguities 6 3. Third variable 7 4. Mediators and moderators 7 5. Replication 7 6. Interaction or main effect?: 7 Place the Research in the Context of Similar Research 8 Suggestions for Future Research 8 Inappropriate Criticisms 8 1. Criticizing the article rather than the research 8 2. Ethical criticisms 8 3. Incomplete criticisms 8 4. Criticisms of the reliability or effectiveness of methodology that produced the predicted results 9 5. Random allocation of participants to conditions 9 How Not to Use this Document! 10 Structuring a Critical...
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...Part A: Theorising the organisation (worth 50% of the overall marks for the assignment) Modern, symbolic-interpretive, post-modern and critical theory perspectives provide us different ways to analyse and understand organisations and organisational behaviour. Choose two of the four theoretical perspectives and discuss how each perspective provides us different ways to analyse and understand organisations and organisational behaviour. The two perspectives that I have chosen are the Modernist perspective and Symbolic-interpretive perspective. A Modernist perspective caaries the believe that the very idea of knowledge would never be complete and that behind every fact hides many more. It is with this believe that followers of the perspective would analyse the world by testing the ideas they gather against the very nature they observe using their five senses. Results from this tests, should they always return the same result, would than be considered a fact. This fact is than considered a ‘truth’ and is thus treasured and recorded. One of the main studies that is the result of such a perspective that of the General System Theory, originally put forth by Bertalanffy from as early as 1950. The study was concerned with the ways in which individuals and groups bond and is used to identify the presence of systems and the way they interrelate with each other to form other systems or to become part of a system themselves. He noted that the subsystems, systems present within...
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...A study of reader-response theories, and some views on how the objectivity of the literary text is or is not distinguished from the subjectivity of the reader's response by Clarissa Lee Ai Ling In the academic study of literature very little attention has been paid to the ordinary reader, the subjective individual who reads a particular text. David S. Miall and Don Kuiken, in their paper The form of reading: Empirical studies of literariness state. Almost no professional attention is being paid to the ordinary reader, who continues to read for the pleasure of understanding the world of the text rather than for the development of a deconstructive or historicist perspective. The concerns that an ordinary reader seems likely to have about a literary text, such as its style, its narrative structure, or the reader's relation to the author, the impact on the reader's understanding or feelings - such concerns now seem of little interest. In this paper I should like to study a few kinds of reader and the subjectivity of their responses to the objectivity found within literary texts, quoting some views found within reader-response criticism. Before I begin, I should like to consider what is meant by the term 'literary text', and what is meant by the objectivity of it. According to Terry Eagleton, [1] the definition of 'literary', as advanced by the Russian formalists, (who included in their ranks are Viktor Shklovsky, Roman Jakobson, Osip Brik, Yury Tynyanov, Boris Eichenbaum...
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...Specimen Papers and Mark Schemes for English Literature For first AS Examination in 2009 For first A2 Examination in 2010 Subject Code: 5110 Contents Specimen Papers Assessment Unit AS 2 Assessment Unit A2 1 Resource Booklet Assessment Unit A2 2 1 3 9 15 25 Mark Schemes Assessment Unit AS 2 Assessment Unit A2 1 Assessment Unit A2 2 29 31 61 95 Subject Code QAN QAN 5110 500/2493/0 500/2421/8 A CCEA Publication © 2007 Further copies of this publication may be downloaded from www.ccea.org.uk Specimen Papers 1 2 ADVANCED SUBSIDIARY (AS) General Certificate of Education 2009 English Literature Assessment Unit AS 2 assessing The Study of Poetry Written after 1800 and the Study of Prose 1800-1945 SPECIMEN PAPER TIME 2 hours INSTRUCTIONS TO CANDIDATES Write your Centre number and Candidate Number on the Answer Booklet provided. Answer two questions. Answer one question from Section A and one question from Section B. Section A is open book. INFORMATION FOR CANDIDATES The total mark for this paper is 120. All questions carry equal marks, ie 60 marks for each question. Quality of written communication will be assessed in all questions. 3 Section A: The Study of Poetry Written after 1800 Answer one question on your chosen pairing of poets. Heaney: Opened Ground Montague: New Selected Poems 1 John Montague and Seamus Heaney both write about the Irish past. Compare and contrast the two poets’...
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...it remains a deep cry in their hearts to fashion and design their economic lives in accordance with the percepts of Islam. The establishment of Islami Bank Bangladesh Limited on March 13, 1983, as the first of its kind in Southeast Asia, was the true reflection of this inner urge of its people. It was both a hope and a challenge to the Islam loving people of the country in general and the pioneers of the Islamic banking movement to make it a success. In the beginning there was some doubt in the minds of many people about the viability as well as the sustainability of the Islamic banking system. But the history of two decades of Islamic banking operation in Bangladesh not only removed this doubt from the minds of the people but also showed how a new banking concept based on Islamic values could so rapidly establish itself as the most modern, dynamic, and popular bank of the country. Within this short span of time the workforce of Islamic banks in Bangladesh in general and Islami Bank Bangladesh Limited, in particular, by their strong commitment and tireless effort have been able to prove the superiority of Islamic banking over conventional banking in every department of banking operations and services. The success of Islamic banks not only gave them enough floors in the field of banking but also encouraged at least one conventional bank to convert fully all its operations on Islamic principles. (Hassan, M. K. 1999) The hope and aspiration of the people to run banking system...
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...AS Philosophy & Ethics Course Handbook 2013 to 2014 [pic] OCR AS Level Religious Studies (H172) http://www.ocr.org.uk/qualifications/type/gce/hss/rs/index.aspx OCR AS Level Religious Studies (H172) You are studying Philosophy of Religion and Religious Ethics and will be awarded an OCR AS Level in Religious Studies. The modules and their weightings are: |AS: |Unit Code |Unit Title |% of AS |(% of A Level) | | |G571 |AS Philosophy of Religion |50% |(25%) | | |G572 |AS Religious Ethics |50% |(25%) | If you decide to study for the full A Level you will have to study the following modules at A2: |A2: |Unit Code |Unit Title |(% of A Level) | | |G581 |A2 Philosophy of Religion |(25%) | | |G582 |A2 Religious Ethics |(25%) | Grading | ...
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...provide many quotes should / shouldn’t be ‘hyper-critical’ should / shouldn’t write an introduction, a body and a conclusion Check your answers on Page 10 This publication can be cited as: Davies, W. M. and Beaumont, T. J. (2007), Critical Reviews, Teaching and Learning Unit, Faculty of Business and Economics, the University of Melbourne. http://tlu.fbe.unimelb.edu.au/ Further credits: Pesina, J. (design and layout). FACULTY OF BUSINESS & ECONOMICS Helpsheet CRITICAL REVIEWS Introduction The process of critically reviewing an article can seem intimidating. How, you may worry, can you think of things to say about an article written by an expert? What if you can’t find anything to “criticise”? How will you avoid just producing a summary of the article? And, how should you structure the review? There are no simple techniques that can make writing a critical review easy. A critical review is something that takes time, care and thought. Perhaps, for hours and hours, you may feel you are getting, nowhere, but then suddenly, maybe while in the bath, you have an idea… The purpose of this Helpsheet is to provide you with an approach that can help you get ideas and give you a sense of how to structure and write the review. You may find the two examples at the end of this Helpsheet to be useful. Writing a critical review in 10 steps Step 1 Skim the article you have to review to gain a general idea of what it is about. This process should take you about...
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...edition 2001 Third edition 2002 Fourth edition 2007 Published by EnglishforResearch.com The Whole World Company Press, Cambridge, CB7 5EQ, England © Stephen Howe and Kristina Henriksson 2000–2007 Printed by Biddles Limited, King’s Lynn, England The authors hereby assert their moral rights to be identified as the authors of the PhraseBook. You may not remove or alter the authors’ names, publisher’s name, copyright notice, disclaimers or, from the digital version, the End User Licence Agreement. All rights reserved worldwide Copyright is reserved in English and all other languages and countries of the world. PhraseBook for Writing, EnglishforResearch.com, EnglishforStudents.com and EnglishforSchool.com are worldwide trademarks and/or service marks of The Whole World Company Limited. Microsoft and Microsoft Word are trademarks or registered trademarks of Microsoft Corporation. All other trademarks and registered trademarks are the property of their respective owners and are hereby acknowledged. Do not make illegal, unauthorized copies of the PhraseBook. The PhraseBook and digital version are protected by copyright law and international treaties. The publisher and authors have striven to ensure the accuracy and correctness of the PhraseBook; however, they can accept no responsibility for any loss or inconvenience as a consequence of use, information or advice contained in the PhraseBook. PhraseBook versions ISBN 978-1-903384-02-2 paperback ISBN 978-1-903384-01-5 digital version (download)...
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...York University College of Liberal Arts and Professional Studies Department of Humanities AP/HUMA 1860 6.00 The Nature of Religion: An Introduction Term Y Section A Course Director: Dr. Jason C. Robinson Y: Fall/Winter 2014-2015 Office: 126 Founders CollegeOffice Hours: Tuesdays and Thursdays by appointment | Email: jasonro@yorku.ca Class Time: Tuesday 4:30-6:30 | Classroom: Curtis Lecture Halls (CLH) C | Tutorial Leaders and Times | Type | Day | | Start Time | Duration | | | Location | Instructor | | LECT 01 | T | | 4:30pm | 120 | | | CLH C | Jason Robinson | jasonro@yorku.ca | TUTR 01 | T | | 7:00pm | 60 | | | ACE 012 | Jason Robinson | jasonro@yorku.ca | TUTR 02 | T | | 7:00pm | 60 | | | SC 220 | Cristiana Conti | menrua19@yorku.ca | TUTR 03 | T | | 7:00pm | 60 | | | SC 223 | Irfaan Jaffer | irfaanjaffer@gmail.com | TUTR 04 | T | 8 | :00pm | 60 | | | ACE 012 | Cristiana Conti | menrua19@yorku.ca | TUTR 05 | T | | 8:00pm | 60 | | | BC 325 | Irfaan Jaffer | irfaanjaffer@gmail.com | TUTR 06 | T | | 8:00pm | 60 | | | MC 215 | Janet Melo-Thaiss | janetmt@yorku.ca | | | Note: This is an approved LA&PS General Education course Course credit exclusions: AP/HUMA 1865 6.00, AP/HUMA 2800 9.00 (prior to Fall 2014), AP/SOSC 2600 9.00 (prior to Fall 2014). PRIOR TO FALL 2009: Course credit exclusions: AK/HUMA 1860 6.00, AS/HUMA 2800 9.00, AS/SOSC 2600 9.00. Camtasia Recording This...
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...for access to the work are not permitted to copy, distribute and display the work. By attribution, share-alike. Should this core material be supplemented in any way to create a derivative work, it is expected that the derivative work will be made available to the Department of Education to post onto the Thutong website for others to access and adapt as needed. For any reuse or distribution, you must make clear to others the license terms of this work. Any of these conditions can be waived if you get permission from the Department of Education. Department of Education Sol Plaatje House 123 Schoeman Street Tshwane South Africa Tel: +27 12 312 5344 Fax: +27 12 323 0134 http://www.education.gov.za © Department of Education 2008 1 How does the Department of Education define commercial use? A commercial use would involve the assessment of a direct or indirect fee by a for-profit entity for use of the Department of Education Creative Commons (CC) materials, or any derivation or modification of the Department of Education CC material, or any other commercial exploitation of the Department of Education CC materials. Moderate assessment Advanced Certificate: Education...
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...David Trobisch and David Parker on the Origin of the New Testament, the Historical Jesus, and How Manuscripts Can Reveal What Texts Conceal Tom Dykstra I grew up with a picture of Paul traveling through Asia and Europe, founding congregations, counseling and teaching the men and women who had given their life to Jesus. If he could not visit them, he sent letters. When Paul died, his letters were kept as treasures. Each church that had received one of his letters saved it, had it read during worship services, and exchanged copies of the letter with other congregations close by. Later the congregations tried to complete their collection. But this view does not match the uniformity of manuscript evidence. --David Trobisch 1 It is even more remarkable that attempts to reconstruct the supposed document 'Q' (the lost collection used by both Matthew and Luke postulated by those who argue that Matthew and Luke are independent) use text-critical terminology to describe their activities. However, since all they are doing is making selections from a twentieth-century printed text, which does not even presume to provide confidently the text of the four-Gospel collection, never mind that of the independent first-century texts, this use of language must be dismissed as illusory. --David Parker 2 Modern scholarship has produced detailed biographies of Paul, massive multi-volume inquiries into “the historical Jesus,” and mountains of exegetical literature that claims to extract the author’s...
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