text:
{{ external media | align = center |audio1 = You may listen to “Torna a Surriento” (with Italian lyrics) as sung by the lyric tenor Nino Martini performing with the Alfredo Antonini Orchestra in 1941 HERE}}

“TORNA A SURRIENTO” () is a Neapolitan song composed in 1894 by Italian musician Ernesto De Curtis to words by his brother, the poet and painter Giambattista De Curtis. The song was copyrighted officially in 1905, and has become one of the most popular songs of this traditional genre, which include others such as “'O sole mio”, “Funiculì funiculà”, and “Santa Lucia”.

History

Tradition holds that the origin of the song dates to 1902, when Guglielmo Tramontano, mayor of Sorrento asked his friend Giambattista De Curtis to write the song for the Prime Minister Giuseppe Zanardelli, then vacationing at his seaside hotel, the Imperial Hotel Tramontano; it was claimed that the piece was meant to celebrate Zanardelli's stay.

Some claim the song is a plea to Zanardelli to keep his promise to help the impoverished city of Sorrento, which was especially in need of a sewage system. The song reflects the beauty of the city's great surroundings and the love and passion of its citizens.

More recent research indicates that the song may merely have been reworked for the occasion; family papers indicate that the brothers deposited a copy with the Italian Society of Authors and Editors in 1894, eight years before they claimed to have written it.

Neapolitan lyrics (“Torna a Surriento”)

English translation (“Come Back to Sorrento”)

Other recordings

“Torna a Surriento” has been sung by performers as diverse as:

-   Frank Sinatra
-   Beniamino Gigli
-   Dean Martin
-   Jerry Vale
-   Enrico Caruso
-   José Carreras
-   Plácido Domingo
-   Luciano Pavarotti
-   Ruggero Raimondi
-   Meat Loaf
-   Mario Lanza
-   Franco Corelli
-   Nino Martini[1]
-   Robertino Loreti
-   Giuseppe Di Stefano
-   Muslim Magomayev
-   Francesco Albanese
-   Jerry Adriani
-   Roberto Carlos
-   Alfie Boe
-   Anna Calvi
-   Karel Gott
-   IlVolo
-   Anatoliy Solovianenko, [2]
-   Robertino Loreti
-   Katherine Jenkins and Norton Buffalo with George Kahumoku, Jr.
-   Sergio Franchi covered the song in his 1962 RCA Victor Red Seal debut album, (_Romantic Italian Songs_), which peaked at #17 on the Billboard Top 200.[3]
-   A comedic version by Billy Connolly entitled, “Saltcoats at the Fair”.
-   Claude Aveling wrote the English language lyrics, which are titled “COME BACK TO SORRENTO”. Doc Pomus and Mort Shuman re-arranged it and wrote a new set of lyrics for Elvis Presley (“Surrender”).

Popular culture

-   In the television show _The Honeymooners_, Ralph Kramden identifies the song in preparing for his appearance on a quiz show called “The $99,000 Answer.” He mistakenly identifies it as “Take Me Back to Sorrento” and says it was written by “Ernesto Dequista,” which his friend Ed Norton says is “absolutely correct.”

[1] _Torna a Surriento_ as sung by Nino Martini with conductor Alfredo Antonini on archive.org

[2] 1

[3] http://www.discogs.com Sergio Franchi

title: Torna a Surriento

question: What does the story say about the history of the song Torna a Surriento?

answer: The song was composed in 1894 by Italian musician Ernesto De Curtis to words by his brother, the poet and painter Giambattista De Curtis. The song was copyrighted officially in 1905, and has become one of the most popular songs of this traditional genre. Tradition holds that the origin of the song dates to 1902, when Guglielmo Tramontano, mayor of Sorrento asked his friend Giambattista De Curtis to write the song for the Prime Minister Giuseppe Zanardelli, then vacationing at his seaside hotel, the Imperial Hotel Tramontano. It was claimed that the piece was meant to celebrate Zanardelli's stay. Some claim the song is a plea to Zanardelli to keep his promise to help the impoverished city of Sorrento, which was especially in need of a sewage system. The song reflects the beauty of the city's great surroundings and the love and passion of its citizens.

critique: The response includes extraneous information not useful for the task.

question: What does the story say about when the song Torna a Surriento was translated to English?

answer: No answer

critique: The answer should mention that the song was translated to English by Claude Aveling.

critique: The response misses to mention that the song was translated to English.

critique: The answer should mention that the song was translated to English in 1962.

critique: It is omitted that the song was translated to English in 1962.


split: train

text:
ROBERT 'BOB' JAMES MCCASKILL (27 September 1895 – 23 June 1952) was an Australian rules footballer who played for Richmond in the Victorian Football League (VFL) during the 1920s and coached both North Melbourne and Hawthorn.

Early life

Born in Cobram in 1895, McCaskill spent his childhood growing up around Numurkah near Shepparton, Victoria. It was here that he learnt to play the cornet. He was also a fast running wingman and in 1914 his team, Shepparton, lost the Goulburn Valley Football League grand final.

In December 1915 with the fighting in Europe during World War I McCaskill enlisted in Shepparton only to be discharged in May 1916 for synovitis of the knee. He was issued with the service number 36704. He travelled to Royal Park in Melbourne in September 1916 to enlist again with the Australian Army. He was passed fit on this occasion. He fought in Europe rising to the rank of Sergeant. He returned to Australia in June 1919.

Playing career

After the war McCaskill returned to Shepparton where he re-established his business. He began to play football again after a time spend as an umpire. Strong performances while playing for Shepparton in the GVFL he was under the attention of the Richmond Club. At the age of 27 he got a permit to play with Richmond in June 1923. McCaskill was a centreman while at Richmond and played finals football in 1924 with his side eventually finishing second in that year's unique round robin format.

After leaving Richmond he accepted a position at the Bendigo YMCA as secretary. Richmond refused to clear him so he stood out of football for the year.

McCaskill joined Sandhurst, but he wasn't allowed to play the first year of his coaching. He had a lot of success as coach in the Bendigo Football League club, leading them to premierships in 1927, 1929, 1930, 1931, 1932, 1933, 1934, 1939 & 1940.

Coaching career

The outbreak of the Second World War, he again enlisted in 1940 and led the Southern Command Band at Royal Park and later became an Army Amenities Officer. This meant he relocated to Melbourne and the North Melbourne club offered he their coaching position. For most of the 1940s he was the coach of North Melbourne and in 1947 became the first to coach 100 games for the club. They finished the 1945 home and away season in third but lost to Carlton in the first Semi Final thus being eliminated.

He finished his coaching career with a stint at Hawthorn, McCaskill walked into a meeting in the Club's secretary office and announced “Gentlemen, I've decided that I am going to be the coach of Hawthorn Football Club”.[1]

The first decision McCaskill made was to change the jumper from brown with a gold vee to brown and gold vertical stripes, he thought that the change would make the players look bigger and huskier. McCaskill as coach also wanted to make changes to the playing group, starting with Kevin Curran to be captain. Outgoing captain-coach Alec Albiston was angry as he was told by a member of the board that he would remain as captain. Brownlow Medallist Col Austen sided with Albiston and a split occurred. The board sided with the new coach and gave Albiston and Austen open clearances. Without the club’s best two players, the team did not win a match in 1950 but won 4 in 1951.

Late in 1951 McCaskill's health began to fail, in and out of hospital he wasn't well enough to continue coaching, his assistant Jack Hale was appointed caretaker coach in the hope Bob would recover. He died at home on 23 June 1952.[2][3]

Outside Football

A musically gifted man, he could play the cornet. McCaskill was recorded as a Bandmaster when he enlisted with The Army. Later in life McCaskill lead the Bendigo Citizens Band to an Australian championship.

[1] The Hard Way, page 86.

[2]

[3] [http://trove.nla.gov.au/newspaper/article/205402367?searchTerm=bob%20mccaskill%20coach&searchLimits=l-decade=195|||l-year=1952 Well known coach dies, The Argus, 24 June 1952]

title: Bob McCaskill

question: Summarize McCaskill's transition from playing to coaching.

answer: McCaskill played football then spent time as an umpire before finally returning to football playing with the Shepparton team. He eventually left Shepparton and became the secretary at the Bendigo YMCA. He coached in the Bendigo Football League club until the outbreak of WW2, which led him to re-enlist in the army. While he was at the Southern Command Band, he also coached North Melbourne. He finished his coaching career with Hawthorn.

critique: Some of the later details are only tangentially related to the playing transition.

critique: The answer omits McCaskill's coaching of Sandhurst.

critique: The answer should mention his first coaching position.

critique: The answer omits that McCaskill was the coach of North Melbourne for most of the 1940s.

critique: The response includes extraneous information not useful for the task.

critique: It is omitted that he was the coach of North Melbourne and Hawthorn.

question: Summarize how World War I affected football in Australia.

answer: No answer

critique: The response misses to provide an answer to the task.


text:
It was a breezy, mild morning at a North Carolina grammar school. The kids had just gotten off the school bus and were on the playground playing for 30 minutes or so before school started, as usual. David and his two friends, all in fifth grade, were sitting on a wood bench playing Pokemon cards. They were laughing, comparing cards, arguing over game rules. As the playground roared with controled chaos. David wasn't much of a talker, but he had friends he played Pokemon or sports with. David was an average sized boy with a big nose and freckles. He had oversized jeans and was always slouched forward. David's two friends Boz and Tyler grew bored of the card game and wanted to join the soccer game.

Tyler: "we'll finish at lunch, let's go to the soccer game"

David: "Fuck that." (laughing) "you just wanna leave cause you're losing"

Tyler didn't respond and Boz followed him to the soccer game. David continued playing with his cards, pretending it was still fun without his friends, but he too grew bored of the game and looked around for his secondary friends. David joined three boys playing on the swings. Playing a game where they had to run through all three swings while they were being swung on, to avoid getting hit. The boys were involved in their game, ignoring the outside world.

A girl and four boys were standing by the school door, the girl was talking to the boys and pointed towards David and his friends. The four boys began moving in that direction. David and his friends were unaware of the boys as they got closer. David grew bored of the swing game and moved alone towards the soccer field. As David was walking the four boys focused their attention to him. In the front of the group was a boy named Leonard. He was a typical looking boy, shorter than average and had an athletic muscular build for a child his age. Leonard ran up behind David and pushed him forcefully enough to knock him to the ground. David landed on his stomach and turned around feeling disoriented. He saw Leonard looking down on him with a sly smile. David got up and Leonard immediately grabbed him by the shirt.

Leonard: "You can't play with us anymore"

Leonard began swinging David by the shirt. David's feet rose off the ground as Leonard spun him 180 degrees and threw him to the ground, causing david to land akwardly. He rolled on the ground gathering dirt.

Leonard: "I'm telling you. You better not play with us anymore"

Leonard friends looked on laughing with amusement. David's friends looked on with disapproval, but did not intervene. Fights happened daily at the school, it wasn't their first rodeo. Leonard's smile grew. He became amused with his victim, feeling strong and masterful. Leonard moved towards David again as he got up. As leonard lifted his arm to wrap around David's head in a chokehold David pulled his arm back and threw a punch at Leonard, hitting him in the back of the head. Leonard moved his head back, smiling as if he were still in control as David threw another punch, hitting Leonard in the mouth, just as his father taught him. The punch was square and drew blood on Leonard's mouth. Leonard's smile disappeared and anger took over. As Leonard backed off David maintained his position, without aggression, but waiting for the attack. Leonard moved towards David pulling his arm back to throw a punch. Davids hands and mouth were clinched, his chin was down just like his father taught him. Leonard and David pulled back their arms and begain exchanging punches, hitting one another, three or four times each. Leonard had stronger arms and bigger knuckles so his punches knocked David on the ground to his back while Davids punches glazed Leonards face. Leonard moved towards the grounded David and began throwing kicks at his ribs. David pulled his knees back and started throwing kicks towards Leonards knees from his back. The kids around were still watching, some with amusement, some with disapproval and others with mild indifference. A girl approached the fight.

Girl: " Mrs. Montague is coming!"

Surrounding students quickly dispersed. Leonard moved away from David and towards Mrs. Montague, smiling.

Leonard: "Good morning Mrs. Montague"

She responded distractedly:

Mrs. Montague: "Good morning, Leonard."

David got up slowly. There was dirt on the back of his shirt and jeans. He was angry, but not spiteful. Mrs. Montague called the students in for the day. David Walked towards the school leaning forward as usual.

The school day passed and David quickly got over the fight. On the school bus ride home David sat in the back playing Pokemon cards with his friends. David came walking home the same time his dad was getting home from work. Earlier than usual because he had left early. David's father pulled in the driveway.

Father: "Since you're brother has work you got to clean my truck."

David had an older brother called Mick who was i high school. His brother worked in a fruit market and was getting ready to leave.

Mick: "We got a problem dad, David keeps using my clothes and getting them dirty. You got to cut that shit out, David"

David: "You don't got no use for em anyhow, you're ass is getting fatter everyday, you won't fit in em soon enough"

Dad: (laughing) "He he he he, he ain't lyin', you are getting a little chunky there Mick."

Mick shook his head and started walking to work.

Dad: "I'm gonna pull my truck out back, go grab the bucket the washcloth and the hose."

David grabbed the items and moved to the back alley where the truck was. David hosed down the entire truck clearing all the cacked on dirt and dust. He got under the truck  and hosed it down. He hosed down the rims. He took the washcloth and began wiping the hood of the truck with great power and speed. His father had already moved to the backyard, and was talking to a neighbor. David wiped down the windows, the doors, the wheels and the rims. The truck was now covered in soap and David grabbed the hose to hose it off. He stood idle while hosing the truck, half his mind reflecting on his day, half his mind in a tired, distracted zone. The job was done and David was making his way towards the house. He was planning on eating a leftover hotdog and finding some friends in the neighborhood to hang out with.

David passed his father who was leaning on the fence talking to his neighbor. His father looked at his truck and turned to his boy David.

Father: "How'd the hell the back of you're jeans get so dirty?"

David: "Leonard tackled me"

His father responded, unphased.

Father: "You hit em in the mouth like i showed ya?"

David quickly said

David: "Yeah i hit em in the mouth"

David started walking towards the house, hungry. When his father shouted,

Father: "Hey David!"

David: "What dad?"

His father responded, glancing at his truck.

Father: "You did a hell of a job cleaning my truck, looks damn good for once."

His neighbor nodded in agreement, trying to maintain pride, but humbled at the sight of the flawlessly cleaned truck.

David didn't respond and walked into the kitchen to eat his hotdog.

title: David.

question: Summarize David's fight with Leonard.

answer: David and Leonard are in the same school. Leonard is a bully, and he is bigger than David. He tells David that he can't play with them anymore. He then grabs David by the shirt and spins him around. He then throws David to the ground. David gets up and punches Leonard in the mouth. Leonard then punches David. They both punch each other several times. Leonard is stronger and has bigger knuckles, so he wins.

critique: It is omitted that David defends himself by punching Leonard in the back of the head and then in the mouth.

critique: Leonard's size is not a factor in the fight.

critique: The answer should mention that David's father taught him how to fight.

critique: The answer should mention that Leonard kicks David.

critique: The answer should mention that David wins the fight.

critique: It is omitted that Leonard starts to kick David while he is on the ground.

critique: It's omitted that Leonard begins to throw kicks at David while they're exchanging punches.

critique: The answer omits the part where David and Leonard exchange kicks.

text: Neither of the boys win the fight, it ends when it's interrupted.

category: accuracy

question: Summarize David's task when he returns home.

answer: David's father tells him to clean his truck. David hoses down the truck, wiping it down with a washcloth. He hoses down the rims and wipes down the windows, doors, wheels, and rims. He hoses off the soap and then stands idle while hosing the truck. He eats a hotdog and plans to find some friends to hang out with.

critique: It is not stated that David plans to find some friends to hang out with after he eats his hotdog.

critique: After hosing the truck down, David grabs the dispenser but stands idle half his mind. The second line should say half his mind so as to not lose its relevance for this question.

critique: The answer should mention that David's father compliments him.

critique: The response includes extraneous information not useful for the task.

critique: David's father doesn't tell him to clean the truck, he simply assigns him the task.

critique: The answer should mention that David's father praises him for a job well done.

text: The last sentence is not relevant to the question.

category: coherence

question: Summarize everything to do with pokemon cards.

answer: David and his friends are playing pokemon cards. They are laughing, comparing cards, and arguing over game rules. David is not much of a talker, but he has friends he plays pokemon or sports with.

critique: The answer is not a summary of the text.

critique: The answer should mention that David continues to play Pokemon cards after his friends leave.

critique: The word "or" implies that David only has one friend.

critique: The answer omits that David and his friends play the card game before switching to another game.

critique: The answer omits that David and his friends play Pokemon cards before school.

critique: It's omitted that David and his friends play the card game until they grow bored of it.

critique: The answer could be more specific about what the boys are doing.

critique: The answer should mention that David continues playing with his cards after his friends leave.


text:
Disclaimer -- I haven't done any real non-work related writing in many.. MANY years.. I have probably committed a thousand and one grammatical atrocities and don't even realize it.  I just finally decided I miss writing and threw together a short story off the top of my head in about 15 - 20 minutes.

--------------------------------------------------------

It wasn't quite yet midnight.  The day we had anticipated for months.  We had everything packed and I was desperately trying to sleep for the long trip ahead of us.

Tossing and turning we struggled to pass the time as minutes turned to hours leading up to now.  Eleven Fifty Five pm and All I want to do is hit the road now, not at 8am as we planned. Suddenly, a shatter from the garage.  "What is happening? What is going on!" I thought, as I nudged John next to me. "John, John.. did you hear that?!" "Wha-snarfle-snar-gull-uggg* is the response I got "I nudged him a second time, harder still "John! Somebody is in our garage!" This time John woke up and seemed as concerned as I was.

John went to the safe and got a 9mm pistol, loaded it up and started for the downstairs.  I made for the phone to call the police..  Dead.. the line was dead.  How could this be? This couldn't be happening, not to us, not now.. On this day of all days.

I check back at the clock.. 12:20.  Today, today is supposed to be the greatest day of our recently married lives. I realize soon that John has been gone for 20 minutes and I haven't heard another sound from the entire house.  Frozen in time for what amounted to 5 minutes, I wasn't sure what to do.  I finally mustered up the courage to step out of bed and throw on my Bathrobe.  I too grab the other gun from the safe and struggle to remind myself of the training that John and I took last summer at the Police shooting range.  I loaded up the clip and locked it into the gun.  Through the dark and quiet house I tip-toed silently as a mouse.  I made my way to the door leading to the garage and listened.  voices.. John.. and.. 2 voices I did not recognize.  I stood silently trying to listen.  A Standoff.  It sounds like John is in danger.  Without sight, I am left to my own imagination of what the situation looks like just beyond the door.  Guns in the air, pointed at one another.  Everybody making threats and nobody backing down.  Uncertain how to help, I tip-toed to the outside leading door furthest from the garage.  I made my way to the yard.  I have no idea at this point if I am making any correct decisions or just struggling to make the situation worse.  Around the outside of the house I snuck, gun in hand, safety still on as to not accidentally fire in my nervous state.

I made my way to the window just outside of the garage. The window is open, "This must be how they got in, I thought.  Shoot, the shades are closed though" It was obvious there was no way I was going to be able to see through this window without being heard.  I can now hear the conversation inside the garage much more clearly than from behind the interior door.   I don't know what to make of the things I am hearing.  John seems to know these 2 people.  They are referencing each other by name.  Some sort of argument ensues.  I can only make out some of the conversation.. "Money owed.  Gambling.. Here to collect"

Could it be? Could John have a secret life of gambling and crime?  5 years together and I've never known?  How could this be.  All those late nights at the office. I never imagined anything else.  All those "Business" phone calls.  I just couldn't believe it.  I hear John is trying to convince them to leave the car, and everything in tact.  They keep saying it is the only thing worth any value.

In my nervous state, shocked at the things I am learning I unknowingly dropped the gun to the ground as it made a loud "thud" and a "scraping" sound across the gravel.  I hear one of the men gasp and start heading towards the window.  I quickly pick the gun back up and point it at the shades.  The shades fly up and I am face to face with a man I've never seen before, gun drawn.  Now things are a 1 on 1 standoff.  Me with my gun and this man and John with his gun and the other man.  I refuse to come inside the garage and insist that they leave empty handed.  Things turn from bad to worse when the man shoots a bullet over my shoulder to scare me. I immediately pull the trigger to fire back... "Shit, I didn't release the safety" Now struggling in a panic at what to do the man starts to laugh and reaches out to grab the gun from me.  By now, the neighborhood is awake and surely police have been called.  I manage to release the safety just in time to shoot the stranger in the hand as he is reaching to grab the gun from me.  He backs up and the other man Shoots John.  John shoots the other man and the man I shot in the hand shoots me.  We are all down, I laid there in the cold gravel, still outside of the garage.  In the distance I can hear sirens looming as I lose consciousness.

2 days later I wake up in the hospital.  John is no where to be found bedside or otherwise. I have no idea what has happened.  As I come to and I adjust to my place in this hospital bed I am finally informed of the news.  "John didn't make it" The nurse said "We did everything we could but the wound was too damaging."

As I lay there contemplating my current situation, I replayed that night in my head every single second in repetition.  Could I have done anything more?  Should I have done something differently?  What happened to my dearest John?  What happened to the assailants who broke into our house?  As these questions raced I didn't notice the 2 assailants being wheeled down the hallway passed my room with police in tow.  They were on their way to county lock up pending trial.

I couldn't believe it, a dream of a life shattered in one single hour.. It just goes to show that you never really have ti all, or if you do, it's only on loan as long as someone agrees that it is okay for you to keep it. From that day fourth, I never could take that drive into the country.

title: The long road to loneliness

question: What does the story say about how much John owed in gambling debts?

answer: No answer

critique: The answer should mention that the story doesn't say anything about how much John owed in gambling debts.

question: What does the story say about the narrator and John?

answer: The narrator and John have been together for 5 years. They are newly married. They have been anticipating a long trip for months. The narrator is shocked to learn that John has a secret life of gambling and crime.

critique: It's omitted that the narrator is in the hospital after the break-in.

question: What does the story say about the outcome of the standoff between John, the narrator, and the two men?

answer: The narrator and John manage to shoot and kill the two men and all three of them are wounded. The narrator and John are taken to a hospital, but John dies of his wounds. The narrator recovers and is discharged from the hospital. John's assailants are wheeled past the narrator's room, on their way to county lock-up pending trial.

critique: The answer should mention that the narrator is the only one who survives.

critique: The answer is a summary of the events, but it does not answer the question.

text: The answer inaccurately mentions that the narrator and John kill the two men, however the assailants are taken to jail.

question: Summarize how the narrator's feelings towards and John changes throughout the story.

answer: At first, the narrator is excited about the long trip they are going on together. They also seem to be excited to have a safe, happy life together. But then, they learn that John didn't make it and the narrator feels overwhelmed with shock and confusion. They also feel like they could've done more to save John.

critique: The narrator's feelings towards John are not mentioned in the story.

critique: "They also seem to be excited to have a safe, happy life together." - this is incorrect and should be deleted.

critique: The narrator's feelings towards John are not mentioned.

critique: The answer omits that the narrator's feelings towards John change drastically when they learn that John has a secret life of gambling and crime.

critique: It's omitted that the narrator is worried about John's secret life of gambling and crime.


text:
GROUP 6 was the official designation applied by the FIA to two motor racing classifications, the Prototype-Sports Car category from 1966 to 1971 and the Two-Seater Racing Cars class from 1976 to 1982.

Group 6 Prototype-Sports Cars (1966 to 1971)

[Porsche won the 1969 International Championship for Makes with the Group 6 Porsche 908]

The original Group 6 was introduced for the 1966 racing season, at the same time as a new Group 4 Sports Car category. Whilst Group 4 specified that competing cars must be one of at least fifty examples built, Group 6 had no minimum production requirement. Nor did it have a maximum engine capacity limit although there were weight, dimensional and other restrictions placed on the Group 6 cars.[1] The Prototypes and Sports Cars categories each had their own international championships to fight for but many of the major international endurance races such as the 24 Hours of Le Mans would count as qualifying rounds for both championships.

1968 saw a three-litre engine capacity limit imposed on the Group 6 category and the dual championship format was replaced by a single International Championship for Makes open to both Group 6 and Group 4 cars. The Le Mans 24 Hour retained its place as a championship round. For 1969 the FIA relaxed a number of Group 6 regulations relating to weight, spare wheel, windscreen height and luggage space requirements.[2]

For 1972 the Group 6 Prototype-Sports Car class was redesignated and renamed to become the Group 5 Sports Car category.[3] The International Championship of Makes became the World Championship of Makes and the first chapter of Group 6 history was brought to a close by the FIA.

Group 6 cars had been eligible to compete in 24 Hours of Le Mans each year from 1966 to 1971; however, the category had produced the outright winning car only in 1966 and 1967.

Group 6 Two-Seater Racing Cars (1976 to 1982)

[Porsche won the 1976 World Sportscar Championship with the Group 6 Porsche 936. The type also won the Le Mans 24 Hour in 1976, '77 & '81 and was runner up in '78 & '80] In 1976, the FIA reintroduced the Group 6 classification, now officially called “Two- Seater Racing Cars”.[4]

Various production-based categories, spearheaded by a new Group 5 for “Special Production Cars”, were now to contest the World Championship of Makes whilst the Group 6 cars were awarded their own title, the World Championship for Sports Cars. Three engine capacity limits were applied to Group 6 cars for the 1976 and 1977 championships:[5]

-   5000cc for cars fitted with engines using a production car block [6]
-   3000cc for cars fitted with naturally aspirated racing engines [7]
-   2140cc for cars fitted with turbocharged racing engines [8] (capacity equivalence factor of 1.4)

After two years of small fields and little in the way of manufacturer support the championship was downgraded to become the European Sports Car Championship for 1978 but even that title was to be abandoned after the first year.[9] From 1979 the FIA decreed that Group 6 cars could compete in the World Championship of Makes qualifying rounds but continued to allow only production-based cars to score championship points for their manufacturer.[10]

1981 saw the series expanded with an official Drivers’ title awarded by the FIA for the first time and drivers of Group 6 cars were eligible to compete for this.[11] Group 6 was then effectively replaced by the new Group C Sports Car class for 1982 but the FIA granted a concession which allowed the Group 6 cars to compete in the 1982 World Endurance Championship alongside the new cars. As in 1981, drivers of Group 6 cars were eligible to score points in the Drivers’ championship but the relevant manufacturers could not score points towards the Makes title.[12] For the 1982 World Endurance Championship, the engine capacity maximum for Group 6 cars was set at 3000cc.[13]

Throughout the seven years of the second era of Group 6 racing the cars had been eligible to compete in 24 Hours of Le Mans and the category had produced the outright winning car in all years except 1979 & 1982.

[1] M.L Twite, The World’s Racing Cars, 4th Edition, 1970, Page 136

[2]

[3] János L. Wimpffen, Time and Two Seats, 1999, Page 886

[4]

[5] Peter Higham, The Guinness Guide to International Motor Racing, 1995, Page 259

[6]

[7]

[8]

[9] János L. Wimpffen, Time and Two Seats, 1999, Page 1183

[10] János L. Wimpffen, Time and Two Seats, 1999, Page 1143

[11] János L. Wimpffen, Time and Two Seats, 1999, Page 1292

[12] János L. Wimpffen, Time and Two Seats, 1999, Page 1349

[13] Didier Braillon, Racing car regulations 1982, Automobile Year 1982/83, page 149

title: Group 6 (racing)

question: Explain why FIA divides cars into categories for races.

answer: The categories are meant to ensure fair competition between cars of different types.

critique: The answer should mention the two categories.

critique: Add in the necessary detail of that the give the cars certain weight restrictions, maximum axle weights, and otherfactors, according to which type of race they are generating.

critique: The categories ensure fair competition between cars of the same type.

critique: "The categories are meant to ensure fair competition between cars of different types." - is too general and should be more specific.

critique: The categories are meant to ensure fair competition between cars of different types and to ensure that the cars meet certain safety requirements.

critique: The answer is too vague. It should mention the specific categories.


text:
3.14159265358979323846264…
The numbers spanned across the giant screens in the laboratory, going on for what seemed to be an eternity. The computers had been crunching numbers for years. Hundreds of them, never ending, never faltering. The silence in the room is broken by a few beeps, an indication that one of the computers had reached the end of the sequence. A technician quickly entered the room and examined the computer. “Damn thing, must be a glitch.” As he spoke another computer began beeping, followed by the rest. The technician looked at the screen, and sure enough the sequence had ended.

793014549105875302768134
END.

The technician dialed a number and raised his phone to his ear
“Hey I need some help with the computers down in block C,” the technician states and waits for a response.
“What’s going on down there, Tre?” The voice replies after a few moments.
“There’s a glitch in the system, saying that they’ve found the end of Pi,” Tre replies.
“We’ll get some of the guys down there to help you out, there’s no way Pi has an end right?” the voice asks
“I’m not too sure, not my field of expertise. I’m just here to fix the computers” Tre responds.

A few minutes pass and the other technicians arrive in the room, bothered by all the beeping and begin checking each computer individually for possible malfunctioning parts. After determining that the computers were fine they began checking for possible bugs in the software, and at that moment a handful of scientists burst into the room, mouths agape at what they saw on the screens in front of them.They had received calls and reports from the other labs that the end of Pi had been found. The scientists sat down slowly, with varying looks of wonder and horror painted on their faces. As they saw that each number matched the reports of the other scientists.
793014549105875302768134
END.
 Tre laughed and said “Don’t worry, just a glitch, we’re working on it.” The scientists were speechless, they knew nothing was wrong with the system, after countless years of waiting they had found the end of the seemingly endless. After a software glitch was ruled out as well the technicians asked the scientists what it meant to find the end of Pi.
“It couldn’t possibly...” Erik, the lead scientist began shakily. “It means our world, our universe, is only a simulation” The technicians began laughing hysterically at the thought, “You’re kidding right?” Tre asked, half curious, half afraid. “I wish I were” Erik replied. The technicians looked at one another thoughtfully, and then at the screen before exiting the room, they needed a break from all of this. The scientists retreated to their break room to inform the others of what was happening, the looks on the faces of each scientist went from joy to horror as the realization of what reaching the end of their project truly meant.

A few weeks went by and the news had soon spread to virtually every corner of the world. The final lab still computing Pi had reached the end of the sequence. A few days passed with little trouble, but with the realization that their lives, world, and universe was a simulation sinking in, the people of Earth went into a frenzy. Global suicide numbers quintupled and crime rates skyrocketed to unbelievable highs. No one seemed to care about their lives, or the law for that matter, now that the truth was revealed. It was all just a program. “What reason was there to abide by laws, or live anymore?” The question swept the globe and left many clueless on how to act. The few that denied the fact were swept away by the masses that had embraced, beyond reasonable doubt, that nothing they knew was part of the “real world”. Billions lost their lives and the world was left a former shell of itself. Cities burned to the ground, bodies scattered on the streets; in a matter of weeks the world had crumbled, destroying civilization as its people had known it. Tre looked sadly at the building he once entered each day to fix computers, now nothing more than a pile of rubble. Bang. A bullet passed clean through Tre’s skull as he fell to the ground. Blood oozed freely from the hole in the now deceased Tre’s head as a masked man searched his body for any valuables: Finding nothing but a few dollars and a picture of a woman, child, and the man he murdered smiling happily in front of a house, the masked individual ran off in search of anything that could be used to help itself survive.

Somewhere in a dimly lit room, a man looks somberly at his computer screen. The death and destruction of the once densely populated Earth playing out in front of him. He shakes his head as he looks on and slowly reaches his index finger toward a small green button. As he presses the button, the computer screen flashes white. A laboratory appears on his screen.
3.14159265358979323846264…
The numbers spanned across the giant screens in the laboratory, going on for what seemed to be an eternity.

Edit: Just something I came up with, never done much writing but wanted to share :)
Edit 2: Fixed placement of numbers

title: [RF] Pi

question: What was the dominant state of mind of humanity after it was discovered that their existence is a simulation?

answer: The dominant state of mind of humanity after it was discovered that their existence is a simulation was one of despair and hopelessness.

critique: The answer should mention the chaos that ensued.


text:
There are so many reasons a bride-to-be should go for this dress.

If you’re getting married, predict a proposal is on the way, or, in true Rachel, Monica and Phoebe fashion, you just like trying on weddingdresses on with the girls, we have the thing for you.

Shopping for the dream gown is one of those things we hope to only do once, and, with this in mind, it has to be the dream in every way.

Fit, shape, and colour are just a handful of the finer details you’ll consider – every inch of tulle should make you happy. This being said, the peek of happiness would be to not only look and feel amazing, but to also be comfortable on your big day.

And comfort isn’t usually associated with wedding dresses…until now.

The dress style that’s on our radar isn’t a Bardot shape or fishtail fit, it’s all about the pockets. Yes, we said pockets.

Imagine this, you’ve just walked down the aisle, mascara tears everywhere and you just reach into your pocket to grab a tissue. Or, you’re at that part in the day waiting for the next round of food to arrive. You can reach into your pocket and pull out a snack. Game changer.

So much of a game changer that we’ve found the best styles from Max Mara to Self Portrait so you can shop right now. Scroll down to peruse the wedding dresses with pockets that’ll make your big day complete.

Caroline Castigliano Santa Barbara luxury wedding dress

The lace cupped bodice, embroidered straps and sleek shape creates the perfect style for any modern bride. Add to this the fact it has pockets and it becomes The One.

Price on request, Caroline Castigliano

WED2B Porsha wedding dress

It’s one of the only times in your life you’ll get to wear a big, white dress – if you want to, that is – and this fuss-free dress is a way to do it in style. The simple design, sleek neckline and satin finish will mean you can add all the attention to detail to your accessory choices.

£549, WED2B

Max Mara silk georgette dress

For the very modern bride, there’s always the option of trouser suits, jumpsuits or non-traditional dresses like the Max Mara shirt dress. Simple, elegant and one you’ll actually be able to re-wear. Add to this the fact it of course has pockets and we’re sold.

£1,480, Max Mara

Self Portrait lace detail off shoulder wedding dress

Strapless styles are always one of the most popular, but we’re all about the Bardot. The embroidered detail over the shoulders is so pretty, not to mention the pockets that are completely hidden with the draped fabric. It’s ticking a lot of boxes all round.

_£500, Self Portrait_

Stella McCartney Juliet stretch-cady dress

It may not be the most traditional wedding gown, but Stella McCartney has created a dress with a difference. The lace up front, long sleeve style and clean shape makes it the perfect style for a wedding abroad. It’s also now in the sale so you can get yourself a bargain, if you’re speedy.

_Was £1, 265 now £759, Stella McCartney _

Paloma Blanca guipure lace and organdy wedding dress

The dress of fairytales, this Palmona Blanca bandeau style is made even better with fitted pockets. They’re disguised by the full skirt style making it even easier to hide all the treats.

_Price in store only, Paloma Blanca_

For more wedding inspiration, check out the 11 wedding trends set to be big news this year.

_Opening image: Max Mara_

question: What are the disadvantages of a wedding dress without any pockets?

answer: The bride would have to carry a bag, which is not the norm for wedding dresses.

critique: It is incorrect that carrying a purse/bag is not the norm for wedding dresses.

critique: The answer is not related to the question.

critique: The answer should be more specific about the disadvantages of a wedding dress without pockets.

critique: The article doesn't state this as a disadvantage, so this response is inaccurate.

critique: The answer is not a disadvantage of a wedding dress without any pockets.

critique: The answer is incorrect and should be rewritten.


text:
It had been 5436 days since the planet of Tetriach had known peace. 5436 days since the
human scum had arrived in their ships and demanded absolute surrender. Petr knew this;
he’d been counting. He had counted every single day that his home, his planet, had suffered
under endless barrages of bombs and lasers and God knows what else. His people were
outmanned, outgunned and outmanoeuvred, but they refused to lay down and die. And
that was the reason that Petr, a 20 year old native, could be found hidden with a rifle in the
dense bushes that lined the main highway into the capital. He knew that it was along this
road that the human division carrying their ‘war hero’ Lt. James Cascella would go. It would
also be the road where the bastard Lt. James Cascella, who killed all of Petr’s family in cold
blood, would die. Petr tightened his grip on the rifle.

James Cascella was tired. He had been a young man of 22 when this war started, when he
leapt at the chance of being the next hero of the human race; the next man to colonise
another planet and show the natives that the human way of life was superior. Now he was
37, and yet the war still raged, albeit more quietly than it used to. The natives (no-one had
ever learned their ‘true’ name; that would make them appear more human, and harder
psychologically to kill) were slowly losing the war. Of course they were. Countless planets
before this one showed that nothing could truly stand in the way of the human juggernaut.
But even so, Cascella wondered whether it had all been worth it. Oh he had achieved his
goal; he was a hero, without doubt. No one man had ever won as many medals as he had.
But that success could not, was not, worth the emotional trauma he had suffered. He had
suffered so much, he often wondered whether he was human anymore. He had walked in
on crying infants firing his gun and not stopped shooting. He was the man that wiped the
entire town of Deant off the face of the earth, women and children and all. He sighed. It was
too late now. What was done was done. So as he sat on the side of the tank that drove him
into the capital to deliver the final blow, he pulled out his rifle and got ready for combat.
There was nothing else to be done, really.

Petr often dreamed of Deant. In the daytime, he dreamed of the city before the war, his
friends and family from his childhood. He could barely remember it anymore of course; he
was only 6 when this war started. But he filled in any gaps he couldn’t recall. In the night
however, all he ever saw was the ruins. The charred corpses of his family and the
devastation that surrounded them. At first, he wasn’t sure why he had been spared. The
bomb had, after all, been designed to kill all life. But now he knew. The Gods had spared
him to bring retribution to the man who detonated the bomb. It was the only reason that
made his survival make any sense. It was also what he had spent the last 10 years of his life
working towards. Which was, of course, why he was here right now. He would only have
one shot. He knew that much. And it would undoubtedly cost him his life. As soon as the
humans saw what had happened, they would capture and kill him, probably with
unimaginable cruelty. Petr didn’t care. All he wanted was revenge. His train of thought was broken, however, as he spotted the line of human vehicles make their way down the road.
And there was Cascella, perched on the edge of the leading tank, gazing into the distance.
Hatred flashed through Petr’s eyes. He lifted his rifle up onto his shoulder, and prepared to
fire.

Cascella’s muscles tensed. He could always sense danger. That sort of thing developed after
almost 15 years of war. He dived to the side, but far too late to stop the bullet hitting him. It
did, however, stop it killing him. Cascella felt the bullet thump into his side, and he cried out
in pain. As he was pulled inside the tank by his comrades, he glimpsed a native with a rifle,
standing up in shock. He appeared surprised that Cascella was still alive. With his last act
before losing consciousness, he pointed at the native.

Petr stood there in disbelief. He had failed. Cascella was undoubtedly still alive. He could see
him pointing at him as he was pulled inside the tank. The last 10 years of his life had gone to
waste. He didn’t even struggle as he was roughly picked up and hauled inside the tank by
human soldiers. He simply sat there and cried. How would the ghosts of his family ever rest
in peace now? Cascella would live on, as their civilisation fell. He had missed his shot. And
now he would face the humans’ retribution.

Cascella stirred. As he did so, he heard a voice shout out. ‘We have your attacker here sir.
Should we kill him now, or wait till later. We could make a decent news story out of this.’
‘No!’ Cascella cried out. Keep him alive. I would like to talk to him. He walked over to the
man. He was still young, Cascella noticed; no more than 25. ‘What’s your name, boy?’ He
refused to answer. Cascella smiled. ‘Boy, you can go to your death in silence if you wish. But
at least let me know your name. Who knows? It might save your life.’
‘I am Petr’, said the native. ‘I am the lone survivor of the destruction of Deant that you
orchestrated, and you, sir, deserve to die.’ Cascella sighed. The boy was undoubtedly right.
For all his crimes, he deserved to die. But maybe, just maybe, he could appease the Gods by
saving this one ‘Let him go!’ he demanded. ‘But sir, he tried to kill you’ protested one of his
soldiers. Cascella turned to him and smiled ‘One day, you might understand my actions. But
for now, simply obey orders. Let. Him. Go.’

Petr sat at the side of the road as the convoy passed by, in disbelief. He had failed to kill his
target. Not only that, he was still alive. Cascella, for whatever reason, had shown mercy. He
who had killed so many of Petr’s kind, had spared him. Petr gazed into the desert. He still
had no love for humans, but maybe they did not deserve destruction. At any rate, they
would soon own this planet. Petr got up, and began the long walk home to his hovel. He had
some thinking to do.

title: [SF] Invasion

question: What does the story say about the technology used by humans for space travel?

answer: No answer

question: What does the story say about Petr?

answer: Petr is a 20-year-old native of the planet Tetriach. He is the sole survivor of the destruction of Deant, which was orchestrated by Lt. James Cascella. Petr has been hiding with a rifle in the bushes that line the main highway into the capital, waiting for the convoy carrying Cascella to pass by. Petr is determined to kill Cascella for killing his family. However, he misses his shot and is captured by the humans. Cascella spares Petr's life and orders him to be released. Petr is in disbelief and begins the long walk home to his hovel.

critique: The answer should mention that Petr is reconsidering his hatred for humans.

text: Petr is consumed by a desire for revenge. But he is shocked when Cascella shows mercy.

category: coverage

question: What does the text say about Lt. James Cascella?

answer: Lt. James Cascella was a young man of 22 when the war started. He was the next hero of the human race, the next man to colonize another planet and show the natives that the human way of life was superior. He was 37 when the war still raged, albeit more quietly than it used to. The natives were slowly losing the war. Cascella was tired. He had achieved his goal, but he had suffered so much emotional trauma that he wondered if he was human anymore. He had walked in on crying infants firing his gun and not stopped shooting. He was the man that wiped the entire town of Deant off the face of the earth, women and children and all. He was the one who killed Petr's family in cold blood.

critique: The highlighted text is irrelevant to the question.

critique: Some of the information in the answer is irrelevant to the question.

critique: The response contains extraneous information not useful for the task.

critique: The answer should mention that Cascella was shot by Petr.

text: When Cascella is shot by a native, Petr, he opts to speak with him before exterminating him. When Petr explains that he was a survivor of Deant and that Cascella deserved to die, he spared his life.

question: What does the story say about why Cascella spared Petr's life after the latter tried to kill him?

answer: The two were once again in the middle of a battle. Right before Petr shoots at Cascella, the latter is moved by Petr's story about Deant. He realizes that Petr is a native survivor from the invasion of his town, which his superiors ordered him to destroy. The ghosts of Petr's family won't rest in peace if he dies at the hands of the army. His humanity was restored when Petr called him a "coward" for hiding behind a tank. That insult rekindled his warrior spirit, which made him decide to spare Petr's life.

critique: The response contains inaccurate information.

critique: The story doesn't mention anything about Cascella's humanity being restored after Petr calls him a coward.

critique: The response includes inaccurate information.

text: Agreeing with Petr that he deserves to die for what he did, Cascella clearly feels guilty about all his acts of violence.


text:
All Because of Me
   Just one more minute, one more moment. It was all I needed, and I blew it. She’s gone, forever, all because of me. Our eyes will never meet, our hands never interlock, our love never shared ever again. And it’s all because of me. She was my entire life, my whole inspiration and purpose in life. I lived every day of my being just to spend even a single minute with her. She was my definition of beauty, for no one to ever come close to. And now I have nothing and nobody else, in the world right enough for me. And it’s all because of me.
   My senior year of high school was picturesquely perfect. I was a god who walked those halls, merely among common men, of those whom were barely worthy enough to bow down to me. Except something felt missing. For all the fun I was having, it just wasn’t satisfying, and for all I tried and tried it never would come to me why. That was, of course, until I met her. The way she could light up the room was indescribable. She literately made me freeze in my tracks, made me forget everything, and just know her. But no one else noticed this. So I saw it as a blessing, we were destined to be together and nothing would get in our way.
   Our simple passings in the hallways turned into eye contact, but awkward at first. Oh how her eyes shuttered like a pristine lake, glimmering like the sapphires given to her by birth. These very eyes starred into the depths of my soul and dug into me like a harpoon, latched in and never came out. So I pulled my churning stomach together, and went for it. The girl I had merely thought about, never talked to before, was not startled at all by my contact. She seemed to expect it, and very enthusiastically went on our first of many dates that Friday night. As the time passed, I fell in love with just everything about her; how she parted her golden locks, which clothes she wore on what days of the week, how she giggled when I tickled her, and how she breathed deep when I hugged her. But this the proverbial iceberg, I had only met the surface of this deep, dark twisted beauty.
   One late night, after going to a friends party, she broke down in the car on our way to her house. I didn’t understand what was going on, and any words I tried to say to comfort her were ignored. She just wept and wept, for no apparent reason at all. Finally, when we arrived at her house, she looked up from her tear soaked knees and make eye contact with me. Our eyes stayed there, interwoven, for God knows how long. All I could do was pull her in, hold her tight, and promise her that she could tell me anything in the entire world, and that no matter what happened I would be there for her in an instant. We spent 2 more hours that night just sitting in my car, talking. The love of my life opened up a wound that no one had ever cared enough to examine before, and she told me about how depression had affected her. She spent her nights, locked in her own room, cutting herself as she wept. The pain was the only way she knew how to come back from her nightmare of a life. Her parents were clueless, and she was lost in a deep sea of terror and confusion and fear all mixed into one grand tempest of her life. She feared for her very own life, because she never knew when or what would set off her sadness, her emptiness. She tired to stay strong that entire conversation, but I knew on the inside it took her all the courage and trust that was encompassed in her small and delicate body to tell me her deepest and darkest secrets. It was at that moment that I realized my own purpose-it was to save this girls life.
   After that night, things would never be the same. She expected me to abandon her, to throw her off like an outcast. But I didn’t, and she became my obelisk that I put all my energy and time into, and I knew that God intended me on saving her. Months passed, and she showed progress. I became a crutch for her to lean on, in times of trouble, and she went an entire month without touching that unforgiving blade. Then, one night, my phone rang. All I could hear was her, sobbing with a waterfall down her face, telling me to come over as soon as I could, because she had lost it. She had her father’s revolver held up to her head, minutes away from her life ending in a pull of a trigger. I bolted to my Dad’s car, the closest and fastest way I could think of to get to her, and left without a word to my family. I sped through the streets, taking every single way I could to save even just a second, because it could be the difference. I approached a stop sign, and after a split second decisions, stopping at this sign became a definite no. So I blew right through it, and then-nothing. The next thing I know, I am at the gates of Heaven, being told the story of my life and death to see if I am worth of this eternal life. It turned out that I was t-boned by a drunk driver who also ran that fateful intersection. I died on impact, but I will never be told if my angel made it that night. I will never know. And it’s all because of me.

title: All Because of Me

question: What does the story say about how the protagonist feels about the girl?

answer: The protagonist feels that the girl is the most beautiful person in the world. He is in love with her and wants to spend every moment with her. He is willing to do anything to save her life.

critique: The answer should mention that the protagonist feels responsible for the girl's death.

critique: The answer should mention that the protagonist feels responsible for the girl's suicide.

critique: The response misses to mention that the girl's life is his purpose.

critique: The answer should mention that the protagonist feels that he is the reason the girl is in pain.


text:
My mommy is the best mommy in the world. She’s making me my favorite chocolate chip pancakes. And today is especially special so I know she’ll make the smiley face. Last time she made it, she made the smile with the whipped cream that makes those funny noises when it comes out of the can. And the eyes were bananas with a chocolate chip right in the middle. To make it look like the black part of your eye. My mommy never lets me have any chocolate chips while I’m waiting for them to cook, but she said today is special so she brought me a few on a plate.
Today is special because it’s my day. It’s my birthday. I’m seven. That’s nearly ten. I’m not a little kid anymore. I’m pretty much a grown up.
That weatherman on the TV is really funny looking. His nose is kinda big and he talks really funny. Now he’s pointing at the pictures of the rain. I think that means it’s supposed to rain today. I hate it when it rains. Sometimes when it rains, the water gets through the holes in my shoes and it gets all the way to my toes and I don’t like it when it does that. It makes me cold and I don’t like being cold.
Now they’re talking about money or those credit card things or something. I like credit cards. They’re magical cards. All I know is that when you swipe them on that machine at a store, you don’t have to give them any money for all the stuff you’re getting. It’s like a get your stuff free card. It’s really cool. I don’t think I like money though. It makes my daddy yell at my mommy sometimes. The only kind of money that I know I really like is that colored money that you play with in Monopoly. The board that we have was falling apart and I think we lost some of those red and green houses and some of the money. I really like that game. It’s pretty much my favorite. No, it is my favorite game in the whole wide world. That’s why I asked for a new one for my birthday and that box on the counter over there looks like it’s just the right size. And it’s wrapped in Spiderman paper. Spiderman is my favorite super hero. He can climb walls and spray the bad guys with a spider web. That’s just so cool. It’s so much fun when my mommy and daddy play games with me. They haven’t played with me in a really long time. I can’t wait until I get to open my present after school. I hope school goes by fast today. I hope Sadie doesn’t copy my answers. And I hope Miss Brown doesn’t make me wear that silly hat that she makes you wear if it’s your birthday. It looks itchy. I don’t like wearing things on my head anyway. Like when my mommy makes me wear that cherry hat that makes it looks like I have red cherry on top of my head. It’s not a real cherry, or else I would eat it. My mommy says that it keeps the heat from coming out of my head or something.  I think that’s crazy. My head doesn’t have a hole in it!
My pancakes are ready. And he even has a nose! It’s made out of chocolate chips. I told you my mommy was the best mommy in the world. I’m about to gobble him up. First his eyes. Then his nose. Now, the fun part. The whipped cream. Why is everything more fun to eat with your fingers? Licking your hands all in between your fingers is the best part. It’s almost as good as getting to lick the brownie batter off the spoon. That’s more fun than eating the brownies normal. I really like it when my mommy puts the frosting and sprinkles on top of the brownies when she makes them.
I should go get ready for school now. I think I’m gonna wear my shirt with the rocket on it. My daddy it for me at the mall last week. I really like rockets. I hope the bus isn’t early today.

I wish school would only be on two days instead of five. I don’t really like school. Sadie is cheating from my answers again. She should know how to add numbers with double digits by now. We learned about them last week. She’s a girl. Girls are dumb. She doesn’t know any better. I know I should tell on her, but I don’t think Miss Brown likes me very much. When she asks a question and I know the answer and I raise my hand, she never calls on me.
I bet my mommy gave me Oreos in my lunch today. I love Oreos. Especially dipped in milk. That’s my favorite. You dip them in milk and then you lick all the cream out of the middle and then you eat the two cookies. I hope Aaron doesn’t want to trade at lunch today. I like animal crackers, but everybody knows that Oreos are better than animal crackers.
Now we’re doing spelling. I did my spelling words last night, so I already know how to spell ‘birthday’ and ‘shove’ and ‘without’. I like spelling though. I can spell the days of the week too. My favorite day of the week is Friday. That’s what today is. And it’s my birthday tot. That makes today extra cool.
My mommy is gonna let me open my present when my daddy gets home tonight. I can’t wait to rip the paper off and see what I got, even though I already know what they got me.

I knew they would get me a new Monopoly game. I just knew it. And mommy and daddy even said that they would play with me tonight if I set up all the pieces. Mommy said she wanted to be that thing you put on your finger sometimes when you sew. I think it’s called a thimble. And daddy said he wanted to be the shoe. They always let me be the boat. I’ve never been on a boat, but I bet it would be fun. Maybe someday I’ll get to ride on a boat.
Wait a second. There’s no board in this box. Or boat. Or thimble. Or shoe. Or even any of those red and green houses. All that’s in this box is money. Not even the kind that’s all different colors that usually comes with the game either. This is all real money. The kind that I don’t like. I didn’t get my game after all. All I got was this stupid money. Stupid, stupid money.

title: Monopoly Money

question: How have the parents and child misunderstood each other when it comes to playing the game?

answer: The mother thinks that the father was buying a Monopoly board game. Meanwhile, the father thinks that the child is already playing Monopoly with his friends. And the child thinks that his parents are also playing Monopoly with him.

critique: The child doesn't think his parents are playing Monopoly with him.

critique: The child is not playing Monopoly with friends.

critique: The father doesn't play Monopoly with the child; instead he has been purchasing the game for a year

question: What can we deduce about the narrator's personality?

answer: They are imaginative and enjoy playing games with their parents. They also seem to be a bit of a perfectionist and like to be in control.

critique: The answer should mention the narrator's dislike for money.

critique: This answer is contradictory. The narrator doesn't seem to like the fact that Sadie copies her answers and not Miss Brown. Her reaction is to not tell Miss Brown (the teacher).

question: Why doesn't the narrator tell on Sadie?

answer: They don't like Miss Brown and they don't want her to think they are tattling.

text: The narrator thinks Miss Brown doesn't like him.

question: Why have the narrator's parents given him money when he asked for a new monopoly set?

answer: They seem to be scrimping

critique: This isn't the reason why they gave him money.

critique: It is not stated that they are scrimping.


text:
The Checkup

The arts can be a source of joy in a child’s day, and also come in handy for memorizing times tables.

[]

Credit...iStock

-   March 4, 2019

In “A Tree Grows in Brooklyn_,”_ Betty Smith’s 1943 autobiographical novel about growing up poor in the early 20th century, the public school that the heroine attends is a pretty bleak place. But “there was a great golden glory lasting a half-hour each week when Mr. Morton came to Francie’s room to teach music.”

He taught them classical music, the book continues, without telling them what they were learning, setting his own words to the great works. “Little boys whistled part of Dvorak’s New World Symphony as they played marbles. When asked the name of the song, they’d reply ‘Oh, “Going Home.”’ They played potsy, humming ‘The Soldiers’ Chorus’ from Faust, which they called ‘Glory.’”

Francie also looked forward to the visits of the drawing teacher; “these two visiting teachers were the gold and silver sun-splash in the great muddy river of school days.”

Arts education in schools has introduced many children to great painters and great music, and helped them through their first dance steps or tentative musical endeavors. It can serve as a bright spot in the schoolchild’s day or week, a class that brings in beauty, color and joy, and which is not about testing.

These subjects are often under threat either from budget cuts or from the inexorable demands of academic testing and “accountability,” but insights from neuroscience suggest that arts education can play additional important roles in how children learn.

Paul T. Sowden, a professor of psychology at the University of Winchester in England, warned that in Britain, as in the United States, arts and humanities subjects have suffered in recent years as the emphasis shifted to science and technology. It's important, he said, that arts education be available equally to everyone. But arts education, he said, is a chance to build resilience and determination in children, as well as to help them master complex skills.

Arts education encompasses many disciplines: “I’m talking about everything from music, drama, dance, design, visual arts,” Dr. Sowden said. And the goal goes beyond the specific subjects, he said: “You’re looking for opportunities in the arts education context to encourage children to ask questions, to use their imaginations, but also to approach their work in a systematic, disciplined way.”

When children are younger, arts education helps develop their capacity for collaboration, for creativity, and even for asking questions. As they get older, he said, “their executive function is much more developed, their ability to sustain attentional tasks is much greater.” For them, arts education can offer the chance to refine and polish a skill over time, or revise a project until it is as good as it can be.

Sometimes the arts are taught in a very set curriculum, Dr. Sowden said, but there are real advantages to teaching in a more exploratory way, where children can experiment. And both parents and teachers can encourage children to explore, he said; “that’s the way you get the biggest benefit, not just learning to reproduce a particular work by Monet or dance sequence.”

The skills that children master in arts education, he said, may be transferable to other curricular areas.

Mariale Hardiman, a professor at the Johns Hopkins School of Education, where she directs the neuro-education initiative, was interested in how children do — and don’t — retain what they learn in school. “A lot of the information we teach doesn’t stick.”

What she saw as a school principal, she said, was that when arts were integrated into the curriculum, “learning became more visible.” Teachers told her “the children would remember the information better when they taught it through the arts.”

So though arts education has many other benefits, she said, such as creative thinking, her studies have focused on children’s memory for academic subjects, comparing what children remembered 10 weeks after material was taught. Researchers wrote two different versions of the curriculum, matched for content and timing, both involving active learning, but one including arts education. For example, in an arts integrated curriculum, students would sketch their vocabulary words, or learn some of the material as songs, or act out molecular motion with their bodies.

The children who had learned the material in the curriculum that made use of the arts remembered more, and the effect was largest among the children who were less strong academically, the “lower performers.”

“We found the biggest difference with children at the lower level of achievement,” Dr. Hardiman said. “Could this be at least one lever for closing an achievement gap?” After all, these are often the students who are condemned to dreary drill and repetition, in hopes of bringing them to a higher level: “What if the arts are a lever of school reform, better than the drill and kill we do with remedial students?”

In a 2019 article in the journal Trends in Neuroscience and Education, Dr. Hardiman and her colleagues described the results of a randomized controlled trial looking at fifth-graders who were taught science content, some using techniques from arts education, and others with more conventional instruction. The researchers again saw an effect on the students with more limited reading skills; they remembered more science if they had learned with the integrated arts methods.

So why might the arts integration help children’s memory? “Arts allow for elaboration, allow for repetition,” Dr. Hardiman said. “Memory is certainly enhanced through repetition, the more you revisit something, the more you remember it.” And the visual and performing arts also allow children to elaborate in creative ways on the material.

The advantage of learning through the arts will come as no surprise to anyone who grew up with the “Fifty Nifty United States” song or learned how a bill becomes a law from Schoolhouse Rock. Some of today’s children are learning history from the lyrics of “Hamilton.”

I suddenly remembered a rather mournful tune from decades ago, in high school, when a science teacher told us we would be tested on the elements with a charge of positive 2 and a friend and I set them to a chant; I can still name them, in order, and when it comes to chemistry, I am definitely one of the less able students.

“Arts integration should not replace arts education,” Dr. Hardiman said. She suggested a “three-legged stool,” with one leg being arts education, including dedicated classes in visual and performing arts, and the second arts and cultural offerings, such as artists coming into the school or visits to museums. The third leg would be the integration of the arts into the teaching of other subjects.

“Parents can easily do simple arts activities with kids,” Dr. Hardiman said, and can incorporate these ideas around homework or just in spending time together. Maybe it would help to put the multiplication tables into a song, or ask children to sketch their ideas, or use body poses to show the emotion that a character in a story is feeling.

Ronald Beghetto, a professor of educational psychology and the director of Innovation House at the University of Connecticut, studies creativity in educational settings, which, he said, “can be manifest across all different disciplines.”

“We tend, as adults, to overplan and overstructure young people’s experiences,” Dr. Beghetto said. While structure is important, he said, so is “letting kids determine their own problems to solve, their own ways to solve them.”

Arts education, he said, can provide those structured opportunities that foster creativity.

“Working through some creative endeavor, we’re really resolving uncertainty,” he said. “We approach the blank canvas.”

question: What does the text say about Dr. Hardiman?

answer: Mariale Hardiman is a professor at Johns Hopkins. As a school principal, she noticed that when arts were incorporated into the curriculum, children would remember information better. She has studied how children remember information and her results suggest that kids can remember information better with the help of arts education.

critique: It's omitted that Hardiman is the director of the neuro-education initiative at the Johns Hopkins School of Education.

critique: The answer should mention her role in the neuro-education initiative.

question: What does the text say about Dr. Sowden?

answer: Dr. Sowden is a professor of psychology at the University of Winchester in England. He warns that in Britain, as in the United States, arts and humanities subjects have suffered in recent years as the emphasis shifted to science and technology. He says that arts education can play an important role in how children learn. He says that it can help children build resilience and determination as well as help them master complex skills.

critique: The answer should mention that Dr. Sowden is a proponent of arts education.

critique: The response includes extraneous information not useful for the task.

critique: Arts education encompasses many disciplines, not complex skills.

critique: The summary doesn't mention that Dr. Sowden thinks that it's important that arts education be available equally to everyone.

critique: The answer should mention that Dr. Sowden believes that arts education can be taught in a more exploratory way.

critique: The answer should mention that he believes arts education can be a bright spot in the school child's day.

critique: The answer should mention that he thinks arts education can help children build resilience and determination as well as help them master complex skills.


text:
OLD NINGO is a town in the Greater Accra Region of Ghana.

History

[Old Ningo, 1870s] Also known as Great Ningo, the inhabitants have always been a fishing and farming community. They form part of the Ga-Adangbe people. The name Ningo has a much more widely known and accepted history as derived from the Ga–Dangme words _nu_ meaning water and _ngoo_ meaning salt.[1] The “nu” and “ngoo” story rather interesting is not as compelling as evidence which points to a more interesting origin. A publication in the Encyclopædia Metropolitana published in 1817 has this entry.“Ningo, near which the second Danish castle, Friedensburg, is placed, is 43 miles from Akra. In Krob6, or Krepe, a large Negro State behind it, there is a very high mountain about 20 or 25 miles distant from the sea, and apparently capped with snow.”.[2] It gives evidence to a voyager's inspired name as the name Ningo happens to be Latin for snow[3](Ningo in Latin), and as it goes the mariners would have seen the mountain 1[4] in the backdrop of the native settlers and named the place Ningo.Many other early writings[5] and references[6] on Ningo also used the term Grande in the form Ningo Grande, (grande) translate in Latin as large or great. The Name Great Ningo naturally follows.The people of Ningo like to refer themselves as “Nugoli” meaning “People of Nugo” ( Nugo being a much more locally accepted pronunciation of the name Ningo) and are proud to associate themselves with the name Great Ningo.The history of the people of Ningo is closely linked to the history of the Ga-Dangme people

Fort Fredensborg

[Ruins of Fort Fredenborg Ningo, 1890s] The Danish were the first European settlers here, establishing the Fredensborg Fort in 1734. The town was developed as a slave trading station as part of Danish Guinea . However, with the abolition of the slave trade the town dwindled in size, with the fort staffed by a single person. The fort was already in ruins when the British took over on 8 March 1850 and incorporated the town into the Gold Coast.[7] Christian Glob Dorf was Commandant from 21 June 1740 to 25 May 1743.[8]

Education

The town is also known for the Ningo Secondary School regarded as having a pleasant environment.[9][10] The school is a second cycle institution.[11]

The founder of this prestigious school is Mr. Wilson Gbli Nartey. He was born at Lewem a suburb of the Great Ningo Traditional area. He was born to a fishing family. He lived and worked with his parents for most of his childhood days. Mr. Wilson was nicknamed WUDA as a short appellation for the name AMEWUDA which meant fear Your fellow human more than the snake. Mr. Wilson built the interest to study and become a Klake (Clerk) but was not allowed as he was supposed to work with the father in his business. But one day his life changed and he took an opportunity which came calling and his life changed. Pupils were organized to have a march Procession from Old Ningo through Lewem to wokumagbe and back to old ningo, the purpose was to create awareness of the IMPORTANCE OF BEING EDUCATED, he grew fond with this and run to his mum and begged her to allow him go with pupils. The mother hesitated for while with the fear that if His dad gets to know of this they won't be spared . But with so much enthusiasm he persuaded his mom and the mother packed a few clothes and sent him away with the students.

[1]

[2] Encyclopædia Metropolitana; Or, Universal Dictionary of ..., Volume 20 edited by Edward Smedley, Hugh James Rose, Henry John Rose pg 24

[3]

[4] http://travelingluck.com/Africa/Ghana/Ghana+(general)/_2297364_Ningo.html Retrieved 15/4/2016

[5] A Practical Medico-Historical Account of the Western Coast of Africa, etc By James BOYLE (Surgeon.) Pg 332

[6] The Nautical Magazine a Journal of Papers on Subjects Connected with Maritime Affairs in General Fisher, Son & Company pg 646

[7]

[8]

[9]

[10]

[11]

title: Old Ningo

question: What does the article say about the history of Old or Great Ningo?

answer: The town of Old or Great Ningo is a fishing and farming community. The name Ningo has a much more widely known and accepted history as derived from the Ga-Dangme words nu and ngoo, which mean water and salt. The town was developed as a slave trading station as part of Danish Guinea. The Danish were the first European settlers here, establishing the Fredensborg Fort in 1734. The town was a slave trading station until the slave trade was abolished. The fort was already in ruins when the British took over on 8 March 1850 and incorporated the town into the Gold Coast.

critique: Minor: change preposition to "in" - "incorporated into the Gold Coast" reflect "part' in "was a part of"

critique: The answer could mention the name of the town.

critique: The answer should mention that the town was named Ningo Grande.

critique: The answer should mention the origin of the name.

critique: The answer should mention the Ga-Dangme people.

critique: The answer should include the Ga-Dangme people.

question: What does the article say about the etymology of the name "Old Ningo/Great Ningo?"

answer: The name Ningo has a much more widely known and accepted history as derived from the Ga-Dangme words 'nu' meaning water and 'ngoo' meaning salt. The name Ningo has a much more widely known and accepted history as derived from the Ga-Dangme words 'nu' meaning water and 'ngoo' meaning salt. The name Ningo has a much more widely known and accepted history as derived from the Ga-Dangme words 'nu' meaning water and 'ngoo' meaning salt. The name Ningo has a much more widely known and accepted history as derived from the Ga-Dangme words 'nu' meaning water and 'ngoo' meaning salt.

critique: The answer repeats the same information over and over.

critique: The answer repeats the same line four times.

question: What does the article say about education?

answer: The town of Old Ningo is known for the Ningo Secondary School. The school is regarded as having a pleasant environment. The founder of the school is Mr. Wilson Gbli Nartey. He was born to a fishing family and wanted to become a clerk, but his father did not let him because he wanted his son to work with him. However, he took an opportunity that came calling, which led to him becoming a school founder.

critique: The answer omits the purpose of the march.

critique: The answer omits that Nartey's mother allowed him to go to school.

critique: The school's founder is not relevant to the question.

critique: The answer omits that the school is a second cycle institution.

critique: The answer should mention that the school is a second cycle institution.

question: What does the article say about the nature of the slave trade and why it flourished in Ghana?

answer: No answer

critique: The article does not answer this question.

critique: The article gives a brief and vague explanation of why slave trading flourished in Ghana.

critique: The answer should mention the slave trade.


text:
SIR BRIAN MELLOR GREENWOOD, CBE, FRCP, FRS (born 1938) is a British physician, biomedical research scientist, academic, and recipient of the first Hideyo Noguchi Africa Prize.

Greenwood is the Manson Professor of Clinical Tropical Medicine, London School of Hygiene and Tropical Medicine.[1][2][3]

Malaria research and mitigation

Greenwood's career has focused on mitigating the effects of malaria and research.[4] In his ten years experience working in Nigeria, and his fifteen years as the head of the Medical Research Council Laboratories in the Gambia, his main research interests were malaria and infections caused by capsulated bacteria such as the meningococcus (_Neissera meningitidis_).[5]

Malaria's stubborn resistance to control and treatment has been demonstrated in his West African clinical experience.[6] Setbacks in a series of promising drug treatments have proven frustrating.[7]

Although successes in research for a reliable vaccine have continued to prove elusive, Dr. Greenwood has also persisted in promoting a simpler preventive approach. He has been in the forefront of those who are encouraging the use of chemically treated mosquito nets to shield sleeping villagers from attack by the malaria-infected insects.[8]

Greenwood was knighted in the 2012 New Year Honours for services to malaria research in Africa.[9]

Honours

-   1977 – Chalmers Medal, Royal Society of Tropical Medicine and Hygiene (RSTMH).[10]
-   1987 – Appointed Commander of the Order of the British Empire in the Queen's Birthday Honours.[11]
-   1991 – Donald Mackay Medal, American Society of Tropical Medicine and Hygiene.[12]
-   1993 – an honorary doctorate from the Faculty of Science and Mathematics at Uppsala University, Sweden[13]
-   1995 – Adesuyi Prize, West African Health Community (1995).[14]
-   2001 – Manson Medal, Royal Society of Tropical Medicine and Hygiene.[15]
-   2008 - Hideyo Noguchi Africa Prize in the Medical Research category
-   2011 – Appointed Knight Bachelor in the Queen's New Year Honours[16]
-   2012 – John Dirks Canada Gairdner Global Health Award

Hideyo Noguchi Africa Prize

The Japanese Government established the Hideyo Noguchi Africa Prize in July 2006 as a new international medical research and services award. The announcement of tentative plans for the prize were timed to mark the official visit to by Prime Minister Junichiro Koizumi to Africa in May 2006. The announcement also marked the 80th anniversary of Dr. Noguchi's death.[17] The Prize aims to honour individuals with outstanding achievements in combating various infectious diseases in Africa or in establishing innovative medical service systems.[18]

The inaugural presentation ceremony and the initial laureate lectures coincide with the Fourth Tokyo International Conference on African Development (TICAD), which was held in Yokohama in late April 2008.[19] This year's conference venue was moved from Tokyo to Yokohama as another way of honouring the man after whom the prize was named. In 1899, Dr. Noguchi worked at the Yokohama Port Quarantine Office as an assistant quarantine doctor.[20]

Japanese Prime Minister Yasuo Fukuda made the actual award presentation; and the Emperor and Empress were present at the 2008 ceremony along with a large number of African heads of state.[21]

Greenwood was honoured in the Medical Research category; and his announced laureate lecture topic was “Malaria elimination – Is it possible?”[22]

The first awards of this international prize—consisting of a citation, a medal and an honorarium of 100 million yen (US$843,668) were only intended to be the first in a continuing series; and subsequently the Prize is expected to be awarded every five years.[23] The prize has been made possible through a combination of government funding and private donations.[24]

[1] Greenwood, Brian. [http://www.bmj.com/cgi/content/full/328/7439/534?maxtoshow=&HITS=10&hits=10&RESULTFORMAT=1&andorexacttitle=and&andorexac “Editorial: Treating Malaria in Africa,”] _British Medical Journal_ – BMJ 2004;328:534–535 (6 March), .

[2] Greenwood, Brian M. (1992). “Malaria chemoprophylaxis in endemic regions,” _Malaria: Waiting for the Vaccine,_ G.A.T. Target, ed. London: John Wiley and Sons.

[3] __________________. "A global action plan for the prevention and control of pneumonia, _Bulletin of the World Health Organization._ Vol. 86, No. 5, May 2008, 321–416.

[4]

[5] Dawood, Richard M. (2003). _Travellers' Health: How to Stay Healthy Abroad,_ p. 110.

[6] Greenwood, Brian M. (1992). “Malaria chemoprophylaxis in endemic regions,” _Malaria: Waiting for the Vaccine,_ pp. 83-101.

[7] French, Howard W. “Scientist Says Tests Show New Vaccine May Prevent Malaria,” _The New York Times_. 22 September 1994; French, Howard W. “Hope in Africa; Anti-Malarial Vaccine May Be Breakthrough,” _New York Times._ 15 September 1994.

[8] “Nets Cut Malaria Deaths, Study Says,” _The New York Times_. 16 July 1991.

[9]

[10] RSTMH, Chalmers Medal.

[11]

[12] US/National Institutes of Health: Gorgas Lecture (2003)

[13] http://www.uu.se/en/about-uu/traditions/prizes/honorary-doctorates/

[14]

[15]

[16]

[17] Japan Science and Technology Agency: " Commemorative Lecture: The First Hideyo Noguchi Africa Prize," Science Links Japan web site.

[18] Rockefeller Foundation: Noguchi Prize, history

[19] Japan, Cabinet Office: Noguchi Prize, chronology

[20] Hideyo Noguchi Memorial Museum: Noguchi, life events

[21] “Mama Miriam receives the Hideyo Noguchi Prize,” UZIMA Foundation News. 29 May 2008; “Japan awards Kenyan, Briton new Africa health prize” (Agence France Press). 28 May 2008.

[22] Japan, Cabinet Office: Noguchi Prize, fact sheet.

[23] World Health Organization: Noguchi Prize, WHO/AFRO involved

[24] “Noguchi Africa Prize short by 70% of fund target,” _Yomiuri Shimbun_ (Tokyo). 30 March 2008.

title: Brian Greenwood

question: In what ways does the Hideyo Noguchi Africa Prize honor its namesake?

answer: The prize is named for Dr. Hideyo Noguchi, malaria researcher and bacterpillar, who died in 1927. The prize is given to researchers in the medical professions who have discovered new methods or developed novel treatments in the question of tuberculosis, malaria, or meningitis. It is also given with the intent that the combined value of the prize reward, the attending international conference, and associated public activities will amount to an amount equal to or greater than the Award amount of 100 million yen (US$843,668). Dr. Noguchi himself did malaria research in Africa when the disease was endemic there, so the African component is directly correlative to once of Noguchi's best-known areas of research.

critique: The answer is incorrect in almost every way. The prize is not named after Dr. Noguchi, who died in 1927. The prize is given to researchers in the medical professions who have discovered new methods or developed novel treatments in the question of tuberculosis, malaria, or meningitis. It is also given with the intent that the combined value of the prize reward, the attending international conference, and associated public activities will amount to an amount equal to or greater than the Award amount of 100 million yen (US$843,668). Dr. Noguchi himself did malaria research in Africa when the disease was endemic there, so the African component is directly correlative to once of Noguchi's best-known areas of research.

critique: The second sentence is not relevant to the question.

critique: The prize is given when the disease is endemic in Africa

text: Dr. Noguchi is not a "bacterpillar." The amount of the award is not relevant to the question. The article does not state the year of Dr. Noguchi's death, which based on the 80th-anniversary fact may be 1927 or 1928.

question: Describe Dr. Greenwood's lifelong passion.

answer: Dr. Greenwood's lifelong passion has been malaria research and mitigation. He has worked in Nigeria and the Gambia for a combined 25 years, and has been the head of the Medical Research Council Laboratories in the Gambia for 15 years. He has been in the forefront of those who are encouraging the use of chemically treated mosquito nets to shield sleeping villagers from attack by malaria-infected insects.

critique: The first sentence of the response should be rewritten for overall coherence with the rest of the answer.

critique: The answer should mention the Hideyo Noguchi Africa Prize.

critique: The answer should mention his work on capsulated bacteria.

critique: The answer should include the fact that Greenwood was knighted for his services to malaria research in Africa.

question: Why did Dr. Greenwood choose to research malaria in Africa?

answer: Because malaria is a very serious problem in Africa, and because he had the experience to do it.

critique: The answer should mention his ten years of experience in Nigeria.

text: The second half of the answer is irrelevant and can be deleted. The text indicates that he worked there because his area of research was well-suited to the Malaria problem in Africa.

question: What would Sir Brian Greenwood's CV look like?

answer: It is likely that Sir Brian Greenwood would have a very extensive CV. He has had many honors, is a professor at the London School of Hygiene and Tropical Medicine, and has worked on biomedical research for malaria and various infections.

critique: The answer should mention his work on capsulated bacteria.