text:
Part of the Council for International Schools (CIS) accreditation process asks schools to “demonstrate a commitment to internationalism/interculturalism in education” and that this should be “reflected throughout the life of the institution.” In this article, I will be presenting the case that schools of a religious tradition are best placed to fulfil this aspect of education given their deeply rooted sense of history, tradition and culture.

In her book “International Mindedness” Lesley Stagg concludes by paraphrasing Dan Young “Internationalism advocates the quality of ‘being’ international within the overall climate and character evident when you enter the school. It includes the one for all organizational principles that reflect a global community concern (known to its community to exist inside and outside its walls), as well as an overall positive attitude between diverse cultures (and countries). It is evidenced where students and faculty celebrate this quality as they come together for learning and teaching… when common global interests and collaboration are recognized as imperative.”

To my mind, in order to successfully meet this goal, it is essential that the school have at least one unifying feature. There must be something tangible that unites all in the midst of diversity. CIS exhorts the guiding statements of a school as this focal point and these guiding statements must be embedded in the curriculum and in the culture of learning. This is not particularly controversial and is something commonly accepted in the domain of international schools. However, I would like to suggest that in reality, many international schools across the world do not have this one unifying feature and that, in fact in many cases, their guiding statements are contrived, jargonistic and essentially meaningless. The exception to this fact being those schools, which have a deep-rooted sense of history, enshrined in tradition and have a culture that is known and embraced by the wider community. I would argue that this is the case in schools underpinned by a religious tradition.

Moreover, in order to create an “overall positive attitude between diverse cultures (and countries)” it is necessary to celebrate what unites families from diverse cultures and countries and in many cases, this is their religious experience. Children from a multitude of countries, different races, speaking different languages and having a range of cultural norms, inevitably populate an International School. Finding something to unite such a diverse community is a challenge CIS recognizes, but within a school embracing a religious tradition, there is no challenge because, despite the obvious diversity, children and their families are united by their religious beliefs. This is more obviously the case when they all hark from the same religious tradition, but I contend that it can also be the case when children of different religions, or denominations within a particular religion, are educated together as their belief in God (or in some cases a Supreme Being) transcends any of their apparent differences. Many dismiss too often religion as a cause of conflict but I would argue the contrary and suggest that in reality religion unites people due to the fact that they have a common sense of purpose and of human dignity. Nothing is more unifying than a common set of beliefs. This permeates deeper than any contrived ideology.

Central to religious identity is a call to community, to social justice, to a respect for human dignity, to peace and reconciliation and to celebrating unity in diversity. These are the features of international mindedness that CIS wants schools to embrace. Whilst many schools barely touch the tip of the iceberg with respect to international mindedness, schools with a religious identity and faith commitment are deeply rooted in their sense of mission, of their ethos, of their values. International Schools of a non-religious nature could learn a lot by looking at schools of a religious nature. They would observe that in the vast majority of cases (some schools with a religious identity are clearly better than others) that the guiding statements of the school are embedded throughout the institution. In the best schools, the mission and ethos of the school are deeply embedded in the curriculum. Such schools do not have a narrow view of curriculum as merely the teaching of a syllabus or academic program but moreover that it is inclusive of all aspects of a child’s learning experience and development as a human person. Subsequently, children will learn explicitly about issues of prejudice and discrimination, different belief systems (other than that of the denomination of the institution), ethical systems, cultural norms, the dignity of the human person, social enterprise and the like. Furthermore, schools with a religious tradition have always valued prayer and meditation as an essential part of human development. Recognizing this the secular world now promotes “mindfulness” as a non-religious alternative to meditation. Separating meditation from faith, where Buddhist, Christian or another, is somewhat morally bankrupt and a very dubious business in itself.

Many international schools have adopted mission statements but sometimes these are a uniformity of bland clichés with no deep sense of an underlying philosophy. Perhaps even more worrying is the trend for schools to adopt the language of “No child left behind” and focus on college and workplace preparedness as the raison d’etre of education rather than focusing on the development of the whole child with the human dignity. It is immoral to see a child as no more than economic fodder for the future workplace. Schools should reject any policy or system that diminishes the dignity of the human person and refutes the idea that anyone can be reduced to the status of an economic unit or passive-dependent.

Recognizing the distinct nature that schools underpinned by a religious tradition have, and by learning from their best practice, International Schools across the world can learn to emulate the “one for all” educational principles that underpin faith schools. The shared “worldview” that unites people of faiths underpins the values and mission of such schools and enables them to be truly international.

question: What are the advantages of religious-minded international schools over non-religious ones?

answer: The author argues that religious-minded international schools are more likely to have a unifying feature that can bring together a diverse community. They are also more likely to have a deep-rooted sense of history, tradition, and culture.

critique: The answer should mention the religious aspect of the schools.

question: What are the pitfalls of international schools adopting mission statements that are more-or-less jargon with no underlying philosophy?

answer: It is considered immoral to reduce children to economic fodder for the future workforce.

critique: The response does not answer the question.

critique: The answer should be more specific about the school.

critique: The answer is not related to the question.


split: train

text:
 A long time ago, in a forest not far from here, a little girl of no more than four stood looking up at the trees in awe of their great heights. She was amazed at the texture of the bark beneath her tiny fingers and the colours of the leaves on the forest path. Upon hearing soft foot steps crunching the leaves behind her, she giggled and darted through the trees, hiding behind an exceptionally large one. She waited, breathing heavy, for the footsteps to continue. She heard them pick up speed, and suddenly the girl was flying through the air, swinging in the arms of her father. Squealing in delight she begged to be swung higher and faster. Her father swings her around once more, before plopping her down into the foliage on the forest floor.

Kneeling before his little girl, looking earnestly into her sweet face, he warned her not to run off again, for the woods were quite large, and it would be easy to get lost. The girl, quick to reassure that she would stay close, nodded her head vigorously, causing her dark curls to shake. Together they walked through the forest, marvelling at the trees and the path, touching the leaves and the moss mottling the tree bark.

It was then the little girl saw it. A butterfly. It was the bluest butterfly she had ever seen. Ignoring her fathers earlier warning she left the path and followed the butterfly deeper into the woods, and away from her father. She climbed over fallen logs, and ducked under low branches. She walked for hours in the woods, following the butterfly, while her father searched for her.

Eventually, after the sun had retreated, and the shadows crept closer, the butterfly landed on single flower, the colour of the morning sun. Creeping up to the flower, she stared, wide eyed, at the butterfly. At this time a boy, only a few years older than she, stood in the shadows watching the girl. He knew she was loved and that someone must be missing her, for her hair was tied up in ribbons, and her clothes, despite her trek through the woods, were clean. Stepping into the light he called out to her  “Hey, you!”

The girl jumped in fright, spinning around to see who was there. When she saw the boy, his own clothes dirty and ripped, she rushed to him, feeling great sadness the sight of him. She gave him a hug and told the boy how they were going to find her father, and he would wash and fix his clothes, “because that’s what daddies do.” She took the boys hand and gave a pull on his arm. “Come on,” she complained. “He can’t help you if you don’t come with me” The boy didn’t understand, but knew the woods were no place for such a girl, especially a nice girl. Giving in, he held her hand tight and together they looked for her father.

Another hour passed, and the little light left soon turned to darkness. The girl was growing scared her, only comfort in the boy still holding her hand. He whispered to her that everything would be okay. Shortly after, the children noticed long sweeping lights, filtering through the trees. A search party was out looking for the lost little girl. When the children were spotted by the a member of the search team, they were scooped up and brought to the search base. The news soon spread, and the girl was rushed into her fathers waiting arms. She twisted to find the boy in the celebrating crowd, so her daddy could help him wash and sew his clothes, but he was no where to be found. The boy was gone.

The girl was brought home, and while she and her father still walked the forest, it was impressed upon her that she never leave the path. The passing days turned to weeks, the weeks into months, until many years had passed and the girl was no longer a girl, but a woman. And as the woman walked the woods, staying on the familiar path her father had taught her so many years ago, she came across a blue butterfly. The second blue butterfly she had ever witnessed in these woods.

Without a second thought, she took off after the butterfly. Her shoes, tripping her as she ran were quickly discarded. Her clothes caught and tore on stray branches, but the woman did not stop. She ran and ran until the sky had darkened, and the butterfly finally stopped to rest on a yellow flower.

Recognizing this place she spun around, just in time to see a man step into the moonlight. “Its you,” she whispered, breathless. The woman had finally found the boy who had saved her so many years before. She ran to him, took his hand, and together they walked through the forest once more. This time the woman was not afraid, for she knew she was safe, and the man felt no need to reassure her, instead they walked in silence knowing they had finally found their home.

EDIT: Thank you to /u/SurvivorType, /u/crimsonire92 and /u/theworldwithin for offering reviews and edits!

title: [RF] Finding Home

question: Summarize everything to do with plantlife.

answer: The little girl is amazed at the texture of the bark beneath her fingers and the colors of the leaves

critique: They don't admire the barks at first, but she does.

critique: The answer should mention the butterfly.

critique: The answer omits the girl's father teaching her to stay on the path.

critique: The answer is missing the part where the girl sees a butterfly and follows it into the woods.

critique: The answer omits the girl's father swinging her in the air and the moss mottling the tree bark.

text: The blue butterfly that the girl followed led her to a single flower that was the color of the morning sun. Include this plant life in the response as well.

category: coverage

refinement: The little girl is amazed at the texture of the bark beneath her fingers and the colors of the leaves

question: What does the story say about the girl's relationship with her father?

answer: She has one scene with her father and it is in the first chapter. Her father told her never to leave the path and always to stay close to him, which she doesn't heed. Her father is quoted as saying “You might get lost in these woods girl; and how will I find you again." He pleasures her when he swings her around the trees. He hugs the girl when she's found and cheers when the boy is safely by the girl's side. He's a good father according to the story.

critique: The girl's father is not quoted as saying "You might get lost in these woods girl; and how will I find you again."

critique: We haven't been told she was lost until the dad's warning. This should be treated as speculation, as the reader knows only what someone could have assumed.

critique: The girl's father doesn't pleasure her, he warns her and swings her around.

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

critique: The girl's father is quoted as saying "You might get lost in these woods girl; and how will I find you again."

critique: The girl is found by a search party, not her father.

text: The girl describes a father as someone that would wash and fix your clothes. She was well looked after by her father. Include this in the response.

refinement: She has one scene with her father and it is in the first chapter. Her father told her never to leave the path and always to stay close to him, which she doesn't heed. Her father is quoted as saying “You might get lost in these woods girl; and how will I find you again." He pleasures her when he swings her around the trees. He hugs the girl when she's found and cheers when the boy is safely by the girl's side. He's a good father according to the story.

question: What does the story say about the type of person the boy is?

answer: The boy is dirty and knows that he is a danger to the girl, so it is correct that he knew the woods are no place for her.

critique: It misses to mention that the boy is a nice person.

critique: The boy is not a danger to the girl. He is a hero who saved her.

critique: The boy is not a danger to the girl, he is a danger to himself.

question: What does the story say about how the boy wound up in the forest?

answer: No answer

critique: The answer should mention that the boy wound up in the forest because he was lost.

critique: The answer should mention the boy's clothes.

critique: The answer should mention that the boy was in the forest because he was looking for the girl.

critique: The boy wound up in the forest all because he went to following a lost girl they thought would lead her into the forest. The girl and her father were already in the woods when they heard the search party looking for them. The search party rescued them and reunited the girl with her father.


text:
This new tutorial takes users through the amazing process of using a 3DS MAX SCRIPT called SUBSPLINE, by SPLINEDYNAMICS.

SUBSPLINE script works mainly with splines, and allows users to CREATE AN ARRAY OF DIFFERENT SELECTIONS, MATERIAL IDS and ID PATTERNS WITH GREAT EASE.

Users have UNIQUE SPLINE FUNCTIONALITIES such as to, SET ID PATTERNS, COPY/PASTE ID NUMBERS, SELECT ID RANGE, RANDOMIZE IDS, REVERSE IDS, RANDOMIZE IDS AND MUCH MORE.

I really hope you find the tutorial useful, like, comment and share it.

P.S: TAKE CARE AND STAY SAFE

ALSO, please Join my PATREON page or my GUMROAD page to download other Courses; Project files; Watch more Videos and receive TECHNICAL SUPPORT. Finally, check my New channels below:

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IMPORTANT TERMINOLOGIES & DESCRIPTIONS:

 3D RENDERING: Is the process of converting the three dimensional (3D) data seen in a 3d scene into 2D image/s (rasterized).
The rasterization process include, the rendering parameters, the rendering engine, lights, 3d models, textures, shaders, and other effects.
3D renders can be a sequence of animated objects/effects/cameras, or a single frame with a still camera and object/s.
Some of the articles, Videos and Tutorials depicted here will take you through the process of rendering.
PHOTOREALISTIC RENDERING: Is the Process or Art of making a typical Computer Generated Image/render (CGI) look indistinguishable from a real photo.
To achieve this, users often need to possess the skills and the"eye" to appreciate good photography, cameras, composition, lighting, shaders, materials, 3d modelling, rendering and have some post-production skills.
Some of the articles, Videos and Tutorials depicted here will help you achieve truly photorealistic renderings.

POST-PRODUCTION: Is the process of creating effects or/and results after/post the main process.
This terminology can be used to describe the results (post-production) of main processes such as 3d renderings  and/or filming a scene.
The post-production often takes place in applications such as Photoshop, After Effects, Nuke, etc.
Some of the articles, Videos and Tutorials depicted here will take you through the process.

ARCHITECTURAL RENDERING, or architectural illustration/VISUALIZATION, is the art/process of creating two-dimensional images or animations depicting the attributes of an architectural design, while using state of the art applications such as, Autocad, 3ds max, VRay, Cinema 4d, Blender, Maya, Corona, Photoshop, etc
Some of the articles, Videos and Tutorials depicted here will take you through this amazing process.

TEXTURES: Is a term often used to describe photographed  2d images to be later used in a toggle of a shader or procedural map.
Textures can be used in the Diffuse toggle, Reflect, Glossy effects, Bump, Displacement, etc.

Some of the articles, Videos and Tutorials depicted here will take you through the process of applying textures.

MATERIALS: Is a term often used to describe maps, textures,procedural maps or shaders, depending on the context the term is being used.
Some of the articles, Videos and Tutorials depicted here will take you through the process of applying materials.

PROCEDURAL MATERIALS: Is a term often used to describe maps with editable/proprietary parameters/functions.
Some of the articles, Videos and Tutorials depicted here will take you through the process of applying procedural materials.

SHADERS: Is a term often used to describe complex materials with functions and procedural maps created for a specific purpose.
Some of the articles, Videos and Tutorials depicted here will take you through the process of applying shaders.

ARCHITECTURAL RENDERING, or architectural illustration/VISUALIZATION, is the art/process of creating two-dimensional images or animations depicting the attributes of an architectural design, while using state of the art applications such as, Autocad, 3ds max, VRay, Cinema 4d, Blender, Maya, Corona, Photoshop, etc
Some of the articles, Videos and Tutorials depicted here will take you through this amazing process.

STUDIO LIGHTS are fundamental in the process of creating appealing images/renders.
The overall lighting determines not only the brightness and the darkness; but also the tone, mood and the atmosphere of a scene.
Hence the importance to control and manipulate the lights accordingly, in order to fully capture the textures and the vibrancy of your objects.
By distributing the shadows and the highlights accurately, you can achieve truly appealing images/renders.
Some of the articles, Videos and Tutorials depicted here will take you through the process of creating and applying Studio Lights.

V-RAY: Is a rendering engine that uses global illumination algorithms, including path tracing, photon mapping, irradiance maps and directly computed global illumination.

Furthermore, it is used as a commercial plug-in for third-party 3D computer graphics software applications such as 3ds max, Maya, Houdini, Blender, Nuke, etc,  for visualizations and computer graphics in industries such as media, entertainment, film and video game production, industrial design, product design and architecture.

3DS MAX: Autodesk 3ds Max, formerly 3D Studio and 3D Studio Max, is a professional 3D computer graphics program designed to create 3D animations, models, games and images.

In addition, it has modelling, animation and movie effects capabilities, frequently used by video game developers, TV commercial studios and architectural visualization studios.

3ds Max also features shaders, dynamic simulations, particle systems, plug-ins, and much more, with its own scripting language.

ADOBE PHOTOSHOP: Photoshop is a powerful raster based graphics program produced by the Adobe Corporation.

It is widely used for a variety of photo/image editing purposes worldwide. The program has a huge number of filters, functions, plug-ins, scripts, etc.
In addition, there is a huge online support for this software, and countless online sites with tips and tutorials.
Finally, there are readily available books, online/college courses, and its full documentation at Adobe.com

A 3D VISUALISER works within the realm of 3d visualization, a sector of the Computer Graphics Industry (or CGI) that is primarily concerned with the visual presentation of design concepts and ideas. And a company within the 3d visualisation sector offers to its customers (among many things) 3d Visualization Services.

INTERIOR DESIGN is the art and science of enhancing the interior of a building or/and a space to achieve a more aesthetically pleasing and comfortable environment for those using the space.

An INTERIOR DESIGNER is someone who plans, researches, coordinates, and manages such projects. Interior design is a multifaceted profession that includes conceptual development, space planning, site inspections, programming, research, communicating with the stakeholders of a project, construction management, and execution of the design.

RETAIL REAL STATE are properties developed/catered for Entertainment and Shopping Purposes.

These include Shopping Centers (or Malls), Clothing Stores, Cinemas, etc.

question: What is Post-Production?

answer: It is the process of creating effects or/and results after/post the main process.

critique: It is omitted that this term can also be used to describe the results of the main process such as 3D renderings and filming a scene.

critique: It is omitted that this term can be used to describe the results of main processes such as 3d renderings and/or filming a scene.

critique: It's omitted that it's sometimes used to describe the results of main processes such as 3D renderings and/or filming a scene.

critique: The answer could be phrased as a complete sentence.

critique: The answer should mention that it is a term used in the context of 3D rendering.

question: What are Textures?

answer: Textures are a term used to describe 2D images that are later used in a toggle of a shader or procedural map. Textures can be used in the Diffuse toggle, Reflect, Glossy effects, Bump, Displacement, etc.

critique: The answer is a bit long-winded and should be more concise.

question: What is the purpose of this glossary?

answer: The purpose of this glossary is to provide a list of terms and definitions for 3D rendering, photorealistic rendering, post-production, architectural rendering, textures, materials, procedural materials, shaders, studio lights, V-Ray, 3DS Max, Adobe Photoshop, 3D visualizer, interior design, and retail real state.

critique: The answer should mention that the glossary is for a tutorial.

critique: The answer should mention that the glossary is meant to be an introduction to the topics.

critique: The answer should include that the glossary is for a tutorial.

critique: The answer should be more specific about the purpose of the glossary.

critique: The last two terms are not defined in the glossary.

question: What is Adobe Photoshop for?

answer: Photoshop is a powerful raster based graphics program produced by the Adobe Corporation.

critique: The answer does not fully answer the question. It should be rewritten.

critique: The answer should mention that Photoshop is used for photo/image editing.


text:
It sometimes feels like if you want to truly make a difference in your health, you need to hit the gym every day or make every workout as intense as possible. But new research suggests that simply walking more can have a real impact on lifespan. In fact, people in the study who walked just 150 minutes a week or more had a 20% lower risk of premature death, compared to those who walked less.

Even for people who didn’t meet those 150 recommended minutes of activity per week, walking at least a little bit was still better than getting no exercise at all, found the _American Journal of Preventive Medicine_ study.

Lead author Alpa Patel, a researcher with the American Cancer Society, says the study is good news for anyone who worries that walking doesn’t count as exercise. “In our study, close to 95% of people who engaged in any physical activity did some walking—but for half of those people, walking was the only moderate to vigorous exercise they got,” she says. “Now we can see that it really does have real benefits.”

The study, which followed nearly 140,000 people for an average of 13 years, compared adults who got no physical activity at all, those whose only exercise was walking, and those who walked plus did other types of exercise. It also compared people who got more than the recommended 150 minutes of activity per week and those who got less.

The people in the study were mostly senior citizens, with an average age of 70. During the study’s follow-up period, about 43,000 of them died.

Compared to people who reported getting some physical activity at the start of the study (but less than two hours a week), those who reported getting no activity at all were 26% more likely to have died. Those who got got between 2.5 and five hours of physical activity a week, on the other hand, had a 20% lower risk of death.

Whether people achieved their 150 minutes a week of physical activity through only walking or through other activities didn’t seem to matter; both groups reaped similar longevity benefits. In the walking-only group, those who walked the most were better protected against death from respiratory disease, cardiovascular disease, and cancer than those who walked the least.

This wasn’t surprising to the researchers, because walking has previously been associated with a lower risk of heart disease, diabetes, and breast and colon cancers. But Patel was a bit surprised that the people who only walked got almost as much benefit as those who got other types of exercise as well.

Only half of U.S. adults—and even fewer adults 65 and older—meet the recommended guidelines of 150 minutes of moderate activity or 75 minutes of vigorous activity per week. For those people, Patel says, simply aiming to meet that threshold could have real implications on longevity.

The average pace people in the study walked at was 3 miles per hour, or a 20-minute mile. “It’s faster than you’d walk in the grocery store, and it’s enough to get your heart rate up a little bit, but it’s not like they were power walking or jogging,” says Patel. “Walking is the most common type of physical activity that people engage in in the United States, so I was very, very happy to see these results.”

When the researchers compared individuals who got more than 150 minutes of activity to those who got less, they did not include the small percentage of people who reported getting no activity at all. “People who are completely inactive, especially in this age range, may be that way because of underlying health reasons that keep them from being able to walk,” says Patel. “We didn’t want to overestimate the benefits of walking, so we only wanted to include people who were healthy enough to get around.”

The researchers also excluded people with chronic health conditions from their study, and controlled for factors such as smoking status and obesity. Still, the study could only find an association between walking and longer life, not a cause-and-effect relationship.

For people who enjoy more vigorous forms of exercise, there’s no reason to stop; other studies have shown that higher-intensity workouts also have benefits of their own. But for the millions of Americans who aren’t even getting the minimum recommendation for physical activity, Patel says the evidence in support of walking more—at any age—is strong.

“I hope this encourages people, especially older adults but really anyone who’s not engaging in a physical activity regimen, that they don’t have to go out and become a marathon runner,” says Patel. “Going from nothing to something provides a tremendous health benefit to overall longevity, and simply meeting those guidelines can provide even more.”

_This article originally appeared on RealSimple.com_

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CONTACT US at letters@time.com.

question: What does the text say about health?

answer: The article suggests that if you want to make a difference in your health, you need to hit the gym every day or make every workout as intense as possible. However, new research suggests that simply walking more can have a real impact on lifespan. People in the study who walked just 150 minutes a week or more had a 20% lower risk of premature death, compared to those who walked less.

critique: The answer should mention that walking is better than getting no exercise at all.

critique: The answer should mention that walking can have a real impact on lifespan.

question: What does the text say about walking?

answer: Walking can have a real impact on lifespan, and it can have real benefits for anyone worried that it doesn't count as exercise. Walking can lower risk of premature death by up to 20% for those who walk at least 150 minutes a week. Senior citizens are at risk of death from respiratory disease, cardiovascular disease, and cancer, so for them, walking can be very important. In fact, walking only has almost as much benefit as walking and other exercise done at the same time.

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

critique: The answer should mention that walking is the most common type of physical activity in the U.S.

question: What does the text say about physical activity in general?

answer: The study found that people who engaged in any physical activity had a lower risk of premature death. Walking at least a little bit was better than getting no exercise at all. People who got no physical activity at all were 26% more likely to have died. People who got between 2.5 and five hours of physical activity a week had a 20% lower risk of death.

critique: The answer should mention that walking is the most common type of physical activity in the U.S.

critique: The answer should mention that walking was the most common type of physical activity in the U.S.

critique: "The people in the study were mostly senior citizens, with an average age of 70." can be used to round out the response.

critique: The answer should mention that walking is the most common type of physical activity in the US.

critique: The answer doesn't mention that walking was the most common type of physical activity in the U.S.

critique: The answer should mention that the study found that walking is the most common type of physical activity in the U.S.

question: What does the text say about Patel?

answer: Patel is the lead author of a study on walking and its health benefits. She is a researcher with the American Cancer Society. She says that walking doesn't count as exercise, but it has real benefits. She hopes that the study encourages people to walk more.

critique: The study doesn't encourage people to walk more, but it does encourage people to walk more.

critique: The answer should mention that the study found that walking has a 20% lower risk of premature death.

text: "She says that walking doesn't count as exercise" - this part of the response is incorrect. Patel never said this.

category: accuracy


text:
LARGE APPARATUS STUDYING GRAND UNIFICATION AND NEUTRINO ASTROPHYSICS or LAGUNA is or was a European project aimed to develop the next-generation, very large volume underground neutrino observatory. The detector should be much bigger and more sensitive than any previous detector, and make new discoveries in the field of particle and astroparticle physics. The project involves 21 European institutions in 10 European countries, and brings together over 100 scientists. As of 2011, the project was assessing the feasibility of developing the observatory-infrastructure and the observatory particle detectors themselves, as well as looking for a deployment site (7 candidates) in Europe. There have also been propositions of merging the project with similar international projects, like DUSEL.[1]

In June 2011, the LAGUNA collaboration finished the Feasibility Studies of building the proposed neutrino detectors. The studies were paid for by the EU (1.7 million Euro). No further activity is known.[2]

As of 2016, the LAGUNA project seems to be defunct. No further development has happened, and it is unclear if any development will happen. Also the similar DUSEL-project in the United States was cancelled. However, the neutrino-component of the DUSEL-project (the Long Baseline Neutrino Experiment, LBNE) was rebooted as the DUNE project. The construction of DUNE started in 2017 in Sanford Lab in South Dakota, USA with expected completion 2027. It is expected that, with DUNE under construction, the LAGUNA-project will not be constructed, especially because the DUNE-project was enlarged from a USA-only project into an international project that now comprises many of the researchers worldwide (especially American and European researchers) who work on the topic, thus making the case for LAGUNA construction weaker.

Detectors

There were three possible detector technologies being studied, the MEMPHYS, GLACIER and LENA detectors, MEMPHYS being a water-based detector, GLACIER being liquid argon and LENA liquid scintillator-based. All the detectors work by observing the faint light and electric charge produced when a neutrino particle interacts with a nucleus of the liquid inside the detector. The detectors will be based deep underground (even 1.4 km deep) to filter the noise that is developed by the atmospheric and cosmic particles that bombard everything at the surface of the Earth. These noise particles do not penetrate the Earth at that depth, but the neutrinos that interact only weakly with normal matter do. The detectors will be huge in size, with the liquid target mass being of order 100 000 – 1 000 000 tons.

LENA

LENA (Low Energy Neutrino Astronomy) is a liquid scintillation detector with a mass about 50 kton. Its cylindrical shaped tank with about 100 meters height and 30 meters diameter. The actual scintillation volume is surrounded by nylon barrier and buffer volume. Additionally the buffer volume is surrounded by a pure water volume. The detection mechanism of LENA will be the photomultiplier tubes, which are designed to cover partly the walls between buffer volume and water volume.[3] The scintillation light produced in scintillation volume will be detected with those photomultiplier tubes.[4] LENA's aim is to study low energy neutrinos originated by supernova explosions, Sun and Earth's interior.[5]

Scientific goals

The goals of the project were to: study the unification of all forces by observing proton decay (a very rare phenomenon expected to occur according to some Grand Unified Theory (GUT) models but never observed), study the galactic supernovae through neutrino-observations, study terrestrial and solar neutrinos (neutrinos are formed in nuclear processes), study the excess of matter over antimatter in the universe through observing neutrino oscillations in collaboration with CERN (that provides the neutrino-beams for the experiment; neutrinos are made in the CERN and the sent as underground beam for hundreds of kilometers through the Earth to the detectors).

Sites

The candidate sites for the observatory were:

-   Callio at Pyhäsalmi Mine (Finland)
-   Fréjus Road Tunnel (France)
-   Boulby Mine (United Kingdom)
-   Umbria (this site requires a new cavern to be excavated, as in contrast to the other sites, this site is not an old mine) (Italy)
-   SUNLAB (Sieroszowice UNderground LABoratory) in Polkowice-Sieroszowice mine (Poland)
-   Unirea mine in Slănic (Romania)
-   Canfranc Underground Laboratory (Spain)

From these candidates, the observatory location is chosen (See the project website [6] for more information about the sites).

[1] Large Underground Observatory for Proton Decay, Neutrino Astrophysics and CP-violation in the Lepton Sector

[2] https://lsc-canfranc.es/en/past-experiments/

[3]

[4]

[5]

[6] Laguna sites

title: Large Apparatus studying Grand Unification and Neutrino Astrophysics

question: What does the text say about the definition of "neutrinos"?

answer: No answer

critique: The answer should mention that neutrinos are formed in nuclear processes.

critique: The answer should mention that the text doesn't define neutrinos.

critique: There is no answer, however the text does contain information about neutrinos.

critique: The response misses to answer the instruction in the task.

critique: The article has informed that neutrinos are formed in nuclear processes. This detail can be included in the response to make it better.

question: What does the text say about the continuation of the LAGUNA project?

answer: No answer

critique: The response misses to mention that the LAGUNA project was expected to be completed in 2027.

question: Summarize interesting facts about the detector technologies.

answer: Three detector technologies were being developed, the GLACIER, MEMPHYS, and LENA detectors.  GLACIER, liquid argon technology, is best suited for studying high-energy neutrinos, as it has a larger target mass than LENA or MEMPHYS. MEMPHYs uses water as a target mass, which means it can be used to study any neutrinos, but it's not nearly as sensitive as the other two. LENA can be used to study both supernovae and low energy neutrinos.

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

critique: It is omitted that MEMPHYS is a water-based detector, GLACIER is liquid argon and LENA liquid scintillator-based.

critique: The second sentence regarding GLACIER is unattested.

critique: The answer is incorrect. It should be rewritten.

critique: The answer is incorrect. The detector technologies are not suited for studying high-energy neutrinos, as it has a larger target mass than LENA or MEMPHYS. MEMPHYs uses water as a target mass, which means it can be used to study any neutrinos, but it's not nearly as sensitive as the other two. LENA can be used to study both supernovae and low energy neutrinos.

critique: The answer should mention that the detectors are all based deep underground to filter out noise.

question: What does the text say about the scientific goals of the project?

answer: The goals of the project were to study the unification of all forces by observing proton decay (a very rare phenomenon expected to occur according to some Grand Unified Theory (GUT) models but never observed), study the galactic supernovae through neutrino-observations, study terrestrial and solar neutrinos (neutrinos are formed in nuclear processes), and study the excess of matter over antimatter in the universe through observing neutrino oscillations in collaboration with CERN (that provides the neutrino-beams for the experiment; neutrinos are made in the CERN and the sent as underground beam for hundreds of kilometers through the Earth to the detectors).

critique: For grammatical clarity, this could be divided into separate sentences.

critique: The answer could be phrased as a complete sentence.

critique: The repetition of the final sentence is unnecessary.

critique: The answer should mention that the project aims to study the unification of all forces by observing proton decay.

critique: "study the unification of all forces by observing proton decay" - this is incorrect. The project aims to study proton decay, not the unification of all forces.

critique: "study the unification of all forces by observing proton decay (a very rare phenomenon expected to occur according to some Grand Unified Theory (GUT) models but never observed)," - this is irrelevant and should be removed.

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

question: What does the text say about the sites for the observatory?

answer: The candidate sites for the observatory are Callio at Pyhäsalmi Mine in Finland, Fréjus Road Tunnel in France, Boulby Mine in the United Kingdom, Umbria in Italy, SUNLAB in Polkowice-Sieroszowice mine in Poland, Unirea mine in Slănic in Romania, and Canfranc Underground Laboratory in Spain. From these candidates, the observatory location is chosen.


text:
If you regularly contribute to a health savings account and plan to claim Social Security past your full retirement age, watch out.

That's because you can no longer contribute to an HSA once you're on Medicare, no matter whether you sign up just for Part A hospital coverage (which is free) or additional parts of the program that require premiums.

While this sounds straightforward enough, complications can arise for people who delay _both_ Social Security and Medicare.

Here's why: When you delay claiming Social Security beyond your full retirement age, you're generally offered a lump sum in retroactive benefits of up to six months, dating no farther back than your full retirement age (which is 66 for most people right now).

If you're not yet on Medicare when that happens and are contributing to an HSA, there's the potential for issues.

"The problem is that if you take the lump sum from Social Security, it triggers Medicare Part A being effective retroactively as well," said certified financial planner Peggy Sherman, a lead advisor at Briaud Financial Advisors in College Station, Texas. "So if you made contributions to an HSA during that time, you face an excise tax of 6% on those contributions in addition to income taxes."

Anyone in that situation should remove those so-called improper contributions and alert your employer to remove any matching contributions made on your behalf, she said.

"That would need to be done by the tax return filing date for the year it's happening in," Sherman said. "If you sign up for Social Security this year, you have to remove those contributions by April 15 of next year to avoid the tax issue."

With more people staying in the workforce well into their 60s and 70s, it's a situation that's more likely to crop up as those workers put off claiming Social Security and enrolling in Medicare.

As long as you have qualified health insurance through work, you can delay going on Medicare without facing a late-enrollment penalty. This means you can continue contributing to your HSA in combination with a high-deductible health plan.

For 2019, the maximum HSA contribution is $3,500 if you have self-only insurance, and $7,000 for family plans. People age 55 and older are allowed to put in an additional $1,000. The money comes with a triple tax benefit: Contributions are deductible, the money grows tax-free and withdrawals are tax-free as long as they are used to pay for qualifying medical expenses.

Delaying Social Security also holds appeal: Your benefits grow by 8% each year you delay up until age 70.

The lump sum offered by the government, and retroactive Medicare coverage, depends on how far beyond your full retirement age you are when you claim Social Security. As mentioned, you can get up to six months' worth of retroactive benefits.

MORE FROM PERSONAL FINANCE:
One way to get guaranteed income while delaying Social Security
Those credit scores you see may not be what lenders use
Trump vs. the Fed: What it means for your money

For example, say your full retirement age is 66 and you tap Social Security three months after your birthday. The government would offer to give you a lump sum worth those three months of benefits, which would make your effective date retroactive to your birthday. Sign up six months or more after your full retirement age, and you'll be offered a six-month lump sum for retroactive benefits and effective date.

If you think you'll accept a lump sum, you need to stop your HSA contributions before that retroactive date would kick in to avoid the tax complications, Sherman said.

She also pointed out that rejecting the lump sum — and retroactive effective claiming date — isn't necessarily a bad idea anyway.

"If they say we'll give you a lump sum worth six months and you say no, your base benefit will be 4% higher," Sherman said.

In other words, based on an 8% increase in your base benefits for each year you delay claiming Social Security, the effective date that's six months later would mean a permanent 4% increase in monthly benefits. If you were to take the lump sum, your base benefit would be pinned to that earlier date of claiming, making it less.

If your Medicare coverage becomes effective in the middle of the year, you can make HSA contributions that are proportional to the time you were still eligible to contribute. That is, each month of eligibility would be 1/12th of the maximum amount you can put in.

And of course, while you can no longer contribute to an HSA once you're on Medicare, you can use the money to pay for premiums, copays, deductibles and any other qualifying medical expense, Sherman said. Also, once you turn 65, there is no longer a 20% penalty if the money is used for nonmedical expenses.

_SUBSCRIBE TO CNBC ON YOUTUBE._

question: What does the text say about Medicare?

answer: Medicare is a federal health insurance program for people 65 years of age or older. It is free for people who sign up for Part A hospital coverage. Medicare Part A is effective retroactively when a person takes a lump sum from Social Security. If a person is on Medicare and contributing to an HSA, they face an excise tax of 6% on those contributions in addition to income taxes.

critique: The answer should include that once a person turns 65, there is no longer a 20% penalty if the money is used for nonmedical expenses.

critique: The answer omits that you can delay Medicare if you have qualified health insurance through work.

critique: The answer omits that Medicare Part A is effective retroactively when a person takes a lump sum from Social Security.

critique: It is not stated that people over 65 are not penalized for spending the money on nonmedical expenses

critique: The answer should mention that you can delay Medicare without facing a late-enrollment penalty.

question: What does the text say about the current retirement age?

answer: The current retirement age is 66.

critique: The retirement age is not the same as full retirement age.

critique: The text doesn't say anything about the current retirement age.

critique: The answer should mention that the retirement age is expected to rise.

critique: The article does not say anything about the retirement age.

critique: The text doesn't say the current retirement age is 66.

critique: While 'the current retirement age is 66' is ev erything needed to be stated and there is no problem with it, the model can still rewrite this answer to reflect the age and address it as a generalized statement.

critique: The answer should mention that the retirement age is expected to increase.

question: Summarize the information relating to tax in the article.

answer: The article states that if you take the lump sum from Social Security, it triggers Medicare Part A being effective retroactively as well. This means that you face an excise tax of 6% on those contributions in addition to income taxes. If you sign up for Social Security this year, you have to remove those contributions by April 15 of next year to avoid the tax issue. If you delay Social Security, your benefits grow by 8% each year you delay up until age 70.

critique: The retroactive Medicare coverage is the cause of the tax issue, not the Social Security lump sum.

critique: The article doesn't say that delaying Social Security means your benefits grow by 8% each year you delay up until age 70.

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

critique: The answer doesn't mention that you can use the money to pay for premiums, copays, deductibles and any other qualifying medical expense.

critique: The answer is irrelevant to the question.

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

critique: The answer should mention that you can use the money to pay for premiums, copays, deductibles and any other qualifying medical expense.

question: Summarize the information relating to the restriction of nonmedical expenses.

answer: Once you turn 65, there is no longer a 20% penalty if the money is used for nonmedical expenses.

critique: The answer should mention that the restriction is for people who are on Medicare.

critique: The answer should mention that the restriction applies to people who are on Medicare.

critique: The answer should mention that the restriction is on nonmedical expenses after you turn 65.

critique: The answer should mention the restriction on nonmedical expenses.

critique: The answer could mention that the penalty no longer applies once you reach 65.

critique: The answer should mention that the restriction is for people on Medicare.

critique: That information is not found in the text.


text:
Major General ENRIQUE MÉNDEZ JR. (born 15 July 1931), was a United States Army officer who was also the first Puerto Rican to hold the positions of Army Deputy Surgeon General, Commander of the Walter Reed Army Medical Center and Assistant Secretary of Defense for Health Affairs.[1] He was also the Dean and President of the Ponce School of Medicine in Puerto Rico. Also served as Secretary of Health of Puerto Rico.

Early years

Méndez was born and raised in Santurce, Puerto Rico. His father was a civil engineer and his mother a housewife, he was one of two children born to the couple. He received his primary and secondary education in his native Puerto Rico. During his high school years, Méndez befriended a few physicians who would occasionally invite him to go visit hospitals. He became interested in medicine after witnessing a couple of surgical procedures.[2]

He enrolled and went to the Mayagüez campus (located on the western coast of the Island) of the University of Puerto Rico, which had a science faculty. He earned his BS in biology in 1951. He enrolled in the medical school of Loyola University in Chicago and earned his MD degree in 1954.[3]

Military career

Méndez joined the Army after completing his internship at Mercy Hospital in Chicago. He entered the Army as a GMO which stands for “general-duty medical officer” and received his basic training at Fort Sam Houston in Texas. His first assignment was to Camp Gordon, near Augusta, Georgia. His first duty at Camp Gordon was in a dispensary which was an ambulatory care facility. After that assignment and attending the Company Officers' Course and he was reassigned to Brooke General Hospital where he underwent his specialty training (residency) in internal medicine.[4]

In 1960, he was sent to Tripler Army Medical Center in Hawaii. During his service there he had the opportunity to teach interns and residents and set up a dialysis program.[5]

In 1963, Méndez was assigned to Medical Research and Development at Edgewood Arsenal in Maryland, where he served for less than a year and was once more sent to Fort Sam Houston. He was assigned to the Medical Field Service School as an instructor. He helped to establish a biological and chemical sciences branch. In 1967, Méndez, who was then a Lieutenant Colonel, attended the Command General Staff College at Fort Leavenworth. Upon completion of the CGSC, he was sent to Frankfurt, Germany where he became the surgeon of the 3rd Armored Division. He served as such until 1968 when he was sent to an Army base in Vicenza, Italy where he commanded his first U.S. Army Hospital.[6]

Army Deputy Surgeon General

In 1970, Méndez was promoted to Colonel and assigned to Washington, D.C. as chief of the Medical Corps Career Activities. In 1972, he was selected to go to the Industrial College of the Armed Forces for a year and then he was reassigned to Ft. Sam Houston, Texas to the Academy of Health Sciences. In 1975, he was assigned as the deputy chief of staff for operations of the Health Services Command and subsequently promoted to Brigadier General. Méndez was named Deputy Surgeon General and remained in that position until 1981 when he was named Commander of Walter Reed Army Medical Center. Méndez retired from the Army in June 1983 with the rank of Major General.[7]

Ponce School of Medicine

In 1983, Méndez was offered the position of Dean of the Ponce School of Medicine in Puerto Rico He accepted and moved to the island with his wife. A year later he was named president of the institution. He served in said position for four years after which he accepted the position of Director of Damas Hospital in Ponce.[8] He was appointed Secretary of Health of the Commonwealth of Puerto Rico in 1989.

Assistant Secretary of Defense for Health Affairs

[Méndez in 1990] In 1990, Méndez received a phone call from the White House personnel office and was asked whether he would consider the position of Assistant Secretary of Defense for Health Affairs, Department of Defense. On December 5, 1989, President George H. Bush officially announced the nomination of Méndez for the position of Assistant Secretary of Defense for Health Affairs. Among his responsibilities was to give health advice to the Secretary of Defense which at the time was Richard Bruce “Dick” Cheney. He was responsible for a system of health care that included hospitals, medical clinics, and dental clinics scattered worldwide. Méndez served in said position from March 1990 until January 1993.[9]

Méndez joined the firm of Martin, Blanck & Associates, a federal health services consulting firm based in Falls Church, Virginia as a Partner. Dr. Méndez and his wife, the former Olga M. Munoz, have four children and six grandchildren.[10]

Recognitions

Among his numerous awards and honors are the following:[11]

-   The Department of Defense Medal for Distinguished Public Service
-   The Alumni Award for Loyola University
-   The Laureate Award from the American College of Physicians
-   The Distinguished Service Award from the Federal Health Care Executives Institute Alumni Association
-   The Knight rank from the Order of the Holy Sepulchre
-   The Lifetime Achievement Award of the National Puerto Rican Coalition

HONORARY DEGREES

-   Doctor of Science from the Universidad Central del Caribe in Puerto Rico
-   Doctor, Honoris Causa, from the Military Medical Academy of Poland
-   Doctor of Public Service, Honoris Causa, from the University of North Texas-Texas College of Osteopathic Medicine
-   Doctor of Education, Honoris Causa, from Caribbean University in Puerto Rico

Military awards and recognitions

Among MG Méndez's military awards are the following:

-   []  Distinguished Service Medal (U.S. Army)
-   []  Legion of Merit with one oak leaf cluster
-   []  Army Commendation Medal
-   []  National Defense Service Medal
-   []  Order of Military Medical Merit

BADGES

-   []  Expert Field Medical Badge

Further reading

-   “PUERTORRIQUENOS WHO SERVED WITH GUTS, GLORY, AND HONOR. FIGHTING TO DEFEND A NATION NOT COMPLETELY THEIR OWN”; by : Greg Boudonck; ;

[1] http://www.presidency.ucsb.edu/ws/index.php?pid=17909

[2]

[3]

[4]

[5]

[6]

[7]

[8]

[9] Nomination of Enrique Méndez, Jr., To Be an Assistant Secretary of Defense

[10]

[11]

title: Enrique Méndez Jr.

question: What does the text say about major general Enrique Mendez Jr.?

answer: He was a United States Army officer. He was the first Puerto Rican to hold positions of Army Deputy Surgeon General, Commander of the Walter Reed Army Medical Center, the Assistant Secretary of Defense for Health Affairs, and the Dean and President of the Ponce School of Medicine in Puerto Rico. His first assignment was in Camp Gordon. He served as the Assistant Secretary of Defense for Health Affairs as one of his numerous honors.

critique: It is omitted that he was born on July 15, 1931.

critique: The answer should mention his military awards.

critique: His first assignment at Camp Gordon does not measure his impact in the military.

critique: The last two sentences are irrelevant to the question.

critique: The answer should mention his military career.

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

text: While he was the Dean and President of the Ponce School of Medicine in Puerto Rico, it was not stated that he was the first Puerto Rican to hold that position.

refinement: He was a United States Army officer. He was the first Puerto Rican to hold positions of Army Deputy Surgeon General, Commander of the Walter Reed Army Medical Center, the Assistant Secretary of Defense for Health Affairs, and the Dean and President of the Ponce School of Medicine in Puerto Rico. His first assignment was in Camp Gordon. He served as the Assistant Secretary of Defense for Health Affairs as one of his numerous honors.

question: What does the text say about Enrique Mendez Jr.'s family?

answer: He was the first Puerto Rican to hold the positions of Army Deputy Surgeon General, Commander of the Walter Reed Army Medical Center and Assistant Secretary of Defense for Health Affairs. He was also Dean and President of the Ponce School of Medicine in Puerto Rico and served as Secretary of Health of Puerto Rico.

critique: This response is not related to the question.

critique: This summary is not necessarily about the text.

question: What does the text say about Enrique Mendez Jr. and Bruce Cheney?

answer: Enrique Mendez Jr. becomes Assistant Secretary of Defense in 1990. He is asked to consider the position of Assistant Secretary of Defense for Health Affairs by the White House personnel office. He was responsible for advising the Secretary of Defense, Richard Bruce "Dick" Cheney, on health advice. Mendez served the position from 1990 until 1993.

critique: This is a description of the Assistant Secretary of Defense for Health Affairs position, not of Mendez himself.

critique: The answer omits that Mendez served as Assistant Secretary of Defense for Health Affairs.

critique: The response fails to explicitly mention the year he served the position and what his responsibility entailed.

critique: The answer should mention that Mendez was offered the position by President Bush.

critique: The answer omits that Mendez was the first Puerto Rican to hold the position.

critique: The answer should mention that Mendez was the first Puerto Rican to hold the position of Assistant Secretary of Defense for Health Affairs.

critique: The answer should mention the Secretary of Defense.

text: The second and last line are unnecessary.

category: coherence

refinement: Enrique Mendez Jr. becomes Assistant Secretary of Defense in 1990. He is asked to consider the position of Assistant Secretary of Defense for Health Affairs by the White House personnel office. He was responsible for advising the Secretary of Defense, Richard Bruce "Dick" Cheney, on health advice. Mendez served the position from 1990 until 1993.

question: What does the text say about Mendez and his ex-wife?

answer: No answer

critique: The answer should mention that Mendez's ex-wife is Olga M. Munoz.

critique: The answer should mention that Mendez's ex-wife was Olga M. Munoz.

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

critique: The article does not mention anything about Mendez and his ex-wife.


text:
SAMARIA (MITCHAM) BAILEY is an instrumental figure in the civil rights movement. An African-American woman, Bailey began desegregation at A. L. Miller Senior High School, an all-white female school located in Macon, Georgia, and was one of the first American women of African descent accepted to Mercer University. She later became an accomplished pianist, and her story was adapted into a bestselling novel and a stage play.[1]

Early life

The second of ten children, Samaria Mitcham was born in Macon on June 29, 1947 to a proud, hardworking family. Her father, Wilbur Mitcham, was the family breadwinner, working as a cook at a fashionable restaurant in Macon. After the children in Samaria's family were grown, Samaria's mother returned to school and graduated from Wesleyan College.

In 1964, Samaria was a junior at Appling High School, a traditionally black — and therefore coed — institution.[2]

Desegregating Miller High School

Historically, white students in Macon had attended separate, gender-segregated schools. High schools for black students, on the other hand, were coeducational. As the school desegregation movement began to pick up steam, black students in the twelfth grade were placed in the traditionally white schools: Miller High School for girls and Lanier High School for boys.

At Appling, the school administration considered Samaria an “academic gemstone,” earning “straight-As” despite extensive extracurricular studies in (among others) chorus, band, and drama. But Samaria did not feel challenged enough, and, when students were asked to apply to enter Miller or Lanier, Samaria was among the first to volunteer.

Samaria was one of the only nonwhite students at Miller High. Still, Samaria was regarded as a good and intelligent young woman, and graduated with honors.[3]

Tutoring Program

Samaria also helped to develop one of the first anti-discrimination programs for her fellow students. Black students who were attempting to transfer to the white schools were required to be “academically prepared”; therefore, black students received preparatory summer tutoring. Nonetheless, eleven years of underperforming education would not be erased with a single summer of tutoring and a year of improved schooling. Black students applying to college still displayed much lower scores on standardized tests.

In order to combat these disadvantages, Joseph Hendricks, then Dean of Men at Mercer University, created a secret tutoring program for black high school students, to help prepare them to succeed in the newly-desegregated schools. Although the tutoring took place at Mercer, the program was not sponsored by the university itself.

Hendricks carefully selected the first seventeen students, one of whom was the young student Samaria Mitcham. Samaria was tutored in the summer with the rest of the group and academically flourished the following school year. Nonetheless, when testing came, Samaria did poorly. Samaria's situation provided a convincing argument that the standardized test scores did not reflect students' academic abilities. Samaria's star performance at each high school demonstrated her intelligence; the tests had instead measured the cultural literacy that white students had acquired through years of superior education.

Based on Samaria's experiences, Hendricks improved the tutoring program, recruiting students from as far as UCLA to help teach. The following summer (1965), the tutorial program attracted close to 100 students.[4]

Desegregating Mercer University

Samaria was then admitted to Mercer University, the first such African American woman. At Mercer, Samaria continued to endure racist remarks from her peers on a daily basis. Most students ignored her, avoiding eye contact, and even some professors treated her like a nonentity. In her chemistry class, she was the only female pupil, and the professor had to force another student to be her lab partner. The mistreatment, however, did not stop Samaria from pursuing her education. She notes, “I've never been a quitter.”[5]

During her time at Mercer, Samaria continued to perform as a pianist. She was offered recording contracts with several music labels, but rejected them to continue pursuing her education.

Later life and occupation

After graduation, Bailey started Med-Tech Service, a medical technologies company.[6] Med-Tech Service employs forty to fifty people, providing nurses, technicians, and other health- care providers throughout the Macon area. Samaria has described her ideology as follows: “I was never a separatist. I was never a black militant. I just always wanted to get the job done.” Indeed, ninety percent of her employees are white.[7]

As of 2014, Samaria Bailey resided with her husband in Macon, Georgia.[8]

[1]

[2]

[3]

[4]

[5]

[6]

[7]

[8]

title: Samaria (Mitcham) Bailey

question: Summarize everything relating to discrimination.

answer: Samaria was one of the first non-white students to attend Miller High School. She was discriminated against despite being a good and intelligent young woman. She helped develop a tutoring program to combat the disadvantages black students faced. She was one of the first African-Americans to be admitted to Mercer University. At Mercer, she was the only female pupil in her chemistry class, and the professor had to force another student to be her lab partner.

critique: The answer omits the discrimination Samaria faced at Mercer.

critique: It is omitted that she was discriminated against because of her race.

critique: The answer omits the discrimination Samaria faced in her personal life.

critique: The tutoring program was not developed to combat the disadvantages black students faced. It was developed to help black students prepare for the newly-desegregated schools.

critique: The answer omits the racism Samaria faced.

critique: Incorrect. Samaria was not one of the first non-white students to attend Miller High School.

question: Summarize everything relating to Samaria's activities in support of civil rights.

answer: She was one of the first American women of African descent accepted to Mercer University. She helped to develop one of the first anti-discrimination programs for her fellow students. She was a participant in the secret tutoring program for black high school students to help prepare them to succeed in the newly-desegregated schools.

critique: It is omitted that she was one of the first to volunteer to transfer to a white school.

critique: The answer omits the fact that Samaria was an instrumental figure in the civil rights movement.

critique: The tutoring program was created by Joseph Hendricks, not Samaria.

critique: The answer omits that Samaria was an instrumental figure in the civil rights movement.

critique: She was not a participant in the tutoring program, but one of the students who benefited from it.

critique: The answer omits Samaria's role in the civil rights movement.

critique: The answer should cover Bailey's thoughts about the unfair treatment.

critique: It's omitted that she was an instrumental figure in the civil rights movement.

question: Summarize Samaria's activities during the 1930s.

answer: No answer

critique: The question asks for Samaria's activities during the 1930s, and the answer is empty.

critique: No answer is provided for this question.


text:
_'Edmund (or EDMOND) Meyrick_' (or MEYRICKE) (1636 – 24 April 1713) was a Welsh cleric and benefactor of Jesus College, Oxford, where scholarships are still awarded in his name. He is a member of the Meyrick family.

Life

Meyrick was born at Garthlwyd, Llandderfel (near Bala, Merionethshire) and christened in Llandderfel on 11 June 1636. He attended four schools, including one year at Ruthin School, before matriculating at Jesus College, Oxford in 1656. He was elected to a scholarship in 1658 and obtained his BA degree in 1659.[1] He was ordained both deacon and priest by Robert Skinner, Bishop of Oxford, on 30 August 1660 in the chapel of New College, Oxford.[2] In 1662, he was elected to a probationary Fellowship of the college, but married in 1663 and became ineligible for a full fellowship. He became vicar of Eynsham on 10 August 1663.[3] He was chaplain to Richard, Earl of Carbery — the Meyricks and the Carberys being related – and this connection led to Meyrick's appointment to a number of lucrative positions in West Wales.[4] Meyrick became vicar of Llangathen in 1665, vicar of Llanegwad and a Canon of St David's Cathedral in 1667, rector of Burton, Pembrokeshire in 1670, treasurer of St David's in 1690 and rector of Penboyr in 1713. He was also a canon of Christ College, Brecon and vicar of Carmarthen; he held many of these positions at the same time. He died in Carmarthen, where he was then living, on 24 April 1713, and was buried in St Peter's Church; a memorial to him was placed on the north wall of the chancel.[5]

Bequests

Meyrick's wife and only child had predeceased him, enabling a more generous disposition of his assets.[6] He had extensive property interests, in both North and South Wales. The family seat was in Ucheldre, Gwyddelwern, Merionethshire and Meyrick also owned several houses in Carmarthen.[7] In 1708, he set up a charity school in Carmarthen but for some reason directed in his will that the school and master should be moved to Bala, where it became the Bala Grammar School.[8] The will provided for an annual payment of £15 to the schoolmaster together with the use of the schoolhouse, and £15 per year for clothing for the students.[9]

His will, dated 25 March 1712, said: He left family property in Denbighshire and Merionethshire, as well as his Carmarthen property after expiration of some life interests, to the college to provide six scholarships of £10 and six exhibitions of £8. The scholarships and exhibitions were to be awarded to Jesus College students from North Wales, until they obtained their Master of Arts degree or were receiving more than £40 per year from a parish appointment. Any surplus was to be used to buy advowsons so that the College might present one of the scholars (or in default of a suitable scholar, a Meyrick exhibitioner or a North Wales fellow of the College) to a parish position.[10] Whilst the estate produced a surplus, only one living was purchased by the trustees, that of the rectory of Llandow in 1735. Further increases in the surplus led to an increase in payments to Bala School and to the scholars and exhibitioners, and to the purchase of other property in Cheltenham and Carmarthen.[11][12] This proved to be a profitable investment since, by 1840, the college had received more than £10,000 through the sale of trust land near Cheltenham for railway purposes. Payments to Bala School ended in 1862, when the annual payments were commuted for a lump-sum payment of £5,333.[13]

Meyrick scholarships and exhibitions are still awarded to students at Jesus College, based on academic merit. Students performing consistently at a first-class standard during the year in the opinion of their tutors may be awarded a Meyrick scholarship, with consistent performance at upper second to first-class standard potentially leading to the award of a Meyrick exhibition.[14] The restriction in Meyrick's bequest that the scholarships were for students from North Wales only was relaxed in 1857 to cover students from all of Wales and Monmouthshire.[15][16] The restrictions have been further relaxed and students who were not born in Wales are also now eligible for a Meyrick scholarship or exhibition if they are the child of a native of Wales, are able to speak Welsh or they were educated for the last three years of secondary school in Wales.[17]

[1]

[2]

[3]

[4]

[5]

[6]

[7]

[8]

[9]

[10]

[11]

[12]

[13] Baker, p. 62

[14]

[15]

[16] Hardy, p. 197

[17]

title: Edmund Meyrick

question: Describe Meyrick's relationship to Wales.

answer: He appears to have had strong ties to Wales. He attended schools there, was a clergyman there, and owned a house there.

critique: He is buried in Wales, which may be more indicative of the strength of the relationship to Wales.

critique: It is omitted that he was also a member of the Meyrick family.

critique: "He appears to have had strong ties to Wales" is not a very specific answer to the question. It would be better to rewrite the answer completely.

critique: Meyrick had extensive property interests in North and South Wales.

critique: He also held several positions in West Wales.

critique: The response misses to mention that he was also a benefactor of Jesus College, Oxford, where scholarships are still awarded in his name.

critique: It would help if it is stated that Meyrick was a clergyman based in West Wales.

critique: It should be pointed out that his most lucrative connections were in West Wales, not all of Wales

critique: Meyrick also received many lucrative positions in West Wales.

critique: He also seems to have had an extensive property portfolio in Wales.

critique: This is an accurate fact, but it does not show the extent of Meyrick's relationship to Wales.

critique: Meyrick was a clergyman in Wales, but the answer should mention that he was also a benefactor of Jesus College, Oxford.

critique: The response misses to mention that Meyrick was a Welsh cleric and benefactor of Jesus College, Oxford, where scholarships are still awarded in his name.

text: Mention that he was Welsh, lived in West Wales, and left scholarships for Welsh students at Jesus College Oxford after he died.

refinement: He appears to have had strong ties to Wales. He attended schools there, was a clergyman there, and owned a house there.

question: When did Meyrick live?

answer: 1636 to 1713

critique: The answer could be phrased as a complete sentence.

critique: The answer should give the dates in a proper format.

critique: He died in 1713, but this doesn't mean that he was born in 1636.

critique: The answer should be written in a full sentence.

critique: Include the month and year of Meyrick's death in the answer.

critique: It is omitted that he was born in 1636 and died in 1713.


text:
   On the eleventh day of June in the year 2013, a young girl by the name of Annabelle sat in her bed thinking.

   Her best friend, Macy, was texting her the usual amusing conversations that arose between them.

   Her younger sister laid in her bed, probably asleep, but Annabelle had no way of knowing for sure.

   Her parents were in their bedroom, watching TV. Annabelle was alone.

   The air conditioning was on; it had been a hot day. Annabelle pulled the comforter up around her and shot her friend a quick text; she hadn't responded in a while. Annabelle was alone emotionally.

   Music drifted through Annabelle's head, a symphany of symphanies. She could almost feel the pull of her alto saxophone strap on her neck and the smooth metal keys under her fingers.

   Annabelle yawned, it had been a dull day. A dull day stacked upon dull days. Summer stretched on forever, with no end in sight.

   Annabelle glanced around her room. Hanging on her white walls were pictures and drawings and letters and posters. Some of it had been given to her by her friends and family, and some she had made herself. Someday she was going to run out of space, but for now the cluttered wall made Annabelle feel at home in her small room.

   Closing her eyes for a second, Annabelle imagined how her life could be different. It could be worse- seperated parents, no house, no food, no money. But it could also be better: more friends. No matter how many or how good, Annabelle never felt like it was enough. She didn't necessarily want to be *popular*, but she wanted people from all different groups to like her for who she was.

   A lot of times Annabelle felt like her intelligence created a barrier between her and other people. People would hear about her grades or her "good girl" aura before they actually talked to her. She didn't really have any proof, but it was Annabelle's best guess.

   Annabelle was shy, but only sometimes. As much as Annabelle tried not to fit into a stereotype, she sometimes held herself to it. She would dance in math class with Macy to music inside her head, but when there was an oportunity to dance on camera in band, she was one of only 5 people who refused.

   Annabelle wasn't sure if she was pretty or not. Sometimes, she looked in the mirror and really felt good about herself. But othertimes, sometimes later in the day or in a different light, Annabelle thought she was plain. She was pretty convinced this was the truth, and the way everyone saw her. Annabelle didn't think that anyone was beautiful, because to her that was someone with no flaws. Annabelle knew her definition of beautiful was wrong, but she knew she couldn't change it.

   Annabelle didn't know what it meant to be beautiful on the inside. A beautiful soul must be pink and rosy, but everyone had flaws, little black edges. Annabelle wasn't sure if black could be beautiful, or even if black wanted to be beautiful. Maybe black loved to be the other side of the coin.

   Love wasn't something Annabelle felt sure about, but I guess if we are being truthful, she wasn't sure about anything. She didn't know if love was possible at 13 or 14, or even 20. She didn't know what love was. Anyone can find a list of "symptoms" of love on the internet, but Annabelle didn't really believe any of it. Was true love even possible?

   Annabelle stared up at the ceiling fan and watched it spin. It had such a wonderfly boring life. It spun and spun, and when it was cold outside it was stopped. No independent thought or worries or obligations of any kind. It was a ceiling fan and no one expected it to be or do anything extrordinary. What a life.

**TL;DR** A young girl thinks about her life and eventually it all boils down to a ceiling fan.

title: The Metaphorical Life of a Ceiling Fan

question: What is the significance of the story's title?

answer: The significance of the story's title is that Annabelle watches the ceiling fan and envies it for its boring, uneventful life.

critique: The answer is incorrect. The title is metaphorical.

critique: She envies the fan because of how it has "such a wonderfly boring life"

question: What is the teenage girl seeking from others?

answer: She isn't sure what love is and doesn't know if it's possible. She is seeking to be accepted by others.

critique: The response misses to mention that Annabelle wants more friends.

critique: The answer should mention her wanting to be liked for who she is.


text:
[]
Friday

Sep 7, 2018 at 5:00 AM

Mathew Gunkel, of Mount Laurel, was recognized as the national "Hero of the Year" by his company for his work with fellow Mount Laurel resident, Dominic Sutton.

MOUNT LAUREL — Mathew Gunkel grabbed the blue bicycle sitting outside the door of Dominic Sutton’s home and wheeled it over to him in front of the driveway. Despite the fact that it was over 90 degrees outside, Dominic’s face lit up and Gunkel, his pediatric nurse, began to unstrap him from his wheelchair.

The bike, which is an adaptive one to accommodate the 16-year-old who has cerebral palsy, was purchased thanks to Gunkel’s fundraising efforts, something he did on top of his daily care and work with the Mount Laurel resident.

As they rode around Dominic’s house on Wednesday, Dominic did most of the pedaling, while Gunkel ran behind him, playing music and keeping a hold on it.

“This is pretty usual,” said Gunkel, also of Mount Laurel, laughing as he wiped the sweat from his face after the hot September ride was over.

Gunkel’s work, however, is anything but usual, according to his company, Bayada and his colleagues.

That’s why he was recognized as the National Registered Nurse Hero of the Year by Bayada Home Health Care. This is the second year in a row the national award was given to a nurse from Burlington County.

“As a nurse, you can't compare him to anyone,” said Chantel Denny, Bayada’s clinical educator and Gunkel’s supervisor. “I couldn't think of a better person to receive that award — just knowing all that he went through with Dominic and then to receive that recognition, I was just so happy for him.”

He was chosen from thousands of nominees across the country, Bayada officials said in a statement, for “exemplifying the highest standards of care.”

The Sutton family nominated him for the award after seeing his dedication, care and help that he’s provided their son for about the last six years.

“Mat gives Dominic the attention that a boy his age deserves and wants,” David Stratton, Dominic’s father, said.

His mother, Joanne, highlighted the fact that Gunkel consistently goes above and beyond for her son’s care.

“Mat raised the money because he knew the bike was going to be beneficial for Dominic,” she said. “How do you thank somebody for doing that? How do you let them know how much you appreciate them?”

Going above and beyond is something Denny spotlighted as well, especially after Dominic was diagnosed with type 1 diabetes.

“I just remember Mat — all the training that he went to when Dominic was diagnosed as a diabetic on his own free time and then taking the time to train all the new nurses coming in here (to work with Dominic),” Joanne Stratton said.

For Gunkel, all of that was just a part of his everyday life in the career he loves.

“It's also really amazing to be able to work with him — he has some complex medical needs and it's challenged me outside of things that I've known,” Gunkel said. “It's really kind of forced me to go out and go to symposiums and get my hands on new literature and bring that back to the family and bring that back to the nursing team and so it's been rewarding as a nurse as well as a person working with Dominic.”

Besides just providing him care, Gunkel said he also likes that he can relate to some of the challenges and emotions Dominic is going through as a teenager.

“It's really rewarding to be able to relate to him and talk to him about the struggles he's going through as a teenager, which is why I go out and I play angsty, angry music and ride around on his bike and let him blow off some steam,” he said. “That means a lot to me because I know what it meant to me as a kid, to get on a bike and ride around with a friend and burn off steam.”

Receiving the award from his colleagues meant a lot to Gunkel.

“We work to be happy and to find purpose in life, and I think the people I work with have found that purpose because it shows through in things like the award that I received,” he said.

He even got a special surprise, thanks to his coworkers, who told him to come into the office because it was Dominic’s birthday.

“I'm coming into the office thinking that it's Dominic's birthday celebration so I'm like, ‘OK, they don't often have kids in for birthday celebrations, sometimes they do, but OK,’” he said. “I just pushed it to the side ... so I walk in a room and it's just like a whole bunch of people standing there (yelling), ‘surprise!’

"So I'm like, ‘Oh, it's a surprise for you (Dominic)’ and then they point up on the wall and it's ‘Congratulations Hero of the Year’ and I don't have words for it.”

question: Summarize what the text states about Gunkel's work.

answer: He is a pediatric nurse and is helping Dominic Sutton, a sixteen-year-old who has cerebral palsy. Gunkel has raised money for Dominic's adaptive bicycle. He was honored as the National Registered Nurse Hero of the Year by his company, Bayada Home Health Care. He was chosen from thousands of nominees for exemplifying the highest standards of care. He and his colleagues are very proud of the award.

critique: It's omitted that Gunkel is a pediatric nurse and is helping Dominic Sutton, a sixteen-year-old who has cerebral palsy.

critique: The answer should mention that Gunkel goes above and beyond for Dominic.

critique: The award was given by a company, not by his friends and colleagues.

critique: "He is a pediatric nurse" - the sentence is incomplete and needs to be rephrased.

critique: The answer could be more specific about the work Gunkel does.

question: Will Mathew Gunkel continue to help other patients/residents at Mount Laurel?

answer: Yes, based on the article, it seems Gunkel is a dedicated person who helps people in need.

critique: Doesn't suggest continuing involvement in a professional rather than personal capacity.

critique: The answer should mention that Gunkel is a pediatric nurse.

critique: The answer is not directly stated in the text.

critique: "Yes, based on the article, it seems Gunkel is a dedicated person who helps people in need." - this is incorrect. Gunkel is a pediatric nurse who works with a 16-year-old with cerebral palsy. There is no indication if he will continue helping other patients/residents at Mount Laurel.

critique: It is not stated in the article if Gunkel will continue to help other patients/residents at Mount Laurel.

critique: The answer is not directly stated in the article.

critique: It is not stated that he will continue to help other patients/residents at Mount Laurel.


text:
The Focus on the Family Broadcast provides daily encouragement that helps families thrive each day. For 40 years running, one half-hour at a time, Focus on the Family has shared meaningful advice across the nation. The broadcast has become one of today’s most recognized Christian radio programs and continues to grow in exciting ways with Focus President Jim Daly and co-host John Fuller.

Meet the Hosts

[Jim Daly]

Jim Daly

Jim Daly is an author and broadcaster, president of Focus on the Family and host of the daily broadcast, heard by more than 6.3 million listeners a week and honored as 2012 Program of the Year by the National Religious Broadcasters.

[John Fuller]

John Fuller

John Fuller is vice president of the Audio division and co-host of the daily "Focus on the Family" radio program. He speaks and writes about family, faith, media and business. John and his wife, Dena, reside in Colorado Springs, Colo., and have six children.

Most Recent Episode

[Jonathan McKee with Jim Daly & John Fuller]

Championing Your Son Through His Battles

Jonathan McKee offers advice to parents on how they can help their teen sons win the four common battles every young man faces – self-image, screens, sexual temptation, and substance abuse.

 December 7, 2020

Take Focus Wherever Life Takes You

Listen to the Focus on the Family Broadcast, discover more podcasts, and find help for your family at your fingertips.

[John Burk Headshot]

Featured Broadcast

SPECIAL GUEST: Pastor John Burke

13 million Americans – that’s 1 in 25 – have had a near death experience, and according to author/pastor John Burke, “all of them are interpreting an experience that is truly out of this world.” Don’t miss this conversation with Burke as he offers the hope and encouragement found in his best-selling book _Imagine Heaven: Near-Death Experiences, God’s Promises, and the Exhilarating Future That Awaits You._

Past Episodes

[Focus on the Family Broadcast]

 December 4, 2020

[Focus on the Family Broadcast]

 December 3, 2020

[Focus on the Family Broadcast]

Holding on to the Hope of Heaven

Pastor John Burke offers hope and encouragement found in his best-selling book _Imagine Heaven: Near-Death Experiences, God’s Promises, and the Exhilarating Future That Awaits You_. Jim Daly’s wife, Jean, joins the conversation.

 December 2, 2020

[Listen to our broadcast with Josh and Christi Straub]

 December 1, 2020

[Focus on the Family Broadcast logo]

Seeing Christmas Through Women’s Eyes

Liz Curtis Higgs offers a fresh perspective on the Christmas story as she examines it through the lens of three women in Jesus’ life, revealing how Jesus’ coming to Earth impacted those around Him and can impact your family this Christmas, too.

 November 30, 2020

[Focus on the Family Broadcast logo]

Showing Kindness and Generosity to Others

Be inspired to help others as you hear stories from some Focus on the Family listeners who reflect on a time in their lives when someone went out of the way to provide a miracle in their moment of need.

 November 27, 2020

[Focus on the Family Broadcast logo]

Celebrating the Miracle of Thanksgiving

Best-selling author Eric Metaxas tells the incredible story of the history of Thanksgiving, focusing on Squanto, a Native American man of faith who was called by God to help the Pilgrims in their hardships.

 November 26, 2020

[Jessica Smartt being interviewed in the Focus on the Family broadcast studio]

 November 25, 2020

[Focus on the Family Broadcast logo]

 November 24, 2020

[Focus on the Family Broadcast logo]

Encouragement for the Single Life

Cheryl Martin encourages singles to view their singleness not as a mistake or a holding pattern until marriage, but as an opportunity to become the person God wants them to be. She also shares how to honor God in the dating process through the use of firm boundaries and an accountability partner.

 November 23, 2020

Find a Station

Listen to the Focus on the Family Broadcast on a radio station near you.

question: What does the text say about what radio frequency the Focus on the Family Broadcast uses?

answer: No answer

critique: The radio broadcast isn't described in this article.

critique: The answer should state that the text does not say anything about the radio frequency.

critique: It is omitted that the Focus on the Family Broadcast can be listened to on the radio.

critique: The text does not say anything about the radio frequency the Focus on the Family Broadcast uses.

critique: The text does not mention the radio frequency.

critique: The text does not mention a radio frequency.

question: What does the text say about the Focus on the Family Broadcast?

answer: The Focus on the Family Broadcast has been running in the US for 40 years. Broadcast by Focus on the Family, it shares meaningful advice across the nation. It is heard by more than 6.3 million listeners a week. In 2012, the broadcast was honored as Program of the Year by the National Religious Broadabsters. Some of the past broadcasts include Jonathan McKee with Jim Daly & John Fuller; Championing Your Sons Through His Battles; Pastor John Burke, Holding on to the Hope of Heaven, Celebrating the Miracle of Thanksgiving, and Shobing Kindness and Generosity to Others.

critique: The last two sentences are not relevant.

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

critique: The text does not say anything about the past broadcasts.

critique: Ly omission: "The broadcast has become one of today’s most recognized Christian radio programs and continues to grow in exciting ways with Focus President Jim Daly and co-host John Fuller."

critique: The answer should mention the hosts of the show.

question: What does the text say about the hosts of the Focus on the Family Broadcast?

answer: The hosts of the Focus on the Family Broadcast are Jim Daly and John Fuller. Jim Daly is an author and broadcaster, president of Focus on the Family, and host of the daily broadcast. He is heard by more than 6.3 million listeners a week and honored as 2012 Program of the Year by the National Religious Broadcasters. John Fuller is vice president of the Audio division and co-host of the daily "Focus on the Family" radio program. He speaks and writes about family, faith, media, and business.

critique: The response should include that John and his wife, Dena, reside in Colorado Springs, Colo., and have six children.

critique: The answer should mention that Daly's wife, Jean, joins the conversation on the show.

critique: The answer should mention that Daly and Fuller live in Colorado Springs.

critique: The answer should mention that John Fuller has six children.

critique: The second sentence of this response is not needed and should be omitted.

question: What does the text say about Pastor John Burke?

answer: Pastor John Burke is the author of the best-selling book, "Imagine Heaven: Near-Death Experiences, God’s Promises, and the Exhilarating Future That Awaits You." Jim Daly's wife, Jean, joins the conversation.

critique: Pastor Burke was a guest of the Focus on the Family Broadcast. He joins the conversation.

critique: The response is missing the part about Burke being a pastor.

text: The response should not have included Daly's wife, Jean.