uid
stringlengths 4
7
| premise
stringlengths 19
9.21k
| hypothesis
stringlengths 13
488
| label
stringclasses 3
values |
|---|---|---|---|
id_5000 | SAVING LANGUAGE For the first time, linguists have put a price on language. To save a language from extinction isnt cheap but more and more people are arguing that the alternative is the death of communities There is nothing unusual about a single language dying. Communities have come and gone throughout history, and with them their language. But what is happening today is extraordinary, judged by the standards of the past. It is language extinction on a massive scale. According to the best estimates, there are some 6,000 languages in the world. Of these, about half are going to die out in the course of the next century: thats 3,000 languages in 1,200 months. On average, there is a language dying out somewhere in the world every two weeks or so. How do we know? In the course of the past two or three decades, linguists all over the world have been gathering comparative data. If they find a language with just a few speakers left, and nobody is bothering to pass the language on to the children, they conclude that language is bound to die out soon. And we have to draw the same conclusion if a language has less than 100 speakers. It is not likely to last very long. A 1999 survey shows that 97 per cent of the worlds languages are spoken by just four per cent of the people. It is too late to do anything to help many languages, where the speakers are too few or too old, and where the community is too busy just trying to survive to care about their language. But many languages are not in such a serious position. Often, where languages are seriously endangered, there are things that can be done to give new life to them. It is called revitalisation. Once a community realises that its language is in danger, it can start to introduce measures which can genuinely revitalise. The community itself must want to save its language. The culture of which it is a part must need to have a respect for minority languages. There needs to be funding, to support courses, materials, and teachers. And there need to be linguists, to get on with the basic task of putting the language down on paper. Thats the bottom line: getting the language documented recorded, analysed, written down. People must be able to read and write if they and their language are to have a future in an increasingly computer- literate civilisation. But can we save a few thousand languages, just like that? Yes, if the will and funding were available. It is not cheap, getting linguists into the field, training local analysts, supporting the community with language resources and teachers, compiling grammars and dictionaries, writing materials for use in schools. It takes time, lots of it, to revitalise an endangered language. Conditions vary so much that it is difficult to generalise, but a figure of $ 100,000 a year per language cannot be far from the truth. If we devoted that amount of effort over three years for each of 3,000 languages, we would be talking about some $900 million. There are some famous cases which illustrate what can be done. Welsh, alone among the Celtic languages, is not only stopping its steady decline towards extinction but showing signs of real growth. Two Language Acts protect the status of Welsh now, and its presence is increasingly in evidence wherever you travel in Wales. On the other side of the world, Maori in New Zealand has been maintained by a system of so- called language nests, first introduced in 1982. These are organisations which provide children under five with a domestic setting in which they are intensively exposed to the language. The staff are all Maori speakers from the local community. The hope is that the children will keep their Maori skills alive after leaving the nests, and that as they grow older they will in turn become role models to a new generation of young children. There are cases like this all over the world. And when the reviving language is associated with a degree of political autonomy, the growth can be especially striking, as shown by Faroese, spoken in the Faroe Islands, after the islanders received a measure of autonomy from Denmark. In Switzerland, Romansch was facing a difficult situation, spoken in five very different dialects, with small and diminishing numbers, as young people left their community for work in the German-speaking cities. The solution here was the creation in the 1980s of a unified written language for all these dialects. Romansch Grischun, as it is now called, has official status in parts of Switzerland, and is being increasingly used in spoken form on radio and television. A language can be brought back from the very brink of extinction. The Ainu language of Japan, after many years of neglect and repression, had reached a stage where there were only eight fluent speakers left, all elderly. However, new government policies brought fresh attitudes and a positive interest in survival. Several semispeakers people who had become unwilling to speak Ainu because of the negative attitudes by Japanese speakers were prompted to become active speakers again. There is fresh interest now and the language is more publicly available than it has been for years. If good descriptions and materials are available, even extinct languages can be resurrected. Kaurna, from South Australia, is an example. This language had been extinct for about a century, but had been quite well documented. So, when a strong movement grew for its revival, it was possible to reconstruct it. The revised language is not the same as the original, of course. It lacks the range that the original had, and much of the old vocabulary. But it can nonetheless act as a badge of present-day identity for its people. And as long as people continue to value it as a true marker of their identity, and are prepared to keep using it, it will develop new functions and new vocabulary, as any other living language would do. It is too soon to predict the future of these revived languages, but in some parts of the world they are attracting precisely the range of positive attitudes and grass roots support which are the preconditions for language survival. In such unexpected but heart-warming ways might we see the grand total of languages in the world minimally increased. | Saving language should be the major concern of any small community whose language is under threat. | c |
id_5001 | SAVING LANGUAGE For the first time, linguists have put a price on language. To save a language from extinction isnt cheap but more and more people are arguing that the alternative is the death of communities There is nothing unusual about a single language dying. Communities have come and gone throughout history, and with them their language. But what is happening today is extraordinary, judged by the standards of the past. It is language extinction on a massive scale. According to the best estimates, there are some 6,000 languages in the world. Of these, about half are going to die out in the course of the next century: thats 3,000 languages in 1,200 months. On average, there is a language dying out somewhere in the world every two weeks or so. How do we know? In the course of the past two or three decades, linguists all over the world have been gathering comparative data. If they find a language with just a few speakers left, and nobody is bothering to pass the language on to the children, they conclude that language is bound to die out soon. And we have to draw the same conclusion if a language has less than 100 speakers. It is not likely to last very long. A 1999 survey shows that 97 per cent of the worlds languages are spoken by just four per cent of the people. It is too late to do anything to help many languages, where the speakers are too few or too old, and where the community is too busy just trying to survive to care about their language. But many languages are not in such a serious position. Often, where languages are seriously endangered, there are things that can be done to give new life to them. It is called revitalisation. Once a community realises that its language is in danger, it can start to introduce measures which can genuinely revitalise. The community itself must want to save its language. The culture of which it is a part must need to have a respect for minority languages. There needs to be funding, to support courses, materials, and teachers. And there need to be linguists, to get on with the basic task of putting the language down on paper. Thats the bottom line: getting the language documented recorded, analysed, written down. People must be able to read and write if they and their language are to have a future in an increasingly computer- literate civilisation. But can we save a few thousand languages, just like that? Yes, if the will and funding were available. It is not cheap, getting linguists into the field, training local analysts, supporting the community with language resources and teachers, compiling grammars and dictionaries, writing materials for use in schools. It takes time, lots of it, to revitalise an endangered language. Conditions vary so much that it is difficult to generalise, but a figure of $ 100,000 a year per language cannot be far from the truth. If we devoted that amount of effort over three years for each of 3,000 languages, we would be talking about some $900 million. There are some famous cases which illustrate what can be done. Welsh, alone among the Celtic languages, is not only stopping its steady decline towards extinction but showing signs of real growth. Two Language Acts protect the status of Welsh now, and its presence is increasingly in evidence wherever you travel in Wales. On the other side of the world, Maori in New Zealand has been maintained by a system of so- called language nests, first introduced in 1982. These are organisations which provide children under five with a domestic setting in which they are intensively exposed to the language. The staff are all Maori speakers from the local community. The hope is that the children will keep their Maori skills alive after leaving the nests, and that as they grow older they will in turn become role models to a new generation of young children. There are cases like this all over the world. And when the reviving language is associated with a degree of political autonomy, the growth can be especially striking, as shown by Faroese, spoken in the Faroe Islands, after the islanders received a measure of autonomy from Denmark. In Switzerland, Romansch was facing a difficult situation, spoken in five very different dialects, with small and diminishing numbers, as young people left their community for work in the German-speaking cities. The solution here was the creation in the 1980s of a unified written language for all these dialects. Romansch Grischun, as it is now called, has official status in parts of Switzerland, and is being increasingly used in spoken form on radio and television. A language can be brought back from the very brink of extinction. The Ainu language of Japan, after many years of neglect and repression, had reached a stage where there were only eight fluent speakers left, all elderly. However, new government policies brought fresh attitudes and a positive interest in survival. Several semispeakers people who had become unwilling to speak Ainu because of the negative attitudes by Japanese speakers were prompted to become active speakers again. There is fresh interest now and the language is more publicly available than it has been for years. If good descriptions and materials are available, even extinct languages can be resurrected. Kaurna, from South Australia, is an example. This language had been extinct for about a century, but had been quite well documented. So, when a strong movement grew for its revival, it was possible to reconstruct it. The revised language is not the same as the original, of course. It lacks the range that the original had, and much of the old vocabulary. But it can nonetheless act as a badge of present-day identity for its people. And as long as people continue to value it as a true marker of their identity, and are prepared to keep using it, it will develop new functions and new vocabulary, as any other living language would do. It is too soon to predict the future of these revived languages, but in some parts of the world they are attracting precisely the range of positive attitudes and grass roots support which are the preconditions for language survival. In such unexpected but heart-warming ways might we see the grand total of languages in the world minimally increased. | Certain parts of the world are more vulnerable than others to language extinction. | n |
id_5002 | SEASONAL INFLUENZA VACCINATION PROGRAM PART 1 Get vaccinated Influenza, commonly known as the flu, is caused by a virus which spreads easily from person to person through infected droplets in the air and by hands infected with the virus. The virus infects your nose, throat and, sometimes, your lungs. In most people it causes mild to moderate symptoms for about a week, but some people can develop severe illness and complications which may need to be treated in hospital and can even result in death. Flu complications include pneumonia and bronchitis. Flu can also make some underlying medical conditions worse. Flu is a vaccine-preventable disease. Because the flu virus is constantly changing, it is necessary to get vaccinated every year. The flu vaccine protects against the three strains of the virus which are most likely to occur over the winter. Vaccination is recommended in autumn to give time for immunity to develop before the flu season starts. You cannot get flu from the vaccine. PART 2 To prevent complications from flu it is recommended that people in the eligible groups outlined in this brochure get vaccinated each year. 65 years and over People aged 65 years and over have the highest risk of complications associated with seasonal flu. Vaccination decreased hospitalisation and mortality rates by up to 50 per cent. Indigenous people Respiratory diseases are major causes of preventable sickness and death in Indigenous people. All Indigenous people are now eligible for the free flu vaccine from 15 years of age. Pregnancy Pregnant women are at higher risk of severe complications associated with the virus. The flu vaccine is safe for pregnant women, including in the first trimester. Vaccinating against flu during pregnancy also provides protection for the baby during the first vulnerable months of life. People medically at risk People with some existing medical conditions are at increased risk of complication from flu and may now be eligible for free seasonal flu vaccine. These include anyone who is over six months of age and has a condition such as: heart disease chronic respiratory conditions chronic illness requiring medical follow-up or hospitalisation in the past year diseases of the neuromuscular system impaired immunity, or aged six months to 10 years and on long-term aspirin therapy. | Kike Pinto is a local expert musician who plays traditional Andean instruments. | c |
id_5003 | SEASONAL INFLUENZA VACCINATION PROGRAM PART 1 Get vaccinated Influenza, commonly known as the flu, is caused by a virus which spreads easily from person to person through infected droplets in the air and by hands infected with the virus. The virus infects your nose, throat and, sometimes, your lungs. In most people it causes mild to moderate symptoms for about a week, but some people can develop severe illness and complications which may need to be treated in hospital and can even result in death. Flu complications include pneumonia and bronchitis. Flu can also make some underlying medical conditions worse. Flu is a vaccine-preventable disease. Because the flu virus is constantly changing, it is necessary to get vaccinated every year. The flu vaccine protects against the three strains of the virus which are most likely to occur over the winter. Vaccination is recommended in autumn to give time for immunity to develop before the flu season starts. You cannot get flu from the vaccine. PART 2 To prevent complications from flu it is recommended that people in the eligible groups outlined in this brochure get vaccinated each year. 65 years and over People aged 65 years and over have the highest risk of complications associated with seasonal flu. Vaccination decreased hospitalisation and mortality rates by up to 50 per cent. Indigenous people Respiratory diseases are major causes of preventable sickness and death in Indigenous people. All Indigenous people are now eligible for the free flu vaccine from 15 years of age. Pregnancy Pregnant women are at higher risk of severe complications associated with the virus. The flu vaccine is safe for pregnant women, including in the first trimester. Vaccinating against flu during pregnancy also provides protection for the baby during the first vulnerable months of life. People medically at risk People with some existing medical conditions are at increased risk of complication from flu and may now be eligible for free seasonal flu vaccine. These include anyone who is over six months of age and has a condition such as: heart disease chronic respiratory conditions chronic illness requiring medical follow-up or hospitalisation in the past year diseases of the neuromuscular system impaired immunity, or aged six months to 10 years and on long-term aspirin therapy. | The capital city of Peru, Lima, is the main highlight of the tour. | n |
id_5004 | SEASONAL INFLUENZA VACCINATION PROGRAM PART 1 Get vaccinated Influenza, commonly known as the flu, is caused by a virus which spreads easily from person to person through infected droplets in the air and by hands infected with the virus. The virus infects your nose, throat and, sometimes, your lungs. In most people it causes mild to moderate symptoms for about a week, but some people can develop severe illness and complications which may need to be treated in hospital and can even result in death. Flu complications include pneumonia and bronchitis. Flu can also make some underlying medical conditions worse. Flu is a vaccine-preventable disease. Because the flu virus is constantly changing, it is necessary to get vaccinated every year. The flu vaccine protects against the three strains of the virus which are most likely to occur over the winter. Vaccination is recommended in autumn to give time for immunity to develop before the flu season starts. You cannot get flu from the vaccine. PART 2 To prevent complications from flu it is recommended that people in the eligible groups outlined in this brochure get vaccinated each year. 65 years and over People aged 65 years and over have the highest risk of complications associated with seasonal flu. Vaccination decreased hospitalisation and mortality rates by up to 50 per cent. Indigenous people Respiratory diseases are major causes of preventable sickness and death in Indigenous people. All Indigenous people are now eligible for the free flu vaccine from 15 years of age. Pregnancy Pregnant women are at higher risk of severe complications associated with the virus. The flu vaccine is safe for pregnant women, including in the first trimester. Vaccinating against flu during pregnancy also provides protection for the baby during the first vulnerable months of life. People medically at risk People with some existing medical conditions are at increased risk of complication from flu and may now be eligible for free seasonal flu vaccine. These include anyone who is over six months of age and has a condition such as: heart disease chronic respiratory conditions chronic illness requiring medical follow-up or hospitalisation in the past year diseases of the neuromuscular system impaired immunity, or aged six months to 10 years and on long-term aspirin therapy. | The farewell dinner will include a range of traditional Peruvian food. | n |
id_5005 | SEASONAL INFLUENZA VACCINATION PROGRAM PART 1 Get vaccinated Influenza, commonly known as the flu, is caused by a virus which spreads easily from person to person through infected droplets in the air and by hands infected with the virus. The virus infects your nose, throat and, sometimes, your lungs. In most people it causes mild to moderate symptoms for about a week, but some people can develop severe illness and complications which may need to be treated in hospital and can even result in death. Flu complications include pneumonia and bronchitis. Flu can also make some underlying medical conditions worse. Flu is a vaccine-preventable disease. Because the flu virus is constantly changing, it is necessary to get vaccinated every year. The flu vaccine protects against the three strains of the virus which are most likely to occur over the winter. Vaccination is recommended in autumn to give time for immunity to develop before the flu season starts. You cannot get flu from the vaccine. PART 2 To prevent complications from flu it is recommended that people in the eligible groups outlined in this brochure get vaccinated each year. 65 years and over People aged 65 years and over have the highest risk of complications associated with seasonal flu. Vaccination decreased hospitalisation and mortality rates by up to 50 per cent. Indigenous people Respiratory diseases are major causes of preventable sickness and death in Indigenous people. All Indigenous people are now eligible for the free flu vaccine from 15 years of age. Pregnancy Pregnant women are at higher risk of severe complications associated with the virus. The flu vaccine is safe for pregnant women, including in the first trimester. Vaccinating against flu during pregnancy also provides protection for the baby during the first vulnerable months of life. People medically at risk People with some existing medical conditions are at increased risk of complication from flu and may now be eligible for free seasonal flu vaccine. These include anyone who is over six months of age and has a condition such as: heart disease chronic respiratory conditions chronic illness requiring medical follow-up or hospitalisation in the past year diseases of the neuromuscular system impaired immunity, or aged six months to 10 years and on long-term aspirin therapy. | A souvenir group photo can be purchased at the end of the tour. | c |
id_5006 | SEASONAL INFLUENZA VACCINATION PROGRAM PART 1 Get vaccinated Influenza, commonly known as the flu, is caused by a virus which spreads easily from person to person through infected droplets in the air and by hands infected with the virus. The virus infects your nose, throat and, sometimes, your lungs. In most people it causes mild to moderate symptoms for about a week, but some people can develop severe illness and complications which may need to be treated in hospital and can even result in death. Flu complications include pneumonia and bronchitis. Flu can also make some underlying medical conditions worse. Flu is a vaccine-preventable disease. Because the flu virus is constantly changing, it is necessary to get vaccinated every year. The flu vaccine protects against the three strains of the virus which are most likely to occur over the winter. Vaccination is recommended in autumn to give time for immunity to develop before the flu season starts. You cannot get flu from the vaccine. PART 2 To prevent complications from flu it is recommended that people in the eligible groups outlined in this brochure get vaccinated each year. 65 years and over People aged 65 years and over have the highest risk of complications associated with seasonal flu. Vaccination decreased hospitalisation and mortality rates by up to 50 per cent. Indigenous people Respiratory diseases are major causes of preventable sickness and death in Indigenous people. All Indigenous people are now eligible for the free flu vaccine from 15 years of age. Pregnancy Pregnant women are at higher risk of severe complications associated with the virus. The flu vaccine is safe for pregnant women, including in the first trimester. Vaccinating against flu during pregnancy also provides protection for the baby during the first vulnerable months of life. People medically at risk People with some existing medical conditions are at increased risk of complication from flu and may now be eligible for free seasonal flu vaccine. These include anyone who is over six months of age and has a condition such as: heart disease chronic respiratory conditions chronic illness requiring medical follow-up or hospitalisation in the past year diseases of the neuromuscular system impaired immunity, or aged six months to 10 years and on long-term aspirin therapy. | Guests will travel by train to Machu Picchu. | e |
id_5007 | SEASONAL INFLUENZA VACCINATION PROGRAM PART 1 Get vaccinated Influenza, commonly known as the flu, is caused by a virus which spreads easily from person to person through infected droplets in the air and by hands infected with the virus. The virus infects your nose, throat and, sometimes, your lungs. In most people it causes mild to moderate symptoms for about a week, but some people can develop severe illness and complications which may need to be treated in hospital and can even result in death. Flu complications include pneumonia and bronchitis. Flu can also make some underlying medical conditions worse. Flu is a vaccine-preventable disease. Because the flu virus is constantly changing, it is necessary to get vaccinated every year. The flu vaccine protects against the three strains of the virus which are most likely to occur over the winter. Vaccination is recommended in autumn to give time for immunity to develop before the flu season starts. You cannot get flu from the vaccine. PART 2 To prevent complications from flu it is recommended that people in the eligible groups outlined in this brochure get vaccinated each year. 65 years and over People aged 65 years and over have the highest risk of complications associated with seasonal flu. Vaccination decreased hospitalisation and mortality rates by up to 50 per cent. Indigenous people Respiratory diseases are major causes of preventable sickness and death in Indigenous people. All Indigenous people are now eligible for the free flu vaccine from 15 years of age. Pregnancy Pregnant women are at higher risk of severe complications associated with the virus. The flu vaccine is safe for pregnant women, including in the first trimester. Vaccinating against flu during pregnancy also provides protection for the baby during the first vulnerable months of life. People medically at risk People with some existing medical conditions are at increased risk of complication from flu and may now be eligible for free seasonal flu vaccine. These include anyone who is over six months of age and has a condition such as: heart disease chronic respiratory conditions chronic illness requiring medical follow-up or hospitalisation in the past year diseases of the neuromuscular system impaired immunity, or aged six months to 10 years and on long-term aspirin therapy. | Guests will have the opportunity to meet a descendant of an old Peruvian family. | e |
id_5008 | SJH MAINTENANCE POLICY The purpose of this policy is to outline the duties and responsibilities of janitorial staff in the maintenance of workplace amenities, facilities and grounds in order to meet the health, safety, welfare and hygiene needs of staff and students at and visitors to SJH Secondary School. General Cleanliness Classrooms are to be kept clean and tidy at all times. On each school day after school hours, floors are swept and mopped, or vacuumed if carpeted. In the event of any spills, floor surfaces are never left wet to prevent injuries due to slipping. Furniture is dusted and polished, but equipment, such as computer screens and overhead projectors, is wiped with appropriate agents to prevent damage. Keyboards, telephones and desk tops are wiped down with special solutions to keep these surface areas sanitised. Bathrooms are serviced and cleaned mid-morning, mid-day and early afternoon, and supplies restocked as necessary. Disinfectants are used on floors and toilets as well as wastebaskets. Dispensers are refilled with toilet paper, liquid soap and paper towels. General repairs Janitors take care of minor repairs in the school. These include fixing school and office furniture, repairing clogged drains and toilets, replacing tight bulbs and tubes; and troubleshooting. It is the responsibility of the caretaker to ensure classroom equipment, such as ceiling mounted projectors, is in good working order. Managers are to be notified in a timely manner of any major repairs that need to be undertaken. School Grounds Caretakers are responsible for the upkeep of the school grounds. This includes cutting the grass, trimming the shrubs and looking after the garden beds as well as removing snow from the walkways and parking areas in winter. Gutters and drains are cleaned of debris regularly. Tree branches that obstruct or create hazardous situations take priority. Playground equipment is checked on a regular basis to make sure it is safe to use. Waste Materials Appropriately identified waste containers need to be available at locations where particular waste is generated. Two paper recycling bins and a secure waste bin service the high traffic area in the photocopying room. Removal of the former waste is carried out as necessary. Confidential waste Is collected by Poison Security on notification, usually weekly. Four bins are also strategically placed on school grounds two for general waste and the other two for recyclable materials, namely cans and bottles, and paper. These are checked on a daily basis and emptied accordingly. | Dispensing receptacles in washrooms are topped up as necessary. | e |
id_5009 | SJH MAINTENANCE POLICY The purpose of this policy is to outline the duties and responsibilities of janitorial staff in the maintenance of workplace amenities, facilities and grounds in order to meet the health, safety, welfare and hygiene needs of staff and students at and visitors to SJH Secondary School. General Cleanliness Classrooms are to be kept clean and tidy at all times. On each school day after school hours, floors are swept and mopped, or vacuumed if carpeted. In the event of any spills, floor surfaces are never left wet to prevent injuries due to slipping. Furniture is dusted and polished, but equipment, such as computer screens and overhead projectors, is wiped with appropriate agents to prevent damage. Keyboards, telephones and desk tops are wiped down with special solutions to keep these surface areas sanitised. Bathrooms are serviced and cleaned mid-morning, mid-day and early afternoon, and supplies restocked as necessary. Disinfectants are used on floors and toilets as well as wastebaskets. Dispensers are refilled with toilet paper, liquid soap and paper towels. General repairs Janitors take care of minor repairs in the school. These include fixing school and office furniture, repairing clogged drains and toilets, replacing tight bulbs and tubes; and troubleshooting. It is the responsibility of the caretaker to ensure classroom equipment, such as ceiling mounted projectors, is in good working order. Managers are to be notified in a timely manner of any major repairs that need to be undertaken. School Grounds Caretakers are responsible for the upkeep of the school grounds. This includes cutting the grass, trimming the shrubs and looking after the garden beds as well as removing snow from the walkways and parking areas in winter. Gutters and drains are cleaned of debris regularly. Tree branches that obstruct or create hazardous situations take priority. Playground equipment is checked on a regular basis to make sure it is safe to use. Waste Materials Appropriately identified waste containers need to be available at locations where particular waste is generated. Two paper recycling bins and a secure waste bin service the high traffic area in the photocopying room. Removal of the former waste is carried out as necessary. Confidential waste Is collected by Poison Security on notification, usually weekly. Four bins are also strategically placed on school grounds two for general waste and the other two for recyclable materials, namely cans and bottles, and paper. These are checked on a daily basis and emptied accordingly. | Janitorial staff are required to diagnose and fix minor problems. | e |
id_5010 | SJH MAINTENANCE POLICY The purpose of this policy is to outline the duties and responsibilities of janitorial staff in the maintenance of workplace amenities, facilities and grounds in order to meet the health, safety, welfare and hygiene needs of staff and students at and visitors to SJH Secondary School. General Cleanliness Classrooms are to be kept clean and tidy at all times. On each school day after school hours, floors are swept and mopped, or vacuumed if carpeted. In the event of any spills, floor surfaces are never left wet to prevent injuries due to slipping. Furniture is dusted and polished, but equipment, such as computer screens and overhead projectors, is wiped with appropriate agents to prevent damage. Keyboards, telephones and desk tops are wiped down with special solutions to keep these surface areas sanitised. Bathrooms are serviced and cleaned mid-morning, mid-day and early afternoon, and supplies restocked as necessary. Disinfectants are used on floors and toilets as well as wastebaskets. Dispensers are refilled with toilet paper, liquid soap and paper towels. General repairs Janitors take care of minor repairs in the school. These include fixing school and office furniture, repairing clogged drains and toilets, replacing tight bulbs and tubes; and troubleshooting. It is the responsibility of the caretaker to ensure classroom equipment, such as ceiling mounted projectors, is in good working order. Managers are to be notified in a timely manner of any major repairs that need to be undertaken. School Grounds Caretakers are responsible for the upkeep of the school grounds. This includes cutting the grass, trimming the shrubs and looking after the garden beds as well as removing snow from the walkways and parking areas in winter. Gutters and drains are cleaned of debris regularly. Tree branches that obstruct or create hazardous situations take priority. Playground equipment is checked on a regular basis to make sure it is safe to use. Waste Materials Appropriately identified waste containers need to be available at locations where particular waste is generated. Two paper recycling bins and a secure waste bin service the high traffic area in the photocopying room. Removal of the former waste is carried out as necessary. Confidential waste Is collected by Poison Security on notification, usually weekly. Four bins are also strategically placed on school grounds two for general waste and the other two for recyclable materials, namely cans and bottles, and paper. These are checked on a daily basis and emptied accordingly. | Outdoor play areas are not used in winter. | n |
id_5011 | SJH MAINTENANCE POLICY The purpose of this policy is to outline the duties and responsibilities of janitorial staff in the maintenance of workplace amenities, facilities and grounds in order to meet the health, safety, welfare and hygiene needs of staff and students at and visitors to SJH Secondary School. General Cleanliness Classrooms are to be kept clean and tidy at all times. On each school day after school hours, floors are swept and mopped, or vacuumed if carpeted. In the event of any spills, floor surfaces are never left wet to prevent injuries due to slipping. Furniture is dusted and polished, but equipment, such as computer screens and overhead projectors, is wiped with appropriate agents to prevent damage. Keyboards, telephones and desk tops are wiped down with special solutions to keep these surface areas sanitised. Bathrooms are serviced and cleaned mid-morning, mid-day and early afternoon, and supplies restocked as necessary. Disinfectants are used on floors and toilets as well as wastebaskets. Dispensers are refilled with toilet paper, liquid soap and paper towels. General repairs Janitors take care of minor repairs in the school. These include fixing school and office furniture, repairing clogged drains and toilets, replacing tight bulbs and tubes; and troubleshooting. It is the responsibility of the caretaker to ensure classroom equipment, such as ceiling mounted projectors, is in good working order. Managers are to be notified in a timely manner of any major repairs that need to be undertaken. School Grounds Caretakers are responsible for the upkeep of the school grounds. This includes cutting the grass, trimming the shrubs and looking after the garden beds as well as removing snow from the walkways and parking areas in winter. Gutters and drains are cleaned of debris regularly. Tree branches that obstruct or create hazardous situations take priority. Playground equipment is checked on a regular basis to make sure it is safe to use. Waste Materials Appropriately identified waste containers need to be available at locations where particular waste is generated. Two paper recycling bins and a secure waste bin service the high traffic area in the photocopying room. Removal of the former waste is carried out as necessary. Confidential waste Is collected by Poison Security on notification, usually weekly. Four bins are also strategically placed on school grounds two for general waste and the other two for recyclable materials, namely cans and bottles, and paper. These are checked on a daily basis and emptied accordingly. | Recycling bins are emptied on a weekly basis. | c |
id_5012 | SJH MAINTENANCE POLICY The purpose of this policy is to outline the duties and responsibilities of janitorial staff in the maintenance of workplace amenities, facilities and grounds in order to meet the health, safety, welfare and hygiene needs of staff and students at and visitors to SJH Secondary School. General Cleanliness Classrooms are to be kept clean and tidy at all times. On each school day after school hours, floors are swept and mopped, or vacuumed if carpeted. In the event of any spills, floor surfaces are never left wet to prevent injuries due to slipping. Furniture is dusted and polished, but equipment, such as computer screens and overhead projectors, is wiped with appropriate agents to prevent damage. Keyboards, telephones and desk tops are wiped down with special solutions to keep these surface areas sanitised. Bathrooms are serviced and cleaned mid-morning, mid-day and early afternoon, and supplies restocked as necessary. Disinfectants are used on floors and toilets as well as wastebaskets. Dispensers are refilled with toilet paper, liquid soap and paper towels. General repairs Janitors take care of minor repairs in the school. These include fixing school and office furniture, repairing clogged drains and toilets, replacing tight bulbs and tubes; and troubleshooting. It is the responsibility of the caretaker to ensure classroom equipment, such as ceiling mounted projectors, is in good working order. Managers are to be notified in a timely manner of any major repairs that need to be undertaken. School Grounds Caretakers are responsible for the upkeep of the school grounds. This includes cutting the grass, trimming the shrubs and looking after the garden beds as well as removing snow from the walkways and parking areas in winter. Gutters and drains are cleaned of debris regularly. Tree branches that obstruct or create hazardous situations take priority. Playground equipment is checked on a regular basis to make sure it is safe to use. Waste Materials Appropriately identified waste containers need to be available at locations where particular waste is generated. Two paper recycling bins and a secure waste bin service the high traffic area in the photocopying room. Removal of the former waste is carried out as necessary. Confidential waste Is collected by Poison Security on notification, usually weekly. Four bins are also strategically placed on school grounds two for general waste and the other two for recyclable materials, namely cans and bottles, and paper. These are checked on a daily basis and emptied accordingly. | Care must be taken in terms of the type of cleaning product used on classroom equipment. | e |
id_5013 | SM Bus Pass Information The Last Day to Pick Up a Fall 2010 ASM Bus Pass or Fall Replacement Pass is December 23. Spring/Summer Passes - available Starting January 10. StudentPrint will be closing for the semester at 3 pm on December 23 and the Student Activity Center (SAC) will be closed until Sunday, January 9. January 23 the last day to pick up a new or replacement bus pass, no exceptions. If you lose your pass between December 24 and January 10, you will not be able to obtain a replacement. However you can purchase deeply discounted ride tickets at the University Bookstore and other locations around Madison. Spring/Summer Passes Available January 10 Spring/Summer ASM Bus Pass distribution starts at 10 am on Monday, January 10. Get your pass at Steenbock Library at the corner of Babcock and Observatory or at the Student Activity Center Main Lobby, 333 East Campus Mall 3rd floor lobby. From January 10 to January 14 you can pick up a pass at Steenbock Library or the SAC from 10 am to 5 pm. Starting on Tuesday, January 18 through January 28 we'll be open later, 10 am to 6 pm. Please note we will be closed for the Martin Luther King Jr. holiday on Monday, January 17. After the 28th, passes will be available at StudentPrint for the remainder of the semester. StudentPrint hours are 9:30 am to 6:30 pm Monday through Friday when classes are in session. You must be registered for Spring Semester 2011 classes and present a valid WisCard or you will not be given a pass. If you have a new WisCard, you must wait overnight for your records to be updated before we can give you a pass. | Replacement bus passes must be collected before 23rd January if they are lost between December 24 and January 10. | c |
id_5014 | SM Bus Pass Information The Last Day to Pick Up a Fall 2010 ASM Bus Pass or Fall Replacement Pass is December 23. Spring/Summer Passes - available Starting January 10. StudentPrint will be closing for the semester at 3 pm on December 23 and the Student Activity Center (SAC) will be closed until Sunday, January 9. January 23 the last day to pick up a new or replacement bus pass, no exceptions. If you lose your pass between December 24 and January 10, you will not be able to obtain a replacement. However you can purchase deeply discounted ride tickets at the University Bookstore and other locations around Madison. Spring/Summer Passes Available January 10 Spring/Summer ASM Bus Pass distribution starts at 10 am on Monday, January 10. Get your pass at Steenbock Library at the corner of Babcock and Observatory or at the Student Activity Center Main Lobby, 333 East Campus Mall 3rd floor lobby. From January 10 to January 14 you can pick up a pass at Steenbock Library or the SAC from 10 am to 5 pm. Starting on Tuesday, January 18 through January 28 we'll be open later, 10 am to 6 pm. Please note we will be closed for the Martin Luther King Jr. holiday on Monday, January 17. After the 28th, passes will be available at StudentPrint for the remainder of the semester. StudentPrint hours are 9:30 am to 6:30 pm Monday through Friday when classes are in session. You must be registered for Spring Semester 2011 classes and present a valid WisCard or you will not be given a pass. If you have a new WisCard, you must wait overnight for your records to be updated before we can give you a pass. | The SAC will close at 3pm on 23rd December. | n |
id_5015 | SM Bus Pass Information The Last Day to Pick Up a Fall 2010 ASM Bus Pass or Fall Replacement Pass is December 23. Spring/Summer Passes - available Starting January 10. StudentPrint will be closing for the semester at 3 pm on December 23 and the Student Activity Center (SAC) will be closed until Sunday, January 9. January 23 the last day to pick up a new or replacement bus pass, no exceptions. If you lose your pass between December 24 and January 10, you will not be able to obtain a replacement. However you can purchase deeply discounted ride tickets at the University Bookstore and other locations around Madison. Spring/Summer Passes Available January 10 Spring/Summer ASM Bus Pass distribution starts at 10 am on Monday, January 10. Get your pass at Steenbock Library at the corner of Babcock and Observatory or at the Student Activity Center Main Lobby, 333 East Campus Mall 3rd floor lobby. From January 10 to January 14 you can pick up a pass at Steenbock Library or the SAC from 10 am to 5 pm. Starting on Tuesday, January 18 through January 28 we'll be open later, 10 am to 6 pm. Please note we will be closed for the Martin Luther King Jr. holiday on Monday, January 17. After the 28th, passes will be available at StudentPrint for the remainder of the semester. StudentPrint hours are 9:30 am to 6:30 pm Monday through Friday when classes are in session. You must be registered for Spring Semester 2011 classes and present a valid WisCard or you will not be given a pass. If you have a new WisCard, you must wait overnight for your records to be updated before we can give you a pass. | Spring/Summer passes can be obtained from the SAC. | e |
id_5016 | SM Bus Pass Information The Last Day to Pick Up a Fall 2010 ASM Bus Pass or Fall Replacement Pass is December 23. Spring/Summer Passes - available Starting January 10. StudentPrint will be closing for the semester at 3 pm on December 23 and the Student Activity Center (SAC) will be closed until Sunday, January 9. January 23 the last day to pick up a new or replacement bus pass, no exceptions. If you lose your pass between December 24 and January 10, you will not be able to obtain a replacement. However you can purchase deeply discounted ride tickets at the University Bookstore and other locations around Madison. Spring/Summer Passes Available January 10 Spring/Summer ASM Bus Pass distribution starts at 10 am on Monday, January 10. Get your pass at Steenbock Library at the corner of Babcock and Observatory or at the Student Activity Center Main Lobby, 333 East Campus Mall 3rd floor lobby. From January 10 to January 14 you can pick up a pass at Steenbock Library or the SAC from 10 am to 5 pm. Starting on Tuesday, January 18 through January 28 we'll be open later, 10 am to 6 pm. Please note we will be closed for the Martin Luther King Jr. holiday on Monday, January 17. After the 28th, passes will be available at StudentPrint for the remainder of the semester. StudentPrint hours are 9:30 am to 6:30 pm Monday through Friday when classes are in session. You must be registered for Spring Semester 2011 classes and present a valid WisCard or you will not be given a pass. If you have a new WisCard, you must wait overnight for your records to be updated before we can give you a pass. | You can pick up an ASM Fall Replacement Pass before the end of the year. | c |
id_5017 | SM Bus Pass Information The Last Day to Pick Up a Fall 2010 ASM Bus Pass or Fall Replacement Pass is December 23. Spring/Summer Passes - available Starting January 10. StudentPrint will be closing for the semester at 3 pm on December 23 and the Student Activity Center (SAC) will be closed until Sunday, January 9. January 23 the last day to pick up a new or replacement bus pass, no exceptions. If you lose your pass between December 24 and January 10, you will not be able to obtain a replacement. However you can purchase deeply discounted ride tickets at the University Bookstore and other locations around Madison. Spring/Summer Passes Available January 10 Spring/Summer ASM Bus Pass distribution starts at 10 am on Monday, January 10. Get your pass at Steenbock Library at the corner of Babcock and Observatory or at the Student Activity Center Main Lobby, 333 East Campus Mall 3rd floor lobby. From January 10 to January 14 you can pick up a pass at Steenbock Library or the SAC from 10 am to 5 pm. Starting on Tuesday, January 18 through January 28 we'll be open later, 10 am to 6 pm. Please note we will be closed for the Martin Luther King Jr. holiday on Monday, January 17. After the 28th, passes will be available at StudentPrint for the remainder of the semester. StudentPrint hours are 9:30 am to 6:30 pm Monday through Friday when classes are in session. You must be registered for Spring Semester 2011 classes and present a valid WisCard or you will not be given a pass. If you have a new WisCard, you must wait overnight for your records to be updated before we can give you a pass. | Probably the best place to get a spring/summer pass in early January is the Steenbock Library. | n |
id_5018 | SM Bus Pass Information The Last Day to Pick Up a Fall 2010 ASM Bus Pass or Fall Replacement Pass is December 23. Spring/Summer Passes - available Starting January 10. StudentPrint will be closing for the semester at 3 pm on December 23 and the Student Activity Center (SAC) will be closed until Sunday, January 9. January 23 the last day to pick up a new or replacement bus pass, no exceptions. If you lose your pass between December 24 and January 10, you will not be able to obtain a replacement. However you can purchase deeply discounted ride tickets at the University Bookstore and other locations around Madison. Spring/Summer Passes Available January 10 Spring/Summer ASM Bus Pass distribution starts at 10 am on Monday, January 10. Get your pass at Steenbock Library at the corner of Babcock and Observatory or at the Student Activity Center Main Lobby, 333 East Campus Mall 3rd floor lobby. From January 10 to January 14 you can pick up a pass at Steenbock Library or the SAC from 10 am to 5 pm. Starting on Tuesday, January 18 through January 28 we'll be open later, 10 am to 6 pm. Please note we will be closed for the Martin Luther King Jr. holiday on Monday, January 17. After the 28th, passes will be available at StudentPrint for the remainder of the semester. StudentPrint hours are 9:30 am to 6:30 pm Monday through Friday when classes are in session. You must be registered for Spring Semester 2011 classes and present a valid WisCard or you will not be given a pass. If you have a new WisCard, you must wait overnight for your records to be updated before we can give you a pass. | After the 28th January, SudentPrint will be open later than usual. | n |
id_5019 | SM Bus Pass Information The Last Day to Pick Up a Fall 2010 ASM Bus Pass or Fall Replacement Pass is December 23. Spring/Summer Passes - available Starting January 10. StudentPrint will be closing for the semester at 3 pm on December 23 and the Student Activity Center (SAC) will be closed until Sunday, January 9. January 23 the last day to pick up a new or replacement bus pass, no exceptions. If you lose your pass between December 24 and January 10, you will not be able to obtain a replacement. However you can purchase deeply discounted ride tickets at the University Bookstore and other locations around Madison. Spring/Summer Passes Available January 10 Spring/Summer ASM Bus Pass distribution starts at 10 am on Monday, January 10. Get your pass at Steenbock Library at the corner of Babcock and Observatory or at the Student Activity Center Main Lobby, 333 East Campus Mall 3rd floor lobby. From January 10 to January 14 you can pick up a pass at Steenbock Library or the SAC from 10 am to 5 pm. Starting on Tuesday, January 18 through January 28 we'll be open later, 10 am to 6 pm. Please note we will be closed for the Martin Luther King Jr. holiday on Monday, January 17. After the 28th, passes will be available at StudentPrint for the remainder of the semester. StudentPrint hours are 9:30 am to 6:30 pm Monday through Friday when classes are in session. You must be registered for Spring Semester 2011 classes and present a valid WisCard or you will not be given a pass. If you have a new WisCard, you must wait overnight for your records to be updated before we can give you a pass. | If your WisCard is not new, you can get your spring/summer pass without waiting. | n |
id_5020 | SOME SNAKES OF AUSTRALIA The most deadly Australian snake is undoubtedly the taipan (oxyuranus scutellatus). There are two types of taipan found in Australia, the coastal taipan and the inland or western taipan, the latter being the most venomous land snake found on earth. Growing to a possible length of 2.9 metres, the taipan has a light olive to dark brown back with a lighter coloured head. The underbelly is cream in colour. The taipan can be found in open forests, coastal heaths, grassy beach dunes and cultivated areas such as cane fields. It lives in the far north of Australia and down the Queensland coast, but has been found as far north as the Murray river in western New South Wales. The taipan is an aggressive hunter, moving at speed through grasslands with ease. On finding its prey by scent, the reptile flings itself at the victim and inflicts several rapid bites. Like most other venomous snakes, the taipan uses its venom sparingly. As they dont regard man as prey, they have been known to strike and bite without releasing any venom at all, leading to no adverse effects. Although the taipan is the deadliest Australian snake, few snakes can match the sinister reputation of the eastern tiger snake (notches Scotties). However, recent observations indicate that their ferocity and aggressiveness are not as bad as once thought and that actually they are fairly timid. There are different types of tiger snake found in Australia but they are all highly poisonous and should be avoided. Until recently tiger snakes held the record for the most snakebite fatalities (now overtaken by the eastern brown snake). The body of the tiger snake has cross bands of yellow or cream on a background of grey, green or brown and this is what gives them their name. They have a heavy build and can grow up to 1.8 metres. In the wild they are mainly a swamp dwelling species and are often found around waterways. Their habitat is now threatened by the clearing of such areas for development. They have been known, though, to climb into surrounding vegetation to a height of about 1 metre. They mainly feed on frogs and mice as adults but will take the odd bird or lizard. Another highly dangerous Australian snake is the copperhead (austrelaps superbus). Although it is non-aggressive, if provoked it raises its forebody from the ground and flattens its neck, angry and hissing, ready to strike. Like all other Australian poisonous snakes it is an elapid, which means it has a neurotoxic venom. This venom mainly attacks the nerves of the body, but it also contains blood destroying properties. The poison from elapids is generally very dangerous to humans and the copperhead is no exception having very potent venom. Colour and size vary with where you find the snake. However, they can grow up to 1.8 metres in length and can be tan, brown or black. One feature of copperheads is that they are more tolerant to cold and can be found lying in the sun in mid-winter when other snakes are hibernating. The food of the copperhead, like most snakes, is frogs and reptiles. What is unusual is that they are threats to each other because they are sometimes prone to cannibalism. Pythons are also found in Australia, the carpet python (morlelia spilota) being the most common. There are several different types of carpet python in Australia. They are widespread and can be found in a variety of habitat from wet tropics to dry, nearly arid, desert. They can be found in variable colours but usually have lighter blotches on a darker background. Carpet pythons are also bigger than most Australian snakes and can grow up to a length of almost 4 metres. The carpet python is largely nocturnal and preys mainly on mammals, birds and reptiles. Non-venomous, pythons bite into their prey and, when the prey struggles, it only sinks further onto the fangs. Next, the python coils around the animal to squeeze its breath out or, in some cases, to constrict its muscles and cause the main blood vessels to burst. One of the easiest snakes to identify in Australia is the bandy bandy (vermicelli annulata). This is a distinctly marked elapid snake with black and white bands around it. It is found in 80% of mainland Australia. The bandy bandy averages about 60cm in length but can grow up to 80cm. It is found in all types of habitat from rainforest to swamps to deserts. It is usually found during the day under cover or on a mild night moving around the ground. The bandy bandy is a crepuscular or after-dark hunter though it seldom feeds due to its low metabolic rate. Unlike many of its cousins in Australia, it only feeds on blind snakes. Being an elapid, the bandy bandy is definitely a poisonous snake and looks alarmingly dangerous as it resembles the Malay krait and, when threatened, will flatten its body and raise its body in an aggressive manner. However, the markings and behaviour are a bluff and its venom is only mild and virtually harmless to humans. | Copperhead snake poison is not that harmful to humans. | c |
id_5021 | SOME SNAKES OF AUSTRALIA The most deadly Australian snake is undoubtedly the taipan (oxyuranus scutellatus). There are two types of taipan found in Australia, the coastal taipan and the inland or western taipan, the latter being the most venomous land snake found on earth. Growing to a possible length of 2.9 metres, the taipan has a light olive to dark brown back with a lighter coloured head. The underbelly is cream in colour. The taipan can be found in open forests, coastal heaths, grassy beach dunes and cultivated areas such as cane fields. It lives in the far north of Australia and down the Queensland coast, but has been found as far north as the Murray river in western New South Wales. The taipan is an aggressive hunter, moving at speed through grasslands with ease. On finding its prey by scent, the reptile flings itself at the victim and inflicts several rapid bites. Like most other venomous snakes, the taipan uses its venom sparingly. As they dont regard man as prey, they have been known to strike and bite without releasing any venom at all, leading to no adverse effects. Although the taipan is the deadliest Australian snake, few snakes can match the sinister reputation of the eastern tiger snake (notches Scotties). However, recent observations indicate that their ferocity and aggressiveness are not as bad as once thought and that actually they are fairly timid. There are different types of tiger snake found in Australia but they are all highly poisonous and should be avoided. Until recently tiger snakes held the record for the most snakebite fatalities (now overtaken by the eastern brown snake). The body of the tiger snake has cross bands of yellow or cream on a background of grey, green or brown and this is what gives them their name. They have a heavy build and can grow up to 1.8 metres. In the wild they are mainly a swamp dwelling species and are often found around waterways. Their habitat is now threatened by the clearing of such areas for development. They have been known, though, to climb into surrounding vegetation to a height of about 1 metre. They mainly feed on frogs and mice as adults but will take the odd bird or lizard. Another highly dangerous Australian snake is the copperhead (austrelaps superbus). Although it is non-aggressive, if provoked it raises its forebody from the ground and flattens its neck, angry and hissing, ready to strike. Like all other Australian poisonous snakes it is an elapid, which means it has a neurotoxic venom. This venom mainly attacks the nerves of the body, but it also contains blood destroying properties. The poison from elapids is generally very dangerous to humans and the copperhead is no exception having very potent venom. Colour and size vary with where you find the snake. However, they can grow up to 1.8 metres in length and can be tan, brown or black. One feature of copperheads is that they are more tolerant to cold and can be found lying in the sun in mid-winter when other snakes are hibernating. The food of the copperhead, like most snakes, is frogs and reptiles. What is unusual is that they are threats to each other because they are sometimes prone to cannibalism. Pythons are also found in Australia, the carpet python (morlelia spilota) being the most common. There are several different types of carpet python in Australia. They are widespread and can be found in a variety of habitat from wet tropics to dry, nearly arid, desert. They can be found in variable colours but usually have lighter blotches on a darker background. Carpet pythons are also bigger than most Australian snakes and can grow up to a length of almost 4 metres. The carpet python is largely nocturnal and preys mainly on mammals, birds and reptiles. Non-venomous, pythons bite into their prey and, when the prey struggles, it only sinks further onto the fangs. Next, the python coils around the animal to squeeze its breath out or, in some cases, to constrict its muscles and cause the main blood vessels to burst. One of the easiest snakes to identify in Australia is the bandy bandy (vermicelli annulata). This is a distinctly marked elapid snake with black and white bands around it. It is found in 80% of mainland Australia. The bandy bandy averages about 60cm in length but can grow up to 80cm. It is found in all types of habitat from rainforest to swamps to deserts. It is usually found during the day under cover or on a mild night moving around the ground. The bandy bandy is a crepuscular or after-dark hunter though it seldom feeds due to its low metabolic rate. Unlike many of its cousins in Australia, it only feeds on blind snakes. Being an elapid, the bandy bandy is definitely a poisonous snake and looks alarmingly dangerous as it resembles the Malay krait and, when threatened, will flatten its body and raise its body in an aggressive manner. However, the markings and behaviour are a bluff and its venom is only mild and virtually harmless to humans. | Youll never find a bandy bandy over 1 metre long. | e |
id_5022 | SOME SNAKES OF AUSTRALIA The most deadly Australian snake is undoubtedly the taipan (oxyuranus scutellatus). There are two types of taipan found in Australia, the coastal taipan and the inland or western taipan, the latter being the most venomous land snake found on earth. Growing to a possible length of 2.9 metres, the taipan has a light olive to dark brown back with a lighter coloured head. The underbelly is cream in colour. The taipan can be found in open forests, coastal heaths, grassy beach dunes and cultivated areas such as cane fields. It lives in the far north of Australia and down the Queensland coast, but has been found as far north as the Murray river in western New South Wales. The taipan is an aggressive hunter, moving at speed through grasslands with ease. On finding its prey by scent, the reptile flings itself at the victim and inflicts several rapid bites. Like most other venomous snakes, the taipan uses its venom sparingly. As they dont regard man as prey, they have been known to strike and bite without releasing any venom at all, leading to no adverse effects. Although the taipan is the deadliest Australian snake, few snakes can match the sinister reputation of the eastern tiger snake (notches Scotties). However, recent observations indicate that their ferocity and aggressiveness are not as bad as once thought and that actually they are fairly timid. There are different types of tiger snake found in Australia but they are all highly poisonous and should be avoided. Until recently tiger snakes held the record for the most snakebite fatalities (now overtaken by the eastern brown snake). The body of the tiger snake has cross bands of yellow or cream on a background of grey, green or brown and this is what gives them their name. They have a heavy build and can grow up to 1.8 metres. In the wild they are mainly a swamp dwelling species and are often found around waterways. Their habitat is now threatened by the clearing of such areas for development. They have been known, though, to climb into surrounding vegetation to a height of about 1 metre. They mainly feed on frogs and mice as adults but will take the odd bird or lizard. Another highly dangerous Australian snake is the copperhead (austrelaps superbus). Although it is non-aggressive, if provoked it raises its forebody from the ground and flattens its neck, angry and hissing, ready to strike. Like all other Australian poisonous snakes it is an elapid, which means it has a neurotoxic venom. This venom mainly attacks the nerves of the body, but it also contains blood destroying properties. The poison from elapids is generally very dangerous to humans and the copperhead is no exception having very potent venom. Colour and size vary with where you find the snake. However, they can grow up to 1.8 metres in length and can be tan, brown or black. One feature of copperheads is that they are more tolerant to cold and can be found lying in the sun in mid-winter when other snakes are hibernating. The food of the copperhead, like most snakes, is frogs and reptiles. What is unusual is that they are threats to each other because they are sometimes prone to cannibalism. Pythons are also found in Australia, the carpet python (morlelia spilota) being the most common. There are several different types of carpet python in Australia. They are widespread and can be found in a variety of habitat from wet tropics to dry, nearly arid, desert. They can be found in variable colours but usually have lighter blotches on a darker background. Carpet pythons are also bigger than most Australian snakes and can grow up to a length of almost 4 metres. The carpet python is largely nocturnal and preys mainly on mammals, birds and reptiles. Non-venomous, pythons bite into their prey and, when the prey struggles, it only sinks further onto the fangs. Next, the python coils around the animal to squeeze its breath out or, in some cases, to constrict its muscles and cause the main blood vessels to burst. One of the easiest snakes to identify in Australia is the bandy bandy (vermicelli annulata). This is a distinctly marked elapid snake with black and white bands around it. It is found in 80% of mainland Australia. The bandy bandy averages about 60cm in length but can grow up to 80cm. It is found in all types of habitat from rainforest to swamps to deserts. It is usually found during the day under cover or on a mild night moving around the ground. The bandy bandy is a crepuscular or after-dark hunter though it seldom feeds due to its low metabolic rate. Unlike many of its cousins in Australia, it only feeds on blind snakes. Being an elapid, the bandy bandy is definitely a poisonous snake and looks alarmingly dangerous as it resembles the Malay krait and, when threatened, will flatten its body and raise its body in an aggressive manner. However, the markings and behaviour are a bluff and its venom is only mild and virtually harmless to humans. | A bite from a taipan is always fatal to humans. | c |
id_5023 | SOME SNAKES OF AUSTRALIA The most deadly Australian snake is undoubtedly the taipan (oxyuranus scutellatus). There are two types of taipan found in Australia, the coastal taipan and the inland or western taipan, the latter being the most venomous land snake found on earth. Growing to a possible length of 2.9 metres, the taipan has a light olive to dark brown back with a lighter coloured head. The underbelly is cream in colour. The taipan can be found in open forests, coastal heaths, grassy beach dunes and cultivated areas such as cane fields. It lives in the far north of Australia and down the Queensland coast, but has been found as far north as the Murray river in western New South Wales. The taipan is an aggressive hunter, moving at speed through grasslands with ease. On finding its prey by scent, the reptile flings itself at the victim and inflicts several rapid bites. Like most other venomous snakes, the taipan uses its venom sparingly. As they dont regard man as prey, they have been known to strike and bite without releasing any venom at all, leading to no adverse effects. Although the taipan is the deadliest Australian snake, few snakes can match the sinister reputation of the eastern tiger snake (notches Scotties). However, recent observations indicate that their ferocity and aggressiveness are not as bad as once thought and that actually they are fairly timid. There are different types of tiger snake found in Australia but they are all highly poisonous and should be avoided. Until recently tiger snakes held the record for the most snakebite fatalities (now overtaken by the eastern brown snake). The body of the tiger snake has cross bands of yellow or cream on a background of grey, green or brown and this is what gives them their name. They have a heavy build and can grow up to 1.8 metres. In the wild they are mainly a swamp dwelling species and are often found around waterways. Their habitat is now threatened by the clearing of such areas for development. They have been known, though, to climb into surrounding vegetation to a height of about 1 metre. They mainly feed on frogs and mice as adults but will take the odd bird or lizard. Another highly dangerous Australian snake is the copperhead (austrelaps superbus). Although it is non-aggressive, if provoked it raises its forebody from the ground and flattens its neck, angry and hissing, ready to strike. Like all other Australian poisonous snakes it is an elapid, which means it has a neurotoxic venom. This venom mainly attacks the nerves of the body, but it also contains blood destroying properties. The poison from elapids is generally very dangerous to humans and the copperhead is no exception having very potent venom. Colour and size vary with where you find the snake. However, they can grow up to 1.8 metres in length and can be tan, brown or black. One feature of copperheads is that they are more tolerant to cold and can be found lying in the sun in mid-winter when other snakes are hibernating. The food of the copperhead, like most snakes, is frogs and reptiles. What is unusual is that they are threats to each other because they are sometimes prone to cannibalism. Pythons are also found in Australia, the carpet python (morlelia spilota) being the most common. There are several different types of carpet python in Australia. They are widespread and can be found in a variety of habitat from wet tropics to dry, nearly arid, desert. They can be found in variable colours but usually have lighter blotches on a darker background. Carpet pythons are also bigger than most Australian snakes and can grow up to a length of almost 4 metres. The carpet python is largely nocturnal and preys mainly on mammals, birds and reptiles. Non-venomous, pythons bite into their prey and, when the prey struggles, it only sinks further onto the fangs. Next, the python coils around the animal to squeeze its breath out or, in some cases, to constrict its muscles and cause the main blood vessels to burst. One of the easiest snakes to identify in Australia is the bandy bandy (vermicelli annulata). This is a distinctly marked elapid snake with black and white bands around it. It is found in 80% of mainland Australia. The bandy bandy averages about 60cm in length but can grow up to 80cm. It is found in all types of habitat from rainforest to swamps to deserts. It is usually found during the day under cover or on a mild night moving around the ground. The bandy bandy is a crepuscular or after-dark hunter though it seldom feeds due to its low metabolic rate. Unlike many of its cousins in Australia, it only feeds on blind snakes. Being an elapid, the bandy bandy is definitely a poisonous snake and looks alarmingly dangerous as it resembles the Malay krait and, when threatened, will flatten its body and raise its body in an aggressive manner. However, the markings and behaviour are a bluff and its venom is only mild and virtually harmless to humans. | Elapid snakes are always poisonous | e |
id_5024 | SOME SNAKES OF AUSTRALIA The most deadly Australian snake is undoubtedly the taipan (oxyuranus scutellatus). There are two types of taipan found in Australia, the coastal taipan and the inland or western taipan, the latter being the most venomous land snake found on earth. Growing to a possible length of 2.9 metres, the taipan has a light olive to dark brown back with a lighter coloured head. The underbelly is cream in colour. The taipan can be found in open forests, coastal heaths, grassy beach dunes and cultivated areas such as cane fields. It lives in the far north of Australia and down the Queensland coast, but has been found as far north as the Murray river in western New South Wales. The taipan is an aggressive hunter, moving at speed through grasslands with ease. On finding its prey by scent, the reptile flings itself at the victim and inflicts several rapid bites. Like most other venomous snakes, the taipan uses its venom sparingly. As they dont regard man as prey, they have been known to strike and bite without releasing any venom at all, leading to no adverse effects. Although the taipan is the deadliest Australian snake, few snakes can match the sinister reputation of the eastern tiger snake (notches Scotties). However, recent observations indicate that their ferocity and aggressiveness are not as bad as once thought and that actually they are fairly timid. There are different types of tiger snake found in Australia but they are all highly poisonous and should be avoided. Until recently tiger snakes held the record for the most snakebite fatalities (now overtaken by the eastern brown snake). The body of the tiger snake has cross bands of yellow or cream on a background of grey, green or brown and this is what gives them their name. They have a heavy build and can grow up to 1.8 metres. In the wild they are mainly a swamp dwelling species and are often found around waterways. Their habitat is now threatened by the clearing of such areas for development. They have been known, though, to climb into surrounding vegetation to a height of about 1 metre. They mainly feed on frogs and mice as adults but will take the odd bird or lizard. Another highly dangerous Australian snake is the copperhead (austrelaps superbus). Although it is non-aggressive, if provoked it raises its forebody from the ground and flattens its neck, angry and hissing, ready to strike. Like all other Australian poisonous snakes it is an elapid, which means it has a neurotoxic venom. This venom mainly attacks the nerves of the body, but it also contains blood destroying properties. The poison from elapids is generally very dangerous to humans and the copperhead is no exception having very potent venom. Colour and size vary with where you find the snake. However, they can grow up to 1.8 metres in length and can be tan, brown or black. One feature of copperheads is that they are more tolerant to cold and can be found lying in the sun in mid-winter when other snakes are hibernating. The food of the copperhead, like most snakes, is frogs and reptiles. What is unusual is that they are threats to each other because they are sometimes prone to cannibalism. Pythons are also found in Australia, the carpet python (morlelia spilota) being the most common. There are several different types of carpet python in Australia. They are widespread and can be found in a variety of habitat from wet tropics to dry, nearly arid, desert. They can be found in variable colours but usually have lighter blotches on a darker background. Carpet pythons are also bigger than most Australian snakes and can grow up to a length of almost 4 metres. The carpet python is largely nocturnal and preys mainly on mammals, birds and reptiles. Non-venomous, pythons bite into their prey and, when the prey struggles, it only sinks further onto the fangs. Next, the python coils around the animal to squeeze its breath out or, in some cases, to constrict its muscles and cause the main blood vessels to burst. One of the easiest snakes to identify in Australia is the bandy bandy (vermicelli annulata). This is a distinctly marked elapid snake with black and white bands around it. It is found in 80% of mainland Australia. The bandy bandy averages about 60cm in length but can grow up to 80cm. It is found in all types of habitat from rainforest to swamps to deserts. It is usually found during the day under cover or on a mild night moving around the ground. The bandy bandy is a crepuscular or after-dark hunter though it seldom feeds due to its low metabolic rate. Unlike many of its cousins in Australia, it only feeds on blind snakes. Being an elapid, the bandy bandy is definitely a poisonous snake and looks alarmingly dangerous as it resembles the Malay krait and, when threatened, will flatten its body and raise its body in an aggressive manner. However, the markings and behaviour are a bluff and its venom is only mild and virtually harmless to humans. | Tiger snakes got their name from their supposed aggressiveness. | c |
id_5025 | SOME SNAKES OF AUSTRALIA The most deadly Australian snake is undoubtedly the taipan (oxyuranus scutellatus). There are two types of taipan found in Australia, the coastal taipan and the inland or western taipan, the latter being the most venomous land snake found on earth. Growing to a possible length of 2.9 metres, the taipan has a light olive to dark brown back with a lighter coloured head. The underbelly is cream in colour. The taipan can be found in open forests, coastal heaths, grassy beach dunes and cultivated areas such as cane fields. It lives in the far north of Australia and down the Queensland coast, but has been found as far north as the Murray river in western New South Wales. The taipan is an aggressive hunter, moving at speed through grasslands with ease. On finding its prey by scent, the reptile flings itself at the victim and inflicts several rapid bites. Like most other venomous snakes, the taipan uses its venom sparingly. As they dont regard man as prey, they have been known to strike and bite without releasing any venom at all, leading to no adverse effects. Although the taipan is the deadliest Australian snake, few snakes can match the sinister reputation of the eastern tiger snake (notches Scotties). However, recent observations indicate that their ferocity and aggressiveness are not as bad as once thought and that actually they are fairly timid. There are different types of tiger snake found in Australia but they are all highly poisonous and should be avoided. Until recently tiger snakes held the record for the most snakebite fatalities (now overtaken by the eastern brown snake). The body of the tiger snake has cross bands of yellow or cream on a background of grey, green or brown and this is what gives them their name. They have a heavy build and can grow up to 1.8 metres. In the wild they are mainly a swamp dwelling species and are often found around waterways. Their habitat is now threatened by the clearing of such areas for development. They have been known, though, to climb into surrounding vegetation to a height of about 1 metre. They mainly feed on frogs and mice as adults but will take the odd bird or lizard. Another highly dangerous Australian snake is the copperhead (austrelaps superbus). Although it is non-aggressive, if provoked it raises its forebody from the ground and flattens its neck, angry and hissing, ready to strike. Like all other Australian poisonous snakes it is an elapid, which means it has a neurotoxic venom. This venom mainly attacks the nerves of the body, but it also contains blood destroying properties. The poison from elapids is generally very dangerous to humans and the copperhead is no exception having very potent venom. Colour and size vary with where you find the snake. However, they can grow up to 1.8 metres in length and can be tan, brown or black. One feature of copperheads is that they are more tolerant to cold and can be found lying in the sun in mid-winter when other snakes are hibernating. The food of the copperhead, like most snakes, is frogs and reptiles. What is unusual is that they are threats to each other because they are sometimes prone to cannibalism. Pythons are also found in Australia, the carpet python (morlelia spilota) being the most common. There are several different types of carpet python in Australia. They are widespread and can be found in a variety of habitat from wet tropics to dry, nearly arid, desert. They can be found in variable colours but usually have lighter blotches on a darker background. Carpet pythons are also bigger than most Australian snakes and can grow up to a length of almost 4 metres. The carpet python is largely nocturnal and preys mainly on mammals, birds and reptiles. Non-venomous, pythons bite into their prey and, when the prey struggles, it only sinks further onto the fangs. Next, the python coils around the animal to squeeze its breath out or, in some cases, to constrict its muscles and cause the main blood vessels to burst. One of the easiest snakes to identify in Australia is the bandy bandy (vermicelli annulata). This is a distinctly marked elapid snake with black and white bands around it. It is found in 80% of mainland Australia. The bandy bandy averages about 60cm in length but can grow up to 80cm. It is found in all types of habitat from rainforest to swamps to deserts. It is usually found during the day under cover or on a mild night moving around the ground. The bandy bandy is a crepuscular or after-dark hunter though it seldom feeds due to its low metabolic rate. Unlike many of its cousins in Australia, it only feeds on blind snakes. Being an elapid, the bandy bandy is definitely a poisonous snake and looks alarmingly dangerous as it resembles the Malay krait and, when threatened, will flatten its body and raise its body in an aggressive manner. However, the markings and behaviour are a bluff and its venom is only mild and virtually harmless to humans. | Bandy bandy snakes are found outside Australia. | c |
id_5026 | SOME SNAKES OF AUSTRALIA The most deadly Australian snake is undoubtedly the taipan (oxyuranus scutellatus). There are two types of taipan found in Australia, the coastal taipan and the inland or western taipan, the latter being the most venomous land snake found on earth. Growing to a possible length of 2.9 metres, the taipan has a light olive to dark brown back with a lighter coloured head. The underbelly is cream in colour. The taipan can be found in open forests, coastal heaths, grassy beach dunes and cultivated areas such as cane fields. It lives in the far north of Australia and down the Queensland coast, but has been found as far north as the Murray river in western New South Wales. The taipan is an aggressive hunter, moving at speed through grasslands with ease. On finding its prey by scent, the reptile flings itself at the victim and inflicts several rapid bites. Like most other venomous snakes, the taipan uses its venom sparingly. As they dont regard man as prey, they have been known to strike and bite without releasing any venom at all, leading to no adverse effects. Although the taipan is the deadliest Australian snake, few snakes can match the sinister reputation of the eastern tiger snake (notches Scotties). However, recent observations indicate that their ferocity and aggressiveness are not as bad as once thought and that actually they are fairly timid. There are different types of tiger snake found in Australia but they are all highly poisonous and should be avoided. Until recently tiger snakes held the record for the most snakebite fatalities (now overtaken by the eastern brown snake). The body of the tiger snake has cross bands of yellow or cream on a background of grey, green or brown and this is what gives them their name. They have a heavy build and can grow up to 1.8 metres. In the wild they are mainly a swamp dwelling species and are often found around waterways. Their habitat is now threatened by the clearing of such areas for development. They have been known, though, to climb into surrounding vegetation to a height of about 1 metre. They mainly feed on frogs and mice as adults but will take the odd bird or lizard. Another highly dangerous Australian snake is the copperhead (austrelaps superbus). Although it is non-aggressive, if provoked it raises its forebody from the ground and flattens its neck, angry and hissing, ready to strike. Like all other Australian poisonous snakes it is an elapid, which means it has a neurotoxic venom. This venom mainly attacks the nerves of the body, but it also contains blood destroying properties. The poison from elapids is generally very dangerous to humans and the copperhead is no exception having very potent venom. Colour and size vary with where you find the snake. However, they can grow up to 1.8 metres in length and can be tan, brown or black. One feature of copperheads is that they are more tolerant to cold and can be found lying in the sun in mid-winter when other snakes are hibernating. The food of the copperhead, like most snakes, is frogs and reptiles. What is unusual is that they are threats to each other because they are sometimes prone to cannibalism. Pythons are also found in Australia, the carpet python (morlelia spilota) being the most common. There are several different types of carpet python in Australia. They are widespread and can be found in a variety of habitat from wet tropics to dry, nearly arid, desert. They can be found in variable colours but usually have lighter blotches on a darker background. Carpet pythons are also bigger than most Australian snakes and can grow up to a length of almost 4 metres. The carpet python is largely nocturnal and preys mainly on mammals, birds and reptiles. Non-venomous, pythons bite into their prey and, when the prey struggles, it only sinks further onto the fangs. Next, the python coils around the animal to squeeze its breath out or, in some cases, to constrict its muscles and cause the main blood vessels to burst. One of the easiest snakes to identify in Australia is the bandy bandy (vermicelli annulata). This is a distinctly marked elapid snake with black and white bands around it. It is found in 80% of mainland Australia. The bandy bandy averages about 60cm in length but can grow up to 80cm. It is found in all types of habitat from rainforest to swamps to deserts. It is usually found during the day under cover or on a mild night moving around the ground. The bandy bandy is a crepuscular or after-dark hunter though it seldom feeds due to its low metabolic rate. Unlike many of its cousins in Australia, it only feeds on blind snakes. Being an elapid, the bandy bandy is definitely a poisonous snake and looks alarmingly dangerous as it resembles the Malay krait and, when threatened, will flatten its body and raise its body in an aggressive manner. However, the markings and behaviour are a bluff and its venom is only mild and virtually harmless to humans. | The carpet python can kill humans. | n |
id_5027 | SOSUS: Listening to the Ocean The oceans of Earth cover more than 70 percent of the planets surface, yet, until quite recently, we knew less about their depths than we did about the surface of the Moon. Distant as it is, the Moon has been far more accessible to study because astronomers long have been able to look at its surface, first with the naked eye and then with the telescope-both instruments that focus light. And, with telescopes tuned to different wavelengths of light, modem astronomers can not only analyze Earths atmosphere, but also determine the temperature and composition of the Sun or other stars many hundreds of light-years away. Until the twentieth century, however, no analogous instruments were available for the study of Earths oceans: Light, which can travel trillions of miles through the vast vacuum of space, cannot penetrate very far in seawater. Curious investigators long have been fascinated by sound and the way it travels in water. As early as 1490, Leonardo da Vinci observed: If you cause your ship to stop and place the head of a long tube in the water and place the outer extremity to your ear, you will hear ships at a great distance from you. In 1687, the first mathematical theory of sound propagation was published by Sir Isaac Newton in his Philosophiae Naturalis Principia Mathematica, Investigators were measuring the speed of sound in air beginning in the mid seventeenth century, but it was not until 1826 that Daniel Colladon, a Swiss physicist, and Charles Sturm, a French mathematician, accurately measured its speed in water. Using a long tube to listen underwater (as da Vinci had suggested), they recorded how fast the sound of a submerged bell traveled across Lake Geneva. Their result-1,435 meters (1,569 yards) per second in water of 1.8 degrees Celsius (35 degrees Fahrenheit)- was only 3 meters per second off from the speed accepted today. What these investigators demonstrated was that water whether fresh or salt- is an excellent medium for sound, transmitting it almost five times faster than its speed in air In 1877 and 1878, the British scientist John William Strutt, third Baron Rayleigh, published his two-volume seminal work, The Theory of Sound, often regarded as marking the beginning of the modem study of acoustics. The recipient of the Nobel Prize for Physics in 1904 for his successful isolation of the element argon, Lord Rayleigh made key discoveries in the fields of acoustics and optics that are critical to the theory of wave propagation in fluids. Among other things, Lord Rayleigh was the first to describe a sound wave as a mathematical equation (the basis of all theoretical work on acoustics) and the first to describe how small particles in the atmosphere scatter certain wavelengths of sunlight, a principle that also applies to the behavior of sound waves in water. A number of factors influence how far sound travels underwater and how long it lasts. For one, particles in seawater can reflect, scatter, and absorb certain frequencies of sound just as certain wavelengths of light may be reflected, scattered, and absorbed by specific types of particles in the atmosphere. Seawater absorbs 30 times the amount of sound absorbed by distilled water, with specific chemicals (such as magnesium sulfate and boric acid) damping out certain frequencies of sound. Researchers also learned that low frequency sounds, whose long wavelengths generally pass over tiny particles, tend to travel farther without loss through absorption or scattering. Further work on the effects of salinity, temperature, and pressure on the speed of sound has yielded fascinating insights into the structure of the ocean. Speaking generally, the ocean is divided into horizontal layers in which sound speed is influenced more greatly by temperature in the upper regions and by pressure in the lower depths. At the surface is a sun-warmed upper layer, the actual temperature and thickness of which varies with the season. At mid-latitudes, this layer tends to be isothermal, that is, the temperature tends to be uniform throughout the layer because the water is well mixed by the action of waves, winds, and convection currents; a sound signal moving down through this layer tends to travel at an almost constant speed. next comes a transitional layer called the thermocline, in which temperature drops steadily with depth; as temperature falls, so does the speed of sound. The U. S. Navy was quick to appreciate the usefulness of low-frequency sound and the deep sound channel in extending the range at which it could detect submarines. In great secrecy during the 1950s, the U. S. Navy launched a project that went by the code name Jezebel; it would later come to be known as the Sound Surveillance System (SOSUS). The system involved arrays of underwater microphones, called hydrophones, that were placed on the ocean bottom and connected by cables to onshore processing centers. With SOSUS deployed in both deep and shallow waters along both coasts of North America and the British West Indies, the U. S. Navy not only could detect submarines in much of the northern hemisphere, it also could distinguish how many propellers a submarine had, whether it was conventional or nuclear, and sometimes even the class of sub. The realization that SOSUS could be used to listen to whales also was made by Christopher Clark, a biological acoustician at Cornell University, when he first visited a SOSUS station in 1992. When Clark looked at the graphic representations of sound, scrolling 24 hours day, every day, he saw the voice patterns of blue, finback, minke, and humpback whales. He also could hear the sounds. Using a SOSUS receiver in the West Indies, he could hear whales that were 1,770 kilometers (1,100 miles) away. Whales are the biggest of Earths creatures. The blue whale, for example, can be 100 feet long and weigh as many tons. Yet these animals also are remarkably elusive. Scientists wish to observe blue time and position them on a map. Moreover, they can track not just one whale at a time, but many creatures simultaneously throughout the North Atlantic and the eastern North Pacific. They also can learn to distinguish whale calls. For example, Fox and colleagues have detected changes in the calls of finback whales during different seasons and have found that blue whales in different regions of the Pacific ocean have different calls. Whales firsthand must wait in their ships for the whales to surface. A few whales have been tracked briefly in the wild this way but not for very great distances, and much about them remains unknown. Using the SOSUS stations, scientists can track the whales in real time and position them on a map. Moreover, they can track not just one whale at a time, but many creatures simultaneously throughout the North Atlantic and the eastern North Pacific. They also can learn to distinguish whale calls. For example, Fox and colleagues have detected changes in the calls of finback whales during different seasons and have found that blue whales in different regions of the Pacific Ocean have different calls. SOSUS, with its vast reach, also has proved instrumental in obtaining information crucial to our understanding of Earths weather and climate. Specifically, the system has enabled researchers to begin making ocean temperature measurements on a global scale measurements that are keys to puzzling out the workings of heat transfer between the ocean and the atmosphere. The ocean plays an enormous role in determining air temperature the heat capacity in only the upper few meters of ocean is thought to be equal to all of the heat in the entire atmosphere. For sound waves traveling horizontally in the ocean, speed is largely a function of temperature. Thus, the travel time of a wave of sound between two points is a sensitive indicator of the average temperature along its path. Transmitting sound in numerous directions through the deep sound channel can give scientists measurements spanning vast areas of the globe. Thousands of sound paths in the ocean could be pieced together into a map of global ocean temperatures and, by repeating measurements along the same paths over times, scientists could track changes in temperature over months or years. Researchers also are using other acoustic techniques to monitor climate. Oceanographer Jeff Nystuen at the University of Washington, for example, has explored the use of sound to measure rainfall over the ocean. Monitoring changing global rainfall patterns undoubtedly will contribute to understanding major climate change as well as the weather phenomenon known as El Nino. Since 1985, Nystuen has used hydrophones to listen to rain over the ocean, acoustically measuring not only the rainfall rate but also the rainfall type, from drizzle to thunderstorms. By using the sound of rain underwater as a natural rain gauge, the measurement of rainfall over the oceans will become available to climatologists. | In the past, difficulties of research carried out on Moon were much easier than that of | e |
id_5028 | SOSUS: Listening to the Ocean The oceans of Earth cover more than 70 percent of the planets surface, yet, until quite recently, we knew less about their depths than we did about the surface of the Moon. Distant as it is, the Moon has been far more accessible to study because astronomers long have been able to look at its surface, first with the naked eye and then with the telescope-both instruments that focus light. And, with telescopes tuned to different wavelengths of light, modem astronomers can not only analyze Earths atmosphere, but also determine the temperature and composition of the Sun or other stars many hundreds of light-years away. Until the twentieth century, however, no analogous instruments were available for the study of Earths oceans: Light, which can travel trillions of miles through the vast vacuum of space, cannot penetrate very far in seawater. Curious investigators long have been fascinated by sound and the way it travels in water. As early as 1490, Leonardo da Vinci observed: If you cause your ship to stop and place the head of a long tube in the water and place the outer extremity to your ear, you will hear ships at a great distance from you. In 1687, the first mathematical theory of sound propagation was published by Sir Isaac Newton in his Philosophiae Naturalis Principia Mathematica, Investigators were measuring the speed of sound in air beginning in the mid seventeenth century, but it was not until 1826 that Daniel Colladon, a Swiss physicist, and Charles Sturm, a French mathematician, accurately measured its speed in water. Using a long tube to listen underwater (as da Vinci had suggested), they recorded how fast the sound of a submerged bell traveled across Lake Geneva. Their result-1,435 meters (1,569 yards) per second in water of 1.8 degrees Celsius (35 degrees Fahrenheit)- was only 3 meters per second off from the speed accepted today. What these investigators demonstrated was that water whether fresh or salt- is an excellent medium for sound, transmitting it almost five times faster than its speed in air In 1877 and 1878, the British scientist John William Strutt, third Baron Rayleigh, published his two-volume seminal work, The Theory of Sound, often regarded as marking the beginning of the modem study of acoustics. The recipient of the Nobel Prize for Physics in 1904 for his successful isolation of the element argon, Lord Rayleigh made key discoveries in the fields of acoustics and optics that are critical to the theory of wave propagation in fluids. Among other things, Lord Rayleigh was the first to describe a sound wave as a mathematical equation (the basis of all theoretical work on acoustics) and the first to describe how small particles in the atmosphere scatter certain wavelengths of sunlight, a principle that also applies to the behavior of sound waves in water. A number of factors influence how far sound travels underwater and how long it lasts. For one, particles in seawater can reflect, scatter, and absorb certain frequencies of sound just as certain wavelengths of light may be reflected, scattered, and absorbed by specific types of particles in the atmosphere. Seawater absorbs 30 times the amount of sound absorbed by distilled water, with specific chemicals (such as magnesium sulfate and boric acid) damping out certain frequencies of sound. Researchers also learned that low frequency sounds, whose long wavelengths generally pass over tiny particles, tend to travel farther without loss through absorption or scattering. Further work on the effects of salinity, temperature, and pressure on the speed of sound has yielded fascinating insights into the structure of the ocean. Speaking generally, the ocean is divided into horizontal layers in which sound speed is influenced more greatly by temperature in the upper regions and by pressure in the lower depths. At the surface is a sun-warmed upper layer, the actual temperature and thickness of which varies with the season. At mid-latitudes, this layer tends to be isothermal, that is, the temperature tends to be uniform throughout the layer because the water is well mixed by the action of waves, winds, and convection currents; a sound signal moving down through this layer tends to travel at an almost constant speed. next comes a transitional layer called the thermocline, in which temperature drops steadily with depth; as temperature falls, so does the speed of sound. The U. S. Navy was quick to appreciate the usefulness of low-frequency sound and the deep sound channel in extending the range at which it could detect submarines. In great secrecy during the 1950s, the U. S. Navy launched a project that went by the code name Jezebel; it would later come to be known as the Sound Surveillance System (SOSUS). The system involved arrays of underwater microphones, called hydrophones, that were placed on the ocean bottom and connected by cables to onshore processing centers. With SOSUS deployed in both deep and shallow waters along both coasts of North America and the British West Indies, the U. S. Navy not only could detect submarines in much of the northern hemisphere, it also could distinguish how many propellers a submarine had, whether it was conventional or nuclear, and sometimes even the class of sub. The realization that SOSUS could be used to listen to whales also was made by Christopher Clark, a biological acoustician at Cornell University, when he first visited a SOSUS station in 1992. When Clark looked at the graphic representations of sound, scrolling 24 hours day, every day, he saw the voice patterns of blue, finback, minke, and humpback whales. He also could hear the sounds. Using a SOSUS receiver in the West Indies, he could hear whales that were 1,770 kilometers (1,100 miles) away. Whales are the biggest of Earths creatures. The blue whale, for example, can be 100 feet long and weigh as many tons. Yet these animals also are remarkably elusive. Scientists wish to observe blue time and position them on a map. Moreover, they can track not just one whale at a time, but many creatures simultaneously throughout the North Atlantic and the eastern North Pacific. They also can learn to distinguish whale calls. For example, Fox and colleagues have detected changes in the calls of finback whales during different seasons and have found that blue whales in different regions of the Pacific ocean have different calls. Whales firsthand must wait in their ships for the whales to surface. A few whales have been tracked briefly in the wild this way but not for very great distances, and much about them remains unknown. Using the SOSUS stations, scientists can track the whales in real time and position them on a map. Moreover, they can track not just one whale at a time, but many creatures simultaneously throughout the North Atlantic and the eastern North Pacific. They also can learn to distinguish whale calls. For example, Fox and colleagues have detected changes in the calls of finback whales during different seasons and have found that blue whales in different regions of the Pacific Ocean have different calls. SOSUS, with its vast reach, also has proved instrumental in obtaining information crucial to our understanding of Earths weather and climate. Specifically, the system has enabled researchers to begin making ocean temperature measurements on a global scale measurements that are keys to puzzling out the workings of heat transfer between the ocean and the atmosphere. The ocean plays an enormous role in determining air temperature the heat capacity in only the upper few meters of ocean is thought to be equal to all of the heat in the entire atmosphere. For sound waves traveling horizontally in the ocean, speed is largely a function of temperature. Thus, the travel time of a wave of sound between two points is a sensitive indicator of the average temperature along its path. Transmitting sound in numerous directions through the deep sound channel can give scientists measurements spanning vast areas of the globe. Thousands of sound paths in the ocean could be pieced together into a map of global ocean temperatures and, by repeating measurements along the same paths over times, scientists could track changes in temperature over months or years. Researchers also are using other acoustic techniques to monitor climate. Oceanographer Jeff Nystuen at the University of Washington, for example, has explored the use of sound to measure rainfall over the ocean. Monitoring changing global rainfall patterns undoubtedly will contribute to understanding major climate change as well as the weather phenomenon known as El Nino. Since 1985, Nystuen has used hydrophones to listen to rain over the ocean, acoustically measuring not only the rainfall rate but also the rainfall type, from drizzle to thunderstorms. By using the sound of rain underwater as a natural rain gauge, the measurement of rainfall over the oceans will become available to climatologists. | The same light technology used on investigation of moon can be employed in the field of ocean. | c |
id_5029 | SOSUS: Listening to the Ocean The oceans of Earth cover more than 70 percent of the planets surface, yet, until quite recently, we knew less about their depths than we did about the surface of the Moon. Distant as it is, the Moon has been far more accessible to study because astronomers long have been able to look at its surface, first with the naked eye and then with the telescope-both instruments that focus light. And, with telescopes tuned to different wavelengths of light, modem astronomers can not only analyze Earths atmosphere, but also determine the temperature and composition of the Sun or other stars many hundreds of light-years away. Until the twentieth century, however, no analogous instruments were available for the study of Earths oceans: Light, which can travel trillions of miles through the vast vacuum of space, cannot penetrate very far in seawater. Curious investigators long have been fascinated by sound and the way it travels in water. As early as 1490, Leonardo da Vinci observed: If you cause your ship to stop and place the head of a long tube in the water and place the outer extremity to your ear, you will hear ships at a great distance from you. In 1687, the first mathematical theory of sound propagation was published by Sir Isaac Newton in his Philosophiae Naturalis Principia Mathematica, Investigators were measuring the speed of sound in air beginning in the mid seventeenth century, but it was not until 1826 that Daniel Colladon, a Swiss physicist, and Charles Sturm, a French mathematician, accurately measured its speed in water. Using a long tube to listen underwater (as da Vinci had suggested), they recorded how fast the sound of a submerged bell traveled across Lake Geneva. Their result-1,435 meters (1,569 yards) per second in water of 1.8 degrees Celsius (35 degrees Fahrenheit)- was only 3 meters per second off from the speed accepted today. What these investigators demonstrated was that water whether fresh or salt- is an excellent medium for sound, transmitting it almost five times faster than its speed in air In 1877 and 1878, the British scientist John William Strutt, third Baron Rayleigh, published his two-volume seminal work, The Theory of Sound, often regarded as marking the beginning of the modem study of acoustics. The recipient of the Nobel Prize for Physics in 1904 for his successful isolation of the element argon, Lord Rayleigh made key discoveries in the fields of acoustics and optics that are critical to the theory of wave propagation in fluids. Among other things, Lord Rayleigh was the first to describe a sound wave as a mathematical equation (the basis of all theoretical work on acoustics) and the first to describe how small particles in the atmosphere scatter certain wavelengths of sunlight, a principle that also applies to the behavior of sound waves in water. A number of factors influence how far sound travels underwater and how long it lasts. For one, particles in seawater can reflect, scatter, and absorb certain frequencies of sound just as certain wavelengths of light may be reflected, scattered, and absorbed by specific types of particles in the atmosphere. Seawater absorbs 30 times the amount of sound absorbed by distilled water, with specific chemicals (such as magnesium sulfate and boric acid) damping out certain frequencies of sound. Researchers also learned that low frequency sounds, whose long wavelengths generally pass over tiny particles, tend to travel farther without loss through absorption or scattering. Further work on the effects of salinity, temperature, and pressure on the speed of sound has yielded fascinating insights into the structure of the ocean. Speaking generally, the ocean is divided into horizontal layers in which sound speed is influenced more greatly by temperature in the upper regions and by pressure in the lower depths. At the surface is a sun-warmed upper layer, the actual temperature and thickness of which varies with the season. At mid-latitudes, this layer tends to be isothermal, that is, the temperature tends to be uniform throughout the layer because the water is well mixed by the action of waves, winds, and convection currents; a sound signal moving down through this layer tends to travel at an almost constant speed. next comes a transitional layer called the thermocline, in which temperature drops steadily with depth; as temperature falls, so does the speed of sound. The U. S. Navy was quick to appreciate the usefulness of low-frequency sound and the deep sound channel in extending the range at which it could detect submarines. In great secrecy during the 1950s, the U. S. Navy launched a project that went by the code name Jezebel; it would later come to be known as the Sound Surveillance System (SOSUS). The system involved arrays of underwater microphones, called hydrophones, that were placed on the ocean bottom and connected by cables to onshore processing centers. With SOSUS deployed in both deep and shallow waters along both coasts of North America and the British West Indies, the U. S. Navy not only could detect submarines in much of the northern hemisphere, it also could distinguish how many propellers a submarine had, whether it was conventional or nuclear, and sometimes even the class of sub. The realization that SOSUS could be used to listen to whales also was made by Christopher Clark, a biological acoustician at Cornell University, when he first visited a SOSUS station in 1992. When Clark looked at the graphic representations of sound, scrolling 24 hours day, every day, he saw the voice patterns of blue, finback, minke, and humpback whales. He also could hear the sounds. Using a SOSUS receiver in the West Indies, he could hear whales that were 1,770 kilometers (1,100 miles) away. Whales are the biggest of Earths creatures. The blue whale, for example, can be 100 feet long and weigh as many tons. Yet these animals also are remarkably elusive. Scientists wish to observe blue time and position them on a map. Moreover, they can track not just one whale at a time, but many creatures simultaneously throughout the North Atlantic and the eastern North Pacific. They also can learn to distinguish whale calls. For example, Fox and colleagues have detected changes in the calls of finback whales during different seasons and have found that blue whales in different regions of the Pacific ocean have different calls. Whales firsthand must wait in their ships for the whales to surface. A few whales have been tracked briefly in the wild this way but not for very great distances, and much about them remains unknown. Using the SOSUS stations, scientists can track the whales in real time and position them on a map. Moreover, they can track not just one whale at a time, but many creatures simultaneously throughout the North Atlantic and the eastern North Pacific. They also can learn to distinguish whale calls. For example, Fox and colleagues have detected changes in the calls of finback whales during different seasons and have found that blue whales in different regions of the Pacific Ocean have different calls. SOSUS, with its vast reach, also has proved instrumental in obtaining information crucial to our understanding of Earths weather and climate. Specifically, the system has enabled researchers to begin making ocean temperature measurements on a global scale measurements that are keys to puzzling out the workings of heat transfer between the ocean and the atmosphere. The ocean plays an enormous role in determining air temperature the heat capacity in only the upper few meters of ocean is thought to be equal to all of the heat in the entire atmosphere. For sound waves traveling horizontally in the ocean, speed is largely a function of temperature. Thus, the travel time of a wave of sound between two points is a sensitive indicator of the average temperature along its path. Transmitting sound in numerous directions through the deep sound channel can give scientists measurements spanning vast areas of the globe. Thousands of sound paths in the ocean could be pieced together into a map of global ocean temperatures and, by repeating measurements along the same paths over times, scientists could track changes in temperature over months or years. Researchers also are using other acoustic techniques to monitor climate. Oceanographer Jeff Nystuen at the University of Washington, for example, has explored the use of sound to measure rainfall over the ocean. Monitoring changing global rainfall patterns undoubtedly will contribute to understanding major climate change as well as the weather phenomenon known as El Nino. Since 1985, Nystuen has used hydrophones to listen to rain over the ocean, acoustically measuring not only the rainfall rate but also the rainfall type, from drizzle to thunderstorms. By using the sound of rain underwater as a natural rain gauge, the measurement of rainfall over the oceans will become available to climatologists. | Research on the depth of ocean by method of sound wave is more time-consuming. | n |
id_5030 | SOSUS: Listening to the Ocean The oceans of Earth cover more than 70 percent of the planets surface, yet, until quite recently, we knew less about their depths than we did about the surface of the Moon. Distant as it is, the Moon has been far more accessible to study because astronomers long have been able to look at its surface, first with the naked eye and then with the telescope-both instruments that focus light. And, with telescopes tuned to different wavelengths of light, modem astronomers can not only analyze Earths atmosphere, but also determine the temperature and composition of the Sun or other stars many hundreds of light-years away. Until the twentieth century, however, no analogous instruments were available for the study of Earths oceans: Light, which can travel trillions of miles through the vast vacuum of space, cannot penetrate very far in seawater. Curious investigators long have been fascinated by sound and the way it travels in water. As early as 1490, Leonardo da Vinci observed: If you cause your ship to stop and place the head of a long tube in the water and place the outer extremity to your ear, you will hear ships at a great distance from you. In 1687, the first mathematical theory of sound propagation was published by Sir Isaac Newton in his Philosophiae Naturalis Principia Mathematica, Investigators were measuring the speed of sound in air beginning in the mid seventeenth century, but it was not until 1826 that Daniel Colladon, a Swiss physicist, and Charles Sturm, a French mathematician, accurately measured its speed in water. Using a long tube to listen underwater (as da Vinci had suggested), they recorded how fast the sound of a submerged bell traveled across Lake Geneva. Their result-1,435 meters (1,569 yards) per second in water of 1.8 degrees Celsius (35 degrees Fahrenheit)- was only 3 meters per second off from the speed accepted today. What these investigators demonstrated was that water whether fresh or salt- is an excellent medium for sound, transmitting it almost five times faster than its speed in air In 1877 and 1878, the British scientist John William Strutt, third Baron Rayleigh, published his two-volume seminal work, The Theory of Sound, often regarded as marking the beginning of the modem study of acoustics. The recipient of the Nobel Prize for Physics in 1904 for his successful isolation of the element argon, Lord Rayleigh made key discoveries in the fields of acoustics and optics that are critical to the theory of wave propagation in fluids. Among other things, Lord Rayleigh was the first to describe a sound wave as a mathematical equation (the basis of all theoretical work on acoustics) and the first to describe how small particles in the atmosphere scatter certain wavelengths of sunlight, a principle that also applies to the behavior of sound waves in water. A number of factors influence how far sound travels underwater and how long it lasts. For one, particles in seawater can reflect, scatter, and absorb certain frequencies of sound just as certain wavelengths of light may be reflected, scattered, and absorbed by specific types of particles in the atmosphere. Seawater absorbs 30 times the amount of sound absorbed by distilled water, with specific chemicals (such as magnesium sulfate and boric acid) damping out certain frequencies of sound. Researchers also learned that low frequency sounds, whose long wavelengths generally pass over tiny particles, tend to travel farther without loss through absorption or scattering. Further work on the effects of salinity, temperature, and pressure on the speed of sound has yielded fascinating insights into the structure of the ocean. Speaking generally, the ocean is divided into horizontal layers in which sound speed is influenced more greatly by temperature in the upper regions and by pressure in the lower depths. At the surface is a sun-warmed upper layer, the actual temperature and thickness of which varies with the season. At mid-latitudes, this layer tends to be isothermal, that is, the temperature tends to be uniform throughout the layer because the water is well mixed by the action of waves, winds, and convection currents; a sound signal moving down through this layer tends to travel at an almost constant speed. next comes a transitional layer called the thermocline, in which temperature drops steadily with depth; as temperature falls, so does the speed of sound. The U. S. Navy was quick to appreciate the usefulness of low-frequency sound and the deep sound channel in extending the range at which it could detect submarines. In great secrecy during the 1950s, the U. S. Navy launched a project that went by the code name Jezebel; it would later come to be known as the Sound Surveillance System (SOSUS). The system involved arrays of underwater microphones, called hydrophones, that were placed on the ocean bottom and connected by cables to onshore processing centers. With SOSUS deployed in both deep and shallow waters along both coasts of North America and the British West Indies, the U. S. Navy not only could detect submarines in much of the northern hemisphere, it also could distinguish how many propellers a submarine had, whether it was conventional or nuclear, and sometimes even the class of sub. The realization that SOSUS could be used to listen to whales also was made by Christopher Clark, a biological acoustician at Cornell University, when he first visited a SOSUS station in 1992. When Clark looked at the graphic representations of sound, scrolling 24 hours day, every day, he saw the voice patterns of blue, finback, minke, and humpback whales. He also could hear the sounds. Using a SOSUS receiver in the West Indies, he could hear whales that were 1,770 kilometers (1,100 miles) away. Whales are the biggest of Earths creatures. The blue whale, for example, can be 100 feet long and weigh as many tons. Yet these animals also are remarkably elusive. Scientists wish to observe blue time and position them on a map. Moreover, they can track not just one whale at a time, but many creatures simultaneously throughout the North Atlantic and the eastern North Pacific. They also can learn to distinguish whale calls. For example, Fox and colleagues have detected changes in the calls of finback whales during different seasons and have found that blue whales in different regions of the Pacific ocean have different calls. Whales firsthand must wait in their ships for the whales to surface. A few whales have been tracked briefly in the wild this way but not for very great distances, and much about them remains unknown. Using the SOSUS stations, scientists can track the whales in real time and position them on a map. Moreover, they can track not just one whale at a time, but many creatures simultaneously throughout the North Atlantic and the eastern North Pacific. They also can learn to distinguish whale calls. For example, Fox and colleagues have detected changes in the calls of finback whales during different seasons and have found that blue whales in different regions of the Pacific Ocean have different calls. SOSUS, with its vast reach, also has proved instrumental in obtaining information crucial to our understanding of Earths weather and climate. Specifically, the system has enabled researchers to begin making ocean temperature measurements on a global scale measurements that are keys to puzzling out the workings of heat transfer between the ocean and the atmosphere. The ocean plays an enormous role in determining air temperature the heat capacity in only the upper few meters of ocean is thought to be equal to all of the heat in the entire atmosphere. For sound waves traveling horizontally in the ocean, speed is largely a function of temperature. Thus, the travel time of a wave of sound between two points is a sensitive indicator of the average temperature along its path. Transmitting sound in numerous directions through the deep sound channel can give scientists measurements spanning vast areas of the globe. Thousands of sound paths in the ocean could be pieced together into a map of global ocean temperatures and, by repeating measurements along the same paths over times, scientists could track changes in temperature over months or years. Researchers also are using other acoustic techniques to monitor climate. Oceanographer Jeff Nystuen at the University of Washington, for example, has explored the use of sound to measure rainfall over the ocean. Monitoring changing global rainfall patterns undoubtedly will contribute to understanding major climate change as well as the weather phenomenon known as El Nino. Since 1985, Nystuen has used hydrophones to listen to rain over the ocean, acoustically measuring not only the rainfall rate but also the rainfall type, from drizzle to thunderstorms. By using the sound of rain underwater as a natural rain gauge, the measurement of rainfall over the oceans will become available to climatologists. | Hydrophones technology is able to detect the category of precipitation. | e |
id_5031 | SPEECH DYSFLUENCY AND POPULAR FILLERS A speech dysfluency is any of various breaks, irregularities or sound-filled pauses that we make when we are speaking, which are commonly known as fillers. These include words and sentences that are not finished, repeated phrases or syllables, instances of speakers correcting their own mistakes as they speak and words such as huh, uh, erm, urn, hmm, err, like, you know and well. Fillers are parts of speech which are not generally recognised as meaningful and they include speech problems, such as stuttering (repeating the first consonant of some words). Fillers are normally avoided on television and films, but they occur quite regularly in everyday conversation, sometimes making up more than 20% of words in speech. But they can also be used as a pause for thought. Research in linguistics has shown that fillers change across cultures and that even the different English speaking nations use different fillers. For example, Americans use pauses such as um or em whereas the British say uh or eh. Spanish speakers say ehhh and in Latin America (where they also speak Spanish) but not Spain, este is used (normally meaning this). Recent linguistic research has suggested that the use of uh and um in English is connected to the speakers mental and emotional state. For example, while pausing to say uh or um the brain may be planning the use of future words. According to the University of Pennsylvania linguist Mark Liberman, um generally comes before a longer or more important pause than uh. At least thats what he used to think. Liberman has discovered that as Americans get older, they use uh more than um and that men use uh more than women no matter their age. But the opposite is true of um. The young say um more often than the old. And women say um more often than men at every age. This was an unexpected result because scientists used to think that fillers had to do more with the amount of time a speaker pauses for, rather than with who the speaker is. Liberman mentioned his finding to fellow linguists in the Netherlands and this encouraged the group to look for a pattern outside American English. They studied British and Scottish English, German, Danish, Dutch and Norwegian and found that women and younger people said um more than uh in those languages as well. Their conclusion is that it is simply a case of language change in progress and that women and younger people are leading the change. And there is nothing strange about this. Women and young people normally are the typical pioneers of most language change. What is strange, however, is that um is replacing uh across at least two continents and five Germanic languages. Now this really is a mystery. The University of Edinburgh sociolinguist Josef Fruehwald may have an answer. In his view, um and uh are pretty much equivalent. The fact that young people and women prefer it is not significant. This often happens in language when there are two options. People start using one more often until the other is no longer an option. Its just one of those things. As to how such a trend might have gone from one language to another, there is a simple explanation, according to Fruehwald. English is probably influencing the other languages. We all know that in many countries languages are constantly borrowing words and expressions of English into their own language so why not borrow fillers, too? Of course, we dont know for a fact whether thats actually whats happening with um but it is a likely story. | Fillers are uncommon in everyday language. | c |
id_5032 | SPEECH DYSFLUENCY AND POPULAR FILLERS A speech dysfluency is any of various breaks, irregularities or sound-filled pauses that we make when we are speaking, which are commonly known as fillers. These include words and sentences that are not finished, repeated phrases or syllables, instances of speakers correcting their own mistakes as they speak and words such as huh, uh, erm, urn, hmm, err, like, you know and well. Fillers are parts of speech which are not generally recognised as meaningful and they include speech problems, such as stuttering (repeating the first consonant of some words). Fillers are normally avoided on television and films, but they occur quite regularly in everyday conversation, sometimes making up more than 20% of words in speech. But they can also be used as a pause for thought. Research in linguistics has shown that fillers change across cultures and that even the different English speaking nations use different fillers. For example, Americans use pauses such as um or em whereas the British say uh or eh. Spanish speakers say ehhh and in Latin America (where they also speak Spanish) but not Spain, este is used (normally meaning this). Recent linguistic research has suggested that the use of uh and um in English is connected to the speakers mental and emotional state. For example, while pausing to say uh or um the brain may be planning the use of future words. According to the University of Pennsylvania linguist Mark Liberman, um generally comes before a longer or more important pause than uh. At least thats what he used to think. Liberman has discovered that as Americans get older, they use uh more than um and that men use uh more than women no matter their age. But the opposite is true of um. The young say um more often than the old. And women say um more often than men at every age. This was an unexpected result because scientists used to think that fillers had to do more with the amount of time a speaker pauses for, rather than with who the speaker is. Liberman mentioned his finding to fellow linguists in the Netherlands and this encouraged the group to look for a pattern outside American English. They studied British and Scottish English, German, Danish, Dutch and Norwegian and found that women and younger people said um more than uh in those languages as well. Their conclusion is that it is simply a case of language change in progress and that women and younger people are leading the change. And there is nothing strange about this. Women and young people normally are the typical pioneers of most language change. What is strange, however, is that um is replacing uh across at least two continents and five Germanic languages. Now this really is a mystery. The University of Edinburgh sociolinguist Josef Fruehwald may have an answer. In his view, um and uh are pretty much equivalent. The fact that young people and women prefer it is not significant. This often happens in language when there are two options. People start using one more often until the other is no longer an option. Its just one of those things. As to how such a trend might have gone from one language to another, there is a simple explanation, according to Fruehwald. English is probably influencing the other languages. We all know that in many countries languages are constantly borrowing words and expressions of English into their own language so why not borrow fillers, too? Of course, we dont know for a fact whether thats actually whats happening with um but it is a likely story. | In general, fillers vary across cultures. | e |
id_5033 | SPEECH DYSFLUENCY AND POPULAR FILLERS A speech dysfluency is any of various breaks, irregularities or sound-filled pauses that we make when we are speaking, which are commonly known as fillers. These include words and sentences that are not finished, repeated phrases or syllables, instances of speakers correcting their own mistakes as they speak and words such as huh, uh, erm, urn, hmm, err, like, you know and well. Fillers are parts of speech which are not generally recognised as meaningful and they include speech problems, such as stuttering (repeating the first consonant of some words). Fillers are normally avoided on television and films, but they occur quite regularly in everyday conversation, sometimes making up more than 20% of words in speech. But they can also be used as a pause for thought. Research in linguistics has shown that fillers change across cultures and that even the different English speaking nations use different fillers. For example, Americans use pauses such as um or em whereas the British say uh or eh. Spanish speakers say ehhh and in Latin America (where they also speak Spanish) but not Spain, este is used (normally meaning this). Recent linguistic research has suggested that the use of uh and um in English is connected to the speakers mental and emotional state. For example, while pausing to say uh or um the brain may be planning the use of future words. According to the University of Pennsylvania linguist Mark Liberman, um generally comes before a longer or more important pause than uh. At least thats what he used to think. Liberman has discovered that as Americans get older, they use uh more than um and that men use uh more than women no matter their age. But the opposite is true of um. The young say um more often than the old. And women say um more often than men at every age. This was an unexpected result because scientists used to think that fillers had to do more with the amount of time a speaker pauses for, rather than with who the speaker is. Liberman mentioned his finding to fellow linguists in the Netherlands and this encouraged the group to look for a pattern outside American English. They studied British and Scottish English, German, Danish, Dutch and Norwegian and found that women and younger people said um more than uh in those languages as well. Their conclusion is that it is simply a case of language change in progress and that women and younger people are leading the change. And there is nothing strange about this. Women and young people normally are the typical pioneers of most language change. What is strange, however, is that um is replacing uh across at least two continents and five Germanic languages. Now this really is a mystery. The University of Edinburgh sociolinguist Josef Fruehwald may have an answer. In his view, um and uh are pretty much equivalent. The fact that young people and women prefer it is not significant. This often happens in language when there are two options. People start using one more often until the other is no longer an option. Its just one of those things. As to how such a trend might have gone from one language to another, there is a simple explanation, according to Fruehwald. English is probably influencing the other languages. We all know that in many countries languages are constantly borrowing words and expressions of English into their own language so why not borrow fillers, too? Of course, we dont know for a fact whether thats actually whats happening with um but it is a likely story. | Fillers are usually expressed as pauses and probably have no linguistic meaning although they may have a purpose. | e |
id_5034 | SPEECH DYSFLUENCY AND POPULAR FILLERS A speech dysfluency is any of various breaks, irregularities or sound-filled pauses that we make when we are speaking, which are commonly known as fillers. These include words and sentences that are not finished, repeated phrases or syllables, instances of speakers correcting their own mistakes as they speak and words such as huh, uh, erm, urn, hmm, err, like, you know and well. Fillers are parts of speech which are not generally recognised as meaningful and they include speech problems, such as stuttering (repeating the first consonant of some words). Fillers are normally avoided on television and films, but they occur quite regularly in everyday conversation, sometimes making up more than 20% of words in speech. But they can also be used as a pause for thought. Research in linguistics has shown that fillers change across cultures and that even the different English speaking nations use different fillers. For example, Americans use pauses such as um or em whereas the British say uh or eh. Spanish speakers say ehhh and in Latin America (where they also speak Spanish) but not Spain, este is used (normally meaning this). Recent linguistic research has suggested that the use of uh and um in English is connected to the speakers mental and emotional state. For example, while pausing to say uh or um the brain may be planning the use of future words. According to the University of Pennsylvania linguist Mark Liberman, um generally comes before a longer or more important pause than uh. At least thats what he used to think. Liberman has discovered that as Americans get older, they use uh more than um and that men use uh more than women no matter their age. But the opposite is true of um. The young say um more often than the old. And women say um more often than men at every age. This was an unexpected result because scientists used to think that fillers had to do more with the amount of time a speaker pauses for, rather than with who the speaker is. Liberman mentioned his finding to fellow linguists in the Netherlands and this encouraged the group to look for a pattern outside American English. They studied British and Scottish English, German, Danish, Dutch and Norwegian and found that women and younger people said um more than uh in those languages as well. Their conclusion is that it is simply a case of language change in progress and that women and younger people are leading the change. And there is nothing strange about this. Women and young people normally are the typical pioneers of most language change. What is strange, however, is that um is replacing uh across at least two continents and five Germanic languages. Now this really is a mystery. The University of Edinburgh sociolinguist Josef Fruehwald may have an answer. In his view, um and uh are pretty much equivalent. The fact that young people and women prefer it is not significant. This often happens in language when there are two options. People start using one more often until the other is no longer an option. Its just one of those things. As to how such a trend might have gone from one language to another, there is a simple explanation, according to Fruehwald. English is probably influencing the other languages. We all know that in many countries languages are constantly borrowing words and expressions of English into their own language so why not borrow fillers, too? Of course, we dont know for a fact whether thats actually whats happening with um but it is a likely story. | Fruehwald does not believe that there are age and gender differences related to um and uh. | c |
id_5035 | SPEECH DYSFLUENCY AND POPULAR FILLERS A speech dysfluency is any of various breaks, irregularities or sound-filled pauses that we make when we are speaking, which are commonly known as fillers. These include words and sentences that are not finished, repeated phrases or syllables, instances of speakers correcting their own mistakes as they speak and words such as huh, uh, erm, urn, hmm, err, like, you know and well. Fillers are parts of speech which are not generally recognised as meaningful and they include speech problems, such as stuttering (repeating the first consonant of some words). Fillers are normally avoided on television and films, but they occur quite regularly in everyday conversation, sometimes making up more than 20% of words in speech. But they can also be used as a pause for thought. Research in linguistics has shown that fillers change across cultures and that even the different English speaking nations use different fillers. For example, Americans use pauses such as um or em whereas the British say uh or eh. Spanish speakers say ehhh and in Latin America (where they also speak Spanish) but not Spain, este is used (normally meaning this). Recent linguistic research has suggested that the use of uh and um in English is connected to the speakers mental and emotional state. For example, while pausing to say uh or um the brain may be planning the use of future words. According to the University of Pennsylvania linguist Mark Liberman, um generally comes before a longer or more important pause than uh. At least thats what he used to think. Liberman has discovered that as Americans get older, they use uh more than um and that men use uh more than women no matter their age. But the opposite is true of um. The young say um more often than the old. And women say um more often than men at every age. This was an unexpected result because scientists used to think that fillers had to do more with the amount of time a speaker pauses for, rather than with who the speaker is. Liberman mentioned his finding to fellow linguists in the Netherlands and this encouraged the group to look for a pattern outside American English. They studied British and Scottish English, German, Danish, Dutch and Norwegian and found that women and younger people said um more than uh in those languages as well. Their conclusion is that it is simply a case of language change in progress and that women and younger people are leading the change. And there is nothing strange about this. Women and young people normally are the typical pioneers of most language change. What is strange, however, is that um is replacing uh across at least two continents and five Germanic languages. Now this really is a mystery. The University of Edinburgh sociolinguist Josef Fruehwald may have an answer. In his view, um and uh are pretty much equivalent. The fact that young people and women prefer it is not significant. This often happens in language when there are two options. People start using one more often until the other is no longer an option. Its just one of those things. As to how such a trend might have gone from one language to another, there is a simple explanation, according to Fruehwald. English is probably influencing the other languages. We all know that in many countries languages are constantly borrowing words and expressions of English into their own language so why not borrow fillers, too? Of course, we dont know for a fact whether thats actually whats happening with um but it is a likely story. | During a coffee break Liberman was chatting with a small group of researchers. | n |
id_5036 | SPEECH DYSFLUENCY AND POPULAR FILLERS A speech dysfluency is any of various breaks, irregularities or sound-filled pauses that we make when we are speaking, which are commonly known as fillers. These include words and sentences that are not finished, repeated phrases or syllables, instances of speakers correcting their own mistakes as they speak and words such as huh, uh, erm, urn, hmm, err, like, you know and well. Fillers are parts of speech which are not generally recognised as meaningful and they include speech problems, such as stuttering (repeating the first consonant of some words). Fillers are normally avoided on television and films, but they occur quite regularly in everyday conversation, sometimes making up more than 20% of words in speech. But they can also be used as a pause for thought. Research in linguistics has shown that fillers change across cultures and that even the different English speaking nations use different fillers. For example, Americans use pauses such as um or em whereas the British say uh or eh. Spanish speakers say ehhh and in Latin America (where they also speak Spanish) but not Spain, este is used (normally meaning this). Recent linguistic research has suggested that the use of uh and um in English is connected to the speakers mental and emotional state. For example, while pausing to say uh or um the brain may be planning the use of future words. According to the University of Pennsylvania linguist Mark Liberman, um generally comes before a longer or more important pause than uh. At least thats what he used to think. Liberman has discovered that as Americans get older, they use uh more than um and that men use uh more than women no matter their age. But the opposite is true of um. The young say um more often than the old. And women say um more often than men at every age. This was an unexpected result because scientists used to think that fillers had to do more with the amount of time a speaker pauses for, rather than with who the speaker is. Liberman mentioned his finding to fellow linguists in the Netherlands and this encouraged the group to look for a pattern outside American English. They studied British and Scottish English, German, Danish, Dutch and Norwegian and found that women and younger people said um more than uh in those languages as well. Their conclusion is that it is simply a case of language change in progress and that women and younger people are leading the change. And there is nothing strange about this. Women and young people normally are the typical pioneers of most language change. What is strange, however, is that um is replacing uh across at least two continents and five Germanic languages. Now this really is a mystery. The University of Edinburgh sociolinguist Josef Fruehwald may have an answer. In his view, um and uh are pretty much equivalent. The fact that young people and women prefer it is not significant. This often happens in language when there are two options. People start using one more often until the other is no longer an option. Its just one of those things. As to how such a trend might have gone from one language to another, there is a simple explanation, according to Fruehwald. English is probably influencing the other languages. We all know that in many countries languages are constantly borrowing words and expressions of English into their own language so why not borrow fillers, too? Of course, we dont know for a fact whether thats actually whats happening with um but it is a likely story. | Younger Spaniards say ehhh more often than older Spaniards. | n |
id_5037 | SPEECH DYSFLUENCY AND POPULAR FILLERS A speech dysfluency is any of various breaks, irregularities or sound-filled pauses that we make when we are speaking, which are commonly known as fillers. These include words and sentences that are not finished, repeated phrases or syllables, instances of speakers correcting their own mistakes as they speak and words such as huh, uh, erm, urn, hmm, err, like, you know and well. Fillers are parts of speech which are not generally recognised as meaningful and they include speech problems, such as stuttering (repeating the first consonant of some words). Fillers are normally avoided on television and films, but they occur quite regularly in everyday conversation, sometimes making up more than 20% of words in speech. But they can also be used as a pause for thought. Research in linguistics has shown that fillers change across cultures and that even the different English speaking nations use different fillers. For example, Americans use pauses such as um or em whereas the British say uh or eh. Spanish speakers say ehhh and in Latin America (where they also speak Spanish) but not Spain, este is used (normally meaning this). Recent linguistic research has suggested that the use of uh and um in English is connected to the speakers mental and emotional state. For example, while pausing to say uh or um the brain may be planning the use of future words. According to the University of Pennsylvania linguist Mark Liberman, um generally comes before a longer or more important pause than uh. At least thats what he used to think. Liberman has discovered that as Americans get older, they use uh more than um and that men use uh more than women no matter their age. But the opposite is true of um. The young say um more often than the old. And women say um more often than men at every age. This was an unexpected result because scientists used to think that fillers had to do more with the amount of time a speaker pauses for, rather than with who the speaker is. Liberman mentioned his finding to fellow linguists in the Netherlands and this encouraged the group to look for a pattern outside American English. They studied British and Scottish English, German, Danish, Dutch and Norwegian and found that women and younger people said um more than uh in those languages as well. Their conclusion is that it is simply a case of language change in progress and that women and younger people are leading the change. And there is nothing strange about this. Women and young people normally are the typical pioneers of most language change. What is strange, however, is that um is replacing uh across at least two continents and five Germanic languages. Now this really is a mystery. The University of Edinburgh sociolinguist Josef Fruehwald may have an answer. In his view, um and uh are pretty much equivalent. The fact that young people and women prefer it is not significant. This often happens in language when there are two options. People start using one more often until the other is no longer an option. Its just one of those things. As to how such a trend might have gone from one language to another, there is a simple explanation, according to Fruehwald. English is probably influencing the other languages. We all know that in many countries languages are constantly borrowing words and expressions of English into their own language so why not borrow fillers, too? Of course, we dont know for a fact whether thats actually whats happening with um but it is a likely story. | In the past linguists did not think that fillers are about the amount of time a speaker hesitates. | c |
id_5038 | SPEECH DYSFLUENCY AND POPULAR FILLERS A speech dysfluency is any of various breaks, irregularities or sound-filled pauses that we make when we are speaking, which are commonly known as fillers. These include words and sentences that are not finished, repeated phrases or syllables, instances of speakers correcting their own mistakes as they speak and words such as huh, uh, erm, urn, hmm, err, like, you know and well. Fillers are parts of speech which are not generally recognised as meaningful and they include speech problems, such as stuttering (repeating the first consonant of some words). Fillers are normally avoided on television and films, but they occur quite regularly in everyday conversation, sometimes making up more than 20% of words in speech. But they can also be used as a pause for thought. Research in linguistics has shown that fillers change across cultures and that even the different English speaking nations use different fillers. For example, Americans use pauses such as um or em whereas the British say uh or eh. Spanish speakers say ehhh and in Latin America (where they also speak Spanish) but not Spain, este is used (normally meaning this). Recent linguistic research has suggested that the use of uh and um in English is connected to the speakers mental and emotional state. For example, while pausing to say uh or um the brain may be planning the use of future words. According to the University of Pennsylvania linguist Mark Liberman, um generally comes before a longer or more important pause than uh. At least thats what he used to think. Liberman has discovered that as Americans get older, they use uh more than um and that men use uh more than women no matter their age. But the opposite is true of um. The young say um more often than the old. And women say um more often than men at every age. This was an unexpected result because scientists used to think that fillers had to do more with the amount of time a speaker pauses for, rather than with who the speaker is. Liberman mentioned his finding to fellow linguists in the Netherlands and this encouraged the group to look for a pattern outside American English. They studied British and Scottish English, German, Danish, Dutch and Norwegian and found that women and younger people said um more than uh in those languages as well. Their conclusion is that it is simply a case of language change in progress and that women and younger people are leading the change. And there is nothing strange about this. Women and young people normally are the typical pioneers of most language change. What is strange, however, is that um is replacing uh across at least two continents and five Germanic languages. Now this really is a mystery. The University of Edinburgh sociolinguist Josef Fruehwald may have an answer. In his view, um and uh are pretty much equivalent. The fact that young people and women prefer it is not significant. This often happens in language when there are two options. People start using one more often until the other is no longer an option. Its just one of those things. As to how such a trend might have gone from one language to another, there is a simple explanation, according to Fruehwald. English is probably influencing the other languages. We all know that in many countries languages are constantly borrowing words and expressions of English into their own language so why not borrow fillers, too? Of course, we dont know for a fact whether thats actually whats happening with um but it is a likely story. | American men use uh more than American women do. | e |
id_5039 | SRK is a famous filmstar. SRK earns handsome amounts every year through advertisements of products he endorses. | SRK, being famous, endorses only famous brands. | c |
id_5040 | SRK is a famous filmstar. SRK earns handsome amounts every year through advertisements of products he endorses. | All famous filmstars earn handsome amount through advertisements. | c |
id_5041 | STANFIELD THEATRE BOOKING There are four easy ways to book seats for performances: in person The Box Office is open Monday to Saturday, 10 am-8 pm. by post Simply complete the booking form and return it to Stanfield Theatre Box Office, PO Box 220, Stanfield, ST55 6GF AII cheques should be made payable to Stanfield Theatre. by telephone Ring 01316 753219 to reserve your tickets or to pay by credit card (Visa, Mastercard and Amex accepted). on-line Complete the on-line booking form at www. stanfieldtheatre. com DISCOUNTS Saver: 2 off any seat booked any time in advance for performances from Monday to Thursday inclusive, and for all matinees. Savers are available for children up to 16 years old, over 60s and full-time students. Supersaver: half-price seats are available for people with disabilities and one companion. It is advisable to book in advance. There is a maximum of eight wheelchair spaces available and one wheelchair space will be held until one hour before the show (subject to availability). Standby: best available seats are on sale for 6 from one hour before the performance for people eligible for Saver and Supersaver discounts and thirty minutes before for all other customers. Group Bookings: there is a ten per cent discount for parties of twelve or more. Schools: school parties of ten or more can book 6 Standby tickets in advance and will get every tenth ticket free. Please note: we are unable to exchange tickets or refund money unless a performance is cancelled due to unforeseen circumstances. GIFT VOUCHERS Gift vouchers for any value can be bought at the Box Office. | It is possible to book tickets for performances using the Internet. | e |
id_5042 | STANFIELD THEATRE BOOKING There are four easy ways to book seats for performances: in person The Box Office is open Monday to Saturday, 10 am-8 pm. by post Simply complete the booking form and return it to Stanfield Theatre Box Office, PO Box 220, Stanfield, ST55 6GF AII cheques should be made payable to Stanfield Theatre. by telephone Ring 01316 753219 to reserve your tickets or to pay by credit card (Visa, Mastercard and Amex accepted). on-line Complete the on-line booking form at www. stanfieldtheatre. com DISCOUNTS Saver: 2 off any seat booked any time in advance for performances from Monday to Thursday inclusive, and for all matinees. Savers are available for children up to 16 years old, over 60s and full-time students. Supersaver: half-price seats are available for people with disabilities and one companion. It is advisable to book in advance. There is a maximum of eight wheelchair spaces available and one wheelchair space will be held until one hour before the show (subject to availability). Standby: best available seats are on sale for 6 from one hour before the performance for people eligible for Saver and Supersaver discounts and thirty minutes before for all other customers. Group Bookings: there is a ten per cent discount for parties of twelve or more. Schools: school parties of ten or more can book 6 Standby tickets in advance and will get every tenth ticket free. Please note: we are unable to exchange tickets or refund money unless a performance is cancelled due to unforeseen circumstances. GIFT VOUCHERS Gift vouchers for any value can be bought at the Box Office. | Someone accompanying a wheelchair user to a performance receives a discount. | e |
id_5043 | STANFIELD THEATRE BOOKING There are four easy ways to book seats for performances: in person The Box Office is open Monday to Saturday, 10 am-8 pm. by post Simply complete the booking form and return it to Stanfield Theatre Box Office, PO Box 220, Stanfield, ST55 6GF AII cheques should be made payable to Stanfield Theatre. by telephone Ring 01316 753219 to reserve your tickets or to pay by credit card (Visa, Mastercard and Amex accepted). on-line Complete the on-line booking form at www. stanfieldtheatre. com DISCOUNTS Saver: 2 off any seat booked any time in advance for performances from Monday to Thursday inclusive, and for all matinees. Savers are available for children up to 16 years old, over 60s and full-time students. Supersaver: half-price seats are available for people with disabilities and one companion. It is advisable to book in advance. There is a maximum of eight wheelchair spaces available and one wheelchair space will be held until one hour before the show (subject to availability). Standby: best available seats are on sale for 6 from one hour before the performance for people eligible for Saver and Supersaver discounts and thirty minutes before for all other customers. Group Bookings: there is a ten per cent discount for parties of twelve or more. Schools: school parties of ten or more can book 6 Standby tickets in advance and will get every tenth ticket free. Please note: we are unable to exchange tickets or refund money unless a performance is cancelled due to unforeseen circumstances. GIFT VOUCHERS Gift vouchers for any value can be bought at the Box Office. | Students can get Standby tickets 45 minutes before a performance begins. | e |
id_5044 | STANFIELD THEATRE BOOKING There are four easy ways to book seats for performances: in person The Box Office is open Monday to Saturday, 10 am-8 pm. by post Simply complete the booking form and return it to Stanfield Theatre Box Office, PO Box 220, Stanfield, ST55 6GF AII cheques should be made payable to Stanfield Theatre. by telephone Ring 01316 753219 to reserve your tickets or to pay by credit card (Visa, Mastercard and Amex accepted). on-line Complete the on-line booking form at www. stanfieldtheatre. com DISCOUNTS Saver: 2 off any seat booked any time in advance for performances from Monday to Thursday inclusive, and for all matinees. Savers are available for children up to 16 years old, over 60s and full-time students. Supersaver: half-price seats are available for people with disabilities and one companion. It is advisable to book in advance. There is a maximum of eight wheelchair spaces available and one wheelchair space will be held until one hour before the show (subject to availability). Standby: best available seats are on sale for 6 from one hour before the performance for people eligible for Saver and Supersaver discounts and thirty minutes before for all other customers. Group Bookings: there is a ten per cent discount for parties of twelve or more. Schools: school parties of ten or more can book 6 Standby tickets in advance and will get every tenth ticket free. Please note: we are unable to exchange tickets or refund money unless a performance is cancelled due to unforeseen circumstances. GIFT VOUCHERS Gift vouchers for any value can be bought at the Box Office. | A group of ten adults going to a performance can claim a discount. | c |
id_5045 | STANFIELD THEATRE BOOKING There are four easy ways to book seats for performances: in person The Box Office is open Monday to Saturday, 10 am-8 pm. by post Simply complete the booking form and return it to Stanfield Theatre Box Office, PO Box 220, Stanfield, ST55 6GF AII cheques should be made payable to Stanfield Theatre. by telephone Ring 01316 753219 to reserve your tickets or to pay by credit card (Visa, Mastercard and Amex accepted). on-line Complete the on-line booking form at www. stanfieldtheatre. com DISCOUNTS Saver: 2 off any seat booked any time in advance for performances from Monday to Thursday inclusive, and for all matinees. Savers are available for children up to 16 years old, over 60s and full-time students. Supersaver: half-price seats are available for people with disabilities and one companion. It is advisable to book in advance. There is a maximum of eight wheelchair spaces available and one wheelchair space will be held until one hour before the show (subject to availability). Standby: best available seats are on sale for 6 from one hour before the performance for people eligible for Saver and Supersaver discounts and thirty minutes before for all other customers. Group Bookings: there is a ten per cent discount for parties of twelve or more. Schools: school parties of ten or more can book 6 Standby tickets in advance and will get every tenth ticket free. Please note: we are unable to exchange tickets or refund money unless a performance is cancelled due to unforeseen circumstances. GIFT VOUCHERS Gift vouchers for any value can be bought at the Box Office. | Theatre-goers who are unexpectedly unable to attend a performance can get their money back. | c |
id_5046 | STANFIELD THEATRE BOOKING There are four easy ways to book seats for performances: in person The Box Office is open Monday to Saturday, 10 am-8 pm. by post Simply complete the booking form and return it to Stanfield Theatre Box Office, PO Box 220, Stanfield, ST55 6GF AII cheques should be made payable to Stanfield Theatre. by telephone Ring 01316 753219 to reserve your tickets or to pay by credit card (Visa, Mastercard and Amex accepted). on-line Complete the on-line booking form at www. stanfieldtheatre. com DISCOUNTS Saver: 2 off any seat booked any time in advance for performances from Monday to Thursday inclusive, and for all matinees. Savers are available for children up to 16 years old, over 60s and full-time students. Supersaver: half-price seats are available for people with disabilities and one companion. It is advisable to book in advance. There is a maximum of eight wheelchair spaces available and one wheelchair space will be held until one hour before the show (subject to availability). Standby: best available seats are on sale for 6 from one hour before the performance for people eligible for Saver and Supersaver discounts and thirty minutes before for all other customers. Group Bookings: there is a ten per cent discount for parties of twelve or more. Schools: school parties of ten or more can book 6 Standby tickets in advance and will get every tenth ticket free. Please note: we are unable to exchange tickets or refund money unless a performance is cancelled due to unforeseen circumstances. GIFT VOUCHERS Gift vouchers for any value can be bought at the Box Office. | 60-year-olds who want to book in advance have to prove their age to get a discount. | n |
id_5047 | STUDENT CLUBS AND SOCIETIES Desperate to find friends with common interests? Urgently in need of student contacts around college? Looking for different cultural and religious experiences? Wanting some good discussion? Dont look any further! JOIN A CLUB OR SOCIETY AND HAVE FUN! This club was first started by a group of friends who enjoyed going to the cinema. When our trips became more frequent we realised that there must be others who also shared our love of movies. This club is for those people. Membership gives wide access to other activities like basketball and football as well as barbecues and other social functions. We dont just enjoy movies. The association has many opportunities to debate and we are a non-political unbiased international organisation which aims to promote international awareness on campus. We establish links and access to the organisations agencies and other internationalist organisations and their resources. Our plans this year include discussion groups, guest speakers and to build a model of the UN General Assembly. Whether for fun or debating experience, we discuss everything from personal experience, future society or feminism. This year we plan an internal competition, weekly debates and beginners lessons as well as chances to compete nationally. Whether it be to improve your verbal or social skills the society provides both! Want to be a movie star? Then go somewhere else! On the other hand, want to work really hard for great rewards? Then come and join the club where interesting theatre is created. We usually put on three productions each year. So if you like to write, paint, act, direct or do anything in the theatre, come and put your name down with us. If you are interested in joining any of these clubs, you can leave a message for the President at the CAS Office in the Student Union Building. And dont forget the CAS Ball is an annual event! This year its being held on 22 December! | I owed the bank rather a lot of money a few years ago. Its all paid back now but they wont lend me any more. Will this disqualify me from getting a student loan? | c |
id_5048 | STUDENT CLUBS AND SOCIETIES Desperate to find friends with common interests? Urgently in need of student contacts around college? Looking for different cultural and religious experiences? Wanting some good discussion? Dont look any further! JOIN A CLUB OR SOCIETY AND HAVE FUN! This club was first started by a group of friends who enjoyed going to the cinema. When our trips became more frequent we realised that there must be others who also shared our love of movies. This club is for those people. Membership gives wide access to other activities like basketball and football as well as barbecues and other social functions. We dont just enjoy movies. The association has many opportunities to debate and we are a non-political unbiased international organisation which aims to promote international awareness on campus. We establish links and access to the organisations agencies and other internationalist organisations and their resources. Our plans this year include discussion groups, guest speakers and to build a model of the UN General Assembly. Whether for fun or debating experience, we discuss everything from personal experience, future society or feminism. This year we plan an internal competition, weekly debates and beginners lessons as well as chances to compete nationally. Whether it be to improve your verbal or social skills the society provides both! Want to be a movie star? Then go somewhere else! On the other hand, want to work really hard for great rewards? Then come and join the club where interesting theatre is created. We usually put on three productions each year. So if you like to write, paint, act, direct or do anything in the theatre, come and put your name down with us. If you are interested in joining any of these clubs, you can leave a message for the President at the CAS Office in the Student Union Building. And dont forget the CAS Ball is an annual event! This year its being held on 22 December! | I took a course a couple of years ago, got a student loan, but had to withdraw half-way through. | e |
id_5049 | STUDENT CLUBS AND SOCIETIES Desperate to find friends with common interests? Urgently in need of student contacts around college? Looking for different cultural and religious experiences? Wanting some good discussion? Dont look any further! JOIN A CLUB OR SOCIETY AND HAVE FUN! This club was first started by a group of friends who enjoyed going to the cinema. When our trips became more frequent we realised that there must be others who also shared our love of movies. This club is for those people. Membership gives wide access to other activities like basketball and football as well as barbecues and other social functions. We dont just enjoy movies. The association has many opportunities to debate and we are a non-political unbiased international organisation which aims to promote international awareness on campus. We establish links and access to the organisations agencies and other internationalist organisations and their resources. Our plans this year include discussion groups, guest speakers and to build a model of the UN General Assembly. Whether for fun or debating experience, we discuss everything from personal experience, future society or feminism. This year we plan an internal competition, weekly debates and beginners lessons as well as chances to compete nationally. Whether it be to improve your verbal or social skills the society provides both! Want to be a movie star? Then go somewhere else! On the other hand, want to work really hard for great rewards? Then come and join the club where interesting theatre is created. We usually put on three productions each year. So if you like to write, paint, act, direct or do anything in the theatre, come and put your name down with us. If you are interested in joining any of these clubs, you can leave a message for the President at the CAS Office in the Student Union Building. And dont forget the CAS Ball is an annual event! This year its being held on 22 December! | Im starting a foundation course in September. Its full time and after a year I hope to get on to a degree course. The fees for the actual course are being paid for by my Local Authority. Am I eligible for a student loan? | e |
id_5050 | STUDENT CLUBS AND SOCIETIES Desperate to find friends with common interests? Urgently in need of student contacts around college? Looking for different cultural and religious experiences? Wanting some good discussion? Dont look any further! JOIN A CLUB OR SOCIETY AND HAVE FUN! This club was first started by a group of friends who enjoyed going to the cinema. When our trips became more frequent we realised that there must be others who also shared our love of movies. This club is for those people. Membership gives wide access to other activities like basketball and football as well as barbecues and other social functions. We dont just enjoy movies. The association has many opportunities to debate and we are a non-political unbiased international organisation which aims to promote international awareness on campus. We establish links and access to the organisations agencies and other internationalist organisations and their resources. Our plans this year include discussion groups, guest speakers and to build a model of the UN General Assembly. Whether for fun or debating experience, we discuss everything from personal experience, future society or feminism. This year we plan an internal competition, weekly debates and beginners lessons as well as chances to compete nationally. Whether it be to improve your verbal or social skills the society provides both! Want to be a movie star? Then go somewhere else! On the other hand, want to work really hard for great rewards? Then come and join the club where interesting theatre is created. We usually put on three productions each year. So if you like to write, paint, act, direct or do anything in the theatre, come and put your name down with us. If you are interested in joining any of these clubs, you can leave a message for the President at the CAS Office in the Student Union Building. And dont forget the CAS Ball is an annual event! This year its being held on 22 December! | Im taking a months cookery course at a local college. Its a private catering college. Im going a couple of evenings a week, after work. I get a diploma at the end of it. Can I get some help with a student loan? | c |
id_5051 | STUDENT CLUBS AND SOCIETIES Desperate to find friends with common interests? Urgently in need of student contacts around college? Looking for different cultural and religious experiences? Wanting some good discussion? Dont look any further! JOIN A CLUB OR SOCIETY AND HAVE FUN! This club was first started by a group of friends who enjoyed going to the cinema. When our trips became more frequent we realised that there must be others who also shared our love of movies. This club is for those people. Membership gives wide access to other activities like basketball and football as well as barbecues and other social functions. We dont just enjoy movies. The association has many opportunities to debate and we are a non-political unbiased international organisation which aims to promote international awareness on campus. We establish links and access to the organisations agencies and other internationalist organisations and their resources. Our plans this year include discussion groups, guest speakers and to build a model of the UN General Assembly. Whether for fun or debating experience, we discuss everything from personal experience, future society or feminism. This year we plan an internal competition, weekly debates and beginners lessons as well as chances to compete nationally. Whether it be to improve your verbal or social skills the society provides both! Want to be a movie star? Then go somewhere else! On the other hand, want to work really hard for great rewards? Then come and join the club where interesting theatre is created. We usually put on three productions each year. So if you like to write, paint, act, direct or do anything in the theatre, come and put your name down with us. If you are interested in joining any of these clubs, you can leave a message for the President at the CAS Office in the Student Union Building. And dont forget the CAS Ball is an annual event! This year its being held on 22 December! | Im actually staying with my aunt while Im at college. Will the Student Loans Company want to know how much she earns? | c |
id_5052 | STUDENT CLUBS AND SOCIETIES Desperate to find friends with common interests? Urgently in need of student contacts around college? Looking for different cultural and religious experiences? Wanting some good discussion? Dont look any further! JOIN A CLUB OR SOCIETY AND HAVE FUN! This club was first started by a group of friends who enjoyed going to the cinema. When our trips became more frequent we realised that there must be others who also shared our love of movies. This club is for those people. Membership gives wide access to other activities like basketball and football as well as barbecues and other social functions. We dont just enjoy movies. The association has many opportunities to debate and we are a non-political unbiased international organisation which aims to promote international awareness on campus. We establish links and access to the organisations agencies and other internationalist organisations and their resources. Our plans this year include discussion groups, guest speakers and to build a model of the UN General Assembly. Whether for fun or debating experience, we discuss everything from personal experience, future society or feminism. This year we plan an internal competition, weekly debates and beginners lessons as well as chances to compete nationally. Whether it be to improve your verbal or social skills the society provides both! Want to be a movie star? Then go somewhere else! On the other hand, want to work really hard for great rewards? Then come and join the club where interesting theatre is created. We usually put on three productions each year. So if you like to write, paint, act, direct or do anything in the theatre, come and put your name down with us. If you are interested in joining any of these clubs, you can leave a message for the President at the CAS Office in the Student Union Building. And dont forget the CAS Ball is an annual event! This year its being held on 22 December! | Ive already been given a small scholarship to cover some of my tuition fees. Can I still get a student loan? | e |
id_5053 | STUDENT CLUBS AND SOCIETIES Desperate to find friends with common interests? Urgently in need of student contacts around college? Looking for different cultural and religious experiences? Wanting some good discussion? Dont look any further! JOIN A CLUB OR SOCIETY AND HAVE FUN! This club was first started by a group of friends who enjoyed going to the cinema. When our trips became more frequent we realised that there must be others who also shared our love of movies. This club is for those people. Membership gives wide access to other activities like basketball and football as well as barbecues and other social functions. We dont just enjoy movies. The association has many opportunities to debate and we are a non-political unbiased international organisation which aims to promote international awareness on campus. We establish links and access to the organisations agencies and other internationalist organisations and their resources. Our plans this year include discussion groups, guest speakers and to build a model of the UN General Assembly. Whether for fun or debating experience, we discuss everything from personal experience, future society or feminism. This year we plan an internal competition, weekly debates and beginners lessons as well as chances to compete nationally. Whether it be to improve your verbal or social skills the society provides both! Want to be a movie star? Then go somewhere else! On the other hand, want to work really hard for great rewards? Then come and join the club where interesting theatre is created. We usually put on three productions each year. So if you like to write, paint, act, direct or do anything in the theatre, come and put your name down with us. If you are interested in joining any of these clubs, you can leave a message for the President at the CAS Office in the Student Union Building. And dont forget the CAS Ball is an annual event! This year its being held on 22 December! | Now all her children are grown up my mother says shed like to finish the studies she was forced to give up earlier in life. Shes 48 now and her course is full-time for a year. Is she too old to get a student loan? | c |
id_5054 | STUDENT CLUBS AND SOCIETIES Desperate to find friends with common interests? Urgently in need of student contacts around college? Looking for different cultural and religious experiences? Wanting some good discussion? Dont look any further! JOIN A CLUB OR SOCIETY AND HAVE FUN! This club was first started by a group of friends who enjoyed going to the cinema. When our trips became more frequent we realised that there must be others who also shared our love of movies. This club is for those people. Membership gives wide access to other activities like basketball and football as well as barbecues and other social functions. We dont just enjoy movies. The association has many opportunities to debate and we are a non-political unbiased international organisation which aims to promote international awareness on campus. We establish links and access to the organisations agencies and other internationalist organisations and their resources. Our plans this year include discussion groups, guest speakers and to build a model of the UN General Assembly. Whether for fun or debating experience, we discuss everything from personal experience, future society or feminism. This year we plan an internal competition, weekly debates and beginners lessons as well as chances to compete nationally. Whether it be to improve your verbal or social skills the society provides both! Want to be a movie star? Then go somewhere else! On the other hand, want to work really hard for great rewards? Then come and join the club where interesting theatre is created. We usually put on three productions each year. So if you like to write, paint, act, direct or do anything in the theatre, come and put your name down with us. If you are interested in joining any of these clubs, you can leave a message for the President at the CAS Office in the Student Union Building. And dont forget the CAS Ball is an annual event! This year its being held on 22 December! | I finish my first degree in July. Ive got a place on a Postgraduate Certificate in Education course to start in September. Will the Local Authority pay the tuition fees for this course? | n |
id_5055 | STUDENT LIFE AT CANTERBURY COLLEGE. Most of the courses at Canterbury College only take up four days of the week, leaving one day free for independent study. The atmosphere at the College is that of an adult environment where a relationship of mutual respect is encouraged between students and tutors. Canterbury is a student city with several institutes of Further and Higher Education. The city centre is just a five-minute walk from the College, easily accessible in lunch or study breaks. Canterbury College has developed strong international links over the years and, as a result, many students have the opportunity of visiting and working in a European country in the course of their studies. Students Union and SRC All students are automatically members of the Canterbury College Students Union (CCSU) and can attend meetings. The Union is very active and is run by an Executive Committee elected by students in the Autumn Term. The President is elected every Summer Term to provide continuity for the next academic year. Representatives from each area of study form the Student Representative Council (SRC) which allows every student a say in Union affairs. In addition to representing students internally in the College on the Academic Board and with a subcommittee of the College Corporation, the CCSU also belongs to the National Union of Students which represents the interests of students nationally. The Union also arranges and supports entertainments, sporting activities and trips. Student facilities Learning Resources Centre (LRC) The Corey Learning Resources Centre provides easy access to a wide range of printed and audiovisual learning materials which can help students with coursework. There is ample space for quiet independent study and there are also areas for group work. Resources provided include books, journals, audio and video cassettes and CD-ROMs. Inter-library loans are available locally and nationally via the British Library. All students are encouraged to use the Open Access Information Technology Centre situated on the first floor. This has a variety of computing, word processing and desktop publishing software. Bookshop A branch of Waterstones bookshops is located on campus, where you can buy a range of stationery, drawing equipment, artists materials and books, as well as many other useful items you may need. Childrens Centre The College Childrens Centre has places for under 5s with some subsidised places being available to students. Places are limited, so, if you are interested, apply early to reserve a place by contacting Linda Baker on the College telephone number. Refectory This provides refreshments between 08.30 and 19.00 with hot meals served three times a day. Healthy eating options are available. Coffee Shop This is open during normal College hours and serves light snacks and drinks. Proceeds from the Coffee Shop go to the Students Union. Crypt Restaurant This is a training restaurant which offers good quality cuisine in pleasant surroundings. Meals are very reasonably priced and you are invited to sample the students highly skilled dishes when the restaurant is open to the public during the week. Reservations can be made on 01227511244. Chapel View Restaurant This is another training restaurant and is set up as a quick-service facility which offers a selection of snacks and main courses at a modest price | The elections for the Union President and Executive Committee are held together. | c |
id_5056 | STUDENT LIFE AT CANTERBURY COLLEGE. Most of the courses at Canterbury College only take up four days of the week, leaving one day free for independent study. The atmosphere at the College is that of an adult environment where a relationship of mutual respect is encouraged between students and tutors. Canterbury is a student city with several institutes of Further and Higher Education. The city centre is just a five-minute walk from the College, easily accessible in lunch or study breaks. Canterbury College has developed strong international links over the years and, as a result, many students have the opportunity of visiting and working in a European country in the course of their studies. Students Union and SRC All students are automatically members of the Canterbury College Students Union (CCSU) and can attend meetings. The Union is very active and is run by an Executive Committee elected by students in the Autumn Term. The President is elected every Summer Term to provide continuity for the next academic year. Representatives from each area of study form the Student Representative Council (SRC) which allows every student a say in Union affairs. In addition to representing students internally in the College on the Academic Board and with a subcommittee of the College Corporation, the CCSU also belongs to the National Union of Students which represents the interests of students nationally. The Union also arranges and supports entertainments, sporting activities and trips. Student facilities Learning Resources Centre (LRC) The Corey Learning Resources Centre provides easy access to a wide range of printed and audiovisual learning materials which can help students with coursework. There is ample space for quiet independent study and there are also areas for group work. Resources provided include books, journals, audio and video cassettes and CD-ROMs. Inter-library loans are available locally and nationally via the British Library. All students are encouraged to use the Open Access Information Technology Centre situated on the first floor. This has a variety of computing, word processing and desktop publishing software. Bookshop A branch of Waterstones bookshops is located on campus, where you can buy a range of stationery, drawing equipment, artists materials and books, as well as many other useful items you may need. Childrens Centre The College Childrens Centre has places for under 5s with some subsidised places being available to students. Places are limited, so, if you are interested, apply early to reserve a place by contacting Linda Baker on the College telephone number. Refectory This provides refreshments between 08.30 and 19.00 with hot meals served three times a day. Healthy eating options are available. Coffee Shop This is open during normal College hours and serves light snacks and drinks. Proceeds from the Coffee Shop go to the Students Union. Crypt Restaurant This is a training restaurant which offers good quality cuisine in pleasant surroundings. Meals are very reasonably priced and you are invited to sample the students highly skilled dishes when the restaurant is open to the public during the week. Reservations can be made on 01227511244. Chapel View Restaurant This is another training restaurant and is set up as a quick-service facility which offers a selection of snacks and main courses at a modest price | Many students are allocated a job experience placement abroad. | e |
id_5057 | STUDENT LIFE AT CANTERBURY COLLEGE. Most of the courses at Canterbury College only take up four days of the week, leaving one day free for independent study. The atmosphere at the College is that of an adult environment where a relationship of mutual respect is encouraged between students and tutors. Canterbury is a student city with several institutes of Further and Higher Education. The city centre is just a five-minute walk from the College, easily accessible in lunch or study breaks. Canterbury College has developed strong international links over the years and, as a result, many students have the opportunity of visiting and working in a European country in the course of their studies. Students Union and SRC All students are automatically members of the Canterbury College Students Union (CCSU) and can attend meetings. The Union is very active and is run by an Executive Committee elected by students in the Autumn Term. The President is elected every Summer Term to provide continuity for the next academic year. Representatives from each area of study form the Student Representative Council (SRC) which allows every student a say in Union affairs. In addition to representing students internally in the College on the Academic Board and with a subcommittee of the College Corporation, the CCSU also belongs to the National Union of Students which represents the interests of students nationally. The Union also arranges and supports entertainments, sporting activities and trips. Student facilities Learning Resources Centre (LRC) The Corey Learning Resources Centre provides easy access to a wide range of printed and audiovisual learning materials which can help students with coursework. There is ample space for quiet independent study and there are also areas for group work. Resources provided include books, journals, audio and video cassettes and CD-ROMs. Inter-library loans are available locally and nationally via the British Library. All students are encouraged to use the Open Access Information Technology Centre situated on the first floor. This has a variety of computing, word processing and desktop publishing software. Bookshop A branch of Waterstones bookshops is located on campus, where you can buy a range of stationery, drawing equipment, artists materials and books, as well as many other useful items you may need. Childrens Centre The College Childrens Centre has places for under 5s with some subsidised places being available to students. Places are limited, so, if you are interested, apply early to reserve a place by contacting Linda Baker on the College telephone number. Refectory This provides refreshments between 08.30 and 19.00 with hot meals served three times a day. Healthy eating options are available. Coffee Shop This is open during normal College hours and serves light snacks and drinks. Proceeds from the Coffee Shop go to the Students Union. Crypt Restaurant This is a training restaurant which offers good quality cuisine in pleasant surroundings. Meals are very reasonably priced and you are invited to sample the students highly skilled dishes when the restaurant is open to the public during the week. Reservations can be made on 01227511244. Chapel View Restaurant This is another training restaurant and is set up as a quick-service facility which offers a selection of snacks and main courses at a modest price | The Refectory serves fast-food options. | n |
id_5058 | STUDENT LIFE AT CANTERBURY COLLEGE. Most of the courses at Canterbury College only take up four days of the week, leaving one day free for independent study. The atmosphere at the College is that of an adult environment where a relationship of mutual respect is encouraged between students and tutors. Canterbury is a student city with several institutes of Further and Higher Education. The city centre is just a five-minute walk from the College, easily accessible in lunch or study breaks. Canterbury College has developed strong international links over the years and, as a result, many students have the opportunity of visiting and working in a European country in the course of their studies. Students Union and SRC All students are automatically members of the Canterbury College Students Union (CCSU) and can attend meetings. The Union is very active and is run by an Executive Committee elected by students in the Autumn Term. The President is elected every Summer Term to provide continuity for the next academic year. Representatives from each area of study form the Student Representative Council (SRC) which allows every student a say in Union affairs. In addition to representing students internally in the College on the Academic Board and with a subcommittee of the College Corporation, the CCSU also belongs to the National Union of Students which represents the interests of students nationally. The Union also arranges and supports entertainments, sporting activities and trips. Student facilities Learning Resources Centre (LRC) The Corey Learning Resources Centre provides easy access to a wide range of printed and audiovisual learning materials which can help students with coursework. There is ample space for quiet independent study and there are also areas for group work. Resources provided include books, journals, audio and video cassettes and CD-ROMs. Inter-library loans are available locally and nationally via the British Library. All students are encouraged to use the Open Access Information Technology Centre situated on the first floor. This has a variety of computing, word processing and desktop publishing software. Bookshop A branch of Waterstones bookshops is located on campus, where you can buy a range of stationery, drawing equipment, artists materials and books, as well as many other useful items you may need. Childrens Centre The College Childrens Centre has places for under 5s with some subsidised places being available to students. Places are limited, so, if you are interested, apply early to reserve a place by contacting Linda Baker on the College telephone number. Refectory This provides refreshments between 08.30 and 19.00 with hot meals served three times a day. Healthy eating options are available. Coffee Shop This is open during normal College hours and serves light snacks and drinks. Proceeds from the Coffee Shop go to the Students Union. Crypt Restaurant This is a training restaurant which offers good quality cuisine in pleasant surroundings. Meals are very reasonably priced and you are invited to sample the students highly skilled dishes when the restaurant is open to the public during the week. Reservations can be made on 01227511244. Chapel View Restaurant This is another training restaurant and is set up as a quick-service facility which offers a selection of snacks and main courses at a modest price | The Chapel View Restaurant is for students only. | n |
id_5059 | STUDENT LIFE AT CANTERBURY COLLEGE. Most of the courses at Canterbury College only take up four days of the week, leaving one day free for independent study. The atmosphere at the College is that of an adult environment where a relationship of mutual respect is encouraged between students and tutors. Canterbury is a student city with several institutes of Further and Higher Education. The city centre is just a five-minute walk from the College, easily accessible in lunch or study breaks. Canterbury College has developed strong international links over the years and, as a result, many students have the opportunity of visiting and working in a European country in the course of their studies. Students Union and SRC All students are automatically members of the Canterbury College Students Union (CCSU) and can attend meetings. The Union is very active and is run by an Executive Committee elected by students in the Autumn Term. The President is elected every Summer Term to provide continuity for the next academic year. Representatives from each area of study form the Student Representative Council (SRC) which allows every student a say in Union affairs. In addition to representing students internally in the College on the Academic Board and with a subcommittee of the College Corporation, the CCSU also belongs to the National Union of Students which represents the interests of students nationally. The Union also arranges and supports entertainments, sporting activities and trips. Student facilities Learning Resources Centre (LRC) The Corey Learning Resources Centre provides easy access to a wide range of printed and audiovisual learning materials which can help students with coursework. There is ample space for quiet independent study and there are also areas for group work. Resources provided include books, journals, audio and video cassettes and CD-ROMs. Inter-library loans are available locally and nationally via the British Library. All students are encouraged to use the Open Access Information Technology Centre situated on the first floor. This has a variety of computing, word processing and desktop publishing software. Bookshop A branch of Waterstones bookshops is located on campus, where you can buy a range of stationery, drawing equipment, artists materials and books, as well as many other useful items you may need. Childrens Centre The College Childrens Centre has places for under 5s with some subsidised places being available to students. Places are limited, so, if you are interested, apply early to reserve a place by contacting Linda Baker on the College telephone number. Refectory This provides refreshments between 08.30 and 19.00 with hot meals served three times a day. Healthy eating options are available. Coffee Shop This is open during normal College hours and serves light snacks and drinks. Proceeds from the Coffee Shop go to the Students Union. Crypt Restaurant This is a training restaurant which offers good quality cuisine in pleasant surroundings. Meals are very reasonably priced and you are invited to sample the students highly skilled dishes when the restaurant is open to the public during the week. Reservations can be made on 01227511244. Chapel View Restaurant This is another training restaurant and is set up as a quick-service facility which offers a selection of snacks and main courses at a modest price | There are staff in the LRC to help students use the facilities. | n |
id_5060 | STUDENT LIFE AT CANTERBURY COLLEGE. Most of the courses at Canterbury College only take up four days of the week, leaving one day free for independent study. The atmosphere at the College is that of an adult environment where a relationship of mutual respect is encouraged between students and tutors. Canterbury is a student city with several institutes of Further and Higher Education. The city centre is just a five-minute walk from the College, easily accessible in lunch or study breaks. Canterbury College has developed strong international links over the years and, as a result, many students have the opportunity of visiting and working in a European country in the course of their studies. Students Union and SRC All students are automatically members of the Canterbury College Students Union (CCSU) and can attend meetings. The Union is very active and is run by an Executive Committee elected by students in the Autumn Term. The President is elected every Summer Term to provide continuity for the next academic year. Representatives from each area of study form the Student Representative Council (SRC) which allows every student a say in Union affairs. In addition to representing students internally in the College on the Academic Board and with a subcommittee of the College Corporation, the CCSU also belongs to the National Union of Students which represents the interests of students nationally. The Union also arranges and supports entertainments, sporting activities and trips. Student facilities Learning Resources Centre (LRC) The Corey Learning Resources Centre provides easy access to a wide range of printed and audiovisual learning materials which can help students with coursework. There is ample space for quiet independent study and there are also areas for group work. Resources provided include books, journals, audio and video cassettes and CD-ROMs. Inter-library loans are available locally and nationally via the British Library. All students are encouraged to use the Open Access Information Technology Centre situated on the first floor. This has a variety of computing, word processing and desktop publishing software. Bookshop A branch of Waterstones bookshops is located on campus, where you can buy a range of stationery, drawing equipment, artists materials and books, as well as many other useful items you may need. Childrens Centre The College Childrens Centre has places for under 5s with some subsidised places being available to students. Places are limited, so, if you are interested, apply early to reserve a place by contacting Linda Baker on the College telephone number. Refectory This provides refreshments between 08.30 and 19.00 with hot meals served three times a day. Healthy eating options are available. Coffee Shop This is open during normal College hours and serves light snacks and drinks. Proceeds from the Coffee Shop go to the Students Union. Crypt Restaurant This is a training restaurant which offers good quality cuisine in pleasant surroundings. Meals are very reasonably priced and you are invited to sample the students highly skilled dishes when the restaurant is open to the public during the week. Reservations can be made on 01227511244. Chapel View Restaurant This is another training restaurant and is set up as a quick-service facility which offers a selection of snacks and main courses at a modest price | Nursery care is available on a first-come, first-served basis. | e |
id_5061 | STUDENT LOANS The Government has been funding a loans scheme for students in Higher Education since September 1990. These loans are available as a top up to the standard grant. Although the loan is intended to supplement the grant for living costs, eligibility for a student loan is not restricted to those who receive a maintenance grant. The decision whether or not to take the loan is yours. Eligibility You are eligible for a student loan if you are a UK resident and are attending a full-time Higher Education course, below postgraduate level, or a Postgraduate Certificate in Education course, provided you start your course before your 50th birthday. Full-time courses last at least one academic year and include sandwich courses which combine time at college with time spent in a workplace. Eligible courses are offered by colleges, universities, the Scottish grant-aided colleges and other publicly funded institutions providing Higher Education courses. In general, eligible courses include first-degree courses or their equivalents and any other courses for which your Local Authority will pay your tuition fees. Your financial circumstances Students who want loans are not means tested or credit vetted all those eligible will obtain a loan. This means that: The amount of your maintenance grant or tuition fees does not matter. Other income, if any, is not taken into account. Any previous student loans are not taken into account. The income of your parents, spouse, partner or other relatives is not taken into account. Your previous financial record is not a consideration. When to apply for a loan If you would like more information on how to apply for a student loan in readiness for your entry to Higher Education in Autumn 2003, then you should contact The Student Loans Company from June 2003 onwards. Once in Higher Education, you can apply for a loan at any time in the academic year. SECTION 3 FIRST IMPRESSIONS COUNT Traditionally uniforms were and for some industries still are manufactured to protect the worker. When they were first designed, it is also likely that all uniforms made symbolic sense those for the military, for example, were originally intended to impress and even terrify the enemy; other uniforms denoted a hierarchy chefs wore white because they worked with flour, but the main chef wore a black hat to show he supervised. The last 30 years, however, have seen an increasing emphasis on their role in projecting the image of an organisation and in uniting the workforce into a homogeneous unit particularly in customer facing industries, and especially in financial services and retailing. From uniforms and workwear has emerged corporate clothing. The people you employ are your ambassadors, says Peter Griffin, managing director of a major retailer in the UK. What they say, how they look, and how they behave is terribly important. The result is a new way of looking at corporate workwear. From being a simple means of identifying who is a member of staff, the uniform is emerging as a new channel of marketing communication. Truly effective marketing through visual cues such as uniforms is a subtle art, however. Wittingly or unwittingly, how we look sends all sorts of powerful subliminal messages to other people. Dark colours give an aura of authority while lighter pastel shades suggest approachability. Certain dress style creates a sense of conservatism, others a sense of openness to new ideas. Neatness can suggest efficiency but, if it is overdone, it can spill over and indicate an obsession with power. If the company is selling quality, then it must have quality uniforms. If it is selling style, its uniforms must be stylish. If it wants to appear innovative, everybody cant look exactly the same. Subliminally we see all these things, says Lynn Elvy, a director of image consultants House of Colour. But translating corporate philosophies into the right mix of colour, style, degree of branding and uniformity can be a fraught process. And it is not always successful. According to Company Clothing magazine, there are 1000 companies supplying the workwear and corporate clothing market. Of these, 22 account for 85% of total sales 380 million in 1994. A successful uniform needs to balance two key sets of needs. On the one hand, no uniform will work if staff feel uncomfortable or ugly. Giving the wearers a choice has become a key element in the way corporate clothing is introduced and managed. On the other, it is pointless if the look doesnt express the businesss marketing strategy. The greatest challenge in this respect is time. When it comes to human perceptions, first impressions count. Customers will size up the way staff look in just a few seconds, and that few seconds will colour their attitudes from then on. Those few seconds can be so important that big companies are prepared to invest years, and millions of pounds, getting them right. In addition, some uniform companies also offer rental services. There will be an increasing specialisation in the marketplace, predicts Mr Blyth, Customer Services Manager of a large UK bank. The past two or three years have seen consolidation. Increasingly, the big suppliers are becoming managing agents, which means they offer a total service to put together the whole complex operation of a companys corporate clothing package which includes reliable sourcing, managing the inventory, budget control and distribution to either central locations or to each staff member individually. Huge investments have been made in new systems, information technology and amassing quality assurance accreditations. Corporate clothing does have potentials for further growth. Some banks have yet to introduce a full corporate look; police forces are researching a completely new look for the 21st century. And many employees now welcome a company wardrobe. A recent survey of staff found that 90 per cent welcomed having clothing which reflected the corporate identity. | Most businesses that supply company clothing are successful. | c |
id_5062 | STUDENT LOANS The Government has been funding a loans scheme for students in Higher Education since September 1990. These loans are available as a top up to the standard grant. Although the loan is intended to supplement the grant for living costs, eligibility for a student loan is not restricted to those who receive a maintenance grant. The decision whether or not to take the loan is yours. Eligibility You are eligible for a student loan if you are a UK resident and are attending a full-time Higher Education course, below postgraduate level, or a Postgraduate Certificate in Education course, provided you start your course before your 50th birthday. Full-time courses last at least one academic year and include sandwich courses which combine time at college with time spent in a workplace. Eligible courses are offered by colleges, universities, the Scottish grant-aided colleges and other publicly funded institutions providing Higher Education courses. In general, eligible courses include first-degree courses or their equivalents and any other courses for which your Local Authority will pay your tuition fees. Your financial circumstances Students who want loans are not means tested or credit vetted all those eligible will obtain a loan. This means that: The amount of your maintenance grant or tuition fees does not matter. Other income, if any, is not taken into account. Any previous student loans are not taken into account. The income of your parents, spouse, partner or other relatives is not taken into account. Your previous financial record is not a consideration. When to apply for a loan If you would like more information on how to apply for a student loan in readiness for your entry to Higher Education in Autumn 2003, then you should contact The Student Loans Company from June 2003 onwards. Once in Higher Education, you can apply for a loan at any time in the academic year. SECTION 3 FIRST IMPRESSIONS COUNT Traditionally uniforms were and for some industries still are manufactured to protect the worker. When they were first designed, it is also likely that all uniforms made symbolic sense those for the military, for example, were originally intended to impress and even terrify the enemy; other uniforms denoted a hierarchy chefs wore white because they worked with flour, but the main chef wore a black hat to show he supervised. The last 30 years, however, have seen an increasing emphasis on their role in projecting the image of an organisation and in uniting the workforce into a homogeneous unit particularly in customer facing industries, and especially in financial services and retailing. From uniforms and workwear has emerged corporate clothing. The people you employ are your ambassadors, says Peter Griffin, managing director of a major retailer in the UK. What they say, how they look, and how they behave is terribly important. The result is a new way of looking at corporate workwear. From being a simple means of identifying who is a member of staff, the uniform is emerging as a new channel of marketing communication. Truly effective marketing through visual cues such as uniforms is a subtle art, however. Wittingly or unwittingly, how we look sends all sorts of powerful subliminal messages to other people. Dark colours give an aura of authority while lighter pastel shades suggest approachability. Certain dress style creates a sense of conservatism, others a sense of openness to new ideas. Neatness can suggest efficiency but, if it is overdone, it can spill over and indicate an obsession with power. If the company is selling quality, then it must have quality uniforms. If it is selling style, its uniforms must be stylish. If it wants to appear innovative, everybody cant look exactly the same. Subliminally we see all these things, says Lynn Elvy, a director of image consultants House of Colour. But translating corporate philosophies into the right mix of colour, style, degree of branding and uniformity can be a fraught process. And it is not always successful. According to Company Clothing magazine, there are 1000 companies supplying the workwear and corporate clothing market. Of these, 22 account for 85% of total sales 380 million in 1994. A successful uniform needs to balance two key sets of needs. On the one hand, no uniform will work if staff feel uncomfortable or ugly. Giving the wearers a choice has become a key element in the way corporate clothing is introduced and managed. On the other, it is pointless if the look doesnt express the businesss marketing strategy. The greatest challenge in this respect is time. When it comes to human perceptions, first impressions count. Customers will size up the way staff look in just a few seconds, and that few seconds will colour their attitudes from then on. Those few seconds can be so important that big companies are prepared to invest years, and millions of pounds, getting them right. In addition, some uniform companies also offer rental services. There will be an increasing specialisation in the marketplace, predicts Mr Blyth, Customer Services Manager of a large UK bank. The past two or three years have seen consolidation. Increasingly, the big suppliers are becoming managing agents, which means they offer a total service to put together the whole complex operation of a companys corporate clothing package which includes reliable sourcing, managing the inventory, budget control and distribution to either central locations or to each staff member individually. Huge investments have been made in new systems, information technology and amassing quality assurance accreditations. Corporate clothing does have potentials for further growth. Some banks have yet to introduce a full corporate look; police forces are researching a completely new look for the 21st century. And many employees now welcome a company wardrobe. A recent survey of staff found that 90 per cent welcomed having clothing which reflected the corporate identity. | Uniforms are best selected by marketing consultants. | n |
id_5063 | STUDENT LOANS The Government has been funding a loans scheme for students in Higher Education since September 1990. These loans are available as a top up to the standard grant. Although the loan is intended to supplement the grant for living costs, eligibility for a student loan is not restricted to those who receive a maintenance grant. The decision whether or not to take the loan is yours. Eligibility You are eligible for a student loan if you are a UK resident and are attending a full-time Higher Education course, below postgraduate level, or a Postgraduate Certificate in Education course, provided you start your course before your 50th birthday. Full-time courses last at least one academic year and include sandwich courses which combine time at college with time spent in a workplace. Eligible courses are offered by colleges, universities, the Scottish grant-aided colleges and other publicly funded institutions providing Higher Education courses. In general, eligible courses include first-degree courses or their equivalents and any other courses for which your Local Authority will pay your tuition fees. Your financial circumstances Students who want loans are not means tested or credit vetted all those eligible will obtain a loan. This means that: The amount of your maintenance grant or tuition fees does not matter. Other income, if any, is not taken into account. Any previous student loans are not taken into account. The income of your parents, spouse, partner or other relatives is not taken into account. Your previous financial record is not a consideration. When to apply for a loan If you would like more information on how to apply for a student loan in readiness for your entry to Higher Education in Autumn 2003, then you should contact The Student Loans Company from June 2003 onwards. Once in Higher Education, you can apply for a loan at any time in the academic year. SECTION 3 FIRST IMPRESSIONS COUNT Traditionally uniforms were and for some industries still are manufactured to protect the worker. When they were first designed, it is also likely that all uniforms made symbolic sense those for the military, for example, were originally intended to impress and even terrify the enemy; other uniforms denoted a hierarchy chefs wore white because they worked with flour, but the main chef wore a black hat to show he supervised. The last 30 years, however, have seen an increasing emphasis on their role in projecting the image of an organisation and in uniting the workforce into a homogeneous unit particularly in customer facing industries, and especially in financial services and retailing. From uniforms and workwear has emerged corporate clothing. The people you employ are your ambassadors, says Peter Griffin, managing director of a major retailer in the UK. What they say, how they look, and how they behave is terribly important. The result is a new way of looking at corporate workwear. From being a simple means of identifying who is a member of staff, the uniform is emerging as a new channel of marketing communication. Truly effective marketing through visual cues such as uniforms is a subtle art, however. Wittingly or unwittingly, how we look sends all sorts of powerful subliminal messages to other people. Dark colours give an aura of authority while lighter pastel shades suggest approachability. Certain dress style creates a sense of conservatism, others a sense of openness to new ideas. Neatness can suggest efficiency but, if it is overdone, it can spill over and indicate an obsession with power. If the company is selling quality, then it must have quality uniforms. If it is selling style, its uniforms must be stylish. If it wants to appear innovative, everybody cant look exactly the same. Subliminally we see all these things, says Lynn Elvy, a director of image consultants House of Colour. But translating corporate philosophies into the right mix of colour, style, degree of branding and uniformity can be a fraught process. And it is not always successful. According to Company Clothing magazine, there are 1000 companies supplying the workwear and corporate clothing market. Of these, 22 account for 85% of total sales 380 million in 1994. A successful uniform needs to balance two key sets of needs. On the one hand, no uniform will work if staff feel uncomfortable or ugly. Giving the wearers a choice has become a key element in the way corporate clothing is introduced and managed. On the other, it is pointless if the look doesnt express the businesss marketing strategy. The greatest challenge in this respect is time. When it comes to human perceptions, first impressions count. Customers will size up the way staff look in just a few seconds, and that few seconds will colour their attitudes from then on. Those few seconds can be so important that big companies are prepared to invest years, and millions of pounds, getting them right. In addition, some uniform companies also offer rental services. There will be an increasing specialisation in the marketplace, predicts Mr Blyth, Customer Services Manager of a large UK bank. The past two or three years have seen consolidation. Increasingly, the big suppliers are becoming managing agents, which means they offer a total service to put together the whole complex operation of a companys corporate clothing package which includes reliable sourcing, managing the inventory, budget control and distribution to either central locations or to each staff member individually. Huge investments have been made in new systems, information technology and amassing quality assurance accreditations. Corporate clothing does have potentials for further growth. Some banks have yet to introduce a full corporate look; police forces are researching a completely new look for the 21st century. And many employees now welcome a company wardrobe. A recent survey of staff found that 90 per cent welcomed having clothing which reflected the corporate identity. | Being too smart could have a negative impact on customers. | e |
id_5064 | STUDENT LOANS The Government has been funding a loans scheme for students in Higher Education since September 1990. These loans are available as a top up to the standard grant. Although the loan is intended to supplement the grant for living costs, eligibility for a student loan is not restricted to those who receive a maintenance grant. The decision whether or not to take the loan is yours. Eligibility You are eligible for a student loan if you are a UK resident and are attending a full-time Higher Education course, below postgraduate level, or a Postgraduate Certificate in Education course, provided you start your course before your 50th birthday. Full-time courses last at least one academic year and include sandwich courses which combine time at college with time spent in a workplace. Eligible courses are offered by colleges, universities, the Scottish grant-aided colleges and other publicly funded institutions providing Higher Education courses. In general, eligible courses include first-degree courses or their equivalents and any other courses for which your Local Authority will pay your tuition fees. Your financial circumstances Students who want loans are not means tested or credit vetted all those eligible will obtain a loan. This means that: The amount of your maintenance grant or tuition fees does not matter. Other income, if any, is not taken into account. Any previous student loans are not taken into account. The income of your parents, spouse, partner or other relatives is not taken into account. Your previous financial record is not a consideration. When to apply for a loan If you would like more information on how to apply for a student loan in readiness for your entry to Higher Education in Autumn 2003, then you should contact The Student Loans Company from June 2003 onwards. Once in Higher Education, you can apply for a loan at any time in the academic year. SECTION 3 FIRST IMPRESSIONS COUNT Traditionally uniforms were and for some industries still are manufactured to protect the worker. When they were first designed, it is also likely that all uniforms made symbolic sense those for the military, for example, were originally intended to impress and even terrify the enemy; other uniforms denoted a hierarchy chefs wore white because they worked with flour, but the main chef wore a black hat to show he supervised. The last 30 years, however, have seen an increasing emphasis on their role in projecting the image of an organisation and in uniting the workforce into a homogeneous unit particularly in customer facing industries, and especially in financial services and retailing. From uniforms and workwear has emerged corporate clothing. The people you employ are your ambassadors, says Peter Griffin, managing director of a major retailer in the UK. What they say, how they look, and how they behave is terribly important. The result is a new way of looking at corporate workwear. From being a simple means of identifying who is a member of staff, the uniform is emerging as a new channel of marketing communication. Truly effective marketing through visual cues such as uniforms is a subtle art, however. Wittingly or unwittingly, how we look sends all sorts of powerful subliminal messages to other people. Dark colours give an aura of authority while lighter pastel shades suggest approachability. Certain dress style creates a sense of conservatism, others a sense of openness to new ideas. Neatness can suggest efficiency but, if it is overdone, it can spill over and indicate an obsession with power. If the company is selling quality, then it must have quality uniforms. If it is selling style, its uniforms must be stylish. If it wants to appear innovative, everybody cant look exactly the same. Subliminally we see all these things, says Lynn Elvy, a director of image consultants House of Colour. But translating corporate philosophies into the right mix of colour, style, degree of branding and uniformity can be a fraught process. And it is not always successful. According to Company Clothing magazine, there are 1000 companies supplying the workwear and corporate clothing market. Of these, 22 account for 85% of total sales 380 million in 1994. A successful uniform needs to balance two key sets of needs. On the one hand, no uniform will work if staff feel uncomfortable or ugly. Giving the wearers a choice has become a key element in the way corporate clothing is introduced and managed. On the other, it is pointless if the look doesnt express the businesss marketing strategy. The greatest challenge in this respect is time. When it comes to human perceptions, first impressions count. Customers will size up the way staff look in just a few seconds, and that few seconds will colour their attitudes from then on. Those few seconds can be so important that big companies are prepared to invest years, and millions of pounds, getting them right. In addition, some uniform companies also offer rental services. There will be an increasing specialisation in the marketplace, predicts Mr Blyth, Customer Services Manager of a large UK bank. The past two or three years have seen consolidation. Increasingly, the big suppliers are becoming managing agents, which means they offer a total service to put together the whole complex operation of a companys corporate clothing package which includes reliable sourcing, managing the inventory, budget control and distribution to either central locations or to each staff member individually. Huge investments have been made in new systems, information technology and amassing quality assurance accreditations. Corporate clothing does have potentials for further growth. Some banks have yet to introduce a full corporate look; police forces are researching a completely new look for the 21st century. And many employees now welcome a company wardrobe. A recent survey of staff found that 90 per cent welcomed having clothing which reflected the corporate identity. | Clothing companies are planning to offer financial services in the future. | n |
id_5065 | STUDENT LOANS The Government has been funding a loans scheme for students in Higher Education since September 1990. These loans are available as a top up to the standard grant. Although the loan is intended to supplement the grant for living costs, eligibility for a student loan is not restricted to those who receive a maintenance grant. The decision whether or not to take the loan is yours. Eligibility You are eligible for a student loan if you are a UK resident and are attending a full-time Higher Education course, below postgraduate level, or a Postgraduate Certificate in Education course, provided you start your course before your 50th birthday. Full-time courses last at least one academic year and include sandwich courses which combine time at college with time spent in a workplace. Eligible courses are offered by colleges, universities, the Scottish grant-aided colleges and other publicly funded institutions providing Higher Education courses. In general, eligible courses include first-degree courses or their equivalents and any other courses for which your Local Authority will pay your tuition fees. Your financial circumstances Students who want loans are not means tested or credit vetted all those eligible will obtain a loan. This means that: The amount of your maintenance grant or tuition fees does not matter. Other income, if any, is not taken into account. Any previous student loans are not taken into account. The income of your parents, spouse, partner or other relatives is not taken into account. Your previous financial record is not a consideration. When to apply for a loan If you would like more information on how to apply for a student loan in readiness for your entry to Higher Education in Autumn 2003, then you should contact The Student Loans Company from June 2003 onwards. Once in Higher Education, you can apply for a loan at any time in the academic year. SECTION 3 FIRST IMPRESSIONS COUNT Traditionally uniforms were and for some industries still are manufactured to protect the worker. When they were first designed, it is also likely that all uniforms made symbolic sense those for the military, for example, were originally intended to impress and even terrify the enemy; other uniforms denoted a hierarchy chefs wore white because they worked with flour, but the main chef wore a black hat to show he supervised. The last 30 years, however, have seen an increasing emphasis on their role in projecting the image of an organisation and in uniting the workforce into a homogeneous unit particularly in customer facing industries, and especially in financial services and retailing. From uniforms and workwear has emerged corporate clothing. The people you employ are your ambassadors, says Peter Griffin, managing director of a major retailer in the UK. What they say, how they look, and how they behave is terribly important. The result is a new way of looking at corporate workwear. From being a simple means of identifying who is a member of staff, the uniform is emerging as a new channel of marketing communication. Truly effective marketing through visual cues such as uniforms is a subtle art, however. Wittingly or unwittingly, how we look sends all sorts of powerful subliminal messages to other people. Dark colours give an aura of authority while lighter pastel shades suggest approachability. Certain dress style creates a sense of conservatism, others a sense of openness to new ideas. Neatness can suggest efficiency but, if it is overdone, it can spill over and indicate an obsession with power. If the company is selling quality, then it must have quality uniforms. If it is selling style, its uniforms must be stylish. If it wants to appear innovative, everybody cant look exactly the same. Subliminally we see all these things, says Lynn Elvy, a director of image consultants House of Colour. But translating corporate philosophies into the right mix of colour, style, degree of branding and uniformity can be a fraught process. And it is not always successful. According to Company Clothing magazine, there are 1000 companies supplying the workwear and corporate clothing market. Of these, 22 account for 85% of total sales 380 million in 1994. A successful uniform needs to balance two key sets of needs. On the one hand, no uniform will work if staff feel uncomfortable or ugly. Giving the wearers a choice has become a key element in the way corporate clothing is introduced and managed. On the other, it is pointless if the look doesnt express the businesss marketing strategy. The greatest challenge in this respect is time. When it comes to human perceptions, first impressions count. Customers will size up the way staff look in just a few seconds, and that few seconds will colour their attitudes from then on. Those few seconds can be so important that big companies are prepared to invest years, and millions of pounds, getting them right. In addition, some uniform companies also offer rental services. There will be an increasing specialisation in the marketplace, predicts Mr Blyth, Customer Services Manager of a large UK bank. The past two or three years have seen consolidation. Increasingly, the big suppliers are becoming managing agents, which means they offer a total service to put together the whole complex operation of a companys corporate clothing package which includes reliable sourcing, managing the inventory, budget control and distribution to either central locations or to each staff member individually. Huge investments have been made in new systems, information technology and amassing quality assurance accreditations. Corporate clothing does have potentials for further growth. Some banks have yet to introduce a full corporate look; police forces are researching a completely new look for the 21st century. And many employees now welcome a company wardrobe. A recent survey of staff found that 90 per cent welcomed having clothing which reflected the corporate identity. | Using uniforms as a marketing tool requires great care. | e |
id_5066 | STUDENT LOANS The Government has been funding a loans scheme for students in Higher Education since September 1990. These loans are available as a top up to the standard grant. Although the loan is intended to supplement the grant for living costs, eligibility for a student loan is not restricted to those who receive a maintenance grant. The decision whether or not to take the loan is yours. Eligibility You are eligible for a student loan if you are a UK resident and are attending a full-time Higher Education course, below postgraduate level, or a Postgraduate Certificate in Education course, provided you start your course before your 50th birthday. Full-time courses last at least one academic year and include sandwich courses which combine time at college with time spent in a workplace. Eligible courses are offered by colleges, universities, the Scottish grant-aided colleges and other publicly funded institutions providing Higher Education courses. In general, eligible courses include first-degree courses or their equivalents and any other courses for which your Local Authority will pay your tuition fees. Your financial circumstances Students who want loans are not means tested or credit vetted all those eligible will obtain a loan. This means that: The amount of your maintenance grant or tuition fees does not matter. Other income, if any, is not taken into account. Any previous student loans are not taken into account. The income of your parents, spouse, partner or other relatives is not taken into account. Your previous financial record is not a consideration. When to apply for a loan If you would like more information on how to apply for a student loan in readiness for your entry to Higher Education in Autumn 2003, then you should contact The Student Loans Company from June 2003 onwards. Once in Higher Education, you can apply for a loan at any time in the academic year. SECTION 3 FIRST IMPRESSIONS COUNT Traditionally uniforms were and for some industries still are manufactured to protect the worker. When they were first designed, it is also likely that all uniforms made symbolic sense those for the military, for example, were originally intended to impress and even terrify the enemy; other uniforms denoted a hierarchy chefs wore white because they worked with flour, but the main chef wore a black hat to show he supervised. The last 30 years, however, have seen an increasing emphasis on their role in projecting the image of an organisation and in uniting the workforce into a homogeneous unit particularly in customer facing industries, and especially in financial services and retailing. From uniforms and workwear has emerged corporate clothing. The people you employ are your ambassadors, says Peter Griffin, managing director of a major retailer in the UK. What they say, how they look, and how they behave is terribly important. The result is a new way of looking at corporate workwear. From being a simple means of identifying who is a member of staff, the uniform is emerging as a new channel of marketing communication. Truly effective marketing through visual cues such as uniforms is a subtle art, however. Wittingly or unwittingly, how we look sends all sorts of powerful subliminal messages to other people. Dark colours give an aura of authority while lighter pastel shades suggest approachability. Certain dress style creates a sense of conservatism, others a sense of openness to new ideas. Neatness can suggest efficiency but, if it is overdone, it can spill over and indicate an obsession with power. If the company is selling quality, then it must have quality uniforms. If it is selling style, its uniforms must be stylish. If it wants to appear innovative, everybody cant look exactly the same. Subliminally we see all these things, says Lynn Elvy, a director of image consultants House of Colour. But translating corporate philosophies into the right mix of colour, style, degree of branding and uniformity can be a fraught process. And it is not always successful. According to Company Clothing magazine, there are 1000 companies supplying the workwear and corporate clothing market. Of these, 22 account for 85% of total sales 380 million in 1994. A successful uniform needs to balance two key sets of needs. On the one hand, no uniform will work if staff feel uncomfortable or ugly. Giving the wearers a choice has become a key element in the way corporate clothing is introduced and managed. On the other, it is pointless if the look doesnt express the businesss marketing strategy. The greatest challenge in this respect is time. When it comes to human perceptions, first impressions count. Customers will size up the way staff look in just a few seconds, and that few seconds will colour their attitudes from then on. Those few seconds can be so important that big companies are prepared to invest years, and millions of pounds, getting them right. In addition, some uniform companies also offer rental services. There will be an increasing specialisation in the marketplace, predicts Mr Blyth, Customer Services Manager of a large UK bank. The past two or three years have seen consolidation. Increasingly, the big suppliers are becoming managing agents, which means they offer a total service to put together the whole complex operation of a companys corporate clothing package which includes reliable sourcing, managing the inventory, budget control and distribution to either central locations or to each staff member individually. Huge investments have been made in new systems, information technology and amassing quality assurance accreditations. Corporate clothing does have potentials for further growth. Some banks have yet to introduce a full corporate look; police forces are researching a completely new look for the 21st century. And many employees now welcome a company wardrobe. A recent survey of staff found that 90 per cent welcomed having clothing which reflected the corporate identity. | Uniforms make employees feel part of a team. | e |
id_5067 | STUDENT LOANS The Government has been funding a loans scheme for students in Higher Education since September 1990. These loans are available as a top up to the standard grant. Although the loan is intended to supplement the grant for living costs, eligibility for a student loan is not restricted to those who receive a maintenance grant. The decision whether or not to take the loan is yours. Eligibility You are eligible for a student loan if you are a UK resident and are attending a full-time Higher Education course, below postgraduate level, or a Postgraduate Certificate in Education course, provided you start your course before your 50th birthday. Full-time courses last at least one academic year and include sandwich courses which combine time at college with time spent in a workplace. Eligible courses are offered by colleges, universities, the Scottish grant-aided colleges and other publicly funded institutions providing Higher Education courses. In general, eligible courses include first-degree courses or their equivalents and any other courses for which your Local Authority will pay your tuition fees. Your financial circumstances Students who want loans are not means tested or credit vetted all those eligible will obtain a loan. This means that: The amount of your maintenance grant or tuition fees does not matter. Other income, if any, is not taken into account. Any previous student loans are not taken into account. The income of your parents, spouse, partner or other relatives is not taken into account. Your previous financial record is not a consideration. When to apply for a loan If you would like more information on how to apply for a student loan in readiness for your entry to Higher Education in Autumn 2003, then you should contact The Student Loans Company from June 2003 onwards. Once in Higher Education, you can apply for a loan at any time in the academic year. SECTION 3 FIRST IMPRESSIONS COUNT Traditionally uniforms were and for some industries still are manufactured to protect the worker. When they were first designed, it is also likely that all uniforms made symbolic sense those for the military, for example, were originally intended to impress and even terrify the enemy; other uniforms denoted a hierarchy chefs wore white because they worked with flour, but the main chef wore a black hat to show he supervised. The last 30 years, however, have seen an increasing emphasis on their role in projecting the image of an organisation and in uniting the workforce into a homogeneous unit particularly in customer facing industries, and especially in financial services and retailing. From uniforms and workwear has emerged corporate clothing. The people you employ are your ambassadors, says Peter Griffin, managing director of a major retailer in the UK. What they say, how they look, and how they behave is terribly important. The result is a new way of looking at corporate workwear. From being a simple means of identifying who is a member of staff, the uniform is emerging as a new channel of marketing communication. Truly effective marketing through visual cues such as uniforms is a subtle art, however. Wittingly or unwittingly, how we look sends all sorts of powerful subliminal messages to other people. Dark colours give an aura of authority while lighter pastel shades suggest approachability. Certain dress style creates a sense of conservatism, others a sense of openness to new ideas. Neatness can suggest efficiency but, if it is overdone, it can spill over and indicate an obsession with power. If the company is selling quality, then it must have quality uniforms. If it is selling style, its uniforms must be stylish. If it wants to appear innovative, everybody cant look exactly the same. Subliminally we see all these things, says Lynn Elvy, a director of image consultants House of Colour. But translating corporate philosophies into the right mix of colour, style, degree of branding and uniformity can be a fraught process. And it is not always successful. According to Company Clothing magazine, there are 1000 companies supplying the workwear and corporate clothing market. Of these, 22 account for 85% of total sales 380 million in 1994. A successful uniform needs to balance two key sets of needs. On the one hand, no uniform will work if staff feel uncomfortable or ugly. Giving the wearers a choice has become a key element in the way corporate clothing is introduced and managed. On the other, it is pointless if the look doesnt express the businesss marketing strategy. The greatest challenge in this respect is time. When it comes to human perceptions, first impressions count. Customers will size up the way staff look in just a few seconds, and that few seconds will colour their attitudes from then on. Those few seconds can be so important that big companies are prepared to invest years, and millions of pounds, getting them right. In addition, some uniform companies also offer rental services. There will be an increasing specialisation in the marketplace, predicts Mr Blyth, Customer Services Manager of a large UK bank. The past two or three years have seen consolidation. Increasingly, the big suppliers are becoming managing agents, which means they offer a total service to put together the whole complex operation of a companys corporate clothing package which includes reliable sourcing, managing the inventory, budget control and distribution to either central locations or to each staff member individually. Huge investments have been made in new systems, information technology and amassing quality assurance accreditations. Corporate clothing does have potentials for further growth. Some banks have yet to introduce a full corporate look; police forces are researching a completely new look for the 21st century. And many employees now welcome a company wardrobe. A recent survey of staff found that 90 per cent welcomed having clothing which reflected the corporate identity. | Uniforms were more carefully made in the past than they are today. | n |
id_5068 | Saga Stores enjoys an international reputation for quality and style. Nowhere is this more important than in the dress and appearance of its staff. The company sets minimum standards of appearance which are demanded of all shop floor staff, although some departments have specific additional requirements. Hair must be clean, tidy and well cut at all times. With very few exceptions, such as "Designer Corner", which operates a different staff dress code reflecting their particular style, business dress must be worn. Women should wear tailored suits, with a white or cream blouse. Men should wear smart trousers together with a white shirt and jacket. | Women in "Designer Corner" are allowed to wear jewellery. | n |
id_5069 | Saga Stores enjoys an international reputation for quality and style. Nowhere is this more important than in the dress and appearance of its staff. The company sets minimum standards of appearance which are demanded of all shop floor staff, although some departments have specific additional requirements. Hair must be clean, tidy and well cut at all times. With very few exceptions, such as "Designer Corner", which operates a different staff dress code reflecting their particular style, business dress must be worn. Women should wear tailored suits, with a white or cream blouse. Men should wear smart trousers together with a white shirt and jacket. | Company policy concerning appearance does not cover just clothing. | e |
id_5070 | Saga Stores enjoys an international reputation for quality and style. Nowhere is this more important than in the dress and appearance of its staff. The company sets minimum standards of appearance which are demanded of all shop floor staff, although some departments have specific additional requirements. Hair must be clean, tidy and well cut at all times. With very few exceptions, such as "Designer Corner", which operates a different staff dress code reflecting their particular style, business dress must be worn. Women should wear tailored suits, with a white or cream blouse. Men should wear smart trousers together with a white shirt and jacket. | Business dress must be worn by staff in all departments. | c |
id_5071 | Sales of 44s (vehicles in which the transmission is delivered through all four wheels) have slumped and existing owners face significant losses should they decide to sell. Environmental groups are happy to take responsibility for the change in fortunes and have campaigned vigorously against the vehicles. Government has suggested that drivers of the most polluting cars will be penalized with extra taxes. The high running cost was already starting to deter people from buying them. One of the reasons people opted to buy a 44 is their impressive passenger safety record. | The environmentalist campaign against 44s would be undermined if US research were to suggest that passengers in small cars are 50 times more likely to die in a head-on collision with another car than the passengers in a 44. | n |
id_5072 | Sales of 44s (vehicles in which the transmission is delivered through all four wheels) have slumped and existing owners face significant losses should they decide to sell. Environmental groups are happy to take responsibility for the change in fortunes and have campaigned vigorously against the vehicles. Government has suggested that drivers of the most polluting cars will be penalized with extra taxes. The high running cost was already starting to deter people from buying them. One of the reasons people opted to buy a 44 is their impressive passenger safety record. | A basic assumption of the passage is that 44 vehicles are less fuel efficient than older large estates, saloons and people carriers. | c |
id_5073 | Sales of 44s (vehicles in which the transmission is delivered through all four wheels) have slumped and existing owners face significant losses should they decide to sell. Environmental groups are happy to take responsibility for the change in fortunes and have campaigned vigorously against the vehicles. Government has suggested that drivers of the most polluting cars will be penalized with extra taxes. The high running cost was already starting to deter people from buying them. One of the reasons people opted to buy a 44 is their impressive passenger safety record. | Second-hand values of these cars have dropped significantly. | e |
id_5074 | Sally, Cheryl, Laura, Tom and Sandy travel extensively on business. Four of them have visas for China. All, apart from Cheryl and Tom, have visas for Russia. Cheryls only visa is for Pakistan, although only Sally and Sandy do not have a visa for Pakistan. | Tom only has visas for China and Pakistan | e |
id_5075 | Sally, Cheryl, Laura, Tom and Sandy travel extensively on business. Four of them have visas for China. All, apart from Cheryl and Tom, have visas for Russia. Cheryls only visa is for Pakistan, although only Sally and Sandy do not have a visa for Pakistan. | Laura has the most visas | e |
id_5076 | Sally, Cheryl, Laura, Tom and Sandy travel extensively on business. Four of them have visas for China. All, apart from Cheryl and Tom, have visas for Russia. Cheryls only visa is for Pakistan, although only Sally and Sandy do not have a visa for Pakistan. | Pakistan is the most frequented country | n |
id_5077 | Sally, Cheryl, Laura, Tom and Sandy travel extensively on business. Four of them have visas for China. All, apart from Cheryl and Tom, have visas for Russia. Cheryls only visa is for Pakistan, although only Sally and Sandy do not have a visa for Pakistan. | The group have 10 visas between them. | e |
id_5078 | Sally, Cheryl, Laura, Tom and Sandy travel extensively on business. Four of them have visas for China. All, apart from Cheryl and Tom, have visas for Russia. Cheryls only visa is for Pakistan, although only Sally and Sandy do not have a visa for Pakistan. | Cheryl travels most often | n |
id_5079 | Sally, Cheryl, Laura, Tom and Sandy travel extensively on business. Four of them have visas for China. All, apart from Cheryl and Tom, have visas for Russia. Cheryls only visa is for Pakistan, although only Sally and Sandy do not have a visa for Pakistan. | Sally and Sandy are the two people who have identical visas | e |
id_5080 | Sampling Bias Our primitive ancestors left many paintings on the walls inside caves. Additionally, inside and near these places there is evidence of fire pits, and refuse and burial sites. However, one could equally imagine this same evidence of daily life on exposed cliffs or hillsides, on trees or animals skins, and beside rivers and coastlines. Such evidence, if it existed, would have long been washed, eroded, or rotted away. Thus, prehistoric people are characterised as cavemen, presumed to have a predilection for dwelling in these places only because that is where most evidence is taken. This caveman effect is an example of what is known as sampling bias one of the biggest problems when conducting any form of statistical data gathering. Surveys, for example, are popular because they are easy to administer and relatively cost-effective, particularly if conducted remotely through technical means, such as telephone, mail, email, or the Internet. Surveys also lend themselves to obtaining particularly large numbers of respondents, which, in theory, allows a greater chance of sampling all the variations of the target population. They can also be standardised with fixed questions and responses (such as tick the box or closed-ended questions). This allows easy collation, analysis, and presentation of results, all with the air of precision that mathematics brings. Such surveys, however, have proven notoriously unreliable because of the difficulty in obtaining representative samples. In other words, the sampling is biased, or skewed in favour of certain outcomes. Let us look at some examples. If one calls people on cellphones, it immediately excludes those who favour landlines, and thus the sample of respondents may be those who are more technically-conversant, skewing data based on, say, technical issues (How often do you use the Internet? ). If one rings domestic homes during the daytime, most of those who work during the day will be excluded. Those that answer will more likely be the unemployed, disabled, elderly, and retired, skewing data based on, say, work-related issues (How important is work in your life? ). No matter how large the sampling size is, sampling bias can immediately invalidate the results. One of the more subtle of sampling biases is known as self-selection. No matter how rigorously the respondents are chosen to be random and characteristic of the target population, those who choose to respond will be different to those who do not. Generally, respondents who are willing to invest time in giving answers obviously want to say something, whereas those who choose not to answer probably do not. Thus, any survey in which many respondents do not answer, do not give clear answers, or only give cursory or unthinking answers, is immediately invalidated, since opinionated perspectives are disproportionately represented. The latter is such an immediate and obvious problem that it has given rise to techniques to maximise the possibility of garnering responses. One of the more effective is to give the respondents advanced warning (often through the mail), highlighting the time, the nature of the survey, and the mode of delivery, as well as expressing appreciation for the assistance. The interviewers themselves must be sufficiently trained in correct question-asking techniques, and, with cranks, salespeople, and scam-artists abounding, interviewers must provide introductions about themselves, their company, and the nature of the interview, fully and with evident sincerity, in order to gain the trust of those they are talking to. Even with this, sampling bias can easily arise due to the number of variables in place, since it only takes one to skew the data. If taking samples from a specific location say, a street cornerthen it may be that this location is in the business district, excluding ordinary workers from the sample. It may be that it is near a restaurant district, excluding those who cook more often for themselves. If there is a health club nearby, the majority of respondents may be much healthier than the average of the population. If it is on a university campus, designed to poll university students, is it near the engineering or the arts faculty? The part-time or full-time schools? Are they rich or poor? Male or female? What about race, colour, gender, religion, socio-economic background, and first language? The list goes on and on. One method to deal with this is to make sure all targeted groups are represented, if only a little, and make mathematical extrapolations to correct the bias. For this to work, the degree of underrepresentation needs to be quantified exactly, and one needs to assume the under-represented respondents are indeed typical of their kind. If, for example, one aims to find the opinion of the population regarding the outcome of an election, but could only, for whatever reasons, interview one woman for every four men, the responses of the women could be multiplied by four, and thus, one can assume (guardedly and with many provisos), that the sampling bias from gender has been corrected. But that does assume all the other variables which introduce bias have been excluded often a very problematic assumption to make. | Larger survey samples can reduce sampling bias. | c |
id_5081 | Sampling Bias Our primitive ancestors left many paintings on the walls inside caves. Additionally, inside and near these places there is evidence of fire pits, and refuse and burial sites. However, one could equally imagine this same evidence of daily life on exposed cliffs or hillsides, on trees or animals skins, and beside rivers and coastlines. Such evidence, if it existed, would have long been washed, eroded, or rotted away. Thus, prehistoric people are characterised as cavemen, presumed to have a predilection for dwelling in these places only because that is where most evidence is taken. This caveman effect is an example of what is known as sampling bias one of the biggest problems when conducting any form of statistical data gathering. Surveys, for example, are popular because they are easy to administer and relatively cost-effective, particularly if conducted remotely through technical means, such as telephone, mail, email, or the Internet. Surveys also lend themselves to obtaining particularly large numbers of respondents, which, in theory, allows a greater chance of sampling all the variations of the target population. They can also be standardised with fixed questions and responses (such as tick the box or closed-ended questions). This allows easy collation, analysis, and presentation of results, all with the air of precision that mathematics brings. Such surveys, however, have proven notoriously unreliable because of the difficulty in obtaining representative samples. In other words, the sampling is biased, or skewed in favour of certain outcomes. Let us look at some examples. If one calls people on cellphones, it immediately excludes those who favour landlines, and thus the sample of respondents may be those who are more technically-conversant, skewing data based on, say, technical issues (How often do you use the Internet? ). If one rings domestic homes during the daytime, most of those who work during the day will be excluded. Those that answer will more likely be the unemployed, disabled, elderly, and retired, skewing data based on, say, work-related issues (How important is work in your life? ). No matter how large the sampling size is, sampling bias can immediately invalidate the results. One of the more subtle of sampling biases is known as self-selection. No matter how rigorously the respondents are chosen to be random and characteristic of the target population, those who choose to respond will be different to those who do not. Generally, respondents who are willing to invest time in giving answers obviously want to say something, whereas those who choose not to answer probably do not. Thus, any survey in which many respondents do not answer, do not give clear answers, or only give cursory or unthinking answers, is immediately invalidated, since opinionated perspectives are disproportionately represented. The latter is such an immediate and obvious problem that it has given rise to techniques to maximise the possibility of garnering responses. One of the more effective is to give the respondents advanced warning (often through the mail), highlighting the time, the nature of the survey, and the mode of delivery, as well as expressing appreciation for the assistance. The interviewers themselves must be sufficiently trained in correct question-asking techniques, and, with cranks, salespeople, and scam-artists abounding, interviewers must provide introductions about themselves, their company, and the nature of the interview, fully and with evident sincerity, in order to gain the trust of those they are talking to. Even with this, sampling bias can easily arise due to the number of variables in place, since it only takes one to skew the data. If taking samples from a specific location say, a street cornerthen it may be that this location is in the business district, excluding ordinary workers from the sample. It may be that it is near a restaurant district, excluding those who cook more often for themselves. If there is a health club nearby, the majority of respondents may be much healthier than the average of the population. If it is on a university campus, designed to poll university students, is it near the engineering or the arts faculty? The part-time or full-time schools? Are they rich or poor? Male or female? What about race, colour, gender, religion, socio-economic background, and first language? The list goes on and on. One method to deal with this is to make sure all targeted groups are represented, if only a little, and make mathematical extrapolations to correct the bias. For this to work, the degree of underrepresentation needs to be quantified exactly, and one needs to assume the under-represented respondents are indeed typical of their kind. If, for example, one aims to find the opinion of the population regarding the outcome of an election, but could only, for whatever reasons, interview one woman for every four men, the responses of the women could be multiplied by four, and thus, one can assume (guardedly and with many provisos), that the sampling bias from gender has been corrected. But that does assume all the other variables which introduce bias have been excluded often a very problematic assumption to make. | The elderly and disabled people are often at home during the day. | e |
id_5082 | Sampling Bias Our primitive ancestors left many paintings on the walls inside caves. Additionally, inside and near these places there is evidence of fire pits, and refuse and burial sites. However, one could equally imagine this same evidence of daily life on exposed cliffs or hillsides, on trees or animals skins, and beside rivers and coastlines. Such evidence, if it existed, would have long been washed, eroded, or rotted away. Thus, prehistoric people are characterised as cavemen, presumed to have a predilection for dwelling in these places only because that is where most evidence is taken. This caveman effect is an example of what is known as sampling bias one of the biggest problems when conducting any form of statistical data gathering. Surveys, for example, are popular because they are easy to administer and relatively cost-effective, particularly if conducted remotely through technical means, such as telephone, mail, email, or the Internet. Surveys also lend themselves to obtaining particularly large numbers of respondents, which, in theory, allows a greater chance of sampling all the variations of the target population. They can also be standardised with fixed questions and responses (such as tick the box or closed-ended questions). This allows easy collation, analysis, and presentation of results, all with the air of precision that mathematics brings. Such surveys, however, have proven notoriously unreliable because of the difficulty in obtaining representative samples. In other words, the sampling is biased, or skewed in favour of certain outcomes. Let us look at some examples. If one calls people on cellphones, it immediately excludes those who favour landlines, and thus the sample of respondents may be those who are more technically-conversant, skewing data based on, say, technical issues (How often do you use the Internet? ). If one rings domestic homes during the daytime, most of those who work during the day will be excluded. Those that answer will more likely be the unemployed, disabled, elderly, and retired, skewing data based on, say, work-related issues (How important is work in your life? ). No matter how large the sampling size is, sampling bias can immediately invalidate the results. One of the more subtle of sampling biases is known as self-selection. No matter how rigorously the respondents are chosen to be random and characteristic of the target population, those who choose to respond will be different to those who do not. Generally, respondents who are willing to invest time in giving answers obviously want to say something, whereas those who choose not to answer probably do not. Thus, any survey in which many respondents do not answer, do not give clear answers, or only give cursory or unthinking answers, is immediately invalidated, since opinionated perspectives are disproportionately represented. The latter is such an immediate and obvious problem that it has given rise to techniques to maximise the possibility of garnering responses. One of the more effective is to give the respondents advanced warning (often through the mail), highlighting the time, the nature of the survey, and the mode of delivery, as well as expressing appreciation for the assistance. The interviewers themselves must be sufficiently trained in correct question-asking techniques, and, with cranks, salespeople, and scam-artists abounding, interviewers must provide introductions about themselves, their company, and the nature of the interview, fully and with evident sincerity, in order to gain the trust of those they are talking to. Even with this, sampling bias can easily arise due to the number of variables in place, since it only takes one to skew the data. If taking samples from a specific location say, a street cornerthen it may be that this location is in the business district, excluding ordinary workers from the sample. It may be that it is near a restaurant district, excluding those who cook more often for themselves. If there is a health club nearby, the majority of respondents may be much healthier than the average of the population. If it is on a university campus, designed to poll university students, is it near the engineering or the arts faculty? The part-time or full-time schools? Are they rich or poor? Male or female? What about race, colour, gender, religion, socio-economic background, and first language? The list goes on and on. One method to deal with this is to make sure all targeted groups are represented, if only a little, and make mathematical extrapolations to correct the bias. For this to work, the degree of underrepresentation needs to be quantified exactly, and one needs to assume the under-represented respondents are indeed typical of their kind. If, for example, one aims to find the opinion of the population regarding the outcome of an election, but could only, for whatever reasons, interview one woman for every four men, the responses of the women could be multiplied by four, and thus, one can assume (guardedly and with many provisos), that the sampling bias from gender has been corrected. But that does assume all the other variables which introduce bias have been excluded often a very problematic assumption to make. | Surveys can usually give reliable information. | c |
id_5083 | Sampling Bias Our primitive ancestors left many paintings on the walls inside caves. Additionally, inside and near these places there is evidence of fire pits, and refuse and burial sites. However, one could equally imagine this same evidence of daily life on exposed cliffs or hillsides, on trees or animals skins, and beside rivers and coastlines. Such evidence, if it existed, would have long been washed, eroded, or rotted away. Thus, prehistoric people are characterised as cavemen, presumed to have a predilection for dwelling in these places only because that is where most evidence is taken. This caveman effect is an example of what is known as sampling bias one of the biggest problems when conducting any form of statistical data gathering. Surveys, for example, are popular because they are easy to administer and relatively cost-effective, particularly if conducted remotely through technical means, such as telephone, mail, email, or the Internet. Surveys also lend themselves to obtaining particularly large numbers of respondents, which, in theory, allows a greater chance of sampling all the variations of the target population. They can also be standardised with fixed questions and responses (such as tick the box or closed-ended questions). This allows easy collation, analysis, and presentation of results, all with the air of precision that mathematics brings. Such surveys, however, have proven notoriously unreliable because of the difficulty in obtaining representative samples. In other words, the sampling is biased, or skewed in favour of certain outcomes. Let us look at some examples. If one calls people on cellphones, it immediately excludes those who favour landlines, and thus the sample of respondents may be those who are more technically-conversant, skewing data based on, say, technical issues (How often do you use the Internet? ). If one rings domestic homes during the daytime, most of those who work during the day will be excluded. Those that answer will more likely be the unemployed, disabled, elderly, and retired, skewing data based on, say, work-related issues (How important is work in your life? ). No matter how large the sampling size is, sampling bias can immediately invalidate the results. One of the more subtle of sampling biases is known as self-selection. No matter how rigorously the respondents are chosen to be random and characteristic of the target population, those who choose to respond will be different to those who do not. Generally, respondents who are willing to invest time in giving answers obviously want to say something, whereas those who choose not to answer probably do not. Thus, any survey in which many respondents do not answer, do not give clear answers, or only give cursory or unthinking answers, is immediately invalidated, since opinionated perspectives are disproportionately represented. The latter is such an immediate and obvious problem that it has given rise to techniques to maximise the possibility of garnering responses. One of the more effective is to give the respondents advanced warning (often through the mail), highlighting the time, the nature of the survey, and the mode of delivery, as well as expressing appreciation for the assistance. The interviewers themselves must be sufficiently trained in correct question-asking techniques, and, with cranks, salespeople, and scam-artists abounding, interviewers must provide introductions about themselves, their company, and the nature of the interview, fully and with evident sincerity, in order to gain the trust of those they are talking to. Even with this, sampling bias can easily arise due to the number of variables in place, since it only takes one to skew the data. If taking samples from a specific location say, a street cornerthen it may be that this location is in the business district, excluding ordinary workers from the sample. It may be that it is near a restaurant district, excluding those who cook more often for themselves. If there is a health club nearby, the majority of respondents may be much healthier than the average of the population. If it is on a university campus, designed to poll university students, is it near the engineering or the arts faculty? The part-time or full-time schools? Are they rich or poor? Male or female? What about race, colour, gender, religion, socio-economic background, and first language? The list goes on and on. One method to deal with this is to make sure all targeted groups are represented, if only a little, and make mathematical extrapolations to correct the bias. For this to work, the degree of underrepresentation needs to be quantified exactly, and one needs to assume the under-represented respondents are indeed typical of their kind. If, for example, one aims to find the opinion of the population regarding the outcome of an election, but could only, for whatever reasons, interview one woman for every four men, the responses of the women could be multiplied by four, and thus, one can assume (guardedly and with many provisos), that the sampling bias from gender has been corrected. But that does assume all the other variables which introduce bias have been excluded often a very problematic assumption to make. | Surveys can be done cheaply by telephone. | e |
id_5084 | Sampling Bias Our primitive ancestors left many paintings on the walls inside caves. Additionally, inside and near these places there is evidence of fire pits, and refuse and burial sites. However, one could equally imagine this same evidence of daily life on exposed cliffs or hillsides, on trees or animals skins, and beside rivers and coastlines. Such evidence, if it existed, would have long been washed, eroded, or rotted away. Thus, prehistoric people are characterised as cavemen, presumed to have a predilection for dwelling in these places only because that is where most evidence is taken. This caveman effect is an example of what is known as sampling bias one of the biggest problems when conducting any form of statistical data gathering. Surveys, for example, are popular because they are easy to administer and relatively cost-effective, particularly if conducted remotely through technical means, such as telephone, mail, email, or the Internet. Surveys also lend themselves to obtaining particularly large numbers of respondents, which, in theory, allows a greater chance of sampling all the variations of the target population. They can also be standardised with fixed questions and responses (such as tick the box or closed-ended questions). This allows easy collation, analysis, and presentation of results, all with the air of precision that mathematics brings. Such surveys, however, have proven notoriously unreliable because of the difficulty in obtaining representative samples. In other words, the sampling is biased, or skewed in favour of certain outcomes. Let us look at some examples. If one calls people on cellphones, it immediately excludes those who favour landlines, and thus the sample of respondents may be those who are more technically-conversant, skewing data based on, say, technical issues (How often do you use the Internet? ). If one rings domestic homes during the daytime, most of those who work during the day will be excluded. Those that answer will more likely be the unemployed, disabled, elderly, and retired, skewing data based on, say, work-related issues (How important is work in your life? ). No matter how large the sampling size is, sampling bias can immediately invalidate the results. One of the more subtle of sampling biases is known as self-selection. No matter how rigorously the respondents are chosen to be random and characteristic of the target population, those who choose to respond will be different to those who do not. Generally, respondents who are willing to invest time in giving answers obviously want to say something, whereas those who choose not to answer probably do not. Thus, any survey in which many respondents do not answer, do not give clear answers, or only give cursory or unthinking answers, is immediately invalidated, since opinionated perspectives are disproportionately represented. The latter is such an immediate and obvious problem that it has given rise to techniques to maximise the possibility of garnering responses. One of the more effective is to give the respondents advanced warning (often through the mail), highlighting the time, the nature of the survey, and the mode of delivery, as well as expressing appreciation for the assistance. The interviewers themselves must be sufficiently trained in correct question-asking techniques, and, with cranks, salespeople, and scam-artists abounding, interviewers must provide introductions about themselves, their company, and the nature of the interview, fully and with evident sincerity, in order to gain the trust of those they are talking to. Even with this, sampling bias can easily arise due to the number of variables in place, since it only takes one to skew the data. If taking samples from a specific location say, a street cornerthen it may be that this location is in the business district, excluding ordinary workers from the sample. It may be that it is near a restaurant district, excluding those who cook more often for themselves. If there is a health club nearby, the majority of respondents may be much healthier than the average of the population. If it is on a university campus, designed to poll university students, is it near the engineering or the arts faculty? The part-time or full-time schools? Are they rich or poor? Male or female? What about race, colour, gender, religion, socio-economic background, and first language? The list goes on and on. One method to deal with this is to make sure all targeted groups are represented, if only a little, and make mathematical extrapolations to correct the bias. For this to work, the degree of underrepresentation needs to be quantified exactly, and one needs to assume the under-represented respondents are indeed typical of their kind. If, for example, one aims to find the opinion of the population regarding the outcome of an election, but could only, for whatever reasons, interview one woman for every four men, the responses of the women could be multiplied by four, and thus, one can assume (guardedly and with many provisos), that the sampling bias from gender has been corrected. But that does assume all the other variables which introduce bias have been excluded often a very problematic assumption to make. | Cavemen were often very good artists. | n |
id_5085 | Sandford Groups first end of year announcement since the takeover of SPX Inc placed much emphasis on the period of extreme transformation and development undergone by the company. Emphasis was placed on the admirable way that its employees had steered the company through a turbulent six months, and subsequent benefits that were being reaped, such as a steady growth of the Sandford brands in the marketplace. Whilst recognizing that the takeover had been undertaken as a way of increasing market share, rather than improving efficiency, the announcement made much of the substantial yet somewhat unintended cost reductions that had taken place. This was explained by the swift introduction of SPXs computer systems which permitted a Group headcount cut and also the subletting of surplus office space. | The time since takeover has not always been easy for Sandford. | e |
id_5086 | Sandford Groups first end of year announcement since the takeover of SPX Inc placed much emphasis on the period of extreme transformation and development undergone by the company. Emphasis was placed on the admirable way that its employees had steered the company through a turbulent six months, and subsequent benefits that were being reaped, such as a steady growth of the Sandford brands in the marketplace. Whilst recognizing that the takeover had been undertaken as a way of increasing market share, rather than improving efficiency, the announcement made much of the substantial yet somewhat unintended cost reductions that had taken place. This was explained by the swift introduction of SPXs computer systems which permitted a Group headcount cut and also the subletting of surplus office space. | The takeover achieved more for the company than was initially planned. | e |
id_5087 | Sandford Groups first end of year announcement since the takeover of SPX Inc placed much emphasis on the period of extreme transformation and development undergone by the company. Emphasis was placed on the admirable way that its employees had steered the company through a turbulent six months, and subsequent benefits that were being reaped, such as a steady growth of the Sandford brands in the marketplace. Whilst recognizing that the takeover had been undertaken as a way of increasing market share, rather than improving efficiency, the announcement made much of the substantial yet somewhat unintended cost reductions that had taken place. This was explained by the swift introduction of SPXs computer systems which permitted a Group headcount cut and also the subletting of surplus office space. | The performance of the Sandford brands was poor prior to the takeover | n |
id_5088 | Sara lives in a large city on the East Coast. Her younger cousin Marlee lives in the Midwest in a small town with fewer than 1,000 residents. Marlee has visited Sara several times during the past five years. In the same period of time Sara has visited Marlee only once. | Marlee likes Sara better than Sara likes Marlee. | n |
id_5089 | Sara lives in a large city on the East Coast. Her younger cousin Marlee lives in the Midwest in a small town with fewer than 1,000 residents. Marlee has visited Sara several times during the past five years. In the same period of time Sara has visited Marlee only once. | Sara thinks small towns are boring. | n |
id_5090 | Sara lives in a large city on the East Coast. Her younger cousin Marlee lives in the Midwest in a small town with fewer than 1,000 residents. Marlee has visited Sara several times during the past five years. In the same period of time Sara has visited Marlee only once. | Sara is older than Marlee. | e |
id_5091 | Sara lives in a large city on the East Coast. Her younger cousin Marlee lives in the Midwest in a small town with fewer than 1,000 residents. Marlee has visited Sara several times during the past five years. In the same period of time Sara has visited Marlee only once. | Marlee wants to move to the East Coast. | n |
id_5092 | Sarah Green, aged 10, and her friend from primary school Elizabeth Brown, aged 11, were reported to the local police station as missing at 7.30 pm on 10 June after they failed to return home from a visit to the local park to play on their skateboards. The police have set up a search party for the two missing girls. It is also known that: The park covers an area of 10 hectares and contains some very dense areas of trees and shrubs. Two girls were taken by ambulance to a local hospital at 6.30 pm. Sarah Green lived with her mother and stepfather. Elizabeth Brown was an only child living with her mother. Elizabeth had been given a new skateboard for her birthday. The park has a lake in addition to the wooded areas. Older students from a local secondary school had picked on Sarah on her way home from school. Elizabeth had regular sessions at school with a personal counsellor. | Elizabeth had no personal problems either at school or at home. | c |
id_5093 | Sarah Green, aged 10, and her friend from primary school Elizabeth Brown, aged 11, were reported to the local police station as missing at 7.30 pm on 10 June after they failed to return home from a visit to the local park to play on their skateboards. The police have set up a search party for the two missing girls. It is also known that: The park covers an area of 10 hectares and contains some very dense areas of trees and shrubs. Two girls were taken by ambulance to a local hospital at 6.30 pm. Sarah Green lived with her mother and stepfather. Elizabeth Brown was an only child living with her mother. Elizabeth had been given a new skateboard for her birthday. The park has a lake in addition to the wooded areas. Older students from a local secondary school had picked on Sarah on her way home from school. Elizabeth had regular sessions at school with a personal counsellor. | The two girls had an accident in the park and were taken to hospital. | n |
id_5094 | Sarah Green, aged 10, and her friend from primary school Elizabeth Brown, aged 11, were reported to the local police station as missing at 7.30 pm on 10 June after they failed to return home from a visit to the local park to play on their skateboards. The police have set up a search party for the two missing girls. It is also known that: The park covers an area of 10 hectares and contains some very dense areas of trees and shrubs. Two girls were taken by ambulance to a local hospital at 6.30 pm. Sarah Green lived with her mother and stepfather. Elizabeth Brown was an only child living with her mother. Elizabeth had been given a new skateboard for her birthday. The park has a lake in addition to the wooded areas. Older students from a local secondary school had picked on Sarah on her way home from school. Elizabeth had regular sessions at school with a personal counsellor. | The two girls could have run away from home. | e |
id_5095 | Sarah Green, aged 10, and her friend from primary school Elizabeth Brown, aged 11, were reported to the local police station as missing at 7.30 pm on 10 June after they failed to return home from a visit to the local park to play on their skateboards. The police have set up a search party for the two missing girls. It is also known that: The park covers an area of 10 hectares and contains some very dense areas of trees and shrubs. Two girls were taken by ambulance to a local hospital at 6.30 pm. Sarah Green lived with her mother and stepfather. Elizabeth Brown was an only child living with her mother. Elizabeth had been given a new skateboard for her birthday. The park has a lake in addition to the wooded areas. Older students from a local secondary school had picked on Sarah on her way home from school. Elizabeth had regular sessions at school with a personal counsellor. | Elizabeth had no brothers or sisters. | e |
id_5096 | Sarah Green, aged 10, and her friend from primary school Elizabeth Brown, aged 11, were reported to the local police station as missing at 7.30 pm on 10 June after they failed to return home from a visit to the local park to play on their skateboards. The police have set up a search party for the two missing girls. It is also known that: The park covers an area of 10 hectares and contains some very dense areas of trees and shrubs. Two girls were taken by ambulance to a local hospital at 6.30 pm. Sarah Green lived with her mother and stepfather. Elizabeth Brown was an only child living with her mother. Elizabeth had been given a new skateboard for her birthday. The park has a lake in addition to the wooded areas. Older students from a local secondary school had picked on Sarah on her way home from school. Elizabeth had regular sessions at school with a personal counsellor. | The older students had picked on Sarah again in the park. | n |
id_5097 | Scandinavia is an egalitarian delight if compared to Greece on the division of domestic labour between the sexes. Greek men were the least reconstructed in Europe, but almost as bad are the Czechs, where just 2 per cent of men admit to ironing their own clothes and only 5 per cent claim to do any cleaning in their homes. Men are slightly better represented in the kitchens of northern Europe, with one in five men claiming to be mainly responsible for cooking, but less than 10 per cent in the southern states. For cleaning their homes, the top men are from Latvia and Demark, who are twice as likely to clean as their Spanish coun- terparts. | It is possible that women living in the south of Europe do not expect men to share responsibility for the family, while their northern counterparts do. | e |
id_5098 | Scandinavia is an egalitarian delight if compared to Greece on the division of domestic labour between the sexes. Greek men were the least reconstructed in Europe, but almost as bad are the Czechs, where just 2 per cent of men admit to ironing their own clothes and only 5 per cent claim to do any cleaning in their homes. Men are slightly better represented in the kitchens of northern Europe, with one in five men claiming to be mainly responsible for cooking, but less than 10 per cent in the southern states. For cleaning their homes, the top men are from Latvia and Demark, who are twice as likely to clean as their Spanish coun- terparts. | The primary purpose of the passage is to promote equality of the sexes. | c |
id_5099 | Scandinavia is an egalitarian delight if compared to Greece on the division of domestic labour between the sexes. Greek men were the least reconstructed in Europe, but almost as bad are the Czechs, where just 2 per cent of men admit to ironing their own clothes and only 5 per cent claim to do any cleaning in their homes. Men are slightly better represented in the kitchens of northern Europe, with one in five men claiming to be mainly responsible for cooking, but less than 10 per cent in the southern states. For cleaning their homes, the top men are from Latvia and Demark, who are twice as likely to clean as their Spanish coun- terparts. | An important flaw in the case made would emerge if it were discovered that women want equality at home as well as in work. | c |
Subsets and Splits
No community queries yet
The top public SQL queries from the community will appear here once available.