http://forum.criticalthinking.org.uk/ For Argument's Sake en Fri, 10 Sep 2010 08:59:56 +0000 http://forum.criticalthinking.org.uk/topic.php?id=59#post-152 Sat, 29 May 2010 14:49:23 +0000 agentsmith 152@http://forum.criticalthinking.org.uk/ <p>Hello,</p> <p>I bought a book recently titled "Critical Thinking: An Introduction" by Alec Fisher.</p> <p>I want to understand argument and explanation. so I use an example to check if I am right.</p> <p>e.g. She said 'Jane was angry with him because he had crashed her car.'<br /> - this is an explanation rather than an argument; this friend is explaining why Jane was angry, she is not trying to persuade you that she was angry as she would be if that were her conclusion (on the other hand, if it was said as 'Jane had every right to be angry with him because he had crashed her car.' - is this persuasion?</p> <p>Thanks kindly in advance</p> <p>M </p> http://forum.criticalthinking.org.uk/topic.php?id=58#post-149 Sat, 13 Mar 2010 15:33:25 +0000 David 149@http://forum.criticalthinking.org.uk/ <p>The January 2010 Mark Schemes are now available on OCR Interchange.</p> <p>The question papers haven't appeared and nor have the examiner reports (unless I'm looking in the wrong place). </p> http://forum.criticalthinking.org.uk/topic.php?id=57#post-144 Fri, 18 Dec 2009 16:36:33 +0000 FajrC 144@http://forum.criticalthinking.org.uk/ <p>Working on the OCR Legacy May 09 paper qu 32 asks for a flaw in the text.</p> <p>However the markscheme identifies an appeal as the answer.</p> <p>I appreciate this is legacy but I have 2 questions:</p> <p>1. Can appeals be classed as flaws, as they don't always weaken arguments?</p> <p>2. If the new spec outline lists them seperately and does not say that appeals should be recognised as flaws in some contexts, should we be telling students to consider appeals when asked to identify a flaw?</p> <p>Thanks </p> http://forum.criticalthinking.org.uk/topic.php?id=56#post-142 Tue, 15 Dec 2009 19:12:19 +0000 David 142@http://forum.criticalthinking.org.uk/ <p>This multiple choice question comes from the sample multiple choice exam in the current Heinemann pack:</p> <p>Most of the best band names - The Beatles, The Clash, Oasis, U2, Coldplay, The Arctic Monkeys - have been taken. Lawyers advise new bands to use the MySpace website to check if someone else has already taken their name. There are many names that can easily be confused - Joe Lean and the Jing Jang Jong, for example, is not only quite a strange name, but easily confused with the Jing Jings and the Ting Tings.</p> <p>The passage above can best be described as:</p> <p>a) a dispute<br /> b) a report<br /> c) an argument<br /> d) an explanation</p> <p>The mark scheme insists that the answer is B - a report. The commentary on the mark scheme says that the passage is not an argument "because it does not give reasons to support a conclusion." and that it is not an explanation "because it is not telling us how or why somethins is the case. It is just telling us some facts about band names."</p> <p>My main problem with this question is that the word "report" does not appear anywhere in the unit content section of the specification.</p> <p>Page 13 of the specification says: "Candidates should recognise and be able to explain the difference between an explanation and an argument." No mention of "a report."</p> <p>If candidates are expected to be able to identify a passage as "a report", would anyone like to offer a definition of a what a report might be and a reliable way of distinguishing a report from an argument and an explanation? </p> http://forum.criticalthinking.org.uk/topic.php?id=27#post-64 Sun, 01 Feb 2009 12:26:49 +0000 David 64@http://forum.criticalthinking.org.uk/ <p>In the latest issue of OCR News is a claim that students who take the AS in Critical Thinking improve their grades in their other A Level subjects by an average of one grade.</p> <p>Students were compared against other students with similar GCSE profiles to ensure a fair comparison.</p> <p>To what extent can we be confident that this is a reliable study? </p> http://forum.criticalthinking.org.uk/topic.php?id=55#post-139 Fri, 20 Nov 2009 10:41:13 +0000 par1704 139@http://forum.criticalthinking.org.uk/ <p>Hello,</p> <p>Does anyone have the specimen exam materials (2008 spec - resource booklet, exam paper, mark scheme) for Unit One (F501)? If so, I would be very grateful to receive them by e-mail as .pdf files. OCR's site is experiencing some technical problems and so I can't download the items that I need.</p> <p>Many thanks,</p> <p>Paul Richardson<br /> (prichardson@svlp.org.uk) </p> http://forum.criticalthinking.org.uk/topic.php?id=54#post-137 Fri, 13 Nov 2009 19:57:58 +0000 David 137@http://forum.criticalthinking.org.uk/ <p>The following analogy is reported in today's Telegraph:</p> <p>"Unsupervised surfing is like letting them roam the streets, says No 10 adviser"</p> <p>The professor, who was commissioned by Gordon Brown to investigate the harmful effects of video games and websites, said parents needed to think more about the dangers of the internet.</p> <p>Because they had not grown up with such technology many did not know the threats and felt unprepared to deal with them, she argued.</p> <p>Speaking in London at the annual conference of the organisation The Voice of the Listener and Viewer, she said: "A lot of parents don't realise that it's the same as opening the door and going out into the street, opening that [internet] browser."</p> <p>Because children were often not allowed outside the real front door, due to dangers she felt in many cases were overstated, they were increasingly turning to the internet for their thrills instead.</p> <p>"An integral part of development is risk taking," she said. "Children are taking risks online because we live in a risk-averse culture."</p> <p>For example, said Prof Byron, who has two children, it was "crazy" that some children were now banned from playing conkers at school.</p> <p>Just as her parents generation had to be told to put on seatbelts in the car, so today's parents had to be educated about the dangers the internet held for their children, she said.</p> <p>"I remember 'Clunk-clip' when I was a child. Now we need 'Clunk-click," she said, referring to clicking a computer mouse.</p> <p>Prof Byron, who is Chancellor of Edge Hill University in Lancashire, described parents and other adults as "digital immigrants" who were unfamiliar with the new media world, in which children were the "natives".</p> <p>Parents "not born with this technology" needed to think about what exactly their children were watching, surfing, or playing online, she said.</p> <p>Children should only be free to roam the internet when they were prepared for it.</p> <p>"It's analogous to deciding when to let my kids go to the sweetshop or make their way to school on their own," she said.</p> <p>Professor Sonia Livingstone of the London School of Economics told the conference that the dangers were "considerable".</p> <p>An EU-wide study found 40 per cent of teenagers had been exposed to pornography online, 20 per cent had been bullied and 10 per cent had met someone in the real world they had 'met' in a chatroom or a social media site.</p> <p>In addition, the numbers of children able to surf the internet unsupervised is growing fast.</p> <p>In the last two years the proportion of 12 to 15-year-olds with internet access in their bedrooms has almost doubled, from 20 to 35 per cent.</p> <p>Facebook is the sixth most popular site among six to 11-year-olds, she discovered hidden in a report by Ofcom, the media regulator.</p> <p>She commented: "I'm intrigued that Facebook is there given that you are not allowed to be on Facebook until you are 13."</p> <p>YouTube was the eighth most popular site for children that age and eBay the ninth. The only site specifically aimed at children in the top ten was Disney - at number 10.</p> <p>In early December the UK Council for Child Internet Safety delivers its recommendations on how industry, Government and parents can best protect children online.</p> <p>It was launched in March to answer questions raised by Prof Byron's report, Safer Children in a Digital World, which she was asked to write by Gordon Brown. </p> http://forum.criticalthinking.org.uk/topic.php?id=53#post-136 Fri, 06 Nov 2009 21:22:10 +0000 David 136@http://forum.criticalthinking.org.uk/ <p>This is a good example for Unit One, from today's Daily Telegraph.</p> <p>I know that today's children know less about History than we would wish but I really think the claims of their ignorance in this study are going too far.</p> <p>Students should pick up on the fact that the organisation carrying out the study have a vested interest but the sample size and the age range of the children surveyed are reasonable.</p> <p>What we can't tell from the article is how the survey was conducted. My guess is it was either a multiple choice or true/false questioning.</p> <p>From the Telegraph (05 Nov 2009):</p> <p>One in 20 schoolchildren thought Adolf Hitler was a coach of the German football team, a survey said.</p> <p>And one in six youngsters said they thought Auschwitz was a Second World War theme park while one in 20 said the Holocaust was a celebration at the end of the war.</p> <p>The survey for a veterans' charity also found one in 10 thought the SS stood for Enid Blyton's Secret Seven, and one in 12 believed the Blitz was a European clean-up operation following the Second World War.</p> <p>Scottish-based charity Erskine, which provides nursing and medical care for veterans, said it would now take part in a nationwide scheme to educate schoolchildren about the two world conflicts.</p> <p>The charity questioned 2,000 children between the ages of nine and 15 about their knowledge of the key people and events of the two wars.</p> <p>While a quarter admitted they did not think about the soldiers who died in the conflicts, and 40 per cent said they did not know when Remembrance Day was, 70 per cent of all those surveyed said they wanted to learn more about the two wars in school.</p> <p>Major Jim Panton, chief executive of Erskine, said: ''Some of the answers to this poll have shocked us and it has shown that Erskine, amongst others, has a part to play, not just in caring for veterans but in educating society as a whole.</p> <p>''As we approach Remembrance Day it is hard to believe that 40 per cent of our children do not know when it is. Schoolchildren are the future of the country and it is important that we help them to learn about our history.''</p> <p>The charity said it wanted some of the 1,350 veterans it cares for every year to share their experiences of the war with younger generations.</p> <p>Erskine will work in partnership with Their Past Your Future (TPYF) project, a partnership of the Imperial War Museum, the Museums, Libraries and Archives England, the Northern Ireland Museum Council, the National Library of Wales and the Scottish Museums Council, to help schoolchildren learn more about the conflicts.</p> <p>Andrew Salmond, a project manager for TPYF in Scotland, said: ''This initiative offers a fantastic opportunity to inform young people about the experiences of war - both at home and abroad.</p> <p>''Some, we know, will convey wartime loss and suffering, others will speak of daring and inspiration. However, all will be of great educational value, offering an insight to what previous generations have endured in times of conflict.'' </p> http://forum.criticalthinking.org.uk/topic.php?id=49#post-128 Thu, 15 Oct 2009 17:04:27 +0000 David 128@http://forum.criticalthinking.org.uk/ <p>Our librarian found this one for me:</p> <p>'Celebrity journalism is nonsense' ? tabloids duped in fake stories hoax</p> <p>Filmmakers dreamed up gossip about Amy Winehouse and Girls Aloud in stunt to show up lack of newspaper fact-checking</p> <p>Paul Lewis<br /> Thursday October 15 2009<br /> The Guardian</p> <p><a href="http://www.guardian.co.uk/uk/2009/oct/14/tabloid-fake-celebrity-stories-hoax" rel="nofollow">http://www.guardian.co.uk/uk/2009/oct/14/tabloid-fake-celebrity-stories-hoax</a></p> <p>For the tabloid editors responsible for giving celebrity stories the green light, they must have seemed like an unremarkable batch of moderate scoops.</p> <p>Over a two-week period earlier this year, Amy Winehouse's hair was said to have caught fire, the enthusiasm of a member of pop group Girls Aloud for quantum physics was uncovered, and Pixie Geldof, the socialite and daughter of the anti-poverty campaigner Bob Geldof, was found padding out her bra with sweets.</p> <p>If the stories seemed far-fetched, it was because they were part of a series of fabrications about celebrities ? made up and fed to tabloid newspapers by a documentary team that wanted to prove that journalists don't check facts.</p> <p>Some of Fleet Street's top newsrooms ? including those of the Sun, Daily Mirror, Daily Star and Daily Express ? were duped in the hoax, which is contained in the film, Starsuckers, opening in cinemas across the country later this month.</p> <p>Other celebrity victims of the project include the Canadian singer Avril Lavigne and the comedian Russell Brand.</p> <p>"I wanted to show that celebrity journalism is nonsense and this has infected all parts of journalism," said Chris Atkins, the director of Starsuckers, which previews at the London Film Festival on 28 October. "I thought that quite a fun way to illustrate this was to see if we could invent some stories ? utterly fabricated stories ? and try to sell them to the newspapers."</p> <p>The Guardian is previewing exclusive clips from the film. The footage shows how Atkins' team called the newsrooms of several daily tabloids posing as members of the public seeking to sell tabloids gossip about celebrities.</p> <p>Atkins said he deliberately chose outlandish stories ? one printed in the Sun suggested that the director Guy Ritchie received a black eye while juggling cutlery ? that could be easily checked with a quick telephone call to a celebrity or their agent. He did not receive payment for the fake stories, but was offered up to ?600 in return for the information.</p> <p>Atkins and his team, who were Bafta-nominated for their last documentary, on civil liberties, have spent almost two years in the United States and eastern Europe exploring the psychology of fame culture. Their film is a polemic that attacks what it claims are attempts by media organisations to exploit celebrity.</p> <p>The tabloid stunt, which forms one part of the film, was run from a small office in Brick Lane, east London. Using false names and telephone numbers, the documentary team said they did not give the tabloid reporters evidence to corroborate their stories, which typically appeared in the following day's edition.</p> <p>The Daily Mail was the only newspaper that was approached by the filmmakers but did not print any of their fabrications. Only one fabricated story ? about an anarchist plot against Alan Sugar ? failed to make any newspaper.</p> <p>When the stories were published, Atkins said they at times appeared with embellished details that he assumed had been added by reporters.</p> <p>He said he was most concerned about how, once published, his fake stories spread across the internet "like wildfire", making unexpected appearances in media publications that seemed to have recycled the stories without first checking them.</p> <p>This way their fake stories unintentionally popped up in publications as diverse as Cosmopolitan, the Scunthorpe Telegraph, New York Post, Turkish Weekly and Times of India. The Daily Express, Daily Star and Sun declined to comment on their publication of the fake stories.</p> <p>Atkins argues in his film that tabloid newspaper stories about celebrities often contain serious inaccuracies, which, within hours, are picked up and republished across the media without corroboration.</p> <p>"Stories that are not true spread across all news media, from the BBC to Channel 4 News to the Guardian, I'm afraid to say, to all sorts of places where you expect responsible, serious, ethical journalism," he said. "They have now almost [all] been infected by the celebrity style of reporting, where everything is about entertainment, making people laugh and selling newspapers." </p> http://forum.criticalthinking.org.uk/topic.php?id=51#post-131 Thu, 15 Oct 2009 17:16:31 +0000 David 131@http://forum.criticalthinking.org.uk/ <p>Smacking makes your child less intelligent:<br /> <a href="http://www.dailymail.co.uk/sciencetech/article-1215985/Smacking-makes-child-intelligent.html" rel="nofollow">http://www.dailymail.co.uk/sciencetech/article-1215985/Smacking-makes-child-intelligent.html</a></p> <p>Smacked children are less intelligent than those who are not smacked.</p> <p>The more often a child is smacked, the less intelligent s/he is likely to be.</p> <p>Therefore smacking your child makes the child less intelligent! </p> http://forum.criticalthinking.org.uk/topic.php?id=52#post-132 Thu, 15 Oct 2009 18:24:59 +0000 FajrC 132@http://forum.criticalthinking.org.uk/ <p>Just wondering if anyone has invested in any of the Philip Allan...</p> <p>*Workbooks<br /> *exam revision notes book<br /> *A2 new spec resource pack</p> <p>for the new spec.</p> <p>And if so, are they any good?<br /> Thanks </p> http://forum.criticalthinking.org.uk/topic.php?id=50#post-130 Thu, 15 Oct 2009 17:13:49 +0000 David 130@http://forum.criticalthinking.org.uk/ <p>School girl, 14, dies hours after being given cervical cancer jab and NHS trust halts vaccination programme:<br /> <a href="http://www.dailymail.co.uk/news/article-1216714/Schoolgirl-14-dies-given-cervical-cancer-jab.html" rel="nofollow">http://www.dailymail.co.uk/news/article-1216714/Schoolgirl-14-dies-given-cervical-cancer-jab.html</a></p> <p>A girl who was vaccinated against cervical cancer died from a malignant tumour of the chest and not from a reaction to the jab, it has emerged:<br /> <a href="http://usproxy.bbc.com/2/hi/health/8284517.stm" rel="nofollow">http://usproxy.bbc.com/2/hi/health/8284517.stm</a></p> <p>Why did the second report receive so much less coverage than the first? </p> http://forum.criticalthinking.org.uk/topic.php?id=47#post-120 Thu, 27 Aug 2009 14:10:43 +0000 David 120@http://forum.criticalthinking.org.uk/ <p>Has anyone found the Chief Examiner's Report for the June 2009 examinations, either on OCR Interchange or on the main OCR site? </p> http://forum.criticalthinking.org.uk/topic.php?id=41#post-110 Wed, 17 Jun 2009 14:14:11 +0000 andys 110@http://forum.criticalthinking.org.uk/ <p>In the old spec the big question on choices and criteria focused on evaluating the usefulness of the criteria (and criticising the documents). We had some success with this last year. In the new specimen paper the question is worded to focus on the choice ('evaluate one such choice'), though the mark scheme that comes with it still seems to focus more on evaluating the criteria. Can anyone clarify just what is required by this new style question? Is it really much different to the old spec? </p> http://forum.criticalthinking.org.uk/topic.php?id=48#post-121 Sun, 06 Sep 2009 21:05:21 +0000 FajrC 121@http://forum.criticalthinking.org.uk/ <p>Hello All<br /> Hope you had a lovely summer and are ready for a new year!</p> <p>How did everyone get on in the exams. I had a mixed bag and I wondered if others experienced the same.</p> <p>New unit 2 - I had some poor results. I clearly missed something in my teaching on this one. I'm going to try and recall some scripts to see what happened.</p> <p>I too will be looking for the examiners report and for the papers I didn't have students sitting, once I'm allowed access....... </p> http://forum.criticalthinking.org.uk/topic.php?id=43#post-113 Mon, 13 Jul 2009 07:32:37 +0000 Jintu 113@http://forum.criticalthinking.org.uk/ <p>Hello Everyone,</p> <p>I have an take-home assignment to submit on Monday, this is for a first year university course on critical thinking, I have written several arguments based on the topic that was given: Should Marijuana be made legal? Defend your position on the matter. I am student from Canada.</p> <p>The problem is: the professor keeps on saying that my argument is vague and lacks sufficient evidence.<br /> The outline of the assignment is as follows:</p> <p>Write a cogent argument. The argument is to be written in standard form - write complete statements, number the premises and conclusion properly, add indicator words, especially when using sub-arguments. You may use any type of premises - linking or convergent or combinations of both. Your arguement should satisfy the ARG conditions.</p> <p>1. Your premises must be acceptable<br /> 2. Your premises must be relavant<br /> 3. Your premises must provide sufficient grounds.<br /> 4. Your argument must avoid fallacies.</p> <p>Please help, I am struggling with this assignment.<br /> Thanks in advance.</p> <p>Tony</p> <p>My Argument:<br /> 1. Because marijuana use has positive attributes, such as its medical value and use as a recreational drug with relatively mild side effects<br /> 2. Because it helps to stimulate apetite and relieve nausea in cancer and AIDS patients.<br /> Thus,<br /> 3. Marijuana can be used as medicine<br /> 4. Since marijuana is too expensive for our justice system and should instead be taxed to support beneficial government programs<br /> 5. Since it is an established scientific fact that marijuana is not toxic to humans; marijuana overdoses are nearly impossible and<br /> 6. Because marijuana is not nearly as addictive as alcohol or tobacco<br /> Thus,<br /> 7. It is unfair and unjust to treat marijuana users more harshly under the law than the users of alcohol or tobacco.<br /> 8. Because the illegality of marijuana makes it more valuable than if it were legal, providing opportunities for teenagers to make easy money selling it to their friends<br /> Thus,<br /> 9. A regulated, legal market in marijuana would reduce marijuana sales and use among teenagers, as well as reduce their exposure to other drugs in the illegal market<br /> Therefore,<br /> 10. Marijuana should be legalized</p> <p>Thank you</p> <p>Tony </p> http://forum.criticalthinking.org.uk/topic.php?id=46#post-117 Wed, 12 Aug 2009 14:26:03 +0000 David 117@http://forum.criticalthinking.org.uk/ <p>I read somewhere that a local council had used a table-top disaster planning scenario with secondary school students to develop/test their critical thinking skills and decision-making. Does anyone know of any links or contacts for such a thing as it sounds pretty interesting. </p> http://forum.criticalthinking.org.uk/topic.php?id=45#post-115 Thu, 16 Jul 2009 20:00:47 +0000 TheIrishSideOfTheMoon 115@http://forum.criticalthinking.org.uk/ <p>Hi Guys,<br /> My Name is Shane and I am one of the Co Founders of The Irish Side Of The Moon. My Other partners being Gabriel and Michael. This is a Thought-provoking discussion podcast on fringe-related matters, From an Irish perspective. We are currently running weekly podcasts interviewing some of the big names on fringe topics. We have interviewed Stanton Friedman, Marc Seifer and Patricia McKenna (No Campaigner on The Lisbon Treaty). We have an interview with James Randi coming up on Monday 20th. James is a well known proponent of Critical Thinking. So if any of you would like us to ask James a question reply with it on this thread. Check us out on the below links and let us know what you think (good or bad). We hope to be stopping by these forums on a regular basis to offer an Irish perspective on popular topics.</p> <p>Regards</p> <p>Shane</p> <p><a href="http://irishsideofthemoon.blogspot.com/" rel="nofollow">http://irishsideofthemoon.blogspot.com/</a><br /> <a href="http://twitter.com/IrishSideOfMoon" rel="nofollow">http://twitter.com/IrishSideOfMoon</a> </p> http://forum.criticalthinking.org.uk/topic.php?id=44#post-114 Tue, 14 Jul 2009 10:23:17 +0000 aarden 114@http://forum.criticalthinking.org.uk/ <p>I have set up a 2 year AS course which covers also History of Ideas and current affairs as well as pure CT and am planning to enter our first students for AQA Paper 1 in January 2010. Has anyone actually put pupils in for this specification this year? I'd be grateful for feedback. </p> http://forum.criticalthinking.org.uk/topic.php?id=42#post-112 Mon, 22 Jun 2009 20:45:13 +0000 tcsoccerman 112@http://forum.criticalthinking.org.uk/ <p>If you guys like thinking alot, there are a bunch of very deep questions at <a href="http://www.AskAndWonder.com." rel="nofollow">www.AskAndWonder.com.</a> There are over 100 questions, all which are worthy of answering and viewing answers from other people. Just thought I'd let you guys know.</p> <p>Website: <a href="http://www.AskAndWonder.com" rel="nofollow">www.AskAndWonder.com</a> </p> http://forum.criticalthinking.org.uk/topic.php?id=40#post-109 Wed, 17 Jun 2009 13:09:47 +0000 parastley 109@http://forum.criticalthinking.org.uk/ <p>Hello,</p> <p>I'm currently putting together a scheme of work and lesson plans for the OCR AS course, which I'll be teaching for the first time from September.</p> <p>I have all the OCR materials, as well as the two resource packs that have been published by Heinemann and Philip Allan. However, I would be grateful to see actual schemes of work that have been tried and tested (with modifications) over the years.</p> <p>If anyone can help, please get in touch with me.</p> <p>Many thanks,</p> <p>Paul </p> http://forum.criticalthinking.org.uk/topic.php?id=39#post-107 Thu, 11 Jun 2009 13:43:14 +0000 Royvdbb 107@http://forum.criticalthinking.org.uk/ <p>Question 2 on the most recent Unit 2 paper raises an important issue as to the status of a counter-assertion/-claim. The passage begins thus</p> <p>'Although it costs the taxpayer over £100 million a year, the cervical cancer vaccination programme for teenage girls should be continued.' </p> <p>Candidates are asked to say what the function of the 'it costs the taxpayer over £100 million a year' is. The choices are counter-argument, counter-assertion, intermediate conclusion, and reason. Presumbaly the answer is meant to be 'counter-assertion' in that it isn't any of the others. </p> <p>But I'm not convinced that it is a counter-assertion. The argument doesn't address the issue of cost but gives reasons why the programme should be supported. It could well be that nobody uses the cost issue as part of a counter-argument. Just because one might frame an objection in terms of cost doesn't make it a counter-assertion in the context of this particular argument. A counter-assertion is one when the counter to it is directly addressed as in 'Although it costs the taxpayer over £100 million a year, the money saved in the future would be considerably more than this.'</p> <p>If I was a candidate, I think that I'd have got it right but for the wrong reason. </p> http://forum.criticalthinking.org.uk/topic.php?id=38#post-104 Wed, 10 Jun 2009 15:18:24 +0000 Vivienne 104@http://forum.criticalthinking.org.uk/ <p>I don't feel I'm teaching my students well in the use of the term plausibility. I want to prepare the next lot better for the final question on unit 1. Even with the markscheme I'm a bit in the dark. Any brilliant ideas? Especially on how to assess plausibility. For credibility there are the given criteria, but plausibility seems much vaguer - little more than 'seems OK to me'. Hardly critical! </p> http://forum.criticalthinking.org.uk/topic.php?id=37#post-103 Sun, 07 Jun 2009 16:49:51 +0000 David 103@http://forum.criticalthinking.org.uk/ <p>Aimed at Unit 4 but could also be used for Unit 2:</p> <p><a href="http://www.thekjs.essex.sch.uk/yates/Documents/StupidMother.pdf" rel="nofollow">http://www.thekjs.essex.sch.uk/yates/Documents/StupidMother.pdf</a> </p> http://forum.criticalthinking.org.uk/topic.php?id=33#post-76 Tue, 17 Mar 2009 20:15:46 +0000 FajrC 76@http://forum.criticalthinking.org.uk/ <p>I know myself but I struggle to explain this well.<br /> Anyone got any ideas?<br /> Thanks<br /> :-) </p> http://forum.criticalthinking.org.uk/topic.php?id=36#post-93 Wed, 13 May 2009 18:07:39 +0000 FajrC 93@http://forum.criticalthinking.org.uk/ <p>I've been using this UKIP ad as a startet with my groups as a great CT exercise.<br /> <a href="http://www.youtube.com/watch?v=H0mcmHSjjEM" rel="nofollow">http://www.youtube.com/watch?v=H0mcmHSjjEM</a><br /> I'm sure any other party political broadcast can be analysed but I felt this one was crammed full of flaws etc!! </p> http://forum.criticalthinking.org.uk/topic.php?id=35#post-89 Wed, 06 May 2009 18:59:36 +0000 FajrC 89@http://forum.criticalthinking.org.uk/ <p>Hello everyone</p> <p>Does anyone know where to find a comprehensive list of which Unis accept CT towards UCAS points?<br /> Or is it a case of approaching each one individually?</p> <p>Thanks </p> http://forum.criticalthinking.org.uk/topic.php?id=30#post-72 Fri, 13 Mar 2009 20:14:01 +0000 David 72@http://forum.criticalthinking.org.uk/ <p>For those who are wondering where the Jan 2009 Mark Schemes are, it seems that these will now be available only via something called "OCR Interchange." Your exams officer will have to set up an account for you and also tick the right boxes to give you the required permissions level.</p> <p>If the correct boxes have been ticked, you should be able to see all the question papers and the mark schemes for the Jan 2009 exam series. You should also be able to see your candidates results. In August, these should be available to teachers from 1am on the day before the results are available for candidates. </p> http://forum.criticalthinking.org.uk/topic.php?id=34#post-83 Thu, 09 Apr 2009 11:35:51 +0000 James Kinch 83@http://forum.criticalthinking.org.uk/ <p>I am trying to get hold of a copy of the question paper and resources booklet for F494 (the A2 Critical Reasoning paper) for January 09. It is listed as unavailable at publications.ocr.org.uk. Does anybody have a copy they would be prepared to send to me, please? If you have a pdf version you could email it to me at <a href="mailto:kinchj@dulwich.org.uk.">kinchj@dulwich.org.uk.</a> </p> http://forum.criticalthinking.org.uk/topic.php?id=32#post-75 Sat, 14 Mar 2009 18:10:32 +0000 FajrC 75@http://forum.criticalthinking.org.uk/ <p>I'm sure you all know that there are new UMS boundaries for the new spec (I've just realised!), so I have adpated my OCR tracking sheet accordingly.<br /> If anyone wants a copy i've put them onto the TES resources site<br /> :-)</p> <p>as <a href="http://www.tes.co.uk/article.aspx?storycode=6010269" rel="nofollow">http://www.tes.co.uk/article.aspx?storycode=6010269</a><br /> a2 <a href="http://www.tes.co.uk/article.aspx?storycode=6010270&#38;preview=1" rel="nofollow">http://www.tes.co.uk/article.aspx?storycode=6010270&#38;preview=1</a> </p>