Simulating Dialysis Essay Example for Free

Simulating Dialysis Essay Why do you think the urea was not able to diffuse through the 20 MWCO membrane? How well did the results compare with your prediction? __ The molecules were to large to go through. My results matched._ 3.Describe the results of the attempts to diffuse glucose and albumin through the 200 MWCO membrane. How well did the results compare with your prediction? __The albumin was not able to go through and the glucose did. I predicted that neither of them will diffuse, however the glucose was able to go through._ ___ 4.Put the following in order from smallest to largest molecular weight: glucose, sodium chloride, albumin, and urea. _sodium chloride, urea, glucose and albumin__ ___ ACTIVITY 2 Simulated Facilitated Diffusion 1.Explain one way in which facilitated diffusion is the same as simple diffusion and one way in which it differs.__ Both are passive diffusion that are from high concentration gradient to a low concentration gradient. Facilitated differs from simple because it requires a carrier protein to diffuse. _ ___ 2.The larger value obtained when more glucose carriers were present corresponds to an increase in the rate of glucose transport. Explain why the rate increased. How well did the results compare with your prediction? The rate increased because there is more room and surface area increases relative to glucose. ___ 3.Explain your prediction for the effect Na+Cl− might have on glucose transport. In other words, explain why you picked the choice that you did. How well did the results compare with your prediction? _I picked the answer based on the activity. My results matched. ACTIVITY 3 Simulating Osmotic Pressure 1.Explain the effect that increasing the Na+Cl− concentration had on osmotic pressure and why it has this effect. How well did the results compare with your prediction? ___ __ Increasing the NaCl will increase the osmotic pressure because water needs to diffuse to the higher concentration gradient until equilibrium is reached_. My results were the same. 2.Describe one way in which osmosis is similar to simple diffusion and one way in which it is different. ___ _ Both are passive transports of high concentration gradient to low concentration gradient. Osmosis differs because it is the diffusion of water from a high to a low concentration gradient through a selective permeable membrane.__ 3.Solutes are sometimes measured in milliosmoles. Explain the statement, â€Å"Water chases milliosmoles.† ___ __ Osmosis is the diffusion of the solvent, e.g. water. The water in this simulation diffuses to the side of the membrane that has the highest concentration of the solutes. _ 4.The conditions were 9 mM albumin in the left beaker and 10 mM glucose in the right b eaker with the 200 MWCO membrane in place. Explain the results. How well did the results compare with your prediction? the glucose diffuses from the right beaker to the left beaker until equilibrium is reached. The albumin cannot diffuse through the membrane. My results were off. ACTIVITY 4 Simulating Filtration 1.Explain in your own words why increasing the pore size increased the filtration rate. Use an analogy to support your statement. How well did the results compare with your prediction? ___ _ This increase in pore size will increase the filtration rate because if it have more space, they will be able to pass through. If you connect a water hose to spray your grass, the water will come out faster than a device that attaches to water your grass. My results matched.__ 2.Which solute did not appear in the filtrate using any of the membranes? Explain why. ___ _ Powdered Charcoal- It was too large to pass through.__ 3.Why did increasing the pressure increase the filtration rate but not the concentration of solutes? How well did the results compare with your prediction? _ The pressure allows for more movement through the membrane but equilibrium was not reached.__My results were 50/50 ___ ACTIVITY 5 Simulating Active Transport 1.Describe the significance of using 9 mM sodium chloride inside the cell and 6 mM potassium chloride outside the cell, instead of other concentration ratios. _ the Na/K pump allows for 3:2 ratio__ ___ 2.Explain why there was no sodium transport even though ATP was present. How well did the results compare with your prediction? __ In order for the Na+/K+ pump to function, both these ions and ATP must be in place. My results were off._ 3.Explain why the addition of glucose carriers had no effect on sodium or potassium transport. How well did the results compare with your prediction? __ Glucose concentration does not affect the Na/K concentration. My results are off. 4.Do you think glucose is being actively transported or transported by facilitated diffusion in this experiment? Explain your answer. __ It is being transported by facilitated diffusion. Since glucose is a lipid insoluble and too large to pass through the membrane it requires a carrier but not ATP (no energy needed.)_ ___

Fibroblast Growth Factors (FGFs) in Neural Induction

Fibroblast Growth Factors (FGFs) in Neural Induction Abstract Neural induction represents the first stage in the formation of the vertebrate nervous system from embryonic ectoderm. Fibroblast Growth Factors (FGFs), initially identified for their mitogenic and angiogenic roles in bovine brain extracts, are now known to have many developmental roles in particular that of neural induction, comprising of a family of 22 FGFs. Spemann and Mangold (1924) pioneered the study of neural induction through the identification of the organizer. Early work in amphibians suggested that neural fate was instructed by signals from Spemanns organiser or dorsal mesoderm. Over a decade ago, the default model proposed that neural induction was the direct consequence from inhibition of bone morphogenetic proteins (BMPs) found in Xenopus laevis, not taking into consideration neural induction in avian embryos. Consequently many experimental studies, in the chick, subsequent to this finding conflicted the idea that BMP inhibition was the only necessary step required suggesting that FGFs were required at an earlier stage prior to BMP inhibition. Much controversy has surrounded the role of FGFs in neural induction but now it is widely accepted to have a role in both amphibians and amniotes. Fibroblast Growth Factors in neural induction Structure and Function: FGFs broken down Fibroblast Growth Factors (FGFs) regulate a vast array of developmental processes, including, limb development, neural induction and neural development (Bà ¶ttcher and Niehrs, 2005). FGFs play an important role in development of an organism by regulating cellular differentiation, proliferation and migration and are involved in tissue-injury repair (Itoh and Ornitz, 2004). The early FGFs, FGF1 and FGF2 (also known as acidic and basic FGF, respectively) were first discovered from bovine brain and pituitary extracts and identified for their mitogenic and angiogenic activities (Gospodarowicz et al., 1974). Additionally, a number of family members were found revealing a total of 22 FGFs in humans ranging from 17 to 34 kDa in molecular mass in vertebrates. The nomenclature extends to FGF23 but in humans FGF19 is the equivalent to mouse Fgf15 (Ornitz and Itoh, 2001). Also the FGFs have been organised into seven subfamilies based on sequence comparisons. FGFs show conservation through species, especially across the vertebrate species in gene structure and amino-acid sequence. FGF sequences are yet to be found in unicellular organisms such as yeast (Saccharomyces cerevisiae) and bacteria (Escherichia Coli) (Itoh and Ornitz, 2004). Interestingly, an Fgf-like gene has been encoded in the nuclear polyhedrosis virus genome (Ayres et al., 1994). In protostomes, there are far fewer FGFs in contrast to vertebrates, as two (let-756 and egl-17) have been found in Caenorhabditis elegans and three (branchless, pyramus and thisbe) in Drosophila (Mason, 2007). Most FGFs have amino-terminal signal peptides (Fig. 1 (a)) and are secreted from cells. FGFs 9, 16 and 20 lack this signal peptide but nevertheless are still secreted (Ornitz and Itoh, 2001). FGF1 and FGF2 lack these signal sequences and are secreted by non-canonical pathways, however they can be found on the cell surface and within the extracellular matrix. Golfarb (2005) suggests that FGFs 11-14 do not interact with FGF receptors (FGFRs) and are not secreted but instead localise to the cell nucleus. Fig. 1 (above) illustrates the structural features of the FGF polypeptide (a). A signal sequence (shaded grey) can be seen here within the amino terminus and is present in most FGFs. All FGFs contain a core region (Fig. 1 (a)) containing around 120 amino acids of which 6 are identical amino acids residues and 28 are highly conserved (Goldfarb, 1996). The black boxes (numbered 1 to 12) represent the location of ÃŽ ² strands within the core. The three dimensional structure of FGF2 (b) can also be seen where the heparin binding region (yellow) includes residues between ÃŽ ²1 and ÃŽ ²2 strands and in ÃŽ ²10 and ÃŽ ²11 strands. FGFs have a high affinity for heparan sulfate proteoglycans (HSPG) and require heparan sulphate to activate one of four transmembrane receptor tyrosine kinases (FGFR1-4) in all vertebrates. FGFR5 has been identified recently, however most action is mediated via FGFR1-4 (Powers et al., 2000). FGFRs are membrane associated class IV receptor tyrosine kinases (RTKs). The FGFR tyrosine kinase receptors (Fig. 2 B) include 3 immunoglobulin (Ig) domains and a heparin binding sequence which requires heparan sulphate to be activated (McKeehan et al., 1998). HSPG are low affinity receptors that are unable to transmit a biological signal but act as co-factors for activation and regulation of an interaction between FGFs and FGFRs. Fig. 2 (above) illustrates a two dimensional generic FGF (A) and a FGFR (B) protein. The structure of a FGF (A) coincides with that of Fig. 1, containing a signal sequence in the amino-terminus and the conserved core region containing HSPG and receptor-binding sites. The main features of FGFRs (B) include 3-Immunoglobulin domains, an acidic box (AB) which lies between IgI and IgII, heparin-binding domain, Cell Adhesion Molecule (CAM)-homology domain, transmembrane domain and a split tyrosine kinase enzyme domain for catalytic activity and binding of adaptor proteins. The Ig domains in the extracellular region of a FGFR are required for FGF binding and regulate binding affinity and ligand specificity. Multiple alternative splicing that generates a range of FGFR1-4 receptor isoforms with transformed ligand binding properties provides diversity (Olsen et al., 2006). For example, FGF2 interacts with all four receptors FGFR1-4 whereas FGF7 only interacts with the FGFR2 IIIb isoform (a splice variant of FGF2; expressed in epithelial cells). Ligand-receptor binding specificity is affected by alternative splicing particularly in the C-terminal region of the third immunoglobulin loop in FGFR1-3 which produces IIIb or IIIc isoforms (Mason, 2007). Table 1 (below) illustrates the specificity of the FGF ligands for particular FGFR isoforms. This table is useful yet evidence from in vitro may appear misleading as in vivo involves influence from co-factors such as HSPG (Mohammadi et al., 2005). Table 1 (above) shows there are seven FGFR isoforms (FGFR1b; FGFR1c; FGFR2b; FGFR2c; FGFR3b; FGFR3c and FGFR4) that FGF1 through to FGF23 variously bind. Alternative mRNA splicing of FGFR1-3, particularly in the carboxy-terminal half of the third extracellular immunoglobulin loop (Ig-domain III), derives the b and c isoforms. HSPGs are necessary co-factors in activation of FGFRs by FGFs and evidence has found the ternary complex to comprise of FGF-FGFR-HSPG in a 2:2:1 ratio (Mohammadi et al., 2005). The co-binding of HSPG prevents proteolysis and thermal denaturation (Itoh and Ornitz, 2004). HSPG binding of FGF induces dimerization of FGFR, followed by transphosphorylation of receptor subunits, initiating an intracellular signalling cascade. FGF signalling: Its a cellular game Following formation of the FGF-HSPG-FGFR complex several downstream signalling pathways are activated (Fig. 3 below). This includes three pathways, the Ras/Mitogen-activated protein kinase (MAPK) pathway, Phosphoinositide 3-kinase (PI3K)/ Akt pathway and phospholipase C- (PLC )/ Ca2+/ protein kinase C (PKC) pathway. These pathways are mediated via docking proteins (such as FGF receptor substrate (FRS) and Grb2 in the Ras/MAPK pathway) that recruit downstream enzymes. The Ras/MAPK pathway (Fig. 3) is initiated via Grb2 (a docking protein) where its SH2 domain binds to the tyrosine phosphorylated FRS2 in response to activation of the FGFR receptor (Kouhara et al., 1997). Grb2 binds to SOS (son of sevenless; a guanine nucleotide exchange factor) via a SH3 domain on the Grb2 molecule. This Grb2-SOS complex activates SOS which promotes the dissociation of GDP from Ras so it is able to bind GTP for its activation. Activated Ras activates RAF (MAPKKK) which is normally held in a closed conf ormation by the 14-3-3 protein. Once activated, RAF phosphorylates and activates mitogen-activated and extracellular signal-regulated kinase (MEK (MAPKK)) which in turn phosphorylates ERK1/2 (MAPK). MAPK then translocates into the nucleus to phosphorylate specific transcription factors of the Ets family which in turn activate expression of FGF target genes. In addition, it is also evident from Fig. 3 that active ERK itself can antagonise FRS activity. Activation of the PI3K/Akt pathway (Fig. 3) is by binding of Gab1 (Grb2-associated-binding protein 1) to FRS2 indirectly via Grb2. In the presence of Gab1, activation of PI3K stimulates the Akt pathway which suggests FGFs have anti-apoptotic effects in the developing nervous system (Mason, 2007). In addition, PI3K can bind to a phosphorylated tyrosine residue of FGFR directly. The third way in which the PI3K/Akt pathway is activated is by activated Ras inducing membrane localisation of the PI3K catalytic subunit. PLC- /Ca2+/PKC pathway is also activated when a tyrosine residue is autophosphorylated in the carboxy terminal of the FGFR. PLC- hydrolyses phosphatidylinositol to produce inositol trisphosphate (IP3) and diacylglycerol (DAG) which stimulates calcium release and activates PKC, respectively. PKC has also been found to activate the Ras/MAPK pathway independent of Ras but dependent on c-Raf (Ueda et al., 1996). Fig. 3 also indicated that the final activated components, of the three signalling pathways mentioned, translocate into the nucleus to activate specific transcription factors of the Ets family (particularly Ets1, Pea3, and Erm) which activate expression of FGF target genes and in turn these feedback (Fig, 4) to regulate intracellular signalling (Dailey et al., 2005). Most of the proteins produced function as feedback inhibitors (as seen in Fig. 4), including Sprouty (Spry), Sef and MAP Kinase phosphatase 3 (MKP3) which modulate particularly the Ras/Erk pathway at different levels (Mason, 2007). In contrast, stimulation of the fibronectin leucine-rich transmembrane type III (XFLRT3) protein causes FGF signalling to be positively regulated (Bà ¶ttcher et al., 2003). Sprouty (Spry) was one of the first identified feedback regulators of the FGF pathway. Thisse and Thisse (2005) found Spry to antagonise FGF Signalling by gain and/or loss of function experiments in mouse. Spry acts at the level of Raf and/or Grb2 (Fig. 4). Gain and/or loss of function experiments in zebrafish demonstrated that Sef antagonises FGF signalling (Fig. 4) acting at level of MEK and ERK (Tsang et al., 2002). Mouse studies have suggested that FGFR signalling is required for Dusp6 transcription which codes for MKP3 (Ekerot et al., 2008). From this study it was also found that MKP3 acts as a negative regulator of ERK activity (as seen in Fig. 4). Sef and XFLRT3 are located at the membrane (Fig. 4) and carry out antagonising actions with FGFR directly. FGF signalling can be regulated at different levels, from the membrane all the way down to the level of phosphorylation of MAPK and it is important also to know that FGFs have been detected in the nucleus (Mason, 2007). Most of the downstream target genes as described earlier are feedback inhibitors (Spry, Sef and MKP3) but FGF signals are also known to interact with many other important pathways such as transforming growth factor-ÃŽ ² (TGF-ÃŽ ²), Hedgehog (HH), Notch and Wnt (Gerhart, 1999). Therefore, in conjunction with these, FGFs are responsible for development of most organs of the vertebrate body. In the nervous system, FGFs have been implicated to play a role in early developmental processes, such as neural induction, patterning and proliferation (Umemori, 2009). Neural induction: The Default Model Spemann and Mangold (1924) pioneered the study of neural induction, which is defined as the process by which naive ectodermal cells aquire a neural fate. Their work involved demonstrating that tissue from the dorsal lip of the frog Xenopus laevis blastopore could induce a second ectopic nervous system (Fig. 5 above left) when implanted onto the ventral side of a host gastrula embryo. The second ectopic nervous system was host derived indicating that the graft was important in determining cell fate. This region, located on the dorsal side of an amphibian embryo, was named the Spemann organizer as it could direct the neighbouring ectodermal cells to form nervous system instead of epidermis. Although the organizer (group of dorsal mesodermal cells) was found to be present in many species (Hamburger, 1988) it was the Xenopus laevis which gave an insight into the molecular events involved in neural induction in vertebrates (Hemmati-Brivanlou et al., 1994). This was particularly because amphibians were found to be ideal experimental models for the study of neural induction as neurulation initiated within twelve hours after fertilisation (Weinstein and Hemmati-Brivanlou, 1997). It was implied that signals from the organizer provide instructions to the ectoderm to form neural tissue therefore for many decades the view was that the default state of the ectoderm was to produce epidermis. The first challenges to this model came from studies making use of dissociated cell cultures (Sato and Sargent, 1989). It was found that when animal caps were cultured intact that epidermis formed but neural tissue arose from animal caps that had been dissociated for prolonged periods (as seen in Fig. 6 below). This led to the idea that intact tissue may block the formation of neural tissue by presence of neural inhibitors which are diluted out when the tissue is dissociated. Recent research has found that the default nature of the ectoderm is to produce neural tissue that requires inhibition of a neural inhibitor from the ectoderm. Before considering the process of neural induction I would like to take a step back and describe the three germ layers of the embryo. Following fertilisation, the zygote undergoes stages of cleavage to eventually form a gastrula with three germ layers (in triploblastic animals) usually only visible in vertebrate animals. The Germ layers will eventually give rise to all of the animals organs through a process known as organogenesis. The three layers include, the ectoderm (outermost), endoderm (innermost) and mesoderm (which is between the ectoderm and endoderm) layers. The Endoderm gives rise to the lung, thyroid and pancreas. The mesoderm forms the skeleton, skeletal muscle, the urogenital system, heart and blood. The outermost layer, the ectoderm which is of concern here, gives rise to the epidermis and nervous system. It is at gastrulation that the vertebrate ectoderm is competent to differentiate into neural tissue or epidermis. Unless told otherwise, the default nature of the ect oderm is to produce neural tissue and this was outlined as the default model. The Default model of vertebrate neural induction, discovered over a decade ago in Xenopus, proposed that in the presence of bone morphogenetic protein (BMP), a signalling molecule of the TGF-ÃŽ ² superfamily, causes the ectoderm to give rise to an epidermal cell fate (Stern, 2006; Muà ±oz-Sanjuan and Brivanlou, 2002). In support of this model, consistent with the idea that BMP activity inhibits neural fates, animal caps which had been injected with RNA encoding effectors of BMP4 (Smad 1/5 or Msx1) neuralization did not occur. Conversely, it was found that inhibition of BMP activity in the ectoderm is essential for a neural fate which forms the basis of the default model of neural induction. Inhibition of BMP is achieved through direct binding of BMP antagonists emitted from the organizer (Wilson and Hemmati-Brivanlou, 1997). These BMP antagonists include chordin (Sasai et al., 1995), noggin (Lamb et al., 1993) and follistatin (Hemmati-Brivanlou et al., 1994) which bind to BMPs extra cellularly to prevent its interaction with its own receptor (Hemmati-Brivanlou and Melton, 1997). These molecules have direct neural activity which means they induce formation of neural tissue in the ectoderm without forming mesoderm. It was initially believed that these molecules acted as ligands to bring about neural tissue formation. Experiments found that there was conservation through species, identifying that chordin was homologous to the short gastrulation (sog) gene found in Drosophila which has been shown to antagonize the BMP homologue decapentaplegic (dpp) (Wharton et al., 1993), suggesting that these molecules might act as inhibitors rather than inducers and that these inhibitory mechanisms have been conserved from arthropods through to vertebrates. It was experiments (Fig. 6) showing that dissociated ectodermal explants would become neural tissue in absence of inducing signals from the organizer (Sato and Sargent, 1989). Evidence found that neural induction resulted from inhibition of the TGF-ÃŽ ² pathway as expression of dominant-negative activin receptor gave rise to neural fates in amphibian ectoderms (Hemmati-Brivanlou and Melton, 1994). It was found that chordin, noggin, follistatin and molecules such as Cerberus and Xnr3 (Xenopus nodal related 3) bound to BMP in the extracellular space inhibiting its action (Hemmati-Brivanlou and Melton, 1997) leading to the much debated default model of neural induction. Neural Induction: FGFs get it started Support for the default model still remains, mainly in Xenopus, but other work (especially in chick and mouse) suggests a more complex mechanism (Streit et al., 1998). It has been established that the BMP pathway is involved in determining ectodermal cell fate (Wilson and Hemmati-Brivanlou, 1997) but it still remains to be proved conclusive if BMP inhibition is required for neural induction alone or if other pathways act separately or with BMP inhibition. In the chick embryo it has been found that naive epiblast cells do not respond to BMP antagonists until previous exposure to organizer signals for five hours (Streit et al., 1998). Striet et al. (2000) grafted an organizer to observe the genes induced in the epiblast within this time period. A gene ERNI (early response to neural induction) was identified as a coiled coil domain with a tyrosine phosphorylation site and found to be expressed throughout the region that later contributes to the nervous system at pre-primitive streak stages (Hatada and Stern, 1994). Striet et al. (2000) findings made ERNI the earliest known marker after a response to organizer signals, prior to even Sox3 (induced by the node in 3 hours (Streit and Stern, 1999)). FGFs are becoming more evident that they have a major role in neural induction as it has been shown to begin before gastrulation, before BMP antagonists even appear (Wilson et al., 2000). In the chick, it has been found that FGFs have the role of blocking BMP signalling and promoting neural differentiation (Wilson et al., 2000). In ascidians, FGF signalling is the main mechanism of neural induction with BMP antagonism playing a role in later development (Lemaire et al., 2002). In frogs and fish, in contrast, FGFs do not have a certain role in neural induction and is believed their primary role is BMP inhibition (Pera et al., 2003). Exposure of the chick epiblast to an implanted organiser for around 5 hours induces Sox3 (an early neural plate marker) (Stern, 2005). After removal of the implanted organiser, chordin can be used to stabilise it (Striet et al., 1998) which implies that before the ectoderm can respond to BMP antagonists it must be exposed to 5 hours of signals from the organizer. During these 5 hours, several genes become activated such as, ERNI (early response to neural induction) which becomes active after 1 hour (Streit et al., 2000) and Churchill (Chch) after about 4 hours (Sheng et al., 2003). These are both induced by FGF and not BMP inhibition, indicating the importance of FGFs in early neural induction. Churchill which is expressed in the neural plate inhibits brachyury, a transcription factor, which as a result suppresses mesoderm formation by preventing cell ingression. In the chick, FGF8 is expressed in the hypoblast, prior to gastrulation before Hensens node appears (the chick equivalent to the organizer) indicating that neural induction is in fact able to begin before gastrulation. This is important because ERNI and Sox3 mark neural induction and require FGF signalling (Stern, 2005). Streit et al. (2000) found that FGF8 coated beads induce ERNI as efficiently as the node within 1-2 h without inducing brachury and also the expression of Sox3. These results indicate FGFs to be possible early signals in neural induction. It is FGF8 which has been identified as the best candidate because it is expressed in the anterior part of the str

Spiritual Insights in Daniel Defoes Robinson Crusoe :: Robinson Crusoe Essays

Crusoe’s Spiritual Insights Robinson Crusoe by Daniel Defoe is considered to be the first novel of incident. Before I read the novel I knew something about poor Robinson Crusoe--shipwrecked on a desert island, lived on the island for a lot of years, and acquired a friend by the name of Friday. As I began to read, I had the preconceived notion that Robinson Crusoe was just an adventure book. However, I read no more than a few pages before my mind was greatly enlightened. Robinson Crusoe does not suffer just one shipwreck, but two of them. He is captured by Moorish pirates, escapes, and goes to Brazil to become a planter. After his second shipwreck, Crusoe gives details about his techniques for survival. Also, the ending of the novel is quite surprising with a setting that is quite a contrast to the desert island. Arguably, one of the funniest scenes in all of literature is recorded in the final chapters. If the book is not holding the reader's attention because of the suspense, then it is held by the profound spiritual insight that Defoe includes within the pages of his work. This was the biggest surprise to me of all. For example, in chapter 12, Robinson Crusoe states: "From this moment I began to conclude in my mind that it is possible for me to be more happy in this forsaken solitary condition, that it was probable I should ever have been in any other particular state in the world, and with this thought I was going to give thanks to God for bringing me to this place." Crusoe was convinced that the reason for all of his calamities was the result of his disobeying the counsel of his father. The theological discussions with Friday are wonderful. Indeed, every Christian can relate to Crusoe's wrestling with faith and fear. I finished the book with the conclusion that this book should be standard reading for every Christian, particularly preachers. Preachers will find a wealth of sermon illustrations in Robinson Crusoe. So, why is Robinson Crusoe so sadly neglected among Christians when it is obvious that the book is a Christian classic? No doubt, abridged versions of the novel removes the incentive for readers to read the actual work. Many people have read a children's version of the novel or worst yet, they "have seen the movie.

Is the Impeachment in the Nations Best Interest? :: History Clinton Scandal Essays

Is the Impeachment in the Nations Best Interest? The President of the united States obstructed justice by encouraging Monica Lewinsky to file a false affidavit in the case of Jones v. Clinton. Then he committed grand jury perjury when he stated that he told Ms. Lewinsky she might be able to avoid testifying in the case by filing an affidavit. He also obstructed justice by allowing his attorney to use this false affidavit in an attempt to cut off a legitimate line of questioning during his deposition. He then lied about this obstruction before the grand jury. The President still denies he broke the law. He knows, however, that as soon as he does admit this then it’s all over for him. Personally I think the President did break the law. But is it worth sacrificing the wellbeing of the nation over this? Do we really want to look our kids in the eye and tell them that the nation’s economy was ruined over the Presidents penis? How could this impeachment be good for the country? Is it somehow going to make the country stronger for people to see that even the President is not above the law. Every day people see cops fixing tickets, judges fixing tickets, politicians getting the children of their â€Å"friends† off the hook when they screwed up and there are hundreds of other ways people in this country avoid the consequences of the law. Americans are used to washing each others backs and looking the other way. Yet now the President can’t get away with exposing himself without being charged with obstruction of justice. It’s down right scary to think the President of the wealthiest country in the world doesn’t have enough pull to get out of this. I submit that O.J. Simpson got away with killing two people and with a mountain of evidence against him. So if you can’t trust this Democratic President who can you trust? Certainly not the Republicans, they said â€Å"Hey Bill just admit wrong doing and all will be forgiven† but that obviously was a lie. Now the war against the two parties has taken on a new ferocity. The next thing you know neither side can trust the other. Take this as a hypothetical senario. Tensions build between the two groups, a Democrat bombs the Republican headquarters, the Republicans retaliate, and hard lines are drawn in our country.

Balances Of Values And Academiic Freedom Of Inquiry Essay -- essays re

Balances of Values and Academiic Freedom of Inquiry Dear Mr. R. Kirby Godsey,   Ã‚  Ã‚  Ã‚  Ã‚  In the process of life we face many challenges and many crossroads. We have many choices and many decisions to make. In making these decisions we must keep in mind the moral values our parents have taught us since we were born. Those Christian values should guide our lives and the choices we make. These same values should also guide at school as well. In our pursuit of knowledge, we should keep these values in mind.   Ã‚  Ã‚  Ã‚  Ã‚  In our never-ending road of learning, we are granted with many academic freedoms. We have the freedom to question and try to learn new ideas. We also have the freedom to disagree with the material presented to us. We can disagree and voice our opinions, but in an orderly fashion.   Ã‚  Ã‚  Ã‚  Ã‚  In exercising those freedoms, we should do so with maturity and responsibility. As students, we are responsible for learning all the content of any course we study. We are free to take exception to the views or information presented to us, and we are free to reserve judgment about matters of opinions.   Ã‚  Ã‚  Ã‚  Ã‚  Sometimes, in our quest for knowledge, there becomes a conflict between our beliefs we are accustomed to and the material presented to us. When there is a difference, we should not ignore the idea or block it out. We should feel free to learn and question new ideas. Just because we learn somet...

Abortion: Legal or Illegal Essay

While abortions are viewed as immoral and should be deemed illegal, women should have the right to choose what happens to their own body because abortions can be chosen as a way of getting rid of an undesired pregnancy for a rape or incest victim, abortions can be spontaneous or not planned at times, abortions have been around for centuries and abortions can also be medically induced due to medical issues with the mother or unborn child. First, women should have the right to choose what happens to their own body because abortion can be a way for a rape or incest victim to get rid of an undesired pregnancy that resulted from the attack. According to Rape, Abuse & Incest National Network or RAINN (2009), in 2004 and 2005 there were a total of 64,080 women that were raped. According to medical reports, the incidence of pregnancy for one-time unprotected sexual intercourse is 5%. By applying the pregnancy rate to the total number of women who were sexually assaulted or raped that would m ean there were 3,204 pregnancies as a result of rape during that period. See more:  Perseverance essay Not all of these women are going to want to carry the pregnancy full term. Victims of rape and incest can suffer from low self-esteem, depression, guilt, feelings of being unclean or dirty and even a dislike for sex and the opposite gender. This is an alarming statistic. It can also be broke down into smaller figures. One out of every six women has been the victim of rape before in her lifetime (RAINN, 2009). If these women want to have an abortion they should have the right to be able to get it and not have to worry about what everyone else believe. Additionally, abortions can be spontaneous at times and as a result completely unplanned. Spontaneous abortion is better known by people as miscarriages. There are some who think that there are several different causes for this. These different causes range from chromosome problems, physical abnormalities and immune disorders. In cases of spontaneous abortions there is usually no warning it is going to happen, as a result the woman does not have a say in the matter. However, the outside world still looks at a these women differently when it occurs. Some look with pity and others look with disgust in their eyes for these women. Some women who seek an abortion and can not get one for some reason have at times tried doing things that would cause a spontaneous abortion. There are times when a spontaneous abortion happens and not all the tissue from the fetus is passed in which case there are then two choices for the woman. The first choice is surgery. The second option is to take medication to be able to complete the abortion. If the spontaneous abortion is left untreated it can cause harm to the woman that is carrying the unborn fetus. However, if a woman has had three or more consecutive spontaneous abortions then the medical field will label her a habitual aborter (Abortion, 2009). Third, abortions have been around in history for centuries for women. Back when the settlers first arrived in the United States abortion was legal. Once then Constitution was adopted abortions before quickening were legal and very widely advertised (NAF, 2010). The Japanese have records that date back to the 12th century of inducing an abortion on women who choose to have one. Back in the 11th century authors would put such knowledge into poetry. However, the herbs were not always without side effects. Some of the herbs used during that time frame have been found to be poisonous. In 1898, it was recommended to use a mixture of yeast and pennyroyal tea to naturally cause a spontaneous abortion and bring menses back (Abortion, 1984, 1992, 1998). By 1880, most abortions had become illegal in the United States, except for those that are necessary to save the life of the woman. But due to the knowledge and acceptance of women’s right to an early abortion was rooted deeply in the U.S. society by that time; abortionists continued to practice openly with the support of the public, and since it was illegal by that time the abortio nist would be taken to court and the juries would refused to convict them of any wrong doing. Women who do not want to be pregnant have though out history seeked abortions or have taken the matter into their own hands. This changed in the 20th century with the Supreme Court ruling in Roe v Wade. The Supreme Court ruled in favor of permitting abortion during the first six months of a woman’s pregnancy. The base for the Supreme Court ruling is that the unborn fetus is not protected under the 14th amendment like the pregnant woman is because the fetus is not a person. The most important reason that women should have the right to choose what happens to their bodies is because abortions can be medically induced due to health issues with the mother or the unborn child. There are times when it is dangerous for the woman to carry the pregnancy at all. It is during times like these that women need the right to be able to choose what is best for them. If abortions were illegal these women would be subjected to the choice of carrying the pregnancy with all the medical problems that will come along with it or seeking an illegal abortion. Illegal abortions can be very risky and can cause death from blood loss or even partial births were the woman ends up giving birth to a dead fetus later in the pregnancy. However, women should have the right to choose what is best for them and the unborn fetus. If the fetus would develop damaged in some way that it would not be able to sustain life outside of the womb then women should have the right to seek out an abortion if they want it. However, on the contrary the religious beliefs of some see abortion as immoral and would like to see it become illegal. These people view abortion as murdering a helpless little person who can not defend themselves. They believe that life starts at the moment of conception. The Roman Catholic Church stated that â€Å"the deliberate ending of a pregnancy† is never acceptable, even if it is to save the life of the woman (Abortion and Religion, 2011). Gwendolyn Brooks, famous poet, wrote in her poem â€Å"A Street in Bronzeville† back in 1945 that â€Å"Abortions will not let you forget, you remember the children you got that you did not get.†(Abortion, 2003) These are sound arguments against abortion. However, women have the right to say what happens to their own bodies. The unborn fetus is within a woman’s body. Therefore, the woman has the right to say if it should stay or go. To make women do something against their will, like being pregnant, is to take away their freedom to act in a way that is best for them. According to the Supreme Court, the unborn fetus is not a person. Therefore, since the unborn fetus is not a person it can not be considered murder. It is not murder until life begins and the fetus can survive outside the woman. Indeed, while abortions are viewed as immoral and should be illegal, women should have the right to choose what happens to their body. References Abortion. (1984, 1992, 1998). Our Bodies, Ourselves for the New Century. Retrieved from http://www.feminist.com/resources/ourbodies/abortion.html Abortion. (2003). In Propaganda and Mass Persuasion: A Historical Encyclopedia, 1500 to the Present. Retrieved from http://www.credoreference.com/entry/abcprop/abortion Abortion. (2004). In Encyclopedia of Women’s Health. Retrieved from http://www.credoreference.com/entry/sprwh/abortion Abortion. (2008). In The Columbia Encyclopedia. Retrieved from http://www.credoreference.com/entry/columency/abortion Abortion. (2009). In Taber’s Cyclopedic Medical Dictionary. Retrieved from http://www.credoreference.com/entry/tcmd/abortion Abortion and Religion. (2011, June). Retrieved from http://www.efc.org.uk/PDFs/Abortion%20and%20 religion%20leaflet%202011.pdf BBC. (2012, May 22). Abortion: Historical attitudes to abortion Retrieved from http://www.bbc.co.uk/ethics/abortion/legal/history_1.shtml NAF. (2010). National Abortion Federation. Retrieved from http://www.prochoice.org/about_abortion/history_abortion.html RAINN. (2009). Retrieved from http://www.rainn.org/get-information/statistics/sexual-assault-victims Trupin, S. R. (2007, June 20) Abo rtion – Types Preparation and Procedure Information. Retrieved from http://www.emedicinehealth.com/script/main/art.asp?articlekey=59088&pf=3&page=1

Help for Various as Level History Essays

version 1. 1 abc General Certificate of Education AS History 1041 Unit 1: HIS1C The Reformation in Europe, c1500–1564 Mark Scheme 2009 examination – June series This mark scheme uses the new numbering system which is being introduced for examinations from June 2010 The specimen assessment materials are provided to give centres a reasonable idea of the general shape and character of the planned question papers and mark schemes in advance of the operational exams. Further copies of this Mark Scheme are available to download from the AQA Website: www. qa. org. uk Copyright  © 2009 AQA and its licensors. All rights reserved. COPYRIGHT AQA retains the copyright on all its publications. However, registered centres for AQA are permitted to copy material from this booklet for their own internal use, with the following important exception: AQA cannot give permission to centres to photocopy any material that is acknowledged to a third party even for internal use within the cent re. Set and published by the Assessment and Qualifications Alliance.The Assessment and Qualifications Alliance (AQA) is a company limited by guarantee registered in England and Wales (company number 3644723) and a registered charity (registered charity number 1073334). Registered address: AQA, Devas Street, Manchester M15 6EX Dr Michael Cresswell Director General History – AQA GCE Mark Scheme SPECIMEN (June 2010 onwards) Generic Introduction for AS The AS History specification is based on the assessment objectives laid down in QCA’s GCE History subject criteria and published in the AQA specification booklet.These cover the skills, knowledge and understanding which are expected of A Level candidates. Most questions address more than one objective since historical skills, which include knowledge and understanding, are usually deployed together. Consequently, the marking scheme which follows is a ‘levels of response’ scheme and assesses candidates’ his torical skills in the context of their knowledge and understanding of History. The levels of response are a graduated recognition of how candidates have demonstrated their abilities in the Assessment Objectives.Candidates who predominantly address AO1(a) by writing narrative or description will perform at Level 1 or Level 2 depending on its relevance. Candidates who provide more explanation – (AO1(b), supported by the relevant selection of material, AO1(a)) – will perform at high Level 2 or low-mid Level 3 depending on how explicit they are in their response to the question. Candidates who provide explanation with evaluation, judgement and an awareness of historical interpretations will be addressing all 3 AOs (AO1(a); AO1(b): AO2(a) and (b) and will have access to the higher mark ranges.AO2(a) which requires the evaluation of source material is assessed in Unit 2. Differentiation between Levels 3, 4 and 5 is judged according to the extent to which candidates meet this range of assessment objectives. At Level 3 the answers will show more characteristics of the AO1 objectives, although there should be elements of AO2. At Level 4, AO2 criteria, particularly an understanding of how the past has been interpreted, will be more in evidence and this will be even more dominant at Level 5.The demands on written communication, particularly the organisation of ideas and the use of specialist vocabulary also increase through the various levels so that a candidate performing at the highest AS level is already well prepared for the demands of A2. 3 History – AQA GCE Mark Scheme SPECIMEN (June 2010 onwards) CRITERIA FOR MARKING GCE HISTORY: AS EXAMINATION PAPERS General Guidance for Examiners (to accompany Level Descriptors) Deciding on a level and the award of marks within a levelIt is of vital importance that examiners familiarise themselves with the generic mark scheme and apply it consistently, as directed by the Principal Examiner, in order to facil itate comparability across options. The indicative mark scheme for each paper is designed to illustrate some of the material that candidates might refer to (knowledge) and some of the approaches and ideas they might develop (skills). It is not, however, prescriptive and should only be used to exemplify the generic mark scheme. When applying the generic mark scheme, examiners will constantly need to exercise judgement to decide which level fits an answer best.Few essays will display all the characteristics of a level, so deciding the most appropriate will always be the first task. Each level has a range of marks and for an essay which has a strong correlation with the level descriptors the middle mark should be given. However, when an answer has some of the characteristics of the level above or below, or seems stronger or weaker on comparison with many other candidates’ responses to the same question, the mark will need to be adjusted up or down. When deciding on the mark with in a level, the following criteria should be considered in relation to the level descriptors.Candidates should never be doubly penalised. If a candidate with poor communication skills has been placed in Level 2, he or she should not be moved to the bottom of the level on the basis of the poor quality of written communication. On the other hand, a candidate with similarly poor skills, whose work otherwise matched the criteria for Level 4 should be adjusted downwards within the level. Criteria for deciding marks within a level: †¢ †¢ †¢ †¢ †¢ †¢ †¢ The accuracy of factual information The level of detail The depth and precision displayed The quality of links and argumentsThe quality of written communication (grammar, spelling, punctuation and legibility; an appropriate form and style of writing; clear and coherent organisation of ideas, including the use of specialist vocabulary) Appropriate references to historical interpretation and debate The concl usion 4 History – AQA GCE Mark Scheme SPECIMEN (June 2010 onwards) Specimen Mark Scheme for examinations in June 2010 onwards GCE AS History Unit 1: Change and Consolidation HIS1C: The Reformation in Europe, c1500–1564 Question 1 01 Explain why Luther attacked the sale of indulgences in 1517. (12 marks) Target: AO1(a), AO1(b) Generic Mark SchemeNothing written worthy of credit. 0 L1: Answers will contain either some descriptive material which is only loosely linked to the focus of the question or some explicit comment with little, if any, appropriate support. Answers are likely to be generalised and assertive. The response will be limited in development and skills of written communication will be weak. 1-2 L2: Answers will demonstrate some knowledge and understanding of the demands of the question. They will either be almost entirely descriptive with few explicit links to the question or they will provide some explanations backed by evidence that is limited in range an d/or depth.Answers will be coherent but weakly expressed and/or poorly structured. 3-6 L3: Answers will demonstrate good understanding of the demands of the question providing relevant explanations backed by appropriately selected information, although this may not be full or comprehensive. Answers will, for the most part, be clearly expressed and show some organisation in the presentation of material. 7-9 L4: Answers will be well-focused, identifying a range of specific explanations, backed by precise evidence and demonstrating good understanding of the connections and links between events/issues.Answers will, for the most part, be well-written and organised. 10-12 Indicative content Candidates will need to be able to link Luther’s own intellectual development with the wider political and religious context. Luther’s hostility towards indulgences had hardened from about 1513 as he developed his solifidian ideas. In particular, their issue had no scriptural basis. Howev er, the formulation of the 95 Theses was sparked off by the aggressive peddling of indulgences by the Dominican Johannes Tetzel at Juterbog, not far from Wittenberg but outside the jurisdiction of Electoral Saxony.Concern, therefore, for the mortal souls of innocent dupes was thus a catalyst for Luther’s protest. On the other hand, Luther’s initial objections were as much the product of the scale of sale and the style of salesmanship as it was a product of a considered theological analysis. The scale of the operation was a consequence of the indebtedness of both Pope Leo X, on account not only of his extravagant lifestyle but also the spiralling cost of rebuilding St. Peters, and the 5 History – AQA GCE Mark Scheme SPECIMEN (June 2010 onwards)Archbishop of Mainz, in huge debt to the Fuggers because of the amount he had borrowed to secure the simoniacal acquisition of the archbishopric. Tetzel’s sales pitch had included the claim of plenary remission of si ns as heinous as raping the Virgin Mary. Question 1 02 How far was the success of the Lutheran movement in Germany due to the reformers’ use of the printing press in the years 1517 to 1555? (24 marks) Target: AO1(a), AO1(b), AO2(b) Generic Mark Scheme Nothing written worthy of credit. 0 L1:Answers may either contain some descriptive material which is only loosely linked to the focus of the question or they may address only a part of the question. Alternatively, there may be some explicit comment with little, if any, appropriate support. Answers are likely to be generalised and assertive. There will be little, if any, awareness of differing historical interpretations. The response will be limited in development and skills of written communication will be weak. 1-6 L2: Answers will show some understanding of the focus of the question.They will either be almost entirely descriptive with few explicit links to the question or they may contain some explicit comment with relevant bu t limited support. They will display limited understanding of differing historical interpretations. Answers will be coherent but weakly expressed and/or poorly structured. 7-11 L3: Answers will show a developed understanding of the demands of the question. They will provide some assessment, backed by relevant and appropriately selected evidence, but they will lack depth and/or balance.There will be some understanding of varying historical interpretations. Answers will, for the most part, be clearly expressed and show some organisation in the presentation of material. 12-16 L4: Answers will show explicit understanding of the demands of the question. They will develop a balanced argument backed by a good range of appropriately selected evidence and a good understanding of historical interpretations. Answers will, for the most part, show organisation and good skills of written communication. 17-21 L5: Answers will be well-focused and closely argued.The arguments will be supported by pr ecisely selected evidence leading to a relevant conclusion/judgement, incorporating well-developed understanding of historical interpretations and debate. Answers will, for the most part, be carefully organised and fluently written, using appropriate vocabulary. 22-24 Indicative content Printing had a fundamental role in the success of the Lutheran movement: †¢ this can be traced back to November 1517 when Luther’s 95 Theses were translated and printed in numerous editions, suggesting the existence of an avid and informed readership History – AQA GCE Mark Scheme SPECIMEN (June 2010 onwards) †¢ †¢ †¢ the 1520 pamphlets sold in large numbers and were pivotal in disseminating Luther’s theological ideas and their relationship to the contemporary political context Luther and his colleagues continued to publish widely, his translation of the Bible proved very influential and the Lutheran message was spread visually in huge numbers of woodcuts, whic h meant that the message could be assimilated by the illiterate as well as the literate n contrast, the Catholic Church responded rather slowly at first to the Lutheran challenge; in the short-term, at any rate, its exploitation of the potential offered by the new technology left much to be desired. Other factors: The importance of printing should be placed in the context of a range of other factors, including: †¢ †¢ †¢ †¢ †¢ †¢ the political impetus created by the support for Luther of many German princes the problems faced by Charles V which prevented his prioritising the destruction of the Lutheran threat before 1546 and also prevented him from achieving a triumph even though he had been militarily successful he appeal of Luther’s ideas the social impact of Luther’s teaching (at least until 1525) the impact of preaching the contribution of other reformers, such as Melanchthon. 7 History – AQA GCE Mark Scheme SPECIMEN (June 2010 o nwards) Question 2 03 Explain why the Anabaptists were suppressed in Munster in 1535. (12 marks) Target: AO1(a), AO1(b) Generic Mark Scheme Nothing written worthy of credit. 0 L1: Answers will contain either some descriptive material which is only loosely linked to the focus of the question or some explicit comment with little, if any, appropriate support.Answers are likely to be generalised and assertive. The response will be limited in development and skills of written communication will be weak. 1-2 L2: Answers will demonstrate some knowledge and understanding of the demands of the question. They will either be almost entirely descriptive with few explicit links to the question or they will provide some explanations backed by evidence that is limited in range and/or depth. Answers will be coherent but weakly expressed and/or poorly structured. 3-6 L3:Answers will demonstrate good understanding of the demands of the question providing relevant explanations backed by appropriately selected information, although this may not be full or comprehensive. Answers will, for the most part, be clearly expressed and show some organisation in the presentation of material. 7-9 L4: Answers will be well-focused, identifying a range of specific explanations, backed by precise evidence and demonstrating good understanding of the connections and links between events/issues. Answers will, for the most part, be well-written and organised. 10-12 Indicative contentCandidates might include some of the following factors: †¢ †¢ †¢ †¢ all authority, both secular and religious, appeared to be challenged by the rule of the ‘Saints’ in Munster; and this encouraged the traditional authorities to take violent action traditional morality was challenged with the introduction of polygamy and was regarded with particular repugnance by socially conservative rulers, both Lutheran and Catholic property rights were challenged with the introduction of a form of com munism which was a direct challenge to the basis on which traditional rulership was conducted all existing political authority was rejected.This was a threat which could not be ignored by both the Catholic Bishop and the Lutheran Philip of Hesse. The Anabaptists rejected Bibliocentrism and stressed instead direct divine inspiration, which tended conveniently to reinforce the above points. The result was a dramatic and apocalyptic movement which frightened Catholics and Lutherans alike. This even led the Landgrave of Hesse, the political leader of the Lutheran movement, and the Bishop of Munster to set aside their differences in order to join forces to suppress the ‘Saints’. 8 History – AQA GCE Mark Scheme SPECIMEN (June 2010 onwards)Question 2 04 How far was the success of the Genevan Reformation to 1564 a result of Calvin’s actions against his opponents? (24 marks) Target: AO1(a), AO1(b), AO2(b) Generic Mark Scheme Nothing written worthy of credit. 0 L1: Answers may either contain some descriptive material which is only loosely linked to the focus of the question or they may address only a part of the question. Alternatively, there may be some explicit comment with little, if any, appropriate support. Answers are likely to be generalised and assertive. There will be little, if any, awareness of differing historical interpretations.The response will be limited in development and skills of written communication will be weak. 1-6 L2: Answers will show some understanding of the focus of the question. They will either be almost entirely descriptive with few explicit links to the question or they may contain some explicit comment with relevant but limited support. They will display limited understanding of differing historical interpretations. Answers will be coherent but weakly expressed and/or poorly structured. 7-11 L3: Answers will show a developed understanding of the demands of the question.They will provide some assessment, backed by relevant and appropriately selected evidence, but they will lack depth and/or balance. There will be some understanding of varying historical interpretations. Answers will, for the most part, be clearly expressed and show some organisation in the presentation of material. 12-16 L4: Answers will show explicit understanding of the demands of the question. They will develop a balanced argument backed by a good range of appropriately selected evidence and a good understanding of historical interpretations. Answers will, for the most part, show organisation and good skills of written communication. 7-21 L5: Answers will be well-focused and closely argued. The arguments will be supported by precisely selected evidence leading to a relevant conclusion/judgement, incorporating well-developed understanding of historical interpretations and debate. Answers will, for the most part, be carefully organised and fluently written, using appropriate vocabulary. 22-24 Indicative content Calvin, on ce he had recovered from early setbacks, made short work of religious opponents, such as Castellio, Bolsec and Servetus. His triumph over Perrin and the Libertines demonstrated the extent of his political as well as his theological control over Geneva.The discipline thus engendered made Geneva an even more successful centre of reform, becoming in effect the hub of a huge missionary movement. Other factors help to explain the success of reform in Geneva, including: †¢ †¢ the importance of Calvin’s writing and preaching should not be underestimated church organisation was important in holstering reform in Geneva 9 History – AQA GCE Mark Scheme SPECIMEN (June 2010 onwards) †¢ †¢ †¢ Calvin’s authority was bolstered by such institutions as the Consistory and the Grabeau the assistance of the Genevan Council, once it had been purged of Calvin’s opponents, was critical he Genevan Academy became an important institution for the training o f Calvinist clergy, though, as it was only founded in 1559, its impact by 1564 was necessarily limited. Question 3 05 Explain why many new orders developed within the Catholic Church in the early sixteenth century (before 1540). (12 marks) Target: AO1(a), AO1(b) Generic Mark Scheme Nothing written worthy of credit. 0 L1: Answers will contain either some descriptive material which is only loosely linked to the focus of the question or some explicit comment with little, if any, appropriate support.Answers are likely to be generalised and assertive. The response will be limited in development and skills of written communication will be weak. 1-2 L2: Answers will demonstrate some knowledge and understanding of the demands of the question. They will either be almost entirely descriptive with few explicit links to the question or they will provide some explanations backed by evidence that is limited in range and/or depth. Answers will be coherent but weakly expressed and/or poorly structu red. 3-6 L3:Answers will demonstrate good understanding of the demands of the question providing relevant explanations backed by appropriately selected information, although this may not be full or comprehensive. Answers will, for the most part, be clearly expressed and show some organisation in the presentation of material. 7-9 L4: Answers will be well-focused, identifying a range of specific explanations, backed by precise evidence and demonstrating good understanding of the connections and links between events/issues. Answers will, for the most part, be well-written and organised. 10-12 Indicative contentThe process of Catholic renewal was exemplified by the creation and activity of new orders within the Church, mostly in central and northern Italy. A number of factors help to explain their emergence: †¢ †¢ †¢ there was clearly a ‘rising spirituality’ particularly amongst a number of committed churchmen such as Gaetano di Thiene there was an increasing perception that traditional monasticism was no longer able to provide the spiritual impetus and evangelising which the Church needed there was a willingness on the part of wealthy patrons to support the orders’ spiritual aims 10 History – AQA GCE Mark Scheme SPECIMEN (June 2010 onwards) there is clear evidence that the foundation of some orders was a response to the social misery which characterised parts of Italy in the 1520s. Question 3 06 How important was the Papacy in reforming the Catholic Church in the years 1534 to 1564? (24 marks) Target: AO1(a), AO1(b), AO2(b) Generic Mark Scheme Nothing written worthy of credit. 0 L1: Answers may either contain some descriptive material which is only loosely linked to the focus of the question or they may address only a part of the question. Alternatively, there may be some explicit comment with little, if any, appropriate support.Answers are likely to be generalised and assertive. There will be little, if any, awareness of differing historical interpretations. The response will be limited in development and skills of written communication will be weak. 1-6 L2: Answers will show some understanding of the focus of the question. They will either be almost entirely descriptive with few explicit links to the question or they may contain some explicit comment with relevant but limited support. They will display limited understanding of differing historical interpretations. Answers will be coherent but weakly expressed and/or poorly structured. 7-11 L3:Answers will show a developed understanding of the demands of the question. They will provide some assessment, backed by relevant and appropriately selected evidence, but they will lack depth and/or balance. There will be some understanding of varying historical interpretations. Answers will, for the most part, be clearly expressed and show some organisation in the presentation of material. 12-16 L4: Answers will show explicit understanding of the demands of the question. They will develop a balanced argument backed by a good range of appropriately selected evidence and a good understanding of historical interpretations.Answers will, for the most part, show organisation and good skills of written communication. 17-21 Answers will be well-focused and closely argued. The arguments will be supported by precisely selected evidence leading to a relevant conclusion/judgement, incorporating well-developed understanding of historical interpretations and debate. Answers will, for the most part, be carefully organised and fluently written, using appropriate vocabulary. 22-24 L5: Indicative content The impact of the papacy during this period was, at best, variable.Paul III, despite his evident corruption and shortcomings, set up in 1536 the commission which produced the reform proposals contained in the Consilium†¦de Emendanda Ecclesia. Despite papal sponsorship, the Consilium achieved only a small proportion of its objectives, which might re inforce a critical stance concerning Paul III as a proponent of reform. On the other hand, he did set up the Council of Trent, though it achieved little during his pontificate. His successor, Julius III, had little interest in reform, though he did keep the Council in session. Paul IV, though genuinely 11History – AQA GCE Mark Scheme SPECIMEN (June 2010 onwards) interested in reform, almost destroyed the reforming impetus on account of his divisiveness, antagonising both ecclesiastical colleagues such as Cardinal Morone and key Catholic monarchs such as Charles V, Philip II and Ferdinand. Pius IV managed to assuage Paul IV’s bitter legacy and, most importantly, set the Council of Trent back in motion and drove it to a successful conclusion. Other factors assisted the process of reform: †¢ †¢ †¢ †¢ the effects of the New Orders the early work of the Jesuits the eventual assertiveness of the Council of Trent reforming bishops. 12