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> French BA (Hons)
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French BA (Hons)
Can be combined with another subject
Offers study abroad opportunities
Language study options available
Course length: 4 years
UCAS code: R120
Year of entry: 2021
A-level requirements: BBB
See full entry requirements
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Honours Select
This programme offers Honours Select combinations.
Honours Select 100
This programme is available through Honours Select as a Single Honours (100%).
Honours Select 75
This programme is available through Honours Select as a Major (75%).
This programme is available through Honours Select as a Joint Honours (50%).
This programme is available through Honours Select as a Minor (25%).
This programme offers study abroad opportunities.
Year in China
This programme offers the opportunity to spend a Year in China.
This programme is accredited.
Fees/finance
Programme Year One
There are six compulsory modules, including, two language modules and two foundational modules.
Year One Compulsory Modules
Introduction to French Studies I (FREN114)
Exam:Coursework weighting
To provide students with an outline of the major stages in the evolution of the French state and, through the use of a range of historical and literary, to engage students in a critical examination of these;
To encourage students to engage with a longer text, through which students will be able to examine different aspects of French and Francophone societies;
To provide students with skills appropriate to a range of areas in French Studies and to assist them in developing generic study skills, including information skills training and anti-plagiarism training.
(LO1) Demonstrate knowledge of key events and issues in the history of the French state.
(LO2) Demonstrate knowledge of the development of the French language and of the extent of its use throughout the world.
(LO3) Read critically in both French and English and write commentaries on materials covered on the module, constructing a coherent argument and using bibliographical conventions appropriately.
(LO4) Find and use appropriate materials and glean data from secondary works using library and IT resources, and understand the rationale behind the proper and consistent use of bibliographic citation.
(S1) Communication (oral, written and visual) - Academic writing (inc. referencing skills)
(S2) Critical thinking and problem solving - Critical analysis
(S3) Global citizenship - Cultural awareness
Introduction to French Studies II (FREN116)
This module aims to provide students with academic writing skills appropriate to a range of areas in French Studies;
The first half of the module aims to introduce students to the institutions of Francophonie - the community of French speaking nations (fostering critical thinking on those institutions);
The module further aims to provide students with a comprehensive chronological review of French colonial history, introduces them to the French presence and role of French in North Africa, in Sub-Saharan Africa and in the Low Countries;
The second half of the module introduces the students to various French narrative forms, from the historical period to the present day, and to provide them with the necessary skills critically to evaluate such forms.
(LO2) Demonstrate knowledge of representative examples of French narrative forms and be able to deploy the academic terms used to describe key concepts in these areas.
(LO3) Students will be able to analyse data and read critically both in French and in English. They will be able to select and integrate this secondary material into their essays following the appropriate conventions.
(LO4) They will have some understanding of the language and conventions of scholarly articles. They will be able to write summaries on appropriate secondary sources and use their knowledge and understanding of these sources to construct their own arguments.
(S1) Information skills - Critical reading
(S2) Demonstrate a knowledge and understanding of the cultures, linguistic contexts, history, politics, geography, and social and economic structures of the societies of the country of the target language and other countries around the world where that language is used.
(S3) Understand a text of the target language within its broader historical, cultural and social context
Brief Encounters: the French Short Story (FREN122)
This module will introduce students to a variety of short narratives in French written in a range of periods which may include the Middle Ages to the present day. Whilst providing a general historical overview of the importance of short forms in French-language literature, the module will concentrate on selected texts to develop students' reading skills as well as their sensitivity to specific generic, literary, cultural, historical and social issues.
(LO1) Read unfamiliar and challenging texts, showing specific knowledge about the contexts in which those texts were produced.
(LO2) Develop their French language skills, expanding their vocabulary and enhancing their sensitivity to issues of idiom, syntax, register and rhetoric.
(LO3) Identify and discuss major features of the short narrative in French and develop an awareness of related issues of genericity.
(LO4) Understand the social and historical situations from which the selected texts emerged.
(LO5) Detect affinities between the prescribed texts from different historical moments by analysing common themes whilst making comparisons between authors and contexts.
(S1) Improving own learning/performance - Reflective practice
(S4) Time and project management - Personal organisation
Language Awareness (MODL105)
Develop students' awareness of and explicit knowledge about language;
Introduce students to key concepts of linguistics;
Enhance students' skills of critical analysis of language, including hypothesis testing and rule formation;
Develop students' understanding of similarities and differences between human languages;
Develop students' awareness of and explicit knowledge about language learning that will help them become more efficient language learners.
(LO1) Manage language learning processes more efficiently.
(LO2) Understand key aspects of phonetics, phonology, morphology, syntax, semantics and pragmatics which are relevant for language learners.
(LO3) Talk about and describe language using the correct terminology.
(LO4) Reflect critically on selected language-related issues.
(LO5) Relate knowledge about text features to the translation of text.
(LO6) Communicate more efficiently in the first and foreign language.
(S2) Improving own learning/performance - Self-awareness/self-analysis
(S3) Improving own learning/performance - Personal action planning
(S4) Communication (oral, written and visual) - Presentation skills - written
(S5) Critical thinking and problem solving - Problem identification
(S6) Critical thinking and problem solving - Creative thinking
Intermediate French 5, Year 1 (FREN105)
To consolidate skills acquired during the period of 'A' level tuition in secondary school, in particular the knowledge of grammar and the written and oral practice of the French language;
Will introduce students to different registers of French: Standard, informal, argotique, encourage the production of accurate, authentic and fluent French, both written and spoken, in different formats;
(Re)familiarise students with important cultural and historical references as part of a wider appreciation of the French language, develop students' active and passive vocabulary;
To enhance their competence in listening in the target language and will encourage students to take charge of their own language learning and to use the available resources for improving their command of the target language.
(LO1) Demonstrate a knowledge and understanding of the structures, registers and, as appropriate, varieties of the target language.
(LO2) Understand and improve knowledge and manipulation of the variety of registers in the target language.
(LO3) Improve their listening, speaking, reading and writing skills in the target language and their knowledge of basic grammar.
(LO4) Understand important cultural and historical references pertinent to French culture and demonstrate a knowledge of the cultures and linguistic contexts of the country of the target language.
(LO5) Express themselves more fluently and accurately, and communicate more effectively in the target language.
(LO6) Improve their listening and comprehension skills of authentic and more complex audio clips and videos.
(LO7) Improve their understanding of how to assess strengths and weaknesses and apply learning strategies to improve performance.
(S1) Communication (oral, written and visual) - Presentation skills – oral
(S3) Communication (oral, written, visual) – foreign language skills
(S4) Communication (oral, written and visual) - Listening skills
(S7) Working in groups and teams - Listening skills
To consolidate both the skills acquired during the period of 'A' level tuition in secondary school, in particular grammar and written and oral French language practice, and the skills acquired in FREN105;
To introduce students to different registers of French: standard, informal, argotique;
To encourage the production of accurate, authentic and fluent French, both written and spoken, in different formats;
To (re)familiarise students with important cultural and historical references as part of a wider appreciation of the French language;
To continue developing students' active and passive vocabulary;
To provide students with enhanced competence in listening in the target language;
To encourage students to take charge of their own language learning and to use the available resources for improving their command of the target language.
(S3) Communication (oral, written, visual) - foreign language skills
Beginners French 1+2 (FREN112)
Develop all the skills necessary to begin to communicate confidently in spoken and written French, including basic competence in reading and listening;
Provide students with a sound understanding of the basic structures of the French grammar;
Encourage students to explore some aspects of contemporary French culture through the medium of French;
Develop useful language learning strategies and a reflective approach as well as the ability to work collaboratively and independently.
(LO1) Apply basic listening, reading, writing and speaking skills in the target language.
(LO2) Communicate in the target language in everyday contexts using basic formal and informal registers.
(LO3) Demonstrate a knowledge and understanding of the structures, registers and appropriate varieties of the target languages.
(LO4) Critically reflect on and effectively apply language learning strategies.
(LO5) Demonstrate knowledge and understanding of the culture and linguistic contexts of the country of the target language.
(S1) Communication skills – basic reading, writing, speaking and listening skills in the target language
(S2) Global citizenship – cultural awareness
(S3) Improving own learning/performance – Self-awareness/self-analysis
Elementary French 3+4, Year 1 (FREN134)
Continue to develop all the skills necessary to communicate confidently in spoken and written French within a range of topics, including reading and listening competences;
Consolidate existing knowledge of French language while learning even more complex structures;
Encourage students to explore more aspects of contemporary French culture through the medium of French;
(LO1) Consolidate listening, reading, writing and speaking skills in the target language.
(LO2) Communicate in the target language in a wider variety of contexts using appropriate register.
(LO3) Demonstrate knowledge and understanding of the structures, registers and appropriate varieties of the target language.
(LO5) Demonstrate a knowledge and understanding of the culture and linguistic contexts of the country of the target language.
Programme Year Two
You will take two language modules and six content modules of which two are compulsory.
Year Two Compulsory Modules
Intermediate French 5+6, Year 2 (FREN256)
Develop further all the skills necessary to communicate confidently and effectively in spoken and written French, including reading and listening competences;
Consolidate existing knowledge of French language while learning more complex structures;
Enable students to develop further language learning strategies and fosters a reflective approach as well as the ability to work collaboratively and independently;
Encourage students to explore aspects of contemporary French culture and to reflect on some current French issues in preparation for the Year Abroad.
(LO1) At the end of this module students should be able to improve their language skills and be able to cope with longer, more difficult texts and videos / audio documents, express themselves more fluently and accurately in French.
(LO2) Communicate more effectively in the target language in a wider variety of contexts.
(LO3) Demonstrate a deeper knowledge and understanding of the culture and linguistic contexts of the country of the target language.
(LO4) Demonstrate an increased understanding of the structures, lexis, registers of the target language and apply these to improve writing and speaking skills.
(LO5) Apply research skills and produce well-structured essays and presentations.
(LO6) Recognise the various registers of French, use them in appropriate situations.
(S1) Communication (oral, written and visual): foreign language skills
(S4) Information skills - Information accessing: [Locating relevant information] [Identifying and evaluating information sources]
Advanced French 7+8 (FREN278)
Continue to consolidate existing knowledge of French language while learning more complex structures;
Encourage students to further explore aspects of contemporary French culture and to reflect on some current French issues in preparation for the Year Abroad.
Advanced French 7, Year 2 (FREN207)
To provide students with enhanced competence in reading, writing, listening and speaking in French, building on the skills acquired in the year one language modules;
To provide students with a greater understanding of the grammar, syntax and idioms of French;
To prepare students for their period of study in France, focusing on the world of work and applying for internships in a French speaking country;
To explore aspects of French culture, topical issues and changes affecting French society;
To increase students' confidence in the manipulation of language; To develop translation and interpreting skills;
To develop students' language learning strategy use and a reflective approach towards language learning.
(LO1) At the end of this module students should be able to improve their language skills and be able to cope with longer, more difficult texts and videos, express themselves more fluently and accurately in French.
(LO2) Apply the rules of syntax and grammar in their written work, using a wider range of lexis and idioms.
(LO3) Produce a CV and supporting statement; communicate effectively during an interview.
(LO4) Identify some of the changes affecting French society, discuss topical issues and identify cultural differences.
(LO5) Select important information from a document and reformulate the main ideas in a summary.
(LO6) Demonstrate an understanding of the structures, lexis, registers of the target language and translate them into English.
(LO7) Assess strengths and weaknesses and apply learning strategies to improve performance.
(S1) Communication (oral, written and visual) - foreign language skills
(S6) Critical thinking and problem solving - Synthesis
(S7) Communication (oral, written and visual) - Influencing skills – argumentation
(S9) Commercial awareness - ability to use language for professional purpose
Advanced French 8 (FREN208)
To provide students with enhanced competence in reading, writing, listening and speaking in French, building on the skills acquired in the year two, first semester language module;
To gain confidence when dealing with practical situations during their year abroad;
To explore aspects of the French Education systems, French culture, topical issues and changes affecting French society;
To further increase students' confidence in the manipulation of language;
To develop further translation and interpreting skills;
To provide students with basic research skills in the target language;
To give students' an understanding of different registers and dialects of French;
To develop students' language learning strategy use and a reflective approach towards language learning
(LO3) Identify the differences between France and Britain in relation to accommodation, banking system, health system, transports, administration
(LO4) Understand the French Education system and the issues affecting secondary and higher education in France.
(LO5) Select important information in a document and reformulate the main ideas in a report.
(LO6) Demonstrate an understanding of the structures, lexis, registers of the target language and apply the understanding when translating in and out of French.
(LO7) Apply research skills and produce well structured essays and presentations.
(LO8) Recognise the various registers of French, use them in appropriate situations. Identify different dialects of French.
(S4) Information skills - Information accessing:[Locating relevant information] [Identifying and evaluating
(S5) Communication (oral, written and visual) - Report writing
Year Two Optional Modules
An Introduction to French Linguistics (FREN238)
To introduce students to key theoretical and conceptual debates within linguistics, namely sociolinguistics, phonetics, morphology, semantics, etymology, and syntax;
To develop students' abilities to apply theoretical and conceptual debates to the production of French in contemporary France;
To enhance students' skills of critical analysis and independent thinking;
To encourage a greater understanding of the French language which will, in turn, enhance students' capacity to learn and use the language.
(LO1) Students will have a greater understanding of the French language as a tool for communication, and as a system with its own rules and history.
(LO2) Students will learn how to produce phonetic transcriptions, enabling them to produce sounds in an internationally recognised form.
(LO3) Students will explore issues surrounding the creation of French, thereby enabling them to evaluate the developments of languages in general.
(LO4) Students will be able to trace the major themes within the study of meaning, covering any gaps in the study of their first language and equipping them to produce better, idiomatic French through the perspective of the semantics of a language.
(LO5) Students will gain an appreciation of the roles played by society, communities, speakers and governments in the development, use and abuse of language systems. They should also have a greater understanding of the part played by culture in all its guises in the life of a language, complementing their studies of literature, film and other related fields.
(LO6) Students will be able to understand the construction of languages within utterances, sentences and discourse, not only reaffirming the rules of French syntax but refreshing their comprehension of their first language with regards to acceptable sentence structure.
(S1) Communication (oral, written and visual) - academic writing (including referencing skills).
(S2) Global citizenship - cultural awareness.
(S3) Critical thinking and problem solving - critical analysis.
(S4) Personal attributes and qualities – independence.
Introduction to French Cinema (FREN236)
To introduce students to the basic language of film analysis;
To introduce students to the rich cultural field which the cinema has represented in France through study of selected films from particularly significant periods, giving them a background of reference points and an understanding of how cinema has developed in France;
To cultivate habits of close visual analysis and careful structuring of such analysis;
To increase confidence in class discussion and presentation.
(LO1) Students should be able to give an intelligent and informed account of how any film (from whatever culture) is put together, the ways in which it engages its audience and the messages it conveys.
(LO2) Students will develop thorough and perceptive powers of observation and interpretation of the elements of a cinematic text both visual and aural
(LO3) Students will be able to explain their observations in a structured way, in written analyses and also orally in front of a class, in the latter case using visual aids when appropriate.
(LO4) Students will be able to insert their detailed observations into a thematic or historical context in order to show how a particular film deals with larger issues, and to construct a well-written essay to explain their ideas.
(LO5) Students should have a basic overview of major directors and trends in the history of the cinema in France, which will enable them to see other French films in their historical and artistic context.
(S1) Demonstrate a knowledge and understanding of the cultures, linguistic contexts, history, politics, geography, and social and economic structures of the societies of the country of the target language
(S3) Communication (oral, written and visual) - Communicating for audience
(S5) Working in groups and teams - Group action planning
(S6) Successfully apply a close reading to a text of the target language
(S9) Personal attributes and qualities - Willingness to take responsibility
(S10) Communication (oral, written and visual) - Influencing skills – argumentation
Language Teaching: Theory and Practice (MODL200)
To introduce students to key theoretical and conceptual debates within second language learning and teaching studies;
To develop students' ability to apply theoretical and conceptual debates to a variety of second language learning and teaching contexts;
To enhance students' skills of critical analysis and independent thinking.
(LO1) Demonstrate an understanding of key aspects of second language teaching theories,
(LO2) Identify the connection between academic and / or theoretical knowledge and its practical application in a modern foreign language classroom,
(LO3) Demonstrate an ability to develop materials and teaching activities according to a given specification and requirement,
(LO4) Reflect on and evaluate the efficacy of the materials and teaching activities developed,
(LO5) Identify, reflect and report on a range of personal / employability skills.
(S3) Communication (oral written and visual) - Presentation skills
(S4) Time and project management - Project management
Living the Global Eighteenth Century (HLAC200)
To offer students an introduction to some key aspects of European culture and society in the eighteenth century;
To make students who come from a range of major subject areas aware of the ways in which study of that period is approached by and can enrich a range of disciplines.;
To help students to grasp and reflect on the historical dimensions of their own shared and contested culture(s) and the contemporary political and global order;
To develop students' capacity for asking questions (curiosity) as well as for answering them (research skills) by engaging them in active and interactive learning.
(LO1) A sound knowledge of key aspects of European culture, society and politics in the eighteenth century and insight into the historical dimensions of European and global modernity
(LO2) An understanding of the ways in which study of the eighteenth century is approached by scholars in a range of disciplines and in working with people from disciplinary backgrounds different from their own
(LO3) Ability to analyse and respond to primary texts critically in terms of their historical and geographical context
(LO4) Ability to devise and carry out an independent research project, deploying both data and imagination
(LO5) A sound knowledge of aspects of material culture of the eighteenth century and ability to analyse artefacts of material culture critically and in their geographical historical context
(S1) Communication (oral, written and visual) - Presentation skills - visual
(S5) Research skills - All Information skills
(S7) Personal attributes and qualities - independence
Manger! Food and French Culture (FREN230)
Recognised by UNESCO in 2010 as part of humanity's intangible cultural heritage, the French 'gastronomic meal' has been one of the gifts the French feel they have given the world. This is the first module in French Studies globally that aims to give students both a historically grounded understanding of the discourses of food in France and a critical understanding of how French cuisine functions as a national myth;
The wider context for this module's aims is the opportunity to offer our students content and teaching and learning unique in UK French Studies. The module capitalizes on the research expertise of 90% of members of staff at Liverpool;
This module aims to familiarize students with authentic documents written in French from different time periods from the Middle Ages onwards;
This module aims to encourage students to apply the theoretical concepts, historical understanding and specialist French vocabulary that they have learnt to the understanding and analysis of real-life situations;
This module aims to encourage students to make learning and assessment choices which play to their strengths as independent learners.
(LO1) On completion of this module, students will have an understanding of the development of the significance of food for French society from the Middle Ages to the end of the twentieth century.
(LO2) On completion of this module, students will have acquired and internalized the core vocabulary in French for describing French food and its modes of presentation on the table and in a menu.
(LO3) On completion of this module, students will understand the role played by the absence and presence of food at specific moments in the history of France.
(LO4) Students will know the names of the principal individuals who have shaped French culinary tradition and understand the importance of food in terms of the relation between Paris and the provinces of France and between France and the UK
(S4) Apply theoretical approaches or critical secondary literature to the analysis of real-world situations.
Multilingual Liverpool: Reading the City (MODL234)
To introduce students to core theoretical topics in sociolinguistics;
To encourage critical awareness of multilingualism and language practices;
To apply decoding approaches to texts publicly available in Liverpool.
(LO1) Read critically public texts, both in English and in the target language.
(LO2) Decode signs into the target language, bearing in mind the principles of semiotics, audience, design and other linguistic landscape theories.
(LO3) Develop an understanding of multilingualism.
(S1) Communication (oral, written and visual) - Presentation skills - oral
(S3) Communication (oral, written and visual) - Academic writing (including referencing skills)
Paris: Capital Cultures? (FREN223)
To introduce students to Paris as a diverse, global city from a historical and theoretical perspective;
To develop students' ability to apply theoretical approaches or critical secondary literature to the study of cities in general, and to Paris, its arrondissements and banlieues in particular;
To enhance students' skills of critical analysis and independent thinking and research.
(LO1) Understand the diversity of Paris and its culture as a capital city both across time and at individual periods in its history.
(LO2) Apply theoretical approaches or critical secondary literature to the analysis of a range of sources in different textual forms and visual media, and from diverse periods in French history, both individually and comparatively.
(LO3) Show an awareness of concepts and debates relating to the study of the city in general as a cultural, multilingual, and historically marked space.
(LO4) Successfully carry out a piece of individual research.
Art and VIolence: VIsual Cultures and the Media in Modern France (FREN220)
To equip students with the analytical tools and critical vocabulary necessary to 'read' any still image in terms of its aesthetic qualities. The images studied will include: advertising (both commercial and public information advertising) commercial logotypes, bande dessinée and selected fine art images. Many of the images will be challenging depicting or suggesting violence;
To give students an 'image bank' by introducing them to the diversity of social and cultural contexts in which images are important carriers of meaning in France;
To introduce students to the critical vocabulary of semiology as far as it is useful for the analysis of images. These tools and vocabulary used during the module are intended to be useful in the world beyond the module;
To give students the confidence to think critically and independently about images and to be aware of the partisan uses to which they are frequently put.
(LO1) On successful completion of this module students will be able to: Quickly and cogently analyse an image both orally and in writing.
(LO2) Ask informed questions about the cultural context and possible functions of a given image.
(LO3) Appreciate a selection of the most influential images in France (and of France) from a range of different non-fictional and fictional contexts: advertising, the bande dessinée, company logotypes and satirical cartoons.
(LO4) Appreciate a selection of the different discourses which have been used in France to analyse the image such as semiology and modern art criticism.
(LO5) Interact constructively with other students in the electronic discussion and project fora WIKIS associated with the module content.
(LO6) Select and apply relevant French-language secondary materials to enrich their interpretations of images.
(LO7) Understand the fundamental differences between the French and English-speaking traditions of image analysis: Barthes, Jakobson, Pierce, David Scott.
(S2) Commercial awareness - Relevant understanding of organisations
(S3) Communication (oral, written and visual) - Media analysis
Propaganda and Censorship (FILM202)
To provide students with an insight into the interaction of film and political authority, the structures which the authorities use or have used in order to exert control on the cinema and the ways in which cinema's power over its audience has been harnessed, manipulated or occasionally feared to the point of suppression;
To examine specific films, scenes from them and the controversies around them as case studies of the interaction of film and political and /or other authority;
To introduce students to theoretical debates about propaganda and censorship in Film Studies.
(LO1) Students will gain a differentiated understanding of the way in which political and other authorities have sought to control, harness and curb the power of film in different historical situations.
(LO2) Students will gain an awareness of film's position in national institutional structures and the effect of these onthe finished product and a historical perspective on the perceived purpose of and limits on film production in Europe.
(LO3) Students will develop an alertness to the ways in which film may seek to manipulate the viewer and a critical attitude to the theories that have been constructed regarding the effects of film on its audience.
(LO4) Students will develop an ability to use different kinds of textual evidence to present a balanced and sophisticated argument about complex issues of representation and control and to reach a reasoned conclusion recognising the power of social attitudes and desires in the formulation and conduct of debates in these fields.
The Cinematic City (FILM201)
To explore ways in which global cinema has made use of the urban space (cinema having been described as an urban art-form par excellence ); Through a wide range of films from different European countries, to introduce students both to issues relating to the imaginary conception of cities, and to concepts in film theory regarding the construction of space, the position of the observer, and the nature and purpose of representation and of narrative construction;
To introduce students to relatively complex theoretical constructions, in an immediate and approachable way, which will give them confidence in their ability to handle concepts in critical theory and to apply them successfully;
To develop their capacities in expressing their ideas, both in discussion and in written work, with regard to more advanced material than they were required to study in the first-year module;
To alert them to the conceptual links which film studies has with other theoretical fields; To introduce students in a simple way to the practical problems of audiovisual representation.
(LO1) Awareness of issues of urban theory, of the spatial implications of cinematic expression, and of the interaction of these;
(LO2) Awareness of the ways in which cinema has been used to articulate the self-construction of urban societies
(LO3) Global citizenship: Alertness to the ways in which the modern world is constructed through representations
(LO4) Ability to handle theoretical concepts confidently in written and oral modes, to carry on a discussion and sustain an argument by applying those concepts.
(LO5) Authentic assessment: Awareness of some of the practical issues involved in creating an audiovisual piece.
(LO6) Confidence: Ability to plan the translation of experience of the city into audiovisual form.
(S1) Confidence: Communication (oral, written and visual) - Academic writing (inc. referencing skills)
(S2) Confidence: Communication (oral, written and visual) - Media analysis
(S3) Active Learning: Critical thinking and problem solving - Critical analysis
(S5) Confidence: Communication (oral, written and visual) - Communicating for audience
(S6) Peer-led learning: Team (group) working respecting others, co-operating, negotiating / persuading, awareness of interdependence with others
(S7) Confidence: Handling audiovisual material
Programme Year Three
You will complete assessment tasks appropriate to your Year Abroad placement, either producing one or more pieces of work in French or completing modules at your host university.
Programme Year Four
You will take two language modules, two applied language modules and four optional modules.
Year Four Compulsory Modules
Proficient French 11 (FREN311)
To provide students with advanced competence in reading, writing, listening and speaking in French, building on the skills acquired in the Year 2 language modules and during the Year Abroad in Year 3;
To increase students' linguistic confidence;
To equip students with the speaking skills necessary in a professional and social context;
To equip students with the writing skills necessary in a professional and social context;
To develop students' cultural understanding of France.
(LO1) Ability to communicate in both spoken and written French with near-native fluency.
(LO2) Ability to use the necessary linguistic and cultural tools to deal with realistic and complex situations of the world of work.
(LO3) Ability to operate as an effective inter-cultural communicator.
(LO4) Attainment of a sophisticated level of linguistic and cultural awareness.
To provide students with advanced competence in reading, writing, listening and speaking in French, building on the skills acquired in the year two language modules, in year three during the Year Abroad and in semester one of year four in FREN311;
To further increase students linguistic confidence;
To equip students with the speaking skills necessary in a professional and every day context;
To equip students with the writing skills necessary in a professional and every day context;
To develop students cultural understanding of France.
(LO2) Ability to use the necessary linguistic and cultural tools to deal with realistic and complex situations of the world of work
(LO3) Ability to operate as an effective inter-cultural communicator
(LO4) Attainment of a sophisticated level of linguistic and cultural awareness
Year Four Optional Modules
Dissertation (MODL307)
Whole Session
To give students the opportunity to carry out independent research at an advanced level, with appropriate support, into a cultural, literary or linguistic topic of interest to them;
To draw on and extend the skills and knowledge of relevant cultural, literary or linguistic issues and theoretical debates students have acquired in their taught modules;
To produce a piece of individual research which presents an argument developed over 10,000 words, usually divided into Introduction, three chapters, and Conclusion.
(LO1) Utilise a variety of bibliographical tools to locate a range of primary and secondary sources on which to base a research project.
(LO2) Construct, focus and structure an independent project, in discussion with a personal supervisor working in that subject area.
(LO3) Analyse source materials, and develop coherent and original arguments on the basis of research.
(LO4) Engage critically with relevant cultural, literary or linguistic and / or theoretical debates on the topic.
(LO5) Manage time effectively and efficiently and plan a long-term process of research, reading and writing.
(LO6) Present a confident and coherent argument in clear written prose, following scholarly conventions of referencing and bibliography.
(S1) Personal attributes and qualities - initiative
(S2) Information skills - information accessing: locating relevant information. Identifying and evaluating information sources
(S7) Time and project management - project planning
(S10) Research skills - all information skills
French Dressing: Six Centuries of Clothing and Cultural History in France (FREN335)
To introduce students to the ways in which French cultural productions from the fifteenth to the twentieth centuries (e.g. paintings, lifestyle journalism) using clothing to convey and shape identity;
To develop students' ability to apply theoretical approaches or critical secondary literature to the study of clothing;
(LO1) Ability to evaluate critically the role and significance of fashion in French culture from the late Middle Ages to the twentieth century.
(LO2) Apply theoretical approaches or critical secondary literature to the analysis of a range of artefacts in different visual media and from diverse periods in French history, both individually and comparatively.
(LO3) Understand concepts and approaches relating to the history of fashion and consumption, especially in relation to individual and group identity.
From Sheepskin to E-reader: Books and Publishing in France (FREN331)
To provide students with a good understanding of the main developments of the history of the book in France from the medieval period and the Ancien Régime;
To introduce students to the study and description of old printed and hand-written books;
To encourage students to reflect on the interaction between text and non-textual elements (illustrations, layout, typography);
To develop an understanding of the importance of the printing press for shaping of popular culture.
(LO1) After having completed this module students will have a good understanding of the main developments of the history of the book in France from the medieval period to the present day.
(LO2) Students will have been introduced to the study and description of old printed and hand-written books and will be able to use the appropriate technical vocabulary to describe and analyse features of layout, typography and physical appearance.
(LO3) They will have reflected on the interaction between text and non-textual elements (illustrations, layout, typography) and have developed an understanding of the importance of the printing press for shaping of popular culture.
(LO4) Through the project they will have learned to identify suitable research topics, formulate research questions in relation to these topics, collect relevant primary and secondary sources and report on their findings in oral and written form.
(S1) Communication, listening and questioning respecting others, contributing to discussions, communicating in a foreign language, influencing, presentations
(S2) Research management developing a research strategy, project planning and delivery, risk management, formulating questions, selecting literature, using primary/secondary/diverse sources, collecting and using data, applying research methods, applying ethics
(S3) Information literacy online, finding, interpreting, evaluating, managing and sharing information
(S4) Adaptability
Resistance and Collaboration: the French Legacy (FREN343)
To introduce students to a range of key post-1945 French responses to the issues of resistance and collaboration during the wartime Occupation of France (printed, film and video);
To explore the different ways in which those materials engage with the complex issues of history, memory and responsibility;
To develop students' ability to read materials critically, and to draw conclusions across these by comparing and contrasting;
To encourage reflection and discussion on the ongoing questions surrounding France's engagement with her past;
To support students' ability to produce coherent and focussed writing on the module themes.
(LO1) As a result of the module, students should have improved their ability to: read/view unfamiliar and challenging literary, historical and cinematic materials, showing specific knowledge about the contexts in which those texts were produced
(LO2) Appreciate the diversity of historical, literary and cinematic material available on the topic, by considering a variety of differing approaches to common themes, in order to evaluate representations of the Occupation years
(LO3) Understand the society and historical context from which the prescribed materials emerge and to which their authors belong
(LO4) Contribute to seminar discussion, analysing materials with regard to their broad themes, significant detail, and socio-cultural, historical and ideological context; and detecting affinities between the prescribed materials by analysing common themes whilst making cross comparisons between authors and contexts
(LO5) Demonstrate an awareness of the intercultural sensitivity required for a successful understanding of the material and themes under consideration
(S4) Personal attributes and qualities: ability to work independently
The Sociolinguistics of Modern French (FREN333)
Deepen students' understanding of language policy in general, and French language policy in particular (from the reign of François I to François Hollande );
Explore the social situation in France with regard to the use of language;
Consider aspects of variation in language across France (both European and overseas territories);
Introduce students to the methodology of research in sociolinguistics.
(LO1) Understand the ways in which language is appropriate for social purposes.
(LO2) Read and use unfamiliar texts, including journal articles
(LO3) Evaluate critical approaches to sociolinguistic issues in France
(LO4) Contribute to seminar discussion, exploiting their own increased understanding of the issues at play
The programme detail and modules listed are illustrative only and subject to change.
You will be taught in a mixture of formal lectures, seminars and small group tutorials where a friendly environment prevails and great attention is paid to giving feedback on assessed work.
In language classes, we make every effort to ensure that we have a small number of students compared to competitor institutions, which means that academic staff are able to support students to achieve their full potential. All language modules involve continuous assessment such as oral presentations, listening tests and grammar tests as well as exams. Tuition takes place in small groups with first-language speakers playing a prominent part and includes a range of skills such as listening, writing, speaking, interpreting and translation.
Students are also expected to make regular use of our fully-refurbished Language Lounge to enhance their own study. We encourage our students to become independent learners, and support them through our dedicated library resources in the Sydney Jones Library which is open 24-hour in term time. We also make extensive use of our virtual learning environment VITAL where students can complete structured tasks outside the classroom.
Performance throughout the year is carefully monitored and used to supplement examinations. For language, such a programme of continuous assessment involves evaluating performance in a variety of written and oral exercises. Other modules have a mix of essay and exam assessment. Our aim is always to assess by methods of evaluation appropriate to the skills being developed and to allow students to gain credit for good work done during the year.
Exams take place at two points in the academic year: at the end of Semester One in January and at the end of the session in May, so that the workload is evenly distributed. As regards the final degree result, for language programmes, the second year's work counts for 20%, the work done during the Year Abroad (foreign exams or extended essay or portfolio) counts for another 10%, and the final year's work counts for 70%.
Register for an Open Day to discover more
Modern Languages and Cultures
Visit the academic department
International students who do not qualify for direct entry to this degree can prepare at University of Liverpool International College, where successful completion of the Foundation Certificate guarantees entry to this degree.
For adult learners with few or no formal qualifications, the University offers a one year, part-time, fast-track foundation course. More information can be found on our Go Higher webpages. Places are subject to successful performance to meet department entry requirements. Applications must be completed by May for September entry.
Enquiries Service
irro@liverpool.ac.uk
1-7 Abercromby Square
L69 7WZ
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Combine this subject jointly (50/50) with another to create a degree that's tailored to you.
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Got a question? Use our Ask Liverpool facility to get the answer you need.
Our Year Abroad scheme offers you an unusually diverse set of choices for how you will spend the third year of your studies. The year is spent in Europe, Latin America, or China, at university (all language areas), teaching English, or completing an independent work placement in commerce or at a non-governmental organisation (NGO) in one or more countries where the target language is spoken (currently for Europe and Latin America). If you are studying two languages you will normally split the year between two countries. A reduced fee is payable for the year which you spend abroad and three-year degree programmes exist if you are keen to study Modern Languages but are unable, for good reason, to go abroad.
When abroad you will be able to immerse yourself in the language and culture of your destination while also enjoying the support from dedicated academic members of staff who will guide you through the practicalities of your Year Abroad, by offering pastoral support remotely, by visiting students abroad, and advising you with your chosen assessment. Spending a year abroad has huge personal and academic benefits, as well as giving you a head start in the graduate job market. With a Year Abroad in Modern Languages and Cultures at Liverpool, the world really is your oyster!
Please note: if you are studying a Modern Language alongside Law or Mathematics your Year Abroad offering may differ, so you should discuss this with the relevant department. For more information, please visit www.liverpool.ac.uk/modern-languages-and-cultures/study/year-abroad/.
Offers study abroad opportunities: Film Studies offers a Year in China; Modern Languages students spend Year Three on a Year Abroad. See our Year in China page for more information.
Please see our terms and conditions page for more information.
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Deputies Track Down Eastvale Man Accused of Raping Woman in Diamond Bar
DIAMOND BAR - Investigators are seeking additional victims of a man accused of raping a woman in Diamond Bar last month.
DNA evidence collected from the assault reportedly helped to identify Joel Martinez, 37. He was pegged by detectives as the man who forcibly raped a woman who was walking to work along Brea Canyon Road near Sapphire Lane just after 4:15 a.m. December 8, according to the Los Angeles County Sheriff's Information Bureau.
Martinez allegedly approached the woman and asked to use her cell phone. The victim denied Martinez and stated she was low on minutes on her prepaid phone, the Sheriff's Department said.
The suspect, identified as Martinez, became angry and walked away. Five minutes later the suspect allegedly returned, approached the victim from behind, put her in a chokehold and dragged her 100 feet off the roadway into some bushes where she was assaulted. The suspect allegedly also threaten the victim with a pocket knife, the Sheriff's Department said.
Martinez was identified as a suspect through DNA evidence January 5. He was located in Eastvale, a city in Riverside County, and arrested January 6.
The Los Angeles County District Attorney's Office formally filed charges against Martinez, including one count of kidnapping with the intent to commit rape, one count of forcible oral copulation and one count of attempted forcible rape, the Sheriff's Department said.
Martinez is being held in lieu of $1.2 million bail.
Anyone with information on Martinez, or who may be a victim Martinez is urged to call the Los Angeles county sheriffs special victims bureau toll-free tip line at 877-710-5273. You can also email information to specialvictimsbureau@lasd.org, use the P3Tips mobile app, or visit lacrimestoppers.org.
Motorcyclist Dies After Striking Stalled Vehicle on Diamond Bar Freeway Friday
DIAMOND BAR - A motorcyclist was killed after colliding with the rear of a stalled car on the eastbound 60 freeway just west of Grand Avenue Friday night.
Reports from the scene indicated a Dodge Charger stalled in the No. 1 lane. The motorcyclist struck the rear of the Charger around 9:40 p.m. and landed an estimated 20 feet onto the roadway, according to California Highway Patrol traffic logs.
A white van reportedly struck the downed motorcycle and rider who landed in front of the stalled Charger.
By around 11 p.m., authorities had all eastbound lanes of the 60 freeway just west of Grand Avenue shut down, as well as the flyover from the northbound 57 freeway to the eastbound 60 freeway, according to the CHP.
By 1:30 a.m. Saturday, authorities had all lanes open after the crash was cleared and the coroner removed the body, according to the CHP.
Heads Up, Diamond Bar! DUI, Driver License Checkpoint Scheduled for Aug. 28
DIAMOND BAR – The Los Angeles County Sheriff's Department announced a DUI/driver license checkpoint for Friday, August 28 to be held at an undisclosed area in town.
The checkpoint will be held where there are statistically more collisions and DUI arrests. The main purpose of DUI checkpoints is to not make arrests, but to educate driver on the dangers of impaired driving, according to Los Angeles County Sheriff's Department.
The checkpoint is scheduled to begin at 6 p.m. Friday and end at 2 a.m. Saturday.
Additional deputies will patrol Diamond Bar streets for the remainder of August and through Labor Day weekend.
"The dangers of drinking and driving are very real," Los Angeles County Sheriff's Department Sgt. Robert Hill said. "That includes drugs that affect your ability to drive. Please be responsible and think of your family and friends before considering driving when you are not in a position to do so safely."
Funding for this checkpoint was provided by a grant from the California Office of Traffic Safety, through the National Highway Traffic Safety Administration.
Blunt Force Likely Killed Man Inside Diamond Bar Home Wednesday
DIAMOND BAR - Homicide detectives are still determining what led to a man's death inside a home July 29.
Deputies responded at 3:21 a.m. to the 1100 block of Cleghorn Drive Wednesday on a report of a man bleeding from the head. The man was declared dead at the scene, according to the Los Angeles County Sheriff's Information Bureau.
After arriving, deputies noted the victim, only described as a Hispanic man in his 60s, suffered an unknown blunt force trauma wound to the head, according to the Los Angeles County Sheriff's Information Bureau.
While investigating the death as suspicious, it is unclear if a suspect description is known.
Anyone with information on this incident is urged to call the Los Angeles County Sheriff's Homicide Bureau at 323-890-5500. Information can be provided anonymously by calling LA Regional Crime Stoppers at 1-800-222-TIPS (8477), through the P3Tips mobile app, or at lacrimestoppers.org.
HAPPENING NOW: Suspicious Death Investigation in Diamond Bar
DIAMOND BAR - Homicide detectives are determining what led to a man's death early Wednesday morning.
The death was reported to deputies at 3:21 a.m. in the 1100 block of Cleghorn Drive July 29. The man was declared dead at the scene, according to the Los Angeles County Sheriff's Information Bureau.
Firefighters were dispatched at 3:18 a.m. to the location. They arrived on scene at 3:22 a.m. to a report of a patient in cardiac arrest, according to a representative with the Los Angeles County Fire Department.
Initially, firefighters were told the patient suffered a head injury. There was no more information.
There is no suspect information at this time.
Man Allegedly Poisoned at Diamond Business June 19
DIAMOND BAR - Deputies are investigating a reported case of food or drink poisoning at a business Friday.
The man's food or drink was allegedly poisoned at an unnamed business in the 700 block of Grand Avenue around 2:30 p.m. June 19.
A deputy at the Los Angeles County Sheriff's Information Bureau stated no other information was available.
Investigators have not elaborated further on a possible suspect, motive, or the condition of the 36-year-old victim.
Anyone with information on this incident is urged to call the Los Angeles County Sheriff's Information Bureau at 213-229-1700. Information can be provided anonymously by calling Los Angeles Regional Crime Stoppers at 1-800-222-TIPS (8477), through the P3 Tips mobile app, or lacrimestoppers.org.
Victim Carjacked at Gunpoint in Diamond Bar Memorial Day
DIAMOND BAR - A man armed with a handgun took a vehicle and some of the victim's personal property Monday.
The carjacking took place outside H Mart, 2825 S. Diamond Bar Blvd. around 3:40 p.m. The suspect, only described as a Black man between 20 and 25 years old wearing jeans and a mask, took a 1999 Toyota Camry, according to Lt. Knight of the Los Angeles County Sheriff's Walnut/Diamond Bar Station.
The Camry was driven away east on Golden Springs Drive.
The victim was uninjured, Knight told SGV CityWatch.
Man Seen Exposing Himself in Diamond Bar Thursday Night
DIAMOND BAR - Deputies searched for, but could not locate a man in a black minivan accused of exposing himself April 30, a Los Angeles County Sheriff's sergeant said.
The man was scene exposing himself in the area of Golden Prados Drive and Mount Street just before 7:30 p.m. A witness saw the man exposing himself through an open rear passenger door to the van, according to Sgt. Estep of the Los Angeles County Sheriff's Walnut/Diamond Bar Station.
Estep did not know what direction the suspect fled in, nor did she have a better description on the suspect.
Couple Assaulted, Children Threatened During Diamond Bar Home Robbery Thursday
DIAMOND BAR - A husband and wife were hospitalized after being attacked and zip-tied during a brazen robbery March 12.
A husband and wife arrived home and were confronted by three men clad in black clothing and masks in the 600 block of Blenfield Place around 9 p.m. One of the men had a handgun, according to Lt. Avila of the Los Angeles County Sheriff's Walnut/Diamond Bar Station.
"The suspects assaulted the husband and wife. They had moderate injuries," Avila told SGV CityWatch. They were hospitalized for bruising and contusions.
The suspect zip-tied the hands and feet of the couple and went in the home where the couple's children were.
The suspects demanded the locations to a safe and some jewelry. They eventually escaped watches and bracelets, Avila told SGV CityWatch.
One of the suspects threatened one of the children with the handgun, Avila told SGV CityWatch.
"Apparently, the suspects knew the names of the victims," Avila told SGV CityWatch.
The robbery investigation will be handed over to the Los Angeles County Sheriff's Major Crimes Bureau.
Teen Airlifted After Being Hit by Vehicle in Diamond Bar Feb. 11
DIAMOND BAR - A teen was hit by a vehicle near Chaparral Middle School Tuesday.
A vehicle was moving at an estimated 20 to 30 miles per hour when it hit the teen, according to Sgt. Estep of the Los Angeles County Sheriff's Diamond Bar/Walnut Station.
The crash occurred around 7:32 a.m. in the 22500 block of East Mountain Laurel Way.
The teen suffered a head contusion, Estep said.
A Los Angeles County Fire Department helicopter landed at Chaparral Middle School and the teen was airlifted to a trauma center, according to Inspector Narvaez of the Los Angeles County Fire Department.
The driver remained at the scene.
An updated condition was not readily available.

redpajama_set_name: RedPajamaCommonCrawl


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Simply stated, voter approval of Prop. 64 did not solve the California Cannabis Industry's banking problem. It does not matter that cannabis – recreational or medicinal – is legal in California. In order to participate in the Federal Deposit Insurance Corporation (FDIC) program that insures all accounts, banks must comply with federal law. And, as we all know, marijuana is still deemed illegal under federal law.
The benefit of the FDIC program should not be underestimated. The FDIC sign, which is posted at every insured bank and savings association across the country, is a symbol of confidence for Americans in our banking system. It means that if the banks fail, most people (those with $250,000 or less in their accounts) will get all of their money back. Concerns about being shut out of the FDIC program or losing their charters have made banks reluctant to work with cannabis businesses (i.e., limiting the services provided to them), or more typically, disinterested altogether.
There have been limited exceptions to the banking industry's general refusal to service cannabis operators. At least one Colorado-based bank, Safe Harbor Private Banking (https://safeharborprivatebanking.com/cannabis-banking/) is attempting to work with cannabis businesses. It claims to have passed "state and federal examinations," and boasts of offering the "only compliance based cannabis banking program of its kind." Unfortunately, the bank's website is short on actual details, so it is unclear whether this purported model is really the panacea for the cannabis industry's banking woes.
For the time being then, many cannabis businesses are – and will likely remain – cash businesses. Having no checking accounts, this can be a serious problem – try keeping all of your money safe and paying all of your bills in cash. To address this significant issue, California's State Treasurer, John Chiang, recently convened a working group to study the matter and make recommendations as to how banks may be able to work with California cannabis businesses. However, while the Treasurer conducts his studies (which still require some federal cooperation to be effective long term), what can a cannabis business do to manage its finances? Well, there might be an app for that, particularly with respect to customer transactions.
The Portland Business Journal recently reported that a Colorado-based company, CanPay, has launched an electronic payment app in Colorado, Washington and Oregon that aims to take the cash out of the marijuana industry. The customer pays for product at the dispensary by accessing the site on his/her mobile phone. Then CanPay generates a single use token or a QR code, which is presented to the retailer for payment, who pays the transaction fee.
CanPay is not alone in the mobile app payment space. Medical Cannabis Payment Solutions similarly claims to be a payment solution that complies with both state and federal laws. While it is focused on medical cannabis, we assume that their focus will ultimately include payment solutions for states where recreational use of cannabis has been legalized. Like Safe Harbor Private Banking, though, the website is short on details, prohibiting us from fully vetting this payment platform.
Yet another app-based payment product, PayQwick claims to go beyond the customer transaction and offer cannabis business banking account access. PayQwick is a federally registered Money Services Business, and it is licensed by the Washington State Department of Financial Institutions and the Oregon Division of Finance and Corporate Securities as a money transmitter. PayQwick advertises its ability to take cash out of the customer transaction process, allowing cannabis retailers to pay producers/processors for inventory electronically and pay bills via online bill-pay, providing armored car cash pick up services, and providing cannabis businesses the ability to pay (Washington State) excise taxes electronically. PayQwick's capabilities are worth looking into as they may serve as a model for other states going forward.
In future blog posts, we will explore in more detail the various approaches that are being taken to address the banking issue confronting the cannabis industry. While our focus will remain on California, we nevertheless believe that industry players in other markets still may be able to provide insight into how the cannabis industry can shift from a cash-only operation model to a more traditional (and bankable) position.


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You are here: HomeBlogNEW COURTYARD GARDEN AT PRINCESS ROYAL IS JUST WHAT THE DOCTOR ORDERED!
A garden for cancer patients, visitors and staff officially opened at the Princess Royal Hospital in Telford today – thanks to Boningale Garden Creations, Boningale Nurseries & Boningale Greensky.
Work began on the garden in January and after weeks of excavating, landscaping and planting – helped by volunteers from the Shrewsbury and Telford Hospital NHS – the garden was officially unveiled on the 24th March to coincide with NHS Sustainability Day.


Possibly Apocryphal – Page 5 – Where the sacred bleeds into the profane. It may not have happened, but it's all true.
I've been a recovering bread baker longer than I was an in-fact bread baker. As I told a friend, in re baking bread, the only thing to be worried about is getting bit by the bug, because recovery is long, maybe endless, and fraught with recidivation.
Or loaves, more like—the bifurcation is the way my friend John, whose family recipe and 125-year-old-plus starter this is, was taught by his Mom. (More on John, and Missouri farmhouse sourdough, anon.) The top doesn't often crack—sourdough Force was strong yesterday, probably due to the sort of blessedly cool, low-pressure weather system welcomed by all rising doughs.
So ya, I can quit anytime.
Not quite finished with pumpkins, after all. On the way back from Barstow and on the way to my husband's parents' house for a quick visit, we stopped at the Cal Poly Pomona Farm Store at Kellogg Ranch. I'm a long-time, loyal customer of the Cal Poly ag students' fruit and veg—they sell at the big Irvine Saturday farmers market, the only place other than the store that their produce is available to buy—but I'd never been to the on-campus store.
So yesterday was the day—an easy stop between Barstow and Brea.
Yabbit guess what the ag students were selling in profusion, lo this autumn-specific time of year? That's right. So you know I did what I had to do.
We also visited the school's Innovation Brew Works and bought a growler of the student-made Belgian style ale from the extensive list for our own beerist college student at home. It was very "Nozin' Aroun'": Beer BY young adults FOR young adults. I also signed him up for the brewery's loyalty program, hope he doesn't mind.
It's fitting that my previous post about eggs (nominally) is followed by one on pumpkins, because pumpkins are my second-favorite natural form. After eggs, to belabor a point. And when pumpkins combine with road tripping, watch out, because as Max says in the "Hart to Hart" opening preamble, it was murder!
OK not really OF COURSE. I just mean that after road tripping this time of year a lot a lot a lot of pumpkins appear at my house, like the pretty good haul in the lower right photo, from Lompoc last week. Road-trip souvenirs join the inevitable previous others which have been locally procured. For a couple of years, we had a fabulous fancy-pumpkin purveyor at Orange County farmers markets, selling a ton of heretofore-unseen varieties, including many good for cooking and eating—that's one year's Fresno-area-grown selection in the upper right. Combing through my photos for evidence of my pumpkin history, I turned up some others, but not all. Enough, though, I think.
You might notice that bottom left… not an actual pumpkin. It's Ashley, our so-we-think Siberian forest cat, who came up out of the creek half-dead several years ago and has lived here happily since. Before rooting around in my photos I started with a couple of searches, and this overhead shot turned up. I'd labeled it pumpkin because, well, when Ash sits in a perfect loaf like that she reminds me of my favorite cucurbit.
At the left middle there, one of my slow-cooker experiments with pumpkin. Turns out to be an excellent way to cook pumpkin for purée, though without the caramelization that roasting develops. But there's a lot to be said for the push-the-button-Frank ease of slow cooker cooking—about which more, much much more, anon. Top middle, excellent pumpkin doughnuts made with the leftover purée of some 2012 specimen, and bottom middle, roasting kabocha crescents from December 2014. In the middle, a potimarron or red kuri, one of the very finest squashes extant. The marron in the French name refers to its chestnut flavor, but that's only part of its charms. Not easy to find in regular civilian provisioning, though—if you see one, grab it.
Well, the pumpkins are in. So. Now, for those that escape cooking, the question becomes, how long will they stay before I can bear to part with them? Without going into specifics: A scandalously long time.


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Q: VictoryLine from Victory-Native not working in Expo I'm posting this stack overflow questions with an answer, so that hopefully no one else spends ages as I have being perplexed that Victory-Native Charts are not displaying correctly.  It's so simple, yet so easy to miss.
When trying out the Victory-Native in an Expo app, I followed the installation instructions, and installed react-native-svg.  DO NOT do this, Expo includes react-native-svg by default, and for some reason installing it again in your node_modules causes any svg components to not work in the charts.
If you installed react-native-svg, just follow the instrutions in this SO thread:
Can victory-native be used with expo?

A: If you have installed react-native-svg, just follow the instrutions in this SO thread:
Can victory-native be used with expo?

A: Using NativeBase as my UI framework, I am required to explicitly install react-native-svg as a dependency.
My solution is to use both "victory-native" and "victory". Since import statements cannot be dynamic/conditional in JS, this requires a bit of a workaround.

*

*First workaround that I could not get working is to use aliasing in
babel.config.js to switch "victory-native" to "victory" for web only. This means you "yarn add victory-native victory" such that you have both modules, and in the appropriate file you write "import {VictoryChart, VictoryBar } from "victory-native". The "victory-native" part will change to "native" on web. Again, I couldn't get this to work.

*Second, slightly less elegant, workaround is to use React Native's platform specific code solution. At the bottom of the link it explains the file.js and file.native.js solution. You can use that to expose the module dynamically
So for example I have two files: victory.ts and victory.native.ts (ts for typescript). Inside of victory.ts is the following:
import * as Victory from "victory";

export default Victory;

It's the same for victory.native.ts, except it references "victory-native" in the import statement.
In the component using Victory Charts I have the following...
import V from "@utils/victory"; // @utils is just an alias

// some other code...

function Chart() {
  return (
    <View style={styles.container}>
      <V.VictoryChart width={350} theme={V.VictoryTheme.material}>
        <V.VictoryBar data={data} x="quarter" y="earnings" />
      </V.VictoryChart>
    </View>
  );
}

redpajama_set_name: RedPajamaStackExchange


7SIGNAL, The Wi-Fi Performance Company, is the proud recipient of OHTec's Best Software Product given at its 12th annual Best of Tech Awards in downtown Cleveland. The award recognizes 7SIGNAL for Mobile Eye™, its SaaS-based product for monitoring the Wi-Fi performance of laptops, tablets, smartphones, and other wireless IoT devices in hospitals, manufacturing facilities and large enterprises. The Best of Tech Awards recognize companies with innovative products providing a tangible return on investment in the marketplace.
Founded in 1998, OHTec has hundreds of members representing all facets of information technology: software development, IT services, website design and development, custom application development, IT recruiters and others. Launched by OHTec in 2011, Tech Week is an annual initiative to support, celebrate and engage the local tech community.
Mobile Eye for Windows, macOS, Android and iOS crowdsources Wi-Fi experiences from mobile devices offering analytics and insight into wireless LAN adapters, software drivers, and roaming behavior. The software runs discretely as a service and reports Wi-Fi performance results to the cloud over a secure connection. With Mobile Eye, network administrators and help desk personnel now have the ability to search for any device and identify who, what, when, where and why it may be experiencing Wi-Fi performance issues that impact personal productivity and operational efficiency.


As a vertically integrated energy company, we specialise in delivering energy solutions to a range of industries, including manufacturing, mining, government and commercial buildings.
Alinta Energy sells gas and electricity to over 700,000 residential customers, owns and operates nine power stations with a generation capacity of 2,500MW, and manages gas transportation to deliver competitive prices through our wholesale operations.
At Alinta Energy, right up front, we want to make a deal with you. A deal to be fair. A deal to be straight forward. A deal to do what we say we'll do and to create a business solution that works for you and your business.
We'll talk honestly, surprisingly so at times, about where energy comes from, how much it costs and how together we can make a difference. We'll debunk the myths. We'll take the shock out of bills by making them understandable.
We promise to make doing business easy. We want to keep energy fair for all Australian's.
Your business is unique, that's why at Alinta Energy we have a dedicated team of commercial and industrial energy experts to work with you and your business to create a customised energy package.


The first edition of the intensive course « Energy Geostructures: Analysis and Design » delivered by Prof. Lyesse Laloui and Dr. Alessandro Rotta Loria at the Swiss Federal Institute of Technology in Lausanne (EPFL), from March 20 to 22, 2018, has come to an end. We warmly thank the 20 participants from 7 countries we welcomed at EPFL for proactively contributing to this great experience. We also thankfully acknowledge the invited lecturers from practitioner companies who contributed to the last day of this course.
We are committed to merge the best of research and practice for establishing a sustainable development, and we look forward to the new editions of this course!


Barton Court has chosen the Thinking School Approach because it is "transformational".
In order to try to explain our decision to become a Thinking School, the information below has been organised using the De Bono's 6 Hat Thinking Strategies. This Thinking Tool allows us to analyse and evaluate information from a variety of perspectives. The green and red hat thinking poses questions for you to consider.
We are committed to the development of cognitive education and we invest, time, energy and money into research, development and evaluation of a broad range of thinking tools and activities. We have a team of teachers who are committed to develop the Thinking School approach. We have a Thinking Map accredited trainer who has trained all staff on the use of the 8 Thinking Maps and we have Lead Practitioners working on the development of Thinking Hats, Habits of Mind and Thinkers Keys. Whole staff have been trained in the use of the 6 Hats. We are proud to say that we have embedded the 8 maps in our curriculum, pastoral and leadership programmes and are starting to do the same with the Hats. We have been attending the International Thinking School Conference for the last two years where we have been given the chance to work with TSI (Thinking Schools International) and Kestrel Education. This allows us to make connections with other schools and to work with external consultants providing excellent CPD.
The idea of a Thinking School must transcend the entire organisation from the Head teacher and Governors, Senior/Middle Leaders, teachers, support staff and students. The Thinking agenda is largely driven by the Assistant Head teacher (Mrs Benard-Grosso) together with the Senior Lead Practitioner (Nick Harvey) and the Lead Practitioner team and Staff Drive Team driven by the Head teacher. We also have a team of motivated and committed Thinking School Representatives who are part of our Student Drive Team. All these individuals have a real passion for developing cognitive education within the School.
All members of staff are expected to help with the implementation, development and assessment of thinking strategies. This applies to Form Tutors, Curriculum Leaders, the Senior Leadership Team, teaching staff and administrative staff. The commitment to cognitive education and ways of thinking are part of performance management for ALL staff.
So what has happened as a result of introducing these strategies and ideas?
How to train whole staff and students? Through enrichment day?
Maps can be used as a graphic support and not as a thinking process.
Once a new strategy is embedded along comes another! When do we stop and how do we sustain what we have?
New students - how do we induct them without increasing work for ourselves?
Performance management – encourage teachers even if they do not agree with the principle of cognitive education. The issue of the tick box approach?
As a potential teacher/ leader, how do you feel about our thinking skills approach?
Ask yourself how well you would fit in. Does the thought of this inspire you or the opposite?
How do you feel about delivering this in the classroom/ curriculum/ pastoral?
What is your immediate reaction? Your "gut feeling"?
Take a look at the Black Hat again. What ideas could you bring to knock down some of these brick walls?
What experience have you had with similar problems? How did you solve or approach these?
What can you offer to BCGS as a thinking school?


Dual boot with Windows and Linux leads to the access of files in other Operating Systems. Viewing a windows partition on a Linux OS is not a big task. One can simply mount the OS and can see the files of windows within Linux.
But accessing Linux EXT2, EXT3 and EXT4 files within Windows can be done only through an external software.
Once installed, its as easy as possible to "assign a drive letter " to the partition. Figure below shows that.
Its just a simple process to access the linux files within windows. This is really helpful for the machines with UEFI partition. When Linux Boot loader is deleted, this will help to retrieve the files.
Any other info, please comment below.


text:
VERIFY: Fast facts about Pfizer's potential COVID-19 vaccine
Pharmaceutical company Pfizer reports its vaccine was 90% effective in trials. What is next?
Author: Matt Gregory
Published: 5:12 AM MST November 10, 2020
Updated: 4:02 PM MST November 10, 2020
WASHINGTON — By now you have heard pharmaceutical company Pfizer announced it appears to have a successful vaccine for COVID-19. The company's studies claim the vaccine appears to be 90% effective.
The Verify team exists to bring the facts -- so here's a look at some fast ones on the Pfizer vaccine trials.
Dr. David Dowdy, an epidemiologist from Johns Hopkins University
The pharmaceutical company Pfizer
Fast-tracking a vaccine
First, let's talk about fast-tracking.
Pfizer's vaccine, like the others in production, has been fast tracked, but Dr. Dowdy says that doesn't mean they cut corners.
"It just means that they're, they're making sure that those steps get done as soon as possible," Dowdy said. "So you can think of this being the same sort of process as if you get your passport application expedited."
How soon can a vaccine be ready?
A statement on Pfizer's website reports the company can have 50 million doses ready by this year. But that doesn't mean people will be able to take it.
Dr Dowdy explained the vaccine still has to go through a review and regulatory process, then the process of getting to the public will begin.
"The vaccine needs to get mass-produced, distributed, distributed to the people who needed the most," he said. "Then it can get out to those of us in the population and this is a process that could take many months."
Yes, Pfizers vaccine will require two doses
Dr. Dowdy said multiple doses are common for vaccines.
"If the immune system sees that same vaccine, again, it develops a much stronger response the second time around," he said.
UPDATE: We are proud to announce, along with @BioNTech_Group, that our mRNA-based #vaccine candidate has, at an interim analysis, demonstrated initial evidence of efficacy against #COVID19 in participants without prior evidence of SARS-CoV-2 infection.
— Pfizer Inc. (@pfizer) November 9, 2020
Download the brand new WUSA9 app here.
Sign up for the Get Up DC newsletter: Your forecast. Your commute. Your news.
RELATED: VERIFY: Here's why you'll likely need to get two doses of the COVID-19 vaccine
RELATED: What is the timeline for a COVID-19 vaccine?
RELATED: US allows 1st emergency use of experimental COVID-19 antibody drug
Fact-checking if people who have been vaccinated can give blood.


text:
Home » Aircraft Models » VA-22 Fighting Redcocks A-4 (1969) Skyhawk Model, 1/27th Scale, Mahogany, Navy
VA-22 Fighting Redcocks A-4 (1969) Skyhawk Model, 1/27th Scale, Mahogany, Navy
VA-22 Fighting Redcocks A-4 (1969) Skyhawk Model, 1/27th Scale, Mahogany, Navy quantity
SKU: 840231501361 Categories: A-4 Skyhawk Model, Aircraft Models, Attack Aircraft Models Tags: A-4, A-4 Skyhawk, FIghting Redcocks, Goat Locker, Naval Aviation, Plaque, VA-22, VFA-22
VA-22 Fighting Redcocks A-4 (1969) Model
A beautifully carved 18 inch solid wood A-4 model of the VA-22 Fighting Redcocks! Each piece is carefully carved and painted to provide a top quality piece that will bring you back to the USS Ranger flight deck!
The Fighting Redcocks of Attack Squadron TWO TWO have been a mainstay of Naval Aviation for almost 60 years. Originally commissioned as Fighter Squadron 63 at Naval Air Station Norfolk, Virginia in July 1948, the squadron was re-designated Attack Squadron 22 in July 1959. The first pilots flew the Grumman F-8F Bearcat, with the squadron later operating the F-4U Corsair, F9F-2/5 Panther, F9F-6/8 Cougar, FJ-4B Fury, A-4B/C/D/F Skyhawk, A-7E Corsair II, FA-18C Hornet and the FA-18E/F Super Hornet. Today, the Fighting Redcocks are based in NAS Lemoore, California and operate the two seat FA-18F Super Hornet, the Navy's newest and most lethal strike-fighter aircraft.
For nearly 60 years, the Fighting Redcocks repeatedly have been called into action in support of U.S. national policy. The squadron completed three combat deployments during the Korean War and six combat deployments during the Vietnam War. In 1988, the squadron deployed aboard USS ENTERPRISE (CVN 65) and participated in Operation EARNEST WILL. During that deployment, VA-22 aircraft participated in sinking the Iranian Frigate SAHAND which had fired missiles at two A-6E Intruders during Operation PRAYING MANTIS. In 1993, the Fighting Redcocks deployed to the Arabian Gulf aboard USS ABRAHAM LINCOLN (CVN 72) participating in Operation SOUTHERN WATCH enforcing the United Nations No-Fly Zone over southern Iraq. Before returning home from deployment, ABRAHAM LINCOLN was diverted to the coast of Somalia where the Redcocks provided air support for United Nations forces during Operation CONTINUE HOPE. In December 1998, VFA-22 led the only Carrier Air Wing ELEVEN air strike of Operation DESERT FOX which significantly degraded Iraq's capability to produce and deliver weapons of mass destruction.
In October 2001, USS CARL VINSON (CVN 70) with VFA-22 aboard was the first carrier on station to perform strikes against Taliban and Al Qaeda forces in Afghanistan in support of Operation ENDURING FREEDOM. The squadron flew over 500 sorties and delivered over 300 tons of ordnance in the opening days of the Global War on Terror. In January 2003, VFA-22 joined Carrier Air Wing NINE and completed an eight-month WESTPAC deployment aboard CARL VINSON. Following the 2003 deployment, VFA-22 traded their FA-18Cs for the Navy's new FA-18E Super Hornets and joined Carrier Air Wing FOURTEEN. In 2006, the Redcocks participated in the maiden deployment of USS RONALD REAGAN (CVN 76) while supporting coalition forces in Operation IRAQI FREEDOM. During the 2006 deployment, VFA-22 flew an impressive 2,390 sorties totaling 3,685 flight hours in support of the Global War on Terror. In January 2007, the Fighting Redcocks deployed as an element of the USS RONALD REAGAN Carrier Strike Group for a short notice Surge deployment to the western Pacific. Returning home in April of that year, the Redcocks received Lot 29 FA-18F Super Hornets equipped with the APG-79 Active Electronically Scanned Array (AESA) Radar. In 2008, the Fighting Redcocks completed the maiden deployment with APG-79 radar while supporting Operation ENDURING FREEDOM.
Throughout history, the Redcocks consistently have made a significant and positive impact on Naval Aviation's operational capabilities. In 1985, the squadron was the first West Coast squadron to successfully employ an AGM-88 High-Speed Anti-Radiation Missile (HARM). In 1993, VFA-22 was the first Navy squadron to deploy with the AIM-120 Advanced Medium Range Air to Air Missile (AMRAAM). In 1999, Fighting Redcock aviators employed the AGM-154 Joint Stand-Off Weapon (JSOW) in combat for the first time. During Operation ENDURING FREEDOM in 2001, VFA-22 not only employed record amounts of ordnance, but also was one of the first Navy squadrons to integrate the Joint Direct Attack Munition (JDAM) into the close air support mission.
During the command's history, the Fighting Redcocks have deployed on sixteen different aircraft carriers and have won many distinctive honors. The squadron received the C. Wade McClusky Award in 1981, designating the squadron the finest attack squadron in the Navy; the Navy Battle Efficiency "E" five times, including three consecutive awards from 1979-1981; two Navy Unit Commendations; two Meritorious Unit Commendations; three prestigious Bruce Carrier Awards for Maintenance Excellence and multiple Commander, U.S. Pacific Fleet Retention Excellence Awards.
The Sailors of the VFA-22 Fighting Redcocks are justifiably proud of their accomplishments and the noteworthy achievements of their predecessors. Armed with a rich heritage and high standards established by those from their hallowed past, VFA-22 strives to be the most lethal strike fighter squadron in the Navy and remains ready to lethally execute any tasking when called upon in support of national security objectives…YCBAR!
VT-28 Rangers T-34c Model
VT-28 Rangers T-34c Model 12 inch wooden model of the T-34C – a first for many a Naval Aviator of the VT-28 Rangers!. Let the T-34 start your model collection off right! *Pictures shown may or may not be exact … Read More
Marine U Jagdstaffel P-3c Model,Mahogany Scale Model
Marine U Jagdstaffel P-3c Model A 18 inch wooden German P-3 Orion of Marine U Jagdstaffel * Price reflects additional shipping charge for Germany
VT-3 Red Knights (Navy) T-6b,Beechcraft,Mahogany Scale Model
VT-3 Red Knights (Navy) T-6b 12 inch model of the T-6b of the VT-3 Red Knights- a first for many a Naval Aviator. Makes the perfect gift post solo! *Pictures shown may or may not be exact model shipped. Order … Read More
VP-7 Black Falcons P2V5 Model,Mahogany Scale Model
VP-7 Black Falcons P2V-5 A beautifully carved P2V-5 from the VP-7 Black Falcons with Buno 127743. Besides expert carving and painting, this model enjoys premium detail with clear pieces for the turrets and search lights. The size is approx 17 … Read More
VT-35 Stingrays TC-12 Huron Model, Beechcraft, Mahogany, 1/36 scale
VT-35 Stingrays TC-12 Model Celebrate a winging with a replica model of the TC-12 flown by the VT-35 Stingrays. Each model is carefully crafted and may be customized (allow for 60-90 days for custom work). Makes a memorable winging gift … Read More
VP-22 Blue Geese P-3c Orion Model,Mahogany Scale Model
Fly with the Blue Geese of VP-22 in this handcrafted P-3c model. Each piece is carefully carved from wood and hand-painted to provide a piece you'll love.
NAAD – Navy Air Ambulance Detachment MH-60S Model,Sikorsky,Mahogany Scale Model
NAAD – Navy Air Ambulance Detachment MH-60S Model Fly with the NNAAD – Navy Air Ambulance Detachment in this MH-60S model. Each piece is carefully crafted from wood and hand painted to provide a unique piece you'll treasure. Length – … Read More
VT-6 Shooters T-34C (Navy) Model
VT-6 Shooters T-34C Model 12 inch wooden model of the T-34C – a first for many a Naval Aviator of the VT-6 Shooters!. Let the T-34 start your model collection off right! *Pictures shown may or may not be exact … Read More


text:
Svenska Superligan 2020/2021 är Sveriges högsta division i innebandy för damer säsongen 2020/2021. 14 lag deltog i grundserien om totalt 26 omgångar, där de åtta främsta skulle gå vidare till slutspel. Eftersom de lägre divisionernas grundspel ställdes in, blev inga lag nedflyttade.

Den 5 augusti 2020 tog Team Thorengruppen SK över Iksus plats i svenska superligan. Flera Iksu spelare flyttade också till Thorengruppen.

Team Thorengruppen SK blev svenska mästare efter att ha besegrat Pixbo Wallenstam IBK i finalen.

Grundserien

Tabell
Serien spelades mellan den 26 september 2020 och 20 mars 2021

Slutspel
Kvartsfinaler och semifinaler avgjordes i bäst av fem matcher.

Slutspelsträd

Kvartsfinaler
Matcher spelades i Bäst av 5

Thorengruppen - Malmö

Sirius - Mora

Pixbo - Rönnby

Endre - Täby

Semifinaler

Thorengruppen - Mora

Pixbo - Endre

Final

Thorengruppen - Pixbo

Thorengruppen svenska mästare

Externa länkar

 Svenska superligan

Sport i Sverige 2020
Sport i Sverige 2021
Innebandysäsongen 2020/2021
2020/2021

redpajama_set_name: RedPajamaWikipedia


Rome, September 20th, 2016 – For the third year in a row Enel has been included in the STOXX Global ESG Leaders index, which measures companies' environmental, social and governance (ESG) performance. Enel achieved a company's score of 90.72/100 in the Social Ranking, 88.93/100 in the Governance ranking and 53.32/100 in the Environmental ranking.
The STOXX Global ESG Leaders Index was created by STOXX Limited, a global index provider that is fully owned by the German stock exchange Deutsche Boerse Group. The index uses 128 key performance indicators (KPIs), and its rating model is based on the KPI for ESG 3.0 standard by the Society of Investment Professionals in Germany (DVFA) and European Federation of Financial Analysts Societies (EFFAS).
The combination of innovation and sustainability, translated into Enel's Innovability approach to its activity, drives the Group's strategy and business culture. Enel continues its path towards achieving carbon-neutrality by 2050 and it is expected that electricity generated from renewable sources, which accounts for around 43% of the Group's total capacity as of June 30th, 2016, will contribute nearly half of the Group estimated total capacity of 83 GW in 2019. As an interim step on the way to this goal, Enel has set a medium-term target by 2020 of a 25% reduction in CO2 emissions compared to 2007, which has been recognized as "science-based", i.e. in line with the decarbonisation levels required by science. Climate action is one of the four UN Sustainable Development Goals (SDGs) endorsed by Enel alongside access to energy, access to education, and the contribution to the socio-economic development of communities in the countries where Enel operates.


This trip was the result of picking where Danica Patrick would finish in every race the year before. The prize was the trip and presenting of the pole award which Will Power won. He also went on to win the race.
The highlight of the trip actually came because the race was rained out and pushed off to Monday. Before it was official called off for Sunday we had went back to the hotel with the representative from the Sponsor who was good friends with Danica Patricks parents. Our host invited them to come hang out in the lobby while we waited out the storm.
They came to join us and almost every driver came back to the hotel at some point, stopping to say hello to their parents, some chatting for a bit with us. A.J. Foyt even stayed with us for at least an hour. As the afternoon drug on, we started to get hungry and ended up going to dinner with her parents, just the four of us and had a fantastic time talking about everything from racing to our jobs to the very real possibility of Danica making the switch over to NASCAR.
After dinner we headed out with a few members from various pit crews and driver James Hinchcliff. We had a great time and didn't want the night to end.
The next day, we enjoyed the race from one of the hospitality suites right at the start/finish line. After we were even able to stop at Disney for lunch before flying home.