King of Shaves Case Study Essay Example | Topics and Well Written Essays - 2000 words

King of Shaves Case Study - Essay Example When a company is in operation, there are many risks eminent in the field. In this paper, King of Shaves Company is discussed in reference to Porter’s five forces model. It then takes a closer look at the shareholders, and maps them in reference to their value to the organization. Introduction Porters’ five forces model is a model framework proposed by Michael Porter which portrays the industry as being influenced by five forces. For any strategic manager and his team planning to develop an edge over the rival firms, they can effectively make use of this model to understand the industry context in which the firm operates. The following is the Porter’s five forces model Porter’s Five Forces Model and Its Purpose and Benefits to Business Intensity of rivalry determines the level of competition in the industry. Different industries have different levels of competition, which is of great importance to business strategic analysts. Economists use competition inherent in the industry in order to measure the level of competition rivalry. If the rivalry among firms in the industry is low, that industry is considered to be disciplined. Such discipline could result in the industry’s competition history, the role of the leading firm or essentially the general understanding of the code of conduct buys the industry players. Rivalry intensifies when a rival firm in an industry acts in a way eliciting a counter response by other firms, for example cutting costs of goods. There are a number of ways in which a firm can exploit to gain a competitive advantage over other its rivals, for example changing prices by the firm gives a firm a temporary advantage, improving products differentiation is yet another way of gaining advant age, using the channels of distribution in a creative way and exploiting relationships with suppliers. All these, if used in a proper way, are likely to improve the firms’ competitive advantage over its rival firms (Roy 2009, p. 28). Threat of substitutes refers to the risk a firm would likely face if customers decided to substitute goods with goods from other industries (Roy 2009, p. 29). Threat of substitute comes into effect when the demand for a particular product is affected by changes in the price for a substitute product. Increase in the availability of substitute goods increases the elasticity of demand due to increased alternatives to the consumers. A close substitute of a product makes it hard for the manufacturers to raise the price of the product. Threat of substitution comes from players outside the industry. According to Roy (2009, p. 26), buyer power is the overall impact of consumers on a producing industry. Strong power of buyers implies increased production levels and there by increased suppliers, thus creating a situation where there are a many suppliers supplying to a single customer. The advantage of such a market to the buyers is that they are the price determiners. However in reality, hardl y do such markets exist in the current business world, with only there being an existence of an asymmetry between the producers and buyers. Strong buyers are characterized by concentrated buyers who purchase a significant portion of the output and

Interview with the first gentleman Essay Example for Free

Interview with the first gentleman Essay MANILA -My news editor asked me to interview the husband of the highest official of the land, Mr. Miguel â€Å"Mike† Arroyo. On the day appointed, I was whisked in to the Malacanang palace, where after the formalities, i. e. , being frisked by presidential guards in combat fatigues, I was shown in to the Philippines’ equivalent of the Oval Office. Mr. Arroyo rose to shake my hand. He was not tall, but immense, very fat, and had a bored air about him. With him was an old man wearing glasses, who introduced himself as Jess Santos, a lawyer and the First Gentleman’s spokesperson. The interview went on as follows: Q: I hear you’ve been busy these days, filing libel cases against some journalists. Jess: Yes, that is correct. You know these newspaper guys, they’re a pain in the ass. Always noisy. But of course you can’t help it. We live in a democracy, and the Philippines is the most democratic in Asia. I hope you’ll agree. But when they attack the First Gentleman, using all kinds of defamatory imputation, using the media to spread these lies and calumniate and slur him so as to blemish his clean and untainted reputation, he has to fight back. And there’s nothing wrong in using the courts to seek justice. (The First Gentleman nods gravely.) Q: Are there any truths to these so-called lies against the First Gentleman? Jess: Oh, no! None at all. This allegation about unexplained wealth, it’s absurd. It isn’t wrong to be rich, you know. But the main point here, which you must not miss, and should be emphasized in your column or whatever, is that Mr. Arroyo is a gentleman. I mean, a gentleman in the real sense of the word. You don’t see a gentleman everyday, do you? He is very dignified, punctilious of honor, the epitome of chivalry, gallantry, and respect. (The First Gentleman nods, dozing off. ) Q: Is it true he dared the lawyer of a defendant to a fistfight in court? (The First Gentleman opens his eyes, looks at me, but says nothing. ) Jess: Well, you know how it is with honorable men like the First Gentleman. They are very sensitive when their honor is brought to ridicule. And in order to preserve his honor and integrity, it is but normal for the First Gentleman to react in his defense by calling the offending party to a fight, which shows that the First Gentleman is not a pushover, nor is he a weakling, but a chivalrous man like the knights of old who were not afraid to do battle to defend their honor. Q: I see. What about his rumored liaison with a pretty woman, allegedly his secretary? Jess: (assuming a pained expression): Please, please, do not dignify such baseless, malicious accusations. The First Gentleman would never enter into an unchaste relationship with a woman other than his wife, the President, because a true gentleman will never entertain any immoral thought, much more an illicit affair with a woman. (The First Gentleman looks at the ceiling as if remembering something. ) Q: According to a columnist, the First Gentleman stayed in a $20,000 suite at Caesar’s Palace in Las Vegas when he went there to watch the fight between your Manny Pacquiao and Erik Morales. Jess: That is not true. I doubt if you can find such a room in Las Vegas. And even if he did, the expenses may have been paid by friends. You know the First Gentleman, he has friends from high places. Q: Well, I admit I don’t know him that much. And I notice he isn’t saying anything. Can I interview him? Jess: Oh, sure. There’s nothing to worry about him. He is the perfect gentleman. Q: Well, sir, could you react to the accusation that you have a secret bank account in Germany? FG: (unsmiling)Who told you that? Q: Well, it’s on the papers, sir. Just trying to get your reaction firsthand. FG: Well, um, it’s a lot of shit, I mean, whoever wrote that article is an asshole, I mean, he must be an enemy of the state to say such matters. Why, I know, being the First Gentleman, that there are continuing threats to our national security. Q: I also hear this issue was brought up by a certain Congressman Cayetano who is now running for Senator. And this person has challenged you to issue a waiver so that he could prove who’s telling the truth. FG: (scowling). The worthless scumbag! Scoundrel! Bloody fool! Pardon me, but I can’t help myself. You see, this person has been using his parliamentary immunity to attack me at every turn. I’m sick of him. But I won’t be dragged into this controversy. Q: He also says you brought 50 million pesos in a helicopter in Mindanao to buy votes in the last election where your wife won as President. FG: That is a lie! Don’t believe the goddam son of a gun! Q: And he has just issued a public statement that he is daring you to engage him in a debate at Plaza Miranda to show who is telling the truth. FG: The nerve! I will not stoop down to his level. If he wants, I challenge him to a fistfight (rolls up his sleeves). Q: He also says you are crook and a liar and an adulterer. FG: (roaring). He said that? Tell him to just wait. Tomorrow I’ll file twenty counts of libel against him. I have fifty lawyers to work on that. Jess: Now there, there, please don’t get excited. A gentleman is never riled up. FG: Tell him I will get his goddam ass! Jess: Please sir, you’re a real gentleman. FG: I know that, I know. And I’ll prove to the #@! =* guy that I’m a *^%4# man of honor! (end of interview).

Biography and Work of Guy de Maupassant Essay -- Guy de Maupassant bio

Biography and Work of Guy de Maupassant Guy de Maupassant is acknowledged through the world as one of the masters of the short story; Guy de Maupassant was also the author of a collection of poetry, a volume of plays, three travel journals, six novels, and many chronicles. He produced some three hundred short stories in the single decade from 1880 to 1890; a period during which he produced most of his other works. Five of his six novels were published during the second half of the decade. â€Å"His short fiction has been compared to that of Ivan Turgenev, Anton Chekhov, Edgar Allan Poe, and Henry James.† (Encyclopedia Britanica 1012) Maupassant took as his primary goal the realistic portrayal of everyday life. He wrote about what he knew best, and that is as a peasant of his native home of Normandy, the war of 1870, the lives of government employees and Parisian high society, and his own fears and hallucinations. â€Å"His short stories were seen as masterpieces of economy, clarity, and classical in their formal simplicity, uncommonly varied in their theme was and keenly evocative in their descriptions.† (Marx 303) Guy de Maupassant is otherwise known as Henri Rene Albert, Joseph Prunier, Guy de Valmont, or even Maufrigneuese. He was born on August 5, 1850, in Chateau de Miromesnil, near tourville-sur Argues, Normandy, France. Maupassant, the first child of Laure Le Poittevin and Gustave de Maupassant. Records show a discrepancy as to his birthplace, some scholars maintain it was Decamp, but the official view, supported by his birth certificate, is that he first saw the light of day at the Chateau de Miromesnil. Maupassant died on July 6, 1893, of complications resulting from syphilis, in a sanitarium in Paris. He attend... ... 2000. . 8. Maupassant, Guy de. Nineteenth-Century Literature Criticism. Detroit, Washington, D.C.: Vol.42, Gale Research Inc. 9. Maupassant, Guy de. Short Story Criticism. Detroit, Michigan. Vol. 1, Book Tower. 10. Maupassant, Guy de. The Best Short Stories. Cumberland House, Crib Street, Ware, Hertford shire Wordsworth Editions Limited 1997. 11. "Guy de Maupassant." The Gale Group. Vol. 5, 2 February 1992. 31 OCT. 2000. . 12. Maupassant, Guy de. The Necklace and other Short Stories. Minela, N.Y.: Dover Publications, Inc. 1992. 13. Steegmuller, Francis. "An Overview of the Necklace" The Gale Group. Vol. 1, 1949. 31 OCT. 2000. . 14. Smith, Christopher. "The Necklace: Overview." The Gale Group. Vol. 1, 1994. 31 OCT. 2000. 15. Wallace, Albert H. "Guy de Maupassant: Overview." The Gale Group. Vol.2,1995. 31 OCT. 2000. ,

Australian families during the 1900’s

Throughout the 1900†³s, the typical Australian family has had some dramatic changes. In fact, you could go as far as to say that, today, there is no typical family. The family has adapted so much to the public†s change in attitude towards families, or perhaps the public has adapted so much to the change in families, it is now virtually impossible to identify one family type as predominant. It is no longer unusual for there to be as many step families, single parent families, De Facto relationships, etcetera as there is. Also the number of children in families has decreased, with some families even deciding not to have children. So, what has influenced these changes in society? Some occurrences through-out the 20th century that are identified as influences on society are the two World wars, the Depression, and the Women†s Liberation Movement. All of these had a major impact on society, changing everyone†s opinions, attitudes, and overall views on life. The Nuclear family, previously the typical Australian family has slowly become less common, and even though, if there was still a typical family, this would probably still be it, this obvious decline in numbers is a great sign of the changes being discussed, and possibly a sign of what is to happen in the future. Maybe, in the 21st century, it will be more common to be in a step or single parent family, than a nuclear family. Something that has had an effect on these changes in society, is that of education. For approximately the first half of the century, not many people actually made it through school. It was common for children to leave school early, as it could not be afforded and so they would get a job, and help support the family. However, the number of people deciding to stay in school, or at least receive a proper education, has kept increasing through-out the 2nd half of the century. Due to this, young people are dependant on their parents for longer periods of time, as â€Å"unemployment,†¦ and lack of affordable housing.. † (Getley, A. , 1996, 132) makes it harder for them while receiving an education. As already mentioned, family sizes have decreased. Between 1900 and 1913 the average was 3-4, but today it is 2-3. The main causes of this being the introduction of many new contraceptive devices, and the Women†s liberation movement. Both of these worked together, as many women wanting to have a career before marrying, or having children, use contraception as a way of controlling when they have children, and how many they have. Earlier in the century such advanced forms of contraception that are available today, were not available then. Also, more women are deciding that they do not want any children. It is predicted that 20 per cent of women born in the late 1960s will be childless. † (Getley, A. , 1996, 124). In fact, the Women†s liberation movement has had one of the biggest impacts on the family. With the acceptance of women working, even when married, around the 1960†³s, families economic status has improved greatly. â€Å"Single women made up to 20 per cent of the work force in 1901 but once they got married had to give up their jobs†(Gunstone, et. al. , 1992,). Also women were paid approximately half the amount males were, whereas, today there is a greater number of women employed, than men, with reasonably equal wages. It is now common for both parents to work, where the reason for women leaving the work force after marriage, previously, was to do the housework, and look after the children. Due to this, I think it is fair to say that the majority of Australian families are financially comfortable. Also, welfare assistance was introduced around 1908, and has kept improving since, with more provided for a larger variety of people in need. This is one factor in the increase of divorce, and single parent families. Previously, many women would have been scared to get a divorce, as they had had little or no experience in the work force, and virtually no means of income, and many single mothers would give their child up for adoption, as they had no way of supporting it, and it was also considered socially unacceptable. But with the introduction, and improvement of welfare for the unemployed, and single parents, a lot more people were able to manage on their own. Single mothers could afford to keep their children, and women were able to divorce their husband, confident that they would be all right financially, until able to find a job. As a result, divorce rates started to climb, and society began to accept divorce. A factor contributing to women joining the work force is the technological improvements over the years. Between 1919 and 1928, electricity saw the introduction of such † labour saving appliances such as electric irons, refrigerators, electric stoves, vacuum cleaners, heaters and electric washing machines. † (Gunstone, et. al. , 1992,). These cut the time taken to do housework dramatically, and with the introduction of more and more appliances that are even more efficient, women are left with time to handle a paid job, as well as doing most of the housework. Also, since the women†s liberation movement, that started in 1969, household chores have been shared around a lot more. However, some of these technological advancements have caused people to lose their jobs, as a machine can take over their position. The two world wars have had quite a large impact on families as well. During the wars, women took over the jobs of the men who had gone to fight for their country, but when the wars were over, many employers were not willing to let their female employers go, as they were cheaper, and often more willing to work. Also after the wars, especially after the second world war, industry was short of workers, so immigration was encouraged by the government, and † Between 1947 to 1969 two million immigrants arrived bringing with them new cultures, dress, language, habits, and extended families. † (Gunstone et. al. , 1991,). This was another great influence on Australian families, as it brought many different types of families, probably the dominant one being the extended family. Also, these new cultures and religions have helped make the multi cultural family that is quite predominant, and accepted in Australia.

Child Labor Laws In The 1800’s Essay

Child Labor, once known as the practice of employing young children in factories, now it’s used as a term for the employment of minors in general, especially in work that would interfere with their education or endanger their health. Throughout history and in all cultures children would work in the fields with their parents, or in the marketplace and young girls in the home until they were old enough to perform simple tasks. The use of child labor was not a problem until the Factory System. The Factory System is a working arrangement where a number of people cooperate to produce articles of consumption. Some form of Factory system has existed even since ancient times. In the later part of the 18th century in Britain, owners of cotton mills gathered up orphans and children of poor families all through the country, and had them work for the payment of housing and food. Some children as young as five or six were forced to work from 13 to 16 hours a day. Social reformers as early as 1802 tried to obtain legislative restrictions against the worst parts of the child-labor system, but little happened and little was done even to enforce existing laws which limited work hours and establishing a minimum age for employment. Children were permitted to work in dangerous jobs such as mining with the approval from political, social, and religious leaders. From this further impoverishment of poor families and a multitude of diseased and crippled children occurred. Agitation for the reform steadily increased. The first significant British Legislation was enacted in 1878, when the minimum age of employees was raised to 10 years and employers were required to restrict employment of children between the ages of 10 and 14 to alternate days or consecutive half days. In addition to making every Saturday a half holiday, this legislation limited the workday of children between 14 and 18 years of age to 12 hours, with a 2 hour intermission for meals and rest. Meanwhile the industrial system developed in other countries such as the  United States, bringing with it the abuses of child labor similar to those in Britain. In the early years of the 19th century, children between the ages of 7 and 12 made up one-third of the workforce in U.S. factories. The Shortage of adult male laborers, who held ideas regarding the evils of idleness among children, and so cooperated with employers, helping them recruit young factory hands from families. The earliest feature of the factory system that concerned many among leaders was the high illiteracy rate among child laborers. The first effective step toward legislation governing the education of these children was taken in 1836 when the Massachusetts Legislature adopted a law prohibiting the employment of any child under 15 years old who had received less than three months of school in the previous year. In 1848 Pennsylvania became the first state to regulate the age of youth employed in silk, cotton, or woolen mills by establishing a minimum age of 12. Several other states joined that, but none of the laws passed made provisions for establishing proof of the child’s age or for enforcement. The length of the workday was the next feature of the factory system to be regulated my legislation. By 1853 several states had adopted a ten-hour workday for children under 12 years of age. Despite the restrictions, the number of children in industry increased greatly in the U.S after the American Civil War, when industrial expansion resulted in demand for workers. By the end of the 19th century nearly one-fifth of all American children between the ages of 10 and 16 were employed greatly. By 1910 as the result of the public-enlightenment activities of various organizations, especially the National Child Labor Committee, the legislatures of several states had enacted restrictive legislation that led to sharp reductions in the number of children employed in industry. The U.S. Congress, in 1916, passed a law that set a national minimum age of 14 in industries producing non-agricultural goods for interstate commerce or export. In 1918, the U.S. Supreme Court ruled, in a 5-4 decision, that the legislation was an unconstitutional infringement on personal freedom. The following year, the Congress tried another strategy to establish protection  for child workers through taxation of employers. But in 1022 the Child Labor Tax Law, as it was known, was ruled unconstitutional for being overly â€Å"prohibitory and regulatory.† In 1924, both houses of Congress passed an amendment to the U.S. Constitution, empowering Congress to limit, regulate, and prohibit the labor of persons less than 18 years of age. Even though the reluctance of state legislators to ratify the child-labor amendment, legislative attempts to deal with the problem nationally continued, notably during the administration of President Franklin D. Roosevelt. The National Industrial recovery Act, passed by Congress in 1933, established a minimum age of 16 for workers in most industries. In hazardous industries a minimum age level of 18 was established. This law contributed to a great decrease in the number of yond workers, but the Supreme Court ruled the act unconstitutional in 1935. In the next year the Congress passed the Walsh-Healey Act, which prohibits firms producing goods under federal government contract from employing boys and girls less than 16 years of age. The nest important legislation on the problem was the Fair Labor Standards Act of 1938, better known as the Federal Wage and Hour Law. This act was declared constitutional in 1941 by the Supreme Court, which overruled its former child-labor decision under a more liberal way of the commerce clause of the constitution. The Fair Labor Standards Act, amended in 1949, applies to all workers engaged in interstate or foreign commerce. Under the child-labor provisions of the act, minors 16 years of age and over may be employed in any occupation that has not been judged hazardous by the secretary of labor. The minimum age for work in industries classified as hazardous is 18. No minimum age is set for non-hazardous agricultural employment after school hours and during vacation. Minors 14 and 15 years of age may be employed in a variety of non-manufacturing, non-mining, and non-hazardous of occupations outside school hours and during vacations for limited hours and under other specified conditions of work. Every state today has child-labor laws. In most states employment of minors  under 16 in factories and during school hours is not allowed. Other provisions include 40 hour work week, working at night is prohibited, and work permits for minors under 18. Children working on farms are not completely protected by federal and state laws, which make no provisions for hazardous farm work outside school hours. The children of migratory workers, who move from harvest to harvest across the United States, are usually not subject to state laws because they do not fulfill residency requirements, and they are often unable to attend local schools, which have no provisions for seasonal increases in school enrollment. Other children exempted from federal and state labor laws are children employed as actors and performers in radio, television, and motion pictures, as newspaper deliverers and sales personnel, or as part-time workers at home. In the early 21st century, child labor remains a serious problem in many parts of the world. Studies show carried out in 1979, the International year of the child, show that more than 50 million children below the age of 15 were working in various jobs often under hazardous conditions. Many of those children live in poorer/under-developed countries in Latin America, Africa, and Asia. Living Conditions are crude and their chances for education are very small. The little income they get is necessary for their family’s survival. These families lack the basic necessities that we take for granted like adequate food, decent clothing and shelter, and even water for bathing. In some countries industrialization has created working conditions for children that rival the worst features of the 19th century factories and mines. In India, around 20,000 children work 16 hour days in match factories. Child-labor problems don’t just happen in small undeveloped countries they happen all over the place even in America today. The most important effort to eliminate child-labor abuses through out the world come from the International Labor Organization, founded in 1919 and now a special agency of the United Nations. The organization has introduced several child-labor conventions among its members, including a minimum age of 16 years for admission to all work, a higher minimum age for specific types of  employment, medical exams, and regulation of night work. In the late 20th century the ILO added to this list of the worst forms of child labor, including slavery, prostitution, debt bondage(where children had to work to pay off loans made to their parents), and forced military service.

ACT Writing Rubric Full Analysis and Essay Strategies

ACT Writing Rubric Full Analysis and Essay Strategies SAT / ACT Prep Online Guides and Tips What time is it? It's essay time! In this article, I'm going to get into the details of the newly transformed ACT Writing by discussing the ACT essay rubric and how the essay is graded based on that. You'll learn what each item on the rubric means for your essay writing and what you need to do to meet those requirements. feature image credit: A study in human nature, being an interpretation with character analysis chart of Hoffman’s master painting â€Å"Christ in the temple†; (1920) by CircaSassy, used under CC BY 2.0/Resized from original. ACT Essay Grading: The Basics If you've chosen to take the ACT Plus Writing, you'll have 40 minutes to write an essay (after completing the English, Math, Reading, and Science sections of the ACT, of course). Your essay will be evaluated by two graders, who score your essay from 1-6 on each of 4 domains, leading to scores out of 12 for each domain. Your Writing score is calculated by averaging your four domain scores, leading to a total ACT Writing score from 2-12. NOTE: From September 2015 to June 2016, ACT Writing scores were calculated by adding together your domain scores and scaling to a score of 1-36; the change to an averaged 2-12 ACT Writing score was announced June 28, 2016. The Complete ACT Grading Rubric Based on ACT, Inc’s stated grading criteria, I've gathered all the relevant essay-grading criteria into a chart. The information itself is available on the ACT's website, and there's more general information about each of the domains here. The columns in this rubric are titled as per the ACT’s own domain areas, with the addition of another category that I named ("Mastery Level"). ACT Essay Rubric - Scoring Guide Raw Score [Mastery Level] Ideas and Analysis Development and Support Organization Language Use 0 Blank, Off-Topic, Illegible, Not in English, or Void 1 demonstrate little or no skill in writing an argumentative essay. The writer fails to generate an argument that responds intelligibly to the task. The writer’s intentions are difficult to discern. Attempts at analysis are unclear or irrelevant. Ideas lack development, and claims lack support. Reasoning and illustration are unclear, incoherent, or largely absent. The response does not exhibit an organizational structure. There is little grouping of ideas. When present, transitional devices fail to connect ideas. The use of language fails to demonstrate skill in responding to the task. Word choice is imprecise and often difficult to comprehend. Sentence structures are often unclear. Stylistic and register choices are difficult to identify. Errors in grammar, usage, and mechanics are pervasive and often impede understanding. 2 demonstrate weak or inconsistent skill in writing an argumentative essay The writer generates an argument that weakly responds to multiple perspectives on the given issue. The argument’s thesis, if evident, reflects little clarity in thought and purpose. Attempts at analysis are incomplete, largely irrelevant, or consist primarily of restatement of the issue and its perspectives. Development of ideas and support for claims are weak, confused, or disjointed. Reasoning and illustration are inadequate, illogical, or circular, and fail to fully clarify the argument. The response exhibits a rudimentary organizational structure. Grouping of ideas is inconsistent and often unclear. Transitions between and within paragraphs are misleading or poorly formed. The use of language is inconsistent and often unclear. Word choice is rudimentary and frequently imprecise. Sentence structures are sometimes unclear. Stylistic and register choices, including voice and tone, are inconsistent and are not always appropriate for the rhetorical purpose. Distracting errors in grammar, usage, and mechanics are present, and they sometimes impede understanding. 3 demonstrate some developing skill in writing an argumentative essay The writer generates an argument that responds to multiple perspectives on the given issue. The argument’s thesis reflects some clarity in thought and purpose. The argument establishes a limited or tangential context for analysis of the issue and its perspectives. Analysis is simplistic or somewhat unclear. Development of ideas and support for claims are mostly relevant but are overly general or simplistic. Reasoning and illustration largely clarify the argument but may be somewhat repetitious or imprecise. The response exhibits a basic organizational structure. The response largely coheres, with most ideas logically grouped. Transitions between and within paragraphs sometimes clarify the relationships among ideas. The use of language is basic and only somewhat clear. Word choice is general and occasionally imprecise. Sentence structures are usually clear but show little variety. Stylistic and register choices, including voice and tone, are not always appropriate for the rhetorical purpose. Distracting errors in grammar, usage, and mechanics may be present, but they generally do not impede understanding. 4 demonstrate adequate skill in writing an argumentative essay The writer generates an argument that engages with multiple perspectives on the given issue. The argument’s thesis reflects clarity in thought and purpose. The argument establishes and employs a relevant context for analysis of the issue and its perspectives. The analysis recognizes implications, complexities and tensions, and/or underlying values and assumptions. Development of ideas and support for claims clarify meaning and purpose. Lines of clear reasoning and illustration adequately convey the significance of the argument. Qualifications and complications extend ideas and analysis. The response exhibits a clear organizational strategy. The overall shape of the response reflects an emergent controlling idea or purpose. Ideas are logically grouped and sequenced. Transitions between and within paragraphs clarify the relationships among ideas. The use of language conveys the argument with clarity. Word choice is adequate and sometimes precise. Sentence structures are clear and demonstrate some variety. Stylistic and register choices, including voice and tone, are appropriate for the rhetorical purpose. While errors in grammar, usage, and mechanics are present, they rarely impede understanding. 5 demonstrate well-developed skill in writing an argumentative essay The writer generates an argument that productively engages with multiple perspectives on the given issue. The argument’s thesis reflects precision in thought and purpose. The argument establishes and employs a thoughtful context for analysis of the issue and its perspectives. The analysis addresses implications, complexities and tensions, and/or underlying values and assumptions. Development of ideas and support for claims deepen understanding. A mostly integrated line of purposeful reasoning and illustration capably conveys the significance of the argument. Qualifications and complications enrich ideas and analysis. The response exhibits a productive organizational strategy. The response is mostly unified by a controlling idea or purpose, and a logical sequencing of ideas contributes to the effectiveness of the argument. Transitions between and within paragraphs consistently clarify the relationships among ideas. The use of language works in service of the argument. Word choice is precise. Sentence structures are clear and varied often. Stylistic and register choices, including voice and tone, are purposeful and productive. While minor errors in grammar, usage, and mechanics may be present, they do not impede understanding. 6 demonstrate effective skill in writing an argumentative essay The writer generates an argument that critically engages with multiple perspectives on the given issue. The argument’s thesis reflects nuance and precision in thought and purpose. The argument establishes and employs an insightful context for analysis of the issue and its perspectives. The analysis examines implications, complexities and tensions, and/or underlying values and assumptions. Development of ideas and support for claims deepen insight and broaden context. An integrated line of skillful reasoning and illustration effectively conveys the significance of the argument. Qualifications and complications enrich and bolster ideas and analysis. The response exhibits a skillful organizational strategy. The response is unified by a controlling idea or purpose, and a logical progression of ideas increases the effectiveness of the writer’s argument. Transitions between and within paragraphs strengthen the relationships among ideas. The use of language enhances the argument. Word choice is skillful and precise. Sentence structures are consistently varied and clear. Stylistic and register choices, including voice and tone, are strategic and effective. While a few minor errors in grammar, usage, and mechanics may be present, they do not impede understanding. ACT Writing Rubric: Item-by-Item Breakdown Whew. That rubric might be a little overwhelming - there's so much information to process! Below, I’ve broken down the essay rubric by domain, with examples of what a 3- and a 6-scoring essay might look like. Ideas and Analysis The Ideas and Analysis domain is the rubric area most intimately linked with the basic ACT essay task itself. Here's what the ACT website has to say about this domain: Scores in this domain reflect the ability to generate productive ideas and engage critically with multiple perspectives on the given issue. Competent writers understand the issue they are invited to address, the purpose for writing, and the audience. They generate ideas that are relevant to the situation. Based on this description, I've extracted the four key things you need to do in your essay to score well in the Ideas and Analysis domain. Choose a perspective on this issue and state it clearly. Evaluate how true (or untrue) each (of the three given) perspectives is Analyze each perspective. Compare the remaining two perspectives to the perspective you have chosen. There's no cool acronym, sorry. I guess a case could be made for "ACCE," but I wanted to list the points in the order of importance, so "CEAC" it is. Fortunately, the ACT Writing Test provides you with the three perspectives to analyze and choose from, which will save you some of the hassle of "generating productive ideas." In addition, "analyzing each perspective" does not mean that you need to argue from each of the points of view. Instead, you need to choose one perspective to argue as your own and explain how your point of view relates to the perspectives provided by evaluating how correct each perspective is and analyzing the implications of each perspective. Note: While it is technically allowable for you to come up with a fourth perspective as your own and to then discuss that point of view in relation to each of the three given perspectives, we do NOT recommend it. 40 minutes is already a pretty short time to discuss three different points of view in a thorough and coherent manner - discussing four is nigh-on impossible. To get deeper into what things fall in the Ideas and Analysis domain, I'll use a sample ACT Writing prompt and the three perspectives provided: Many of the goods and services we depend on daily are now supplied by intelligent, automated machines rather than human beings. Robots build cars and other goods on assembly lines, where once there were human workers. Many of our phone conversations are now conducted not with people but with sophisticated technologies. We can now buy goods at a variety of stores without the help of a human cashier. Automation is generally seen as a sign of progress, but what is lost when we replace humans with machines? Given the accelerating variety and prevalence of intelligent machines, it is worth examining the implications and meaning of their presence in our lives. Perspective One: What we lose with the replacement of people by machines is some part of our own humanity. Even our mundane daily encounters no longer require from us basic courtesy, respect, and tolerance for other people. Perspective Two: Machines are good at low-skill, repetitive jobs, and at high-speed, extremely precise jobs. In both cases they work better than humans. This efficiency leads to a more prosperous and progressive world for everyone. Perspective Three: Intelligent machines challenge our long-standing ideas about what humans are or can be. This is good because it pushes both humans and machines toward new, unimagined possibilities. First, in order to "state...your own perspective on the issue," you need to figure out what your point of view, or perspective, on this issue is going to be. For the sake of argument, let's say that you agree the most with the second perspective. A essay that scores a 3 in this domain might simply restate this perspective: I agree that machines are good at low-skill, repetitive jobs, and at high-speed, extremely precise jobs. In both cases they work better than humans. This efficiency leads to a more prosperous and progressive world for everyone. In contrast, an essay scoring a 6 in this domain would likely have a more complex point of view (with what the rubric calls "nuance and precision in thought and purpose"): Machines will never be able to replace humans entirely, as creativity is not something that can be mechanized. Because machines can perform delicate and repetitive tasks with precision, however, they are able to take over for humans with regards to low-skill, repetitive jobs and high-skill, extremely precise jobs. This then frees up humans to do what we do best - think, create, and move the world forward. Next, you need to evaluate how true/untrue each perspective is. Since you've already decided you agree with Perspective Two, you presumably think that perspective is true, which will save some work. A 3-scoring essay in this domain would likely be absolute, stating that Perspective Two is completely correct, while the other two perspectives are absolutely incorrect. By contrast, a 6-scoring essay in this domain would, again, show a more nuanced understanding: In the future, machines might lead us to lose our humanity; alternatively, machines might lead us to unimaginable pinnacles of achievement. I would argue, however, projecting possible futures does not make them true, and that the evidence we have at present supports the perspective that machines are, above all else, efficient and effective completing repetitive and precise tasks. To analyze the perspectives, you need to consider each aspect of each perspective. In the case of Perspective Two, this means you must discuss that machines are good at two types of jobs, that they’re better than humans at both types of jobs, and that their efficiency creates a better world. The analysis in a 3-scoring essay is usually "simplistic or somewhat unclear." In contrast, the analysis of a 6-scoring essay "examines implications, complexities and tensions, and/or underlying values and assumptions." Finally, you must compare the other two perspectives to your perspective throughout your essay, including in your intitial argument. Here's what a 3-scoring essay's argument would look like: I agree that machines are good at low-skill, repetitive jobs, and at high-speed, extremely precise jobs. In both cases they work better than humans. This efficiency leads to a more prosperous and progressive world for everyone. Machines do not cause us to lose our humanity or challenge our long-standing ideas about what humans are or can be. And here, in contrast, is what a 6-scoring essay's argument (that includes multiple perspectives) would look like: Machines will never be able to replace humans entirely, as creativity is not something that can be mechanized, which means that our humanity is safe. Because machines can perform delicate and repetitive tasks with precision, however, they are able to take over for humans with regards to low-skill, repetitive jobs and high-skill, extremely precise jobs. Rather than forcing us to challenge our ideas about what humans are or could be, machines simply allow us to BE, without distractions. This then frees up humans to do what we do best - think, create, and move the world forward. Again, to summarize what you need to do to score well in the Ideas and Analysis domain: Choose a perspective that you can support Evaluate how true/correct each perspective is Analyze the implications of each perspective Compare the other two perspectives to your own (with analysis and evaluation folded in). To score well on the ACT essay overall, however, it's not enough to just state your opinions about each part of the perspective; you need to actually back up your claims with evidence to develop your own point of view. This leads straight into the next domain: Development and Support. Development and Support Another important component of your essay is that you explain your thinking. While it's obviously important to clearly state what your ideas are in the first place, the ACT essay requires you to demonstrate evidence-based reasoning. As per the description on ACT.org [bolding mine]: Scores in this domain reflect the ability to discuss ideas, offer rationale, and bolster an argument. Competent writers explain and explore their ideas, discuss implications, and illustrate through examples. They help the reader understand their thinking about the issue. The bolded part is the aspect of the ACT Writing rubric that’s most changed from the old ACT essay. You must not only use logical reasoning, but also employ detailed examples to support and explain your ideas. Let’s say you’re discussing machine intelligence and are arguing Perspective Two: â€Å"Machines are good at low-skill, repetitive jobs, and at high-speed, extremely precise jobs. In both cases they work better than humans. This efficiency leads to a more prosperous and progressive world for everyone.† In your essay, you might start out by copying the perspective directly into your essay as your point of view, which is fine for the Ideas and Analysis domain. To score well in the Development and Support domain and develop your point of view with logical reasoning and detailed examples, however, you’re going to have to come up with reasons for why you agree with this perspective and examples that support your thinking. Here's an example from an essay that would score a 3 in this domain: Machines are good at low-skill, repetitive jobs and at high-speed, extremely precise jobs. In both cases, they work better than humans. For example, machines are better at printing things quickly and clearly than people are. Prior to the invention of the printing press by Gutenberg people had to write everything by hand. The printing press made it faster and easier to get things printed because things didn't have to be written by hand all the time. In the world today we have even better machines like laser printers that print things quickly. Essays scoring a 3 in this domain tend to have relatively simple development and tend to be overly general, with imprecise or repetitive reasoning or illustration. Contrast this with an example from an essay that would score a 6: Machines are good at low-skill, repetitive jobs and at high-speed, extremely precise jobs. In both cases, they work better than humans. Take, for instance, the example of printing. As a composer, I need to be able to create many copies of my sheet music to give to my musicians. If I were to copy out each part by hand, it would take days, and would most likely contain inaccuracies. On the other hand, my printer (a machine) is able to print out multiple copies of parts with extreme precision. If it turns out I made an error when I was entering in the sheet music onto the computer (another machine), I can easily correct this error and print out more copies quickly. The above example of the importance of machines to composers uses "an integrated line of skillful reasoning and illustration" to support my claim ("Machines are good at low-skill, repetitive jobs and at high-speed, extremely precise jobs. In both cases, they work better than humans"). In order to develop this example further (and incorporate the â€Å"This efficiency leads to a more prosperous and progressive world for everyone† facet of the perspective), I would need to expand my example to explain why it’s so important that multiple copies of precisely replicated documents be available, and how this affects the world. World Map - Abstract Acrylic by Nicolas Raymond, used under CC BY 2.0/Resized from original. Organization Essay organization has always been integral to doing well on the ACT essay, so it makes sense that the ACT Writing rubric has an entire domain devoted to this. The organization of your essay refers not just to the order in which you present your ideas in the essay, but also to the order in which you present your ideas in each paragraph. Here's the formal description from the ACT website: Scores in this domain reflect the ability to organize ideas with clarity and purpose. Organizational choices are integral to effective writing. Competent writers arrange their essay in a way that clearly shows the relationship between ideas, and they guide the reader through their discussion. Making sure your essay is logically organized relates back to the â€Å"development† part of the previous domain. As the above description states, you can't just throw examples and information into your essay willy-nilly, without any regard for the order; part of constructing and developing a convincing argument is making sure it flows logically. A lot of this organization should happen while you are in the planning phase, before you even begin to write your essay. Let's go back to the machine intelligence essay example again. I've decided to argue for Perspective Two, which is: â€Å"Machines are good at low-skill, repetitive jobs, and at high-speed, extremely precise jobs. In both cases they work better than humans. This efficiency leads to a more prosperous and progressive world for everyone.† An essay that scores a 3 in this domain would show a "basic organizational structure," which is to say that each perspective would be discussed in its own paragraph, "with most ideas logically grouped." A possible organization for a 3-scoring essay: Paragraph 1: Introduction (with your stated point of view) Paragraph 2: Intelligent machines don’t really challenge ideas about humanity (analyze perspective 1) Paragraph 3: On the other hand, intelligent machines can help us (analyze perspective 2) Paragraph 4: Machines are not making the world worse (analyze perspective 3) Paragraph 5: Conclusion An essay that scores a 6 in this domain, on the other hand, has a lot more to accomplish. The "controlling idea or purpose" behind the essay should be clearly expressed in every paragraph, and ideas should be ordered in a logical fashion so that there is a clear progression from the beginning to the end. Here's a possible organization for a 6-scoring essay: Paragraph 1: Introduction (with your stated point of view) Paragraph 2: Machines help us because [evidence] (discussion of perspective 2) Paragraph 3: Some argue that machines are hurting us, but here’s my contrary evidence (comparison of perspective 1 and perspective 2) Paragraph 4: While I do believe that machines are advantageous, this advantage lies in what they can do for us, not what they reveal about us (comparison of perspective 3 and perspective 2) Paragraph 5: Conclusion In this example, the unifying idea is that machines are helpful (and it’s mentioned in each paragraph) and the progression of ideas makes more sense. This is certainly not the only way to organize an essay on this particular topic, or even using this particular perspective. Your essay does, however, have to be organized, rather than consist of a bunch of ideas thrown together. Here are my Top 5 ACT Writing Organization Rules to follow: Be sure to include an introduction (with your thesis stating your point of view), paragraphs in which you make your case, and a conclusion that sums up your argument When planning your essay, make sure to present your ideas in an order that makes sense (and follows a logical progression that will be easy for the grader to follow). Make sure that you unify your essay with one main idea. Do not switch arguments partway through your essay. Don't write everything in one huge paragraph. If you're worried you're going to run out of space to write, you can try using a paragraph symbol,  ¶, at the beginning of each paragraph as a last resort (if you can't write smaller). Use transitions between paragraphs (usually the last line of the previous paragraph and the first line of the paragraph) to "strengthen relationships among ideas" (source). This means going above and beyond "First of all...Second...Lastly" at the beginning of each paragraph. Instead, use the transitions between paragraphs as an opportunity to describe how that paragraph relates to your main argument. Language Use The final domain on the ACT Writing rubric is Language Use. This the item that includes grammar, punctuation, and general sentence structure issues. Here's what the ACT website has to say about Language Use: Scores in this domain reflect the ability to use written language to convey arguments with clarity. Competent writers make use of the conventions of grammar, syntax, word usage, and mechanics. They are also aware of their audience and adjust the style and tone of their writing to communicate effectively. I tend to think of this as the â€Å"be a good writer† category, since many of the standards covered in the above description are ones that good writers will automatically meet in their writing. On the other hand, this is probably the area non-native English speakers will struggle the most, as you must have a fairly solid grasp of English to score above a 2 on this domain. The good news is that by reading this article, you're already one step closer to improving your "Language Use" on ACT Writing. There are three main parts of this domain: Grammar, Usage, and Mechanics Sentence Structure Vocabulary and Word Choice I've listed them (and will cover them) from lowest to highest level. If you're struggling with multiple areas, I highly recommend starting out with the lowest-level issue, as the components tend to build on each other. For instance, if you're struggling with grammar and usage, you need to focus on fixing that before you start to think about precision of vocabulary/word choice. Grammar, Usage, and Mechanics At the most basic level, you need to be able to "effectively communicate your ideas in standard written English" (ACT.org). First and foremost, this means that your grammar and punctuation need to be correct. On ACT Writing, it's all right to make a few minor errors if the meaning is clear, even on essays that score a 6 in the Language Use domain; however, the more errors you make, the more your score will drop. Here's an example from an essay that scored a 3 in Language Use: Machines are good at doing there jobs quickly and precisely. Also because machines aren't human or self-aware they don't get bored so they can do the same thing over over again without getting worse. While the meaning of the sentences is clear, there are several errors: the first sentence uses "there" instead of "their," the second sentence is a run-on sentence, and the second sentence also uses the abbreviation "" in place of "and." Now take a look at an example from a 6-scoring essay: Machines excel at performing their jobs both quickly and precisely. In addition, since machines are not self-aware they are unable to get "bored." This means that they can perform the same task over and over without a decrease in quality. This example solves the abbreviation and "there/their" issue. The second sentence is missing a comma (after "self-aware"), but the worse of the run-on sentence issue is absent. Our Complete Guide to ACT Grammar might be helpful if you just need a general refresh on grammar rules. In addition, we have several articles that focus in on specific grammar rules, as they are tested on ACT English; while the specific ways in which ACT English tests you on these rules isn't something you'll need to know, the explanations of the grammar rules themselves are quite helpful. Sentence Structure Once you've gotten down basic grammar, usage, and mechanics, you can turn your attention to sentence structure. Here's an example of what a 3-scoring essay in Language Use (based on sentence structure alone) might look like: Machines are more efficient than humans at many tasks. Machines are not causing us to lose our humanity. Instead, machines help us to be human by making things more efficient so that we can, for example, feed the needy with technological advances. The sentence structures in the above example are not particulary varied (two sentences in a row start with "Machines are"), and the last sentence has a very complicated/convoluted structure, which makes it hard to understand. For comparison, here's a 6-scoring essay: Machines are more efficient than humans at many tasks, but that does not mean that machines are causing us to lose our humanity. In fact, machines may even assist us in maintaining our humanity by providing more effective and efficient ways to feed the needy. For whatever reason, I find that when I’m under time pressure, my sentences maintain variety in their structures but up getting really awkward and strange. A real life example: once I described a method of counteracting dementia as â€Å"supporting persons of the elderly persuasion† during a hastily written psychology paper. I’ve found the best ways to counteract this are as follows: 1. Look over what you’ve written and change any weird wordings that you notice. 2. If you're just writing a practice essay, get a friend/teacher/relative who is good at writing (in English) to look over what you’ve written and point out issues (this is how my own awkward wording was caught before I handed in the paper). This point obviously does not apply when you're actually taking the ACT, but it very helpful to ask for someone else to take a look over any practice essays you write to point out issues you may not notice yourself. Vocabulary and Word Choice The icing on the "Language Use" domain cake is skilled use of vocabulary and correct word choice. Part of this means using more complicated vocabulary in your essay. Once more, look at this this example from a 3-scoring essay (spelling corrected): Machines are good at doing their jobs quickly and precisely. Compare that to this sentence from a 6-scoring essay: Machines excel at performing their jobs both quickly and precisely. The 6-scoring essay uses "excel" and "performing" in place of "are good at" and "doing." This is an example of using language that is both more skillful ("excel" is more advanced than "are good at") and more precise ("performing" is a more precise word than "doing"). It's important to make sure that, when you do use more advanced words, you use them correctly. Consider the below sentence: â€Å"Machines are often instrumental in ramifying safety features.† The sentence uses a couple of advanced vocabulary words, but since "ramifying" is used incorrectly, the language use in this sentence is neither skillful nor precise. Above all, your word choice and vocabulary should make your ideas clearer, not make them harder to understand. untitled is also an adjective by Procsilas Moscas, used under CC BY 2.0/Resized and cropped from original. How Do I Use the ACT Writing Grading Rubric? Okay, we've taken a look at the ACTual ACT Writing grading rubric and gone over each domain in detail. To finish up, I'll go over a couple of ways the scoring rubric can be useful to you in your ACT essay prep. Use the ACT Writing Rubric To...Shape Your Essays Now that you know what the ACT is looking for in an essay, you can use that to guide what you write about in your essays...and how develop and organize what you say! Because I’m an Oldâ„ ¢ (not actually trademarked), and because I'm from the East Coast, I didn’t really know much about the ACT prior to starting my job at PrepScholar. People didn’t really take it in my high school in my day, so when I looked at the grading rubric for the first time, I was shocked to see how different the ACT essay was (as compared to the more familiar SAT essay). Basically, by reading this article, you’re already doing better than high school me. Vale_Youth_Art_Project_100 by Bureau of Land Management Oregon and Washington, used under CC BY 2.0/Resized from original. An artist’s impression of L. Staffaroni (at age 16) (look, junior year was/is hard for everyone). Use the ACT Writing Rubric To...Grade Your Practice Essays The ACT can’t really give you an answer key to the essay the way it can give you an answer key to the other sections (Reading, Math, etc). There are some examples of essays at each score point on the ACT website, but these examples assume that students will be at an equal level in each of domains, which will not necessarily be true for you. Even if a sample essay is provided as part of a practice test answer key, it will probably use different context, have a different logical progression, or maybe even argue a different viewpoint. The ACT Writing rubric is the next best thing to an essay answer key. Use it as a filter through which to view your essay. Naturally, you don't have the time to become an expert at applying the rubric criteria to your essay to make sure you're in line with the ACT's grading principles and standards. That is not your job. Your job is to write the best essay that you can. If you're not confident in your ability to spot grammar, usage, and mechanics issues, I highly recommend asking a friend, teacher, or family member who is really good at (English) writing to take a look over your practice essays and point out the mistakes. If you really want custom feedback on your practice essays from experienced essay graders, may I also suggest the PrepScholar test prep platform? As I manage all essay grading, I happen to know a bit about the essay part of this platform, which provides you with both an essay grade and custom feedback. Go here to learn more! What’s Next? Desirous of some more sweet sweet ACT essay articles? Why not start with our comprehensive guide to the ACT Writing test and how to write an ACT essay, step-by-step? (Trick question: obviously you should do this.) Round out your dive into the details of the ACT Writing test with tips and strategies to raise your essay score, information about the best ACT Writing template, and advice on how to get a perfect score on the ACT essay. Want actual feedback on your essay? Then consider signing up for our PrepScholar test prep platform. Included in the platform are 5 practice tests, with 5 practice essays that are graded by experts here at PrepScholar. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Writing lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We're special in having expert instructors grade your essays and give you custom feedback on how to improve. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Definition and Examples of Crots in Composition

Definition and Examples of Crots in Composition In composition, a crot is a verbal bit or fragment used as an autonomous unit to create an effect of abruptness and rapid transition. Also called a blip. In  An Alternate Style: Options in Composition  (1980), Winston Weathers described crot  as an archaic word for bit or fragment. The term, he said, was revived by  American essayist and novelist  Tom Wolfe in his introduction to  The Secret Life of Our Times  (Doubleday, 1973). This is one of the few great ways that a fragment sentence can be used effectively - they are often used in poetry but can be used in other forms of literature as well. Examples and Observations in Literature New Years Eve on Broadway. 1931. The poets dream. The bootleggers heaven. The hat check girls julep of joy. Lights. Love. Laughter. Tickets. Taxis. Tears. Bad booze putting hics into hicks and bills into tills. Sadness. Gladness. Madness. New Years Eve on Broadway.(Mark Hellinger, New Years Eve on Broadway. Moon Over Broadway, 1931)The Crots of Mr. JingleAh! fine place, said the stranger, glorious pile - frowning walls - tottering arches - dark nooks - crumbling staircases - Old cathedral too - earthy smell - pilgrims feet worn away the old steps - little Saxon doors - confessionals like money-takers boxes at theatres - queer customers those monks - Popes, and Lord Treasurers, and all sorts of old fellows, with great red faces, and broken noses, turning up every day - buff jerkins too - matchlocks - Sarcophagus - fine place - old legends too - strange stories: capital and the stranger continued to soliloquize until they reached the Bull Inn, in the High Street, where the coach stopped.(Alfred Jingle in Charles Dickens, The Pickwick Papers, 1837) Coetzees CrotsWhat absorbs them is power and the stupor of power. Eating and talking, munching lives, belching. Slow, heavy-bellied talk. Sitting in a circle, debating ponderously, issuing degrees like hammer blows: death, death, death. Untroubled by the stench. Heavy eyelids, piggish eyes, shrewd with the shrewdness of generations of peasants. Plotting against each other too: slow peasant plots that take decades to mature. The new Africans, pot-bellied, heavy-jowled men on their stools of office: Cetshwayo, Dingane in white skins. Pressing downward: their power in their weight.(J.M. Coetzee, The Age of Iron, 1990)Crots in PoetryAh to be aliveon a mid-September mornfording a streambarefoot, pants rolled up,holding boots, pack on,sunshine, ice in the shallows,northern rockies.(Gary Snyder, For All)Crots in AdvertisingTell England. Tell the world. Eat more Oats.  Take Care of your Complexion. No More War. Shine your Shoes with Shino. Ask your Grocer. Children love Laxamalt.  Prepar e to meet thy God. Bungs Beer is Better. Try Dogsbodys Sausages. Whoosh the Dust Away. Give them Crunchlets. Snagsburys Soups are Best for the Troops.  Morning Star, best Paper by Far. Vote for Punkin and Protect your Profits. Stop that Sneeze with Snuffo. Flush your Kidneys with Fizzlets. Flush your Drains with Sanfect. Wear Wool-fleece next the Skin. Popps Pills Pep you Up. Whiffle your Way to Fortune. . . .Advertise, or go under.(Dorothy Sayers, Murder Must Advertise, 1933) Menckens CrotsTwenty million voters with IQs below 60 have their ears glued to the radio; it takes four days hard work to concoct a speech without a sensible word in it. Next day a dam must be opened somewhere. Four senators get drunk and try to neck a lady politician built like an overloaded tramp steamer. The Presidential automobile runs over a dog. It rains.(H.L. Mencken, Imperial Purple)Updikes CrotsFootprints around a KEEP OFF sign.Two pigeons feeding each other.Two showgirls, whose faces had not yet thawed the frost of their makeup, treading indignantly through the slush.A plump old man saying Chick, chick and feeding peanuts to squirrels.Many solitary men throwing snowballs at tree trunks.Many birds calling to each other about how little the Ramble has changed.One red mitten lying lost under a poplar tree.An airplane, very bright and distant, slowly moving through the branches of a sycamore.(John Updike, Central Park)Winston Weathers and Tom Wolfe on Crots- In its most intense form, the crot is characterized by a certain abruptness in its termination. As each crot breaks off, Tom Wolfe says, it tends to make ones mind search for some point that must have just been made- presque vu!- almost seen! In the hands of a writer who really understands the device, it will have you making crazy leaps of logic, leaps you never dreamed of before.The provenance of the crot may well be in the writers note itselfin the research note, in the sentence or two one jots down to record a moment or an idea or to describe a person or place. The crot is essentially the note left free of verbal ties with other surrounding notes. . . .The general idea of unrelatedness present in crot writing suggests correspondence- for those who seek it- with the fragmentation and even egalitarianism of contemporary experience, wherein the events personalities, places of life have no particular superior or inferior status to dictate priorities of presentation.(Winston Weathers, An Alternate Style : Options in Composition. Boynton/Cook, 1980) Bangs manes bouffants beehives Beatle caps butter faces brush-on lashes decal eyes puffy sweaters French thrust bras flailing leather blue jeans stretch pants stretch jeans honeydew bottoms eclair shanks elf boots ballerina Knight slippers.(Tom Wolfe, The Girl of the Year. The Kandy-Kolored Tangerine-Flake Streamline Baby, 1965)MontagePart of the power of moving images comes from the technique [Sergei] Eisenstein championed: montage. Here the tables turn in the contest between the novel and moving images, for in switching rapidly between perspectives, it is those who share their imaginations with us by writing who are at a disadvantage.Because writers must work to make each view they present believable, it is very difficult for them to present a rapid series of such views. Dickens, with his marvelous alertness, succeeds as well as any writer has: the whistling of drovers, the barking of dogs, the bellowing and plunging of oxen, the bleating of sheep, the grunting and squealing of pig s; the cries of the hawkers, the shouts, oaths, and quarrelling on all sides [Oliver Twist]. But when attempting to capture the energy and chaos of this stunning and bewildering market-morning scene, Dickens is often reduced to lists: Countrymen, drovers, butchers, hawkers, boys, thieves, idlers, and vagabonds of every low grade or crowding, pushing, driving, beating, whooping and yelling.(Mitchell Stephens, The Rise of the Image, the Fall of the Word. Oxford University Press, 1998) See also: Collage EssayIn Defense of Fragments,  Crots, and Verbless SentencesListMinor SentenceSentence FragmentSuite Amà ©ricaine, by H.L. MenckenUsing Sentence Fragments EffectivelyVerbless SentenceWhat Is a Sentence?

Battle of Corunna - Napoleonic Wars Battle of Corunna

Battle of Corunna - Napoleonic Wars Battle of Corunna Battle of Corunna - Conflict: The Battle of Corunna was part of the Peninsular War, which was in turn part of the Napoleonic Wars (1803-1815). Battle of Corunna - Date: Sir John Moore held off the French on January 16, 1809. Armies Commanders: British Sir John Moore16,000 infantry9 guns French Marshal Nicolas Jean de Dieu Soult12,000 infantry4,000 cavalry20 guns Battle of Corunna - Background: Following the recall of Sir Arthur Wellesley after the signing of the Convention of Cintra in 1808, command of British forces in Spain devolved to Sir John Moore. Commanding 23,000 men, Moore advanced to Salamanca with the goal of supporting the Spanish armies that were opposing Napoleon. Arriving in the city, he learned that the French had defeated the Spanish which jeopardized his position. Reluctant to abandon his allies, Moore pressed on to Valladolid to attack the corps of Marshal Nicolas Jean de Dieu Soult. As he neared, reports were received that Napoleon was moving against him the bulk of the French army. Battle of Corunna - British Retreat: Outnumbered more than two-to-one, Moore began a lengthy withdrawal towards Corunna in the northwest corner of Spain. There the ships of the Royal Navy waited to evacuate his men. As the British retreated, Napoleon turned the pursuit over to Soult. Moving through the mountains in cold weather, the British retreat was one of great hardship that saw discipline break down. Soldiers looted Spanish villages and many became drunk and were left for the French. As Moores men marched, General Henry Pagets cavalry and Colonel Robert Craufurds infantry fought several rearguard actions with Soults men. Arriving at Corunna with 16,000 men on January 11, 1809, the exhausted British were shocked to find the harbor empty. After waiting four days, the transports finally arrived from Vigo. While Moore planned the evacuation of his men, Soults corps approached the port. To block the French advance, Moore formed his men south of Corunna between the village of Elvina and the shoreline. Late on the 15th, 500 French light infantry drove the British from their advance positions on the hills of Palavea and Penasquedo, while other columns pushed the 51st Regiment of Foot back up the heights of Monte Mero. Battle of Corunna - Soult Strikes: On the following day, Soult launched a general assault on the British lines with an emphasis on Elvina. After pushing the British out of the village, the French were promptly counterattacked by the 42nd Highlanders (Black Watch) and the 50th Foot. The British were able to retake the village, however their position was precarious. A subsequent French attack forced the 50th to retreat, causing the 42nd to follow. Personally leading his men forward, Moore and the two regiments charged back into Elvina. Fighting was hand-to-hand and the British drove the French out at the point of the bayonet. At the moment of victory, Moore was struck down when a cannon ball hit him in the chest. With night falling, the final French attack was beaten back by Pagets cavalry. During the night and morning, the British withdrew to their transports with the operation protected by the guns of the fleet and the small Spanish garrison in Corunna. With the evacuation complete, the British set sail for England. Aftermath of the Battle of Corunna: British casualties for the Battle of Corunna were 800-900 dead and wounded. Soults corps suffered 1,400-1,500 dead and wounded. While the British won a tactical victory at Corunna, the French had succeeded in driving their opponents from Spain. The Corunna campaign exposed issues with the British system of supply in Spain as well as a general lack of communication between them and their allies. These were addressed when the British returned to Portugal in May 1809, under the command of Sir Arthur Wellesley. Selected Sources British Battles: Battle of CorunnaBattle of Corunna

Research paper (predicting the number of internet users) Essay

Research paper (predicting the number of internet users) - Essay Example Ethically, sharing of data for other purposes other than the intended is un-ethical (Callahan 1998) To get a best predictor of the number of internet users, the researcher used multivariate linear regression. In this type of methodology, each of the predictor variable is modelled against the response variable, in this case the number of internet users. This process is carried over with different combinations of the explanatory variables and the values of R, coefficient of correlation, and R2, coefficient of determination for the different models are calculated. The model with the highest value of R is normally selected as the best fitting model for the data (Bryman 1992). R2 explains the variations in the response variable readings. In this case, the researcher used all the explanatory variables in the initial model and used the backwards which eliminates the variables which are not better placed to explain the response variable as anticipated. The only problem with this technique is that it may result in the elimination of explanatory variables even before their effects on the entire model have been determined. As a best practice, I suggest individual simple regression equations to determine the individual effects on the response variable and then stepwise inclusion of the variables (Hinton 1995).

The book Marriage Morals by Bertrand Russell Essay

The book Marriage Morals by Bertrand Russell - Essay Example It contests and lobbies against LGBT rights, divorce, abortion, embryonic stem-cell study and pornography. Marriage and Morals is an old book written by philosopher Bertrand Russell, and that questions the Victorian perceptions of morality concerning marriage and sex (Russell 2). Contrast issues The Liberation of Women: chapter seven of the book advocates for women liberty; however, the approaches contrasts the morals the title claim. The chapter claims that the sex education provided by many books is insufficient to curb immorality. The only fixation that will suffice is to eliminate from young women all chances of being by themselves with men: girls must be prohibited to make their living by work outside the residence; they should never be permitted an outing unless in a company of their mother or an aunt; the unfortunate practice of going to boogies without a chaperon ought to be sternly stamped out. The book suggest that to avoid immorality of unmarried women there should be a mo nthly medical checkup carried out by police doctors and these doctors preferably castrated, and non-virgins to be sent to penitentiary(Russell 82). The chapter continue to suggest that the use of contraceptives and talking to unmarried women to be prohibited. The author asserts that if this is carried out for several years then the tide of immorality will be curbed. The concept is comparable with FRC effort to make women free from oppression; however, the approach differs. FRC has processes to encourage women freedom in a more humane manner as contrasted to suggestion that the book provides. It supports a federal ethics clause, permitting medical employees to refuse to give certain treatments to their clients, such as procurement of abortion, blood transfusion or birth control. It also supports for abstinence- and encourages sex education, intelligent design and entreaty in public schools, and the control of pornography and other "obscene, profane, indecent, or program on broadcast and cable television (Stange 510). In both cases, there is advocacy for restriction; however, the approaches differ. The book suggestions are not liberty related they are a different form of oppression of women in pretext of curbing immorality. The book gives a presumption that immorality can be controlled through restriction of women activities. Sex Morality: Chapter 8 of the book discuses the taboo on sex knowledge, it claims that frank pornography would do less damage if it were open and unashamed than it does when it is rendered interesting by secrecy and stealth(Russell 89). This is contrary to FRC stand on pornography since it is against it and advocates for the control of pornography and other indecent, obscene, profane, or program on broadcast and cable television. The book argues that the taboo against nudity is an obstruction to a decent approach on the topic of sex. It proposes that it is in order for children to observe each other and their parents nude when it so happen s naturally. There will be a short time, most likely at about three years of age, when the youngster is fascinated in the dissimilarity between the mother and the father, and compares them with the variances between themselves and other siblings, but this stage is soon ended, and subsequent to this they take no more interest in nakedness than in clothes. This is a contrasting fact with FRC stands that condemns any form of obscenity (Stange 510). The book considered homosexuality to be immoral when it

Compare and contrast disparate treatment and disparate impact Essay

Compare and contrast disparate treatment and disparate impact - Essay Example In all disparate treatment cases, â€Å"whether the issue is the truth or falsity of the employer's reason for its action, or the co-existence of legitimate and illegitimate motives, whether the plaintiff puts on direct or circumstantial evidence, or both, the issue at the liability stage is simply whether the plaintiff has shown, by a preponderance of the evidence, that discrimination was a motivating factor in the employment decision.† (Drachsler, 2005, p.230) The Civil Rights Act of 1991, further extended these provisions and consolidated the list of prohibitions. But the application of Disparate Treatment theory to any given case is never straight-forward, for management decisions are based upon so many factors, with prejudice and discrimination (if any) often playing out in subtle and indirect ways. Judge Magnuson elaborated on 1991 amendments thus: â€Å"Absent from the statute is the requirement that discrimination be a "substantial" factor, a "but-for" factor, or the necessary and sufficient cause of the employment decision. Instead, Congress unambiguously required that discrimination be "a" motivating factor in the employment decision.

Free Speech on college campuses Essay Example | Topics and Well Written Essays - 500 words

Free Speech on college campuses - Essay Example said in his essay On Liberty in Utilitarianism Etc, people, in this case, students should be given the "fullest liberty of professing and discussing, as a matter of ethical conviction, any doctrine, however immoral it might be considered." (Mill, John Stuart, 1910) Voltaire was even more specific on the issue of freedom of speech when he said "I disapprove of what you say, but I will defend to the death your right to say it" (Voltaire 1906). The freedom of speech takes on a more urgent and important role inside the school campus. First, it serves as medium for sharing of ideas and knowledge, second, it facilitates decision-making, and third, it clarifies issues and helps facilitate changes for the better. When students are allowed to freely express themselves, the learning process becomes more dynamic and pro-active. Since everyone is free to present their ideas and challenge the ideas of others, academic discussions become more interesting and liberating. On the other hand, controlling and curtailing the freedom of speech in the campus tends to stifle and kill the natural creativity of the students. Who would want to present their ideas if these ideas will only be subjected to censorship? Yes, it is true that the freedom of speech inside the campus requires a lot of tolerance to nonsense, idiosyncrasy and bad taste but these are just small prices that we all have to pay to make the learning process more dynamic. Beside s, according to the Court in the case of Roth v US 354 US 476 (1957), any person who feels that he or she is maligned by the obscenities uttered by another person has the right to go to Court for redress. When it comes to decision-making, freedom of speech is very important. Note that a decision made in the campus without proper consultation among the concerned students can lead to a lot of protests. A school that makes decisions without really knowing what the students want is putting itself in a very compromising position. If we recall the

Ethical dilemma about the same sex marriage Research Paper - 1

Ethical dilemma about the same sex marriage - Research Paper Example Two people belonging to the same sex getting marriage do not cause any sort of harm to the society. Society that does not give the permission to the gay people to get married is not saving the people from any harm but is causing the renunciation of basic human rights which hence is unethical. Both these concepts are considered to be the conditions of ethics. However, a society denying the rights of gay people to get married is unethical. It is a fact that gay marriages do affect the purity of the cultural concepts, the religious scholars, the sanctity regarding the natural human intimacy, etc. Some of the Christian, Muslim and Jewish extremists think that it is against their faith for the people belonging to same sex to have lustful and loving feelings for one another. The Christian extremist going back to the bible may quote that Our Creator finds it unacceptable to go against the law of nature. The book of Genesis states that God has created a man for a woman and a woman for a man and it cannot be other way around. Most of the faiths also agree to the fact that the primary purpose of marriage is reproduction, which however cannot take place naturally in the same sex marriages (Benson, 2013). There are some of the religious scholars that do support the gay marriages by stating that God condemns such marriages only when it is based on lust not love. Some of the supporters of gay marriages also say that the story of creation present in the religious books is more symbolic than real. In the modern world there are a large group of people which think that marriage is more about love and understanding than starting a new family, so therefore they do not considered gay marriage an unethical issue (Cline, 2013). There are people who do not belong to any faith yet they consider gay marriages being unethical because they feel that it is wrong for the people belonging to the same sex to be in any kind of relationship. This is because

Free Speech on college campuses Essay Example | Topics and Well Written Essays - 500 words

Free Speech on college campuses - Essay Example said in his essay On Liberty in Utilitarianism Etc, people, in this case, students should be given the "fullest liberty of professing and discussing, as a matter of ethical conviction, any doctrine, however immoral it might be considered." (Mill, John Stuart, 1910) Voltaire was even more specific on the issue of freedom of speech when he said "I disapprove of what you say, but I will defend to the death your right to say it" (Voltaire 1906). The freedom of speech takes on a more urgent and important role inside the school campus. First, it serves as medium for sharing of ideas and knowledge, second, it facilitates decision-making, and third, it clarifies issues and helps facilitate changes for the better. When students are allowed to freely express themselves, the learning process becomes more dynamic and pro-active. Since everyone is free to present their ideas and challenge the ideas of others, academic discussions become more interesting and liberating. On the other hand, controlling and curtailing the freedom of speech in the campus tends to stifle and kill the natural creativity of the students. Who would want to present their ideas if these ideas will only be subjected to censorship? Yes, it is true that the freedom of speech inside the campus requires a lot of tolerance to nonsense, idiosyncrasy and bad taste but these are just small prices that we all have to pay to make the learning process more dynamic. Beside s, according to the Court in the case of Roth v US 354 US 476 (1957), any person who feels that he or she is maligned by the obscenities uttered by another person has the right to go to Court for redress. When it comes to decision-making, freedom of speech is very important. Note that a decision made in the campus without proper consultation among the concerned students can lead to a lot of protests. A school that makes decisions without really knowing what the students want is putting itself in a very compromising position. If we recall the

Obesity In Infants Causes and Affects Research Paper

Obesity In Infants Causes and Affects - Research Paper Example In a journal published by the American Academy of Pediatrics researchers established that "childhood obesity may be caused factors that operate at the earliest stages of life," (Bagley, 2009). Fast foods and lack of physical activity may be the cause of obesity in many people, but it does not explain why "obesity in infants under 6 months has risen 73 percent since 1980", (Bagley, 2009). Babies certainly are not eating extra buttered popcorn at the movies, Big-Macs at MC Donald's or Sonic's milkshakes. Babies less than 6 months of age are drinking specially formulated baby formula or breast milk, and are just being introduced to baby foods at 6 months. So, what causes obesity in infants? Scientists believe that a number of factors may lead to obesity in infants. Not breast feeding, hormones inherited from parents, hormones that mother and child may have been exposed to through foods that were ingested during pregnancy, or exposure to toxins in commonly used household items like plast ic spoons and plates. Further, some items used to feed babies like their bottles may contain some small traces of toxins, which are ingested during feedings. Retha Newbold (Bagley, 2009), of The National Institute of Environmental Health Sciences (NIEHS) in North Carolina believed that emerging evidence shows being overweight is not just the result of making poor food choices, or lack of activity, but that exposure to environmental chemicals during development maybe contributing to the obesity epidemic in America. There is no doubt that while a woman is pregnant exposure to harmful chemicals can cause serious illnesses that become more apparent years and even decades later. It is not far-fetched to believe that fetuses and infants can be predisposed to obesity through hormones and chemicals. In a study conducted by Newbold, lab mice were injected with normal or the same levels of estrogen as people are generally exposed to in the environment. The study showed that in six months the mice that were exposed to the estrogen was 20 percent heavier and had 36 percent more body fats than mice that were not exposed to the estrogen. Newbold was made sure that both the exposed and the controlled mice in the study were fed the same amounts of food and were exposed to the same amount of activity. These implications are huge, and this study shows that there is a direct correlation between some hormones and obesity in infants. Bruce Blumberg (Bagley, 2009), a scientist at the University of California, Irvine said "there is a correlation between obesity and a lot of things, and that finding a link between hormones/ chemicals didn't mean much (Born To Be Big, 2009)." However, later Blumberg conducted his on study to find out if any links exist between harmful chemicals and obesity in infants. In his research study Blumberg specifically tested a chemical called tributyltin, which is commonly found in pesticides, fungicides, marine paints and some plastic products. " In 2006 he fed pregnant mice tributyltin, and found that their offspring were born with more fat already stored, more fat cells, and became 5 to 20 percent fatter by adulthood," (Bagley, 2009). All these studies highlight that obesity is not just eating more calorific food or more energy intake but is also influenced by various environmental as well as genetic factors. It is of the foremost apprehension

English Tort Law Essay Example for Free

English Tort Law Essay Answer: This question raises some issues from negligence. In order to answer this question it is necessary to know about negligence, duty of care, and breach of duty, causation and remoteness. But here the most important parts are employers’ liability, multiple liability or causation, and personal injury. Here the main findings will be Betty Bloke is an employee of these companies or not, she can sue for asbestos-related mesothelioma as a third person. Here the facts are Harry Bloke worked as a carpenter for thirty-five years, being employed by Right Ltd for ten years, then by Ruff Ltd for a further ten years and then by Shoddy plc for fifteen years. Right Ltd were shop fitters, Ruff Ltd produced asbestos prefabricated garages and Shoddy plc produced insulating panels for the building industry. In all of these jobs he was required to work with asbestos sheeting, which he usually had to cut to size either with hand saws or powered saws. Betty Bloke, Harry’s wife, always washed his work overalls every Saturday. She would shake them outside the back door to remove the dust before she put them in the washing machine. Betty has now been diagnosed with asbestos-related mesothelioma and is very ill. All three companies deny liability for her illness. Before attempt to discuss the potential liability of all three companies to Betty in negligence it is necessary to find the relationship between Betty and all three companies. Here it is not clear that Betty was an employee of these companies or not, though every Saturday remove the dust. In 1934 Lord Wright said in Lochgelly Iron and Coal Co v McMullan [1934], ‘In strict legal analysis, negligence means more than heedless or careless conduct, whether in omission or commission: it properly connotes the complex concept of duty, breach and damage thereby suffered by the person to whom the duty was owing.’ In Murphy v Brentwood District Council [1990], the House of Lords held that the council was not liable on the basis that the council could not owe a greater duty of care to the claimant than the builder. In doing so the court also overruled Anns and the two-part test, preferring instead a new three-part test suggested by Lords Keith, Oliver and Bridge in Caparo v Dickman [1990]. In order to impose liability on the employers, Betty has to established foresight, proximity and fairness and it is the current test. In Caparo industries v Dickman [1990], the shareholders in a company bought more shares and then made a successful takeover bid for the company after studying the audited accounts prepared by the defendants. They later regretted the move and sued the auditors claiming that they had relied on accounts, which had shown a sizeable surplus rather than the deficit that was in fact the case. The House of Lords held that the auditors owed no duty of care since company accounts are not prepared for the purposes of people taking over a company and cannot then be relied on by them for such purposes. Harry was an employee but the asbestos did not affect him. His wife suffered mesothelioma, so the current test has to show three things if there is to be a duty of care: 1) It was reasonably foreseeable that a person in the claimant’s position would be injured. Here for Betty Bloke, the risk was reasonably foreseeable as an employee but as a third party it is difficult to show. 2) There was sufficient proximity between the parties. Employers owed some duties to employees. 3) It is fair, just and reasonable to impose liability. After the Caparo test Betty may be satisfy three criteria. Then it will be a vital question that Employers breach any duty or not. The second problem is who has right to sue. Harry was an employee but he is not suffered any disease though it was obvious. If Harry sues on behalf of Betty then it will justify imposing liability to the employers. Here it will be discussed considering the relevant case laws. Bolton v. Stone test may be applicable to prove breach of duty. According to this test employers are not liable. As a general rule English law does not impose a duty, reasoning that the fault of X and not that of D. But exceptionally a duty may arise. Employers are vicariously liable for the negligent acts or omissions. Employers are also liable under the common law principle represented in the Latin phrase, qui facit per alium facit per se. So according to Home Office v Dorset Yacht [1970], and Lewis case it will be consider here. In Hotson v East Berkshire AHA [1987], a young boy suffered a fractured hip when he fell out of a tree. The hospital negligently failed to make a correct early diagnosis so that he later developed avuncular necrosis, a deformity of the even without the failure to diagnosis promptly. On this basis the trial judge, and later the Court of Appeal, awarded him 25 per cent of the damages they would consider appropriate for the loss of a chance of recovery. The trial judge commented that the hospital had translated the probability of the disability developing into a certainty by negligence in their failure to diagnosis. However, the House of Lords allowed the Health Authority’s appeal and would not consider the slim chance of recovery an issue of causation. In Blythe v Birmingham Waterworks [1856], the basic Rule is that the defendant must conform to the standard of care expected of a reasonable person. ‘Negligence is the omission to do something which a reasonable man guided upon those considerations which ordinary regulate the conduct of human affairs, would do, or doing something which a reasonable and prudent man would not do. Betty could get compensation by applying McGhee. In McGhee v National Coal Board [1973], here the claimant worked in a brick kiln where he was exposed to brick dust, a possible cause of the dermatitis that he in fact contracted. The Board was not liable for exposure during working hours. They were held liable for materially increasing the risk of the claimant contracting the disease because of their failure to provide washing facilities, even though it could not be shown that he could have avoided the disease if there had been facilities the reasoning of the court was that, since the employer was clearly negligent in failing to provide basic health and safety the burden should shift on to them to disproved the causal link. This type of test is clearly more advantageous to a claimant than the basic ‘but for’ test applied so rigidly in Hotson v East Berkshire AHA [1987]. To identify the employer’s liability suffered mesothelioma after exposure to asbestos dust of Betty Fairchild v Glenhaven Funeral Services Ltd and others is the most significant test. In the case of Fairchild v Glenhaven Funeral Services Ltd and others [2001], the claimants suffered mesothelioma after exposure to asbestos dust over many years working for a number of different employees. The medical evidence identified hat the inhaling of asbestos fibres was the cause of the disease. Nevertheless, it was impossible to identify in which particular employment the disease was actually contracted. The Court of Appeal accepted that medical evidence could not identify a single cause of the disease, which might be caused by contact with even single asbestos fibre, or may involve cumulative exposure to fibres. The Court of Appeal in fact rejected the claims. The HLs, accepted the expert evidence that it is scientifically uncertain whether inhaling a single fibre or inhalation of many fibres causes the disease. However, the HLs held that, because it is evident that the greater the exposure has a duty to take reasonable care to prevent employees from inhaling the dust. Besides this the House felt that any other cause of developing the diseases could be ignored in the case. On the basis that the claimants suffered the very injuries that the defendants supposed to guard against, the HLs were prepare to impose liability on all employers. The House chose to apply the ‘material risk’ test from McGhee. In doing so the house held that because all of the defendants had contributed to a risk of mesothelioma, then no distinction should be drown between the makings of a material risk of causing the disease and course of action that would materially increase the risk of the diseases. Because the Employers should only be liable for proportion of the damages then each employer should be liable to compensate its employee un full, even though the employee may have inhaled more asbestos fibres while working for another employee. As a result the Court held that the precise employer responsible could not be identified and so the claim should be rejected. It is impossible to say with certainty how the disease begins, but it is possible to identify that prolonged exposure worsens the risk. It seems then that The Court of Appeal applied Wilsher v Essex AHA [1986] inappropriately where McGhee v National Coal Board might have been more fairly applied in the circumstance. The House of Lords has in any case subsequently reversed The Court of Appeal decision. In Holtby v Brigham Cowan (Hull) Ltd [2003], here the claimant had been exposed to asbestos dust for more then 40 years while working for different employers. When he contracted asbestosis he sued the defendants, for whom he had only worked for half of that time. The trial judge reduced damages by 25 per cent. The claimant appealed and tried to argue for application of the principle in McGhee, that once having established a material contribution by the defendants he was entitled to full damages. The Court of Appeal rejected his argument and upheld the trial judge’s award, even though 50 per cent deduction would have seemed more accurate. McGhee was distinguished. A majority of the House of Lords in Gregg v Scott [2005], reaffirmed the general approaches in Hotson’s case should be followed and declined to depart radically from its principles. In Wilsher v Essex AHA [1986] the House of Lords identified that the excess oxygen was just one of six possible causes of the condition and therefore it could not be said to fall squarely within the risk created by the defendants. The court would not impose liability on the defendant in this circumstance although this seems very unfair. The main purpose of the rules of causation is to exclude those thinks that are not the cause of the damage. If the same damage would have been suffered even if the there had been no breach of duty of care, then he claimant loses. The breach of duty of duty may initiate a whole chain of further events-but some of these will be treated as to ‘remote’ from the original negligence for it to be appropriate to hold the defendant answerable for those distant outcomes. The test of remoteness of damage in the tort of negligence was said to be whether the damage the direct consequence of the breach of duty. The defendant was not liable, if it was merely indirect, which ‘broke the chain of causation’. This test was particularly associated with the decision of the Court of Appeal in Re Polemis [1921]. In The Wagon Mound [1961], The Privy Council held that defendant would be liable only if it was the foreseeable consequence. From the above discussion, a number of points can be made, which will be consider that Betty get compensation or not. †¢ The judges in the House of Lords in Fairchild accepted that the sufferers of mesothelioma, while inevitably deserving of compensation, are unable to satisfy the normal tests for causation because they will invariably be unable to point to a single party who is responsible. †¢ The Court was prepared to accept the possibility of a claim for three connected reasons: Claimants in such actions were unable to satisfy for causation only because of the current state of medical knowledge on the disease, although there could be no doubt that exposure to the asbestos fibres in whatever volume was at the root of the disease. Defendant has to prove that their negligence could not be the actual cause rather then the claimants prove the precise cause. The employer’s duty of care would be meaningless, as they could almost never be made liable. †¢ The majority of the judges were therefore prepared to accept an exceptional principle of McGhee. †¢ The Court was not prepared to extend principle of McGhee to factual circumstance such as those in Wilsher. †¢ The House of Lords appear to have engaged in a policy decision in order to ensure that there is compensation for asbestos related diseases contracted in the course of employment. So there is a limited chance to get compensation according to applying Fairchild and McGhee. Then three employers will be liable and bear compensation fully. But if Court apply Hotson v East Berkshire AHA Betty or Harry does not get compensation. Bibliography: 1) Markesinis and Deakin, Tort Law, 5th Edition (2003), Clarendon Press-Oxford 2) John Murphy, Street on Torts, 11th Edition (2003), LexisNexistm UK, 3) Chris Turner Unlocking Torts, 1st Edition (2004), Hodder Stoughton 4) I. M Yeats P. Giliker, Law of Tort, (2006), University of London