Battle of Gazala in World War II

The Battle of Gazala was fought May 26 to June 21, 1942, during the Western Desert Campaign of World War II (1939-1945). Despite having been thrown back in late 1941, General Erwin Rommel began pushing east across Libya early the following year. Responding, Allied forces constructed a fortified line at Gazala which extended south from the Mediterranean coast. On May 26, Rommel opened operations against this position by attempting to flank it from the south with the goal of trapping Allied forces near the coast. In nearly a month of fighting, Rommel was able to shatter the Gazala line and send the Allies retreating back into Egypt. Background In the wake of Operation Crusader in late 1941, General Erwin Rommels German and Italian forces were compelled to retreat west to at El Agheila. Assuming a new position behind a strong line of fortifications, Rommels Panzer Army Afrika was not attacked by British forces under General Sir Claude Auchinleck and Major General Neil Ritchie. This was largely due to the British need to consolidate their gains and build a logistical network after an advance of over 500 miles. Largely pleased with the offensive, the two British commanders had succeeded in relieving the siege of Tobruk (Map). Major General Neil Ritchie (center) addressing other officers in North Africa, May 31, 1942. Public Domain As a result of the need to improve their supply lines, the British reduced their frontline troop strength in the area of El Agheila. Probing the Allied lines in January 1942, Rommel found little opposition and began a limited offensive east. Retaking Benghazi (January 28) and Timimi (February 3), he pushed on towards Tobruk. Rushing to consolidate their forces, the British formed a new line west of Tobruk and extending south from Gazala. Beginning at the coast, the Gazala line extended 50 miles south where it was anchored on the town of Bir Hakeim. To cover this line, Auchinleck and Ritchie deployed their troops in brigade-strength boxes which were linked by barbed wire and minefields. The bulk of the Allied troops were placed near the coast with progressively fewer as the line extended into the desert. The defense of Bir Hakeim was assigned to a brigade of the 1st Free French Division. As the spring progressed, both sides took time to resupply and refit. On the Allied side, this saw the arrival of new General Grant tanks which could match the German Panzer IV as well as improvements in coordination between the Desert Air Force and troops on the ground. Rommels Plan Assessing the situation, Rommel devised a plan for a sweeping flank attack around Bir Hakeim designed to destroy the British armor and cut off those divisions along the Gazala Line. To execute this offensive, he intended the Italian 132nd Armored Division Ariete to assault Bir Hakeim while the 21st and 15th Panzer Divisions swung around the Allied flank to attack their rear. This maneuver would be supported by the 90th Light Afrika Division Battle Group which was to move around the Allied flank to El Adem to block reinforcements from joining the battle. Fast Facts: Battle of Gazala Conflict: World War II (1939-1945)Dates: May 26-June 21, 1942Armies Commanders:AlliesGeneral Sir Claude AuchinleckMajor General Neil Ritchie175,000 men, 843 tanksAxisGeneral Erwin Rommel80,000 men, 560 tanksCasualties:Allies: approx. 98,000 men killed, wounded, and captured as well as around 540 tanksAxis: approx. 32,000 casualties and 114 tanks Fighting Begins To complete the attack, elements of the Italian XX Motorized Corps and 101st Motorized Division Trieste were to clear a path through the minefields north of Bir Hakeim and near the Sidi Muftah box to supply the armored advance. To hold Allied troops in place, the Italian X and XXI Corps would assault the Gazala Line near the coast. At 2:00 PM on May 26, these formations moved forward. That night, Rommel personally led his mobile forces as they began the flanking maneuver. Almost immediately the plan began to unravel as the French mounted a vigorous defense of Bir Hakeim, repelling the Italians (Map). A short distance to the southeast, Rommels forces were held up for several hours by the 7th Armoured Divisions 3rd Indian Motor Brigade. Though they were forced to withdraw, they inflicted heavy losses on the attackers. By midday on the 27th, the momentum of Rommels attack was faltering as British armor entered the battle and Bir Hakeim held out. Only the 90th Light had clear success, over-running the 7th Armoured Divisions advance headquarters and reaching the El Adem area. As fighting raged over the next several days, Rommels forces became trapped in an area known as The Cauldron (Map). Turning the Tide This area saw his men trapped by Bir Hakeim to the south, Tobruk to the north, and the minefields of the original Allied line to the west. Under constant assault by Allied armor from the north and east, Rommels supply situation was reaching critical levels and he began to contemplate surrender. These thoughts were erased when early on May 29 supply trucks, supported by the Italian Trieste and Ariete Divisions, breached the minefields north Bir Hakeim. Able to re-supply, Rommel attacked west on May 30 to link up with the Italian X Corps. Destroying the Sidi Muftah box, he was able to split the Allied front in two. On June 1, Rommel dispatched the 90th Light and Trieste divisions to reduce Bir Hakeim, but their efforts were repulsed. At the British headquarters, Auchinleck, fueled by overly-optimistic intelligence assessments, pushed Ritchie to counterattack along the coast to reach Timimi. Rather than oblige his superior, Ritchie instead focused on covering Tobruk and reinforcing the box around El Adem. On June 5 a counterattack did move forward, but Eighth Army made no progress. That afternoon, Rommel decided to attack east towards Bir el Hatmat and north against the Knightsbridge Box. Italian Ariete Division tanks at the Battle of Gazala, June 10, 1942. Public Domain The former succeeded in overrunning the tactical headquarters of two British divisions leading to a breakdown of command and control in the area. As a result, several units were severely beaten through the afternoon and on June 6. Continuing to build strength in the Cauldron, Rommel conducted several attacks on Bir Hakeim between June 6 and 8, significantly reducing the French perimeter. By June 10 their defenses had been shattered and Ritchie ordered them to evacuate. In a series of attacks around the Knightsbridge and El Adem boxes on June 11-13, Rommels forces dealt the British armor a severe defeat. After abandoning Knightsbridge on the evening of the 13, Ritchie was authorized to retreat from the Gazala Line the next day. With Allied forces holding the El Adem area, the 1st South African Division was able to retreat along the coast road intact, though the 50th (Northumbrian) Division was forced to attack south into the desert before turning east to reach friendly lines. The boxes at El Adem and Sidi Rezegh were evacuated on June 17 and the garrison at Tobruk was left to defend itself. Though ordered to hold a line west of Tobruk at Acroma, this proved unfeasible and Ritchie began a long retreat back to Mersa Matruh in Egypt. Though Allied leaders expected Tobruk to be able to hold out for two or three months on existing supplies, it was surrendered on June 21. Captured Allied soldiers march out of Tobruk, June 1942. Bundesarchiv, Bild 101I-785-0294-32A / Tannenberg / CC-BY-SA 3.0 Aftermath The Battle of Gazala cost the Allies around 98,000 men killed, wounded, and captured as well as around 540 tanks. Axis losses were approximately 32,000 casualties and 114 tanks. For his victory and the capture of Tobruk, Rommel was promoted to field marshal by Hitler. Assessing the position at Mersa Matruh, Auchinleck decided to abandon it in favor of a stronger one at El Alamein. Rommel assaulted this position in July but made no progress. A final effort was made the Battle of Alam Halfa in late August with no results.

Tragedy A Great Topic - 1061 Words

Tragedy: A Great Topic (In Discussion: The Construction of Poetry) â€Å"Of all the Causes which conspire to blind man’s erring judgement, and misguide the mind, what the weak head with strongest bias rules, is pride, the never-failing vice of fools. Whatever Nature has in worth denied, she gives in large recruits of needful Pride: for as in bodies, thus in souls, we find what wants in blood and spirit, swelled with wind: Pride, where Wit fails, steps in to our defence, and fills up all the mighty Void of sense.† (Page 702 Lines 1-10). This is a quote from Alexander Pope’s An Essay on Criticism. Alexander Pope wrote poetry. His favorite topic was informative. In this poem the first fourteen lines are about pride, stanza two is about the lack of learning. He also talks about wit, judging a book by the cover, how hard it is to please, being partial to groups the critic favors, being influenced by others, and more. Aristotle loved to write on tragedy. According to Richard Sorabji, â€Å"Aristotle groups together thought, perceptio n and walking as activities of which we are conscious, and does not follow Descartes in protesting that we are not immediately conscious of corporeal walking. Thought, perception and walking are grouped together again, on the grounds that they all belong to humans, none to plants.† Aristotle does not agree with Descartes in what is conscious and what isn’t. Aristotle wrote an essay entitled Tragedy and the Emotions of Pity and Fear. Aristotle and AlexanderShow MoreRelatedOedipus : The King Of Thebes And Tragic Hero Essay728 Words   |  3 PagesTragic Hero Ancient Greek Literature encompasses an assortment of poetry and drama to include the great masterpieces of tragedy. In Classic Literature, tragedies were commonly known for their elaboration of a protagonist fitting the classification of a tragic hero. 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Junk Food Prevalence and Its Physical and Mental Implications Free Essays

Name: Ali Hussain Al-Attas Date: 15/10/2011 Cause Effect Junk Food Prevalence and its Physical and Mental Implications Introduction: A study conducted lately, showed that junk food affects the function and structure of the brain which could change peoples’ behavior, especially that of children. By definition, junk food is pre-prepared food that has low nutritional value and is high in calories. The aim of this paper is to explore the causes of junk food prevalence and its physical and mental effects. We will write a custom essay sample on Junk Food Prevalence and Its Physical and Mental Implications or any similar topic only for you Order Now Paragraph 1: Causes: Abundance and Advertisements: Junk food has become very popular among people owing to its accessibility, taste, cost and strong media advertising. It’s difficult to find a district, or even a street, without a fast-food restaurant. Statistics indicate that the number of these restaurants tripled in the last decade. An example of advertisement is putting surprises, free toys, with every â€Å"happy meal† to attract children. The rise of the number of fast-food restaurant leads to an increase in its physical and mental hazards. Paragraph 2: Effects: Physical Implications: Junk food physical hazards of can be broadly categorized into two groups. The first is the immediate effect, namely, obesity that presents health risks. In 2005, a study conducted by NIH found higher rates of obesity in high schools with nearby fast-food restaurants. According to a study carried out on general education students in Saudi Arabia, the rate of obesity among those who frequently eat fast food is 38. 20%, while the rate is 19. 43% among those eating only one meal a week. Another study revealed that about one out of four (or 23. 6%) of Saudi adults are classified as obese. The second group is the distal effects. Being overweight and can increase the chances of getting chronic illnesses. The OSG pointed out that simply becoming obese, with over 30 BMI, raises the likelihood of developing many diseases including heart attack, stroke and few types of cancer. A 14-year prospective study showed men aged 40 to 65 years with a BMI more than 29 had a 72% increased risk of getting nonfatal or fatal coronary heart disease. Clearly, there are direct and indirect connections between junk food and a number of physical illnesses. Paragraph 3: Effects: Mental Implications: Similarly, Junk food results in emotional issues, such as, hyperactivity, and depression. What it does is that it changes the order of the brain. A recent study, conducted at 2010, revealed that it raises the risk of depression by 55%. Another research, involved 80 participants, showed that a drop in anger, aggression and depression resulted from replacing it with more healthy food. It also affects the educational attainment of students by secreting hormones that cause a partial mind inactivity. From that, it can be inferred that there is a strong link between consuming junk food and several behavioral problems. Conclusion: This paper illustrated the spread of junk food as an important factor for many physical and mental problems. Consuming junk food has direct implications, such as obesity. In addition, it leads indirectly to a number of chronic diseases. Furthermore, it changes peoples’ behavior and causes emotional illnesses e. g. aggression and depression. But it still widely spread because of the strong advertisement and few minor reasons. The awareness of this problem is on the increase, but the danger still exists, and governments and official organizations have to do something to reduce these risks. How to cite Junk Food Prevalence and Its Physical and Mental Implications, Essays

Introducing Research Methodology â€Free Sample- Myassignmenthelp.Com

Question: Discuss about the Introducing Research Methodology. Answer: Introduction The section of research methodology supports the researcher to enhance their awareness towards research technologies as it will be effective to conduct the research and obtain a feasible outcome. This chapter also aids the investigator to collect accurate data from customer and employees of Swiss Watch Services L.L.C about the importance of Aftersales service and its impact on customer retention within the watchmaking industry in the UAE (Brinkmann, 2014). Moreover, the RM (research methodology) entails many tools like research philosophy, research strategy, research design, and data pooling technique, data evaluation method, sampling method, ethical consideration, and research limitation. The research methodology will be imperative for the researcher as it could be supportive for accomplishing the objectives of research. It will also support the research scholar to effectively complete the current research concern. The main aim of this research is to address the importance of Afters ales service and its impact on customer retention within the Swiss Watch Services L.L.C. Furthermore, for this dissertation, the research scholar has practised many sources of data to address the appropriate information regarding the research issue like books, journals, academic data, online and offline sources. Research onion Framework In the research methodology, the research onion framework supports to determine appropriate technique for attaining the research aim and objectives. It also supports to provide depth understanding towards many research methods such as research strategy, research approach, time horizon, and research approach. Research Philosophy In the research study, research philosophy is imperative to collect the information in the context of specified research issues. Further, research philosophy supports the researcher to address the tools of data collection, and interpreting the information via executing the appropriate research process (Gast, and Ledford, 2014). In the research study, research philosophy is categorized into three parts such as positivism, realism, and intrepretivism research philosophy (Flick, 2015). In this dissertation, the researcher will collect opinion and views of employees and customers of Swiss Watch Services L.L.C. Consequently, it helps to get the reliable outcome regarding research the research matter. Moreover, opinion and views of the participants become a valid source of data collection (Glesne, 2015). For this research, the researcher has considered paradigm research philosophy for attaining specific aim and objectives. The pragmatic research philosophy is combination of two research philosophy such as interpretivism and positivism philosophy. In this, the interpretivism philosophy permits the researcher to get theoretical data regarding the current research matter. Besides this, the positivism research philosophy enables to collect factual information in the context of current research matter. In this research study, a research scholar will not consider realism philosophy because this philosophy is based on the nature of reality as it could decline the quality of research outcome. Research Approach Research approach plays an imperative role in the research study because it supports to attain the research aim and objectives. It also helps the investigator to solve research issue in less time and cost. Through research approach, a researcher will be capable to accurate information in the context of the current research dilemma. In the research study, two kinds of research approaches are considered such as inductive and deductive approach (Hadi, 2015). For this research study, the deductive approach is used by the researcher because there is a requirement of hypothesis development. This research method enables the research scholar to select appropriate techniques about current research area. Moreover, it is also analysed that the deductive approach as it will be suitable for the positivism research philosophy as it will be effective to collect the factual information regarding the research matter. Beside this, the inductive approach facilitates researcher to gain the conceptual un derstanding about specified research study. Hence, it cannot be appropriate for this research study. The deductive approach also facilitates the investigator reject or accept developed hypothesis on the basis of research dilemma. Through this method, a research will be to collect the valid result in specified time (Khan, et al., 2014). Research Design There are many research methods that assist the researcher to examine design of research study. Research design could be considered certain factors like explanatory, descriptive and exploratory research design. The exploratory research design is based on the primary research wherein the researcher has capable to collect factual data in terms of current research matter (Kumar, 2014). Beside this, explanatory research design supports the researcher to enhance their knowledge in term of the current research concern. In the research design, two kinds of methods are considered like qualitative and quantitative research design. The qualitative research design supports to collect information from interview and observation as it would be supportive to improve the quality of research results (Mukherjee, et al., 2014). Beside this, the quantitative research design help to obtain the numerical information from survey through questionnaire as it will be supportive to accomplish the specified aim of research (Mackey and Gass, 2015). For this dissertation, researcher has used quantitative research design for examining the relationship between the Aftersales service and customer retention. This method enables the research scholar to conduct survey through questionnaire on employees and consumer of Swiss Watch Services L.L.C and collect their responses on the particular research matter. In this research study, researcher will not imply the qualitative research design because it is not appropriate to collect factual information in term of current research study. Research Strategy The research strategy is a significant part of the research because it facilitates the research scholar to examine the concern of research by providing responses in oppose to the research question. The research strategy enables research scholar to collect the data towards research issue and make a valid conclusion (Neuman, and Robson, 2014).The researcher will practice many research strategies like observation, survey through a questionnaire, focused group, case study, interview, and experiment. For this dissertation, researcher has used survey through questionnaire on the employees and customers of Swiss Watch Services L.L.C and obtains their answer in term of research issues. A researcher has used survey through questionnaire wherein close-ended questionnaire structure to implement in the research. The survey through questionnaire is less expensive than other methods (Ostapenko, 2016). Researcher has also directly communicated with employees and consumers of Swiss Watch Services L. L.C through email and builds a favourable relationship with them. Moreover, this method also supports to improve the quality of research. Data Collection Method The data collection method is used to collect data by using many sources to attain the research aim and research objectives. This dissertation demonstrates the role of Aftersales services in the consumer retention on the employees and consumer of Swiss Watch Services L.L.C. Hence, the research scholar will imply both data collection method like primary and secondary data collection method. The primary data collection method supports the researcher to collect fresh and first-hand information in the context of research study (Rahimi and Kozak, 2017). There are certain methods that are entailed in the primary data collection methods like an interview, survey through questionnaire and observation method (Panneerselvam, 2014). Moreover, this tool is imperative for research scholar to get reliable data from selected employees and consumers of Swiss Watch Services L.L.C. Besides this, the researcher also uses the secondary data collection method to obtain the data from available sources (Silverman, 2016).In the secondary data collection method, researcher considers many kinds of sources like articles, journals, books, company website, online and offline sources. The secondary data collection method supports to collect the reliable data in less time (Smith, 2015). Sampling Method Sampling strategy is implemented to choose appropriate respondents for conducting the research and get reliable result. In the research study, different types of sampling strategies are considered like probability and non-probability sampling tools (Taylor, et al., 2015). It facilitates the researcher to choose the feasible sample size from the targeted population. For this dissertation, total 45 population sizes are targeted in which, 5 corporate management, 20 employees, and 20 customers are selected with the intention of the interview. These targeted populations are SWS customers, SWS management, and employees. Non-probability sampling is selected for choosing the participants in a systematic manner. Under the non-probability sampling, convenience sampling method is used by a researcher for conducting the survey through a questionnaire on walk-in customers. In contrast to this, judgment sampling strategy is used by a researcher for conducting the survey through a questionnaire on employees who works in the after-sales department. In this interview, both skilled and senior people are selected to get the reliable information about research. In addition, approximately 90% of all people are willing to participate in the interview and survey through a questionnaire. The confidence level is 95% to get reliable outcome about research concern. For the analysis, +/-3% margin of error is selected to get an accurate outcome from the research. Data Analysis Method After gathering data, it is significant for an investigator to assess the pooled data. There are different techniques that are supportive to assess the gathered information such as statistical analysis, content analysis, and disclosure evaluation (Silverman, 2016). For this dissertation, statistical data analysis is used by a researcher via different software such as Excel and SPSS. This software is implemented to depict the information through different charts, graphs, and tables (Neuman, and Robson, 2014). It also enables the readers to comprehend the pooled data in context of the current research concern. This software is implemented to interpret the gathered facts and figure associated with research (Vaioleti, 2016). Validity and reliability In the research study, the researcher has considered many methods to test the reliability and validity of the research outcome like test-re-test method, peer review research materials, pilot testing, and debrief and revise. Other techniques are external validity, internal validity, data analysis techniques and verification, and secondary data and reliable method. These methods help the researcher to improve the accuracy of research outcome. For this dissertation, the researcher has used the peer-reviewed research materials, pilot testing, data analysis techniques and verification, and secondary data validity and reliability test. These methods are supportive to examine the validity and reliability of research matter. The pilot testing supports the researcher to test the reliability and validly of outcome (Ostapenko, 2016). Ethical Consideration For this dissertation, ethics is associated with the accomplishment of several research chapters in an ethical manner. An Investigator is used university guidelines and keeps the privacy of respondents. It also enables an investigator to emphasize on acts in a methodological way. There is some ethical consideration like prior consent to conduct questionnaire, and use of copyright act used by an investigator to conduct the research in an ethical manner (Rahimi and Kozak, 2017). Furthermore, to avoid the ethical issue, the researcher has given the credit to different authors by involving proper in-text in each paragraph. Research limitation The research limitation is effective to get valid result regarding current research matter. In the research study, there are many factors that are consider in the research limitation like plagiarism, data manipulation, refreshing, lack of cost, time, and resources. Moreover, researcher will use proper guideline of university to conduct the research appropriately and get feasible outcome (Khan, et al., 2014). Summary As per the above discussion, it can be summarized that the aftersales services supports to retain the employees hence organization should concentrate on aftersales services and gain improve their financial performance. Further, it can also be concluded that research onion framework supports to create understanding towards many tools and techniques like research methods, research strategy, research approach, research design, data collection method, and time horizon. It will help the researcher to collect appropriate information in context of the research matter. Moreover, it can also be illustrated that research scholar is used the paradigm philosophy to collect factual data and meet the research objectives in systematic way. It can be concluded that researcher has practised quantitative research design for examining the relationship between the Aftersales service and customer retention. At last, it can also be illustrated that the research scholar has used the statistical analysis te chniques to determine the collected information and obtain the valid outcome. References Brinkmann, S. (2014) Interview. InEncyclopedia of Critical Psychology. USA: Springer New York. Flick, U. (2015) Introducing research methodology: A beginner's guide to doing a research project. USA: Sage. Gast, D. L., and Ledford, J. R. (Eds.). (2014)Single case research methodology: Applications in special education and behavioral sciences. UK: Routledge. Glesne, C. (2015)Becoming qualitative researchers: An introduction. USA: Pearson. Hadi, Y. (2015) SMEs in the UAEs Creative Industries: Female Employees and Lax Marketing Efforts.International Journal of Business and Management,10(11), 122. KHAN, H. U., AWAN, M. A., and HO, H. C. (2014) How do Chinese and Saudi Customers Perceive Online Service Quality? A Comparative Study.Journal of Business Inquiry: Research, Education and Application,13(2). Kumar, R. (2014)Research methodology: A step-by-step guide for beginners. Sage. Mackey, A., and Gass, S. M. (2015)Second language research: Methodology and design. Routledge. Mukherjee, A., Satija, D., Goyal, T. M., Mantrala, M. K., and Zou, S. (2014) Impact of the retail FDI policy on Indian consumers and the way forward. InGlobalization and Standards(pp. 41-59). USA: Springer India. Neuman, W. L., and Robson, K. (2014)Basics of social research. USA: Pearson Canada. Ostapenko, N. (2016) The Expansion of a Niche Luxury Watchmaker: Sj Sandstrm in Europe,The Journal of Applied Business and Economics,18(4), P. 92. Panneerselvam, R. (2014)Research methodology. USA: PHI Learning Pvt. Ltd. Rahimi, R., and Kozak, M. (2017) Impact of customer relationship management on customer satisfaction: The case of a budget hotel chain,Journal of Travel and Tourism Marketing,34(1), pp. 40-51. Silverman, D. (Ed.) (2016).Qualitative research. USA: Sage. Smith, J. A. (Ed.). (2015)Qualitative psychology: A practical guide to research methods. USA: Sage. Taylor, S. J., Bogdan, R., and DeVault, M. (2015)Introduction to qualitative research methods: A guidebook and resource. USA: John Wiley and Sons. Vaioleti, T. M. (2016) Talanoa research methodology: A developing position on Pacific research,Waikato Journal of Education,12(1).

Finding Your Identity Essay Example

Finding Your Identity Essay In Our Time: Growing Up and Finding Your Identity If life was like the plot of a book, growing up would be the rising action. Growing up involves searching for identity. Growing up and finding your identity makes up who you are as a person. These ideas are a consistent theme in The Bear, In Our Time, and A River Runs Through It. Growing up involves understanding the mystery of life. One must realize where they came from and where they are headed. That they were born and one day will die. As In the Indian Camp by Ernest Hemingway, Nick Adams at a young age witnessed both birth and death in a short period of time for the first time. Though he id not quite understand death, he was exposed to it and that aided In the process of growing up. However, as life went on and he continued to grow up, he was sent off to war and experienced death in a greater aspect. Nick returned more familiar with tragedies. He also returned with a sense of masculinity. This masculinity Is also part of Nicks search for identity as he grows up. As someone enters their state of manhood, they gain the quality of traditional adult manly qualities or male maturity. Manhood and womanhood are stages in growing up that create who you as an individual. We will write a custom essay sample on Finding Your Identity specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Finding Your Identity specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Finding Your Identity specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Finding your identity is to know your likes and dislikes. Youre not afraid to be who you are around others. As in the movie A River Runs Through It, Paul found his identity as a risk taker who wasnt afraid to stand for what he believes In. After Norman returned from college. He saw his younger brother Paul In a new light. Paul grew up. When Norman and Paul went to the river to fly fish, Norman describes Paul as finding his own rhythm in fly fishing. He wasnt afraid to try his own thing. He broke free from what his father taught him long ago about fly fishing and became his own fisherman. This resulted in Paul finding his identity and becoming an amazing lay fisherman. Paul also stood for the rights of Native Americans when people would talk against them. Paul was self dependent. After Paul and his brother Norman got kicked out of an Illegal gambling, drinking, and brothel establishment, Paul insists on returning to gamble but Norman tries convincing him to just leave and reminds him of all his debt. Yet Paul says, Norm, its my debt. K. Its my debt. Paul was self- reliant. When one is self-reliant, they rely on their own resources and powers. Unlike a child, they are independent and able to accomplish things on their own. That mindset of being independent Is crucial In growing up and folding your Identity. In The Bear by William Faulkner, Eke searched for his Identity as a hunter. The story started out with Eke as a child who was pro killing this monstrous and powerful bear, Old Ben. Yet, as Eke matured, he decided instead to not kill the bear. He and the bear where foes but shared a respect for one another. They didnt want their so called fight to end. And for that case, they both did not attack when they had the chance to harm one another. This represented Kikes process of growing up. During the setting of A River Runs Through It, Norman and Paul were forced to grow up at an early age . Because AT ten clearances Trot world war l, men were taken from businesses to go fight in the war. So at the age of 16, Norman worked at the United States Forestry Service. At that same time, Paul obtained a Job as a life guard. They were pressured to mature into the work force. Growing up and finding your identity is very different now in todays society than it was back before and around World War l. As for today, it is not compulsory for youth to grow up at such an early age. Adolescents have become lackadaisical. They lack a sense of responsibility. Theyre not ambitious in finding their identity and In summation, growing up and finding your identity make up who you are as a person. They play a significant role in the outcome of your future. These things are crucial in the circle we call life. Works Cited A River Runs Through It. Director Robert Redford. Performances by: Craig Shaffer, Brad Pit, Tom Skirt, Brenda Blether and Emily Lloyd. Columbia Pictures, 1993. Faulkner, William. The Bear. Go Down, Moses. Vintage International. New York, 1940. Hemingway, Ernest. In our Time. Simon Schuster. New York, 1925.

Fraternities Essays - North-American Interfraternity Conference

Fraternities Essays - North-American Interfraternity Conference Fraternities RESEARCH PAPER A fraternity, as defined by the The American Heritage Dictionary is "a chiefly social organization of male college students, usually designated by Greek letters."(pg. 523) This definition, however, is very limited and leaves plenty of space for short sighted people to believe the stereotype conveyed by the popular media, where fraternity members are depicted as drunks who accomplish nothing either scholastically or socially. Unfortunately, both this definition and media portrayals fail to mention the fact that membership in a fraternity is a life-long experience that helps its members develop social, organizational, and study skills during college, and that teaches true, everlasting friendship. As a matter of fact, fraternities have a long tradition of high academic achievement, and most of our nation's presidents were members of a Greek association. According to Irving Klepper, the first fraternity (Phi Beta Kappa) was founded for "social and literary purposes" at the College of William and Mary in Williamsburg, Virginia on December 5th 1776. After half a century of existence, it became and has since remained a scholarship honor society. Throughout the nineteenth century, many new fraternities were founded, but none of these were permanent. Then, in 1825, the Kappa Alpha Fraternity (now Kappa Alpha Society) was born at Union College. Two years later, Sigma Phi and Delta Phi had been founded at the same college, constituting the so-called Union Triad which was, in a large measure, the pattern for the American Fraternity system. By the end of the nineteenth century there were over thirty general fraternities in this country (pg. 18). Today's fraternities still have all the characteristics and precepts of the their past fraternities: "the charm and mystery of secrecy, a ritual, oaths of fidelity, a grip, a motto, a badge, a background of high idealism, a strong tie of friendship and comradeship, and urge for sharing its values through nationwide expansion." (Klepper pg. 18) In addition, today's fraternities help their members develop many skills which are used in and out of college. During membership in a fraternity, one must learn leadership skills, because the chapter has to be run in a business-like manner and because it embraces different offices (President, Vice-President, Treasurer, Scribe, etc..) which are held by its members. These offices closely resemble the ones of real business. Additionally, since membership in a fraternity is seen as a great achievement by other Greek associations' members, every brother must be able to uphold that office at any time. Organization is a must for every member of a fraternity. Fund raising activities and community service always have a high priority in every chapter, and each member is required to organize and/or take part in many of these activities as a pledge, a brother and an alumnus. This helps individuals within the group to develop organization and planning. In addition, since the fraternity might be located in a house, each brother must learn household organization for his brothers well being. Fraternities are famous for their energetic social gatherings (parties) which require all of their members to be socially active and outspoken when the occasion calls for it. This helps fraternity members develop very strong social skills. Since the act of one member reflects over the acts of all the others, self-control and awareness of actions are mandatory. In addition, when the brothers live in fraternity houses, this adds to the development of social skills in the way that a member must be able to deal and live with different kinds of people in different situations. Since there are people of different scholastic levels in a fraternity, the member of the fraternity have access to a great deal of knowledge on many different school subjects. It is normal for fraternities to organize study groups regularly during the school year and especially before exams. In addition, members might also use the opinion and advice of other members about the faculty in their favor, and most fraternities keep test files and other such study aids available for the benefit of their members. Most fraternity members are also eligible to receive a number of different scholarships and awards based on academic excellence, leadership, and personal achievement which can contribute to both the resume and the self-esteem of the person receiving such an honor. Fraternities

Civil Engineering- Retaining walls Essay Example | Topics and Well Written Essays - 250 words

Civil Engineering- Retaining walls - Essay Example This force translates into moment by multiplying it by the moment distance, M of each section (Craig 166). M is the distance from the ‘toe’ of the wall to the centre of gravity of each section. Centre of mass acts at â…” of distance from the apex to base or â…“ of distance from the base to apex, for triangular sections. Centre of mass acts at the centre of section, for rectangular sections. Summation of the individual sections’ resisting moments gives the overall resisting moment. The force, Pa, acts at a distance â…“ H since the effective pressure region is triangular. The resulting moment is Pa multiplied by â…“ H. the factor of safety Fsot is the ratio of moment due to resistance to the moment due to net active thrust. The sliding resistance is the ratio of (the reaction force of the wall multiplied by the coefficient of sliding, 0.44) to the driving force offered by the soil to the wall (Craig 189). The reaction of the wall is the summation of the wall’s section forces, in his case 23.3 k. In question 2, the angle Ï• is 26o, and c is still zero; therefore, the wall exerts a triangular pressure distribution region. Given both the active and passive pressure co-efficient, Ka and Kp respectively, calculate Pa and Pp. The passive pressure is due to the resistance of soil to lateral forces. Ka and consequently, Pa are calculated as in problem 1 while Kp = [(1+ sin Ï•)/ (1 - sin Ï•)]. Pp = Â ½KpÃŽ ³ H2– 2c (√Ka) (H) but this reduces to Pp = Â ½KaÃŽ ³ H2 since c is zero (Craig 166). The factor of safety, Fsot, as in problem one is the ratio of the summation of resistance moment by the wall to moments due to active thrust of the soil. The factor of safety due to sliding limit is the summation of wall section’s reaction force multiplied by sliding coefficient, 0.45 divided by the thrust force of the soil to the

Careers Assignment Research Paper Example | Topics and Well Written Essays - 250 words

Careers Assignment - Research Paper Example Secondly, the interactive intelligence company are offering a position in the field of information technology business analyst. Apparently, the person is mandated with the task of relating business practices with information technology. On the contrary, for the career panel, the following are the questions that would be asked. Firstly, how will you benefit the company? Secondly, have you ever held the position offered before? Lastly, where do you view this company in the next five years? On the other hand, a system administrator is mandated with the task of servicing and ensuring good operation of computer systems. In fact, they are the core of the information technology business for instance computer manufacturing firms such as dell. Moreover, a programmer is mandated with the task of creating and maintenance of computer programs. On the same note, they are essential in companies that manufacture computer programs, thus they promote the information technology sector. To this end, information technology is crucial in the field of

Technology gets better over time Essay Example | Topics and Well Written Essays - 1250 words

Technology gets better over time - Essay Example According to Langdon Winner (2001) in his essay â€Å"Whatever happened to the electronic cottage?,† he has described the illusionary concept drawn by Alvin Toffler in his book, â€Å"The Third Wave† (1980) that technology would help the people to become more closer; they would develop more social bonding among them which would give rise to greater community stability along with an increase in the establishment of voluntary organizations supporting different groups in a society. His vision of an ideal society established on the basis of advancement of technology suggests that there would be less stress and more leisure in the lives of people with an increased focus on the expansion of values and morality within the social structure. The vision drawn by Alvin Toffler came to reality but with bitter results. ... It is important to understand that how these technological interactions have influenced individuals and the groups in a society, at large. The emergence of social networking sites have become a major medium for communication for a large number of people all around the globe. The use of such social networking sites can have positive as well as the negative consequences on the lives of people which depend on how they are using it. In a society where people are geographically separated and one tries to keep in touch with his family and friends, technology has facilitated them in maintaining their relations even in the farthest corners of the world. For a person, it has become just a matter of time to re-connect with his long-lost companion through a social networking site. However, with the benefits and positive aspects related with the use of social networking sites we cannot ignore the negative consequences and risk associated with the use of social networking sites and increased virt ual communications. Different people have different influences of such websites. This issue can be explained with an example of a man who displays all the events of his day on a play card and stands holding them on a public place. Due to this particular act of his display, he draws the attention and reaction of known and unknown people towards the internal affairs of his life; giving an opportunity to comment on his personal life and affairs. The vast extend of all kinds of comments and remarks on social media plays a negative role in the user’s life regardless whether the comments or remarks are true or not; their results are devastating in many peoples’ lives. According to

Castle Life in Medieval Times

Castle Life in Medieval Times The Medieval Times was an extremely rough era for many people. The people in Medieval Europe had to work outrageously hard. Those that were considered to be common people of this time lived in very poor housing with little to no luxuries, and those of nobility lived in castles. While castle life is believed to be extremely luxurious, residing in a castle during Medieval Times was very difficult. Castles have been a dominant symbol of the Medieval Era for many years and have been used throughout history, from the Roman forts to the complex structures in the 15th century (English 158). Castles were built on artificial hills surrounded by a moat. Those who built the castle would dig a ditch around where the castle would stand and put the dirt on it to make the artificial hill (Johnson 93). When castles were first built they were made mostly of wood (Castle Architecture). The reason for wood being mainly used in the construction of a castle was because wood was found easily in Europe, along with it being less expensive and easy to transport (Castles in the Middle Ages). The early castles also had layers of clay and stone, this was to ensure that castles were strong enough to hold up in a time of war (Johnson 93). However, castles soon were built with just stone because the wood was too flammable (Castle Architecture). Using stone actually worked out better because this made the castles stronger than before. However, it was harder to build the castles how they desired considering stone is less flexible than wood, and this dilemma resulted in the early castles being less elegant (Castles in the Middle Ages). Since stone is very strong, if the castle was to be damaged or destroyed the materials from the castle would be used to make a new castle or repair the current one (Castle Architecture). During the times of the Medieval Era, there were many changes in the way they did architecture to make castles stronger. Those who built the castles of the Medieval Time took the concept of arches from the Roman Empire and created a pointed arch to make the structure stronger. The change made the force of all the stones go down and out which locked the stones into place resulting in a very strong and beautiful castle, along with a strong foundation (Castles in the Middle Ages). When arriving to a castle, one would have to cross a moat and a drawbridge (Life in a Middle Ages Castle). Some moats were filled with water and others filled with spikes (Johnson 94). Upon crossing the drawbridge one would come to a door which had towers on both sides (Life in a Middle Ages Castle). Theses towers were used to watch for oncoming enemies or signs of rebellion, also these towers were used to shoot enemies that might be at the gate (Johnson 93). As one enters the castle the first sight would be the courtyard which is where those who live in the castle would be in times of war. Also, one would see the Great hall, the chapel, and the kitchens (Life in a Middle Ages Castle). The main part of the castle was the Great Hall (Thomas). This is where the Lord or King stayed when war was not present (Life in a Middle Ages Castle). The Great Hall was basically a big room with a loft ceiling. Sometimes the Hall was on the bottom floor, but for better security it was usually built on the second floor. This room was setup like a church will posts or pillars in rows supporting the roof. In order to get to the Great Hall on the second floor one would have to enter by using the outside staircase (Thomas). When under attack, the staircase would be removed to protect those in the castle (Johnson 93). Castles in the early part of the Medieval Era were very bulky and not pleasant for those who lived inside of the castle (Castles in the Middle Ages). The castle had small rooms, not including the Great Hall, heated only by fireplaces, and also had bad ventilation (Life in a Middle Ages Castle). Eventually, the heating by fireplaces improved greatly the fireplaces were struc tured to heat the wall so that it could then warm the room and the smoke could be carried out (Thomas). The kitchen was nothing extravagant, it was made originally with wood and the food was cooked by several fireplaces. If there was going to be a big feast, extra kitchens would be setup for that feast. Today we clean utensils in the kitchen; however, in the Medieval Era utensils were not cleaned in the kitchen but outside (Thomas). The Lord and his family slept at the upper end of the Great Hall. Each bedroom usually was separated by a piece of fabric (Thomas). The bedrooms of the Lord and his family were called solars (Johnson 97). Sometimes, the Lord and his wife would have separate solars. Their rooms would have peepholes in the wall decorations so they could see what was going on in other rooms (Thomas). The grown children of the Lord did not always get their own solars; a lot of times they had to share rooms with siblings, or even servants (Johnson 94). The main items in a solar would be a wooden framed bed with springs made of ropes or leather, a feather mattress, sheets, quilts, fur coverlets, and pillows. The bed had curtains that could be pulled back in the day and closed at night for privacy and for protection from the cold. The remaining furniture in the room was a chest, a wooden peg to hang clothes, and a couple of stools (Thomas). Castles had a central drawing point of water for washing and drinking on about every floor (Thomas). Most castles also had cisterns which would catch the rainfall (Johnson 97). The cisterns would be connected to pipes and carry the water to other floors. There were also many other pipes that would control the flow of water and carry off the waste water. People of those times would use wooden tubs surrounded by tents, for protection, and padded cloths for comfort. The bathroom was as close to the sleeping quarters as it could be. In other words, it was an opening in the wall where waste would escape from the castle wall and secrete into a river or moat (Thomas). Castles were not only homes for nobility, but it was also a defense mechanism against enemies (Life in a Medieval Castle: The Smells and Sights of Castle Life). During this time, it was also thought if an area did not have a castle, they were going to be defeated by their enemies. This pushed many areas to build castles (Coulson 31). The ideal location for a defensively strong castle was either on rocky ground, mountain passes, isolated peninsulas, lake islands, and hills (Castle Architecture). Wherever the castle was built, consideration was taken as to how the land would help defend the castle (Johnson 92). These castles were built in order to control territories and prevent people from taking over important parts of land (English 159). Also, they were built to protect the peasants and the economy. However, if the area was under attack, peasants were required to bring their animals and produce to the castle. In order for these things to be safe, it was also considered a payment for the communities protection (Johnson 92). The payment was somewhat deserved; it was very trying to live in a castle during times of war. Enemies would attempt to cut off water supply along with throwing things at the castle, such as, dead bodies. This would spread disease and force them to surrender (Medieval Life). While castles can be a place of protection, castles were considered to be home for many Lords and Kings. The Great Hall was where the Lord and his family would spend a large amount of time. This hall was a place where the family, along with those invited to the castle, enjoyed some of the things life had to offer like dancing, plays, poetry and many other things (Life in a Medieval Castle: The Smells and Sights of Castle Life). The Great Hall was also where meals were eaten. In the hall there was a large, oak, dining table and around the table were benches and stools where the guests would sit (Medieval Castle Life). The Lord and his family would be seated at the head of the table on a raised dais. This symbolized that they were above everyone else (Life in a Medieval Castle: The Smells and Sights of Castle Life). The dinners in the hall would usually be at five in the afternoon. It was a popular saying in the Middle Ages that to live to the age of 99 years old, you have to wake up a t five, dine at nine, have supper at five and go to bed at nine! (Medieval Castle Life). Other than the banquets that would be held in the castle, there was not much to do inside but play chess, listen to music or jokes from the jester. Outside of the castle people would usually, hunt for deer, bears, and wild boars, however, the main activities were weapons training and fighting, so they could be ready for battle. This was thought to be a great game (Life in a Middle Ages Castle). Living during Medieval Times was a lot harder than living in todays society. Although life in a castle may not have been the most difficult life during Medieval Times, it was still not as luxurious as it is pictured to be. Protecting the community was the job of the castle and the job of those that lived in the castle, which was why castle life was a very harsh life.

Of Mice and Men by John Steinbeck :: Of Mice and Men Essays

Introduction. 'Of Mice and Men' is written by John Steinbeck, published in 1937. The novel is set in the 1930s during the great depression in California. The two prominent characters, George and Lennie are farm workers who have a dream of one-day owning their own ranch. They find work in a ranch near Soledad, after escaping from Weed because of George's incident. They are met by different characters on the farm that all have a dream. Lots of farm workers would share the dream of all one day owning some land of their own. This dream became very popular and was named the 'American Dream.' Its people came from every country and background with the one belief that America would bring them wealth and happiness. For very many others, America offered escape from poverty and starvation. It was a new country, an undiscovered one. In Europe land had always been the key to money and status. Only in America could the poor of Europe hope to own their own land. The country became more and more heavily populated as the word got around of gold mines, and new homes and villages developed creating communities. At its simplest the American Dream was the popular idea that America was a country that allowed men and women to make a clean start. Like all dreams the reality did not always match the dream. However the destruction of the Indians, the American civil war and the creation of city slums were all growing pains of a great country. Yet the dream survived. That is this dream survived until the late 1920s. By then there was no more land to be claimed and America had built up its own rules and laws. This marked the start of the great depression. Farming was badly effected, as over farming had caused huge areas of land to just dry up. This was the creation of the famous 'dust bowl.' Poor crops meant that many of the farmers were unable to pay back the debts they had taken out in the first place to buy the land.

Standard Working Hours

Introduction After the implementation of statutory minimum wage in Hong Kong, many people urge the government to have law about standard working hours as employers may use non-paid overtime as a means to minimize the labor cost in order to offset the increase of labor costs caused by the minimum wage. First of all, we would like to talk about the definition of setting a standard working hour. The idea is to set a standard working hour per week. If employees’ working hours are longer than the standard one, employers have to pay additional bonus for the extra working hours.Reason for having standard working hours Regardless of a follow-up action for minimum wage policy, it can ensure better health for employees. The Occupational Safety and Health Ordinance stipulate that employers must ensure the occupational safety and health of their employees. Yet, the problem of long working hour is severe. Taking accounting field as an example, it is common for us to hear the employees in à ¢â‚¬Å"Big Four† have sudden health because of long working hours.Setting up standard working hours can discourage employers to ask employees to have overtime so that employees can have more resting time and more job opportunities may be created as employers may need more workforce to avoid employees having overtime (can’t think of any rebuttal, strong point). Worries from Business sector (EMPLOYERS PERSPECTIVE) Currently, seven of the city’s biggest business chambers have sent a rare joint letter to the government expressing their concerns about this issue.They claimed that this policy may hurt the economic environment in Hong Kong since their labor costs will further increase (increase in labour cost due to the need to employ more workers to compensate for the reduction in working hours per worker. This might involve an increase in wages, administration cost, cost of training etc. Additional cost and resources needed *â€Å"Lau Chin-ho, a deputy chairman of the Federation of Hong Kong Industries, on RTHK's City Forum, said standard working hours could increase business costs and that other alternatives should be explored before drafting a law.He was responding to a government report, released last week, which says employers would need to pay up to HK$55. 2 billion more a year in wages if standard working hours were introduced in Hong Kong. †Ã¢â‚¬  The Labour Department of Hong Kong generated 27 scenarios of the likely impact by altering three elements: a 40 to 48-hour week, overtime pay of one to 1. 5 times regular pay and exemption criteria for staff such as managers and executives. Depending on the scenario, it estimates the employers' additional labour costs at HK$8 billion to HK$55. 2 billion a year, or 1. per cent to 11. 4 per cent of total expenditure on wages. This compares with HK$3. 3 billion a year resulting from a minimum wage of HK$28 an hour. †). The increase in labour cost might adversely affect the consumers si nce employers might choose to shift the price burden to consumers by increasing the price of goods and services. for consumers. Also, as a service-oriented economy, they think that this policy is not applicable in Hong Kong as service industries require more labor force and time. (can mention about the practicality of the implementation of standard working hours.How it might not be enforceable in certain industries with certain nature of work) Besides, the free and open economy in Hong Kong has long been attracting foreign investment. Multi-national corporations are attracted to set up their business in Hong Kong due to the free market and the non-regulated economy. With the implementation of standard working hours in addition to the statutory minimum wage, the higher labour cost and regulated economic environment might deter the inward investment of MNCs, potentially causing an increase in unemployment in Hong Kong.MNCs might choose to set up their business in other countries with relatively lower labour cost, less regulations and more incentives (tax-free). Suggestion to the implementation of this policy legislate standard working hours This policy should strike a balanced benefit between employers and employees. In order to strike non-paid overtime malpractice, it is inevitable to have standard working hours. Yet, the main concern is to set a moderate level of working hours to protect employers’ interest.Pro-democrats call for the level of 40-44 hours per week. Yet, from the survey by SCMP, the average working hours in Hong Kong is 47. 7 per week. So, setting 47-48 hours per week is fair to both sides. The government may consider having evaluation and judgment of optimal level each year for making it acceptable for both sides. Reference: http://hklawblog. com/2012/11/29/should-hong-kong-implement-standard-working-hours/

Ethical and Legal Issues on the Internet Essay

Plagiarism is probably the main concern when it comes to blogging and academic assignments. Should it be our responsibility to minimize plagiarism, yes it is. Academic Integrity helps keep higher learning’s foundation strong. That is why it is very important to minimize or even try to eliminate plagiarism. Academic integrity surely includes issues like cheating and plagiarism, copyrights, patents, intellectual property. But it concerns the way in which we present ourselves to the community of which we are a part of. It’s the obligation of students, administrators, faculty, and staff, to come together to educate students for personal and social responsibility. Schools offer to the learning community information about academic and research integrity, the responsible conduct of research, and about the ways in which our individual actions have an effect on our participation with, a vibrant and creative academic and social community. Plagiarism, the use of another’s words, ideas, data, or product without  appropriate acknowledgment, such as copying another’s work, presenting someone else’s opinions and theories as one’s own, or working jointly on a project and then submitting it as one’s own. Cheating, the use or attempted use of unauthorized materials such as annotated or instructor editions of the course textbook, information, or study aids; or an act of deceit by which a student attempts to misrepresent academic skills or knowledge. Fabrication is the intentional misrepresentation or invention of any information, such as falsifying research, inventing or exaggerating data, or listing incorrect or fictitious references. There are ways for responsible blogging; as long as people can be ethical and follow them blogging may become more credible. First Bloggers should check their facts before blogging. It is so simple to produce and share content why not make sure it is 100% facts before sharing. Bloggers should respect all copyright laws, people associate online content with public domain content which can get the blogger in hot water. Bloggers should include links to a more detail source of the material that is being written. Giving credit where credit is due is very important in responsible blogging. The blogger should always reference their sources, this practice is important under an ethical point of view, but also give the reader a place to get the main source of facts.

Analytical Writing Section of the Gre Essays

Analytical Writing Section of the Gre Essays Analytical Writing Section of the Gre Essay Analytical Writing Section of the Gre Essay if any. * 9 Without generalists, society becomes inward-looking and eventually inefficient. Without a society that recongnizes the impotance of braod-mindedness and fora for sharing generalities, individuals become isolated. Thus, while our form of society necessitates specialists, generalists are equally important. Specialists drive us forward in a series of thrusts while generalists make sure we are still on the jousting field and know what the stakes are. Reader Commentary for Essay Response – Score 6 This is an outstanding analysis of the issue- insightful, well reasoned, and highly effective in its use of language. The introductory paragraph announces the writers position on the issue and provides the context within which the writer will develop that position: In this era of rapid social and technological change leading to increasing life complexity and psychological displacement . . . . The argument itself has two parts. The first part presents a compelling case for specialization, primarily in the field of medicine. The second part presents an equally compelling, well-organized case against overspecialization based on three main reasons: logical (narrowly trained specialists often fail to understand the whole) moral (usually generalists understand what is needed for the greater good) personal (specializing/pigeonholing too early can be psychologically damaging) The arguments careful line of reasoning is further strengthened by the skillful use of expert testimony (quotation from a prominent medical researcher) and vivid metaphor (to inspect only ones toenails is to ignore the whole body). It is not only the reasoning that distinguishes this response. The language is precise and often figurative (bogged down in a Sargasso sea of information overload, a pile of useless discoveries, and specialists drive us forward in a series of thrusts, while generalists make sure we are still on the jousting field). The reader is constantly guided through the argument by transitional phrases and ideas that help organize the ideas and move the argument forward. This is an exceptionally fine response to the topic. Essay Response – Score 5 Specialists are not overrated today. More generalists may be needed, but not to overshadow the specialists. Generalists can provide a great deal of information on many topics of interest with a broad range of ideas. People ho look at the overall view of things can help with some of the large problems our society faces today. But specialists are necessary to gain a better understanding of more in depth methods to solve problems or fixing things. One good example of why specialists are not overrated is in the medical field. Doctors are necessary for people to live healthy lives. When a person is sick, he may go to a general practitioner to find out the cause of his problems. Usually, this kind of generalized doctor can help most ailments with simple and effective treatments. Sometimes, though, a sickness may go beyond a family doctors knowledge or the prescribed treatments dont work the way they should. When a sickness progresses or becomes diagnosed as a disease that requires more care than a family doctor can provide, he may be referred to a specialist. For instance, a person with constant breathing problems that require hospitalization may be suggested to visit an asthma specialist. Since a family doctor has a great deal of knowledge of medicine, he can decide when his methods are not effective and the patient needs to see someone who knows more about the specific problem; someone who knows how it begins, progresses, and specified treatments. This is an excellent example of how a generalied person may not be equipped enough to handle something as well as a specialized one can. Another example of a specialist who is needed instead of a generalist involves teaching. In grammar school, children learn all the basic principles of reading, writing, and arithematic. But as children get older 10 and progress in school, they gain a better understanding of the language and mathematical processes. As the years in school increase, they need to learn more and more specifics and details about various subjects. They start out by learning basic math concepts such as addition, subtraction, division, and multiplication. A few years later, they are ready to begin algebraic concepts, geometry, and calculus. They are also ready to learn more advanced vocabulary, the principles of how all life is composed and how it functions. One teacher or professor can not provide as much in depth discussion on all of these topics as well as one who has learned the specifics and studied mainly to know everything that is currently known about one of these subjects. Generalized teachers are required to begin molding students at a very early age so they can get ready for the future ahead of them in gaining more facts about the basic subjects and finding out new facts on the old ones. These are only two examples of why specialists are not highly overrated and more generalists are not necessary to the point of overshadowing them. Generalists are needed to give the public a broad understanding of some things. But , specialists are important to help maintain the status, health, and safety of our society. Specialists are very necessary. Reader Commentary for Essay Response – Score 5 This writer presents a well-developed analysis of the complexities of the issue by discussing the need for both the generalist and the specialist. The argument is rooted in two extended examples, both well chosen. The first (paragraph 2) begins with a discussion of the necessity for medical generalists (the general practitioner) as well as specialists and moves into an example within the example (breathing problems and the need for an asthma specialist). This extension from the general to the specific characterizes the example in the next paragraph as well. There, the discussion centers on education from elementary to high school, from basic arithmetic to calculus. The smooth development is aided by the use of appropriate transitions: but, usually, and for instance, among others. The essay ends by revisiting the writers thesis. While the writer handles language and syntax well, several lapses in clarity keep this otherwise well-argued response out of the 6 category. The problems vary from the lack of a pronoun referent (When a sickness progresses or becomes diagnosed, . . . he may be referred to a specialist) to an error in parallel structure (how it begins, progresses and specified treatments), to loose syntax and imprecise language (Generalized teachers are required to begin molding students at a very early age so they can get ready for the future ahead of them in gaining more facts about the basic subjects. ) Essay Response – Score 4 Specialists are just what their name says: people who specialize in one part of a very general scheme of things. A person cant know everything there is to know about everything. This is why specialists are helpful. You can take one general concept and divide it up three ways and have three fully developed different concepts instead of one general concept that no one really knows about. Isnt it better to really know something well, than to know everything half-way. Take a special ed teacher compared to a general ed teacher. The general ed teacher knows how to deal with most students. She knows how to teach a subject to a student that is on a normal level. But what would happen to the child in the back of the room with dyslexia? She would be so lost in that general ed classroom that she would not only not learn, but be frustrated and quite possibly, have low self-esteem and hate school. If there is a special ed teacher there who specializes in children with learning disabilities, she can teach the general ed teacher how to cope with this student as well as modify the curriculum so that the student can learn along with the others. The special ed teacher can also take that child for a few hours each day and work with her on her reading difficulty one-on-one, which a general ed teacher never would have time to do. 11 A general ed teacher cant know what a special ed teacher knows and a special ed teacher cant know what a general ed teacher knows. But the two of them working together and specializing in their own things can really get a lot more accomplished. The special ed teacher is also trained to work on the childs self-esteem, which has a big part in how successful this child will be. Every child in the United States of America has the right to an equal education. How can a child with a learning disability receive the same equal education as a general ed student if there was no specialist there to help both teacher and child? Another thing to consider is how a committee is supposed to work together. Each person has a special task to accomplish and when these people all come together, with their tasks finished, every aspect of the communitys work is completely covered. Nothing is left undone. In this case there are many different specialists to meet the general goal of the committee. When you take into account that a specialist contributes only a small part of the generalist aspect, it seems ridiculous to say that specialists are overrated. The generalists looks to the specialists any time they need help or clarification on their broad aspect. Specialists and generalists are part of the same system, so if a specialist is overrated, then so is a generalist. Reader Commentary for Essay Response – Score 4 This is an adequate analysis of the issue. After a somewhat confusing attempt to define specialists in the introductory paragraph, the writer presents a pertinent example (the special education teacher) to illustrate the importance of specialists. The example dominates the response and contributes positively to the overall score of 4. The second example, how a committee works, is less persuasive. However, it does seem to help clarify the writers definition of general as an umbrella term meaning the total collection of what specialists know about a topic. Although the writers views about the relationship between generalist and specialist are unusual, they do become clear in the conclusion of the essay. Yet, these ideas are not developed in sufficient depth or with enough logical control to earn a score higher than 4. The writing is generally error free. There are few problems in sentence structure, grammar, and usage, although the phrasing is at times imprecise and wordy. Overall, this response displays clearly adequate control of the elements of written English. Essay Response – Score 3 To quote the saying, Jack of all trades, master of none, would be my position on the statement. I feel specialists in all areas of knowledge lead to a higher standard of living for everyone. Specializing in different areas allows us to use each others talents to the highest level and maximize potential. As an example, if a person required brain surgery, would they rather have a brain surgeon or a general practitioner doing the work? Clearly a specialist would do the better job and give the patient a chance at a better life. A university education starts by laying the groundwork for general knowledge but then narrows down to a specific field. General knowledge and a broad prospective are important, but if there was no focus on specific areas, our overall knowledge as a population would be seriously lessened. Another example of specialists not being overated would be international trade. Not every nation can provide for themselves. They need to get products and ideas from other parts of the world because they are better at providing them. This allows for a growing economy if two different nations can provide each other with two different products. If one country can produce oranges better than another, it should trade the oranges for the fish that it can not produce. If generalizing was the normal thing to do and both 12 countries tried to produce all kinds of products, the countries would probably survive, but not have the standard of living they presently have. Reader Commentary for Essay Response – Score 3 The writers position is clear: specialists are important and necessary. However, the position is not adequately supported with reasons or logical examples. Paragraph 1 presents an appropriate example of the brain surgeon versus the general practitioner. However, the example of an increasingly narrow university education in paragraph 2, contains only two sentences and is seriously undeveloped. It does little to advance the writers position. Paragraph 3 offers yet another example, the most developed of all. Unfortunately, this example is not clearly logical. The writer tries to argue that the specialist country (one that is a better producer of oranges) is superior to the generalist country (presumably one that produces oranges as well as other products). This generalist country, the writer tells us, would be inferior to the other. This conclusion does not emerge logically from the writers argument, and it seems to be at odds with everyday reality. Although language is used with some imprecision throughout the essay, the writers meaning is not obscured. The main reasons for the score of 3 are the lack of sufficient development and inappropriate use of examples. Essay Response – Score 2 In the situation of health I feel that specialists are very important. For example if a person has heart problems, choose a heart specialist over a genral medicine Dr. However if a person is having a wide range of syptoms, perhaps choose a Dr. with a wide range of experience might be more helpful. It also depends on the type of problem you are having. For example I would not suggest taking a troubled child to a theorpist who specializes in marriage problems. In some cases have a specialists helps to insure that you are getting the best possibly treatment. On the other hand dealing with a person who has a wide range of experience may be able to find different ways of dealing with a particular problem. Since the quotation did not state exactely what type of specialist we are dealing with it is also hard to determine the importance of having a specialist is. For example the could be health or problems with a car, or basically anything else. I feel that this information should not have been left out. I guess the bottom line is that I feel sometimes a specialist is very important. Reader Commentary for Essay Response – Score 2 This is a seriously flawed analysis of the issue. The response argues in favor of specialists, but neither the reasons nor the examples are persuasive. The example of not taking a troubled child to see a theropist who specializes in marriage problems is both simplistic and off the mark since it differentiates between two specialists, not between a generalist and a specialist. The sentences are so poorly formed and phrased that the argument is at times hard to follow. Nevertheless, this is not a 1 essay: the writer presents a position on the issue, develops that position with some very weak analysis, and communicates some ideas clearly. Essay Response – Score 1 I disagree with the statement about specialists, we need specialists who take individual areas and specialize. A generalists can pinpoint a problem. He or she cannot determine the magnitude of the problem. A specialist can find the root of the problem. When he or she has years working in that specific field. For 13 example, when i got sick i went to a doctor. He did blood work, x-ray, talk to me, ect. He prescribed me a medicine. I got worst. So i decided to go another doctor. Now, i am doing great. A specialist knows the facts right away. Otherwise, it will take longer or not at all. Reader Commentary for Essay Response – Score 1 This response presents a fundamentally deficient discussion of the issue. The first sentence states the writers position in support of specialists, but that position is not followed by a coherent argument. Some of the ideas seem contradictory (e. g. , generalists can pinpoint a problem) and the example is confusing. If the essay explained that the first (unsuccessful) doctor was a generalist and the second (successful) doctor was a specialist, the example would be useful. However, as written, the example is unclear and even misleading. The concluding statement only adds to the confusion. Since most of the sentences are short and choppy, the ideas they try to communicate are also choppy. The writer needs to provide transitional phrases and ideas to bring logical cohesion to this response. Also, basic errors in usage and grammar are pervasive, but it is primarily the lack of a coherent argument that makes this response a 1. Analyze an Argument Task Understanding the Argument Task The Analyze an Argument task assesses your ability to understand, analyze, and evaluate arguments and to clearly convey your analysis in writing. The task consists of a brief passage in which the author makes a case for some course of action or interpretation of events by presenting claims backed by reasons and evidence. Your task is to discuss the logical soundness of the authors case by critically examining the line of reasoning and the use of evidence. This task requires you to read the argument very carefully. You might want to read it more than once and possibly make brief notes about points you want to develop more fully in your response. In reading the argument, you should pay special attention to what is offered as evidence, support, or proof? what is explicitly stated, claimed, or concluded what is assumed or supposed, perhaps without justification or proof what is not stated, but necessarily follows from what is stated In addition, you should consider the structure of the argument- the way in which these elements are linked together to form a line of reasoning; that is, you should recognize the separate, sometimes implicit steps in the thinking process and consider whether the movement from each one to the next is logically sound. In tracing this line, look for transition words and phrases that suggest that the author is attempting to make a logical connection (e. g. , however, thus, therefore, evidently, hence, in conclusion). An important part of performing well on the Argument task is remembering what you are not being asked to do. You are not being asked to discuss whether the statements in the argument are true or accurate; instead, you are being asked whether conclusions and inferences are validly drawn from the statements. You are not being asked to agree or disagree with the position stated; instead, you are being asked to comment on the thinking that underlies the position stated. You are not being asked to express your own views on the subject being discussed (as you were in the Issue task); instead, you are being asked to evaluate the logical soundness of an argument of another writer and, in doing so, to demonstrate the critical thinking, perceptive reading, and analytical writing skills that university faculty consider important for success in graduate school. Analyze an Argument is primarily a critical thinking task requiring a written response. Consequently, the analytical skills displayed in your critique carry great weight in determining your score. 14 Understanding the Context for Writing: Purpose and Audience The purpose of the task is to see how well equipped you are to insightfully analyze an argument written by someone else and to effectively communicate your critique in writing to an academic audience. Your audience consists of college and university faculty who are trained as GRE readers to apply the scoring criteria identified in the scoring guide for the â€Å"Analyze an Argument† task (see page 28). To get a clearer idea of how GRE readers apply the Argument scoring criteria to actual essays, you should review scored sample Argument essay responses and readers commentaries. The sample responses, particularly at the 5 and 6 score levels, will show you a variety of successful strategies for organizing and developing an insightful critique. You will also see many examples of particularly effective uses of language. The readers commentaries discuss specific aspects of analytical writing, such as cogency of ideas, development and support, organization, syntactic variety, and facility with language. These commentaries will point out aspects that are particularly effective and insightful as well as any that detract from the overall effectiveness of the responses. Preparing for the Argument Task Because the Argument task is meant to assess analytical writing and informal reasoning skills that you have developed throughout your education, it has been designed so as not to require any specific course of study or to advantage students with a particular type of training. Many college textbooks on rhetoric and composition have sections on informal logic and critical thinking that might prove helpful, but even these might be more detailed and technical than the task requires. You will not be expected to know methods of analysis or technical terms. For instance, in one topic an elementary school principal might conclude that the new playground equipment has improved student attendance because absentee rates have declined since it was installed. You will not need to see that the principal has committed the post hoc, ergo propter hoc fallacy; you will simply need to see that there are other possible explanations for the improved attendance, to offer some common-sense examples, and perhaps to suggest what would be necessary to verify the conclusion. For instance, absentee rates might have decreased because the climate was mild. This would have to be ruled out in order for the principal’s conclusion to be valid. Although you do not need to know special analytical techniques and terminology, you should be familiar with the directions for the Argument task and with certain key concepts, including the following: alternative explanation- a possible competing version of what might have caused the events in question; an alternative explanation undercuts or qualifies the original explanation because it too can account for the observed facts analysis- the process of breaking something (e. g. , an argument) down into its component parts in order to understand how they work together to make up the whole; also a resentation, usually in writing, of the results of this process argument- a claim or a set of claims with reasons and evidence offered as support; a line of reasoning meant to demonstrate the truth or falsehood of something assumption- a belief, often unstated or unexamined, that someone must hold in order to maintain a particular position; something that is taken for granted but that must be true in order for the conclusion to be true conclusion- the end point reached by a line of reasoning, valid if the reasoning is sound; the resulting assertion counterexample- an example, real or hypothetical, that refutes or disproves a statement in the argument An excellent way to prepare for the Analyze an Argument task is to practice writing on some of the published Argument topics. There is no one way to practice that is best for everyone. Some prefer to start practicing without adhering to the 30-minute time limit. If you follow this approach, take all the time you need to analyze the argument. No matter which approach you take, you should 15 arefully read the argument- you might want to read it over more than once identify as many of its claims, conclusions, and underlying assumptions as possible think of as many alternative explanations and counterexamples as you can think of what additional evidence might weaken or lend support to the claims ask yourself what changes in the argument would make the reasoning more sound Write down each of these thoughts as a brief note. When youve gone as far as you can with your analysis, look over the notes and put them in a good order for discussion (perhaps by numbering them). Then write a critique by fully developing each of your points in turn. Even if you choose not to write a full essay response, you should find it very helpful to practice analyzing a few of the arguments and sketching out your responses. When you become quicker and more confident, you should practice writing some Argument responses within the 30-minute time limit so that you will have a good sense of how to pace yourself in the actual test. For example, you will not want to discuss one point so exhaustively or to provide so many equivalent examples that you run out of time to make your other main points. You might want to get feedback on your response(s) from a writing instructor, a philosophy teacher, or someone who emphasizes critical thinking in his or her course. It can also be very informative to trade papers on the same topic with fellow students and discuss one anothers responses in terms of the scoring guide. Focus not so much on giving the right scores as on seeing how the papers meet or miss the performance standards for each score point and what you therefore need to do in order to improve. How to Interpret Numbers, Percentages, and Statistics in Argument Topics Some arguments contain numbers, percentages, or statistics that are offered as evidence in support of the arguments conclusion. For example, an argument might claim that a certain community event is less popular this year than it was last year because only 100 people attended this year in comparison with 150 last year, a 33 percent decline in attendance. It is important to remember that you are not being asked to do a mathematical task with the numbers, percentages, or statistics. Instead you should evaluate these as evidence that is intended to support the conclusion. In the example above, the conclusion is that a community event has become less popular. You should ask yourself: does the difference between 100 people and 150 people support that conclusion? Note that, in this case, there are other possible explanations; for example, the weather might have been much worse this year, this years event might have been held at an inconvenient time, the cost of the event might have gone up this year, or there might have been another popular event this year at the same time. Each of these could explain the difference in attendance, and thus would weaken the conclusion that the event was less popular. Similarly, percentages might support or weaken a conclusion depending on what actual numbers the percentages represent. Consider the claim that the drama club at a school deserves more funding because its membership has increased by 100 percent. This 100 percent increase could be significant if there had been 100 members and now there are 200 members, whereas the increase would be much less significant if there had been 5 members and now there are 10. Remember that any numbers, percentages, or statistics in Argument topics are used only as evidence in support of a conclusion, and you should always consider whether they actually support the conclusion. The Form of Your Response You are free to organize and develop your critique in any way that you think will effectively communicate your analysis of the argument. Your response may, but need not, incorporate particular writing strategies learned in English composition or writing-intensive college courses. GRE readers will not be looking for a particular developmental strategy or mode of writing. In fact, when faculty are trained to be GRE readers, they review hundreds of Argument responses that, although highly diverse in content and form, display similar levels of critical thinking and analytical writing. Readers will see, for example, some essays at the 6 score level that begin by briefly summarizing the argument and then explicitly stating and developing the main points of the critique. The readers know that a writer can earn a high score by analyzing and developing several points in a critique or by identifying a central flaw in the argument and developing that 16 critique extensively. You might want to look at the sample Argument responses, particularly at the 5 and 6 score levels, to see how other writers have successfully developed and organized their critiques. You should make choices about format and organization that you think support and enhance the overall effectiveness of your critique. This means using as many or as few paragraphs as you consider appropriate for your critique- for example, creating a new paragraph when your discussion shifts to a new point of analysis. You might want to organize your critique around the organization of the argument itself, discussing the argument line by line. Or you might want to first point out a central questionable assumption and then move on to discuss related flaws in the arguments line of reasoning. Similarly, you might want to use examples if they help illustrate an important point in your critique or move your discussion forward (remember, however, that, in terms of your ability to perform the Argument task effectively, it is your critical thinking and analytical writing, not your ability to come up with examples, that is being assessed). What matters is not the form the response takes, but how insightfully you analyze the argument and how articulately you communicate your analysis to academic readers within the context of the task. Sample Argument Topic Hospital statistics regarding people who go to the emergency room after roller skating accidents indicate the need for more protective equipment. Within this group of people, 75 percent of those who had accidents in streets or parking lots were not wearing any protective clothing (helmets, knee pads, etc. ) or any light-reflecting material (clip-on lights, glow-in-the-dark wrist pads, etc. ). Clearly, these statistics indicate that by investing in high-quality protective gear and reflective equipment, roller skaters will greatly reduce their risk of being severely injured in an accident. Strategies for this Topic This argument cites a particular hospital statistic to support the general conclusion that â€Å"investing in highquality protective gear and reflective equipment† will reduce the risk of being severely injured in a roller skating accident. In developing your analysis, you should ask yourself whether the hospital statistic actually supports the conclusion. You might want to ask yourself such questions as: What percentage of all roller skaters goes to the emergency room after roller skating accidents? Are the people who go to the emergency room after roller skating accidents representative of roller skaters in general? Are there people who are injured in roller skating accidents who do not go to the emergency room? Were the roller skaters who went to the emergency room severely injured? Were the 25 percent of roller skaters who were wearing protective gear injured just as severely as the 75 percent who were not wearing the gear? Are streets and parking lots inherently more dangerous for roller skating than other places? Would mid-quality gear and equipment be just as effective as high-quality gear and equipment in reducing the risk of severe injury while roller skating? Are there factors other than gear and equipment- e. g. , weather conditions, visibility, skill of the skaters- that might be more closely correlated with the risk of roller skating injuries? Considering possible answers to questions such as these will help you identify assumptions, alternative explanations, and weaknesses that you can develop in your critique of the argument. 17 Essay Responses and Reader Commentary Essay Response * – Score 6 The notion that protective gear reduces the injuries suffered in accidents seems at first glance to be an obvious conclusion. After all, it is the intent of these products to either provent accidents from occuring in the first place or to reduce the injuries suffered by the wearer should an accident occur. However, the conclusion that investing in high quality protective gear greatly reduces the risk of being severely injured in an accident may mask other (and potentially more significant) causes of injuries and may inspire people to over invest financially and psychologically in protective gear. First of all, as mentioned in the argument, there are two distinct kinds of gear preventative gear (such as light reflecting material) and protective gear (such as helmets). Preventative gear is intended to warn others, presumably for the most part motorists, of the presence of the roller skater. It works only if the other is a responsible and caring individual who will afford the skater the necessary space and attention. Protective gear is intended to reduce the effect of any accident, whether it is caused by an other, the skater or some force of nature. Protective gear does little, if anything, to prevent accidents but is presumed to reduce the injuries that occur in an accident. The statistics on injuries suffered by skaters would be more nteresting if the skaters were grouped into those wearing no gear at all, those wearing protective gear only, those wearing preventative gear only and those wearing both. These statistics could provide skaters with a clearer understanding of whi ch kinds of gear are more beneficial. The argument above is weakened by the fact that it does not take into account the inherent differences between skaters who wear gear and those who do not. If is at least likely that those who wear gear may be generally more responsible and/or safety conscious individuals. The skaters who wear gear may be less likely to cause accidents through careless or dangerous behavior. It may, in fact, be their natural caution and repsonsibility that keeps them out of the emergency room rather than the gear itself. Also, the statistic above is based entirely on those who are skating in streets and parking lots which are relatively dangerous places to skate in the first place. People who are generally more safety conscious (and therefore more likely to wear gear) may choose to skate in safer areas such as parks or back yards. The statistic also goes not differentiate between severity of injuries. The conclusion that safety gear prevents severe injuries suggests that it is presumed that people come to the emergency room only with severe injuries. This is certainly not the case. Also, given that skating is a recreational activity that may be primarily engaged in during evenings and weekends (when doctors offices are closed), skater with less severe injuries may be especially likely to come to the emergency room for treatment. Finally, there is absolutely no evidence provided that high quality (and presumably more expensive) gear is any more beneficial than other kinds of gear. For example, a simple white t-shirt may provide the same preventative benefit as a higher quality, more expensive, shirt designed only for skating. Before skaters are encouraged to invest heavily in gear, a more complete understanding of the benefit provided by individual pieces of gear would be helpful. The argument for safety gear based on emergency room statistics could provide important information and potentially saves lives. Before conclusions about the amount and kinds of investments that should be made in gear are reached, however, a more complete understanding of the benefits are needed. After all, a false confidence in ineffective gear could be just as dangerous as no gear at all. All responses in this publication are reproduced exactly as written, including errors, misspellings, etc. , if any. * 18 Reader Commentary for Essay Response – Score 6 This outstanding response demonstrates the writers insightful analytical skills. The introduction, which notes that adopting the topics fallacious reasoning could . . . nspire people to over invest financially and psychologically in protective gear, is followed by a comprehensive examination of each of the arguments root flaws. Specifically, the writer exposes several points that undermine the argument: that preventive an d protective gear are not the same that skaters who wear gear may be less prone to accidents because they are, by nature, more responsible and cautious that the statistics do not differentiate by the severity of the injuries that gear may not need to be high-quality to be beneficial The discussion is smoothly and logically organized, and each point is thoroughly and cogently developed. In addition, the writing is succinct, economical, and generally error-free. Sentences are varied and complex, and diction is expressive and precise. In sum, this response exemplifies the very top of the 6 range described in the scoring guide. If the writer had been less eloquent or provided fewer reasons to refute the argument, the paper could still have received a 6. Essay Response – Score 5 The argument presented is limited but useful. It indicates a possible relationship between a high percentage of accidents and a lack of protective equipment. The statistics cited compel a further investigation of the usefulness of protective gear in preventing or mitigating roller-skating related injuries. However, the conclusion that protective gear and reflective equipment would greatly reduce. risk of being severely injured is premature. Data is lacking with reference to the total opulation of skaters and the relative levels of experience, skill and physical coordination of that population. It is entirely possible that further research would indicate that most serious injury is averted by the skaters ability to react quickly and sk illfully in emergency situations. Another area of investigation necessary before conclusions can be reached is identification of the types of injuries that occur and the various causes of those injuries. The article fails to identify the most prevalent types of roller-skating related injuries. It also fails to correlate the absence of protective gear and reflective equipment to those injuries. For example, if the majority of injuries are skin abrasions and closed-head injuries, then a case can be made for the usefulness of protective clothing mentioned. Likewise, if injuries are caused by collision with vehicles (e. g. bicycles, cars) or pedestrians, then light-reflective equipment might mitigate the occurences. However, if the primary types of injuries are soft-tissue injuries such as torn ligaments and muscles, back injuries and the like, then a greater case could be made for training and experience as preventative measures. Reader Commentary for Essay Response – Score 5 This strong response gets right to the work of critiquing the argument, observing that it indicates a possible relationship but that its conclusion is premature. It raises three central questions that, if answered, might undermine the soundness of the argument: What are the characteristics of the total population of skaters? What is the usefulness of protective or reflective gear in preventing or mitigating roller skatingrelated injuries? What are the types of injuries sustained and their causes? 19 The writer develops each of these questions by considering possible answers that would either strengthen or weaken the argument. The paper does not analyze the argument as insightfully or develop the critique as fully as required for a 6 paper, but the clear organization, strong control of language, and substantial degree of development warrant more than a score of 4. Essay Response – Score 4 Although the argument stated above discusses the importance of safety equipment as significant part of avoiding injury, the statistics quoted are vague and inconclusive. Simply because 75 percent of the people involved in roller-skating accidents are not wearing the stated equipment does not automatically implicate the lack of equipment as the cause of injury. The term accidents may imply a great variety of injuries. The types of injuries one could incur by not wearing the types of equipment stated above are minor head injuries; skin abrasions or possibly bone fracture of a select few areas such as knees, elbows, hands, etc. (which are in fact most vulnerable to this sport); and/or injuries due to practising the sport during low light times of the day. During any physically demanding activity or sport people are subjected to a wide variety of injuries which cannot be avoided with protective clothing or light-reflective materials. These injuries include inner trauma (e. g. , heart-attack); exhaustion; strained muscles, ligaments, or tendons; etc. Perhaps the numbers and percentages of people injured during roller-skating, even without protective equipment, would decrease greatly if people participating in the sport had proper training, good physical health, warmup properly before beginning (stretching), as well as take other measures to prevent possible injury, such as common-sense, by refraining from performing the activity after proper lighting has ceased and knowing your personal limitations as an individual and athlete. The statistics used in the above reasoning are lacking in proper direction considering their assertions and therefore must be further examined and modified so that proper conclusions can be reached. Reader Commentary for Essay Response – Score 4 This adequate response targets the arguments vague and inconclusive statistics. The essay identifies and critiques the illogical reasoning that results from the misguided use of the arguments statistics: that non-use of equipment may be automatically assumed to be the cause of injury that accidents may refer to minor injuries that injuries may result from other causes - skating in the dark, ailure to train or warm-up properly, failure to recognize ones physical limitations The writer competently grasps the weaknesses of the argument. The ideas are clear and connected, but the response lacks transitional phrases. Development, too, is only adequate. Control of language is better than adequate. The writer achieves both control and cl arity and ably conforms to the conventions of written English. Overall, though, this 4 response lacks the more thorough development that would warrant a score of 5. Essay Response – Score 3 The arguement is well presented and supported, but not completely well reasoned. It is clear and concisely written. The content is logically and smoothly presented. Statistics cited are used to develop support for the recommendation, that roller skaters who invest in protective gear and reflective equipment can reduce their risk of severe, accidental injuries. Examples of the types of protective equipment are described for the reader. Unfortunately, the author of the argement fails to note that merely by purchasing gear and reflective equipment that the skater will be protected. This is, of course, falacious if the skater fails to use the equipment, or uses it incorrectly or inappropriately. It is also an unnecessary assumption that a skater need purchase high-quality gear for the same degree of effectiveness to be achieved. The argument could 20 e improved by taking these issues into consideration, and making recommendations for education and safety awareness to skaters. Reader Commentary for Essay Response – Score 3 The first half of this generally well-written but limited response merely describes the argument. The second half of the p aper identifies two assumptions of the argument: that people who purchase protective gear will use the gear that high-quality gear is more effective than other gear These points are sufficient to constitute some analysis and thus warrant a score of 3. However, neither of these analytic points is developed sufficiently to merit a score of 4. Essay Response – Score 2 To reduce the accidents from roller skating we should consider about it causes and effects concurrently to find the best solution. Basically the roller-skating players are children, they had less experiences to protect themselves from any kind of dangerous. Therefore, it should be a responsible of adult to take care them. Adult should recommend their child to wear any protective clothing, set the rules and look after them while they are playing. In the past roller-skating is limited in the skate yard but when it became popular people normally play it on the street way) Therefore the number of accidents from roller-skating is increased. The skate manufacturer should have a responsibility in producing a protective clothing. They should promote and sell them together with skates. The government or state should set the regulation of playing skate on the street way like they did with the bicycle. To prevent this kind of accident is the best solution but it needs a coorperation among us to have a concious mind to beware and realize its dangerous. Reader Commentary for Essay Response – Score 2 This seriously flawed response, rather than critiquing the argument, suggests ways for adults and skate manufacturers to ensure that children wear protective clothing. In essence, the writer is uncritically accepting the argument. The response exhibits serious and frequent problems in sentence structure and language use. Errors- word choice, verb tenses, subject-verb agreement, punctuation- are numerous and sometimes interfere with meaning, e. g. , . . . it needs a cooperation among us to have a concious mind to beware and realize its dangerous. This essay earns a 2 because it demonstrates both serious linguistic weaknesses and failure to construct a critique based on logical analysis. Essay Response – Score 1 the protective equipment do help to reduce the risk of being severyly injuryed in an accident since there are 75% Of those who had accidents in streets or parking lots were not wearing any protectivel clothing. such as hemlets, kenn pads, etc. or any light-reflecting materials such as clip-on lights, glow-in-the-dark wrist pads ets. f they do have protective eqipment that only a quarter accident may happen, also that can greatly reduce their risk ofbeing severyly injuryed in an accident, that can save some lives and a lot of energy and money for the treatment. the protective equipment d o help to reduce the risk of being severyly injuryed in an accident since there are 75% Of those who had accidents in streets or parking lots were not wearing any 21 protectivel clothing. such as hemlets, kenn pads, etc. or any light-reflecting materials such as clip-on lights, glow-in-the-dark wrist pads ets. if they do have protective eqipment that only a quarter accident may happen, also that can greatly reduce their risk ofbeing severyly injuryed in an accident, that can save some lives and a lot of energy and money for the treatment. he protective equipment do help to reduce the risk of being severyly injuryed in an accident since there are 75% Of those who had accidents in streets or parking lots were not wearing any protectivel clothing. such as hemlets, kenn pads, etc. or any lightreflecting materials such as clip-on lights, glow-in-the-dark wrist pads ets. if they do have protective eqipment that only a quarter accident may happen, also that can greatly reduce their risk of being severyly injuryed in an accident, that can save some lives and a lot of energy and money for the treatment. Reader Commentary for Essay Response – Score 1 This fundamentally deficient response uncritically accepts the reasoning of the topic: the protective equipment do help to reduce the risk of being severyly injuryed in an accident. There is no evidence, though, that the writer is able to understand or analyze the argument; what follows, except for a few additional words, merely copies the topic. This two-sentence response is repeated - verbatim- two more times. Language and usage are equally problematic. The few words that have been added, in combination with the words of the topic, results in incoherence. In sum, this essay fits all of the scoring guide descriptors for a 1. 22 Sample Test The Graduate Record Examinations ® Analytical Writing 1 PRESENT YOUR PERSPECTIVE ON AN ISSUE 45 minutes You will have 45 minutes to plan and compose a response that presents your perspective on a topic you select. A response on any topic other that then one you select will receive a score of zero. You will have a choice between two Issue topics. Each topic will appear as a brief quotation that states or implies an issue of general interest. You are free to accept, reject, or qualify the claim made in the topic, as long as the ideas you present are clearly relevant to the topic you select. Support your views with reasons and examples drawn from such areas as your reading, experience, observations, or academic studies. Before you make your choice, read each topic carefully. Then decide on which topic you could write a more effective and well-reasoned response. GRE readers who are college and university faculty will read your response and evaluate its overall quality, based on how well you consider the complexities and implications of the issue organize, develop, and express your ideas about the issue support your ideas with relevant reasons and examples control the elements of standard written English You may want to take a few minutes to think about the issue you have chosen and to plan a response before you begin writing. Be sure to develop your ideas fully and organize them coherently, but leave time to read what you have written and make any revisions that you think are necessary. 23 Issue Topic Choice Present your perspective on one of the issues below, using relevant reasons and/or examples to support your views. TOPIC 1: â€Å"Both the development of technological tools and the uses to which humanity has put them have created modern civilizations in which loneliness is ever increasing. † TOPIC 2: â€Å"Our declining environment may bring the people of the world together as no politician, philosopher, or war ever could. Environmental problems are global in scope and respect no nation’s boundaries. Therefore, people are faced with the choice of unity and cooperation on the one hand or disunity and a common tragedy on the other. † 24 Sample Test The Graduate Record Examinations ® Analytical Writing 2 ANALYZE AN ARGUMENT 0 minutes You will have 30 minutes to plan and write a critique of an argument presented in the form of a short passage. A critique of any other argument will receive a score of zero. Analyze the line of reasoning in the argument. Be sure to c onsider what, if any, questionable assumptions underlie the thinking and, if evidence is cited, how well it supports the conclusion. You can also discuss what sort of evidence would strengthen or refute the arguments, what changes in the argument would make it more logically sound, and what additional information might help you better evaluate its conclusion. Note that you are not being asked to present your views on the subject. GRE readers who are college and university faculty will read your critique and evaluate its overall quality, based on how well you identify and analyze important features of the argument organize, develop, and express your critique of the argument support you critique with relevant reasons and examples control the elements of standard written English Before you begin writing, you may want to take a few minutes to evaluate the argument and to plan a response. Be sure to develop your ideas fully and organize them coherently, but leave time to read what you have written and make any revisions that you think are necessary. 25 Argument Topic Discuss how well reasoned you find this argument. TOPIC: Six months ago the region of Forestville increased the speed limit for vehicles traveling on the region’s highways by ten miles per hour. Since that change took effect, the number of automobile accidents in that region has increased by 15 percent. But the speed limit in Elmsford, a region neighboring Forestville, remained unchanged, and automobile accidents declined slightly during the same six-month period. Therefore, if the citizens of Forestville want to reduce the number of automobile accidents on the region’s highways, they should campaign to reduce Forestville’s speed limit to what it was before the increase. 26 GRE Scoring Guide: Present Your Perspective on an Issue ________________________________ Score 6 A 6 paper presents a cogent, well-articulated analysis of the complexities of the issue and conveys meaning skillfully. A typical paper in this category presents an insightful position on the issue develops the position with compelling reasons and/or persuasive examples sustains a well-focused, well-organized analysis, connecting ideas logically expresses ideas fluently and precisely, using effective vocabulary and sentence variety demonstrates facility with the conventions (i. e. , grammar, usage, and mechanics) of standard written English but may have minor errors __________________________________ Score 3 A 3 paper demonstrates some competence in its analysis of the issue and in conveying meaning but is obviously flawed. A typical paper in this category exhibits ONE OR MORE of the following characteristics: is vague or limited in presenting or developing a position on the issue is weak in the use of relevant reasons or examples is poorly focused and/or poorly organized has problems in language and sentence structure that result in a lack of clarity contains occasional major errors or frequent minor errors in grammar, usage, or mechanics that can interfere with meaning _______________________________ Score 5 A 5 paper presents a generally thoughtful, well-developed analysis of the complexities of the issue and conveys meaning clearly. A typical paper in this category presents a well-considered position on the issue develops the position with logically sound reasons and/or well-chosen examples is focused and generally well organized, connecting ideas appropriately expresses ideas clearly and well, using appropriate vocabulary and sentence variety demonstrates facility with the conventions of standard written English but may have minor errors ______________________________ Score 2 A 2 paper demonstrates serious weaknesses in analytical writing. A typical paper in this category exhibits ONE OR MORE of the following characteristics: is unclear or seriously limited in presenting or developing a position on the issue provides few, if any, relevant reasons or examples is unfocused and/or disorganized has serious problems in the use of language and sentence structure that frequently interfere with meaning contains serious errors in grammar, usage, or mechanics that frequently obscure meaning ________________________________ Score 4 A 4 paper presents a competent analysis of the issue and conveys meaning adequately. A typical paper in this category presents a clear position on the issue develops the position on the issue with relevant reasons and/or examples is adequately focused and organized expresses ideas with reasonable clarity generally demonstrates control of the conventions of standard written English but may have some errors _______________________________________ Score 1 A 1 paper demonstrates fundamental defic iencies in analytical writing skills. A typical paper in this category exhibits ONE OR MORE of the following characteristics: provides little or no evidence of the ability to understand and analyze the issue provides little or no evidence of the ability to develop an organized response has severe problems in language and sentence structure that persistently interfere with meaning contains pervasive errors in grammar, usage, or mechanics that result in incoherence _______________________________________ Score 0 Off topic, in a foreign language, merely copies the topic, consists of only keystroke characters, or is illegible, blank, or nonverbal _______________________________________ Score NS Blank 27 GRE Scoring Guide: Analyze an Argument ___________________________________ _____________________________ Score 6 A 6 paper presents a cogent, well-articulated critique of the argument and conveys meaning skillfully. A typical paper in this category clearly identifies important features of the argument and analyzes them insightfully develops ideas cogently, organizes them logically, and connects them with clear transitions effectively supports the main points of the critique demonstrates control of language, including appropriate word choice and sentence variety demonstrates facility with the conventions (i. e. , grammar, usage, and mechanics) of standard written English but may have minor errors Score 3 A 3 paper demonstrates some competence in its critique of the argument and in conveying meaning but is obviously flawed. A typical paper in this category exhibits ONE OR MORE of the following characteristics: does not identify or analyze most of the important features of the argument, although some analysis of the argument is present mainly analyzes tangential or irrelevant matters, or reasons poorly is limited in the logical development and organization of ideas offers support of little relevance and value for points of the critique lacks clarity in expressing ideas contains occasional major errors or frequent minor errors in grammar, usage, or mechanics that can interfere with meaning _______________________________________ Score 5 A 5 paper presents a generally thoughtful, well-developed critique of the argument and conveys meaning clearly. A typical paper in this category clearly identifies important features of the argument and analyzes them in a generally perceptive way develops ideas clearly, organizes them logically, and connects them with appropriate transitions sensibly supports the main points of the critique demonstrates control of language, including appropriate word choice and sentence variety demonstrates facility with the conventions of standard written English but may have minor errors _______________________________________ Score 2 A 2 paper demonstrates serious weaknesses in analytical writing. A typical paper in this category exhibits ONE OR MORE of the following characteristics: does not present a critique based on logical analysis, but may instead present the writers own views on the subject does not develop ideas, or is disorganized and illogical provides little, if any, relevant or reasonable support has serious problems in the use of language and in sentence structure that frequently interfere with meaning contains serious errors in grammar, usage, or mechanics that frequently obscure meaning ___________________________________ ___________________________________ Score 4 A 4 paper presents a competent critique of the argument and conveys meaning adequately. A typical paper in this category identifies and analyzes important features of the argument develops and organizes ideas satisfactorily but may not connect them with transitions supports the main points of the critique demonstrates sufficient control of language to express ideas with reasonable clarity Sco re 1 A 1 paper demonstrates fundamental deficiencies in both analysis AND writing. A typical paper in this category exhibits MORE THAN ONE of the following characteristics: provides little or no evidence of the ability to understand and analyze the argument provides little or no evidence of the ability to develop an organized response has severe problems in language and sentence structure that persistently interfere with meaning contains pervasive errors in grammar, usage, or mechanics that result in incoherence generally demonstrates control of the conventions of standard written English but may have some errors _______________________________________ Score 0 Off topic, in a foreign language, merely copies the topic, consists of only keystroke characters, or is illegible, blank, or nonverbal. _______________________________________ Score NS Blank 28 Analytical Writing Score Level Descriptions Although the GRE Analytical Writing measure contains two discrete analytical writing tasks, a single combined score is reported because it is more reliable than is a score for either task alone. The reported score, the average of the scores for the two tasks, ranges from 0 to 6, in half-point increments. The statements below describe, for each score level, the overall quality of analytical writing demonstrated across both the Issue and Argument tasks. Because the test assesses analytical writing, critical thinking skills (the ability to reason, assemble evidence to develop a position, and communicate complex ideas) weigh more heavily than the writers control of fine points of grammar or the mechanics of writing (e. g. , spelling). SCORES 6 and 5. – Sustains insightful, indepth analysis of complex ideas; develops and supports main points with logically compelling reasons and/or highly persuasive examples; is well focused and well organized; skillfully uses sentence variety and precise vocabulary to convey meaning effectively; demonstrates superior facility with sentence structure and language usage but may have minor errors that do not interfere with meaning. SCORES 5 and 4. 5 – Provides generally thoughtful analysis of complex ideas; develops and supports main points with logically sound reasons and/or well-chosen examples; is generally focused and well organized; uses sentence variety and vocabulary to convey meaning clearly; demonstrates good control of sentence structure and language usage but may have minor errors that do not interfere with meaning. SCORES 4 and 3. – Provides competent analysis of complex ideas; develops and supports main points with relevant reasons and/or examples; is adequately organized; conveys meaning with reasonable clarity; demonstrates satisfactory control of sentence structure and language usage but may have some errors that affect clarity. SCORES 3 and 2. 5 – Displays some competence in analytical writ ing, although the writing is flawed in at least one of the following ways: limited analysis or development; weak organization; weak control of sentence structure or language usage, with errors that often result in vagueness or lack of clarity. SCORES 2 and 1. 5 – Displays serious weaknesses in analytical writing. The writing is seriously flawed in at least one of the following ways: serious lack of analysis or development; lack of organization; serious and frequent problems in sentence structure or language usage, with errors that obscure meaning. SCORES 1 and . 5 – Displays fundamental deficiencies in analytical writing. The writing is fundamentally flawed in at least one of the following ways: content that is extremely confusing or mostly irrelevant to the assigned tasks; little or no development; severe and pervasive errors that result in incoherence. SCORE 0 – The examinees analytical writing skills cannot be evaluated because the responses do not address any part of the assigned tasks, are merely attempts to copy the assignments, are in a foreign language, or display only indecipherable text. SCORE NS – The examinee produced no text whatsoever. 29