Strawberry Fields Forever

Strawberry Fields Forever 1. Problem definitionIn this case the critical problem identified by me was, the over supply of strawberries and less consumption of this fruit.The strawberries in Australia have been increased in the following way1. Increased production of strawberries, which were usually grown in Australia.2. The Victorian Federal Government has introduced new higher yielding strawberries plants in to the country. These Californian strawberries were larger in size and had a potential for the fruit over an extended period. So, berry growers in Australia have increased their orders for these plants.3. There was a major opportunity for strawberry dealers in importing strawberries from other countries. The reason behind it was the imported strawberries were much cheaper then the once which are cultivated in the country. So the fruit processors in Australia have increased their imports, which also lead to the oversupply.Therefore, due to the above reasons there was an oversupply of strawberries in Austr alia, but there was very less consumption by the customers.Toronto ParkingKeeping the problem in view, the Victorian Strawberry Growers Association have asked the Victorian government to take necessary action against the problem by setting up a statutory committee (VSIDC). This committee has decided opt for research and development to increase the consumption of the VSIDC and there increase the awareness of the fruit.2. Type of Research DesignWith the purpose of better understanding the attitudes and opinions of consumers toward strawberries in Melbourne and Sydney, a questionnaire consisting of twenty-nine questions and instigating a research program conducting a series of focus group interviews in which strawberry consumption and buying behaviour were examined in detail. A successful marketing research firm conducted this in order to help the Victorian Strawberry Industry Development Committee to take more effective marketing decisions. This research has been conducted using...

Childrens Stories About Being Yourself

Children's Stories About Being Yourself The ancient Greek storyteller Aesop is credited with crafting scores of tales with valuable moral lessons. Many of them still resonate today, including the following tales about being yourself. Pretense Is Only Skin Deep Aesops fables tell us that nature will shine through no matter what package you put it in. Theres no point in pretending to be something youre not because the truth will eventually come out, either by accident or by force. The Cat and Venus. A cat falls in love with a man and begs  Venus to change her into a woman. Venus complies, and the man and cat-woman are married. But when Venus tests her by dropping a mouse into the room, the cat-woman leaps up to chase it. The cat can change her appearance, but not her nature.The Ass in the Lions Skin. A donkey puts on a lions skin and runs around the jungle scaring the other animals. But when he opens his mouth, his bray gives him away.The Vain Jackdaw. Dressing in the discarded feathers of other birds, a jackdaw almost convinces Jupiter to appoint him king of the birds. But the other birds strip him of his disguise and reveal his true nature.The Cat and the Birds. A cat, hearing that the birds are ill, dresses as a doctor and offers his help. The birds, seeing through his disguise, reply that theyre fine and will continue to be so if he will only leave. After all, the birds have a lot more at stake than the cat does. The Dangers of Pretense Aesops fables also warn us that trying to be something youre not can alienate others. The protagonists in these tales end up worse off than if they had just accepted themselves. The Jackdaw and the Doves. A jackdaw paints his feathers white because he likes the looks of the doves food. But they catch on to him and chase him away. When he goes back to eat with the other jackdaws, they don’t recognize his white feathers, so they, too, chase him away. Guess who ends up hungry.The Jay and the Peacock.  This story is similar to The Jackdaw and the Doves, but instead of desiring food, the jay just wants to strut like a proud peacock. The other jays watch the whole thing, disgusted, and refuse to welcome him back.The Eagle and the Jackdaw. A jackdaw, envious of the eagle, tries to behave like one. But without the eagles skills, he gets himself into a sticky situation and ends up as a pet for children, his wings clipped.The Raven and the Swan. A raven who wants to be as beautiful as a swan becomes so obsessed with cleansing his feathers that he moves away from his food source and starves to death. Oh, and his feathers stay black.The Ass and the Grasshopper.   This story is similar to The Raven and the Swan. A donkey, hearing some grasshoppers chirping, jumps to the conclusion that their voices must be a result of their diet. He resolves to eat nothing but dew, and consequently starves. Be Yourself Aesop also has a host of fables designed to demonstrate that we should all be resigned to our station in life and not aspire to anything greater. Foxes should be subservient to lions. Camels shouldnt try to be cute like monkeys. Monkeys shouldnt try to learn to fish. A donkey should put up with a terrible master because he could always have an even worse one.  These arent great lessons for modern children. But Aesops stories about avoiding pretense (and not starving yourself for beauty) still seem relevant today.

Toxoplasmosis Term Paper Example | Topics and Well Written Essays - 1250 words

Toxoplasmosis - Term Paper Example It was found in a survey that approximately 1% of household cats had the organism present (Robbins et al 2005 & Levinson 2008). The infection spreads by means of intake of the cysts of the organism by human beings either through intake of meat that has not been cooked properly or via any other eatables that have been infected. Contact with the fecal matter of the cats which also contain the infected cysts can also result in infection. The other mode of transmission is via the placenta to the fetus during pregnancy or during invasive procedures which include transplantation of organs or during blood transfusions (Rao 2004, Brooks et al 2004 & Levinson 2008). In the human beings the infected cysts reach the small bowel and split over there. This leads to liberation of products which enter the gut wall where the macrophages become activated and engulf these foreign bodies. They multiply within the cells and form trophozoites which destroy the cells within which they are engulfed and then move towards acting on other cells. If the immune system is intact the cell mediated immunity restricts the trophozoites and the proztozoa then gains entry in the cells of the brain, muscle and other tissues and forming cysts which do not multiply at a very fast rate. This form of cysts within which the protozoa is replicating at a very slow pace is referred to as bradyzoite. There is danger of these cysts getting ruptured in people whose immunity is not intact and is compromised. These cysts also serve as diagnostic tools for concluding the presence of the organism in the body (Levinson 2008 & Brooks et al 2004). Toxoplasmosis does not present any severe manifestations or symptoms in people who have an intact immune system. It does not also spread from one person to another apart from the transmission via the placenta. The dissemination of the protozoa from the small bowel can be to other organs

Study the Impact of advertising on children ( all media) Essay

Study the Impact of advertising on children ( all media) - Essay Example For this reason, a number of governments have passed several legislations that are aimed at protecting children from some of the advertisers’ efforts to induce them into some of the products and services in the market. One of the most critical consideration is the idea that the development of commercial appeals on children was not a common thing until the exponential growth of widespread television adoption (Lawlor and Prothero, 2002). This growth allowed programmers to come up with some channels that exclusively air children programming as well as advertising. It is also possible to identify the fact that with the growth of the internet, advertisers have been able to develop children-oriented advertising. However, the internet is a more privately controlled media. With the development of advertising content, that is specific to children; this paper looks into some of the impacts that this kind of advertising has had on children. The paper specifically looks into some of the cognitive developmental impacts of the advertising on children as well as the effects that such exposure has on the children. For any individual to obtain a mature understanding of some of the messages in advertisements, one of the most basic requirements is that the individual should be able to distinguish between noncommercial and commercial content. More specifically, the individual should be able to establish the difference between an advertisement and a program. According to some studies, young children might not be in a place to discern the difference between programming and commercials in a mature way (Lawlor and Prothero, 2002). For this reason, they base their judgment on affective or perpetual cues, which means that they are comfortable to watch commercials since they are shorter and funnier than programs. The other cognitive task involves a mature recognition of persuasive content in the commercials (Rozendaal et al, 2011). The comprehension of the advertiser’s intent

Why I Deserve the Jennifer Velasco Scholarship Essay Example for Free

Why I Deserve the Jennifer Velasco Scholarship Essay When I made the Sterling Varsity tennis team I set up a goal for myself and it was to be the number one in the team, I started playing tennis when I was a freshman and I also joined the USTA tennis association. Tennis became to be more than a passion to me it was even more than a hobby, I really enjoy spending time in the courts and listening to all my coaches giving me advice of how to get better. From my freshman year to my senior year I practiced tennis every single day of the week I could even on most weekends, I took lessons and I also volunteered to help coaching the 10 and under kids in the last summer with Coach Rene Ronquillo. I got 3rd place on my freshman district tournament and on my sophomore year got 1st place in district, I made the sterling varsity tennis team my junior year and worked really hard to be the in the top 5 of the boys ladder. In January 2011 I got the opportunity to go a whole weekend with the tennis team to Newks Tennis Ranch in New Braunfels, Texas. Which is a professional tennis academy and out of 70 players I got the scholarship for a tennis summer camp at Newks tennis ranch. At the end of the 2011 fall Team Tennis Season I was awarded as the player who made the most improvement to his overall game on the men’s team. I took advantage of the scholarship I got for the Newks Tennis Summer Camp in 2012 and came back and played all my challenge matches and made the number 1 player in the boys ladder for the 2012 fall Team Tennis Season. I was also named first team All-District for the 2012 fall season. In January 2013 I had another opportunity to go to Newks Tennis Ranch for a whole weekend with the tennis team and got the scholarship for a second time out of 74 players. Currently I’ve been playing mixed doubles and we got 1st place on our district tournament. Tennis has definitely made me a better person in life and I thank to all the people who have support me through all my 4 years of tennis in high school. I hope I can win the Jennifer Velasco scholarship because it means a lot to me and I have worked very hard to get on where I am right now and I can say that all the effort was well worth it.

Resistance To The Modernity of American Culture Essay example -- litera

In the poem Howl, Allen Ginsberg challenges the political modernity of American culture that enforces the â€Å"best minds† to give up their freedom to gain the desired sense of normalcy that is glorified. He states â€Å"I saw the best minds of my generation destroyed by madness, starving hysterical naked/dragging themselves through the negro streets at dawn looking for an angry fix† (Ginsberg 9). That angry fix that he describes is what all of these â€Å"best minds† look for after being striped of their freedom to conform to the new American culture after World War II. Without question a â€Å"best mind† in Ginsberg’s reference is one with all the freedom and insight before the turn of American culture that explicitly loose it through modernity. The â€Å"best minds† were not necessarily the wealthy and eminent but the people who used freedom for expression. They were the ones opposing the American culture that battles Capitalist and Communist control that was arrived post World War II. The form of Ginsberg’s poem challenges the culture through the resistance of the â€Å"best minds†. Howl is separated to three sections that include long lines that look like paragraphs. Resisting classical poems, he arranges long sentences instead of breaking them into separate parts. This free verse poem reveals the unorthodox meter Ginsberg puts in place through the three parts. In the first section he repeats the word â€Å"who† before every line to address the â€Å"best minds† and how they are being destroyed. In the second, he does the same for the word â€Å"Moloch†. Moloch can be interpreted as the American culture that is the destroyer. He states: â€Å"Moloch the incomprehensible prison! Moloch the/ crossbone soulless jail house and congress of sorrows† (21). He explicitly spe... ...esisting as well. Ginsberg writes the â€Å"best minds† as ones who â€Å"created great suicidal dramas on the apartment cliff-banks† (15). Repeatedly, the â€Å"best minds† are left fantasizing suicide as a way out. In a society that glories the normality of living by restricting people from acting on their insights, it develops a resistance to the American culture. Once the â€Å"best minds† of the generation have their freedom stripped from them in order to conform to the views in modernity, they resist through harsh substances for intoxication. When they realize the power of politics in America it forms suicidal thoughts for a way out. Works Cited Ginsberg, Allen. Howl, and other poems. San Francisco: City Lights Pocket Bookshop, 1956. Print. Asher, Levi. â€Å"Carl Solomon.† Literary Kicks. N.p., Aug. 1994. Web. 15 Jan. 2014.

Planned Giving Article Critique Essay

Bernstein discusses the three elements that motivate planned giving: generosity, tax avoidance, and established relationship. The generosity affect happens when an uncultivated donor bequeaths a large sum from their estate. The primary benefit of these donations is not to the borrower but to their heirs in that estate taxes are significantly reduced by these donations. In some cases a person may plan a donation but their heirs may not immediately honor it. In that case if an organization is aware of the donor’s intent, board or staff can develop a relationship with the survivors. This may lead to a transfer of charitable intent where the surviving heir will eventually honor the charitable plans of the predecessor. The purpose of fundraising is to obtain alternate sources of funds apart from the regular budget cycle. Additionally, fundraising is successful when positive interpersonal relationships are developed between fundraisers and potential donors. These are key roles of sports program managers. (Stier & Schneider 1999) Title: You and Planned Giving Author: Robert J-P. Hauck In this article, Hauck outlines a planned giving program targeted for the American Political Science Association. He defines timing as the first decision to be made when developing a planned giving intent. This answers if the gift will be made during the donor’s lifetime or after their death. The benefits of giving during the donor’s life is reduction in income and capital gains taxes. The benefits of giving after the donor’s death is reduction in estate taxes. He suggests testamentary giving as a way to remember a deceased person. These gifts can be given as awards or scholarships in the name of an individual. Next, a bequest can be restricted or unrestricted. A restricted bequest is to fund a certain activity of an organization. He suggests these requests, however, be flexible enough to change with the needs of the organization. Finally, Hauck offers the option of making an organization the owner and beneficiary of a life insurance policy. The benefit to the donor is that the cash surrender value is deductible if the policy is paid in full, or the premium payments will be deductible. Sports managers must be aware of the difference between immediate need fundraising and long-term development of additional funding sources. (Stier & Schneider 1999) This article demonstrates the development aspect involved in sports fundraising. However, it is important to be prepared to manage current receipts from long term development consistently with sources from current fundraising efforts. This article provides a perfect framework that sports managers can include in their marketing efforts and literature used for fundraising. The concepts here not only work with insurance policies, but can also be applied to more immediate gifts of stocks, bonds, and other marketable securities which can be sold and converted to cash over the short-term. Title: Youth Charities Work Together on Planned Giving. (The Children’s Village, Inwood House, Safe Space) Author(s): Nicole Wallace In this article a different approach to planned giving is taken. Three similar organizations joined to create a single organization which exists for the sole purpose of cultivating planned giving programs. The organization will manage and distribute the donations to the organizations according to the donors’ guidelines. In addition, the organization is dedicated to marketing to potential donors. This may be a more appropriate form of fundraising at the local high school level. Direct programs as outline in the previous articles may be more appropriate for colleges and universities. Conclusion The three articles taken together demonstrate the importance of understanding the personal goals and strategies that define and drive planned giving by individuals. Once that is understood the fundraising professional is prepared to communicate to potential donors the various options at their disposal for planned giving. Finally, when organizations operate on a smaller scale, collaboration can result in a higher rate of planned giving than individual efforts. References Bernstein, P. (June 2005). Financial advisers and planned giving: doing the right thing. The CPA Journal, 75, 6. p. 62(2). Retrieved April 16, 2009, from General OneFile via Gale. Hauck, R. J. P. (Sept 1999). You and Planned Giving. PS: Political Science & Politics, 32, 3. p. 642. Retrieved April 16, 2009, from General OneFile via Gale. Stier, W F, & Schneider, R. (June-Sept 1999). Fundraising: an essential competency for the sport manager in the 21st century. Mid-Atlantic Journal of Business, 35, 2-3. p. 93(1). Retrieved April 16, 2009, from General OneFile via Gale. Wallace, N. (March 26, 2009). Youth Charities Work Together on Planned Giving. (The Children’s Village, Inwood House, Safe Space). Chronicle of Philanthropy, 21, 11. p. NA. Retrieved April 16, 2009, from General OneFile via Gale.

Problems in Public Transport

Safe and fast travel is what the commuters expect from our public transport system. It is supposed to be the cheapest and best option. But for the students of Skirts Sanity College and the other neighboring colleges, that is not the case. The number of BOMB buses operating from Henry main road to Katmandu Is found to be highly insufficient during the morning peak hours. The students commuting In this route find It very difficult to reach their college safely in the right time. They are of the opinion that the bus services In the morning are Irregular and lack punctuality.Most of the colleges begin their classes at 9 AM. And every student would obviously want to reach In time. † says Meek, a 1st semester BCC student of Skirts Jaunty College. â€Å"Because there Is very less bus service In the morning, we have no choice but to rush Into heavily crowded buses. This Is very tiring and sometimes dangerous. † The lack of buses and Irregularity In their arrival Increases the nu mber of students walling. They are then left with no choice but to travel boatyard or hanging out of the bus which Is extremely dangerous.There is a high chance of them falling off the bus. Hence, the students experience a very frustrating and perilous journey every morning. â€Å"It is not lust the college students that go through this kind of hardship. People on their way to work and children on their way to school are also part of the crowd. We are all crushed together in the bus. Finding foot space in the bus itself is a tricky task. † says Pungent, a 1st semester BAA student of Skirts Sanity College. â€Å"The actual problem is that all the institutions begin their daily schedule almost at the same time.So there tends to be a need for everyone to reach their destination in time. If there is no adequate amount of buses, they choose to step into the first bus they find and this leads to the crowding up of the bus. † As the public transport is highly unreliable, the students who use the BOMB bus passes are sometimes forced to use the private buses. This leads to unnecessary expenditure of money. Leveraging the lack of frequency of buses, a number of auto-rickshaws at the Henry Junction ferry passengers on a shared basis.They charge the passengers much more than the meter fare. These are the problems that the students have to face every day. National Service Scheme (INS) operating in Skirts Sanity College have found that much of the students of the college use public transportation and that they find It very problematic to commute in the morning. INS has decided to raise this Issue to the respective authorities and strive to find an appropriate solution. -Sashay Balkan, 1st Semester Bagging.Problems in Public Transport By Sashay-Balkan room Henry main road to Katmandu is found to be highly insufficient during the morning peak hours. The students commuting in this route find it very difficult to services in the morning are irregular and lack punc tuality. â€Å"Most of the colleges begin their classes at 9 AM. And every student would obviously want to reach in time. † says Meek, a 1st semester BCC student of Skirts Sanity College. â€Å"Because there is very less bus service in the morning, we have no choice but to rush into heavily crowded buses. This is very tiring and sometimes dangerous.The lack of buses and irregularity in their arrival increases the number of students waiting. They are then left with no choice but to travel boatyard or hanging out of the bus which is students experience a very frustrating and perilous Journey every morning. â€Å"It is not just the college students that go through this kind of hardship. People on their way to much of the students of the college use public transportation and that they find it very problematic to commute in the morning. INS has decided to raise this issue to Balkan, 1st Semester BAA Spend.

3 Prominent Themes Found in William Shakespeares Othello

3 Prominent Themes Found in William Shakespeares Othello In Shakespeares Othello, themes are essential to the working of the play. The text is a rich tapestry of plot, character, poetry, and theme – elements which come together to form one of the Bards most engaging tragedies. Othello  Theme 1: Race Shakespeare’s Othello is a Moor, a black man - indeed, one of the first black heroes in English literature. The play deals with interracial marriage. Others have a problem with it, but Othello and Desdemona are happily in love. Othello holds an important position of power and influence. He has been accepted into Venetian society based on his bravery as a soldier. Iago uses Othello’s race to ridicule and belittle him, at one point calling him â€Å"thick lips†. Othello’s insecurities surrounding his race ultimately lead to his belief that Desdemona is having an affair. As a black man, he doesn’t feel he is worthy of his wife’s attention or that he has been embraced by Venetian society. Indeed, Brabanzio is unhappy about his daughter’s choice of suitor, due to his race. He is quite happy to have Othello regale stories of bravery to him but when it comes to his daughter, Othello is not good enough. Brabanzio is convinced that Othello has used trickery to get Desdemona to marry him: â€Å"O thou damned thief, where hast thou stowed my daughter? Damned as thou art, thou hast enchanted her, For I’ll refer me to all things of sense, If she in chains of magic were not bound, Whether a maid so tender, fair, and happy, So opposite to marriage that she shunned The wealthy curled darlings of our nation, Would ever have t’incur a general mock, Run from her guardage to the sooty bosom Of such a thing as thou†Brabanzio: Act 1 Scene 3. Othello’s race is an issue for Iago and Brabanzio but, as an audience, we are rooting for Othello, Shakespeare’s celebration of Othello as a black man is ahead of its time, the play encourages the audience to side with him and take against the white man who is mocking him just because of his race. Othello Theme 2: Jealousy The story of Othello is propelled by feelings of intense jealousy. All of the action and consequences that unfold are the result of jealousy. Iago is jealous of Cassio’s appointment as lieutenant over him, he also believes that Othello has had an affair with Emilia, his wife, and harbors plans for revenge on him as a result. Iago also appears to be envious of Othello’s standing in Venetian society; despite his race, he has been celebrated and accepted in society. Desdemona’s acceptance of Othello as a worthy husband demonstrates this and this acceptance is due to Othello’s valor as a soldier, Iago is envious of Othello’s position. Roderigo is jealous of Othello because he is in love with Desdemona. Roderigo is essential to the plot, his actions act as a catalyst in the narrative. It is Roderigo who goads Cassio into the fight which loses him his job, Roderigo attempts to kill Cassio so that Desdemona stays in Cyprus and eventually Roderigo exposes Iago. Iago convinces Othello, erroneously, that Desdemona is having an affair with Cassio. Othello reluctantly believes Iago but is finally convinced of his wife’s betrayal. So much so that he kills her. Jealousy leads to Othello’s degradation and ultimate downfall. Othello Theme 3: Duplicity â€Å"Certain, men should be what they seem†Othello: Act 3, Scene 3 Unfortunately for Othello, the man who he trusts in the play, Iago, is not what he seems he is scheming, duplicitous and has a deep malevolent loathing for his master. Othello is made to believe that Cassio and Desdemona are the duplicitous ones. This mistake of judgment leads to his downfall. Othello is prepared to believe Iago over his own wife because of his faith in his servant’s honesty; â€Å"This fellow’s of exceeding honesty† (Othello, Act 3 Scene 3). He doesn’t see any reason why Iago might double cross him. Iago’s treatment of Roderigo is also duplicitous, treating him as a friend or at least a comrade with a common goal, only to kill him in order to cover up his own guilt. Fortunately, Roderigo was savvier to Iago’s duplicity than he knew, hence the letters exposing him. Emilia could be accused of duplicity in exposing her own husband. However, this endears her to the audience and demonstrates her honesty in that she has discovered her husband’s wrongdoings and is so outraged that she exposes him.

Expert Guide to the AP Language and Composition Exam

Expert Guide to the AP Language and Composition Exam SAT / ACT Prep Online Guides and Tips With the 2016 AP English Language and Composition exam approaching on Wednesday, May , it’s time to make sure that you’re familiar with all aspects of the exam.In this article, I’ll give a brief overview of the test, do a deeper dive on each of the sections, discuss how the exam is scored, offer some strategies for studying, and finally wrap up with some essential exam day tips. Exam Overview The AP Language and Composition exam tests your rhetorical skills. Essentially, how do authors construct effective arguments in their writing? What tools do they use? How can you use those tools to craft effective writing yourself? That is the essence of rhetorical analysis. The exam has two parts: the first section is an hour-long, 52-55 question multiple-choice sectionthat asks you questions on the rhetorical construction and techniques of a series of nonfiction passages. The second section is free response. It starts with a 15-minute reading period, and then you’ll have 120 minutes to write three analytical essays: one synthesizing several provided texts to create an argument, one analyzing a nonfiction passage for its rhetorical construction, and one creating an original argument in response to a prompt. You will have about 40 minutes to write each essay, but no one will prompt you to move from essay to essay- you can structure the 120 minutes as you wish. In the next sections I’ll go over each section of the exam more closely- first multiple choice, and then free response. The AP English Language and Composition Multiple-Choice The multiple-choice section is primarily focused on how well you can read and understand nonfiction passages for their use of rhetorical devices and tools. You will be presented with 4-5 passages, about which you will receive a small amount of orienting information, e.g. â€Å"This passage is excerpted from a collection of essays on boating† or â€Å"This passage is excerpted from an essay written in 19th-century Haiti.† You will be asked somewhere from 10-15 questions per passage. There are, in general, eight question types you can expect to encounter on the multiple-choice section of the exam. I’ve taken my examples from the sample questions in the â€Å"Course and Exam Description.† Magic eight-ball says there are eight types of multiple-choice questions! Type 1: Reading Comprehension These questions are focused on verifying that you understood what a certain part of the passage was saying on a concrete, literal level. You can identify these questions from phrases like â€Å"according to† â€Å"refers,† etc. The best way to succeed on these questions is to go back and re-read the part of the passage referred to very carefully. Example: Type 2: Implication These questions take reading comprehension one step further- they are primarily focused on what the author is implying without directly coming out and saying it. These questions will have a correct answer, though, based on evidence from the passage. Which interpretation offered in the answers does the passage most support? You can identify questions like these from words like â€Å"best supported,† ‘â€Å"implies,† â€Å"suggests,† â€Å"inferred,† and so on. Example: Type 3: Overall Passage and Author Questions These questions ask about overall elements of the passage or the author, such as the author’s attitude on the issue discussed, the purpose of the passage, the passage’s overarching style, the audience for the passage, and so on. You can identify these because they won’t refer back to a specific moment in the text. For these questions, you’ll need to think of the passage from a â€Å"bird’s-eye view† and consider what all of the small details together are combining to say. Example: Type 4: Relationships Between Parts of the Text Some questions will ask you to describe the relationship between two parts of the text, whether they are paragraphs or specific lines. You can identify these because they will usually explicitly ask about the relationship between two identified parts of the text, although sometimes they will instead ask about a relationship implicitly, by saying something like â€Å"compared to the rest of the passage.† Example: Type 5: Interpretation of Imagery/Figurative Language These questions will ask you about the deeper meaning or implication of figurative language or imagery that is used in the text. Essentially, why did the author choose to use this simile or this metaphor? What is s/he trying to accomplish? You can generally identify questions like this because the question will specifically reference a moment of figurative language in the text. However, it might not be immediately apparent that the phrase being referenced is figurative, so you may need to go back and look at it in the passage to be sure of what kind of question you are facing. Example: Type 6: Purpose of Part of the Text Still other questions will ask you to identify what purpose a particular part of the text serves in the author’s larger argument. What is the author trying to accomplish with the particular moment in the text identified in the question? You can identify these questions because they will generally explicitly ask what purpose a certain part of the text serves. You may also see words or phrases like â€Å"serves to† or â€Å"function.† Example: Type 7: Rhetorical Strategy These questions will ask you to identify a rhetorical strategy used by the author. They will often specifically use the phrase â€Å"rhetorical strategy,† although sometimes you will be able to identify them instead through the answer choices, which offer different rhetorical strategies as possibilities. Example: Type 8: Style and Effect Some questions will ask you about stylistic moments in the text and the effect created by the those stylistic choices. What is the author evoking through their stylistic choices? You can identify these questions because they will generally mention â€Å"effect.† Example: Some very important stylish effects going on here. TheAP English Language and CompositionFree Response The free response sectionhas a 15-minute reading period. After that time, you will have 120 minutes to write three essays that address three distinct tasks. Because the first essay involves reading sources, it is suggested that you use the entire 15-minute reading period to read the sources and plan the first essay. However, you may want to glance at the other questions during the reading period so that ideas can percolate in the back of your mind as you work on the first essay. Essay One: Synthesis For this essay, you will be briefly oriented on an issue and then given anywhere from six-eight sources that provide various perspectives and information on the issue. You will then need to write an argumentative essay with support from the documents. If this sounds a lot like a DBQ, as on the history AP exams, that’s because it is! However, this essay is much more argumentative in nature- your goal is to persuade, not merely interpret the documents. Example(documents not included, see 2015 free response questions): Essay Two: Rhetorical Analysis In the second essay, you’ll be presented with an excerpt from a nonfiction piece that advances an argument and asked to write an essay analyzing the rhetorical strategies used to construct the passage’s argument. You will also be given some orienting information- where the passage was excerpted from, who wrote it, its approximate date, where it was published (if at all), and to whom it was directed. Example(excerpt not included, see 2015 free response questions): Essay Three: Argument In the third essay, you will be presented with an issue and asked to write a persuasive essay taking a position on the issue. You will need to support your position with evidence from your â€Å"reading, experience, and observations.† Example(from 2015 free response questions): This doesn't look like a very well-constructed argument. How The AP Language and Composition Exam Is Scored The multiple-choice section of the exam is worth 45% of your score, and the free-response section is worth the other 55%. So each of the three free-response essays is worth about 18% of your score. As on other APs, your raw score will be converted to a scaled score of 1-5. This exam has a relatively low 5 rate. Only 9.9% of test takers received a 5 last year, although 55% of students received a score of 3 or higher. In terms of how the raw score is obtained, the multiple-choice section is similar to other AP multiple-choice sections: you receive a point for every question you answer correctly, and there is no penalty for guessing. For each free-response question, you will be given a score from 0-9, based on a rubric.The rubrics all assess, in general, 3 major things: How well you responded to the prompt:Did you completely and fully address all of the tasks presented in the prompt, without misunderstanding any of them? How convincing and well-supported your argument was: Do you take a clear position that is not overly basic, simplistic, or obvious? Can you comprehensively support your position with evidence? Is your evidence well-chosen and well-explained? Do you tie everything back to your main argument? Have you thought through the implications of your stated position? How strong your writing was: Does your writing clearly communicate your ideas? Are your sentences not just grammatically correct, but sophisticated? Do you have a consistent style and a strong vocabulary? Is your paper well-organized and logically arranged? Each rubric broadly assesses these three factors. However, each task is also different in nature, so the rubrics do have some differences. I’ll go over each rubric- and what it really means- for you here. Synthesis Essay Rubric Score What the Rubric Says What This Means 9 Essays earning a score of 9 meet the criteria for the score of 8 and, in addition, are especially sophisticated in their argument, thorough in development, or impressive in their control of language. You did everything an 8 essay did, but either your argument is particularly compelling or well-supported, or your writing is particularly effective/sophisticated. 8 Essays earning a score of 8 effectively address the task in the prompt. They develop their argument by effectively synthesizing at least three of the sources. The evidence and explanations used are appropriate and convincing. The prose demonstrates a consistent ability to control a wide range of the elements of effective writing but is not necessarily flawless. You thoroughly responded to the prompt, successfully using (and citing) at least three of the sources to support your argument. You supported your argument in a persuasive way. Your writing is competent, although there may be some minor errors. 7 Essays earning a score of 7 meet the criteria for the score of 6 but provide more complete explanation, more thorough development, or a more mature prose style. Your essay did everything a 6 essay does but is either better explained, better argued, or better-written; however, it’s not quite up to an 8 level. 6 Essays earning a score of 6 adequately address the task in the prompt. They develop their argument by adequately synthesizing at least three of the sources. The evidence and explanations used are appropriate and sufficient. The language may contain lapses in diction or syntax, but generally the prose is clear. You responded to the prompt in a reasonable way. You used and cited at least 3 of the sources in creating your argument. You supported your argument in a reasonably persuasive way, although not as compellingly as an 8 essay. Your writing is generally understandable. 5 Essays earning a score of 5 address the task in the prompt. They develop their argument by synthesizing at least three sources, but how they use and explain sources is somewhat uneven, inconsistent, or limited. The writer’s argument is generally clear, and the sources generally develop the writer’s position, but the links between the sources and the argument may be strained. The writing may contain lapses in diction or syntax, but it usually conveys the student’s ideas. You did respond to the prompt. You used and cited at least 3 of the sources in creating your argument, but you did not use all of them particularly effectively. The connection between the documents and your argument is underdeveloped. Your writing is mostly understandable but may have errors. 4 Essays earning a score of 4 inadequately address the task in the prompt. They develop their argument by synthesizing at least two sources, but the evidence or explanations used may be inappropriate, insufficient, or unconvincing. The sources may dominate the essay’s attempts at development, the link between the argument and the sources may be weak, or the student may misunderstand, misrepresent, or oversimplify the sources. The prose generally conveys the student’s ideas but may be inconsistent in controlling the elements of effective writing. You did not adequately respond to the prompt. You used and cited at least two sources, but you did not effectively link them to your argument. Your essay may summarize sources instead of truly taking a position, or you may have misread the sources. Your writing is not consistently clear. 3 Essays earning a score of 3 meet the criteria for the score of 4 but demonstrate less success in addressing the task. They are less perceptive in their understanding of the sources, or their explanation or examples may be particularly limited or simplistic. The essays may show less maturity in their control of writing. Your essay did not adequately respond to the prompt. Your interpretation of the sources is incorrect or your argument is overly simplistic. Your writing is overly basic or unclear. 2 Essays earning a score of demonstrate little success in addressing the task in the prompt. They may merely allude to knowledge gained from reading the sources rather than cite the sources themselves. These essays may misread the sources, fail to develop a position, or substitute a simpler task by merely summarizing or categorizing the sources or by merely responding to the prompt tangentially with unrelated, inaccurate, or inappropriate explanation. Essays that score 2 often demonstrate consistent weaknesses in writing, such as grammatical problems, a lack of development or organization, or a lack of control. You barely addressed the prompt. You may not cite any sources directly, misunderstand the sources, never take a position, or write things that are not relevant to the prompt. Writing is very weak, including grammatical issues. 1 Essays earning a score of 1 meet the criteria for the score of 2 but are undeveloped, especially simplistic in their explanation, weak in their control of writing, or do not allude to or cite even one source Your writing barely addressed the prompt. Explanations are extremely simple, writing is incredibly weak, or sources are not used or cited at all. 0 Indicates an off-topic response, one that merely repeats the prompt, an entirely crossed-out response, a drawing, or a response in a language other than English. You made no attempt to respond to the prompt. - Indicates an entirely blank response You didn’t write anything! Time to synthesize this dough into some cookies. Rhetorical Analysis Essay Rubric Score What the Rubric Says What This Means 9 Essays earning a score of 9 meet the criteria for the score of 8 and, in addition, are especially sophisticated in their argument, thorough in their development, or impressive in their control of language. You achieved everything an 8 essay did, but the quality of either your argument or your writing is exceptional. 8 Essays earning a score of 8 effectively analyze the rhetorical strategies used by the author to develop his/her argument. They develop their analysis with evidence and explanations that are appropriate and convincing, referring to the passage explicitly or implicitly. The prose demonstrates a consistent ability to control a wide range of the elements of effective writing but is not necessarily flawless. You successfully and persuasively analyzed the rhetoric of the excerpt in a way that is strongly supported by specific examples in the text. Your writing is versatile and strong. 7 Essays earning a score of 7 meet the criteria for the score of 6 but provide more complete explanation, more thorough development, or a more mature prose style. You achieved everything a 6 essay did, but your argument was either better explained or supported or your writing was of a higher caliber. 6 Essays earning a score of 6 adequately analyze the rhetorical strategies used by the author to develop his/her argument. They develop their analysis with evidence and explanations that are appropriate and sufficient, referring to the passage explicitly or implicitly. The essay may contain lapses in diction or syntax, but generally the prose is clear. You successfully analyzed the rhetoric of the excerpt, using appropriate references to the text. Your writing was generally understandable. 5 Essays earning a score of 5 analyze the rhetorical strategies used to develop the author’s argument. The evidence or explanations used may be uneven, inconsistent, or limited. The writing may contain lapses in diction or syntax, but it usually conveys the student’s ideas. You analyzed the rhetoric of the excerpt, although evidence from the passage may have been poorly used or deployed. Your writing is mostly understandable but may have errors. 4 Essays earning a score of 4 inadequately analyze the rhetorical strategies used by the author to develop his/her argument. These essays may misunderstand the passage, misrepresent the strategies the author uses, or may analyze these strategies insufficiently. The evidence or explanations used may be inappropriate, insufficient, or unconvincing. The prose generally conveys the student’s ideas but may be inconsistent in controlling the elements of effective writing. You did not analyze the rhetoric in the passage in a reasonable way. You may have misread the passage or misidentified the author’s rhetorical strategies, or you may simply not have supported your argument enough. Textual evidence may not be appropriate to the task at hand. Your writing is not consistently clear. 3 Essays earning a score of 3 meet the criteria for the score of 4 but demonstrate less success in analyzing the rhetorical strategies the author uses to develop his/her argument. They are less perceptive in their understanding of the passage or the author’s strategies, or the explanations or examples may be particularly limited or simplistic. The essays may show less maturity in control of writing. A 3 essay has similar weaknesses to a 4 essay, but displays less understanding of the passage or the author’s intent. The writing may also be even more inconsistent or basic. 2 Essays earning a score of 2 demonstrate little success in analyzing the rhetorical strategies used by the author to develop his/her argument. These essays may misunderstand the prompt, misread the passage, fail to analyze the strategies used, or substitute a simpler task by responding to the prompt tangentially with unrelated, inaccurate, or inappropriate explanation. The essays often demonstrate consistent weaknesses in writing, such as grammatical problems, a lack of development or organization, or a lack of control. You barely analyzed the passage. You may have misunderstood the assigned task, seriously misread the passage or the author’s intent, or responded to something other than the prompt. Writing is consistently weak. 1 Essays earning a score of 1 meet the criteria for the score of 2 but are undeveloped, especially simplistic in their explanation, or weak in their control of language. A 1 essay is has similar weaknesses to a 2 essay, but is even more poorly supported or poorly written. 0 Indicates an off-topic response, one that merely repeats the prompt, an entirely crossed-out response, a drawing, or a response in a language other than English. You made no attempt to respond to the prompt. - Indicates an entirely blank response. You didn’t write anything! Examine your texts closely! Argumentative Essay Rubric Score What the Rubric Says What This Means 9 Essays earning a score of 9 meet the criteria for the score of 8 and, in addition, are especially sophisticated in their argument, thorough in their development, or particularly impressive in their control of language. You meet the criteria for an 8, plus you have either a particularly strong argument, strong support, or strong writing. 8 Essays earning a score of 8 effectively develop a position on the issue presented. The evidence and explanations used are appropriate and convincing, and the argument is especially coherent and well developed. The prose demonstrates a consistent ability to control a wide range of the elements of effective writing but is not necessarily flawless. You persuasively address the prompt, using strong evidence to support your argument. Your writing is strong but not necessarily perfect. 7 Essays earning a score of 7 meet the criteria for the score of 6 but provide a more complete explanation, more thorough development, or a more mature prose style. A 7 essay meets the criteria for a 6 essay but is either better-argued, better-supported, or more well-written. 6 Essays earning a score of 6 adequately develop a position on the issue presented. The evidence and explanations used are appropriate and sufficient, and the argument is coherent and adequately developed. The writing may contain lapses in diction or syntax, but generally the prose is clear. You reasonably address the prompt, using reasonable evidence to support your argument. Your writing is generally good but may have some mistakes. 5 Essays earning a score of 5 develop a position on the issue presented. The evidence or explanations used may be uneven, inconsistent, or limited. The writing may contain lapses in diction or syntax, but it usually conveys the student’s ideas. You do address the prompt, although the support for your argument may be sparse or not wholly convincing. Your writing is usually clear, but not always. 4 Essays earning a score of 4 inadequately develop a position on the issue presented. The evidence or explanations used may be inappropriate, insufficient, or unconvincing. The argument may have lapses in coherence or be inadequately developed. The prose generally conveys the student’s ideas but may be inconsistent in controlling the elements of effective writing. You do not adequately address the prompt or form a strong argument. Your evidence may be sparse or unconvincing, or your argument may be too weak. Your writing is not consistently clear. 3 Essays earning a score of 3 meet the criteria for the score of 4 but demonstrate less success in developing a position on the issue. The essays may show less maturity in control of writing. 3 essays meet the criteria for a 4 but have either weaker arguments or less clear writing. 2 Essays earning a score of 2 demonstrate little success in developing a position on the issue. These essays may misunderstand the prompt, or substitute a simpler task by responding to the prompt tangentially with unrelated, inaccurate, or inappropriate explanation. The prose often demonstrates consistent weaknesses in writing, such as grammatical problems, a lack of development or organization, or a lack of coherence and control. You barely addressed the assigned task. Your essay may misunderstand the prompt. Your evidence may be irrelevant or inaccurate. Your writing is weak on multiple levels. 1 Essays earning a score of 1 meet the criteria for the score of 2 but are undeveloped, especially simplistic in their explanation and argument, weak in their control of language, or especially lacking in coherence. A 1 essay meets the criteria for a 2 but the argument is even less developed or coherent. 0 Indicates an off-topic response, one that merely repeats the prompt, an entirely crossed-out response, a drawing, or a response in a language other than English. You made no attempt to respond to the prompt. - Indicates an entirely blank response. You didn’t write anything! As you can see, the synthesis rubric is focused on how you used sources, the analysis rubric is focused on how well you analyzed the text, and the argument rubric is focused on the strength of your argumentative writing without outside sources. Achieving a high score on an AP Lang and Comp essay is no easy feat. The average scores on essays last year were all under 5, with the Synthesis essay at about a 4.7 and the other two at just over 4. So even getting a 7 out of 9 is very impressive! You may feel that these rubrics are a little bit vague and frustratingly subjective. And, indeed, what separates a 6 from a 7, a 7 from an 8, an 8 from a 9 may not be entirely clear in every case, no matter the pains taken by the College Board to standardize AP essay grading. That said, the general principles behind the rubrics- respond to the prompt, build a strong argument, and write well- hold up. If you can write strong essays in the time allotted, you’ll be well on your way to a score of 5 even if your essays got 7s instead of 8s. So what can you do to prepare yourself for the frenzy of AP English Lit activity? The best kind of frenzy is a puppy frenzy! AP English Language Prep Tips Unlike its cousin, the AP English Literature and Composition exam, the AP Language and Composition exam (and course) have very little to do with fiction or poetry. So some students used to more traditional English classes may be somewhat at a loss as to what to do to prepare. Luckily for you, I have a whole slate of preparation tips for you! Read Nonfiction - In a Smart Way A major thing you can do to prepare for the AP Lang and Comp exam is to read nonfiction- particularly nonfiction that argues a position, whether explicitly (like an op-ed) or implicitly (like many memoirs and personal essays). Read a variety of non-fiction genres and topics, and pay attention to the following: What is the author’s argument? What evidence do they use to support their position? What rhetorical techniques and strategies do they use to build their argument? Are they persuasive? What counterarguments can you identify? Do they address them? Thinking about these questions with all the reading you do will help you hone your rhetorical analysis skills. Learn Rhetorical Terms and Strategies Of course, if you’re going to be analyzing the nonfiction works you read for their rhetorical techniques and strategies, you need to know what those are! You should learn a robust stable of rhetorical terms from your teacher, but here’s my guide to the most important AP Language and Composition terms. If you want to review, there are many resources you could consult: Wikibooks offers a list of â€Å"Basic Rhetorical Strategies,† which explains some of the most fundamental rhetoric-related terms. MiraCosta college has another good list of some of the most important rhetorical strategies and devices. A heroic individual from Riverside schools in Ohio uploaded this aggressively comprehensive list of rhetorical terms with examples. It’s 27 pages long, and you definitely shouldn’t expect to know all of these for the exam, but it’s a useful resource for learning some new terms. Another great resource for learning about rhetorical analysis and how rhetorical devices are actually used is the YouTube Channel Teach Argument, which has videos rhetorically analyzing everything from Taylor Swift music videos to Super Bowl commercials. It’s a fun way to think about rhetorical devices and get familiar with argumentative structures. Finally, a great book- which you might already use in your class- is â€Å"They Say, I Say.† This book provides an overview of rhetoric specifically for academic purposes, which will serve you well for AP preparation and beyond. Write You also need to practice argumentative and persuasive writing. In particular, you should practice the writing styles that will be tested on the exam: synthesizing your own argument based on multiple outside sources, rhetorically analyzing another piece of writing in-depth, and creating a completely original argument based on your own evidence and experience. You should be doing lots of writing assignments in your AP class to prepare, but thoughtful, additional writing will help. You don’t necessarily need to turn all of the practice writing you do into polished pieces, either- just writing for yourself, while trying to address some of these tasks, will give you a low-pressure way to try out different rhetorical structures and argumentative moves, as well as practicing things like organization and developing your own writing style. Not the most auspicious start to an argumentative essay. Practice for the Exam Finally, you’ll need to practice specifically for the exam format. There are sample multiple-choice questions in the â€Å"AP Course and Exam Description,† and old free-response questions on the College Board website. Unfortunately, the College Board hasn’t officially released any complete exams from previous years for the AP English Language and Composition exam, but you might be able to find some that teachers have uploaded to school websites and so on by Googling â€Å"AP Language complete released exams.† I also have a guide to AP Language and Composition practice tests. Once you’re prepped and ready to go, how can you do your best on the test? AP Language and Composition Test Day Tips Here are four key tips for test-day success. You are one hundred percent success! Interact With the Text When you are reading passages, both on the multiple-choice section and for the first two free-response questions, interact with the text! Mark it up for things that seem important, devices you notice, the author’s argument, and anything else that seems important to the rhetorical construction of the text. This will help you engage with the text and make it easier to answer questions or write an essay about the passage. Think About Every Text’s Overarching Purpose and Argument Similarly, with every passage you read, consider the author’s overarching purpose and argument. If you can confidently figure out what the author’s primary assertion is, it will be easier to trace how all of the other aspects of the text play into the author’s main point. Plan Your Essays The single most important thing you can do for yourself on the free-response section of the AP English Language exam is to spend a few minutes planning and outlining your essays before you start to write them. Unlike on some other exams, where the content is the most important aspect of the essay, on the AP Language Exam, organization, a well-developed argument, and strong evidence are all critical to strong essay scores. An outline will help you with all of these things. You’ll be able to make sure each part of your argument is logical, has sufficient evidence, and that your paragraphs are arranged in a way that is clear and flows well. Anticipate and Address Counterarguments Another thing you can do to give your free responses an extra boost is to identify counterarguments to your position and address them within your essay. This not only helps shore up your own position, but it's alsoa fairly sophisticated move in a timed essay that will win you kudos with AP graders. Address counterarguments properly or they might get returned to sender! Key Takeaways The AP Language and Composition exam tests your rhetorical skills. The exam has two sections. The first section is an hour-long, 52-55 question multiple-choice test based on the rhetorical techniques and strategies deployed in nonfiction passages. The second section is a two-hour free-response section (with a 15-minute initial reading period) with three essay questions: one where you must synthesize given sources to make an original argument, one where you must rhetorically analyze a given passage, and one where you must create a wholly original argument about an issue with no outside sources given. You’ll receive one point for every correct answer on the multiple-choice section of the exam, which is worth 45% of your score. The free-response section is worth 55% of your score. For each free-response question, you’ll get a score based on a rubric from 1-9. Your total raw score will be converted to a scaled score from 1-5. Here are some test prep strategies for AP Lang: Read nonfiction with an eye for rhetoric Learn rhetorical strategies and techniques Practice writing to deploy rhetorical skills Practice for the exam! Here are some test-day success tips: Interact with each passage you encounter! Consider every text’s overarching purpose and argument. Keep track of time Plan your essays Identify and address counterarguments in your essays. With all of this knowledge, you’re ready to slay the AP English Language and Composition beast! Noble knight, prepare to slay the AP dragon! What's Next? Taking the AP Literature exam? Check out our ultimate guide to the AP English Literature testandour list of AP Literature practice tests. Taking other AP exams? See our Ultimate Guides to AP World History, AP US History, AP Chemistry, AP Biology, AP World History, and AP Human Geography. Need more AP prep guidance? Check out how to study for AP exams and how to find AP practice tests. Have friends who also need help with test prep? Share this article! Tweet Ellen McCammon About the Author Ellen has extensive education mentorship experience and is deeply committed to helping students succeed in all areas of life. 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Recession in UK Essay Example | Topics and Well Written Essays - 1250 words

Recession in UK - Essay Example Bankruptcy and unemployment on the other hand rises (Office for National Statistics, 2010). The general belief in the cause of inflation is that recession comes after there is an extensive drop in spending. In combating the problem of inflation, governments usually adopts expansionary macroeconomic policies. These involve increasing the amount of money in circulation, decreasing taxation and increasing government spending. In looking at the case of the UK Economy, it is a good example of the whole process of the period before recession and the macroeconomic conditions prevailing then, the start of recession and the conditions then, the whole recession period and the effect of the government actions on macroeconomic parameters and finally how the economy managed to come out of the recession. The recession in UK economy began after it had experienced two quarters of negative growth in the period between June and December of the year 2008. This led to the falling of the GDP by 1.5 percent during the three last months of the year after the previous quarter had dropped by 0.6%. This is the biggest decline in GDP between two quarters ever recorded after the year 1980. This second quarter experienced the biggest fall in GDP within the same period or quarter. This recession lasted for a period of 18 months and it is the longest recession in the UK economy ever. The economy was characterized by an increased public borrowing of up to approximately 178 bn, and the GDP went down by 6%. Credit Crunch is one of the factors that have been experienced in the UK economy during the recession period. This is an unexpected shortage of money for giving out as loans. As expected this leads to a fall in the amount of loans available. This can be caused by a sudden increase in interest rates, drying up of funds in the capital markets and a control of money directly by a government (Finance Blog, 2010). In the case of the UK recession, the credit crunch was as a result of a sharp increase in subprime mortgages which originated in America but the result was felt in the rest of the world. In the UK, not many bad mortgages where given out like in the US, as it was better controlled than in the US. This however led to a serious problem for Northern Rock which had a high percentage of loans which where risky. It was not able to raise enough funds when the crisis came by in the capital market. It thus resulted to asking the Bank of England to be given emergency funds. Because of this, the customers did not have faith with the bank any more and they thus started withdrawing their funds from the bank. The credit crunch has resulted in an increase in the price for mortgages in UK where mortgages have become expensive (UK Economy Ltd). Another factor experienced due to the recession is falling in prices for houses. This is as a result of the high cost of mortgages which has led to a fall in demand for houses. As a result, the price of houses has been forced to come down and this is a show that many are met with a negative equity. When the prices for houses are low, it means that the banks are not able to get back the initial loan. This has affected the firms dealing with such business like Bradford & Bingley which had specialized in buying and letting which is affected by falling house prices. There is a collapse in confidence in the entire sector of finance. This result in loss of confidence on

Sale of Goods Act 1979 Commercial law (uk) Assignment

Sale of Goods Act 1979 Commercial law (uk) - Assignment Example If one were to adopt the narrow semantic position in this discussion, then one could conceivably argue that The Sale of Goods Act 1979 is more suitable as a commercial code. After all it was created specifically to address itself to commercial transactions between parties. In that these transactions almost always pertain to providing a good for a fee, this type of undertaking in an of themselves can be classified as a commercial transaction. The thrust of the Sale of Goods Act and its intent is to provide a net for all transactions; consumer and business. When one views the Act in its totality, it is readily discernable that it is an interchangeable document. Which attempts to address all of the possibilities which might surface during the course of a transaction. It was through the formulation of contracts that man was able to expand the acts of liaise faire and enter into deals. A contract is formed by agreement between two parties to the contract; the parties must choose to enter into a binding agreement; in a ordinary buyer to seller contract this may entail; the seller agrees to provide the buyer an item at a stated price. The seller (may be implied or explicit) then agrees to deliver the item in a reasonable or merchantable (satisfactory) condition to the buyer. The buyer having agreed with the conditions of the purchase agrees to pay the seller his previously stated price upon delivery of the item.... price upon delivery of the item. This is a bilateral contract, wherein each party has taken on an obligation to do something, in return for something. The promise which has been made by each party makes the "verbal" contract (may be formal or informal), binding. If any term or condition in this legally binding contract is breached by either party, the contract can then be voided. 3 As we find in Baldry v. Marshall [1925]; B owned a racing car but his wife refused to ride in it. He approached M, a car dealer, requesting details of Bugatti cars, about which he (B) knew nothing. He asked for a car that would be comfortable and suitable for touring purposes, and the dealer recommended a Bugatti. B agreed to buy a Bugatti; after inspecting the chassis. Once completed, it was obvious that the car was a racing car and not suitable for touring. He returned the car and sued for one thousand pounds that he had already paid under the contract. The court held; that B had relied upon the skill and judgement of M, and that it was in the course of M's business to supply cars. Hence, there had been a breach of the Sale of Goods Act 1979 S 14 (3). When a purchaser relies upon the skill and judgment of a seller and that seller is acting within the course of his business, then the purposes of S 14 (3), goods must be suitable for the purpose made known to the seller if a breach is to be avoided. Even if the goods are of merchantable (satisfactory) quality; other implied terms must be satisfied. S14 (3) precludes the seller from