She Walks In Beauty Analysis

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She Walks in Beauty

George Gordon Noel Byrons poem titled, She Walks in Beauty, plainly put, is a love poem about a beautiful woman and all of her features. The poem follows a basic iambic tetrameter with an unaccented syllable followed by an accented syllable that allows for a rhythm to be set by the reader and can be clearly seen when one looks at a line

She walks / in beau / ty like / the night.

T.S. Eliot, an American poet criticizes Byrons work by stating the poem, needs to be read very rapidly because if one slows down the poetry vanishes and the rhyme is forced (Eliot 4). With this rhythm the reader can, however, look deeper into the contents of Byrons poem and discover a battle of two forces. The two forces involved in Byrons poem are the darkness and light- at work in the womans beauty, and also the two areas of her beauty-the internal and the external. The poem appears to be about a lover, but in fact was written about Byrons cousin, Anne Wilmot, whom he met at a party in a mourning dress of spangled black (Leung 1). This fact, the black dress that was brightened with spangles, helps the reader to understand the origin of the poem. Byron portrays this, the mixing of the darkness and the light, not by describing the dress or the womans actions, but by describing her physical beauty as well as her interior strengths. In the beginning of the poem, the reader is given the image of darkness She walks in beauty, like the night, but then the line continues explaining that the night is cloudless and the stars are bright. So immediately the poem brings together its two opposing forces that are at work, darkness and light.

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In lines three and four Byron emphasizes that the unique feature of the woman is her ability to contain opposites within her; the nest of dark and bright/meet in her. The joining together of the darkness and the light can be seen in her aspect, or appearance, but also in her eyes. In this case, the womans eyes arent to be associated with a physical feature, but more as an internal aspect of her the eyes reveal her heart(Martin 4). L.C. Martin, from the University of Nottingham, also writes that Byron, emphasizes the unique feature of this woman to contain opposites within her,(4) therefore agreeing with the concept that not only is there a struggle between the darkness and the light, but also within the woman.

Beginning with line five, the word meet is emphasized again as she creates a tender light, not the gaudiness of daytime, but a gentler light that even heaven does not bestow an the day. The night can be thought of in terms of irrationality and the day in terms or reason and neither day nor night is pleasing, only the meeting of the two extremes in this woman.

In the second stanza, once again, the opposites are combined. Shade or darkness is combined with day or light, and raven tress or dark hair is linked with a lightened face. If the woman contained with in her and in her appearance either a little bit more of darkness or a little bit more of light, she would be half impaired. A key word in this section is grace. Although Byron continuously talks about appearances, in actuality he is referring to the nameless grace that is in her hair and face. Once again, it is something internal as well as external that is so attractive about this woman.

Although this poem begins with the image of a woman walking, there are no images given by Byron of her legs or arms or feet; this is a head poem, confined to hair, eyes, face, cheeks, and brows. The conclusion to the second stanza contains insight into the dwelling place of the womans thoughts, creating an insight into her mind by using alliteration. The repetition of the s sounds is soothing in the phrase serenely sweet express, because Byron is referring to her thoughts, and her thoughts are serene and pure(5).

In the third and final stanza, Byron concludes the poem with three lines a physical description that lead to the final three lines the womans moral characterization. The soft cheeks, the winning smile, the tints in the skin eloquently express not only physical beauty, but they also attest to her morality. The physical beauty, the speaker can conclude, reflects days spent doing well, a mind at peace, and a heart whose love is innocent!

Byron convinces the reader that this woman is perfect. If any one aspect of her were to be different, she would be half-impaired. Byron uses many antonyms to describe this woman but still portrays a perfect balance within her, often using opposites like darkness and light to create this balance. As L.C. Martin states, Whether Byron would have preferred a less innocent cousin, someone with whom he could enjoy Byronic passions, is left unspoken for the reader to decipher(5). Without the two forces and the struggle within this woman, Byrons poem would have been a plain love poem, but because the forces are so pronounced by his use of colorful language, rhythm, and use of human characteristics, She Walks in Beauty is world renowned for its powerful description. Not only does it describe a womans physical beauty, but also her interior strengths.

Works Cited

Eliot, T.S., Byron, in On Poetry and Poets, Farrar, Strauss and Giroux, 157,

p.4.

Martin, L.C., in Byrons Lyrics, The University of Nottingham, 148, pp. 4-5.

Leung, Mathew, preface to Poetry of Byron, by Lord Byron, Macmillian, 1881,

Reprinted as Byron, in Essays in Criticism, Dutton, 164, pp. 1-0.

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Suicide

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Suicide

People commit suicide everyday in the world. It is an ugly but truthful thing in the world as we know it today. Some people's situations put them in a more likely position to commit suicide. Many people commit suicide for many different reasons.

A big reason people commit suicide is because of family problems. A person's family has a huge impact on an individual's life. Children that experience family problems such as their parents getting divorced are more likely to commit suicide. Children that get abused or neglected are also a lot more likely to take their own life. Most children that are put into these situations feel that they have no where to go for help. Most try to communicate their feelings to others but they don't get the necessary help needed. These children probably feel very confused and very alone at such a young age that they resort to suicide. Carol Watkins a M.D. states that "Social isolation" is a major factor for suicide (). Some people also commit suicide because they want to rebel against their family. They do this because they don't want to deal with the authority of their family. Some feel that they would rather die than deal with that authority.

Problems with people's relationships can also be a reason that people commit suicide. Some people when they break up with someone who they love or loved for a very long time don't know how to deal with being by themselves. Some feel that they're

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going to be alone forever and some feel they can't possibly live without that person so they just end their life. In a case of breakup, people may feel that they may not be good enough for anyone else. Some feel that they have failed and can't handle that fact. Breaking up in a relationship can also be breaking up a friendship. In some cases people commit suicide just to make the other person feel bad. They feel that all the sadness and pain the other person has caused upon them, they can give it back to the person by killing themselves and making the other person feel guilty.

Problems with school are also a big reason that people commit suicide. Some students have so much pressure on them to do well in school its hard for them to deal with that pressure and school. If students have a lot of pressure on themselves to do well and then end up failing to do so, it could make them feel that it would be easier to end their lives rather than dealing with it. These added pressures could come from all kinds of different places ranging from their family to their own friends. College students are a big risk to commit suicide for this particular reason. Their pressure to succeed is intensified because now days, college is a very big investment. All of the money they are spending or their parents are spending on their college education means that they have a lot more riding on their success. College students have all of these pressures plus most of them are burdened with independence and responsibility for the very first time. David A. Gershaw, Ph.D. notes that "College students are twice as likely to kill themselves as are non-students of the same age" (1).

People also commit suicide because of problems with their careers. It could be because they lose their job or just don't feel successful or meaningful in their current

career. Many people who lose their jobs don't know what to do. Many have no idea that it's going to happen so they are not prepared for it. They may not be able to pay their bills

or even take care of themselves. A lot of people never even think of what they would do if they lost their job. Some people may feel that they are lost and don't think that they have any options in their life. Many feel that suicide is their only option and is the easiest possible solution to their problems. Patricia Spork, a writer states that "Extreme stress circumstances in life situations can lead to suicide" (1).

Illness and disease are other major causes for suicide. Many people commit suicide to rid their pain caused by a long term illness. Long term illness is something most people can't and don't want to ever deal with. This is a much disputed reason for people to commit suicide. Many people feel that an individual should have the right to rid themselves of the pain they may have from a long term illness. People also commit suicide because they contract other diseases, even though they may not be suffering yet. Most people don't want to go through life knowing that their going to die from a certain disease. A good example of this is AIDS. AIDS is a disease that if some people contract, they may just commit suicide. Some people would just rather be dead than have to deal with living with certain diseases. Most elderly people fall under the long term illness category. Mark Rosenberg a M.D. tells us that "Elderly Americans make up about 1 percent of the country's population but account for about 0 percent of all suicides"().

People commit suicide for many different reasons. Most people would say there's never a reason to commit suicide. Others would say you can never truly know until you're faced with certain situations. Some would say almost all of suicides are caused by

someone being confused by overwhelming emotion and not truly seeing the whole picture.

Works Cited

Gershaw, David A. "Teenage Suicide." March 00

http//www.azwestern.edu/psy/dgershaw/lol/SuicideTeen.html p. 1

Rosenberg, Mark "Testimony on Suicide Among Older Americans." March 00

http//www.hhs.gov/asl/testify/t6070a.html p.

Spork, Patricia "Suicide The Unspeakable Act?" March 00

http//www.ivyvine.org/suicide.html p. 1

Watkins, Carol "Suicide in Youth." March 00

http//www.baltimorepsych.com/Suicide.htm p.

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Resistance

If you order your custom term paper from our custom writing service you will receive a perfectly written assignment on resistance. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality resistance paper right on time.

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PLANNING

AIM

In this investigation I intend to research how the length of a wire affects its resistance when connected to an electric circuit.

PREDICTIONS

My prediction is that the greater the length of the wire, the greater the resistance. I believe this because Electrons passing through the circuit will have more Metal atoms to collide with as it is obvious that there are more Metal atoms in a longer wire than a shorter one. The amount of collisions between the Electrons and the Metal atoms would vary the resistance (longer wire would increase the resistance and a shorter wire would decrease the resistance).

Also, the Electrons will travel at the same speed no matter what the length of the wire, therefore in a shorter wire the Electrons have a shorter distance to travel, because of this there is less time for resistance to build up. Hence there is less resistance in a shorter wire.

My final prediction is that there will patterns in the resistance according to the lengths of the wire. For example the resistance of a 40cm wire will be twice as great as that of a 0cm wire because it is twice as long.

EQUIPMENT

„X Wires (Different lengths)- To conduct experiment on lengths.

„X Ammeter-To calculate the amps. This is needed to calculate the resistance.

„X Voltmeter-To calculate the volts. This is needed to calculate the resistance.

„X Battery ¡VTo provide the power for the circuit.

VARIABLES AND NON VARIABLES

„X Wires will be of the same metal (non-variable).

„X The same bulb will always be used (non-variable).

„X The same voltmeter will always be used (non-variable).

„X The same battery will always be used (non-variable).

„X The lengths of the wire will vary (variable).

The above measures are taken to guarantee a fair test.

SAFETY PROCEDURES

To consider safety, I will avoid contact with any exposed metal connected to the circuit, as it may be hot. Also, I will take immediate action if I smell any burning fumes as the wire may be getting over heated and could cause a fire. This is not a very dangerous experiment but despite this we must always handle electricity with care, keep the current low, and handle with dry hands.

PROCEDURE OF EXPERIMENT

I will connect up a circuit that uses a certain length of wire, and then I will increase the length in an orderly fashion. Whilst doing this I will calculate the resistance of each wire by using the equation; RESISTANCE= VOLTAGE/ CURRENT

PRETESTING

The lengths of the wire I will use are; 0cm, 40 cm, 60cm, 80cm and100cm.

I will connect all the circuit in a series fashion, except for the voltmeter, which I will connect in a parallel manner.

RESULTS

I have done a table to show my results

LENGTH AMPS VOLTS RESISTANCE (ohms) AVERAGE

0cm 1.7 .4 .1

1.6 .6 .5

1.6 .4 .15

40cm 1 .8 .8 4.1

1 .8 .8

1 .8 .8

60cm 0.7 4 5.71 5.71

0.7 4 5.71

0.7 4 5.71

80cm 0.5 4. 8.4 8.

0.5 4. 8.4

0.5 4. 8.4

100cm 0.4 4. 10.5 10.

0.4 4.1 10.5

0.4 4.1 10.5

I have also put the results into graphical form

ANALYSING

The results from the table and from the graph show how the resistance compares to the length of the wire. From my graph it is clearly seen that there is a very positive correlation, this shows that the longer the wire the higher the resistance, the results obtained are directly proportional, I can see this if I do a couple of simple calculations. I will take the average resistance for 40cm wire and the average of resistance of the wire twice the length i.e. 80cm.

Resistance of wire of 40cm = 4.1 Ohms

Resistance of wire of 80cm = 8. Ohms

8./4. = .016 ohms

The resistance of 80cm wire is double the resistance of 40cm wire. This proves my prediction where I said ¡K

Accuracy

To keep this experiment as accurate as possible we made sure, firstly, that the length of the wire is measured precisely from the inside edge of the crocodile clips, making sure that the wire is straight when we do this. We also made sure that the wire was straight when we conduct the experiment. If it is not, short circuits may occur and bends and kinks in the wire may affect the resistance, also. The reading that we took of the voltage was done fairly promptly after the circuit is connected. This is because as soon as a current is put through the wire it will get hotter and we want to test it when heat is affecting it the least, i.e. at the beginning.

Longer wire

Shorter wire

Note

EVALUATION

The results that we achieved followed the pattern that I had predicted; ¡¥the longer the wire the higher the resistance.

PLANNING

AIM

In this investigation I intend to research how the length of a wire affects its resistance when connected to an electric circuit.

PREDICTIONS

My prediction is that the greater the length of the wire, the greater the resistance. I believe this because Electrons passing through the circuit will have more Metal atoms to collide with as it is obvious that there are more Metal atoms in a longer wire than a shorter one. The amount of collisions between the Electrons and the Metal atoms would vary the resistance (longer wire would increase the resistance and a shorter wire would decrease the resistance).

Also, the Electrons will travel at the same speed no matter what the length of the wire, therefore in a shorter wire the Electrons have a shorter distance to travel, because of this there is less time for resistance to build up. Hence there is less resistance in a shorter wire.

My final prediction is that there will patterns in the resistance according to the lengths of the wire. For example the resistance of a 40cm wire will be twice as great as that of a 0cm wire because it is twice as long.

EQUIPMENT

„X Wires (Different lengths)- To conduct experiment on lengths.

„X Ammeter-To calculate the amps. This is needed to calculate the resistance.

„X Voltmeter-To calculate the volts. This is needed to calculate the resistance.

„X Battery ¡VTo provide the power for the circuit.

VARIABLES AND NON VARIABLES

„X Wires will be of the same metal (non-variable).

„X The same bulb will always be used (non-variable).

„X The same voltmeter will always be used (non-variable).

„X The same battery will always be used (non-variable).

„X The lengths of the wire will vary (variable).

The above measures are taken to guarantee a fair test.

SAFETY PROCEDURES

To consider safety, I will avoid contact with any exposed metal connected to the circuit, as it may be hot. Also, I will take immediate action if I smell any burning fumes as the wire may be getting over heated and could cause a fire. This is not a very dangerous experiment but despite this we must always handle electricity with care, keep the current low, and handle with dry hands.

PROCEDURE OF EXPERIMENT

I will connect up a circuit that uses a certain length of wire, and then I will increase the length in an orderly fashion. Whilst doing this I will calculate the resistance of each wire by using the equation; RESISTANCE= VOLTAGE/ CURRENT

PRETESTING

The lengths of the wire I will use are; 0cm, 40 cm, 60cm, 80cm and100cm.

I will connect all the circuit in a series fashion, except for the voltmeter, which I will connect in a parallel manner.

RESULTS

I have done a table to show my results

LENGTH AMPS VOLTS RESISTANCE (ohms) AVERAGE

0cm 1.7 .4 .1

1.6 .6 .5

1.6 .4 .15

40cm 1 .8 .8 4.1

1 .8 .8

1 .8 .8

60cm 0.7 4 5.71 5.71

0.7 4 5.71

0.7 4 5.71

80cm 0.5 4. 8.4 8.

0.5 4. 8.4

0.5 4. 8.4

100cm 0.4 4. 10.5 10.

0.4 4.1 10.5

0.4 4.1 10.5

I have also put the results into graphical form

ANALYSING

The results from the table and from the graph show how the resistance compares to the length of the wire. From my graph it is clearly seen that there is a very positive correlation, this shows that the longer the wire the higher the resistance, the results obtained are directly proportional, I can see this if I do a couple of simple calculations. I will take the average resistance for 40cm wire and the average of resistance of the wire twice the length i.e. 80cm.

Resistance of wire of 40cm = 4.1 Ohms

Resistance of wire of 80cm = 8. Ohms

8./4. = .016 ohms

The resistance of 80cm wire is double the resistance of 40cm wire. This proves my prediction where I said ¡K

Accuracy

To keep this experiment as accurate as possible we made sure, firstly, that the length of the wire is measured precisely from the inside edge of the crocodile clips, making sure that the wire is straight when we do this. We also made sure that the wire was straight when we conduct the experiment. If it is not, short circuits may occur and bends and kinks in the wire may affect the resistance, also. The reading that we took of the voltage was done fairly promptly after the circuit is connected. This is because as soon as a current is put through the wire it will get hotter and we want to test it when heat is affecting it the least, i.e. at the beginning.

Longer wire

Shorter wire

Note

EVALUATION

The results that we achieved followed the pattern that I had predicted; ¡¥the longer the wire the higher the resistance.

Please note that this sample paper on resistance is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on resistance, we are here to assist you. Your cheap custom college paper on resistance will be written from scratch, so you do not have to worry about its originality.

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MARIA MONTESSORI

If you order your research paper from our custom writing service you will receive a perfectly written assignment on MARIA MONTESSORI. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality MARIA MONTESSORI paper right on time.

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This is the biography of Maria Montessori. Maria was an achiever of education, science, and social reform. Maria was extravagant in the medical field. She was the first woman to get a medical degree and also to practice medicine. Schools were formed because of her; she wanted education to live on forever.

Maria Montessori was born in Chiaravelle, Ancona province, Italy, on August 1,170. Maria was the only child, she was chosen to represent Italian woman at an international women's congress in Berlin. In November 186 she was appointed a surgical assistant at a hospital for men. She then opened her private practice. People neglected retarded children; her determination was to get them best treatment she possibly could. Maria tested new ideas about special education for retarded children at the psychiatric clinic. In 107 she opened the first Montessori School in the slums of Rome, enrolling neglected children aged to 6. The mental and social development of the children in this school and others established under her direction amazed observers and soon attracted international attention. Later, she conducted courses in many countries.

The Montessori method was a step heard around the world. It was a system of education and a philosophy of human development and learning. Her method has had a wide influence on education, especially at the preschool and elementary levels, but its basic principle of self-motivated learning is applicable at any age. Maria believed in focusing on self-development for children at the pre-school and elementary levels. The children aged three. Four, and five has one intuitive aim. To enable the child development his sensory, motor, and mental functions through self-teaching, a Montessori school or classroom is organized around a carefully prepared physical environments, with child-size furnishings and a variety of multi-sensory, manipulative, and self correcting learning materials.

Many Montessori schools have materials they take in consideration to help the children out. These materials are Practical life, sensory perception, and academic development. The teachers would present activities like sandpaper letter for tactile impressions, three dimensional geometric puzzles and bead material. A special trained teacher that is as bright and Maria Montessori will teach the class and prepare the environment to help them get used to the classroom and feel comfortable. The teacher will observe carefully to see how the kids react to the activities and how they participate. In case a child is having trouble with a problem or does not understand what the meaning of a word the teacher is there to guide them.

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The child discovers self-confidence because he or she understands and has faith in him or herself to learn more. The student develops self-discipline from raising their hand to Yes Maim and No sir. They now have the joy of learning for their own sake and would like to learn much more about what there is in the real world. Dr. Montessori's philosophy is based on the principle that children learn best within an environment prepared to nurture and enhance each individual child's unique development. Rather than following a fixed programmed or schedule, children learn through work with specialized educational equipment that captivates their attention, inviting them to examine, manipulate and discover. The teacher gives brief individual lessons. Then children are free to engage in eager independent exploration of the learning materials. The materials and method change in response to each particular stage of development in order to provide the most favorable response to every child's needs.

Montessori schools are divided into multi-age classrooms infant (ages 0-), preschool (ages -6), lower and upper elementary (ages 6- and -1), and middle school (ages1-14). Each classroom functions as a prepared environment where peer and group learning takes place. Children participate in activities designed to nurture cognitive, spiritual, moral and physical growth and development. In Montessori schools around the world self-motivation, independence and responsibility are fostered.

In 115, she attracted world attention with her glass house schoolroom exhibit at the Panama-Pacific International Exhibition in San Francisco. On this second U.S. visit, she also conducted a teacher-training course and addressed the annual conventions of both the National Education Association and the International Kindergarten Union. The committee that brought her to San Francisco included Margaret Wilson, the daughter of U.S. President Woodrow Wilson.

The Spanish government invited her to open a research institute in 117. In 11, she began a series of teacher training courses in London. In 1, she was appointed a government inspector of schools in her native Italy, but because of her opposition to Mussolinis fascism, she was forced to leave Italy in 14. She traveled to Barcelona, Spain, and was rescued there by a British cruiser in 16, during the Spanish Civil War. She opened the Montessori Training Center in Laren, Netherlands, in 18, and founded a series of teacher training courses in India in 1.

In 140, when India entered World War II, she and her son, Mario Montessori, were interned as enemy aliens, but she was still permitted to conduct training courses. Later, she founded the Montessori Center in London (147). She was nominated for the Nobel Peace Prize three times--in 14, 150, and 151.

Maria Montessori died in Norwalk, Holland, in 15, but her work lives on through the Association Montessori International (AMI), the organization she founded in Amsterdam, Netherlands, in 1 to carry on her work.

Please note that this sample paper on MARIA MONTESSORI is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on MARIA MONTESSORI, we are here to assist you. Your essay on MARIA MONTESSORI will be written from scratch, so you do not have to worry about its originality.

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United Nations Intervene

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Some individuals believe that the United Nations must intervene in civil wars and internal ethnic conflicts that occur within nations. Other individuals believe that the United Nations should not interfere under any circumstances. To find the best answer to this we must take many factors into consideration such as, human rights, and past experiences in history. While examining the United Nations efforts to stop human rights violations and civil wars, as well as provide humanitarian aid the answer is made clear. In order to maintain international security the United Nations must intervene into civil or national conflicts by any extent necessary.

While living in a country such as Canada it is easy for us to overlook the human right violations taking place in other countries. While some people may argue that a countries problems must be left for them to dispute and resolve amongst themselves, they are unfortunately leaving the innocent civilians vulnerable to human rights violations. Therefore it is a god sent to many people that organizations like the United Nations have been implemented to secure their rights. In creating the Declaration of Human rights and Independence the United Nations set 0 articles of all peoples inherent rights on earth. For example, article 5 states " Everyone has the right to a standard of living," It may sound very simplistic but without the United Nations to ensure these rights many people are refused of them. Without the UN to ensure civil ones civil rights we can infer that many people in Central America in the 180's would have suffered greatly. When the UN recognized the human right violations taking place in El Salvador and Guatemala City they immediately took action to peacefully restore rights to the people. The people who argue that the United Nations should leave other countries alone should examine Rwanda. While this country was undergoing a civil war the United Nations failed to take firm actions. This was due mostly to the opinion of President Clinton of the United States. In turn the results were devastating. Many more lives were lost than necessary. In order to insure international security the United Nations must take prompt affirmative action against Human rights violations worldwide.

Due to the various civil wars and results that have occurred after world war two many different opinions are held regarding the United Nations involvement. While most of the aggressors would prefer the argument to be left amongst the two immediate countries the civilians would prefer for the dispute to be resolved peacefully through the United Nations. In 1 the people of East Timor voted to begin a process of independence from West Timor. Initially this action resulted in a civil war between East and West Timor. The United Nations was prompt to help peacefully resolve the issue at hand and many lives were saved. Unlike many previous civil wars that lasted decades the war between East and West Timor was kept short and this saved many lives. Instead of lasting over decades the Timorese were able to resolve their problems promptly under the guidance of the United Nations. East Timor became an independent country only three years after the conflict had initially began. It was the prompt and peaceful measures insured by the United Nations that insured the best results for the People of East and West Timor as well as the international community.

When evaluating the issue of humanitarian aid to countries in need the opinions held may be on opposite ends of the spectrum. Some people feel that if people are in need of aid or assistance that they are lazy or unwilling to earn it. This is not the case. Unfortunately it is hard for many people to understand the needs of a person who has endured a natural disaster and lost everything until they have endured it themselves or been penetrated by it on a more personal level. This greedy and close-minded opinion leads to the deaths of many innocent people due to ignorance. Without humanitarian aid provided by the United Nations many innocent people would be left to suffer the horrible aftermath of of great tragedies. Fortunately this is not the case. Due to funding the United Nations is able to provide for clothing and shelter to those in need after natural disasters occur. In 1 alone the United Nations were able to provide assistance to almost thirty million people worldwide. Some people argue that providing aid to those hurt by war is actually prolonging the war. Yet this is not true because in the long run any United Nations involvement will help to shorten the war and in turn save lives. During the civil war in Somalia in previous decades the United Nations has saved many lives by sending aid to those in need. In involving themselves in internal affairs of nations and providing humanitarian aid the United Nations was able save many innocent lives and end disputed more quickly.

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History proves that the United Nations involvement in civil wars and ethnic conflicts has been beneficial in maintaining international security. By intervening in disputed the United Nations has been able to end the Cuban missile crisis in the sixty's, help get Soviet troops out of Afghanistan and end many civil wars in countries such as El Salvador, East and West Timor and Guatemala. The United Nations involvement has proven to be beneficial to not only the humans involved in the conflict but to humans in general. In order to maintain international collective security the United Nations involvement must be prevalent to the greatest extent possible.

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The divine wind

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Examining English 001

By Richard McRoberts

REPLACEMENT TEXT THE DIVINE WIND

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Textbook details Related titles

Examining English 001 English Skills, second edition

By Richard McRoberts By Richard McRoberts and Philip Gardner

ISBN 0 7 6688 4 ISBN 0 7 5850 4

The Divine Wind

Garry Disher

Story

The year is 146, the place Broome, Western Australia. Hartley (Hart) Penrose is reflecting on the events of the previous few years.

As a youngster, Hart falls in love with Mitsy Sennosuke, a beautiful Japanese girl. During a storm at sea, Mitsy's father saves Hart's life, but loses his own in the process. While in hospital, Hart is treated by Mitsy, by then a nurse, and his love for her deepens.

Hart and his father protect an Aborigine from one of the stations, who has been wrongly accused of rape. Something of the treatment of the Aborigines in the outback, and the prevalent racism, also emerges in the course of a brief affair Hart's sister Alice has with a station owner.

The Second World War comes along, and with the bombing of Pearl Harbour, Australia is at war with Japan. Hart and his father try to protect the Sennosukes, inviting them to live in the Penrose household. Hart and Mitsy become lovers. However, virulent anti-Japanese feeling and the apparent death of Hart's sister, Alice, now an army nurse in South-East Asia, at the hands of the Japanese forces, puts intolerable pressure on their relationship. They break up acrimoniously. Japanese planes bomb the harbour. Hart and Mitsy do what they can to save people and Hart finds himself rescuing his old boyhood friend and rival, Jamie. Mitsy and her mother are forced to leave Broome to be interned.

Alice survives after all. The Sennosukes spend the war in an internment camp, but in due course Mitsy writes to Hart admitting that she loves him and will return to him after the war.

Main characters

Hart Penrose a sensitive, introverted individual, desperately in love with Mitsy, but unsure of himself, because of having been crippled in the near fatal sea accident. Hart has a moment of weakness with Mitsy, when he rejects her, but mostly he represents the forces of fair thinking and interracial tolerance.

Mitsy Sennosuke the heroine of the novel; beautiful, high spirited, a thoroughly modern woman who rejects Hart when he allows the prejudice of the time to infect him, but belatedly recognises his love while in forced exile in the internment camp.

Jamie Kilian Hart's sometime friend, and principal rival in his affections for Mitsy. Jamie is almost a casualty of Hart's jealousy in a critical moment when Hart has the power of life and death over his old comrade.

Michael Penrose Hart's father, a flawed man, but compassionate, and a model of right thinking to Hart in his treatment both of the Aborigines and the Japanese.

Alice Penrose Hart's sister, who takes up with local station owner Carl Venning, only to reject him because his racist views are unacceptable to her.

Themes

• How repulsive is hatred of foreigners and those of other races who are 'different' both the Aborigines, routinely mistreated by landowners and the justice system, and the Japanese, caught up in the hatred and fear of wartime, are the targets of white contempt. Readers are positioned to side with those who are tolerant of both.

• The slippery and difficult notion of friendship Hart's friendships both with Mitsy and with Jamie are troubled ones.

• War is a filthy thing the author leaves readers in no doubt about the danger and depravity of war.

• People are capable of great compassion and altruism, but also of frightening selfishness and ignorance.

QUESTIONS TO DISCUSS

1 What does the treatment of Derby Boxer show about the attitudes of the time?

What problems do the Japanese in Broome face during the war, and why?

What causes Hart to call his one-time lover 'you bitch'?

4 What happens when Hart rescues Jamie that shakes him so?

5 Why is there a chapter called 'Rule of Darkness'?

6 What has Hart learnt about himself and life by the time the story ends?

TOPICS

A 'Hart has a lot of growing up to do before he can be worthy of Mitsy.'

Discuss Hart in the light of this comment.

B 'Prejudice is an ugly thing, and it lies deep in all of us.'

Write about The Divine Wind in the light of this comment.

C If Mitsy could tell in her own words the way she saw the experience of what happened during the war, what would she say?

Copyright Wizard Books Pty Ltd 001. This is a free copy.

Published by Macmillan Education Australia.

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Offer or an invitation to treat:

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When considering this case, the most relevant and key question to answer is whether or not a contract is in existence between the two parties. When advising Quentin, the claimant, I have looked at many key issues within the case that could pivot the outcome in either parties favour. Firstly, we must determine whether Quentin's advert is an Offer (Something firm and definite that is capable of being accepted). Or an invitation to treat ( where one party is inviting another to make an offer). Generally speaking, an advert is classed as an invitation to treat, an offer to the world at large, if this advert was to be an offer, you must look at whether there is anything firm and definite and anything that could indeed be accepted. Quentin's specifications are clear, yet states no fee or any other particulars and therefore requires further negotiation.

Julian's response on the second of January also must be dealt the same scrutiny, is this an offer or simply or simply the opening of negotiations. Julian may well have stated an initial price of the services of his client Lesley Hash, but stipulates there will be a price increase to be agreed in the 'usual way'. should Julian and Quentin have had consistent dealings prior to this, then it would be viable to form a binding, bilateral contract. It would include consideration, intention to be legally bound, and upon acceptance of Quentin, would form contract. However, with no previous dealings, the terms would be too vague to form contract.

Julian went on to stipulate that if Quentin wishes to accept, then he must be 'notified in writing within one month'. Here Julian has issued Quentin with a mandatory method of acceptance that Quentin must oblige by or no contract can be made.

In Quentin's acceptance of Julian's offer, Quentin stated 'I assume you will accept payment by cheque', this could be viewed as a counter offer but is distinguished from this due to the fact that Julian does not have any concerns or demands to change the contract. Therefore this question must be seen as a request for further particulars, this could be seen as a request for further negotiations, but in Quentin's favour can also be considered to be …..

This therefore brings me to the next key issue, the postal rule, and can it be applied in this case. For the rule to apply, there must be seen to be reasonable and appropriate circumstances. The fact the response has to be in writing would fulfil both of these desired factors. Notice in writing is usually found within a letter and it is reasonable to post a letter as a means of making the notice reach its destination. Should the postal strike have been expected, then this would have forbidden the rule to be applied. It would be unreasonable to expect the letter to reach its destination, within the time limit, during a strike period, however the strike was unexpected and therefore provides strong argument the rule could be applied. When considering these points, it could be viewed that Quentin had accepted Julian's offer, he obliged by the mandatory acceptance stipulated by Julian and due to the postal rule, the moment Quentin posted the letter in the box, he accepted the offer. However, Julian had also posted a letter a day prior to Quentin's acceptance revoking the contract due to a better offer. However, Julian opted to use a private postal service, and as the royal mail is the only service that falls within the boundaries of the postal rule, then his revocation would only come into action upon reaching Quentin. This would be too late to revoke, Quentin's acceptance, that was posted using the royal mail, would have come into action as soon as the letter was released into the mailbox and therefore disqualifies Julian's revocation, as revocation can only occur any time up until acceptance. However, in Julian's offer to Quentin, his use of language and wording could argue the postal is not acceptable in this case. He clearly stipulated that he wanted to be 'notified' in writing. In the case of Howell sec ltd v Hughes, Lawton L.J stated, 'a notice is a means of making something known, a notice that never arrives makes nothing known'. Even though Quentin's letter did arrive, it was after the set deadline date and after the700 revocation made by Julian, and therefore if found to be the case, the contract offer would indeed be revoked and withdrawn.

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Career Interest

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My Career Interests

Sitting here completely exhausted and mentally drained from today's activities, I watch a bead of sweat run down my arm and drip on a piece of paper that has many of my career interest written on it. The temperature on the flight line is a scalding ninety-six degrees, and there is not a piece of shade in sight. Facing me, is a line with at least two-hundred Marines and Sailors waiting to devour lunch and complain to me about not receiving enough french fries and cake. I, now completely oblivious to the countless planes that are flying over my head at mach speed attempting to burst my eardrums, I still try to concentrate on my current mission, and upcoming mission due on October 1, 00 at eighteen hundred hours.

From Lieutenant General Chesty Puller, Sergeant Major (SGTMAJ) Edgar Huff, Brigadier General Smedley Butler, and SGTMAJ Dan Daly to name a few, has embedded traditions of outstanding leadership in the Marine Corps that still holds true with today's leaders throughout the Corps. However, today's Marine is smarter and more independent than their predecessors were, and this fact alone causes conflict and frustration for inspiring leaders like me to stay motivated. Leaders in today's Corps think smarter, not harder, and practically in whatever decision is made. This "new" way of thinking in the minds of Marines who have

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been in the Corps for a long time, are under the impression that this new way of thinking is softening the Corps. For instance, if I was leading a firing range and the temperature was forty degrees and raining. My practical decision would be to let the Marines wear their gortex jackets to stay warm. However, a more seasoned senior Marine would arrive on the range without a gortex jacket on, override my decision, and tell the Marines to take their jacket off, leaving them cold and miserable.

As a leader, I will attempt to hold back my frustration and anger that I am feeling at the moment, and write about my career interests that I have dreamed about since I joined the Corps. Nevertheless, totally holding back my feelings and sugar coating this deep rooted frustration and

struggle I go through as a leader, will deny the reader full insight as to why my career interests are so important.

My career in the Corps has been a constant roller coaster ride with sharp turns and long steep climbs. In the beginning of my career, I endured many steep climbs that never seemed to end. Reminiscing on those climbs, I like to now think those were my learning climbs. Today, I still make those climbs, but I do not consider them learning climbs. Now, the roller coaster rides I take with the sharp turns and steep climbs are superior leadership climbs. Some leaders are so inconsistence in their leadership, especially when dealing with a peer or a friend. Marines that I now deal with, live by the do as I say, not as I do style of leadership. One of my career interests is to be a SGTMAJ in the Corps, so that I

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can bring a sense of smarter consistence leadership to Marines, and leave a mark not only on Marines I see on a daily basis, but to a wide range of Marines throughout the Corps. My dream is to have future Marines speak of me, and express to other Marines how my leadership impacted the Marine Corps.

Every day a Marine can be heard saying, "If I ever pick up SGTMAJ things in the Corps would change." This statement however, is usually heard by the same Marine who is in the rain, standing in mud, tired, and hungry. My unquenchable quest to be a SGTMAJ is the driving force behind my leadership. I want to hold leaders under me accountable for their wishy-washy leadership styles, while at the same time taking a personal interest in the Marines who dedicate and give of themselves to improve the Corps. Many of the leaders that I unfortunately was a subordinate to had weak personalities. Their inconsistencies of leadership and guidance lacked substance and purpose. They had abusive language and used improper counseling techniques, often degrading and humiliating subordinates to include me. When I obtain the rank of SGTMAJ, I will take the same drive that motivated me to achieve that rank, and instill that drive in my Marines. Leaders under me who have lackadaisical attitudes and are not doing the job that their rank requires of them will not be tolerated. My work tactics would be unpredictable, keeping Marines under me on their toes. However, I would not micro-manage, or question every decision and action taken by my Marines. Just seeing that the SGTMAJ is involved and around instead of constantly being behind a desk is the kind of example I want to set. I see the rank of SGTMAJ as

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being a father figure, and a trusted mentor. Taking time to meet and greet my Marines, knowing small details about them and their lives, while insuring their welfare would be my top priority. I have been told by my superiors that I have all the tools needed to be an exceptional leader. Now, I need the nuts and bolts to use my tools and hone my leadership skills. Obtaining SGTMAJ will give me the ability to lend my tools to future SGTMAJ's so that maybe one day my name will be used to teach leadership classes when I am long gone from the Corps.

Another career interest that hangs over my head like a storm cloud is Marine Security Guard (MSG) duty. In order for me to even be considered for SGTMAJ, I must successfully complete a tour of duty in what the Marine Corps calls a bi-lateral billet (B-Billet). The most popular B-BILLETS are drill instructor, recruiter, and MSG. Each of these duties are tough because it takes a Marine out of their regular working element, and puts them in a position where they must be independent, confident, and mentally strong.

I have been told that I would be an outstanding drill instructor. My subordinates express to me time to time that my leadership style and the way I carry myself, reminds them of their drill instructor. I don't believe my leadership style would be acceptable on the drill-field, and probably would create conflict with my fellow drill instructors I work with. I eventually want to work full time being a mentor and example for young adults to look up to, while helping them become assets to society. I could not imagine yelling at the top of my lungs at another human being on a daily basis for minor infractions such as blinking,

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scratching, or not having the ability to fully dress themselves in five seconds. However, to be a good Marine, this type of instilled discipline is necessary. It is necessary because Marines must be able to cope under any level of stress that confronts them. If a Marine cannot handle someone yelling at them for small minor infractions, they probably would not be able to handle the stresses of war.

Recruiting duty, I believe is the hardest among the B-BILLETS. This duty takes everything that a Marine is taught and instilled with, and throws it out the window. Each month out of the year, a recruiter is required to enlist two or more recruits into the Marine Corps. This duty is twenty four hours of phone calling, meeting, and selling individuals to join the Corps. The long hours and stress that a recruiter can endure puts a tremendous strain on a family and their marriage. I have personally seen a recruiter sleep in his office two nights straight trying to make

his monthly quota. It is also not uncommon to read about a recruiter attempting suicide because of the level of stress and pressure put on them to enlist recruits in the Marine Corps. I have worked to hard to be where I am at in my career to have it all taken away because a kid decides to attend college instead of joining the Marine Corps. I have the up most respect for recruiters. The dedication and perseverance they give to the Corps is tireless and is the back bone of the B-BILLETS and the future of the Marine Corps.

MSG duty is the next step in my personal journey to obtain the rank of SGTMAJ. Of all the B-BILLETS the Marine Corps has, MSG duty takes

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confidence and a strong foundation of leadership. There is no other duty in the Marine Corps where I as an enlisted Marine would have the responsibility of leading approximately two hundred Marines daily, without the supervision of an officer or senior enlisted personnel. MSG duties are carried out in third world countries, where the next person in my chain of command can easily be thousand of miles away. Being a Staff Sergeant, I also have the comfort of taking my family with me while guarding the embassy. This is a big help, especially after deploying, and leaving them several months at a time. MSG duty gives me the opportunity to show my leadership abilities on a wider scale. This duty also gives me full opportunity to mold Marines into successful leaders, so that one day, they too might have the courage and confidence it takes to lead an embassy.

Every enlisted Marine has said out loud or to themselves that they dream to be a SGTMAJ. Like many dreams, some fall by the waist side, and some fade slowly like a candle running out of oxygen. For whatever reason, the rank of SGTMAJ is dreamed by many, but achieved by few. To be successful, a Marine must commit themselves to the challenging duties that will test their true courage and willingness to sacrifice their comfortable settings and step into the responsibility of a B-BILLET. When I see a SGTMAJ, there is no question in my mind as to what he or she sacrificed and persevered to achieve that rank, and with that, is the reason why their highly respected throughout the Marine Corps.

Please note that this sample paper on Career Interest is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Career Interest, we are here to assist you. Your cheap custom college paper on Career Interest will be written from scratch, so you do not have to worry about its originality.

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Value of a College Education

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More and more people everyday are graduating from college because they know how important it is to have a degree. Deciding to go to college is an expensive investment, but will pay off in the long run. Nowadays, jobs are much more demanding with having a college degree and that it makes it very difficult, for one without a college degree, to receive a good paying position within the company. Our society is always in competition with each other that if you don't have a college degree it's going to be very difficult to get your foot in the door versus someone with a college degree. The value of having a college education goes up every year. There are many advantages to having a college degree. One is that you will earn more money versus someone that doesn't have a college degree. You will also have a better opportunity to find and keep a better job. Also, college graduates develop knowledge and experiences that you wouldn't develop otherwise if you didn't go to college.

University of Arkansas at Little Rock stated, "College graduates took home an average of $45,678 per year as compared to the $4,57 average salary of those who only completed high school." There is a remarkable difference in salary for those that graduate from college versus those who do not. Most people are going to college because they know that once they graduate they will have a better paying job. When I worked for a company back in Chicago I noticed that most of the resumes that were kept for review were for people who had college experience or a college degree. Company's first look at the educational background an applicant has because that shows them the knowledge and experience they carry for that position. I believe that the value of a college education shows the most when you see the difference in pay compared to the pay you were receiving before you even had a college education.

The world changes so much these days that it is crucial that you continue to update yourself with the latest knowledge that is out there. People that carry a college education have a better opportunity to find and keep a job. People who have a better understanding of the business world, because of a college, education are replacing so many more jobs. Companies know that by going to college you learn what is required to work in a business environment. Companies also know that you carry skills and attributes that a non-college graduate wouldn't have. By having a college education a company will see you as an asset to the company and would not let you go as easily as someone who didn't have a college education. Also, by having a college education you will have a wider range of jobs to choose from.

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The directions of Athenian foreign policy

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Identify The Main Directions of Athenian Foreign Policy during 47-440 BC

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Between 47-440 BC, Athenian foreign policy was centred around the following areas

· Athenian organisation of Greek states under Athenian leadership. Athens was to "Snatch the hegemony" from Sparta and form the Delian league with Athens as the Leader.

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· Expansion and preservation of the Delian League, through aggressive military campaigns against foreign states. Policy of conquering states and repressing rebellion of Athenian allies.

· Athenian aggression towards Persia under Kimon Propaganda informing allies that this ensured "security from Persia" .

· Athenian independence from Sparta. Athens abandoned alliance with Sparta and formed alliances with enemies of Sparta Argos and Thessaly.

· Further aggression towards Persia War in Egypt reflecting "Kimonian" policy towards Persia. Athens attempting to assist with rebellion against Persia in Egypt.

· Athenian alliance with Delphic amphiktiony.

· Truce with Sparta in 451BC.

· Peace of Kallis Athenian peace made with Persia, reflected by "Athenians dedicat[ing] an altar of peace"

· Athenian attempts at prevention of Spartan invasion of Boiotia. "Athenians marched out against them." Fought at Tanagra and Oinophyta.

· Athenian intervention with Sparta taking control of Delphi "handed it back to the Phokians."

· "Athenians made a thirty years peace with Sparta" and returned states that they had taken from the Peloponnesians.

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The primary objective of Athenian foreign policy 57-440BC was to expand the Athenian Empire through the Delian League. Thucydides suggests that Athens gave her allies the excuse that Greece was "retaliating for what they had lost" in the Persian Wars. Hornblower explains that the role of the Delian League was not to offer protection from Persia, but for Athens to "impose their will on the allies" and create an empire. He argues that Athens probably "consciously and cynically planned their empire from the first." The Athenian Empire was established by taking over land such as Eion and Skyros, and suppressing rebellious states like Naxos. Athens also attempted to prevent Spartan invasion of Boiotia, as Athens could not allow this large amount of land to be in Spartan control, creating an increased risk of invasion into neighbouring Attica. Hornblower suggests that the motivation behind Athenian aid in the Egyptian revolt from Persia was not to follow up Kimon's aggression towards Persia, nor to cut off the Persian supply of corn from Egypt. Hornblower proposes that this "ambitious foreign policy," including much of Athenian expansion, may have been in order to seek new, guaranteed corn supplies. Conversely, he suggests that Athens may have expanded because of a "desire for abundant shipbuilding timber in south Italy."

Hornblower suggests that the Athenian campaign in the south-eastern Aegean may not have been motivated by a desire for aggression towards Persia but was a "response to allied discontent at the way the league was turning into a machine for policing it's own members." This indicates that the campaign was just a façade to remind the allies that "subservience to Athens included security from Persia." However, Hornblower argues that protection from Persia was "at most times no more than propaganda." The campaign may have been simply further propaganda to gain allied support.

The Athenian alliance with Sparta was dissolved after Sparta refused Athenian assistance to help suppress the Helot revolt after they requesting aid, as the Spartans feared Athenian "subversive tendencies." Athens was "offended, not considering it right that she should be treated like this," removing her alliance with Sparta. It was at this time that Athens created alliances with Spartan enemies Argos and Thessaly, created, as Hornblower suggests, as part of an ongoing process in which the qualities that Sparta most feared "were gradually manifesting themselves" in Athens. The true Athenian enemy at this time was not Persia but Sparta, and Athens was allying herself against this.

Influence over Delphi was another focus of Athenian foreign policy. The Athenian alliance with the amphiktiony allowed maximum influence at Delphi and ensured oracular support for the growing empire. Hornblower explains this as "a religious focus for Athenian Imperialism," and shows that Athens could not allow such power to lie in Spartan hands. Athens ensured Sparta did not have control of Delphi.

Athenian foreign policy continually evolved, as the various treaties indicate. Hornblower explains that the truce made with Sparta in 451 "need not have been motivated by more that a commonsense desire to deal with enemies one by one." Hornblower acknowledges that a peace may have been made with Persia in 4. Plutarch states that the peace with Persia was created following Athens' "glorious victories" that overwhelmed the Persian King. The reason for the Thiry Years Peace in 446 is not explained by many ancient sources, however Hornblower argues that Athens had lost territory and Sparta had invaded Attica, leaving Athens with no choice but to make peace.

Athenian foreign policy centred on expansion, however the exact reasons for this policy is widely debated. A desire for Athenian hegemony and imperialism, suppression of Sparta and Persia, and corn and timber supplies may have all contributed to the Athenian desire to expand.

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Bio

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Ragwort

Ragwort (Senecio jacobaea) is a native of Europe and Asia, first introduced to New Zealand in 1874, has widely established itself throughout New Zealand.

It is a particular problem in dairying areas as it reduces the productivity of the land. Ragwort is unpalatable to most stock, particularly toxic to cattle and horses, and may taint milk and honey.

What does it look like?

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Ragwort is a biennial herb, growing up to one metre tall. Peak germination occurs in autumn with the main flowering season in summer with seasonal variances (eg. rainfall) resulting in significant changes in infestation levels.

Flowers Bright yellow during summer.

Seeds Each plant can produce over 50,000 seeds that remain viable for at least eight years. Ragwort reproduces from crowns, roots and seeds and can be spread by livestock and in contaminated hay.

Where can you find it?

Ragwort is widespread throughout the Waikato Region and is essentially a pest in pastoral areas. It is also common on waste land, river beds, swamps and open forests, preferring high rainfall areas. When well established, ragwort can quickly dominate pasture, almost to the extent of excluding other plants.

Responsibility for control

Our Regional Pest Management Strategy aims to reduce and contain infestations in existing areas, and prevent spread into un-infested pasture. The sale, propagation or distribution of ragwort is prohibited.

Ragwort is declared a total control plant pest in the Waipa, Hauraki and Thames-Coromandel District and in Hamilton City. It is also total control in parts of the Franklin, Waikato, Matamata-Piako, South Waikato and Otorohanga Districts. Total control requires the removal/control of all plants.

Ragwort is a boundary control plant pest for all other parts of the above districts and the whole of the Waikato, Taupo and Rotorua Districts. Boundary control requires a 50 metre property boundary clearance distance. See the map below showing control areas.

All land owners/occupiers are responsible for the control of ragwort on their land.

Controlling ragwort

Mechanical removal

· Grubbing

· Cutting

· Mowing

Useful for small infestations or as an emergency method to prevent seeding, but not recommended as a total control method. Ragwort will re-grow from any root fragment left in the ground, often forming larger multi-crown plants, which may become harder to remove.

The best time to use these methods is when the plants are flowering, as less re-growth will occur. Flower heads that are removed must be burnt to prevent seeds from ripening. Continuous grazing by sheep helps control ragwort, but doesn't completely eradicate it.

Chemical control

An effective form of ragwort control, provided correct application rates of chemicals are used.

· 'blanket' spray plants in winter time

· follow-up with 'spot' spraying mature plants prior to flowering (October, November).

Spot-spraying can be carried out successfully at any time up until flowering. Information on herbicides available for ragwort control can be obtained from your Plant Pest Officer.

Note Herbicides that effectively control ragwort may also suppress clover, reducing pasture production. Overall boom spraying or blanket spraying of pasture is normally carried out in winter. Spraying at this time can cause some clover suppression, but can usually be tolerated for the sake of good ragwort control.

Biological control

Biological control involves the importation of insects or fungi that feed on these plants in their native countries. A national Biological Control Programme is run by Manaaki Whenua Landcare Research.

Environment Waikato supports the national programme, and maintains a local Biological Control Programme for the Waikato Region.

Ragwort Flea Beetle

The most significant impact on ragwort Biological Control Agent for the control of ragwort is the Ragwort Flea Beetle, found at a number of sites around the Waikato Region. The natural dispersal of Ragwort Flea Beetle is slow, therefore the spread of the beetle is assisted artificially through collection and re-release to other areas. For information on the Biological Control Programme, contact your Plant Pest Officer.

Pasture management

Practices that should avoid or minimise plant pest invasion

· Avoid excessive pasture irrigation.

· Apply lime to maintain the soil pH between 5.5 and 6.0.

· Maintain soil fertility by applying nitrogen, phosphorous and potassium wisely.

· Avoid excessive effluent irrigation.

· During wet seasons, spread effluent thinly over a large area.

Ragwort was another of the worst four weeds in New Zealand earlier this century. It displaces pasture and is toxic to stock.

Three biocontrol agents attack ragwort

Cinnabar moth (Tyria jacobaeae) only established in the lower North Island. Because the caterpillar stage can heavily defoliate plants, moths collected from the lower North Island were released again widely in the 180s. As a result, they now have an increased (but patchy) distribution throughout New Zealand.

A fly (Botanophila jacobaeae) that feeds on the seeds as also released in the 10s. The fly established in the centre of the North Island but little effort has been made to increase its distribution as its impact is too small.

The ragwort flea beetle (Longitarsus jacobaeae), released nearly 60 years later, damages the roots and crown of rosette plants. Field observations suggest that the beetle has dramatically reduced ragwort populations at many sites, often only 4 5 years after release, and this impact has been confirmed by field trials.

The results currently being achieved in New Zealand reflect a similar successful programme in the USA where ragwort infestations have been reduced in many places by to %.

Good results are being achieved in Australia with L. jacobaeae and another closely-related beetle (L. flavicornis).

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Flaws in Macbeth's character

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Many people have flaws in their personality. In the play Macbeth by William Shakespeare, Macbeth is shown as a very strong solider who is loyal to his king. He is very strong, but one gets the feeling that he wants more in life. He was once good, and then becomes the source of evil in the play. Macbeth turns into is a greedy man with great ambition when the witches fill his head up with prophecies.( . . ) These are the flaws that Macbeth portrays in the play; in his character there are signs of greed, disloyalty, and vulnerabilitie.

Macbeth is very greedy in this play. He has a very good reputation with the people and his friends. He becomes the Thane of Cawdors in the beginning of the play, but he wants more. He kills his king due to great pressure from Lady Macbeth. After he kills Duncan, he becomes king and ruins the Scotland. He thinks that he is very strong and a smart person, but you get a glimpse on how he is very weak and depends on what the witches tell him what going to happen in the future. Macbeth is weak; whenever he has a problem with someone he hires someone else to kill them.

Macbeth portrays disloyalty in this play by killing all of his companions that pose a threat to him and his legacy as well as other people that do not do anything to him. He kills his best friend Banqou because Banqou's relatives would live on to become king and no seed of Macbeths.( . . ) Macbeth also has murders go to Macduff's castle and kills everyone in there, family or just servants( . . )

Macbeth is very vulnerable in this play. He is ready to attack anyone at anytime during this time. He is not afraid to hurt anyone, just as long as he wins in the end. He goes to see the witches and see what's going to happen in his life. The witches lie to him and tell him "No one born form a women will harm you, You will be king until the woods start to move up towards your castle"( . . ) Macbeth does not worry about anything now, he thinks so high of himself now. He feels as if he cannot be harmed by anyone because everyone is born from a woman. His castle starts to get attacked and one of his loyal servents tells Macbeth he sees the woods move towards the castle. Macbeth still does not fear anything because he thinks no man that is born of a woman can kill him. Macduff confronts Macbeth about killing his family and wants revenge. Macbeth tells Macduff about the witches prophecies, Macduff replies "I was not born through my mother she had to take me out form her stomach."( . . ) Macduff kills Macbeth, cuts off his head and gives the throne back to Malcolm.

In the end, Macbeth turns Scotland into a horrible place to live, but when he dies everyone is happy.

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Poetry analysis of William Blake

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The term 'romantic' first appeared in the 18th Century and originally meant 'romantic like'. But from about 1750 1870 there was a movement in literature and the romantic era was created along with the 'romantic poets'. The first generation of romantic poets were Wordsworth, Blake and Coleridge. These poets changed the face of English poetry. Being the era of passion the 'romantics' were interested in individuality imagination and nature rejecting the values of the 18th century. The French revolution was their main inspiration in writing when times of change were being questioned and tested. They were interested in feelings not facts during a time of the industrial revolution when there was a shift in values and concerns. They expressed new political ideas emphasising equality and brotherhood. Wordsworth, Blake and Coleridge managed to inspire later poets Keats and Shelly to write about society and times they lived in. The 'romantics' spread throughout Europe inspiring artists and musicians also. Blake, Wordsworth, Coleridge, Keats and Shelly's work encompassed some of the most lyrical and passionate poems of all English poetry

Born on the 8th of November 1757, Blake was a son of a hosier, paying for his son to have only a modest education. He apprenticed in 1771 as an engraver for seven years ending to study painting for a short period of time, then leaving in the belief of creating his own system of art and he and not enslaved by another mans. Producing his first poems in 178.

Blake created new symbols and myths in order to protect his highly individual visions. Blake was both a poet and an artist who associated the break with tradition, protesting against the cold and repressive nature of religious doctrines. He was not interested in the strict 'correctness' of art and poetry but was more concerned with bringing out the imagination of what an experience meant to him.

The purpose of his poetry is to startle the dormant imagination, to excite the stunned vision and to disclose to us the reality of heaven and hell, and Blake explores this with simplicity in his "Songs of Innocence and Experience'. Blake wrote these two types of poetry in two different stages of his life. The "Songs of Innocence" celebrate childhood, joy and spontaneity. His "Songs of Experience" offer a deeper study of maturity and deal with corruption and social injustice. This is evident in both Songs of Innocence and Experience of "The Chimney Sweeper".

Comparing both "The Chimney sweeper" from songs of innocence and songs of experience, the poems are both similar in subject with Blake using 'The Chimney Sweep" in both to emphasise the miserable urban life of a chimney sweep during the industrial revolution. Appearing in both poems is the rhyming pattern of aabb, abab and four beat line rhythms producing the effect of a children's song, this is a technique used to accentuate innocence of the poem. The two poems are also similar that in which are being told from a child's point of view display one important difference. In the 'innocence' poem the child is unaware of the implications that the story he is telling beholds. Where as in "experience" the child is a streetwise child of the slums creating a darker tone.

In both 'innocence' and 'experience' we can see the contrast of each revealing the story of a chimney sweep. Putting audiences into shock revealing them to the evil of child labour that was throughout London during the Industrial Revolution. The 'innocent' piece of writing is a brighter poem displaying the naive optimism of the child telling the story. Blake also reinforces the 'cheerful' tale with his own moral 'so if they all do their duty they will fear no harm'. Although the "innocent' piece of writing may seem a little more bright there is a dramatic irony in every serene statement, with dull evidence of the misery experienced by the child.

Throughout Songs of Innocence there is a vivid use of imagery "then down the green plain, leaping, laughing they run, And wash in a river and shine in the sun." This line clearly is explaining life after death for the children. When the sweeps are set free from their 'coffins' this symbolises the deathlike confinement in the chimneys that the children clean being set free from their imprisonment. The angel in the poem also is a symbol. She may symbolise joy promising the boys a nice life but in this way she also promises their death. This also is another instance of imagery in the poem. There is also use of repetition at the beginning of each 'innocence' and 'experience' poem. In 'innocence' the young boy telling the story attempts to say 'sweep' but says 'weep' 'and my father sold me while yet my tongue could scarcely cry "'weep! 'weep! 'weep!" , this is an ironic comment on misery emphasising the neglect of the child also reinforcing the child being very young. Metaphors are also present "they rise upon clouds and sport in the wind" this is an example describing the setting of heaven up high where they will live and be 'free'. Overall the Songs of innocence of "The Chimney Sweep" is a clever poem in which can be read in two ways, innocently or ironically. Making it an enjoyable piece of poetry to read.

The Songs of Experience "The Chimney Sweep" is a complete contrast to "The Songs of Innocence". In writing this song Blake wanted to express the social injustice of the relationship between the Chimney sweep and it's parents. It launches an attack on the hypocrisies of the parents and god. "Who make up a heaven of our misery" The anti-establishment expressed in this poem are the same as those that were being expressed in revolutionary France and among the radical groups of London. It is a very dismal poem with a grey mood anticipating the audience to sympathise with the child being neglected by it's parents. There is use of metaphors "they clothed me in clothes of death" this expresses how the child has been betrayed by his parents, who put him to work as a sweep which would lead to him sickness and death at an early age. "A little black thing among the snow" is an impersonal narration presenting the abandoned little child, black from the soot of his labour in the snow. A small sad poem with great meaning that is being simply put across to the reader with great simplicity and ease.

Written about the city of London Blake's poem entitled "London" is a Song of Experience. Blake above all shows the evil effects of the Industrial Revolution on London. This poem is noting his imagination as he explores through the dirty streets of London. In writing this poem Blake wanted to communicate the dirty facts that the city was

being taken to its inner death. Blake's intention was to startle the imagination. Blake voices himself in this poem allowing the people to see what London had become or what it was becoming.

Throughout the poem the emotions remain dark and melancholy expressing the horrible surroundings. It evokes images of death, despair, grief and shame supporting the state in which London was at that time period. "London" is compromised of four stanzas each with an ABAB rhyming pattern. Blake's uses of words are very symbolic but colourless relating to the theme of the poem. The language is quite simple as Blake tried to keep his poetry as simple as possible so even the not so educated could read his work.

Blake uses many examples of symbols throughout this poem, he created new symbols through his writing in order to protect his highly individual visions. Blake uses the symbol of the evil of Christianity, he writes about their abuse of power as he mentions 'How the chimney sweeper's cry, Every black'ning Church appals' cleaning the soot out of the churches the chimney sweeper is a symbol of a lost child working in the soot and dirt of the church which itself is black with dogma and punitive crime.

During the industrial revolution women were forced to prostitution for money. Including this emphasises the extreme effects of the industrial revolution. 'How the youthful Harlot's

curse, Blasts the new born infants fear, and blights with plagues the marriage hearse'. This symbolises how the town of London are killing themselves forcing women to prostitution, men getting diseases from them, taking them home to his wife where she bores a child then giving the child the disease. The carriage used for their married is the hearse used for their funeral. Blake also uses alliteration and repetition in this poem. 'Marks of weakness, Marks of woe'.

Weakness and woe being depressing words supporting the mood and tone of the poem. The use of repetition dominates the tonal order of the poem the every cry of every man, the infants cry of fear swelling into the generality of every voice of London. This becomes a hyperbole as the use of the word every is an exaggeration meaning absolute. Blake also uses imagery with 'Soldiers sigh runs in blood down palace walls' using this figure of speech to express the soldiers' desperation and unhappiness. The poem has a slow rhythm again reinforcing the melancholy mood and tone throughout the poem. 'London' is a colourless yet intriguing poem that successfully expresses Blake's thoughts and feelings on the state of London at the time of the Industrial revolution

Although Blake was not very well known throughout his life, he became a part of history creating some of the most passionate poetry of all time. He was an artist of great ability creating amazing pieces of work with profound simplicity encouraging and inspiring people around the world. Exercising the minds of many commentators still to this day.

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