Compare aspects of the life of your mother at the age of 15 with the life you have, aged 15

What did your mum do for fun at the age of fun when she was 15? What sort of career prospects did she have? What sort of food would she have eaten and what would she have viewed as cool? This essay is going to attempt to explore the differences between my mum's life at 15 and mine. My mum at 15 went to a boarding school in Devon, and so her leisure time was structured. My mothers TV viewing was decided by two prefects and the headmistress. At 15 I mostly choose what I watch on television and this varies from Eastenders to Big Brother, whereas the highlight of my mothers viewing every week was TOTP. The girls were never allowed into town except for dental treatment and could only go to the shops if the matron's helper was in a good mood and would let them. By the lower fifth (year 10) the year would have its own common room where they would listen to records by the Rolling Stones and Tamla Motown and talk. My mother told me that after half terms and exeats she and her friends having pooled their money together would have midnight feasts. Midnight feasts are now a feature of most sleepovers and shopping in town is a regular occurrence. As for music it has progressed from records to CDs and from the Rolling Stones to the Darkness. Although we do not have a common room we are now from year 10 upwards aloud to be in our form room at lunch. When my mother was 15 job prospects for women were still pretty limited and the expectation was that women should have a job but should give it up once married to look after the house and any children. There were few respectable professions for women. There example are nursing, teaching and secretarial work. This is very different from the prospects for women today. Today so long as you have the qualifications you can get almost anywhere. In 1970 there were no convenience foods such as pizza from the freezer. My mother remembers most mornings being able to have either a cooked breakfast or toast and cereal. At least once a week there would be a roast dinner as well as Sundays, and also a salad once a week. Desserts were traditionally stodgy such as spotted dick and jam roly poly. There were sometimes non-traditional foods such as paella as the school employed a Spanish cook. Today you can acquire most traditional foods at supermarkets as convenience foods though puddings at school still are mostly the same such as chocolate sponge. Roasts are not as frequent and at most schools you can have salad any day of the week, also food from other cultures are quite common. Fashion styles may have changed since my mother was 15 but the fact that if you were not in the most up to date fashions then you are considered ‘Square' has not. When my mother was 15 mini skirts had just gone out of fashion and skirts had gone to the opposite extreme of maxi skirts. Fashions were more fixed, it was either one thing or another and they did not change as often as today. There are 34 yrs between me and my mum being 15 and though some fashions and the names of the bands that teenagers listen to have changed. Teenagers still follow fashion avidly and try to break as many rules as possible even if boundaries have become wider. Prospects and boundaries may have widened but in essence things have stayed the same.

English coursework Essay

The creature not only has beautiful thoughts in this quotation but uses sensitive language: attracted, lovely, delight. However later on the creature explains that rage grasped hold of him as he realised that he would never enjoy her company. This explains that the creature is desperate to love someone, but because everyone treats him as if he is sub-human he is filled with fury, which is a natural human reaction. This is a reoccurring theme throughout the novel, and it becomes blatantly obvious that if humans treated him with respect and admiration, the creature would have never caused desolation. The above quote is far from the only example of this reoccurring theme in the novel. When the creature studies the cottagers we realise that love and desire are an element of his personality; ‘The more I saw of them, the greater became my desire to claim their protection and kindness; my heart yearned to be known and loved by these amiable creatures: to see their sweet looks directed towards me with affection was the utmost limit of my ambition. ‘ The creature clearly desperately craves for their admiration but when the cottagers encounter him, they scorn and beat him. It is clear that in this situation it is the cottagers who are the monster and the creature that is human, as the creature is reaching out for love and friendship, but the cottages dismiss him and beat him with malicious intent. At the time of the creation of this novel, a revolution was in progress in France. Throughout the novel there is an underlying connection between its story and the French revolution that became apparent. In France the radical reform was causing a severe amount of controversy and violence. Some believed the reform to be a positive movement as it would create a more democratic country, however there were others who believed that the reform would damage traditions and make several workers redundant. Therefore, despite the reformists’ intentions being good, the result caused violence and destruction. This theme is paralleled in the novel as Frankenstein intended to defeat death thus helping humanity; however the consequences of his actions resulted in violence and destruction. Another correlation between the two is that Frankenstein playing God (as he is defeating death) threatens religion as it insinuates that humans have the power and not God, and in the revolution the Church was under threat as the reform deprived them of power and encouraged liberal thinking. However the most important theme is the debate; is it the reform that causes destruction and devastation or is it peoples inability to accept something different? Is it the creature that causes destruction and devastation or is it peoples inability to accept something different? I believe the answer to both of these questions is peoples inability to accept something different, because if people were not afraid of change then they would have accepted the revolution and not created a reign of terror, and if people were not afraid of something alien and different then people would have treated the creature with some form of courtesy and consideration, thus avoiding infuriating the creature. Evidence from the text on this point is when a young boy free of prejudice and discrimination is confronted by the creature; ‘monster! Ugly wretch! You wish to eat me, and tear me to pieces – You are an ogre – let me go, or I will tell my papa. ‘ The creature had already explained that he had no intentions to hurt or harm the boy, but because the creature is different and alien, he is immediately associated with evil, and must be avoided. Mary Shelley creates a variety of interesting points throughout the novel; that we should except death and take solace in the fact that we will hopefully be reunited one day in heaven. Therefore we should not be saddened and try to control the natural process of life, but enjoy experience. Mary Shelley also warned the reader about the dangers of unknown science, and that even an experiment designed to help humanity can have disastrous consequences. However, the most inspiring point created was the connection between the French revolution and the novel. It opened the readers mind to the prejudice and discrimination that the human race evilly portray. Anything alien or different must be associated with evil, which is a fundamental flaw of society that is near impossible to eliminate. We are, as a race, extremely narrow minded. In the novel we failed to overlook the creature’s repulsive appearance and treated him with complete contempt and disdain. This story illustrates the intolerant and callous society, and no matter how considerate and selfless a person is, we will still torment and ridicule them if they are in any way different to ourselves. Therefore, I disagree that the creature is a fiend as although he is cursed with a grotesque appearance that does not make him a monster, and although he committed several fiendish acts he is not accountable for this as it is merely a consequence of humans disgraceful behaviour, however as the creature endures feelings of both compassion and rage, as he can distinguish between good and evil, and as he desires more than the basic necessities of hunger, shelter and thirst, I believe that the creature must be described as essentially human. Â  

AU-C 315 project Assignment Example | Topics and Well Written Essays - 250 words

AU-C 315 project - Assignment Example Indeed, ExxonMobil Company focuses on refining and supply of fuels, lubricants, and other petroleum products through integrated, reliable, and efficient means. To achieve these objectives, the company adopts fundamental strategies that include developing its labor force at all levels across the globe. The company maximizes its profitability, identifies, and pursues all attractive perforations opportunities as well as investing in projects with superior returns and low cost. Indeed, the company’s strategy is to invest in new exploration, unconventional resource, expansions, and discoveries. ExxonMobil also seeks to offer high quality products and service to customers in an efficient and effective manner. The company guarantees maximum value to all its stakeholders including customers, employees, and shareholders. Nevertheless, in pursuing its business objectives through the defined strategies, ExxonMobil faces significant risks. The company requires executives who can execute its mandate in the uncertain and volatile oil industry (Thunderbird School of Global Management, 2015). The rise of resource nationalism, reduced oil prices, and increased instability in many oil-rich countries pose a great business risk to the company (Crooks, 2015). The company also faces a risk in i dentifying business opportunities with high uncertainty but high returns on investment. Exxon Mobil Corporation. (2015). Operations Integrity Management System. Retrieved from

United Monarchy Essay Example | Topics and Well Written Essays - 1250 words

United Monarchy - Essay Example In contradiction, their neighbours were polytheists and worshipped idols of God, and this was a constant temptation for Israelites. There was God’s law which guided Israelites to live righteously but Israelites constantly failed and there was a pattern to this which was recorded by the judges. This pattern was observed prior and during the period of United Monarchy, and can be seen as an explanation of the events: A leader is given by Yahweh to guide Israelites in the righteous path and observe Torah People do not follow and comply by this as they indulge in social injustice or idolatry, or sometimes both. That is, they act against the will of God People are punished for above by God in order to get them back to the righteous path and faithfulness. Punishment is mainly in the form of an attack by the neighbouring people As a result, people turn to God to save them and repent for what they had done A new leader is given by God who saves them from the enemy and the faith in god is restored. The cycle starts again and continues the same way It was established from the above that loyalty to Yahweh would mean prosperity while non-compliance to God’s Torah would result inevitably in disaster. This ideology of one god and the pattern discussed above play an important role in beginning and end of United Monarchy. ... All the tribes of Israelites were led by judges while most of their neighbours where led by kings and threats of attacks and invasions loomed large. This is when the people started demanding a centralised form of government with a single king leading all the tribes. The idea of having a king made great sense to tackle the situation and streamline all their resources and energies to fighting the outside invaders. On the other hand, the idea of having a king was in many ways contradicting the religious beliefs of Israelites. Israelites believed that God was their king and having a human king would be in all sense rejecting the leadership of God. Also Israel was supposed to be a â€Å"holy nation† unlike other nations. There was opposition to having a human king but the pressure was strong to have a permanent human king like other nations at the time. Samuel, the judge, is asked to identify the king to lead the nation but he warns that there would be many negative consequences of having centralised government and there is no guarantee of good leadership. Also he points out that: â€Å"Israelites suffered military defeat because of their infidelity to God not for the lack of king (1Sm 12:9-11). Not even a king will be able to save Israel from the consequences of a disobeying God. In this respect, the institution of monarchy will change nothing.† This cautionary warning is in accordance with the beliefs of Israelites that non-compliance with God’s Torah will lead to dire consequences. Therefore, irrespective of having a king or not if people do not follow the path of God, they will be punished until they vow to walk in the right path again. This ideology sounds right and to go by this, there is no need for the Israelites to have a king as long as

Leadership in nursing practice Essay Example | Topics and Well Written Essays - 2000 words

Leadership in nursing practice - Essay Example Due to the differences in the Saudi people and the nursing/hospital staff, the Saudi government has come up with requirements for expatriate nurses. The important requirements for nurses working in Saudi Arabia include: Due to these requirements and other demands placed on the nursing staff of Saudi Arabia, there are various systems and structures in the Saudi care setting. These requirements are very different from what exists in other countries, particularly Western nations. As such, a nurse in Saudi Arabia has an obligation to adjust to meet the requirements of the Saudi society. This paper examines the relationship between management/leadership theories and the actual running of a tertiary neonatal unit in the Kingdom of Saudi Arabia. It involves an evidence based practice approach to examine how a major health facilities can be ran in relation to dominant concepts and theories of management and leadership in the nursing profession. The research explores the impact of the Saudi governments policy, inter-professional practice and leadership requirements on the role of nursing in Saudi Arabia. The paper concludes with recommendations for future practice in the region. According to Wilson et al (2009), a tertiary level facility is usually one that provides education of medical students and serves about 10 million people in a given geographical area. Such tertiary level facilities co-ordinate with primary level facilities and take up serious cases. In a neo-natal facility of such a hospital, intensive care services are available for mothers and their babies. Nursing in such a facility comes with different requirements. There is a larger scope of work. As such, there is the chance for more severe cases to be reported to such facilities. Also, the scope of human relations in such an institution is generally meant to be more than it exists in other smaller hospitals. Most tertiary level

The Artistic Impulse Essay Example | Topics and Well Written Essays - 750 words

The Artistic Impulse - Essay Example As Greek statuary progressed, so did a sense of individuality in the face of the statues. Attention was paid to the eyes, hair, facial features etc. giving the statue a sense of individualized life likeness. Early Renaissance sculpture marks a return to the classical period with the bronze statue David (1420-1450), created by Donatello for the Palazzo Medici courtyard. Donatello reinvented the classical nude by choosing to depict the biblical hero David, who slew Goliath, and not choosing a pagan God or athlete, as his contemporaries did. As such, the statue of David symbolizes the strength, culture and independence of the Florentine republic. David is a freestanding bronze statue and thus, is considered to be one of the first sculptures in the round, to represent the nude human form since ancient times. He stands in classical contrapposto style, [Student 2] with the weight of his body thrown to one foot creating tension on one side of the body and relaxation on the other. Standing w ith the Goliath’s head at his feet, Gardner (2006) likens the pose to that of a â€Å"hunter with his kill† (474). ... Less than half a century following Buonarroti’s completion of David, biographer Giorgio Vasari writes â€Å"without any doubt the figure has put in the shade every other statue, ancient or modern, Greek or Roman† (Gardner, 502), praising the technical and aesthetic value of the colossal statue. Like Donatello’s David, he is depicted in contrapposto style; however, Buonarroti chose to represent the young man before the victory, with his head turned to left and his face full of stern watchfulness. The prelude to action is most evident in the anatomy, revealing a certain psychological energy in the pose as one views his sturdy limbs, rugged torso and swelling veins. His whole body, as well as his facial features, is tense with collective power. Gardner (2006) observes â€Å"David exhibits the characteristic energy in reserve that imbues Michelangelo’s later figures with the tension of a coiled spring† (502), showing how this David differs from Donatell o’s in abandoning the self-contained composition that characterized 15th –century statuary. [Student 3] Baroque sculpture is not merely decorative, but educational in nature as well. In his sculpture David (1623), Baroque artist Gianlorenzo Bernini captures the spirit of this historical period with theatrical energy. Bernini’s work strives for a sense of unity between body, spirit, action and emotion, showing that â€Å"Baroque and the High Renaissance drew different lessons from ancient art† (Jansen, 2004, 686), however neither were more classical than the other. This three dimensional marble statue tries to focus on a very precise moment and differs dramatically from the relaxed figures of David rendered

Critically evaluate the use of neurofeedback techniques as a mechanism Essay

Critically evaluate the use of neurofeedback techniques as a mechanism for enhancing human performance - Essay Example The report also differentiates neurofeedback from other therapeutic treatments used in training the human brain to regulate various cortical activities of their bodies (LaVaque, 2003). Finally, the report pinpoints the numerous criticisms that have been levelled against the use of neurofeedback technique and sums it up by a short concluding remark. From the outset, LaVaque (2003) attempted to define Neurofeedback by alluding that it is a form of conditioning technique aimed at bringing gradual change to the human mind. Broadly, the technique has been associated with Biofeedback which on one hand is claimed to be fundamentally concerned with improving the inherent communication between the mind and the body (Linden & Moseley, 2006). This claim is further confirmed by the definition arrived at by three professional Biofeedback organizations sometime in 2008 where they noted: â€Å"Biofeedback is a process that enables an individual to learn how to change physiological activity for the purposes of improving health and performance. By use of precise instruments to measure physiological activity such as brainwaves, heart function, breathing, muscle activity, and skin temperature, accurate information is rapidly relayed back to the user for eventual implementation†. ... For the foregoing definitions, it becomes critical to address the pertinent issues associated with Neurofeedback techniques. Background Research has variously identified Neurofeedback as a somewhat complicated form of biofeedback that requires sufferers to learn self-regulating certain aspects of their body activities through conditioning. Such distinct parameters of these body activities have been cited by Bladin (2006) as coherence in their mind processes that can be studied using a painless technique namely electroencephalography (EEG). As noted by Nestoriuc et al (2008), Biofeedback has been used in relieving headaches, asthma and blood pressure as well as optimizing performance in elite athletes for close to forty years. The practice has continued to date where Neurofeedback is actively being applied as a therapeutic tool to treat different types of disorders including but not limited to epilepsy, lack of sleep or reduced alertness in children (Norbert, 2007). Further observatio ns by Mark & Barlow (2009) indicate that the advancement in IT has enabled partially incapacitated patients to converse and even show some signs of mobility. Additionally, application of technological prowess has greatly seen Neurofeedback allowing otherwise incapacitated patients learn to normalize physiological processes such as muscle co-ordination, respiration, and blood pressure. This breakthrough is further evidenced by the development of â€Å"Inner Act’s platform for Biofeedback† which is lauded by Cannon et al (2008) as the mostly utilized platform for elite athletes. It is therefore in the interest of this report to mention that most recent researches have focused on the possibility of using healthy individuals as control subjects to prove the efficacy of

To be determe Essay Example | Topics and Well Written Essays - 750 words - 1

To be determe - Essay Example The same thing is happening in the second poem Benevolence where the father is so weak that he can’t even talk properly. In both the poems the poet is speaking about the weaknesses and difficulties that the parents are facing because of their health. In the poems they are describing their weaknesses and their behavior and the way they changed. The poem describes the position of the poet when his mother was dependent on him for everything since she was weak and â€Å"past the point of saying no†. The poet says that this was a good chance for him to help her out and take care of her like she took care of him when he was young. He describes how he prepared a bath for her and made it â€Å"just right† after which he himself lowered her in it and cleaned her with soap and water. The poet uses crude words in describing the experience and explains how his mother’s body was wasted and in a sorry state. At nights when the poet used to be reading or working while his mother slept he often noticed the sharp breaths she took in sleep instead of the smooth breathing characteristic of a normal healthy person. He listened to that sound and the thought that came to his mind was that he was lucky enough that he was now getting a chance to pay back what his mother had done for him in his younger years. He seems to be an egoistic person who cannot take anything from anyone not even his mother. And therefore he thinks that by taking care of his mother at this stage is going to repay all that she did for him previously. He thinks that he can pay his â€Å"heavy debt of punishment and love/ with love and punishment†. Not only does the poet think about the love that his mother gave him, but also the punishments. And he actually sets upon to repay that as well. For instance, when he is lifting out his mother from the bath and before setting her down on the wheelchair

Explanation of how alcohol is metabolised in a human body Essay

Explanation of how alcohol is metabolised in a human body - Essay Example Acetaldehyde is a poison that is related to formaldehyde. The acetyl acid is a component of vinegar and its radical is the combining form of the acid. The acetyl acid radical combines with Coenzyme A in the formation of acetyl-CoA that goes into the Krebs Cycle that acts as the basic powerhouse in the body of a human being. In the Krebs Cycle, the acetyl acid radical is broken down into water and carbon dioxide. The figure below shows how alcohol is metabolized in a human body When metabolizing alcohol, the human body uses three different enzymes to convert alcohol into acetaldehyde. All the three enzymes work in their different ways to strip two hydrogen atoms from the alcohol molecule. This process converts the alcohol molecule into an acetaldehyde molecule. The acetaldehyde is converted to acetyl radical by a different enzyme. The three enzymes include the alcohol dehydrogenase (ADH), cytochrome P450 (CYP2E1), and catalase enzymes. The three enzymes are found in different parts of the body and handle the hydrogen atoms in different ways. Non-liver tissues, such as the brain metabolize alcohol with Cytochrome and catalase enzymes (Starr, et al., 2008, p. 103). It has been found that some people get intoxicated more than others do, for instance between men and women, East Asians and American Indians, older males, menopausal women and people with liver damage among others. The reason behind this is that women have much lesser alcohol dehydrogenase enzyme in the stomach compared to men. Therefore, women get drunk more than men do when they drink the same amount of alcohol under same conditions. In terms of East Asians and American Indians, they produce ALD2*2 that is less efficient in converting acetaldehyde compared to ALD2. They also have a more efficient alcohol dehydrogenase than any other genetic background. Older males produce less alcohol dehydrogenase and are likely to be more intoxicated than younger men are. Hormone changes in menopausal women make the m become more intoxicated. Therefore, more or less intoxication can be attributed to the production of less or more alcohol dehydrogenase and ALD2*2. This factor is important in traffic accidents because a person may consume a less amount of alcohol but because his body mechanism produces less alcohol dehydrogenase, he or she will become drunk and likely cause an accident. This applies similarly to people who produce ALD2*2 that is less effective in breaking down acetaldehyde. The Breathalyzer is used in measuring the amount of alcohol found in a person’s breath. A Breathalyzer works works in a similar manner to the diabetic testing strips or pool testing kits. It contains a collection gadget; that is, a straw that is attached to a cylinder. The cylinder has two vials that have a solution of potassium dichromate, silver nitrate, sulfuric acid and water. The person being tested blows air into the straw for about 2 to 4 seconds. The air goes through the vials where the silver n itrate will act as a catalyst to initiate and fasten the process. The sulfuric acid eliminates the alcohol from the air and produces the acidic condition that enables the next process to go on. The alcohol is then absorbed into the liquid solution where the potassium dichromate breaks it down into chromium sulfate, acetic acid, water and potassium sulfate. This process causes a color change. The chromium ion is green while the dichromate ion is reddish orange. The color change reflects the amount of alc

Stone Henge Research Paper Example | Topics and Well Written Essays - 1000 words

Stone Henge - Research Paper Example The only identified comparable sites of similar epoch (Flagstones and Stonehenge in Dorset) are just a quarter of Avebury size. The ditch alone was 21m (69ft) wide and 11m (36ft) deep, with its key fill carbon dated to around 3400 - 2625BC (Castleden 34). A later date in the current period is more likely though excavation of its bank has validated that it has been expanded, presumably by use of materials excavated from its ditch. The fill on the foot of the final ditch may therefore post-date any other in a former, shallower ditch that does not exist any more. Since there lacks written account from the era of the Avebury Stonehenge construction, nobody knows for sure. Neolithic people resided here as evidenced by some artifacts found inside the sites and in burial barrows. They do appear to line up with spiritual events that are readily recognized. However, the why question remains a clandestine. This has sparked many legends about their origin and purpose dealing with the entirety f rom King Arthur to the Devil. So far none of the mysticism has any historical reliability. The circles predate them all, except perhaps of course the Devil (Sugden 1)! Aubrey Burl estimates a sequence of construction starting with the South and North erected around 2800BC, followed by the Outer Circle and the henge around 200 years later, the 2 avenues added around 2400BC. A timber circle of 2 concentric rings, acknowledged through archaeological geophysics conceivably stood in the northeast part of the outer circle, though this waits excavation testing (John and Atkinson 9). A ploughed barrow can also be seen from the air in north-western quadrant. The henge had 4 entrances, 2 opposing ones on north by north-west and south by south-east line, and 2 on an east by - and west by south-west line. ‘In spite of being a man-made construction, it was featured in the 2005 TV program Seven Natural Wonders as among the wonders of West Country for the reason that it consists of natural c onstituents. The henge is a World Heritage Site and a Scheduled Ancient Monument’ (unesco.com). Excavation at Avebury Stone Henge has been quite limited. Sir Henry Meux placed a trench over the bank in 1894, which consequently gave the first suggestion that this earthwork was constructed in two stages. The site got surveyed and excavated spasmodically about 1908 to 1923 by a team of workers under the command of Harold St. George Gray. Gray Harold was able to establish that the Avebury constructors had dug down 11m (36ft) into the natural chalk during excavating the henge ditch, creating an outer bank 9m (30ft) high around the entire perimeter of the henge as well as using red deer horn as their main digging tool (LLC 46). Harold Gray recorded the ditch’s base as being flat and 4m (13ft) wide although some late archaeologists have grilled his use of untrained labor to excavate the ditch, suggesting that its form might have been different. Harold Gray found few artifacts in the ditch filled but did recover dispersed human bones, jawbones being principally well represented. At about a depth of 2m (7ft), Gray encountered a complete woman’s skeleton 1.5m (5ft) tall who had been possibly buried there (LLC 51). Alexander Keiller, an archaeologist re-erected majority of the

Five ways of identifying a setting Essay Example for Free

Five ways of identifying a setting Essay My essay will examine five ways of identifying a setting as inclusive. I work as a nanny in a sole charge role, in a family home. I work with a family of 3 children, one of the little girls has additional needs and she attends a special needs school. I will reflect on my life experiences and the course material within this essay and how this has influenced my understanding of inclusion. Inclusion is about feeling like you belong, being valued and feeling happy within the setting and the local community, regardless of social backgrounds, age and ability. The five criteria I have chosen are The name of the setting, social inclusion, the curriculum, setting funding, and the view of inclusion presented. I have chosen these criteria as I believe they can form the basis for a setting to be seen as inclusive. I believe that the name of the setting says a lot about what is taking place, if you are sending a child to a special unit attached to a school my view is that it should have the same name as the school. Social inclusion is important because everybody has the right to be treated the same, everybody should be interacted with and spoken to in a kind and friendly manner. I think its important that the same curriculum should be followed in all educational settings and then adapted as required for individual needs. It sets a baseline for the educational system so that essential fundamentals are met. I feel that the settings funding needs to be provided equally between main school and special units. I understand that special settings require additional equipment to support their children and needs to be taken into consideration. However, the amount of money spent for teachers should be the same. I think peoples own opinion on inclusion is important as everybody needs to work to the same guidelines in early years provision. If perspective parents are not presented with an adequate view of inclusion it could greatly effect their standpoint on certain settings. All of the five criteria are important to me when thinking about inclusion, and my own understanding of what inclusion involves. Part B Name of setting Pen green has its own name which is unique to the setting, where as Aspen 2 a special needs school has given the name as an addition to the main stream school. Aspen 2 used to be referred to as the mobile which wasnt seen as inclusive. Aspen 2 is now in the main stream school and has it owns unique unit. Deri View is a newly built primary school with a childrens centre attached the local community had a say in the design and structure of the  building. The school and childrens centre is in a poorly deprived part of Wales. Social inclusion Pen Green is a centre for under 5s and their families in Corby in Northamptonshire. Pen green shows social inclusion through its video clips. Pen Green has an open community, providing team building and meet and greet sessions. Pen Green focuses on the whole family, it allows children to progress from a very young age offering groups such as baby massage. The centre offers a wide range of groups and drop in classes, there are options to go to something everyday. Pen Green cares about all the children at the centre and gives them all equal chances at learning and play. Sheena Griffiths-baker a teacher at Pen green explains that we will being these observations to plan for him as an individual (E214,DVD2) which tells me that the setting is inclusive . Pen green offers classes for parents to learn GCSEs or computer courses, which has helped the parents to gain confidence and independence. At Aspen 2 the children all have additional needs they are included in some main stream school lessons. The Aspen 2 students are treated equally in main stream lessons they are given the same work load but are provided with learning support assistants (LSA) to help them to understand. The Aspen 2 students take part in P.E all together and its adapted to their needs. Deri View is a school with the Acorn Childrens Centre attached to it. The school offers primary aged teaching with the Acorn Centre ranging from pregnancy to 13 years old. The Acorn Centre works with the local community to provide children with a breakfast club. The centre offers adult learning and services for parents to use e.g. the crche for when they go to study at the centre. Maggie Teague the head teacher at Deri View comments 70 of our pupils parents were unemployed now that has gone down to between 30 and 40. I am certain the school has an impact, because of the number of parents who have started with us through family learning are now in employment (E214,DVD2). The curriculum The Pen Green centre offers a wide and varied curriculum staff members observe childrens patterns of learning and make action plans on the children to help with planning activities that are age and stage appropriate. The centre records videos of the children which is known as the PICLE involvement, this allows parents to view what their children have been doing at nursery and can link in with what the child is doing at home. Sheena Griffiths-baker explains about the PICLE group There are several PICLE groups, so there will be  morning afternoon and evening PICLE groups so it as available as possible to many parents, so during that time they watch of video of him, the worker discusses whats happening with the parent and then the parents reciprocates with there information of what is happening at home.(E214,DVD2) There are courses for parents to gain an education and learning together groups for adults. At Aspen 2 the local educational authority aims to develop and provide inclusion at the school. The children work to the same curriculum as the main stream school, the activities are adapted to the students needs. Sarah Wilmshurst a teacher at Aspen 2 comments I take the abilities of all children into consideration (E214, DVD2). Children are allowed to sit nearer to the front that allow for sight problems and hearing needs. Some of the children in Aspen 2 work on the gold curriculum which is part of the main stream school programme for children who are struggling. Aspen 2 children are included in sports days, music and art lessons. Richard and Sam two students talk about the Aspen 2 course programmes and that the students gain a course certificate at the end. A teaching assistant called Mary Fellows talks about how some of the children can not access the mainstream education, especially the PMLD students that she works with.(E214,DVD2) At the Deri View school and the Acorn Centre they work together to give the families the best support available, they provide respite care and work with health visitors and the local authority. The butterflies pre-school provided free childcare for children ages 2 and half to 5 years on five mornings a week. The Acorn Centre has credit union service that comes in to the centre to help parents and give advice. The children also have their own saving scheme available to them. Funding and recourses The Pen Green setting provides funding for childrens groups and adult learning courses to allow everybody to be given a chance to attend the services provided by the centre. Pen Green uses the European social fund. Deri View and the Acorn Centre work together with the welsh assembly to provide free breakfasts for children in the area, all children are included. The centre has access to the community fund. Aspen 2 is given money from the local authority to help with special equipment needed to teach the lessons. The PMLD group has bought equipment to make them inclusive. The course materials state that the mechanisms that local authorities use to distribute their resources can have an impact on the development of inclusive practices (E214, Unit 12, p.209)  Views of inclusion The community around Pen Green see that the centre is for parents, grandparents, males and females of all ages and cultures, it provides groups to suit the needs of everybody and the centre represents new schemes in the area. Pen green provides partnerships with local schools and the community. At Pen Green, Donna the Community Education Manager says Pen Greens unique as it grew out of a community and planned by the community (E214, DVD2.) Sure start is used within the centre sign language groups provide people to learn how to communicate with the deaf. The centre has been used for generations. The Aspen 2 setting is for children with serve learning difficulties. One to one LSA support teachers are provided to students. Main stream teachers provide hints on work sheets to allow the Aspen 2 children to be able to do the work. Lynne Mills a teaching assistant at Aspen 2 says in the last 8 years I have had to do a lot more training, (E214,DVD2) This is so that she has the skills provided to teach individual children. Deri View and the Acorn Centre work together and share joint management. The sure start centre is part of the Acorn Centre. The Acorn Centre provides a food co-op, midwifes and speak and language classes. There is a community bus that goes around the people who are unable to make it to the centre and has rhyme times and story sessions on board. The centre has a drop in area for parents where they can go to get a hot drink, have a chat or use the parents forums. Conclusion I feel that a setting needs to treat children, parents and adults as equals to allow the setting to be fully inclusive. All settings need to be offered the recourses needed and given funding to all departments justice. References The Open University, E214 Equality, participation and inclusion learning from each other views, 2011 The Open University, E214 Equality, participation and inclusion learning from each other, DVD 2, 2010

Value and importance of training and development of employees

Value and importance of training and development of employees Chapter 1: Introduction 1.1 Introduction: Organisations get established, businesses survive and thrive because they sell products and services to customers and earn revenue. Globalization and increased competition have increased the demand for organizations to continually provide excellent products and services. Business performance depends largely upon how well the product or service is. Only satisfied, motivated and trained employees can produce quality products or provide quality service. 1.2 Research question: Determine how training can improve the skills of employees which in turn help in increasing employee and customer satisfaction, productivity and eventually business performance. 1.3 Background: Research Significance and Problem Identification: Although many organisations provide their employees training opportunities to progress within the organisation structure, little has been focused upon employee training for organisations efficiency and performance. Performance oriented market; constantly changing environment and globalisation are influencing the workplace structure and leading to increased reliance on employee skills for providing better products and services. Employees not trained to deal with the advanced management methods and techniques cannot work towards the better business performance. This issue is one of the most important topics in business management studies. This concept is now well established and is increasingly affecting the field of management. It has proved particularly valuable for those organisations who seek better performance. 1.4 Aims and objectives: The main aim of this paper is to study the value and importance of training and development of employees in terms of overall organisation performance. Determine how training can improve the skills of employees. Analyse published data/existing literature on human resource management and related subject areas. Identify training related issues such as environmental factors and their effect. Examine current organisational structure and working practises (such as procedures, policies, and standards followed by the company for its human resource/ workforce) in the company. Explore training methods available for the organisations. Access the impact of training on workforce satisfaction. Summarize the main themes of the findings and place them in the context of business performance. Provide recommendations. 1.5 Hypothesis: The organisations can increase their performance and productivity by providing their staff with appropriate skills through training and continuous development. If suitable training and proper care is given to development of employees, they can prove beneficial by working more effectively and efficiently. 1.6 Rationale: Organisations tend to apply those outdated and inadequate techniques and methods which although have been proven successful, those cannot work on their business situations. While doing so, they often ignore more advanced procedures and their business environmental and cultural requirements. In order to improve or increase their business performance, organisations will need to adapt new ways that can impact training and development of employees efficiently and successfully. 1.7 Theoretical Framework: The main purpose of this dissertation was to find out the effect of training on organisation performance. This dissertation discussed and critically analysed training and development of employees, its demand in changing nature of the organisation and impact of environmental and other important factors on training and development. Detailed explanations on training methods and types of skills (hard and soft) are also considered. The final section focused on training evaluation and its need. The writer has also taken several authors views on training and development of employees and linked them with organisation performance and other related factors, and evaluated all the data gathered. The writer has also debated and provided arguments and counter arguments on above mentioned issues argued by professionals. 1.8 Limitations: As the researcher progressed through this research project, limitation arose that included bias, unavailability of relevant data, resource and time allocation, etc. Chapter 2: Literature Review 2.1 Introduction: In order to survive and compete in the ever growing competitive and changing environment, it is critical for any organisation to perform better by satisfying the needs of the customers (Mullins, 2007). Globalization has increased the demand for organizations to provide excellent products and services as business performance depends largely upon it. Only satisfied, motivated and trained employees can produce quality products or provide quality services. Increased competition and changing nature of technical jobs and services made employee training very crucial for the survival of any business. The requirements of skills development of employees differs from business to business and industry to industry (Bratton and Gold, 2001). This issue is one of the most important topics in business management studies. This concept is now well established and is increasingly affecting the field of management. It has proved particularly valuable for those organisations who seek better performance. 2.2 Training and Development: In Bramleys (2003) words, training involves learning and educating employee to do something to result in things being done differently. He explains that training is a process that is planned to facilitate learning so that people can become more effective in carrying out aspects of their work. According to the CIPD, Training is expected to equip employees to help them become ‘strategically unique, in addition to the provision of skills, knowledge and attitudes needed to achieve operational efficiency. ‘Training is a planned process to modify attitude, knowledge or skill behaviour through learning experience to achieve effective performance (Wilson, 2006). ‘Employee Development is a process for preparing employees for future job responsibilities. This may include formal and informal training, education, mentoring, coaching etc (Armstrong, 2008). Although the terms training and development are often linked, these address slightly different needs. Training focuses on learning the necessary skills and acquiring the knowledge required to perform the job. It deals with the design and delivery of learning to improve organization performance. On the other hand, development focuses on the preparation needed for future jobs; it should be considered investment in the work force since its benefits are long term (Armstrong, 2006). Effective training is paramount for survival and growth of a business. Training is not just about developing people but helping them to become more confident and capable in their jobs as well as in their lives (Wilson, 2006). The significance and value of training has long been recognized. The need for training is more prominent given todays business climate and the growth in technology which affects the economy and society at large. Employee is trained to assure that current or future needs of the organisation are met. 2.3 Hard vs. Soft Skills Training: There are two basic categories of skills training: hard and soft skills (Armstrong, 2008). Hard skills are technical or administrative procedures related to an organizations core business while soft skills are attitudes and behaviours exhibited by employees while interacting, which affect the outcomes of such interactions. It is easy to train and identify the need for hard skills training, while soft skills relate to personal, individual development and are most difficult to define and measure. Some types of training have both hard and soft skills components. Sales training for example, may encompass hard skills such as product knowledge and price negotiation, and soft skills such as empathy and listening (Smith and Mazin, 2004). The best way to develop skills is to practice doing the thing what an employee is trying to do, under the expert guidance of someone who knows how (Redman and Wilkinson, 2006) (Muir, 2004) (Beardwell et al, 2007). 2.4 Reasons for Training: There are many motives for training and developing employees. It can be initiated for a variety of reasons e.g. it can be carried out as part of an overall professional development program or performance improvement (Rae, 1999). Training is not only essential to create skilled force but also needed to maintain a high level of skills required by the constantly changing work environment and to equip employees to meet future demands (Stewart, 1996) (Pont, 2003). 2.5 Training Benefits: Leading writers have recognised the importance of training as fundamental for management (Bratton and Gold, 2003). Keep (1989 cited by Redman and Wilkinson, 2006) describes training and development as litmus test against which other characteristics of management practice can be measured. Advantages of training and development include: increased job satisfaction and morale among employees, employee motivation, increased efficiency and effectiveness, increased capacity to adopt new technologies and methods, increased innovation in strategies and products, reduced employee turnover, enhanced company image, risk management. The right employee training at the right time provides big pay offs for the employer in increased productivity, knowledge, loyalty, and contribution (Web 1). Training allows the organisation to develop and promote its own culture. Training also allows organisations to adapt to changes in the business environment and can be used as a change agent to change organisation al culture (Wilkinson et al. 2006). Training is a tool that can improve organisational effectiveness, especially in fiercely competitive markets. Training and development helps in optimizing the development of human resource that helps the employee to achieve the individual as well as organisational goals (Benson, 2006). It increases the job skills and knowledge of employees at all levels and expands the horizons of their intellect and their personality. Training and development helps in indicating the sense of team work, team spirit, and inter team collaborations. It also aids the organisations to get more effective in decision making and problem solving. It also helps in developing leadership skills, motivation, loyalty, better attitudes, and other aspects that successful workers usually display (Armstrong, 2008) (Bratton and Gold, 2003) (Pont, 2003) (Price, 2007). 2.6 Training Process: Training process takes place within the context of the internal and the external environment of the organization. The basis for most training remains the traditional training process system. This involves: 1. identifying the needs for training and development of the company; 2. Planning training or devising a learning plan; 3. Carrying out or delivering training and 4. Assessing and evaluating outcomes/results. A training need analysis is the first step in identifying the types of programs that will further organisations goals, which helps to decide whether training is appropriate at all. The organisations have to assess why they need training (Smith and Mazin, 2004). Then plans are made on how to deliver the program and by which method. Armstrong (2008) places a great importance on the design of training policy because of its significance of effects on the business. It is an important issue and requires close attention to the organisations mission, ethical stance and strategic visio n. All the policies should be aligned to the companys mission and objectives. 2.7 Training Methods: Learning and development can focus on different components of employees as proposed by Lee (1996). Organisations can adapt different techniques of training for their businesses and according to their requirement. Some techniques consist purely on acquisition of knowledge, some focus on skills development of its staff, some even focus on sentimental aspects of the employees and their relationships with others. Few activities seek to integrate all the above. Staff training can be conducted on the job, which is carried out at the trainees workplace, and off-the-job which is carried out away from employees work place (Mullins, 2007). Training methods include observing, questioning, interpreting, reviewing, coaching, e-learning, workshop, induction, job-shadowing, mentoring, seminars, classes, open learning, project work, workshop and simulation. 2.8 Why Training Fails Training is not always the answer to performance problems. Some training analysts (Rosner, 1999 cited by Smith and Mazin, 2004) believed that training could be a good investment or could be a waste of resources. Training is indeed a waste of money when the desired behaviour does not occur. Thats why training and development doesnt succeed all the time to achieve desired results and in obtaining aims and objectives of the organisation. There could be many other reasons for the failure but most common are (Web 2): Training is often implemented for the wrong reasons and seldom aligns to a business measure. It fails because of lack of objectives to provide direction and focus. Sometimes the solution proves too expensive for the desired outcomes. Other important reason for failure is lack of management reinforcement and support (Mullins, 2007). Some businesses invest little in training because they dont have enough funds. 2.9 Role of a Training Manager: It is the role and responsibility of the HR manager to develop and implement training strategies and policies. The HR manager has responsibility for training and development and performance management. Human Resource Managers need to understand the nature and process of training and development in order to be able to facilitate learning and development within the organisation (Watson, 2006). HR managers are involved in planning and implementing programs designed to improve the performance of their employees in order to improve the effectiveness of the organization. Its their responsibility to group together employees activities during training process in such a way that encourages integration and cooperation (Armstrong, 2008). 2.10 Trainee Employees: Organizations performance largely depends upon the employees that work in it (Watson, 2006). They are the key resource and considered as capital for any organization. HR scholars agree that an organisation is only as good as the people in. Training is worthless if employees are not involved properly (Armstrong, 2008). Company can achieve and maintain the competitive advantage by regularly upgrading the workforce skills. The development of employee skills is one of the most important tasks in which an organisation can engage (Armstrong, 2006). Adequate supply of technically and socially competent and proficient staff is only ensured by training and development. 2.11 Training Evaluation: Employees need feedback. It is important for their progress and advancement (Armstrong, 2006). Evaluation is a process of establishing the worth or value of something (Rae, 1999). Evaluation of training is a process of gathering information with which to make decisions about training activities (Sloman, 1999). Organizations apply performance appraisal evaluation to measure employee work performance and effectiveness, which can help in defining and developing training needs for the organisations. Having a well-structured measuring system in place can help determine where the problem lies (Mullins, 2007). Training evaluation may also help in improving quality of training activities which in turn results in greater benefits. 2.12 Other Issues: While providing training, the manager needs to understand the importance and effects organization structure and design because these define tasks and responsibilities, work, roles and relationships, and channels of communication (Mullins, 2007). The two factors that determine how the organization functions in relation to its eternal and external environment are its structure and the processes that operate within it. Structures are necessary to support the effort of training managers and trainee employees. Culture of an organization also plays an important part in assessing the needs and requirements for training and development. It helps in producing high level of business performance. Training according to structure and culture provides organizations flexibility, adaptability and durability required for growth and survival(Redman and Wilkinson, 2006). 2.13 Conclusion: Scholars and writers have emphasised on the importance of training and development of the employees for the better performance of any organisation. It is a main factor of human resource management within organization. It not only benefits organisation by providing them with skilled force, but employees individually as well by increasing their effectiveness and efficiency (apart from other benefits discussed above). Organisations have to take into account all the internal and external environmental and cultural factors and should provide feedback on training. To be successful, organisations have to adapt an appropriate training process with best available training method and professional guidance/management. Chapter 3: Research Methodology Research is any type of systematic and arranged study to systematize facts or collect data, and is generally linked to a problem that has to be solved (Zikmund, 2000). Johnson and Scholes (2008) define methodology as ‘A focused and systematic investigation that goes beyond generally available knowledge to acquire specialised and detailed information, providing a basis for analysis and elucidatory comment on the topic of enquiry. 3.1 Introduction Research methodology section also clarifies why the researcher has chosen certain research methods, techniques and approaches, justifying the writers approach and line of action; and why other methods are not included for this project with detailed reasons and explanations. Arguments and benefits for selected methods are also given. Sampling, research tools and other related issues are also explained in this section. This area ends with discussion of limitations and constraints faced by the writer. 3.2 Background As part of dissertation, the researcher was expected to undertake research into business and management field which should meet the criteria set out by the college and must have enough empirical data for investigation (Quinton and Smallbone, 2006). Searching past dissertation and thesis aadded ideas and assisted in formulating the dissertation design and overall structure that provides a framework for the collection and analysis of data (Quinton and Smallbone, 2006). After organising the ideas, research time scale was set which was focused on targets to meet deadlines for completion of the paper. The researcher has applied Gantt chart (Saunders et al 2007) to help in keeping track of the research. It also assisted in planning and coordinating specific tasks during the research work by providing graphical illustrations of the timetable and key tasks involved in it. Its help in keeping the data sought throughout the research within the scope of the project, proved beneficial (Saunders et al 2007). With the amount of literature, it was time consuming to sort out relevant material to the research. Bells (2005 cited in Bryman and Bell, 2007) six points parameters method was applied to narrow down the search materials that were time consuming. 3.3 Data Collection Methods and Approaches The researcher decided to use fast but cheap methods to obtain maximum information in little time. The researcher also tried to focus on specific but relevant research material to minimize collecting irrelevant data and save time. For these purposes, the research resources were divided into ‘Internal and ‘External. In internal research, companies own business data, records and reports, and previous research studies were analysed. External research consisted of collection of data from other sources like magazines, newspapers, publications, reports, journals and websites. In research there are two broad methods of reasoning often referred as ‘Deductive and ‘Inductive approaches. As the social/management research generally necessitates the deductive approach rather than inductive research, the researcher chose this method of reasoning. In deductive approach particular instances were deduced from general inferences. In this type of theory conclusion followed logic ally from premises or available facts. This approach helped the researcher for collecting the data that defined the problem area (foreground theories). Research was conducted utilizing both ‘Primary and ‘Secondary methods. Primary data was collected with a focused plan and gathered specifically for this research (Saunders et al. 2007). Secondary data (which was collected from other sources or published data) was used in ‘Descriptive and ‘Explanatory research. Examples of primary data that the writer collected were interviews and questionnaires. Primary data was collected specifically for data analysis but secondary data collected was for both literature review and data analysis sections. Both primary and secondary research included ‘Qualitative and ‘Quantitative data. As per the requirements of the research, the researcher collected both qualitative and quantitative forms of data and integrated the information in the interpretation of the overall results. Quantitative research involved the use of structured questionnaire where the response options were predetermined by the researcher. Measurement was objective and statistically valid. Qualitative research was subjective in nature and involved collecting and analysing data by interviewing people. Some of the qualitative research was coded quantitatively for the purpose of reaching the conclusion by assigning meaningful scales and numerical values. Interview is one of the best ways for getting behind the story of the participants experiences. It is very easy way to gather primary qualitative as found by the researcher during the research process. Interviews were conducted to collect valid and reliable information (Saunders et al 2007). The researcher was aware that questionnaire is the most popular method of conducting scholarly research. It provides a convenient way of gathering information, easy to analyse, and most statistical analysis software can process it easily. It is also cost effective method of collecting data and is familiar to most people. Questionnaire can be circulated easily and response rate is fast (Saunders et al 2007). The writer chose ‘Closed ended Questions in formulating the questionnaire for timely response. The concept of mixing different methods originates in the realisation that all methods have limitations. Using a multi-method approach reduces bias and increases validity (Saunders et al. 2007) . The findings from the research were then tested on theories for reliability and validity (Saunders et al 2007). Good practice is only possible if the research data is valid, reliable, and sensitive (Johnson and Scholes, 2002). The researcher ensured that appropriate variables, techniques, scales, and assumptions were used. Proper measures were taken while gathering secondary data and information was checked for its validity and reliability while maintaining sensitivity in order to keep facts as original as possible. 3.4 Sampling It wasnt possible to collect data from all the sources and all the population. Therefore sampling was applied. The accuracy of research depends upon the way the sample is selected. The researcher conducted interviews from managers. Questionnaire was distributed to randomly selected employees. 3.5 Limitations and Constraints Researcher realized that not all the processes and methods could be used and dropped few methods (like focus groups) of secondary choice due to time limit and minimum resources. The major limitation of the study lies in its relatively small sample size of customers and the limited coverage. This was mainly attributable to the limited time and other resources available for the study. 3.6 Data Analysis Tools Internet has become the most used method of communication due to its comparative ease and effectiveness. The writer utilized this method to stay in touch with the managers. Spreadsheet program was used to process the data from the questionnaires. This information was quantitative, easily converted to percentages and proved easy to evaluate. Microsoft Word is used as design tool due to its versatility, speed, and accuracy of work along with wide range of pictorial and graphical alternatives to research findings. Chapter 4: Research Findings and Data Analysis 4.1 Introduction The company chosen for this research study in order to find out how the training and development of employees can effect the business performance, is †¦Ã¢â‚¬ ¦ clothing which is a small and medium size company that deals in manufacturing clothes in small factory and selling these through its small store. Some employees are involved in production while the rest deals in serving customers. The company has recently undergone through organisational changes and trained all its employees in their respective roles. Interviews were conducted to collect valid and reliable information. The researcher conducted interviews from management and distributed questionnaires among its employees to determine the extent how development has effected the companys efficiency. Survey conducted from employees for satisfaction is a self assessment by staff. Its results explain how well the expectations are met and/or how to improve further. The researcher conducted this survey to study the employees views about the company performance. This research also explained the reasons behind the findings. 4.2 Analysis: Interviews There was no formal training for employees before. Growing competition and market demand forced the company to amend its policies and include training in its mission and vision. Training was conducted to raise skills levels and productivity of employees and to offer the hope of increased competitiveness within business environment. The company successfully conducted the training with positive response from employees. The training process was internal and staffs were provided on the job training by the employer. The employees were empowered and felt motivated and passionate in the involvement in training process. The management felt that employee as well as customer satisfaction and relation has improved a lot after employees training based on the customer/employee responses and companys financial results. The company is quite satisfied of its evaluation process and feedback procedure. The company trained its employees in whole range of skills It boosted confidence and morale of an em ployee who now is doing the job more efficiently and effectively. It paid off well for the company as its productivity increased and new customers were attracted. 4.3 Analysis: Questionnaire

Impact of Non Native Insects on Agricultural Ecosystems

Impact of Non Native Insects on Agricultural Ecosystems Subject Using examples, describe how invasive, non-native insects can affect agricultural ecosystems and wild ecosystems in areas outside their native range Abstract The global climate is changing rapidly and this trend is expected to continue throughout and beyond the 21st century. Rising temperatures as well as new precipitation patterns are toady affecting different aspects of natural world and human society worldwide. Indeed, we are experiencing many changes as a result of climate change in the ecosystems on an astonishingly pace and scale. Non-native species are thought to be of greatest threats as a result of the current global warming. There are almost approximately two thousand established invasive species in Britain. Indeed, the factor of non-native species cost Great Britain approximately  £1.7 billion annually. As each species have their way of responding to these changes in environment, its interactions with the physical world as well as the organism around it change too. This causes a cascade of influence within the entire ecosystem. In fact, such influence can lead to a spreading out of species into new areas, interaction of diffe rent species to a point of species extinctions. This paper aims to examine and describe with examples how invasive or non-native insects can impact agriculture ecosystems and wild ecosystems in areas outside their naive range. Non-native insects also referred as exotic, non-indigenous, alien, or introductions are insects introduced to new areas or living outside their native distribution range as a result of human activities, either deliberate or accidental. According to Krueger and May (1991) non native species can be described as the transfer of different organisms outside their native range. Different type of animals have been transferred or transported to different locations as a result of different means and introduced into new areas for many years. Many of these introductions have been both accidental and intentional, however, many have not. For intentional, the primary reason is for agriculture or livestock production such as domesticated cattle, honeybees, goats, swine etc. Invasive species either large or small have devastating impact on agricultural ecosystem and wild ecosystem in areas outside their native range. According to Schowalter and Whitmore (2002) invasive insects are one of the major threats to native wildlife and other plantations worldwide. In fact, approximately 42 percent of endangered or threatened species are at risk mainly as a result of invasive species. Agricultural ecosystems are also at high risk from invasive species. The effect of invasive insects on our agricultural products cost billions of dollars annually. An invasive species are many type of living organism-an amphibian, insects, plant, bacteria, fungus or eggs that are not native to an ecosystem and has the potential to cause harm to the environment. However, for the purpose of this paper, we shall examine the species insect as the invasion species. Insects in non-native areas have the potential to harm the environment especially the agricultural ecosystem. They do grow and reproduce rapidly and hence spread in a hostile way, with the potential to cause harm and thus, they are labeled as invasive. It is important to understand that invasive insects might not come from a different country. According to Wittenberg and Cock (2001), invasive species such as insects pose great threat on biodiversity across the globe. However, insects from a large part of the invasion fauna across the globe appears to have received excessively less attention regarding their impact on the agricultural and wild ecosystem compared to aquatic or vertebrate organisms (Levine et al. 2003; Long 2003). Nevertheless, according to Jenkins (2003) through direct interactions, invasive insects have the potential to affect native biodiversity, for instance, a herbivore feeding on a native plant that wild animals are supposed to feed on. Evans (2006) note that the migration of insects to a new location has the potential to attack native prey or host. Additionally, invasive insects has the potential to affect native species as well as ecosystems indirectly through cascading impacts or other several mechanism such as the spread of diseases, competing for space and food (NRC, 2002). Invasive insects can particularly be harmful to native plants populations. Nevertheless, many publications examining ecological impacts of non-native insects do not appropriately quantify these effects. However, the most documented effects on invasive species are undoubtedly these caused by insects on agriculture and wild ecosystems. According to Mallet (2005) hybridization between native ecosystems and invasive insects is a major concern as a result of disturbances that can produce in native genetic resources. Indeed, hybridization has been established in plants and in many cases has continued to show a negative effect on native species (Long 2003). In particular, North America has been largely been affected by invasive insects that are said to originate from Europe. For instance, the balsam woolly adelgid, A. piceae, (pictured below 1) as well as the hemlock wooly adelgid, A. tsugae, are said to pose threat to forest ecosystems in Northern America through killing Fraser fir and Carolina hemlock, Tsuga Canadensis on a large scale (Small et al. 2005). As shown in image 2 below: Image 1: balsam woolly adelgid, A. piceae Image 2: hemlock wooly adelgid, A. tsugae,attackingFraser fir and Carolina hemlock Another example is the gypsy moth,Lymantria dispar (image 3 below)as well as the hemlock woolly adelgid, Adelges tsugae,is seriously affecting the hemlock and oak forest in North America (Orwig and Foster, 1998). Another example of invasive insects threatening agriculture is the scale insects Orthezia insignis, which are seriously threatening endemic gumwood (Fowler, 2004) and the ambrosia beetle Xylosandrus compactus that are attacking a number of vegetations in Hawaii. Image 3: gypsy moth,Lymantria dispar Since their accidental introduction to North America from Europe, around mid 19th Century, the gypsy moth (L. dispar) has become major pests that affect trees in Eastern North America (Liebhold et al. 1995). Additionally, Eurasian insects have also caused serious issues for many trees in America and Europe including the spruce aphid, Elatobium abietinum image 4 below (Lynch 2004), as well as the recently introduced emerald ash borer, which in the past few years has affected over 15 million ash trees (Poland and McCullough 2006). Image 4: Spruce aphid, Elatobium abietinum attacking a plant By reducing or killing the host plant populations, invasive insects also have the potential to impact many other native plants species. According to Gray (2011), the bugs which were introduced accidently in Britain from other countries are at this period considered as the greatest threat to many garden plants. Plants such as rosemary and sage, lilies and fritillaries flowers and shrubs like berberis are today under attack from invasive insects. Many insects have been confined to attack plants in the south east of England. As a result, many horticulturalists have monitored the spread of insects such as Scarlet lily Beetle (Lilioceris lilii) image 5 below, Rosemary Beetle, Hemerocallis gall midge (Contarinia quinquenotata), and Berberis sawfly (Arge berberidis) have warned that the insects have the potential to spread quickly northward and westward across Britain devouring plantations (Gray, 2001). Image 5: Scarlet lily Beetle, Lilioceris lilii attacking a leave The Royal Horticultural Society (2016) has described the invasive insects as most wanted pests and they are urging farmers to be on the lookout. The organization continues and said that the spread of these insects is quite worrying as they defoliate the plantations and spoil the flowers. Even though they do not kill the plants they leave the weakened to a point that they cannot grow properly. Climate change is the main cause of this move as summer got hotter and winter milder, it has cause insects that were in the south of England to migrate and spread further north. These insects (Scarlet lily Beetle, Rosemary Beetle, Hemerocallis gall midge, and Berberis sawfly) are among the increasing number of non-native species that are causing devastation across the England landscape. One of the common insect is Rosemary Beetle (Chrysolina americana) that has spread quickly attacking herbs such as sage, lavender, rosemary and thyme. The image below shows Rosemary Beetle: Image 6: Rosemary Beetle As they establish themselves in the new environment, invasive insects in Canadian forests such as Lepidoptera, Hymenoptera, and Coleoptera engage in competitive and trophic interactions with native species and hence potentially impacting natives through several direct and indirect mechanisms (Gandhi and Herms 2010). Invasive insects such as phytophagous feed on native woody plants and thus compete with native species for space and food and they also consume native insects and parasitoids. As well as direct interactions such as interference competition and consumption, non-native insects might therefore interact with native species through other mechanisms such as indirect mutualism, trophic cascades, and exploitative competition (White et al. 2006). According to Lovett et al. (1995) this interactions are most of the time considered to be negative. However, there are some beneficial of mutuality interaction with naÃÆ' ¯ve species. For instance, the impact of interactions between natives and invasive might occur are different levels of ecological organization such as the level of the gene, population, ecosystem, community and individual (Parker et al. 1999). As discussed above, the introduction of invasive insects such as gypsy moth (Lymantria dispar) is most of the time described as one of the most destructive ecological species in North America forest (ISSG 2009). According to Gale et al. (2001) the defoliation of Gypsy moth opens up the canopy, reduces the growth of trees, kills and weaken trees outright and as well as alter nutrient cycling and ecosystem processes in the forest. At the long run, gypsy moth invasion can also lead to changes in stand composition and structure. These effects of gypsy moth on forest can cause both lasting and temporary changes in habitant for other organisms in the forest such as birds and mammals (Schowalter and Whitmore, 2002) Invasive insects causes harm to wild ecosystems in many different ways. When a new and aggressive species are introduced to a new ecosystem, it can breed quickly as well as spread, taking over the plants and the location. As a result, native wildlife might fail to provide any protective mechanism against the invader as the species has no predators. Invasive insects are said to have devastating effects on an ecosystem and it might result to the local extinction of native species, particularly if they are endangered. When invasive insects are introduced to a new area outside their range it is likely that they will disrupt the natural food web and as a result start to compete with the native wild ecosystem and directly predating them. In this view, when natural food pattern are disturbed, the results becomes complex and varied consequences, which later lead a reduction in biodiversity within the habitant. The gypsy moth defoliation effect on canopy openness lead to understory plant growth, tree mortality and stand composition that has some impact on wildlife. Increased openness of canopy can in one way reduce populations of birds species that are linked with closed canopies The effects of gypsy moth defoliation on canopy openness, understory plant growth, stand composition, and tree mortality can also have impacts on forest wildlife. Increased canopy openness can temporarily reduce populations of bird species associated with closed canopies Gale et al. 2001, as well as cause nest predation. Equally, increases in understory cover and dead trees have been considerably linked with increased profusions in the eastern towhee (Pipilo erythrophthalmus) as well as cavity-nesting bird species. Moreover, species that stay in an open canopy are more in defoliated stands (Bell and Whitmore 1997). This means that gypsy moth defoliation leads to an increased habitat complexity, which at the other case can be beneficial for forest birds and wild animals in the ecosystem. Parasitism on native fauna Invasive insects have also the potential to affect that native fauna as a result of parasitism on native vertebrates or insects. In many cases, parasitoids have been applied as biological control means nationally. In just a few cases, these control measures have turned to be a threat to non-target insects. One of the best know example in forest ecosystem is that is tachinid fly, Compsilura concinnata, which were introduced in North America from Europe at the start of 20th century to control gypsy moth, which is today suspected to have a negative effect on populations of endangered natives (Boettner et al. 2000). Also, according to Bildfell et al. (2004) alien ectoparasites of vertebrates have the potential to threaten native species. For instance, a chewing louse, Damalinia sp., can cause hair-loss effect in black tail deer in western North America. Competition Additionally, competition is likely to occur between non-native insects and native animals for nesting areas. Hybridization between invasive and native species can as well occur, which leads in reduced fitness of offspring and could eventually result to the extinction of the species. Moreover, invasive insects can introduce pathogens into the new area, which has the potential to spread to the native ecosystem which has not experienced the disease there before and thus they have no immunity to it. In additional to diseases being transmitted to flora and fauna, other many diseases that come with insects can as well be transmitted to nearby human population. Invasive insects are said to affect communities and populations of native area through competing for same resources (Reitz and Trumble 2002). The Asian adelgid (Pineus boerneri Annand) have shown some competitive nature that has resulted to displacement of native congener in red pine plantations in Eastern parts of the U.S, through the reduction of host plant quality forcing the native animals to less suitable locations (McClure, 1989). Also, the European weevil (R conicus) act of feeding on flower-heads of native animals in the U.S. considerably reduces the density of native tephritid flies, which also are said to feed on flower-heads (Louda et al. 1997). Also, according to Roque-Albelo (2003) the scale insect kill endangered plants populations in the Galapagos, has also led to local extinctions of host-specific Lepidoptera. Several ecosystem processes can also be altered by invasion insects such as nutrients and water cycles, habitant and succession modification, which later result to a reduction of biodiversity. Indeed, altered water cycle can result to an increased risk of flooding within the area. In additional to be associated with high scale ecological impact, invasive insects can as well have some economical implications. For instance, the government of U.K often spent approximately  £1.7 annually in the control of pests (Wild Screen Arkive, 2001). In fact, direct economical losses might occur from non-native insects causes serious damage to infrastructure or goods and indirect losses leading from decreased tourism in affected area. Spread of Vectors of diseases Invasive insects might also be a source of several vectors or facilitate the transmission of both plant and wild animal diseases. According to Brasier (2000), the European bark beetle, Scolytus multistriatus, is known to be a common source of the Dutch elm disease in North America. The European beech scale, Cryptococcus fagisuga is linked with the fungus ectria coccinea var. faginata, which causes beech bark illness (Houston 1994). Additionally, the invasion mosquitoes are also vectors of avian malaria that affect endemic birds in the forest ecosystem in Hawaii (LaPointe et al 2005). Above all, invasive insects also play an important role as pollinators in the flowering plants. Many of the plants especially flowers are dominant producers in several terrestrial ecosystems, but there is no way they can reproduce without insect intermediaries in order to carry pollen from one flower to another. Plants in the ecosystem produce an array of colors, rewards, odors, as well as ruses in order to attract their insect accomplices. Any flower grows in a design that ensures no insect visitor leaves without a thorough dusting of pollen, which is destined to another flower nearby. Therefore, invasion insects have the capability to continue transfer of pollen to anther flower and thus ensure continued populations of plants. Despite the fact that many of the remarkable studies focuses on ecological effects of invasive insects in the forest ecosystem, there is a still neglected scope that would merit further attention. In conclusion, this paper has clearly indicated that invasive or non-native insects have the potential to affect agricultural ecosystems and wild ecosystems in areas outside their native range through several mechanisms. Several examples have shown that invasive insects affect growing plants and wild animals in the ecosystems. As it has been established in this paper, non-native insects can impact biodiversity through direct interactions such as herbivore feeding on native plantations. The other effect is a predator or a parasitoid attack on native wild or host. Moreover, there invasive insects hybridize with native species. It is also established that invasive insects may affect communities and plant populations of native herbivores through competing for the same resources. In addition, this paper has established that invasive insects can affect vegetation and wild ecosystems indirectly. This can occur through cascading effects or other mechanisms such as carrying diseases, competing for space and food as well as sharing natural enemies with native ecosystems species. Moreover, it has been established in this paper that ecological effect by invasive insects can happen at different levels of biological organizations such as genetic impact- effects on populations, communities or individuals of species. The invasive insects effect on the processes of ecosystems in both agriculture and wild animals. Finally, invasive alien insects have been considered to be one of the most significant threats to biodiversity across the globe. In fact, invasive insects are seen top threaten many native ecosystems by consuming, competing and displacing them. However, a number of governments are investing huge amount of dollars to attempt to find solution to already devastating and devouring small animal that is destroying millions of vegetations and wild worldwide. References Bildfell R. J., Mertins J. W., Mortensen J. A. and Cottam D. F. 2004: Hair-loss syndrome in black-tailed deer of the Pacific Northwest. J. Wildlife Dis., 40: 670-681. Boettner G. H., Elkinton J. S. and Boettner C. J. 2000. Effects of a biological control introduction on three non-target native species of saturniid moth. Conserv. Biol. 14: 1798-1806 Brasier C. M. 2000. Intercontinental Spread and Continuing Evolution of the Dutch Elm Research Pathogens. Kluwer Academic Publishers, Boston, USA, pp. 61-72. Evans E. 2004. Habitat displacement of North American ladybirds by an introduced species. Ecology, 85:637-647. Fowler, S. V., 2004. Biological control of an exotic scale. Orthezia insignis Browne (Homoptera: Ortheziidae), saves the endemic gumwood tree Commidendrum robustum (Roxb.) DC. (Asteraceae) on the Island of St. Helena. Biol. Control, 29: 367-374. Gandhi, K.J.K., and Herms, D.A. 2010. Direct and indirect effects of alien insect herbivores on ecological processes and interactions in forests of eastern North America. Biological Invasions 12: 389-405. Gale, G.A., DeCecco, J.A., Marshall, M.R., McClain, W.R., and Cooper, R.J. 2001. Effects of gypsy moth defoliation on forest birds: an assessment using breeding bird census data. Journal of Field Ornithology 72: 291-304. Invasive Species Specialist Group. 2009. Global invasive species database. Online: www.issg.org/database. accessed on 28th Dec 2016. Levine J.M, Vila` M, DAntonio C. M, Dukes JS, Grigulis K, Lavorel S., 2003. Mechanisms underlying the impact of exotic plant invasions. Proc R Soc Lond B Biol Sci 270:775-781 Long J. L 2003. Introduced mammals of the world. Their history distribution and influence. CABI, Wallingford. Lovett, G.M., Canham, C.D., Arthur, M.A., Weathers, K.C., and Fitzhugh, R.D. 2006. Forest ecosystem responses to exotic pests and pathogens in eastern North America. BioScience 56: 395-405. Lapointe D. A., Goff M. L. Atkinson C. T. 2005 Comparative susceptibility of introduced forest-dwelling mosquitoes in Hawaii to avian malaria, Plasmodium relictum. J. Parasit., 91: 843-849. Mallet. J., 2005. Hybridization as an invasion of the genome. Trends Ecol Evol 20:229-237 NRC., 2002. Predicting invasions of nonindigenous plants and plant pests. National Academy Press, Washington Orwig D. A. Foster D. R., 1998. Forest response to the introduced hemlock woolly adelgid in southern New England, USA. J. Torrey Bot. Soc., 125: 60-73. Parker, I.M., Simberloff, D., Lonsdale, W.M., Goodell, K., Wonham, M., Karieva, P.M., Williamson, M.H., Von Holle, B., Moyle, P.B., Byers, J.E., and Goldwasser, L. 1999. Impact: toward a framework for understanding the ecological effects of invaders. Biological Invasions 1:3-19. Schowalter, C.R., and Whitmore, R.C. 2002. The effect of gypsy moth defoliation on cavity-nesting bird communities. Forest Science 48: 273-281. Wild Screen Arkive, 2001. UK invasive species. Online: http://www.arkive.org/uk-invasive-species/ Accessed on 27th Dec 2016. White, E.M., Wilson, J.C., and Clarke, A.R. 2006. Biotic indirect effects: a neglected concept in invasion biology. Diversity and Distributions 12: 443-455.

Scepticism Inc :: essays research papers

Edgar Malroy would be considered a hero to readers of Scepticism Inc. Edgar literally took money from the rich churches and gave to the poor. This Robin Hood image brings Edgar to the spotlight as a champion of sorts and the reader ends up rooting for him throughout the story. The means by which Edgar took the money was, on the surface, legitimate. However, the bet could never be won and the emotions of the betters influenced their decision-making abilities. Can a person taking a wager, in good conscience, accept this bet when no definitive outcome can be reached? Is it allowable for Edgar to take this money, knowing that it could never be won back, and then use it for good purposes? The churches that are placing the bets appear to be the foolish victims. The reader does not necessarily feel sorry for them though. Through our own experiences, the churches take tithing from its congregation supposedly to support the routine maintenance of the building, pay the salaries of the office staff, and support the meager lifestyle of the priest, reverend, father or head-guy-in-charge. Most Congregationalist do not ask where the excess goes, they do not have to ask, announcements are made weekly about the church’s good deeds and how they were able to feed and clothe the needy. Yet, these religious bodies are some of the wealthiest institutions in the world. Third world countries are thought to have the highest percentages of believers, and in the story they are. These people are also among the world’s poorest and uneducated. These masses of struggling people weekly buy the lotto ticket that the church is selling. This lotto, salvation and heaven, can not ever be won, nor can the jackpot be proven to exist. Nor can the church prove that they are authorized lotto ticket distributors. They rely on the emotions and acceptance of their followers, and routinely ask them to give money to support their cause. They are taxing the poor and becoming more wealthy and powerful because of it. They even ask their Congregationalists to give them more money in order to place higher bets. Both Edgar and the religions of the world would fall under the same criticism from Clifford. Although the churches are giving their money to Edgar in proof of their unverifiable beliefs, and the churches sell redemption to their parishioners by convincing them that it is advantageous to give their money to the church.

The War Of Religion And Science Due To Their Similarities And Diff :: essays research papers fc

  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The â€Å"War† of Religion and Science Due to Their Similarities and Differences Samantha Pavlakos Ms. Smith Period 6 English Term Paper March 13, 2000 Outline Thesis: In the book Phantoms, Dean Koontz relates the â€Å"war† between religion and science through the defeat of a supernatural being. I. Religion   Ã‚  Ã‚  Ã‚  Ã‚  A. Similarities to science from the theological view   Ã‚  Ã‚  Ã‚  Ã‚  B. Differences to science from the theological view   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  1. Why they are different from the theological   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   view   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  2. How to overcome there differences from a   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   theological view II. Science   Ã‚  Ã‚  Ã‚  Ã‚  A. Similarities to religion from a scientific view   Ã‚  Ã‚  Ã‚  Ã‚  B. Differences to religion from a scientific view   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  1. Why they are different from a scientific view   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  2. How to overcome these differences from a   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   scientific view III. Supernatural   Ã‚  Ã‚  Ã‚  Ã‚  A. World view of the supernatural   Ã‚  Ã‚  Ã‚  Ã‚  B. How the book uses the supernatural to show the â€Å"war† between religion and science.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  For many years, there has been a so-called â€Å"war† between religion and science. religion is a powerful worldview as is science. Many people around the world believe in the existence of both religion and science. Unfortunately, the conflict between the two is partially due to the fact that they are so similar yet so different. Both religion and science expect a person to rely on information that is sometimes unexplainable. In the book , Phantoms, Dean Koontz relates this â€Å"war† between religion and science through the defeat of a supernatural being.   Ã‚  Ã‚  Ã‚  Ã‚  There are many different religions that fill this world. Religion requires a person to believe that some events are unexplainable, and that a person should just believe because God, or some other figure wanted life to be this way (Hall 26). A person is expected to believe without a foundation of reason. This relates to science because theories are reasons that have not yet been proven. A scientist expects for a person to believe a theory because it is a reasonable explanation, even if it is not a proven explanation.   Ã‚  Ã‚  Ã‚  Ã‚  Scientists have been accused of saying that religion is only a belief, and that there is a scientific explanation for everything, but if this is true, how come all things in life cannot be explained (Hall 27)? Hall says, â€Å"Science cannot explain how a man can survive something when it is impossible to survive.† But can religion explain this? According to a theologian, a person who studies religion, there is an explanation. Hall says, â€Å"God has a plan for everyone. It is almost like a outline of life. If you are expected to do something before you died, the nothing will stop you.†   Ã‚  Ã‚  Ã‚  Ã‚   There are also many things in religion that are unexplained. How can a man rise from the dead?

How Dole Could Have Used The Issues To His Advantage :: essays research papers

How Dole Could Have Used The Issues To His Advantage In a more or less conservative country, the more or less conservative candidate, Bob Dole, should have been a lock for the presidency; the only problem was President Clinton. Clinton had moved rightward positioning himself between Newt Gingrich's zealous revolutionaries on the right and liberal democratic barons on the left. Clinton's speeches started sounding like a Republican was giving them. Bob Dole had followed the Nixon ideology of going "starboard" in the primaries and coming back to the center in the general election. The only question was whether Dole had gone too far right and would not be able to recover in time. With Clinton's move to the right and his advantage of incumbency, Bob Dole would have to present some exciting new ideas to win over the American people. Throughout the history of presidential elections, there have been a few issues that always appear: abortion, crime and the economy. The position taken by candidates on these issues could make or break their campaign. The first of these issues, abortion, has been a hotbed of controversy. The pro-life versus the pro-choice groups. Throughout his political career, President Clinton has been adamant on supporting a women's right to choose. Clinton stands firm on the fact that abortions should be "safe, legal and rare" without many unnecessary restrictions. To further show his hard stance on abortion, Clinton vetoed a bill in April that would have banned a rarely used procedure termed "partial birth abortions." President Clinton defended his decision, calling it justifiable in extreme situations, such as cases of rape, incest and to save the life of the mother. Unlike Bosnia and gays in the military, Clinton has not wavered on this issue. Bob Dole on the other hand has taken just the opposite stance on abortion. Dole opposed the 1973 Roe v. Wade decision that legalized abortion. In 1983 he voted for a constitutional amendment to overturn this settlement but has since softened his stand and supported an amendment to restrict abortion except in cases of rape, incest and if the life of the mother is in danger. Dole, not surprisingly, supported a ban on "partial birth abortions" and has condemned President Clinton for vetoing it, saying, "A partial birth abortion blurs the line between abortion and infanticide, and crosses an ethical and legal line we must never cross." Dole's position could pose a potential obstacle to the presidency. His stance is responsible for his huge gender gap. Women perceive Dole as rigid and insensitive to their needs. What Dole must do is stick to his guns but reassure

Hathaway’s Poetry Essay

William Hathaway is a combat war veteran who has written many novels regarding war and men (Rommel). He usually takes mature and intimate subjects and topics. However, one of his poems entitled â€Å"Oh, Oh† catches none of these ideas. This is what makes the poem different. Instead of the usual subjects, Hathaway tackles a very childlike mirth in this poem. Although the use of words is quite complex and thought-provoking, the poem speaks of the young love blooming in the midst of a created world. This passionate poem with its rich imagery is an elegant example of two figures of speech, namely, irony and onomatopoeia. The imagery constructed by Hathaway in the poem is evident in many of the descriptions he has used. In the poem, through the use of diction and tone, the poet expresses the loving emotion that he feels towards his girl. He tries to take hold of the precious moment where he and his girl are alone in a field of grass. Furthermore, images of their dreams are also illustrated vividly. This was done by the use of the train and the railroad. As the train nears them, the dream of him being president fills the moment. The connection between the man and the girl is also established by the girl’s agreement to the dream, even adding, â€Å"and me first lady† (Hathaway 574). The relationship thus exhibited by the pair seems to deepen more as the passing train travels farther. Another very good method of enriching the imagery of the poem is actually evident on the poem’s title. Analyzing the title, it gives an impression of a calm and yet emotional air during the moment. Although the passing train is somewhat fast and the moment is short-lived, the poet effectively slows down the ticking of the clock due to the way he uses words that linger into the reader’s mind. For this reason, the author paints a nice image of the scene. One of the tools that made the poem’s imagery successfully depicted is the author’s use of different figures of speech. One of them is the onomatopoeia which is very obvious in most of the lines. In the first place, onomatopoeia is a figure of speech where imitation of natural sounds by words is employed (Microsoft Encarta). As can be seen from the title, the poem is seemingly full of onomatopoeic words. One such instance is the line, â€Å"moocows chomping daisies† (Hathaway 574). The animals were described by the use of the sounds they make, thus, creating a more vivid image as if the reader hears the natural sounds at that moment himself. Another such example is exhibited by â€Å"the choo-choos light† where the poet tries to let the reader hear the coming of the train with that sound characteristic of the train (Hathaway 574). As can be observed, although the poet did not really used the word train, it was already understood as such. What makes it different is that it gives a childlike touch to the poem. This effort is a good way of implying that the lovers are in their youthful years. The overall effect of the deliberate use of onomatopoeic verses thus gives the youthful spring to the poem. Besides the use of onomatopoeia, the author also uses the figure of speech known as irony. In this type, also known as paradox, the author tries to articulate contradicting ideas to drive a point or portray different images (Microsoft Encarta). Interestingly, the author does not actually use irony literally. Instead, the kind of irony used in the poem is that of situational irony, that means, there are two images that are depicted which complementarily contrast each other. This can be clearly explained by looking at the two circumstances that are represented in the poem. The first of the two images is that of nature. As can be seen from the opening verses of the poem, the author narrates the image of nature in grassland. He even tried to include grazing animals in his narration. Thus, the image is rendered as a natural environment where the living creatures such as â€Å"the moocows chomping daises† and the â€Å"grass stems† are thriving (Hathaway 574). On the other hand, the other image is that of the created world. This man-made image includes that of the rail road, the train and even those â€Å"Hells Angels† mentioned in the poem (Hathaway 574). All these things are created in the mechanical world of man, thus setting an unnatural environment. This mechanical image is the opposite image of the natural surrounding describe earlier. Therefore, such mechanical image and natural surrounding is a utilization of irony. What makes it more interesting is that the young couple seems to bridge these two images. The â€Å"arm waves to us from the black window† is a connection between these two contrasting images (Hathaway 574). The use of figures of speech in the poem makes its richer literary content. It gives an impression that the author played with appropriate words to create a youthful touch to the whole piece. The thing that sets the poem apart is its stillness in the midst of a fast-passing moment. The imagery was a masterpiece mainly contributed by the use of two figures of speech, specifically, onomatopoeia and irony. Using these classic tools of poetry, the author creates a poem full of emotion and passion.