Garbage

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Garbage

The citizens of Edmonds Street oppose the city councils proposal to convert the vacant land at the corner of Edmonds and Leigh streets to a city landfill because of the pollution, financial issues, health, safety, wildlife, and our precious community pride.

First of all we need to address the issue of pollution. Pollution is causing us to lose the finer things in life. Air pollution will increase due to the trucks and machinery. Methane gas and carbon monoxide will be very toxic to our lungs. Who wants to walk outside to the smell of fumes in an otherwise nice neighborhood? Water pollution can also be a problem due to the garbage dump. The rain water will create runoff that will seep the hazardous materials into the very water we drink. This can create all types of health problems. The run off from the rain water will also destroy our nice green lawns which will create a whole new problem called land pollution. The hazardous materials will ruin the quality of our soil so that nothing will grow. The dispersal of trash will clutter the streets in high wind and rain storms. The air will be filled with the sounds of noise pollution. Our ears will be in pain from the unpleasant sounds of big trucks and heavy duty machines. Why would we want to bring about all of this mess upon ourselves for no worth while cause?

I would like to propose another serious problem by the creation of the trash dump and that is serious financial issues. The tax base will soar. We the people will be forced to pay for the up keep of the roads were not built to endure such weight and harsh conditions produced by the huge dump trucks. The maintenance of the landfill and the pay of its workers will come straight out of our pockets. We will be hurt from the decrease in property values. Who would want to be near a smelly trash dump?

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Health and safety is another top priority we should consider. Our precious children will face danger. They can endure infectious diseases that could be life threating and also face possible injury from sharp objects that have been thrown away. The flow of traffic along our little streets will rise. This problem will bring about all sorts of new dangers to pedestrians and our pets. Time after time again we have seen our furry friends die because a big truck has accidentally ran over them. Hazardous materials can affect our well being. The groundwater could be contaminated and end up in our drinking water. There is nothing good that can come from the increased chemical fumes in the air. This will help aid in the rise of allergies and asthma which means more doctor trips. The drug addicts will have a new home looking for needles and this will create a feeling of an unsafe environment.

Our wildlife can threat if the land is taken over by trash. Scavengers will be on the rise in our area. The rats, mosquitoes, flies, bees, and roaches are pest that endanger our living conditions. We won't be able to have a back yard picnic with out being swarmed. The beautiful existing wildlife like deer, rabbits, and squirrels will be scarce due to the harsh living conditions.

The dump will create a huge annoyance to all of the city's citizens. There will be consent noise from the continuous roadwork and trucks. You will have a problem in your departure being postponed due to high traffic volume.

The final issue we need to address is community pride. We will have a loss of recreation. The historical value of the land will be no more. The beautiful scenery of the luscious land will be lost. That part of the city will soon become uninhabited ghost town because no one wants to be near trash.

I pled to the town council to reconsider your position while you still can. Please stop this destruction and keep our town beautiful. The people of the town have spoken and now it is time for you to take action for us.

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Horace Mann

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Why is Horace Mann important?

He is considered the "father of public school" education. He served as Sec. of the Board of Education for Massachusetts. During this time, he wrote reports (1 Annual Reports) that outlined the problems and solutions of education that were implemented throughout the country.

He established schools for teacher training, turning it into a real profession.

He won financial backing for public education. Wages of teachers increased also.

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He established free school district libraries.

Why did people oppose him?

Religious leaders thought that schools should teach their own particular doctrine….Mann believed that schools should teach a universal doctrine of morality, not a specific branch of religion. He was a threat to their way of schooling.

Others didn't believe that it WAS the right of certain types of people (girls, blacks, or the poor). At that time, the rich were basically educating their children at home because they could afford tutors.

People who were already teaching or involved with education did not want to change their ways.

"Where I have found the worst schools I have found the spirit of self-complacency, and even an offensive disinclination to hear of better methods."

"Most teachers have been activated to greater exertions by the account of the best schools abroad. Others are offended at being driven out of the Paradise which their own self-esteem erected for them."

What were his basic beliefs?

--He thought that public education would give everyone a basic moral education which would, in turn, lead to a more civilized public.

--He thought that education would level the playing field for the poor and disadvantaged, increasing their competitiveness in the job market.

--He thought that schools should teach children how to make better decisions about life in general.

--He thought that the government had a responsibility to provide funding for the schools.

--He thought that every person in the country was entitled to attend a free school.

--He believed that it was possible to teach a core set of values that were not limited to one religious view.

He also felt that grown people were too stubborn to change, so he concentrated on the youth.

"Let the next generation be my client."

"Having found the present generation composed of materials almost unmalleable, I am about transferring my efforts to the next. Men are cast-iron, but children are wax."

How does he relate to the theme of "Rights and Responsibilities?"

Mann believed that it is the responsibility of the government to make education available to each and every child, a belief that is still held in the United States today. This is not a world-wide belief, but one that most of the "civilized world" seems to share. Countries vary on exactly what this means and how it is enforced and implemented.

In the U.S., each child is entitled to a free education and we have mandatory attendance laws until the age of 15. It is the right of every child to be able to attend a school with teachers who are qualified to teach. However, many students do not, in fact, receive a basic education. Drop out rates, tardiness, absenteeism, and lack of interest in general are things that the government really cannot control. So, while it may be the responsibility of the government to provide an education, it is ultimately the responsibility of the individual to make good use of the opportunity. While it is the right of each student to receive the education, the desire for education must come from within that individual.

It is interesting to note that despite almost 150 years of educational progress, the home state of Mann (Massachusetts) actually had a lower literacy rate in 10 (1%) than it did in 1850 (8%).

Education today… (from the interviews)

While it is the responsibility of the government to provide education for children, parents and the children themselves must also assume responsibility. Students must come to school ready to learn.

We seem to take this education for granted…not always showing up for school. Instead of it being a right that we will not have denied, we view it as a burden and a chore to go to school.

As for teaching core values Parents seem to have passed off all responsibility for teaching their own children manners and values.

QUOTES used on the board

"Every addition to true knowledge is an addition to human power."

"If a nation expects to be ignorant and free, in a state of civilization, it expects what never was and never will be." --Thomas Jefferson

"Be ashamed to die until you have won some victory for humanity."

"Education , then, beyond all other devices of human origin, is the great equalizer of the conditions of menthe balance-wheel of the social machinery."

"A teacher who is attempting to teach without inspiring the pupil with a desire to learn is hammering on a cold iron."

For mere delving, an ignorant man is but a little better than a swine, whom he so much resembles in his appetites, and surpasses in his power of mischief…"

"Jails and prisons are the complement of schools so many less as you have of the latter, so many more must you have of the former."

"I think integrity is the single most important thing that we can teach our kids. Schools need to teach core values and ethics because the home isn't doing it." (Jarred Cotton, principal)

"Some parents send their kids unprepared to school without jackets, without lunches, etc. They don't teach kids manners, not even 'sorry' or 'excuse me'…It's my job to show them the options they have in life, present them with all the facts and let them draw the conclusions." (Joanna Cotton, teacher)

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Hans Holbein

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v Hans Holbein b.147-154

v Born in Augsburg, Germany. Received his training from his father.

v German painter and designer, one of the greatest portrait painters

v 1514- moved to Basle, he was employed as a designer for printmakers.

v 1514-151- worked with his father designing a home.

v He remained in Basle until 156-during that time he became the leading painter in Basle.

v Earned a major commission decorating the Town Hall with scenes from classical history.

v 15-156- he made is best-known piece in printmaking- a series called the Dance of Death.

v 154- he went to France- gained more knowledge about the Renaissance painting.

v 156- the Reformation left very little work for Holbein- went to England with a letter of introduction to Sir Thomas More.

v 158- Holbein returned to Basle- he worked on the decoration of the Town Hall, but religious and civil conflict left him little subjects to paint

v 15- Holbein returned to England.

v Painted the famous double portrait The French Ambassadors in England.

v After the painting of the French Ambassadors, Holbein was commissioned by Henry VIII. Henry often sent him to paint prospective brides.

v Holbein also began miniature painting while in England.

Second Reading

v Hans Holbein the younger (147-154)

v His father trained him.

v His portraits contained less dramatic subjects, close realism, Italian ideas (monumental composition, bodily structure, and sculpturesque form), exact color, and extreme detail).

v Painted in Basle for Erasmus of Rotterdam.

v Moved to England because of the Reformation- Erasmus of Rotterdale gave Holbein a letter of introduction to Sir Thomas More.

v Painted The French Ambassadors in England- famous double portrait, the only painting signed with his full name.

v The personalities and ideas of the two men are reflected in the objects in the painting.

v Holbein also had subtle allusions to the going ons in the world around him such as the civil conflicts and the Reformation.

v Holbein alluded to death in the painting with the anamorphic skull and the crucifix on one of the two men.

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Understanding the Many Different Interpretations to Two Sonnet.

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In trying to get to the root Shakespeare's sonnets, one literally must go on a ceaseless scavenger hunt, from book to book, article to article and scholar to scholar. Perhaps we the modern critic can be blamed for going way out on limbs making speculations in what others have classified as "over analyzing". Although this is not necessarily the case, one can't help but be confused when each writer takes you on a detour from the one idea unto another. And so this scavenger hunt seems to get no answers as many of the ideas are in fact credible. And so perhaps the best thing to do must be to understand just more than one perspective to be able to come up with ones own. And so the sonnets go from real to deliberately mocking, or just literary fun.

Throughout the 16th century, the Petrarchian sonnet style became the backbone and structure rigorously followed by all British sonneteers. However although this literary form of excess flattery and hyperbole reached its hay-day in the 16th century, it was also a trend that began to wear off by the end of the same century. Essentially, the Petrarchian sonnet is composed "of 1) comparison by simile and or metaphor ) hierarchizing, and ) valuing by a standard."(Vendler, 557), all of whom heterogeneously fuse together to form the Blazon.

The popularity of the blazon during the 16th Century can be credited to have brought an extension of the Medieval styles of courtly love into the Renaissance. The blazon is in essence an excess form of flattery used in wooing the virtuous and unattainable woman, by mode of the sonnet form. From this style a myriad of conventions were formed, that had become all too common and for some even rather boring. The woman, whose eyes went far beyond the luster of the sun, and whose cheeks captured the rosy pigment and soft texture of a single rose petal. This mode of adulating the woman had begun to seem repetitive, foolish, asinine and unreal. It wasn't long till this style would be demoted, and so in writing as early as 150, the satirical Petrarchian sonnet/ anti blazon begins to emerge, amongst whose followers would be William Shakespeare.

There are those whom say that some of Shakespeare's Dark Lady Sonnets can be seen as a direct mockery on the style that has in modern day been termed the "Petrarchian" sonnet. Others claim that he may not have been altogether familiar with Petrarch's sonnets enough to have been able to form a collection of satires parodying him (Weiser, 140). And so it is believed that his sonnets became a mockery more so on the style itself and the literary clich that had been formed amongst his contemporaries. However some will go as far as to argue that no such form of mockery is being employed in the description of his mistress in such sonnets as in 10. While others will attack him for misogyny and even harassment (Burnham,4 ), some will go as far as to say that his approach was merely one aiming for a less floral, and made up sonnet, in attempts at creating something real. All arguments can be seen a feasible, each with an extensive amount of facts and speculations to back them up. But there is no concrete evidence to prove any of this true or untrue.

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However from whatever perspective we choose to view the sonnets, and from what ever speculation we choose to include in our interpretations, the fact remains that there are still many similarities between the Shakespearean and Petrarchian sonnet. Of course they are both sonnets and so they both adhere to the fourteen line rule, but there use of metaphor although used differently adheres to some of the same rules. In sonnet 10 his use is similar although it has achieved a different affect. There is the obvious comparison between the lady and an object which in a sense transcends her into a being of perfection and or a deity. Shakespeare does the same thing while in a sense bring the female figure down to earth. They both use the formula described above by Helen Vendler. However, although there is a likeness between the two it seems fitting to describe sonnet 10 within the context of all of the plausible situations described above.

Perhaps amongst the most popular speculation would be that Shakespeare was aware of the so called "Petrarchian" format; however that he chose to parody some of his contemporaries. If so "The Dark Lady" sonnets can be considered the perfect antiblazon. Sonnet 10 can be and has been seen as the most directly satirical sonnet in relation to the Petrarchian sonnet, mocking the most obvious forms of convention. However if we are to concentrate on a more direct form of mockery we can see the similarities existing between William Shakespeare's sonnet 10 and Thomas Watson's sonnet 7. Katherine Wilson points this out in pages 8-85 of her book Shakespeare's Sugared Sonnets. Line two in Shakespeare sonnet 10 one states "Coral is far more red than her lips' red;" which we can see as referring to the absence of color found in Watson's sonnet 7 line 11 "Her lips more red than any Corall stone." There are few other similarities, in which Shakespeare's lines to be an exact mockery on Watson's lines. Watson described his lover's cheeks as being lily-like as well as like roses, which in line 5 of Shakespeare sonnet appears as the opposite. However many of the lines which bare no correlation to Watson's sonnet's can be found in the Sonnet 48 of Barnabe Barnes in which he speaks of the female's "hairs no grace of golden wires want" and her eyes as the "heaven's bright sun." both lines of witch Shakespeare mocks in his poem (Wilson, 85).

Traces of these same conventions, (perfumed breath, a golden tressed beauty, with roses for cheeks) can be seen in many other writers of the time, among them Spencer. Even traces of Spencer and Sydney are said to be found in the poem, by those whom believe these sonnets to be made up. Shakespeare was not the first to speak of a dark woman. Sydney is said to have been amongst the first very popular sonneteers to compose a sonnet about a brown eyed beauty. And although the woman wasn't of dark complexion similar to Shakespeare's this is still from were this sense dark and morally dark woman, emerge in sonnets. Sidney develops several conceits on the color of Astrophil and Stella in sonnets 7 and .

However in Poem 11 Shakespeare still takes his poem yet again one step farther.

Her blackness here refers to the conventional tyranny of the loved on who enslaves and torments her lover by her beauty. "This is confirmed in 11, where the lady's eyes are said to have put on black in pity because they know that her heart torments the poet with disdain" (Wait, 114). However this is a play on the traditions of courtly loves. The very thought of the tyrannous lovely woman derives from the rules of courtly love courting. The woman's beauty is both internal and external and so in preserving her chastity and virtue, she must not give into her lover. This is true also in Spencer's Amoretti of whom Paul Innes also has makes the claim Shakespeare may have been in a overall borrowing if not entirely mocking Spencer. In a sense that can also be seen as plausible. In sonnet 11 Shakespeare tells her in a sense, why are you treating me so tyrannously you act as if you were beautiful or something, as if you had the right to do so. He can be seen in the above lines as making fun of his mistress, and yet he may just be poking fun at the rules that previous sonneteers had "over"-used.

Shakespeare once again can be seen as mocking his lover. The word groan in lines 5 and 10 have been understood to have double meanings. Although groan is initially thought of has having meant a groan of despair, cried out to his unattainable and beautiful tyrannous lover, when Shakespeare finally does groan in line 10 it can also be thought as a groan on her ugliness.

However if we are to take the mockery out of these sonnets and read them in the perspectives of both Helen Vendler and Kenneth Muir, both sonnet 10 and 11 begin to take on a new meaning. Sonnet 10 is still a mock blazon, however he is not necessarily saying anything negative about his lover, the word reek for in stance, Muir defends that fact that in the sixteenth century the word reek did not necessarily mean what we associated it with today, it merely meant a smell. In saying that his mistress eyes are nothing like the sun, he is not in a sense mocking her, they are dark and not bright, so is this necessarily insulting? In line 11, and 1 they defend that she is not necessarily less than a god, however deities are control-freak whom are not at all time accessible to the flesh, however in making her more earthy, he unlike the courtly lover can attain his woman. Perhaps this may not be thought of as a compliment, that's for sure but can we discredit the fact that they from this perspective they are not particularly disturbing either, they nearly seem to be turning the sonnet into something real.

In a reading of sonnet 11 by both Helen Vendler and Paul Innes they have found perhaps that same need to turn it into something real. Both have noted that in sonnet 11 "Shakespeare's language is legalistic, similar to the language of the court room, with words such as swear appearing twice in both lines 8 and , linking the second and third quatrains; false occurs in line ; witness' appears in line 11 and line 1 has the word judgments" (185, Innes). Here we can see the way her tyranny is taken a step further, now this love becomes in a sense legalistic, and the oaths become far more than compassion to idle object, but legal oaths. In paying close attention to this, one can see a more realistic approach at swearing, or begging to a lover, these oaths go beyond mere hyperbole in this sonnet and into something legally binding the speaker.

Lastly there are those who have tried to make historical sense out of Shakespeare's sonnets. Many scholars have rearranged the order of the sonnets to attempt to make sense out of the "love triangle." However amongst these dying scholars in search of the truth, on goes as far as accrediting himself with having found the infamous dark lady stating that perhaps a Mrs. Aemilia Layner may have been Shakespeare illustrious "dark lady", an argument which has been developed by A.L. Rowse as far back now as 178. He claims that the infamous dark lady was indeed an "olive-skinned, dark-dark haired, Italian Jew" (qtd. Journal of Medieval and Early Modern Studies p77v7).

And so we can see the way just two sonnets can become a thing of thousands of debates and endless scrutiny. From every angle of the poetry different scholars find different things. And so who is to say which one is correct, which one to believe and follow or which one not to believe, when all the information out there for the readers is similar to reading the book of the book of the courtier is just throws you around from one direction to the next, never getting at any concrete answers.

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

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What realy matters

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What Friendship Really is…

It's a hot day at St. Andrews. Victoria is really tired, she is waiting anxiously to go home and have a nap, but two long periods of English were waiting for her. Although she wants to sleep. Her English teacher has this really loud voice that makes the class interesting and impossible to at least try to do nothing. The topic of the class is argumentative essays. Mr. Mc Dowell gives an idea to each student Victoria has to argument "What really matters". Finally the day at school finishes and Victoria can go home to have tea, and a really long nap.

At 700pm she wakes up with no intention of starting her homework. She was really intelligent but very lazy. After a reasonable long time of being around. Vic sits down and starts writing.

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She wrights, "whatever could really matter, although in my opinion to have a good time and a lot of friends is what really matters. This is because these two items make life to be more interesting and enjoyable. Would you imagine a life without parties, friends to talk to and go to sleep on Friday's nights it would be really boring. I don't mean that to go to parties is what really matters, what I mean is that, that is my way of enjoying life. Other people can enjoy life, doing sports or playing the piano. I think that, friend are part of everybody's life. They are a member of your family and therefore of all the days that you live.

What is it to enjoy life? There are many way's of doing it. And everyone has a different way of having fun. This is because we are all different. Some people like to do sports like hockey and Rugby for example. Others like to play instruments. Although what I really enjoy is to go to parties, this is because I like to dance and hear music, but over all those things I go to dance with my friends, and they are the ones that make the night interesting, It wouldn't be the same to go to a party with out friend because you can't share feelings and happy moments.

As I said before life wouldn't have a purpose without friends. I mentioned this several times during my easy, but it is the point I want to analyse and underline.

Friends are always there you can count on them as they can count on you. They accept you the way you are, she or he admires you, they forgive you no matter what your mistake was, they help you always, and keeps you near his heart. They love you the way you are and don't need you to change to be with them. Friend never judge you and always offers you help. They say nice things about you, he or she understands you when nobody dose, as well as they explain to you things that you don't understand.

As a conclusion, to have a good time and lots of friends is what really matters because both of them make up an interesting and healthy life."

When Victoria finished she had supper, and when to sleep.

The day after at 715 sharp Vic wakes up to go to school, the first period is English, were Victoria, proud of her work hands in. After reading Julius Cesar, she goes to break and chat to her friends. Meanwhile, Mr. Mc Dowell is correcting her work, and while he reads it he is amassed of the things that Victoria wrote about friendship, he also reflects her while he is reading it. He notice that that is what Victoria really thinks, and that is the same why that she acts between her friends, she is always helping and in an being friendly.

On Friday when Victoria when to English, she took a surprise when Mr. Mc Dowell handed in the essay, he told her that it was excellent that he was very proud of her and of her why of thinking. At the same time he tells her that he wants to make a poster with the basic items of the easy, because what Vic had written was what Friendship should be.

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

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Andrew Carnegie and the Gospel of Wealth

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Dana Cook

1-1-0

History 04

"Business Practices to Think About"

Help with essay on Andrew Carnegie and the Gospel of Wealth

Paper #1

Word Total 44

After watching the film, "Andrew Carnegie and the Gospel of Wealth," I realized the variety of work ethics this film portrayed. Although many practices seemed obviously harsh and rude, other practices seemed so thoughtful that you often caught yourself wondering if the actor was really as bad as he seemed or if he had a morally correct motive for his actions in the film.

At the beginning of the film we find out that two of the characters, Henry Clay Frick, and Andrew Carnegie have a law suit against one another. The film goes on to reveal just a little background about each character. We find that Charles Schwab tends to lie in order to get his way in life as well as in the working field. Andrew Carnegie, probably the most important character is a man of 61 who desires to destroy his competitor, J.P. Morgan's business. All of these people react in this film in ways that displays both positive and negative practices of work ethics.

Andrew Carnegie, as mentioned earlier, is a 61 year old man who is ready to make the biggest gamble of his life. He likes monopoly and desires to build a big, extravagant company that will take over the smaller ones, shutting these smaller businesses down. This is when you really begin to think about whether this is good or bad. Well, naturally, this is good for Carnegie who already has so much money that he gives it away to others. However, perhaps Carnegie wasn't thinking about the little man who relies solely on his small business just to get by from day to day and provide food for his wife and kids. This is one negative practice of values and work ethics.

Another negative practice is displayed when one of the characters reveals his belief that "the majority of money belongs to only a certain group of people." This is a very heartless statement. Everyone deserves money, especially enough to provide the necessities for a family as well as enough to survive through any emergency that may take place. I totally disagreed with this statement. It definitely came from a man who never had to worry about how he was going to feed his family or feed himself. Perhaps it would mean more if he were allowed to live this way for a short while in order to change his opinion.

Because of Carnegie's philosophy that "the man that dies rich dies disgraced," he gave his money away. Well, is this good or bad? It can seem both in sort of a sense. If he gives the money to the right people who don't have anything then perhaps we could view this as being a positive act of work ethics. However, what about his workers who didn't seem to have so much? Why not just raise their salary and give them the money he could give away. Carnegie often was caught throughout the film, exploiting his workers. With this being a negative practice, he could have possibly given them more money just to put up with him and his attitude.

However, because of Carnegie's belief about giving his money away, a positive practice did come out of this. This action made steel cheaper, therefore, allowing more building to be built as well as more skyscrapers making the business world grow as well making the cities grow in number of people and trade. This idea benefits a variety of areas within cities and home within that that city. Steel was used to make various items in the working world. Therefore, with the price of it being so cheap, many items were made and sold for cheaper than they were before making them more affordable.

Charles Schwab was Carnegie's business partner, much like a messenger or secretary. Schwab, as mentioned earlier, lies to get his way. So, at one point in the film, he invites J.P. Morgan to a dinner and does so without asking the permission of Carnegie first. He acts in this fashion because he strongly desires for Morgan to buy out Carnegie rather than Carnegie buy out J.P. Morgan's business. Schwab also met with Morgan in order to plan the steel industry, once again without Carnegie's permission. Schwab spoke against everything Carnegie stood for making his role in the film to seem much like that of a back-stabbing worker in the labor field. He was not only a liar to Carnegie but also to Morgan. Schwab also lied to Morgan about Carnegie breaking ground for his new business in order to get Morgan nervous so that he would quickly buy Carnegie out. This was, once again, a prime example of bad work ethics.

At the end of the film, Morgan buys out Carnegie's business costing him $1.5 million. This seems to be the end but it isn't. Carnegie really ripped Morgan off since he only paid $500,000 for the business himself. He charged Morgan three times the amount that it originally was and Morgan would have paid more if it had been asked. However, Morgan definitely gets repaid afterwards when he starts the first $1 billion industry. Therefore, he benefits from Carnegie's selfish ways.

Overall, this film displays both questionable positive and negative practices of values, beliefs and work ethics. I strongly think that the negative actions in this film outweigh the good, making it somewhat scary to have to deal with the business and advertisement industry. In this film, the idea that the actors are worrying only about themselves makes them seem very self-centered. I feel that sometimes, worrying and thinking about others rather than yourself, will benefit you more in the long run.

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Gorse

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Gorse (Ulex europaeus) is a native of Western Europe. It was first introduced as a hedging plant but has now become one of New Zealand¡¦s major economic plant pests, and one of the most costly to control.

Gorse can form dense thickets that restrict grazing and if left uncontrolled will totally suppress pastoral crops. The spiny stems become imbedded in sheep¡¦s wool lowering its value. Gorse also provides habitat for animal pests and presents a fire hazard.

Although gorse is a plant pest, it is also a nitrogen fixer (improving the condition of the soil), a suitable nursery crop for native vegetation and provides a food source for honey bees.

Seven biological control agents have been released to attack gorse. Two feed on seeds (gorse seed weevil and gorse pod moth) and five on foliage (gorse spider mite, gorse thrips, gorse soft shoot moth, gorse hard shoot moth, and gorse colonial hard shoot moth).

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New Zealand is the first county to use most of these agents, so it is two early to know what collective impact the seven agents will have on gorse. In addition, fusarium blight, a naturally occurring fungus, is being developed as a mycoherbicide.

Gorse is an exotic invader from Europe, originally introduced as an ornamental. It is a spiny evergreen shrub in the pea family and is dense and stiff, forming impenetrable thickets. Its erect angular stems have spreading branches ending in thorns. Green leaves take the form of branching spines. Flowers are yellow and shaped like pea-blossoms, clustered near the ends of the branches. They are solitary or with two to three grouped in axils of spines on the preceding years growth. Fruit pods (legumes) resemble pea pods that burst expelling seeds. Roots are very extensive, with woody crowns and nitrogen fixing nodules. Gorse resembles Scotch broom.

Vigorous stands grow outward, crowding out all other vegetation. It forms a center of dry dead vegetation. This, in combination with the oil content of the plant, presents a major fire hazard. In 16 the town of Bandon, Oregon, was burned to the ground; 14 people died and only 16 buildings remained unburned. The disaster was fueled by extensive infestations of gorse.

Please note that this sample paper on gorse is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on gorse, we are here to assist you. Your cheap custom college papers

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