Spatial patterns in Okinawa Essay Example | Topics and Well Written Essays - 1750 words

Spatial patterns in Okinawa - Essay Example Okinawa was originally occupied by the Archipelagos who used to make the region prosperous in trade during the fourteenth and sixteenth century, this is because, and it was used as an avenue for exchange between Japan and the South Eastern Asia. Okinawa island has been put into consideration by the Japanese government whereby, we find that the region is to be put under a high Administrative Management, where various principles are to be applied these include the self-reliance principle, through which the people are given an opportunity to collaborate both nationally and internationally in the development of the Okinawa Island. There are also plans to allow the industrial growth through the enhancement of employment opportunities for the people, health care provision to the people and the discovery of high-quality technological advancement and the new ways of managing human resources that will always contribute in the economic growth of the region. The island is located between the Kyusyu and Taiwan, including the major cities of Asia such as Taipei, Shanghai, Hong Kong, Seoul, Manila and Tokyo that are said to be occupying part of the Okinawa Island. The island population had engaged in exclusive cultural activities such as textiles, arts and customs performance and potteries which basically contributed in the overseas trade. The geographical composition of this island include; the coral rocks, through which the rain water filter through and creating many caves on the island, this caves are said to have played a major role in the war of Okinawa where most people were using them as there areas for hiding from their enemies.

Education and Poverty Essay Example for Free

Education and Poverty Essay How College Admissions Favor Wealthy Students Over Underprivileged Minorities The growing debate over whether college admissions are partial by overstressing standardized tests and GPA has become a very controversial topic in the realm of education. Numerous students argue that the admission process is unfair in placing a greater emphasis on certain stressed requirements, such as the ACT/SAT, while neglecting to examine the whole applicant. Those who argue against the admission policy believe that each student in the United States comes from a very diverse background, and each application should be looked into with intricacy, rather than regarding just their requirements. Although those requirements are generally what the admission people look for in what they perceive as a quality student, those who argue against it feel that it is best not to overlook a student who overcame tremendous adversity, but just may have needed a point or two to get admitted. The central argument against college admissions has to do with whether challenging life conditions outside of school, for a student who is economically disadvantaged, should be weighted more than the slightly higher grade of a student with a different socioeconomic background in college admissions. In some cases, high school students must work full-time in order to support their families. If a college had to choose between a student who did not need to support his or her family and got a 33 on his or her ACT, and another student with a 29 on their ACT who worked almost full-time to support a family, which would be more likely to get accepted into an Ivy League college if both students had the same 4.0 GPA, classes, and amount of important clubs, etc.? Odds are, the one with the higher ACT will get selected, and those who debate the issue feel that this is where it becomes inequitable. Students argue that working over thirty hours per week while taking the same challenging classes classes shows better work ethic than a student who has an extra thirty hours a week to study. There are a variety of refugees and immigrants who fled their homelands because of jobs, famines, wars, or particular life threatening circumstances, with very  little resources to bring with them. For this reason, it is very difficult for them to absorb the opportunities that well-settled students have. This includes private schooling, tutors, standardized test practices, etc. This gives domestic affluent students a better chance to succeed, due to better overall educational opportunities. The education at a private school is superior to that of a public school because of higher set standards and a very well disciplined system. In Teaching With Poverty In Mind, author Eric Jensen exemplifies a chart indicating that family income correlates significantly with children’s academic success (10). For poor students, a negative correlation is drawn with absenteeism, the factor that most closely relates to dropout rate. For tests like the ACT and SAT, deprived minorities are at the disadvantage because English would be their second language. Some think that most colleges overlook several variables that determine a student’s mental capacity. That is why some educators debate that their needs to be more of a holistic approach because sometimes, a certain factor can stunt a student success, when they may have the abilities to become the next Einstein. The economic value of a particular place or education is how willing a family is to relocate to provide their childr en with higher education potential; this can be measured by the pricing of housing. Majority of migrant families do not have the ability to relocate and provide better education for their children, meaning that they have to accept being in poverty and not having a strong educational background (Paleso 3). The SAT has frequently been criticized for providing a cultural advantage for â€Å"wealthy whites.† In the website article, â€Å"SAT Racial Bias Proves Standardized Tests Are Geared Toward White Students,† Haleigh Collins states that tests like the ACT and SAT have been blamed for widening the achievement gap between whites and minorities. While the math section is objective, the critical reading section and writing section describe topics associated mostly with the white demographic. Often the passages are about subjects that white, upper class students are more exposed to. The verbal section favors white students by using language with which they are more familiar than non-white students. Collins also mentions that for 23 years Roy Freedle, a psyc hologist who works with ETS (the nonprofit â€Å"Educational Testing Service† that develops, administers, and scores standardized tests), has been working to prove that these emphasized ACT and SAT tests give  whites an unfair advantage. His studies show that minority scores significantly lag when compared to whites of equal economic status. As mentioned above, wealthier test takers benefit from being able to afford tutors that cost up to hundreds of dollars an hour to private college counselors; students with means and access to additional help can often bring their scores up significantly. For example, several students see a great increase in their scores after practicing these tests and taking them over and over. Just through coaching and exposure to the tests, they start seeing trends, which enable them to do a lot better. Students who can’t afford or don’t have access to this are at a huge disadvantage. Unfortunately, situations such as this occur often. John Overton High School student Amad Amedy, a full time worker and athlete with an ACT composite score of 29 and a 3.9 GPA, stated that he felt college admissions are crooked. He believed that a underprivileged student who works full time and is more active in after-school clubs and sports should be weighted equally, if not higher, than a student who has just decided to focus and do well in school only, especially if they are not that much more accomplished than the working, social student. He discussed that sometimes students get home late from work and do not have time to study because they need to sleep in order to wake up and take an important test in the morning. Amedy concluded by saying that a well-rounded student will use his extensive knowledge of various trades that he picked up from experience to get further than someone who just stays at home and studies, and that the social and vocational skills earned by working and engaging in extracurricular activities are as valuable as the intellect gained from studying textbooks and researching academic journals. Another John Overton High School student, Benjamin Demonbreun, who is an unemployed student, salutatorian, and National Merit Semifinalist, with a 33 composite on the ACT and a GPA of 4.0, strongly disagreed with Amedy. Ben believed that the standard requirements were a good way to determine who should be accepted into prestigious universities. He argued that students such as himself worked extremely hard, da y in and day out, in what they have needed to do, which is get exceptional grades. Alongside Benjamin, students contest that although they may have had a slightly greater advantage, it does not mean that students such as Amedy have worked harder than them or deserve it more, solely because they do a  few things outside of school. Ben discussed that he has never needed to support a family; school has always been his priority. He believes that emphasis on standardized tests and GPA should not be dismissed by any means because they are a huge determining factor for work ethic, knowledge, and college readiness. In Teaching With Poverty In Mind, Jensen illustrates a few action steps such as more empathy towards the life of a migrant student (11). This better understanding may allow for a more lax curriculum that allows the student some wiggle room. Such steps are seen in MNPS with a new grading policy allowing retakes until students achieve mastery. A few universities have started to become familiar with this situation, due to growth in immigrant populations in the Un ited States. There have been some universities who have abandoned SAT and ACT scores as a means of selection. A growing amount of selective universities, predominantly Ivy League, are beginning to adopt a holistic admissions policy because the holistic approach is very thorough in evaluating the whole of the applicant, rather than reduce the applicant to a few pieces of empirical data, such as test scores and GPA. The holistic policy offers students a chance to show their accomplishments in several distinct ways, rather than only test scores and grade histories, giving people such as Amedy an opportunity to attend a high-status university and receive a wonderful education. With this policy we may see minorities provide a different perspective in different professions that help advance society and technology. Works Cited Amedy, Amad. Personal Interview. 5 April 2014. Collins, Haleigh. â€Å"SAT Racial Bias Proves Standardized Tests Are Geared Toward White Students†. PolicyMic. 12 September 2011. Web. 1 April 2014. Demonbreun, Benjamin. Personal Interview. 5 April 2014. Freedle, Roy. Interview. 1 April 2014. Jensen, Eric. Teaching With Poverty In Mind. 2009. EBook’s (10-11), Web. 8 April 2014. Polese, Mario. The Wealth And Poverty Of Regions: Why Cities Matter. 2009. EBook’s (3). Web. 13 April 2014.

The Power of Sixteen Words Exposed in The Red Wheelbarrow Essay

The Power of Sixteen Words Exposed in The Red Wheelbarrow William Carlos Williams's poem "The Red Wheelbarrow" is extraordinary for what it accomplishes within its eight short lines. It is exactly one sentence long, sixteen words. Numbers like that wouldn't normally be important in the consideration of a poem's merit, but "The Red Wheelbarrow" begs to be noticed for its length (or, rather, its lack of length) and for the arrangement of its sixteen words on the page. In fact, an interesting experiment would be to give a group of people the words that Williams uses and ask them to arrange the words into the structure of a poem. How many people would do as Williams does and end up with four almost perfectly congruent stanzas, each one with three words in the first line and one word in the second line? The syllable count in Williams's arrangement is not perfectly congruent, but it is harmoniously different: the two longer stanzas (by only one syllable apiece) sandwich the two shorter stanzas. A sentence which would otherwise sprawl across the page, nearly without structure (it has no punctuation or end-mark), so much depends upon a red wheel barrow glazed with rain water beside the white chickens. is poured into a form of mathematical precision: Instead of flying through the sentence, as one would do if it were simply written in a linear way across the page, the reader tends to stop at each line-break and at every stanza break to contemplate how each stanza is different. And there is a difference. The first stanza is abstract, calling upon the reader to agree to the notion that something depends on... ...ores (involving the red wheelbarrow, perhaps)? In the back room, looking out the window? In any case, the scene we look at is framed and self-contained by the structure of the poem, and all the sensory information of the objects we look at comes through that frame, opens up through that frame. Perhaps the real "dependency" in this poem is not that the speaker of the poem depends on the wheelbarrow as a farmer depends on his tools, although that is certainly part of it. Perhaps the real "so much depends / upon" is that the speaker, the beholder through the frame (and, by extension, the reader of the poem) knows that he or she is alive, that his or her senses are responding to the things of this world, and that, in a sense, the world -- in all its variety and beauty and variegation, even in the most mundane things -- responds to the person who has eyes to see.

Life Is a Dance Essay

â€Å"Life’s a dance you learn as you go Sometimes you lead, sometimes you follow Don’t worry about what you don’t know Life’s a dance you learn as you go.† These few lines were picked from one of the greatest hits of John Michael Montgomery. These best explains why some of us consider life a dance. Every dance has a unique identity. Each of them has its own history, series of steps and music. Therefore, life is like a dance. Really. We let ourselves learn and experience slowly but surely. Every step is complex to the extent that the whole routine might be ruined when you did it thoughtless or unprepared. Discipline and patience are two major factors needed to dance with grace and style. Also, dancing imparts to us the need to take into consideration the history of the dance you’re interested to for us to be able to grow from time to time from our mistakes or committed errors. Dancing also need the performer to be self-confident and independent – being brave enough to gain his dream, his passion and his aim to fame. Life is also an art, like a dance. You have to be creative to produce magnificent performances and flexible enough to adapt from the ups and downs of rehearsals and few blunders around. A true performer dance not to compare himself to anyone but to dance better than one self. As you learn more as time passes by, one must enjoy each step along the way for him to be exultant on what he loves to do. Dancing also teach us to interact more with people especially those who you might be with and also those who can aid us to dance better, grow more and be the best as we can be in the performing stage. Life is like a dance – always changing. Sometimes you find yourself alone or with a partner or within a group. Sometimes you’re the lead, sometimes you’re not. Sometimes steps are fast and tough or gentle and stress-free. But the result will depends not on the routines, but on how you dance the piece. Interpretive dance will be my piece if I have to choose. This particular dance defines my life as well. Movements are based on human expressions and feelings. I’m used to show what I feel towards the people who surround me. Also, I have high regard about freedom and personal expressions. Movements in this kind of dance are also communicating to the viewers. â€Å"Actions speak louder than words. â€Å" – This old little saying, I believe, is true. One can show the sincerity and truthfulness more when it is communicated with actions. Often the style includes grand, eloquent movements which, in my opinion, are the reason why it is associated with higher form of arts. Imagination is greater than knowledge. Creativity is of much more value here than the other types of dance. We can dance for laughter, for tears, for love, for pain, for fears or even for madness. Dancers create their own character by a dance full of passion and by dancing not just with a foot but most of all, with a heart even with music or without.

Shareholders Rights

Requirements for Valid Action at a Shareholder Meeting * Read statute, bylaws and articles * 1. Authority for the meeting * 2. Proper notice (or waiver of notice) * 3. Quorum * 4. Required number of votes cast in favor 1. Authority for Meeting * The meeting must be authorized * Look to statute and bylaws for authorization * Annual meetings MBCA  §7. 01 * Special meetings MBCA  § 7. 02 * Court ordered meetings MBCA  § 7. 03 * Who may call a special shareholders meeting? 2. Proper Notice * See MBCA  § 7. 05; Del.  § 222 * a) Must the meeting notice state the purpose of the meeting? Annual meeting MBCA  § 7. 05(b) * Special meeting MBCA  § 7. 05(c) * NOTE: A number of provisions in the applicable corporation statute will contain special notice provisions. See, e. g. , MBCA  §10. 03(d) * b) Who is entitled to notice? * generally only shareholders entitled to vote MBCA  § 7. 05(a) * only shareholders on record date MBCA  § 7. 07; Del.  § 213 * Note: In some cases sha reholder who are not entitled to vote are entitled to notice. See, e. g. , MBCA  §Ã‚ § 10. 03(d) & 11. 04(d). * c) What about electronic notice? * See MBCA  § 1. 1(c); Del.  § 232 * d) Can notice be waived? * Notice (or a defect in a notice) may be waived expressly or by participation in the meeting. See MBCA  § 7. 06; Del.  § 229 * e) What notice is required in the case of an adjourned meeting? * See MBCA  § 7. 05(e) 3. Quorum Requirement * See MBCA  § 7. 25(a); Del.  § 216 * a) Can a greater or lesser quorum be authorized? * See MBCA  § 7. 27. The articles of incorporation may provide for a greater than majority quorum * See MBCA  § 7. 25 Official Comment 5 (lesser quorum) * Compare Del. 216, which also permits the bylaws to vary the quorum requirement * Why would a corporation permit a lower than majority quorum? * b) Can shareholder, by withdrawing from a meeting, break a quorum? * See MBCA  § 7. 25(b) (no) * Not all corporation statutes (e. g. , Del. ) add ress this issue * There is some case law contra to the position adopted by the MBCA 4. Required Number of Votes * Traditionally the required number of votes is a majority of those present in person or by proxy. See Del.  § 216 * The Revised Model Act takes a different approach. See MBCA  § 7. 5(c) * What is the difference between the Del. approach and the MBCA approach? * What about elections of directors? * The trend is to merely require a plurality of votes cast. See MBCA  § 7. 28(a) and Del.  § 216 * What is cumulative voting for directors? How does it compare with straight voting for directors? * See MBCA  § 7. 28(c); Del.  § 214 * What are the advantages of cumulative voting? * What are the possible disadvantages of cumulative voting? * Only a small minority of states require cumulative voting * Of those that permit cumulative voting, most (including the MBCA and Del. are â€Å"opt in† statutes * Why does the MBCA require notice before cumulative voting is pe rmitted? * How valuable is cumulative voting? * a) Can the amount of votes required for shareholder action be increased? * See MBCA  § 7. 27 and Del.  § 216 * Del. allows supermajority voting requirements to be placed either in the certificate or bylaws * b) Some types of shareholder action have special voting requirements * Some types of action require a majority of the votes entitled to be cast. See, e. g. , MBCA  § 10. 03(e) * Non-voting shareholders may have statutory right to vote on some things.See Del.  § 351 * IT IS IMPORTANT TO READ THE STATUTE What about meeting minutes? * Is a meeting valid without minutes? Supermajority Quorum or Voting Provisions * The ability to raise quorum and vote requirements provides a tool that may be used to protect minority shareholders * Use of this tool increases possibility of shareholder deadlock * Is deadlock necessarily bad? Determining Who is Entitled to Vote * How does a corporation determine who is entitled to vote (and to noti ce)? * See MBCA  § 7. 07 * What about beneficial owners? * See MBCA  § 1. 40(22) and Del. 219(c) * See also MBCA  § 7. 23. There is no equivalent Del. provision Proxy Appointments * Does a shareholder have to be present in order to vote? * See MBCA  § 7. 22 and Del.  § 212 * Why is a proxy appointment generally only valid for a limited period of time? * MBCA (11 months); Del. (3 years) * When is a proxy appointment revocable? * Generally this is a question of agency law * The MBCA has a detailed provision on revocability * A number of problems can arise from the use of proxies. One is that of conflicting proxies * Is an e-mail, telegraphic or facsimile proxy valid? See MBCA  § 7. 22(b); Del.  § 212(c) & (d) * While the typical corporation statute does not impose significant requirements as to the form of a proxy, the SEC proxy rules do impose requirements for publicly held corporations * See SEC Rule 14a-4, suppl. p. 1671 Conduct of the Meeting * The Revised Model Act now includes some rules governing the conduct of a shareholder meeting. * See MBCA  § 7. 08 * There is no comparable Del. provision * The bylaws of a Del. corporation may include provisions similar to the rules in the MBCA. Cf. sample bylaws, suppl. . 1117 Election Inspectors * The Revised Model Act and the Del. Act require some corporations to have election inspectors and set out the duties of such inspectors * See MBCA  § 7. 29. See also Del.  § 231 * In other corporations, the bylaws may provide for election inspectors Action by Written Consent Without a Meeting * Do you have to have a shareholder meeting? * Action may be taken by signed written consent without a meeting * See MBCA  § 7. 04 and Del.  § 228 * Notice may be required to nonvoting shareholders or, in Del. to non-consenting shareholders * Read the applicable statute! * Can the written consent procedure be used in publicly held corporations? * Why or why not? * Can a written consent be revoked? * See MBCA  § 7. 04(b) Welcome to the 21st Century To what extent may electronic forms of communication or participation be used? * Can notice be given electronically? MBCA  § 1. 41(c); Del.  § 232 * Can a person participate in a meeting without being there? Del.  § 211(a); MBCA  § 7. 09. * Can a meeting occur completely in cyberspace? Del.  § 211(a)

Ammonia Production Social Relevance Report essays

Ammonia Production Social Relevance Report essays Ammonia is a colourless alkaline gas with the formula NH3 and is made up of one part nitrogen and three parts hydrogen. It is lighter than air and has a sharp, stinging odour. Ammonia can be inhaled safely if it is greatly diluted in air, but concentrated ammonia gas can cause suffocation and death. Ammonia does not burn is air, but it burns in oxygen with a weak yellow flame. Properties: - Ammonia gas is extremely soluble in water, as it is able to form hydrogen bonds with polar water molecules. It changes to a liquid at  ¡V33.35 oC. Liquid ammonia boils at the same temperature. It freezes to a clear solid at 77.7 oC. In going from a liquid back to a gas, ammonia absorbs a large amount of heat from its surroundings. Upon evaporation, one gram of ammonia absorbs 327 calories of heat. For this reason, ammonia is widely used in refrigeration equipment. Liquid ammonia is used in the chemical laboratory as a solvent. It is a better solvent for ionic and polar compounds than ethanol, but not as good as water; it is a better solvent for nonpolar covalent compounds that water, but not as good as ethanol. It dissolves alkali metals and barium, calcium and strontium by forming an unstable blue solution containing the metal ion and free electrons that slowly decomposes, releasing hydrogen and forming the metal amide. Compared to water, liquid ammonia is less likely to release protons (H+ ions), but is more likely to take up protons to form NH4+ ions and is a strong reducing agent. Ammonia takes part in many chemical reactions. It reacts with strong acids to form stable ammonium salts, with hydrogen chloride it forms ammonium chloride, with nitric acid to form ammonium nitrate and with sulfuric acid to form ammonium sulfate. Ammonia reacts with certain metal ions to form complex ions called ammines. It also takes part in oxidation and reduction reactions. It burns in oxygen to form n ...

The soldier, In Flanders Field, Disabled and Dulce Et Decorum Est Essays

The soldier, In Flanders Field, Disabled and Dulce Et Decorum Est Essays The soldier, In Flanders Field, Disabled and Dulce Et Decorum Est Paper The soldier, In Flanders Field, Disabled and Dulce Et Decorum Est Paper Essay Topic: Poetry To show how attitudes to the war changed as the Great War progressed I have chosen four poems. The soldier by Rupert Brooke, In Flanders Field by John McCare and Disabled and Dulce Et Decorum Est. both by Wilfred Owen. Both John McCare and Rupert Brookes poems were written early on in the war, however Rupert Brooke has glorified war unlike John McCare who saw war as a job that needed to be done. Wilfred Owens poems were written later on in the war and both talk about the reality of war. He mentions gas attacks, death and horrific injuries. When comparing the poets attitude to war, Wilfred Owens Dulce Et Decorum Est has a totally different perspective to that of Rupert Brookes poem, The soldier. Dulce Et Decorum Est tell us what it really was like for the soldiers, Men marched asleep. Many have lost their boots But limped on, blood shod. Compare that abstract with one from The Soldier, Her sights and sounds; dreams happy as her day It clearly highlights that Owen had a clear view on what war was about; perhaps this is because he had experience of life as a soldier and that his attitude was one of bitterness. If you compare this with another of his poems Disabled he still captured the awfulness of war ruining young mens lives, but the language he uses appears less bitter possibly because it is about one young soldier. The Poem Disabled talks about how horrific injuries due to the war affected the soldiers in many ways. In Flanders Field John McCare also writes with some truth, We are the dead, he writes indicating it is possible for you to die in war, but he also uses recruiting language. To you from failing hands we throw the torch; be yours to hold it high. This shows that John McCare attitude is neither bitter nor triumphant it is balanced. As mentioned before, both of Owenss poems tell the reality of war. The Dulce Et Decorum Est is about the soldier making their way back after fighting, when a gas attack occurred leaving one man for dead. His other poem Disabled is about a young mans life before and after war. It talked about how people treated him before the war and mentioned all the things he couldnt do after because he was disabled. In Flanders Field, soldiers who have fought and died are asking men to join and to carry on their deed to finish and win the war. Although The Soldier is a recruiting poem it has been written as if a soldier was saying that even if he dies he would make the soil richer because he was English, and that the same would happen to the other men if they joined, they would become pure as well. When looking at the language used I noticed that in Dulce Et Decorum Est it had harsh and powerful language. Words such as forth corrupted lungs and obscene as cancer, they illustrate that his attitude was not only one of bitterness but also one of frustration. This language also demonstrates that war can affect people in such awful ways. Disabled has both enthusiastic and bitter language. Before this young lad joined the war Owen uses to words to show happy the town was, Swinging so gay .. glow- lamps budded in the light blue trees but after he came back from the war Owen described the terrible conditions he was in and how he will spend his last few years. The words are cold and bitter. Few sick years in institutes. A leap of purple spurted from his thighs. In Flanders Field the poet used different tenses to give his message across. The first stanza is in the present tense, with language that makes the reader fell calm, he used nature for example, poppies blowing in fields . larks singing in the sky but in the last line he brings the reader back to the reality of war by saying, scarce heard amid the guns below. In the second stanza John McCare used third person (past tense) we are the dead, we lived, felt dawn, saw sunset glow, However in the third stanza John McCare reverted back into the present tense and uses the language of recruitment. The soldiers want other men to take on their deed or else they have died in vain. Take up our quarrel with the foe:.. If ye break faith with us who die we shall not sleep, though poppies grow In Flanders Field The soldier uses gentle words for example; flowers to love or in hearts at peace unlike Dulce Et Decorum Est which used harsh and breathtaking words. The language is used to make you sound like a hero if you went and fight and also that there wasnt any horrific injuries or gas attacks, that war was Romantic. All poets used tone, metaphor and simile and personification in different ways to convey their attitudes and ideas. In Dulce Et Decorum Est the first two lines in the first stanza both used a simile, for example like old beggars similarly in Disabled it was in the second stanza the simile likes some queer disease. As I read the other two poems not one had a simile but The solider personified England by referring to her as she; as female to be looked after. In Flanders Field a metaphor we throw the torch Was used to demonstrate that war was like a challenge. If you were to read out Owens Dulce Et Decorum Est you would use an angry tone, however in Disabled you would you a peaceful and reflective tone. For the other two poems you would use a soft and persuasive tone because they are sad and reflective. The structures of the poems were nearly the same (except In Flanders Field) the others used iambic pentameter and all of the poems used a predicable rhyme scheme. The soldier was written in a sonnet form and it gave the poem a Romantic touch. To conclude, I feel that as the war went on the poems got better because they gave a good sense of what war was about because of the imagery used. I didnt particually like the other poems by John McCare and Rupet Brookes because I feel; that war is horrible and that these poems seem to make war sound good and wonderful and they encourage people to go, I do feel sorry for these soldiers, they had to fight in these terrible conditions, it made me wonder, why do we have wars? Perhaps that is what Wilfred Owen wanted his readers to do?