Lab6 Essay Example | Topics and Well Written Essays - 500 words

Lab6 - Essay Example The next largest amount of energy consumed is by the clothes dryer, which averages about 1000 kwh per year. An average refrigerator appears to use, approximately, 700 kwh per year. Using the information provided on the website the cost to run an average refrigerator in one year is about $110 per year (Tips: Appliances) â€Å"Green pricing† is the prices given to those individuals that wish to purchase renewable energy directly from their company that provides it. This is something that I would consider participating in, however I would be more likely to invest in energy alternatives on my own and eliminate the need for anymore middle men. Visual inspections inside and outside your home can help you determine if you possibly have a air leak, check the areas around light switch plates and sockets. You can also the household cable lines, which can also lead to air leaks (Detecting Air Leaks). Two very simple things that one can do to save energy in the fall and winter months includes, opening up all the southern facing windows during the day to allow the sun to help naturally heat your home and turning town the temperature on the hot water heater (Fall and Winter Energy-Saving Tips). There are three ways the heat flows through house. Conduction, which is how heat moves through a material, Convection, which is the way that heat moves around through liquids and gases, and finally, radiant heat is the heat absorbed by things in its path. The use of insulation is helpful to primarily reduce the conduction of heat throughout the home (Insulation). Tankless water heaters are exactly as they sound they are a heating element for the water demands without an actual tank. One great positive is that these systems can lead to greener energy efficiency and the negative includes the fact that more water is wasted while one must wait for the water to get hot. In order to determine

The Importance of Warming Up Prior To Playing Golf Essay

The Importance of Warming Up Prior To Playing Golf - Essay Example Warming up prior to a game of golf not only enhances flexibility, it prevents injury and improves one's’ game. By warming up ones’ body otherwise tight muscles are stretched and lengthened decreasing the chance of pulling and straining while allowing for optimum performance during ones’ swing. In today’s society, golfers range in ages from teens up to seniors. Certainly, as we age our flexibility decreases and our bone structure changes creating greater challenges physically. Age does not necessarily have to be a detriment to one’s game. It is the approach and preparation that must change. One must treat the body as a finely tuned instrument and by doing so; warm it up prior to execution of the game. A strategic warm up allows the golfer to mentally and physically prepare for the game by going through each stage as if on the green. There is much to consider in the game of golf such as ones’ stance, grip, and setting up of the ball position an d the swing. Where golf looks as though it is an easy and lackadaisical sport, the entire body is in motion when a golfer is taking a swing. One must engage the head and neck muscles, the hands, arms, wrist, shoulders, trunk, legs, hips and the back when golfing. Imagine going into the green cold sans warm up to swing a club and the possible injuries that could occur. What exercises should the warm up programme include? One should focus on doing 10 minutes of continuous exercise to raise the temperature of the muscles, thus avoiding muscle stiffness. Where he found intense stretching is not extremely important, one should perform actions that are similar to what they are about to engage in following the warm up. According to the British Journal of Sports Medicine (Fradkin, Finch, Sherman, 2001) a study was held to determine the proportion of golfers that actually warmed up as well as their warm up behaviours. Researchers directly observed golfers over a three-week period and found o nly 53.4% actually warmed

Protecting and Preserving Our Environment Essay Example for Free

Protecting and Preserving Our Environment Essay At WD, we recognize the need to preserve and protect the earth’s vital natural resources. We believe that part of being a good corporate citizen and a good neighbor is maintaining or improving the cleanliness of the air, water and land of the locations in which we operate. As a result, our facilities throughout the world comply with applicable environmental laws and regulations, and each has developed and implemented a comprehensive set of practices designed to ensure continued compliance. In addition, we continually review our operations and processes to identify opportunities which allow us to reduce or recycle byproducts generated by our activities. We are also concerned about protecting the natural resources of the communities in which our products are sold and used. We review the content of the products we manufacture and have established programs to eliminate or phase out the use of certain materials restricted by international legislation. We have also begun offering for sale a line of products specifically designed to reduce the environmental impact resulting from their use. All of our manufacturing facilities in Asia have environmental management systems in place which are ISO 14001 certified. Each facility has a comprehensive policy and set of supporting procedures addressing environmental permits, pollution prevention, hazardous substances, wastewater and solid wastes, airborne emissions and product content. Our policies express a commitment to continued improvement, and to this end, we review the status of our environmental management systems at least annually. All of our manufacturing facilities have environmental specialists onsite, and we provide training programs on environmental practices for employees whose job duties impact our environmental management systems. In addition, all of our facilities provide clear written direction to all employees and workers in languages appropriate to each site regarding requirements and responsibilities for environmental practices in accordance with company policy. Compliance with RoHS and WEEE Directives WD products manufactured and sold worldwide after August 1, 2005, meet or exceed Restriction of Hazardous Substances (RoHS) compliance requirements as mandated by the European Union for electrical and electronic products. The RoHS Directive 2002/95/EC of the European Parliament, which was effective in the EU beginning July 1, 2006, aims to protect human health and the environment by restricting the use of certain hazardous substances in new equipment, and consists of restrictions on lead, mercury, cadmium, and other substances. The Waste Electrical and Electronic Equipment (WEEE) directive was developed to minimize the disposal of electrical and electronic equipment into landfills. WD hard drive products and packaging include the WEEE symbol in support of this directive. Supplier Compliance WD has conducted and continues to conduct very extensive tests regarding use of environmental compliant material on all our components. WD requires all component suppliers meet WD’s environmental Specification, titled â€Å"WD’s Environmental Guidelines for Materials, Components and Products.† This 20-page Specification sets forth the maximum threshold limits for restricted, prohibited and managed substances and requires suppliers to adhere to all applicable laws. In addition, the Specification states that all WD suppliers and sub-suppliers will be expected to complete environmental declaration forms for all new materials and components based on a combination of knowledge of their incoming raw materials, process review and their own analytical testing and certification data. Suppliers are required to maintain documented records, made available to Western Digital, indicating which measures are used to ensure compliance to the Specification. We review all suppliers ’ Declarations of compliance with WDs environmental Specification during the launch of every new hard drive program and also track this together with a 3rd party Analytical lab data by component in our Environmental Compliance database. In addition, we maintain strict requirements with respect to Supplier Process/Material Change requests. Suppliers are also required to keep records of their in process tests to ensure compliance to the approved Process Management Plan and approved materials. These are regularly audited by WD. Greenhouse Gas Emissions Global climate change, caused by increasing concentrations of atmospheric carbon dioxide, is one of the most significant concerns facing our world today. As a corporate citizen, WD is particularly sensitive to the effects of global climate change. The need to understand the science of climate change and to formulate appropriate policy to address scientific findings is intensifying with each passing day. To view WD’s Greenhouse Gas report, click here. QA for Environmental and Hazardous Materials Environmental QDoes Western Digital have management representatives responsible for assuring compliance with respect to environmental laws, regulations and codes? AYes. Western Digital has management representatives at all critical sites whose core responsibility is monitoring, communicating and training employees in all aspects of environmental compliance as related to the specific facility. QDo Western Digital’s facilities receive periodic audits of environmental practices in order to assess conformance with regulatory and other requirements? AYes. Western Digital conducts both internal and external audits to evaluate its compliance with applicable environmental laws and regulations. QWhat types of policies, rules or procedures does Western Digital maintain relative to environmental programs? AWestern Digital maintains environmental polices, rules and/or procedures which address environmental permits, pollution prevention, hazardous substances, liquid waste, solid waste, air emission controls and product content. The substance of these programs is delivered to our employee population utilizing various formats including in-person training, web-based training, face-to-face communications, postings and bulletins. All programs are communicated in various languages appropriate to the employee population of each of our facilities to insure that all employees have a clear understanding of the programs. QDoes Western Digital place contractual requirements on its suppliers to be in compliance with environmental laws, regulations and codes of conduct? AYes. Whenever possible, Western Digital executes contracts with its suppliers which require, among other things, that the suppliers comply with all relevant and applicable environmental laws and regulations. QIs Western Digital required to maintain certain environmental permits in the operations of its facilities? AYes. Western Digital is required to maintain certain environmental permits as related to the operations of its facilities. Based on the geography and the operations, permits may be required for chemical handling and storage, waste treatment, wastewater discharge, air emissions and storage tanks. QDoes Western Digital make available Material Data Safety Sheets (MSDS) to workers that handle chemicals? AYes. Western Digital makes MSDS sheets available to employees onsite at all of its facilities. In addition, Western Digital contracts for OnCall MSDS information domestically. Hazardous Materials QDoes Western Digital use hazardous materials in its manufacturing process? AYes. Western Digital utilizes a variety of hazardous materials in its manufacturing operations. Classifications of hazardous materials include flammables, combustibles, corrosives and toxic gases. QHow does Western Digital store chemicals at its facilities? AWestern Digital stores all hazardous materials in compliance with applicable laws and regulations. Storage areas are secured and covered containing various types of containers including bottles, cylinders, drums and other approved vessels with the appropriate type of labeling and containment as required or recommended by codes, regulations and other authorities. QDoes Western Digital generate wastes that are classified as hazardous wastes? AYes. Western Digital generates various types and quantities of hazardous wastes. All wastes are disposed of in compliance with applicable law, and we regularly audit our hazardous waste haulers and their facilities. QDoes Western Digital have a program or procedures for management of hazardous waste? AYes. Western Digital has a variety of programs and procedures for the management of its hazardous waste. These include monitoring, characterization, treatment, conversion and disposition. All wastes are disposed of in compliance with applicable law, and we regularly audit our hazardous waste haulers and their facilities. QDoes Western Digital have a site specific management system registered to ISO 14001, OSHAS 18001, or other recognized health and safety or environmental management standards? AYes. Western Digital factories in Malaysia and Thailand maintain management systems which have earned the ISO 14001 and OSHAS 18001 designation. QDoes Western Digital have programs or procedures to reduce or eliminate pollution and waste in its operations? AWestern Digital is always looking for ways to eliminate or reduce pollution or waste generated by our operations. Among the programs we consider are solvent re-use or elimination, process waste and emission minimization, packaging reduction, recycling or elimination as well as reductions in greenhouse gas (GHG) emissions. QDoes Western Digital have programs or procedures to reduce the use of energy, water and other natural resources in its operations? AWestern Digital is always looking for ways to reduce energy and other natural resource consumption in our operations. Among the programs we consider are evaluating product or process design modifications, improvement in energy efficiency of process, and the evaluation of construction, maintenance and land use programs.

Primary and Early Dentition Treatment

Primary and Early Dentition Treatment The function of primary dentition is to provide mastication, as well as to maintain the occlusion, and to maintain space for permanent teeth eruption. The primary teeth exfoliation and permanent successors eruption is a physiological process (Rao and Sarkar, 1999). In recent decades even after the advanced dental care that increased with intact dentition, early loss of primary teeth still remain a major concern (Bach and Manton, 2014). Early loss of primary teeth result majorly from dental caries. Other causes include trauma, infection, ectopic eruption, arch length deficiencies leading to resorption of primary teeth and congenital disorders (Brothwell, 1997).   Consequences of early loss of primary teeth includes unwanted tooth migrations of primary or permanent teeth with associated loss of arch length. Deficiency in arch length can lead to malocclusion with crowding, rotations, ectopic eruption, unfavourable molar relationship, overbite, overjet, and cross bite (Brothwell, 1997) . The problems accompanying with early loss of primary teeth have been a subject of concern in many studies. Early loss of teeth in the primary dentition has different impacts depending on which teeth are lost, childs age, existing alignment and occlusion (Rock and British Society of Paediatric, 2002). Potential consequences must be considered during the clinical examination and treatment planning to determine whether space maintenance is required and what type of space maintainer would be most appropriate (Ngan et al., 1999) Early loss of a primary incisor has little effect upon  the permanent dentition although it does detract  from appearance. Early loss of primary canines or molars is more  serious since space loss may follow. In each quadrant  the primary canine and molars together are larger than  the succeeding permanent canine and premolars, the  difference in tooth sizes between the two dentitions  being the Leeway space [10]. This can be assessed  with reasonable accuracy by the size difference  between first and second primary molars, since the  primary first molar is equal in size to the premolar  that will replace it, while the primary second molar is  much larger than the second premolar. For this reason  the Leeway space is also known as the E space.   Extraction of a primary canine or molar may  cause mesial drift of teeth behind the space and  distal drift of anterior teeth, with resultant displace-  ment of permanent teeth and centreline disturbance.   Early loss of a primary incisor has little effect upon  the permanent dentition although it does detract  from appearance. Early loss of primary canines or molars is more  serious since space loss may follow. In each quadrant  the primary canine and molars together are larger than  the succeeding permanent canine and premolars, the  difference in tooth sizes between the two dentitions  being the Leeway space [10]. This can be assessed with reasonable accuracy by the size difference between first and second primary molars, since the primary first molar is equal in size to the premolar  that will replace it, while the primary second molar is  much larger than the second premolar. For this reason  the Leeway space is also known as the E space.  Extraction of a primary canine or molar may  cause mesial drift of teeth behind the space and  distal drift of anterior teeth, with resultant displacement of permanent teeth and centreline disturbance. Early loss of a primary incisor has little effect upon  the permanent dentition although it does detract  from appearance.   Early loss of primary canines or molars is more  serious since space loss may follow. In each quadrant  the primary canine and molars together are larger than  the succeeding permanent canine and premolars, the  difference in tooth sizes between the two dentitions  being the Leeway space [10]. This can be assessed  with reasonable accuracy by the size difference  between first and second primary molars, since the  primary first molar is equal in size to the premolar  that will replace it, while the primary second molar is much larger than the second premolar. For this reason  the Leeway space is also known as the E space. Extraction of a primary canine or molar may  cause mesial drift of teeth behind the space and  distal drift of anterior teeth, with resultant displacement of permanent teeth and centreline disturbance. Impact of early loss of primary molars: Primary second molar is most often prone to get caries and results in early loss. Early loss of primary second molars can   lead to decrease in arch length prominently in maxilla than in mandible (Ngan et al., 1999). The loss of second primary molar lead to mesial migration of adjacent first permanent molar, loss of space for second premolar eruption and early eruption of second permanent molar. The decrease in arch length is more severe when primary second molar loss occurs prior to eruption of first permanent molar as second primary molar serve as a guide for erupting first permanent molar (Ngan et al., 1999). However no substantial change in midline coincidence (Rock and British Society of Paediatric, 2002). Henceforth, it is generally agreed that reduction in space after early loss of primary second molar is more significant than primary first molars and require space maintenance (Ngan et al., 1999). A long term study conducted in Canada to investigate the effects of early loss of primary molars in 107 children over six years of age, 66% of these children had early loss of primary molars majorly because of caries. These children were followed for approximately six years with yearly assessment   for space loss. This study reported that loss of space was more when second molar was lost early and its effect is more in maxilla than in mandible, and had detrimental effect on molar relationship.   When first and second molars are lost, the arch length was significantly effected in maxilla than mandible. The space loss was mainly due to the drifting of first permanent molar while canine distal migration was significant until 9 years in mandible and 8-11 years in maxilla. Relatively more space was lost in first year following the extraction with rate of space loss age related in maxilla but not in mandible (Northway et al., 1984). Macena et al., 2011, conducted a study to evaluate the space changes after premature loss of deciduous molars among 55 Brazilian children of age between 6 and 9 years and followed for 10 months. This study reported that early loss of second primary molar lead to significant changes in the space left in both arches. The major decrease in space occurred in the first 3 months after the extraction of the deciduous molars. The decrease in space after second primary molar occurred majorly because of mesial movement of first permanent molar and which may lead to impaction of permanent second premolar or future crowding. They suggested that a space maintainer is needed in such cases especially when it occurs in children with malocclusion and crowding (Macena et al., 2011). Recently a study conducted to determine the space loss after early loss of second primary molar before eruption of permanent molar and after eruption of permanent molar in 87 children and followed for 48 months. They reported that significant space loss occurred in the first six month (P

Abraham Lincoln Essay -- essays papers

Abraham Lincoln In Abraham Lincoln: The Man Behind the Myths, Stephen Oates interpretation of the Historical Lincoln had three examples of Lincoln’s actions; Moral decisions, his expression and progression. The first illustration that I see is his beliefs in moral determination. He not only believed that ethically slavery was wrong, but also believed that he could do something about it. One way that he tried to change peoples mind was to pass the Emancipation Proclamation Act. The proclamation declared "that all persons held as slaves" within the rebellious states "are, and henceforward shall be free." Even though this Proclamation did not immediately free a single slave, Lincoln believed that it was a start in ending slavery. Lincoln â€Å"†¦contended in any case that blacks who had tasted freedom would never consent to be slaves again† (p.115). He believed that once the â€Å"black’s† or slaves had a chance at freedom, Lincoln knew that they would never go back to being treated unequally. Lincoln was not much more than the simple saint, he was just an abolitionist. He was determined to stand by his word. He was willing to do anything and everything to get his beliefs out. Another action that I choose to illustrate his ways was his expressions. Lincoln felt so strongly about the Union that he expressed that the â€Å"†¦slaves were a tremendous source of strength†¦Ã¢â‚¬  (p. 105). He conjectured that having the slaves freed meant that the military would be much stronger. Even though ...

Patty Herst vs. Connie :: essays research papers

Patty Campbell Hearst Vs. Connie   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Where are you going, where have you been?† is a story about a young teenager named Connie that is rebelling against her parents and discovering her sexuality with older boys. No one can really control Connie; she sneaks around and hides what she does from her parents. Her character reflects a person named Patty Campbell Hearst who was kidnapped in the seventies. I am going to compare these two people.   Ã‚  Ã‚  Ã‚  Ã‚  The story of Patty Hearst is a bizarre one. First of all Patty is the granddaughter of the famous newspaper publisher William Randolph Hearst. That’s why she was kidnapped in the first place. She was taken on February 4th 1974 by an activist group who called themselves the Symbionese Liberation Army. This uncanny group was trying to wage a war on those of status and money. When the SLA abducted Patty there was media frenzy over it. Anyway she went missing for two months then something most unexpected happened. She appeared on a surveillance tape helping the SLA rob a San Francisco bank. This bizarre twist of events is still being debated today. Why would a girl join her captors and help them in crime?   Ã‚  Ã‚  Ã‚  Ã‚  Now I’ll compare how Connie resembles this concept. During the story Connie keeps going farther and farther with older and older boys. Keep In mind that she’s a young girl much like Patty Hearst. Toward the end of the story a much older man named Arnold Friend arrives at her doorstep attempting to seduce Connie into â€Å"going for a ride† with him. She was alone and he knew it. At first she kept telling him to leave but he started getting under her skin. He just kept trying to reassure her that he wouldn’t hurt her and that he was her friend. But Connie knew from the start that he was a dangerous man and that something wasn’t right. He knew all sorts of things about her. Arnold told her exactly where her family was at the time they we’re talking without her saying anything. It was obvious that he’d had an eye on her. However Arnold Friend still hadn’t convinced Connie to go with him. Then he started leaving hints that he was going to take her. For instance he said: â€Å"Connie, don’t fool around with me, I mean don’t fool around.† Eventually he was really getting to her and she threatened to call the police.

A Critical Analysis of Wilfred Owen’s Disabled Essay

Wilfred Owen, a Soldier Poet who spent time in several military hospitals after being diagnosed with neurasthenia, wrote the poem â€Å"Disabled† while at Craiglockhart Hospital, after meeting Seigfried â€Å"Mad Jack† Sassoon. A look at Owen’s work shows that all of his famed war poems came after the meeting with Sassoon in August 1917 (Childs 49). In a statement on the effect the Sassoon meeting had on Owen’s poetry, Professor Peter Childs explains it was after the late-summer meeting that Owen began to use themes dealing with â€Å"breaking bodies and minds, in poems that see soldiers as wretches, ghosts, and sleepers† (49). Disabled,† which Childs lists because of its theme of â€Å"physical loss,† is interpreted by most critics as a poem that invites the reader to pity the above-knee, double-amputee veteran for the loss of his legs, which Owen depicts as the loss of his life. An analysis of this sort relies heavily on a stereotypical reading of disability, in which â€Å"people with disabilities are more dependent, childlike, passive, sensitive, and miserable† than their nondisabled counterparts, and â€Å"are depicted as pained by their fate† (Linton, 1998, p. 5). See more: how to write a good critical analysis essay Such a reading disregards not only the subject’s social impairment, which is directly addressed by Owen, but it also fails to consider the constructed identity of the subject, as defined by the language of the poem. A large reason for the imposition of pity comes from the pen of Owen, himself, who wrote that the chief concern in his poetry is â€Å"War, and the pity of War. The poetry is in the pity† (Kendall, 2003, p. 30). Owen’s pity approach to poetry succeeded in protesting the war because it capitalized on human losses. Adrian Caesar makes it very clear that the experience of war was Owen’s reason for joining. Even after being hospitalized for neurasthenia, Owen chose to return to France because he knew his poetry had improved due to his experience in the trenches (Caesar, 1987, p. 79). Whatever the case, Owen had neurasthenia, or shell shock, a mental disability. â€Å"Disabled,† which is about a veteran with a physical disability, should be viewed as an observation, and when the poem is closely examined, it can be seen to present a myth of disability rather than a realistic depiction. Rosemarie Garland-Thomson, a renowned literary critic in the field of Disability Studies, states that literary representation of disability has consistently marginalized characters with disabilities, which in turn facilitates the marginalization of actual people with disabilities. More often than not, writes Garland-Thomson, disability is utilized for its â€Å"rhetorical or symbolic potential† (1997, p. 15). When the reader considers Owen’s quote about pity, taken along with his intent to protest the war, the disabled subject of his poem becomes little more than a poster-child for pacifism. Moreover, Owen’s treatment of the subject exemplifies Garland-Thomson’s conclusion that â€Å"When one person has a visible disability . . . it almost always dominates and skews the normate’s process of sorting out perceptions and forming a reaction† (p. 12). The normate, or the nondisabled person, brings to the text a whole set of cultural assumptions, on which Owen depends, to leave the reader believing war is futile and not worth the cost in human lives and injuries. My purpose is not to argue to the contrary; I am not examining the value of war, but the devaluation of the disabled figure in Owen’s poem. Disabled† consists of seven stanzas, which Daniel Pigg breaks down into five vignettes, representing the soldier’s life. The first vignette, or first stanza, according to Pigg, â€Å"sets the stage for understanding this alienated figure that [the poet] observes† (1997, p. 92). Already the reader finds that the speaker occupies a privileged position, because he has no first-hand experience of what it is like to be an amputee and is merely an observer. The speaker sees a â€Å"legless† man, â€Å"waiting for dark,† dressed in a â€Å"ghastly suit of gray† (Lines 1-3). This pathetic image proffered to the reader creates a relationship based on pity, meaning that the reader places a high value on his functioning body while devaluing the losses of the subject. â€Å"Waiting for dark† could be interpreted as waiting for death, and the â€Å"ghastly suit of gray† may as well be the vestige of a ghost. The subject, who is seated near a window, hears male children at play in the park, â€Å"saddening† him until sleep â€Å"mothered† the voices from him (Lines 4, 6). The reader is to assume, as Owen has assumed, that the subject is saddened by memories of times past, when he, too, would play in the park with the other boys. So is the reader to assume that â€Å"play and pleasure after day† (Line 5) are no longer available to the subject? The end of the first stanza invites the reader to accept the subject as being dependent and child-like, as sleep â€Å"mothered† him from the voices. Owen has effectively molded his subject into a convincing Other, a man near death and halfway into the grave. The second vignette, or the second stanza, delves into the subject’s past, when he was nondisabled. As a contrast to the first stanza, where the language and imagery is bleak and foreboding, the second stanza begins with colorful images of the town, before the subject acquired his injury. However, the jubilee is short-lived as the reader is soon thrust back into the subject’s present reality, after he â€Å"threw away his knees† (Line 10). In this line the reader becomes aware that the subject feels a certain amount of guilt and self-acknowledgment in the role he has played in the loss of his legs. But before exploring the subject’s motives for joining the war, the reader is treated again to Owen’s dreary outlook on the veteran’s life. This time, the discussion is centered on women and how the subject will no longer be able to enjoy their presence or company, for girls now â€Å"touch him like some queer disease† (Line 13). Pigg’s analysis of the word â€Å"queer† is worth noting because he uses it as an example of the subject’s social displacement. It is in the second stanza that the reader is first encouraged to consider not just the physical impairment, but the social impairment of the subject. Pigg shows that early usage of the word â€Å"queer† to denote homosexuality began officially in a 1922 document written by the government. Based on this finding, Pigg assumes that the word could have been known and used by popular culture as early as 1917, when Owen’s poem was penned (1997, p. 91). Pigg claims that Owen’s use of the term illustrates a â€Å"loss of potential heterosexual contact,† while at the same time expressing that â€Å"society has made him what he has become . . . the use of the concept in the poem makes one more aware of oppression in a society that has brought the soldier to this state† (p. 1). Even though Pigg analyzes the social construction of the subject’s identity, he limits his discussion to society’s role in pressuring the soldier to join the war and not with the systematic oppression of disability, the result of the subject joining the war. However, this subject is best represented by Owen’s final two stanzas. In the next section of the poem, Owen reiterates the format of the previous stanza by giving the reader a glimpse of the subject’s â€Å"normal† life, before becoming an amputee, when his youth and vitality were admired by an artist. Very quickly the reader is transported back to the veteran’s present situation. This juxtaposition of normal/abnormal within the stanzas â€Å"forces an ‘us and them’ division† between the reader and the subject (Linton, 1998, p. 23). The remembrances of the subject offer an illustration of a typical life with which the reader can relate, which is then placed next to lines of the poem that offer a picture of what Owen would hope the reader to define as a horrible existence worse than death. The subject, which is an actual person, becomes Owen’s mascot for the anti-war effort. The next three stanzas of the poem discuss the subject’s reasons for entering the war. Again, Pigg offers an interesting interpretation of this section of the poem. According to Pigg, the subject joins the war in an effort to create an identity for himself, an identity which is ultimately based on a lie about his age. In lines 21-29, the subject reminisces about the time he decided to join the war and tries to pinpoint which intoxication lead him to such a decision: a victorious football game, a brandy and soda, or the â€Å"giddy jilts†? In each case there is an overabundance of ego involved; the subject seeks to capitalize on his ephemeral successes and perpetuate them as long as possible. In joining the war, he sees a way to do this, because society identifies those who go to war as heroes and those who do not as less than men. The subject decides it is a girl named Meg he tried to impress, then says â€Å"Aye . . . to please the giddy jilts† (Line 27). A â€Å"jilt† is a capricious woman, a woman who is unpredictable and impulsive. Owen’s point here is to allow the reader omniscient knowledge of the subject and his belief that the girls will love you for going to war, but if you return with a substantial injury, they become uninterested. This suggests that the girls are more interested in the idea of the soldier, the perfect body, as opposed to the reality of the soldier. Lines 30-36 further explain the subject’s reasons for enlistment, stating that they were not because of an interest in foreign affairs, but for the superficial benefits of joining the military. Owen then inserts a small, three-line stanza as a transition from the subject’s memories to his current status. Again, the reader is jarred by the juxtaposition of the normal and the abnormal. Instead of receiving a hero’s welcome, the subject is patronized by his own memories of what he had imagined his return to England would be like: â€Å"Some cheered him home, but not as crowds cheer Goal† (Line 37). The irony re-enlists the help of pity, as the reader is encouraged to feel sorry for the subject’s decision and subsequent loss. Owen’s purpose is to show that those who return from the war injured are pitied for their loss, rather than being honored for their sacrifice. The final stanza of the poem completes the circle that brings the reader back to the subject’s self-dissolution. He has accepted society’s estimation of his worth, or lack thereof, and has resigned himself to â€Å"spend a few sick years in institutes/ and do what things the rules consider wise† (Lines 40-41). The passive young veteran has acquiesced his life without a fight, but will continue to follow the orders of a society that deems him as invalid. He has officially become disabled, in every sense of the word. The subject has assumed his role as an object of pity and is ready to take whatever pity â€Å"they may dole,† â€Å"they† being the nondisabled (Line 42). Before the poem ends, though, Owen returns the reader yet again to the â€Å"giddy jilts† and their capricious desires, as their eyes avoid the subject’s changed body to look at the men who are still â€Å"whole,† suggesting it was not just the soldier they were interested in, but the idealized standard of beauty (Line 44). Here, the reader is expected to remember the subject’s reasons for joining the military. The subject’s concern with maintaining a nadir of masculinity and sexual attraction is ironically juxtaposed with his total loss of sexuality, which Owen implies is a total loss of identity, except as a spectacle and object of pity. The poem ends with the speaker’s frantic plea, â€Å"How cold and late it is! Why don’t they come/ And put him into bed? Why don’t they come? † (Lines 45-46). The speaker epitomizes the nondisabled person’s fear over lack of control of their own bodies and fates. The speaker realizes that he could just as easily be in he position of the subject, and with this knowledge the speaker agonizes over his own projected fears: the cold, desolate, and lonely life of the subject. We will never know the subject’s reality, for Owen has locked him into an eternal battle with despair. Owen uses â€Å"compassionate imagination† to establish a link between the soldier and the civilian in an effort to express the abominable losses that come as a result of war (Norgate, 1987, p. 21). Unfortunately, in so doing Owen magnifies the inferior role disability occupies in society, rather than calling it into question. That which has been given up and that which has been taken away subsumes the identity of the subject. Owen’s one-dimensional representation of disability ignores the will to survive and make the most of the opportunities offered by life, in whatever form it may take. Thompson writes, â€Å"As physical abilities change, so do individual needs, and the perception of those needs† (14). In â€Å"Disabled,† Owen does not allow for change and does not offer the hope of a fulfilling life. Instead, he delivers a scathing portrait of physical and social disablement in early 20th-century England.