Free Essays on Shakespeare’s Portrayal Of Women

Shakespeare tends to portray women very much alike in both Othello and A Midsummer Night’s Dream. In both stories one can clearly see that Shakespeare sees women as very dependant people. He portrays them to be nothing without their male counter-part in both plays. In Shakespeare’s play Othello, the three women play a vital role. Only one of the women in the play survives, and all the women have no separate identity within the play. Bianca is the mistress of Cassio, Emilia is married to Iago, and Desdemona is married to Othello. This same type of scenario is present in A Midsummer Night’s Dream. Hermia and Helena are chasing Lysander and Demetrius throughout the entire play. Right away you can see how Shakespeare must have viewed women. He obviously viewed them as people of society whose existence was only relevant to that of a man. In both plays the women are almost laughed at as well. There is a cruel sense of insecurity that lies in Helena throughout A Midsummer Night’s Dream, that even when Lysander falls for her because of the love potion, she won’t believe it. She feels as though Lysander and Demetrius are mocking her and she becomes even more embarrassed about the situation. In Othello, Iago easily persuades Desdemona when she retrieves the handkerchief for him. It is also interesting that she does not even question him when she gives it to him, this may also be an example of the females ability to trust in the play. However she also remains ignorant of the entire plot until the end, when her life comes to an abrupt ending, at the hands of her husband, Iago. This is also a situation that we see in A Midsummer Night’s Dream, during the play-within-a-play, when Pyramus commits suicide because he thinks he has lost Thysbe. As a result, Thysbe finds her Pyramus dead and wastes no time at all committing suicide herself. These are all signs that the women are very dependant on the men, and some may argue... Free Essays on Shakespeare’s Portrayal Of Women Free Essays on Shakespeare’s Portrayal Of Women Shakespeare tends to portray women very much alike in both Othello and A Midsummer Night’s Dream. In both stories one can clearly see that Shakespeare sees women as very dependant people. He portrays them to be nothing without their male counter-part in both plays. In Shakespeare’s play Othello, the three women play a vital role. Only one of the women in the play survives, and all the women have no separate identity within the play. Bianca is the mistress of Cassio, Emilia is married to Iago, and Desdemona is married to Othello. This same type of scenario is present in A Midsummer Night’s Dream. Hermia and Helena are chasing Lysander and Demetrius throughout the entire play. Right away you can see how Shakespeare must have viewed women. He obviously viewed them as people of society whose existence was only relevant to that of a man. In both plays the women are almost laughed at as well. There is a cruel sense of insecurity that lies in Helena throughout A Midsummer Night’s Dream, that even when Lysander falls for her because of the love potion, she won’t believe it. She feels as though Lysander and Demetrius are mocking her and she becomes even more embarrassed about the situation. In Othello, Iago easily persuades Desdemona when she retrieves the handkerchief for him. It is also interesting that she does not even question him when she gives it to him, this may also be an example of the females ability to trust in the play. However she also remains ignorant of the entire plot until the end, when her life comes to an abrupt ending, at the hands of her husband, Iago. This is also a situation that we see in A Midsummer Night’s Dream, during the play-within-a-play, when Pyramus commits suicide because he thinks he has lost Thysbe. As a result, Thysbe finds her Pyramus dead and wastes no time at all committing suicide herself. These are all signs that the women are very dependant on the men, and some may argue...

Code of Conduct Essay Example

Code of Conduct Essay Example Code of Conduct Essay Code of Conduct Essay Public office is a public trust. It is the policy of the State to advance a high criterion of moralss in public service. Public functionaries and employees shall at all times be accountable to the people and shall dispatch their responsibilities with extreme duty. unity. competency. and trueness. act with nationalism and justness. lead modest lives. and uphold public involvement over personal involvement. RULE I NORMS OF BEHAVIOR Section 1. Norms of Conduct/Behavior of NBI Officials and Employees. 1. NBI functionaries and employees shall ever continue public involvement over and above personal involvement. All authorities resources and powers of their several offices must be employed and used expeditiously. efficaciously. candidly and economically. peculiarly to avoid wastage in public financess and grosss. 2. NBI functionaries and employees shall execute and dispatch their responsibilities with the highest grade of excellence. professionalism. intelligence and accomplishment. They shall come in public service with extreme devotedness and dedication to responsibility. They shall endeavour to deter incorrect perceptual experiences of their functions as dispensers or pedlars of undue backing. 3. NBI functionaries and employees shall stay true to the people at all times. They must move with rightness and earnestness and shall non know apart against anyone. particularly the hapless and the underprivileged. They shall. at all times. esteem the rights of others and shall forbear from making Acts of the Apostless contrary to jurisprudence. good ethical motives. good imposts. public policy. public order. public safety and public involvement. They shall non distribute or widen undue favours on history of their office to their relations. whether by blood kinship or affinity. except with regard to assignments of such relations to places considered purely confidential or as members of their personal staff whose footings are coextensive with theirs. 4. NBI functionaries and employees shall supply service to everyone without favoritism and regardless of party or spiritual association or penchant. 5. NBI functionaries and employees shall widen prompt. gracious. and equal service to the populace. Unless otherwise provided by jurisprudence or when required by the public involvement. NBI functionaries and employees shall supply information of their policies and processs in clear and apprehensible linguistic communication. carry on public audiences and hearings whenever appropriate. promote suggestions. simplify and systematise policies. regulations and processs. avoid ruddy tape and develop an apprehension and grasp of the socio-economic conditions predominating in the state. particularly in the down rural and urban countries. 6. NBI functionaries and employees shall. at all times. be loyal to the Republic and to the Filipino people. advance the usage of locally produced goods. resources and engineering and promote grasp and pride of state and people. They shall endeavour to keep and support Philippine sovereignty against foreign invasion. 7. NBI functionaries and employees shall. at all times. continue the Constitution and commit themselves to the democratic manner of life and values and maintain the rule of public trust and answerability. 8. NBI functionaries and employees and their households shall take modest lives appropriate to their places and income. They shall non indulge in extravagant or pretentious show of wealth in any signifier. In add-on to Section 1. NBI Agents/Special Research workers are besides obliged to: 1. Safeguard lives and belongings ; and protect the inexperienced person against misrepresentation. the weak against subjugation or bullying. and the peaceful against force or upset. 2. Respect the Constitutional rights of all individuals to liberty. equality and justness. 3. Keep their private lives unsullied as an illustration to all. 4. Maintain brave composure in the face of danger. contempt or ridicule. 5. Develop self-restraint. 6. Be invariably aware of the public assistance of others. 7. Be honest in idea and in title. in both their personal and official lives. 8. Keep secret what they hear or see of a confidential nature or that is confided to them in their official capacities. unless disclosure is necessary in the public presentation of their responsibility. 9. Keep personal feelings. biass. animuss or friendly relationships from act uponing their determinations. 10. Enforce the jurisprudence politely and suitably without fright or favour. maliciousness or ailment will. without using unneeded force or force. and without accepting tips. 11. Be model by obeying the Torahs of the land. 12. Never use unneeded force or force. 13. Acknowledge their badge of office as a symbol of public religion and accept it as a public trust. to be held so long as they are true to the moralss of the jurisprudence enforcement service. 3Public office is a public trust. It is the policy of the State to advance a high criterion of moralss in public service. Public functionaries and employees shall at all times be accountable to the people and shall dispatch their responsibilities with extreme duty. unity. competency. and trueness. act with nationalism and justness. lead modest lives. and uphold public involvement over personal involvement. RULE I NORMS OF BEHAVIOR Section 1. Norms of Conduct/Behavior of NBI Officials and Employees. 1. NBI functionaries and employees shall ever continue public involvement over and above personal involvement. All authorities resources and powers of their several offices must be employed and used expeditiously. efficaciously. candidly and economically. peculiarly to avoid wastage in public financess and grosss. 2. NBI functionaries and employees shall execute and dispatch their responsibilities with the highest grade of excellence. professionalism. intelligence and accomplishment. They shall come in public service with extreme devotedness and dedication to responsibility. They shall endeavour to deter incorrect perceptual experiences of their functions as dispensers or pedlars of undue backing. 3. NBI functionaries and employees shall stay true to the people at all times. They must move with rightness and earnestness and shall non know apart against anyone. particularly the hapless and the underprivileged. They shall. at all times. esteem the rights of others and shall forbear from making Acts of the Apostless contrary to jurisprudence. good ethical motives. good imposts. public policy. public order. public safety and public involvement. They shall non distribute or widen undue favours on history of their office to their relations. whether by blood kinship or affinity. except with regard to assignments of such relations to places considered purely confidential or as members of their personal staff whose footings are coextensive with theirs. 4. NBI functionaries and employees shall supply service to everyone without favoritism and regardless of party or spiritual association or penchant. 5. NBI functionaries and employees shall widen prompt. gracious. and equal service to the populace. Unless otherwise provided by jurisprudence or when required by the public involvement. NBI functionaries and employees shall supply information of their policies and processs in clear and apprehensible linguistic communication. carry on public audiences and hearings whenever appropriate. promote suggestions. simplify and systematise policies. regulations and processs. avoid ruddy tape and develop an apprehension and grasp of the socio-economic conditions predominating in the state. particularly in the down rural and urban countries. 6. NBI functionaries and employees shall. at all times. be loyal to the Republic and to the Filipino people. advance the usage of locally produced goods. resources and engineering and promote grasp and pride of state and people. They shall endeavour to keep and support Philippine sovereignty against foreign invasion. 7. NBI functionaries and employees shall. at all times. continue the Constitution and commit themselves to the democratic manner of life and values and maintain the rule of public trust and answerability. 8. NBI functionaries and employees and their households shall take modest lives appropriate to their places and income. They shall non indulge in extravagant or pretentious show of wealth in any signifier. Section 2. Norms of Conduct/Behavior of NBI Operatives. In add-on to Section 1. NBI Agents/Special Research workers are besides obliged to: 1. Safeguard lives and belongings ; and protect the inexperienced person against misrepresentation. the weak against subjugation or bullying. and the peaceful against force or upset. 2. Respect the Constitutional rights of all individuals to liberty. equality and justness. 3. Keep their private lives unsullied as an illustration to all. 4. Maintain brave composure in the face of danger. contempt or ridicule. 5. Develop self-restraint. 6. Be invariably aware of the public assistance of others. 7. Be honest in idea and in title. in both their personal and official lives. 8. Keep secret what they hear or see of a confidential nature or that is confided to them in their official capacities. unless disclosure is necessary in the public presentation of their responsibility. 9. Keep personal feelings. biass. animuss or friendly relationships from act uponing their determinations. 10. Enforce the jurisprudence politely and suitably without fright or favour. maliciousness or ailment will. without using unneeded force or force. and without accepting tips. 11. Be model by obeying the Torahs of the land. 12. Never use unneeded force or force. 13. Acknowledge their badge of office as a symbol of public religion and accept it as a public trust. to be held so long as they are true to the moralss of the jurisprudence enforcement service. 3

Understanding organisation theory and practice Assignment

Understanding organisation theory and practice - Assignment Example In this regard, successful managers are those that can effortlessly maximize their profitability and broaden the customer bases which are all dependent on daily operations. The report details Holden, organisation’s performance in comparison to a Ford. The report specifically focuses on how the organisation may improve in the future in light of the recommendations of the operations. The recommendations are solely base on the current or present practices of Holden and Ford using two organisational theories. The two theories employed by the report are Critical management studies (CMS) and Structural Contingency Theory (SCT) both which provides the best insight into the manner in which the two organisations should operate. Critical management studies (CMS) is a largely theoretically and left-wing informed technique to organisation and management studies. The theory becomes relevant in addressing the concerns of the companies and comparing their operations of Holden and Ford. The theory specifically challenges the prevailing traditional understanding of organizational operation and management. CMS offers a platform for discussing radical alternatives whereas interrogating the set relations of control, power, ideology and domination, as well as the relations between organisations. More specifically, this theory aims to lower environmental destructiveness and social injustice within the firms. As a canopy research orientation, CMS holds various theoretical conventions, signifying a pluralistic multidisciplinary movement. The theories thus offer a critical basis for recommendation for the firm. On the other hand, Structural contingency theory (SCT) points to a fact that the firm’s structure should be adaptable to every business and that every manager should ensure they are operating their business within the efficient structure that can support their business. These are the factors that are singled out to

Cultural Issues Faced by Operation Managers in Global Environment Essay

Cultural Issues Faced by Operation Managers in Global Environment - Essay Example Operation management can be defined as the structure, operation and systems improvement that establish and deliver the major products and services of an organization. Global operation managers face several ethical problems in organizations. For an example, ethical issues related to workplace diversity can create huge problem for the operation managers in global business environment (Miller 741). These workplace diversity issues can create huge tension in the workplace. This can ultimately affect the business productivity of an organization. If an organization tries to transform from a homogeneous organizational culture to diverse workplace culture then the old or senior employees of the organization can oppose this process. It can affect the workplace environment. Therefore, it is important for the operation managers to set team goals and values before implementing this workplace diversification process. It is true that several global organizations are suffering from critical ethical issues. These issues are affecting the business process of an organization. Increasing green house gas emission and lack of sustainable business practices are creating huge challenge for the organizations. The governments are trying to implement several environmental ethical codes for the organizations to reduce the emission of deadly green house gases. On the other hand, the organizations are trying to avoid these policies in order to maximize business profits.

Stereotypes and Prejudice Essay Example for Free

Stereotypes and Prejudice Essay Please complete the following exercises, remembering that you are in an academic setting and should remain unbiased, considerate, and professional when completing this worksheet. Part I Select three of the identity categories below and name or describe at least 3 related stereotypes for each: †¢ Race †¢ Ethnicity †¢ Religion †¢ Gender †¢ Sexual orientation †¢ Age †¢ Disability. |Category |Stereotype 1 |Stereotype 2 |Stereotype 3 | |Race |Africans are all criminals |White men are all abusers |Mexicans are all gang related | |Gender |Men are more powerful |Women should not be treated equal |Men are better workers | | | |as men | | |Ethnicity |Africans are better in sports |Asians are smarter |Mexican are better and cheaper | | | | |workers | Part II Answer each question in 50 to 100 words related to those stereotypes. Provide citations for all the sources you use. What are the positive aspects of stereotypes, if any? I don’t think there are any positive aspects to sterotypes. If anything they make people act a little more careful around people they don’t know. I think that might be the only positive thing that can come out of it. Everything else can sometimes be very hurtful to other people. What are the negative aspects of stereotypes? Part III Answer each question in 50 to 150 words related to those stereotypes. Provide citations for all the sources you use. Define stereotypes and prejudice. What is the difference between stereotyping and prejudice? Use examples to illustrate the differences. What is the relationship between stereotyping and prejudice? What can be done to prevent prejudice from occurring?

Complete Summary Of The Tempest Essay -- essays research papers

Act 1 Scene 1 On a ship heading back from his daughters wedding, the king of Naples and his men are swept up in a huge storm. The crew does everything they can, but the ship crashes on an apparently deserted island. Act 1 Scene 2 Stranded on the same deserted island for twelve years, the former duke of Milan tries to explain the situation to his daughter, Miranda. He tells her the story of his brother and the king, who arranged for he and Miranda to be lost at sea, so his brother can have his title. He explains also that he conjured up the storm by magic and ensured that no one was harmed. Prospero then charms Miranda and to sleep, and summons his spirit servant, Ariel, to hear about the results of the storm. Prospero awakens Miranda and decides to visit another of his slaves, Caliban. The slave tries to get out of his enslavement, but because of previous crimes he’s committed, Prospero threatens him into labor. Ariel makes sure that Ferdinand, the prince of Naples, runs into Prospero and Miranda. The young ones fall instantly in love, and in order to keep them so, Prospero enslaves Ferdinand. Act 2 Scene 1 The King and his men have reached the island safely but they are saddened by the loss of Ferdinand. The men try to encourage the king telling him that they will find his son and heir, but he won’t be easily cheered. Trying to delay their search, Ariel places a spell on everyone but Sebastien and Antonio. The spell makes the men go to sleep, and while their comrades are asleep, Antonio convinces Sebastian to kill Alanso. Sebastian is Alonso’s brother, and since the heir to the throne is missing, if the king was killed Sebastian would inherit the throne. After some deliberation, Sebastian agrees and they start to attack the sleeping men. Ariel, seeing their plan, suddenly wakes the king and his men thwarting their plan. The men decide to continue the search for the missing Prince. Act 2 scene 2 A servant of Alsono’s named Trinculo has also washed up from the boat, but separate from the other entourage. A storm comes up and Trinculo tries to find shelter from the storm. He runs into Prospero’s servant Caliban and joins him under a cape to escape from the storm. While under there he hears the voice of Alsono’s drunken butler, Stephano. The gentlemen meet up and Caliban tells them about the island in return for some of Stephano’s alcohol. Wanting to leave Pr... ...s revenge, Caliban also tries to plan his own. His revenge for being a servant is, at first, trying to take Miranda. After that, when he enlists the help of the drunkards, is to win the island for himself and kill Prospero. Greed, however, is the most powerful motive in the play. Antonio and Sebastian are shown to be the greediest characters because they are willing to kill their own brothers to inherit the power they seek. Caliban, as well, seeks to rule the island, and uses that as another incentive to attempt to kill Prospero. His cohorts, taken with the thought of being leaders and not servants, go along with him and are willing to commit heinous crimes for it. The only two characters in the play who are not greedy are the ones who fall in love. Since love is often associated with innocence, this is not surprising. Even Prospero, though often thought of as a righteous character, creates the plot in order to gain things for himself. Ariel too, helps Prospero in hopes of buying his freedom from his servitude. The tempest was one of Shakespeare’s last plays and even though it has a different style and themes than some of his other plays, it still remains a great classic today.

The Vampire Diaries: Dark Reunion Chapter Four

Meredith tilted an ironic glance at Matt. â€Å"Hmm,† she said. â€Å"Now, who do you think Elena would call in time of trouble?† Bonnie's grin gave way to a twinge of guilt at Matt's expression. It wasn't fair to tease him about this. â€Å"Elena said that the killer is too strong for us and that's why we need help,† she told Matt. â€Å"And I can think of only one person Elena knows who could fight off a psychic killer.† Slowly, Matt nodded. Bonnie couldn't tell what he was feeling. He and Stefan had been best friends once, even after Elena had chosen Stefan over Matt. But that had been before Matt found out what Stefan was, and what kind of violence he was capable of. In his rage and grief over Elena's death Stefan had nearly killed Tyler Smallwood and five other guys. Could Matt really forget that? Could he even deal with Stefan coming back to Fell's Church? Matt's square-jawed face gave no sign now, and Meredith was talking again. â€Å"So all we need to do is let some blood and cut some hair. You won't miss a curl or two, will you, Bonnie?† Bonnie was so abstracted that she almost missed this. Then she shook her head. â€Å"No, no, no. It isn't our blood and hair we need. We need it from the person we want to summon.† â€Å"What? But that's ridiculous. If we had Stefan's blood and hair we wouldn't need to summon him, would we?† â€Å"I didn't think of that,† Bonnie admitted. â€Å"Usually with a summoning spell you get the stuff beforehand and use it when you want to call a person back. What are we going to do, Meredith? It's impossible.† Meredith's brows were drawn together. â€Å"Why would Elena ask it if it were impossible?† â€Å"Elena asked lots of impossible things,† Bonnie said darkly. â€Å"Don't look like that, Matt; you know she did. She wasn't a saint.† â€Å"Maybe, but this one isn't impossible,† Matt said. â€Å"I can think of one place where Stefan's blood has got to be, and if we're lucky some of his hair, too. In the crypt.† Bonnie flinched, but Meredith simply nodded. â€Å"Of course,† she said. â€Å"While Stefan was tied up there, he must have bled all over the place. And in that kind of fight he might have lost some hair. If only everything down there has been left undisturbed†¦Ã¢â‚¬  â€Å"I don't think anybody's been down there since Elena died,† Matt said. â€Å"The police investigated and then left it. But there's only one way to find out.† I was wrong, Bonnie thought. I was worrying about whether Matt could deal with Stefan coming back, and here he is doing everything he can to help us summon him. â€Å"Matt, I could kiss you!† she said. â€Å"All the girls say that,† he replied calmly at last, with a shrug of mock resignation. It was as close as he'd gotten to lightheartedness all day. Meredith, however, was serious. â€Å"Let's go. We've got a lot to do, and the last thing we want is to get stuck in the crypt after dark.† The crypt was beneath the ruined church that stood on a hill in the cemetery. It's only late afternoon, plenty of light left, Bonnie kept telling herself as they walked up the hill, but goose-flesh broke out on her arms anyway. The modern cemetery on one side was bad enough, but the old graveyard on the other side was downright spooky even in daylight. There were so many crumbling headstones tilting crazily in the overgrown grass, representing so many young men killed in the Civil War. You didn't have to be psychic to feel their presence. â€Å"Unquiet spirits,† she muttered. â€Å"Hmm?† said Meredith as she stepped over the pile of rubble that was one wall of the ruined church. â€Å"Look, the lid of the tomb's still off. That's good news; I don't think we would have been able to lift it.† Bonnie's eyes lingered wistfully on the white marble statues carved on the displaced lid. Hon-oria Fell lay there with her husband, hands folded on her breast, looking as gentle and sad as ever. But Bonnie knew there would be no more help from that quarter. Honoria's duties as protector of the town she'd founded were done. Leaving Elena holding the bag, Bonnie thought grimly, looking down into the rectangular hole that led to the crypt. Iron rungs disappeared into darkness. Even with the help of Meredith's flashlight it was hard to climb down into that underground room. Inside, it was dank and silent, the walls faced with polished stone. Bonnie tried not to shiver. â€Å"Look,† said Meredith quietly. Matt had the flashlight trained on the iron gate that separated the anteroom of the crypt from its main chamber. The stone below was stained black with blood in several places. Looking at the puddles and rivulets of dried gore made Bonnie feel dizzy. â€Å"We know Damon was hurt the worst,† Meredith said, moving forward. She sounded calm, but Bonnie could hear the tight control in her voice. â€Å"So he must have been on this side where there's the most blood. Stefan said Elena was in the center. That means Stefan himself must have been†¦ here.† She bent down. â€Å"I'll do it,† Matt said gruffly. â€Å"You hold the light.† With a plastic picnic knife from Meredith's car he scraped at the encrusted stone. Bonnie swallowed, glad she'd had only tea for lunch. Blood was all right in the abstract, but when you were actually confronted with so much of it-especially when it was the blood of a friend who'd been tortured†¦ And then, thought Bonnie, she faked her own death to get Stefan and Damon to stop fighting over her. But it didn't work. They hated each other more than ever, and she hated both of them for that. She'd gone back to the vampire who made her, and over the years she'd turned as evil as he was. Until at last all she wanted to do was destroy the brothers she had once loved. She'd lured them both to Fell's Church to kill them, and this room was where she'd almost succeeded in doing it. Elena had died stopping her. â€Å"There,† Matt said, and Bonnie blinked and came back to herself. Matt was standing with a paper napkin that now held flakes of Stefan's blood in its folds. â€Å"Now the hair,† he said. They swept the floor with their fingers, finding dust and bits of leaves and fragments of things Bonnie didn't want to identify. Among the detritus were long strands of pale gold hair. Elena's-or Katherine's, Bonnie thought. They had looked much alike. There were also shorter strands of dark hair, crisp with a slight wave. Stefan's. It was slow, finicky work sorting through it all and putting the right hairs in another napkin. Matt did most of it. When they were through, they were all tired and the light sifting down through the rectangular opening in the ceiling was dim blue. But Meredith smiled tigerishly. â€Å"We've got it,† she said. â€Å"Tyler wants Stefan back; well, we'll give him Stefan back.† And Bonnie, who had been only half paying attention to what she was doing, still lost in her own thoughts, froze. She'd been thinking about other things entirely, nothing to do with Tyler, but at the mention of his name something had winked on in her mind. Something she'd realized in the parking lot and then forgotten afterward in the heat of arguing. Meredith's words had triggered it and now it was suddenly all clear again. How had he known! she wondered, heart racing. â€Å"Bonnie? What's the matter?† â€Å"Meredith,† she said softly, â€Å"did you tell the police specifically that we were in the living room when everything was going on upstairs with Sue?† â€Å"No, I think I just said we were downstairs. Why?† â€Å"Bonnie, if you're trying to suggest Tyler was the murderer, it just won't wash. He's not smart enough to organize a killing spree, for one thing,† Meredith said. â€Å"But there's something else. Meredith, last year at the Junior Prom, Tyler touched me on my bare shoulder. I'll never forget it. His hand was big, and meaty, and hot, and damp.† Bonnie shivered at the recollection. â€Å"Just like the hand that grabbed me last night.† But Meredith was shaking her head, and even Matt looked unconvinced. â€Å"Elena's sure wasting her time asking us to bring back Stefan, then,† he said. â€Å"I could take care of Tyler with a couple of right hooks.† â€Å"Think about it, Bonnie,† Meredith added. â€Å"Does Tyler have the psychic power to move a Ouija board or come into your dreams? Does he?† He didn't. Psychically speaking, Tyler was as much a dud as Caroline. Bonnie couldn't deny it. But she couldn't deny her intuition, either. It didn't make sense, but she still felt Tyler had been in the house last night. â€Å"We'd better get moving,† Meredith said. â€Å"It's dark, and your father's going to be furious.† They were all silent on the ride home. Bonnie was still thinking about Tyler. Once at her house they smuggled the napkins upstairs and began looking through Bonnie's books on Druids and Celtic magic. Ever since she'd discovered that she was descended from the ancient race of magic workers, Bonnie had been interested in the Druids. And in one of the books she found a ritual for a summoning spell. â€Å"We need to buy candles,† she said. â€Å"And pure water-better get some bottled,† she said to Meredith. â€Å"And chalk to draw a circle on the floor, and something to make a small fire in. I can find those in the house. There's no hurry; the spell has to be done at midnight.† Midnight was a long time coming. Meredith bought the necessary items at a grocery store and brought them back. They ate dinner with Bonnie's family, though no one had much of an appetite. By eleven o'clock Bonnie had the circle drawn on the hardwood floor of her bedroom and all the other ingredients on a low bench inside the circle. On the stroke of twelve she started. With Matt and Meredith watching, she made a small fire in an earthenware bowl. Three candles were burning behind the bowl; she stuck a pin halfway down the one in the center. Then she unfolded a napkin and carefully stirred the dried flakes of blood into a wineglass of water. It turned rusty pink. She opened the other napkin. Three pinches of dark hair went into the fire, sizzling with a terrible smell. Then three drops of the stained water, hissing. Swift on the heel thou comest, Thrice summoned by my spell, Thrice troubled by my burning. Come to me without delay. She read the words aloud slowly, three times. Then she sat back on her heels. The fire went on burning smokily. The candle flames danced. â€Å"And now what?† Matt said. â€Å"I don't know. It just says wait for the middle candle to burn down to the pin.† â€Å"And what then?† â€Å"I guess we'll find out when it happens.† In Florence, it was dawn. Stefan watched the girl move down the stairway, one hand resting lightly on the banister to keep her balance. Her movements were slow and slightly dreamlike, as if she were floating. Suddenly, she swayed and clutched at the banister more tightly. Stefan moved quickly behind her and put a hand under her elbow. â€Å"Are you all right?† She looked up at him with the same dreaminess. She was very pretty. Her expensive clothes were the latest fashion and her stylishly disarrayed hair was blond. A tourist. He knew she was American before she spoke. â€Å"Yes†¦ I think†¦Ã¢â‚¬  Her brown eyes were unfocused. â€Å"Do you have a way to get home? Where are you staying?† â€Å"On Via dei Conti, near the Medici chapel. I'm with the Gonzaga in Florence program.† Damn! Not a tourist, then; a student. And that meant she'd be carrying this story back with her, telling her classmates about the handsome Italian guy she'd met last night. The one with night-dark eyes. The one who took her back to his exclusive place on Via Tornabuoni and wined her and dined her and then, in the moonlight, maybe, in his room or out in the enclosed courtyard, leaned close to look into her eyes and†¦ Stefan's gaze slid away from the girl's throat with its two reddened puncture wounds. He'd seen marks like that so often-how could they still have the power to disturb him? But they did; they sickened him and set a slow burning in his gut. â€Å"What's your name?† â€Å"Rachael. With an a.† She spelled it. â€Å"All right, Rachael. Look at me. You will go back to your pensione and you won't remember anything about last night. You don't know where you went or who you saw. And you've never seen me before, either. Repeat.† â€Å"Good. Do you have money to get back? Here.† Stefan pulled a fistful of crumpled lire-mostly 50,000 and 100,000 notes-out of his pocket and led her outside. When she was safely in a cab, he went back inside and made straight for Damon's bedroom. Damon was lounging near the window, peeling an orange, not even dressed yet. He looked up, annoyed, as Stefan entered. â€Å"It's customary to knock,† he said. â€Å"Where'd you meet her?† said Stefan. And then, when Damon turned a blank stare on him, he added, â€Å"That girl. Rachael.† â€Å"Was that her name? I don't think I bothered to ask. At Bar Gilli. Or perhaps it was Bar Mario. Why?† Stefan struggled to contain his anger. â€Å"That's not the only thing you didn't bother to do. You didn't bother to influence her to forget you, either. Do you want to get caught, Damon?† Damon's lips curved in a smile and he twisted off a curlicue of orange peel. â€Å"I am never caught, little brother,† he said. â€Å"So what are you going to do when they come after you? When somebody realizes, ‘My God, there's a bloodsucking monster on Via Tornabuoni'? Kill them all? Wait until they break down the front door and then melt away into darkness?† Damon met his gaze directly, challengingly, that faint smile still clinging about his lips. â€Å"Why not?† he said. â€Å"Damn you!† said Stefan. â€Å"Listen to me, Damon. This has got to stop.† â€Å"I'm touched at your concern for my safety.† â€Å"It isn't fair, Damon. To take an unwilling girl like that-â€Å" â€Å"Oh, she was willing, brother. She was very, very willing.† â€Å"Did you tell her what you were going to do? Did you warn her about the consequences of exchanging blood with a vampire? The nightmares, the psychic visions? Was she willing for that?† Damon clearly wasn't going to reply, so he went on. â€Å"You know it's wrong.† â€Å"As a matter of fact, I do.† With that, Damon gave one of his sudden, unnerving smiles, turning it on and off instantly. Damon tossed away the orange. His tone was silky, persuasive. â€Å"Little brother, the world is full of what you call ‘wrong,' † he said. â€Å"Why not relax and join the winning side? It's much more fun, I assure you.† Stefan felt himself go hot with anger. â€Å"How can you even say that?† he flashed back. â€Å"Didn't you learn anything from Katherine? She chose ‘the winning side.' â€Å" â€Å"Katherine died too quickly,† said Damon. He was smiling again, but his eyes were cold. â€Å"And now all you can think about is revenge.† Looking at his brother, Stefan felt a crushing weight settle on his own chest. â€Å"That and your own pleasure,† he said. â€Å"What else is there? Pleasure is the only reality, little brother-pleasure and power. And you're a hunter by nature, just as much as I am,† Damon said. He added, â€Å"I don't remember inviting you to come to Florence with me, anyway. Since you're not enjoying yourself, why don't you just leave?† The weight in Stefan's chest tightened suddenly, unbearably, but his gaze, locked with Damon's, did not waver. â€Å"You know why,† he said quietly. And at last he had the satisfaction of seeing Damon's eyes drop. Stefan himself could hear Elena's words in his mind. She'd been dying then, and her voice had been weak, but he'd heard her clearly. You have to take care of each other. Stefan, will you promise? Promise to take care of each other? And he had promised, and he would keep his word. No matter what. â€Å"You know why I don't leave,† he said again to Damon, who wouldn't look at him. â€Å"You can pretend you don't care. You can fool the whole world. But I know differently.† It would have been kindest at this point to leave Damon alone, but Stefan wasn't in a kind mood. â€Å"You know that girl you picked up, Rachael?† he added. â€Å"The hair was all right, but her eyes were the wrong color. Elena's eyes were blue.† With that he turned, meaning to leave Damon here to think it over-if Damon would do anything so constructive, of course. But he never made it to the door. â€Å"It's there!† said Meredith sharply, her eyes on the candle flame and the pin. Bonnie sucked in her breath. Something was opening in front of her like a silver thread, a silver tunnel of communication. She was rushing along it, with no way to stop herself or check her speed. Oh, God, she thought, when I reach the end and hit – The flash in Stefan's head was soundless, lightless, and powerful as a thunderclap. At the same time he felt a violent, wrenching tug. An urge to follow- something. This was not like Katherine's sly subliminal nudging to go somewhere; this was a psychic shout. A command that could not be disobeyed. Inside the flash he sensed a presence, but he could scarcely believe who it was. this was a psychic shout. A command that could not be disobeyed. Inside the flash he sensed a presence, but he could scarcely believe who it was. Stefan! It's you! It worked! Bonnie, what have you done? Elena told me to. Honestly, Stefan, she did. We're in trouble and we need- And that was it. The communication collapsed, caving in on itself, dwindling to a pinpoint. It was gone, and in its aftermath the room vibrated with Power. Stefan and his brother were left staring at each other. Bonnie let out a long breath she hadn't realized she'd been holding and opened her eyes, though she didn't remember closing them. She was lying on her back. Matt and Meredith were crouched over her, looking alarmed. â€Å"What happened? Did it work?† Meredith demanded. â€Å"It worked.† She let them help her up. â€Å"I made contact with Stefan. I talked to him. Now all we can do is wait and see if he's coming or not.† â€Å"Did you mention Elena?† Matt asked. â€Å"Yes.† â€Å"Then he's coming.†

A Project-Based Learning

A project-based learning approach is extended in which knowledge acquired in water resources engineering lessons is utilized to devise a storm-water management scheme. The goal of the project is to accentuate the significance of assessing design skills attained in the coursework. The students are expected to apply an understanding of material they learned from their lessons in water resources engineering and environmental engineering; which led them to develop a solution for storm-water management scheme. Also, the project aims to introduce students to the power of internet resources and computer technology and quickly carry out the many iterative analyses often required at the detailed stages of design. Considering the importance of project-based design work in enabling proficiency attainment and understanding fundamental natural resources along with engineering concepts are discussed with an approach proposed for facilitating the assimilation of design teaching within water resources engineering course. Approach presented seeks to exploit student enthusiasm for engineering project work in order to enhance an understanding for water resources engineering. The design project considers a â€Å"real† problem, i.e. storm-water management system. It is argued that reality plays an important role in maintaining student commitment, which is essential for effective learning. This paper provides an overview of how design teaching can provide an integrating theme within a water resource-engineering course. The emphasis of the current approach on student-centered active learning rather than the traditional passive learning methods is also discussed. Finally an assessment is made of the project-based approach to design teaching and its ability to develop an understanding of engineering principles, to develop skills in various software packages, and to maintain student enthusiasm using active learning techniques. Design teaching is seen as important, both in itself and as an integrated theme running throughout environmental degree courses. One of the prime objectives is to demonstrate the requirement for integrating the material covered in traditional environmental engineering courses within a design context. In this way, the importance relevance and application of water resources and environmental engineering courses can be emphasized. In addition to this, it is recognized that project-based work is important in developing student enthusiasm for engineering and can therefore provide a mechanism for maintaining the required levels of interest throughout the course. Design projects are very often carried out with the students working in groups, which can be applied to develop teamwork and effective communication. One of the major advantages of project-based design work over traditional, formal lectures is that it is student-centered, requiring active learning rather than the passive acquisition of information through lectures. Although the amount of material that is possible to cover within a single design project is demanding in terms of both student and faculty time, it is argued that project-based work may be a more effective method for acquiring knowledge and developing understanding. The importance of reality in effective design teaching has been highlighted by other authors who argue that the production of the artifact or system designed is an essential part of the educational process. Project-based design teaching often provides the opportunity assessing an existing design through an audit or for producing a new prototype, which would not normally be possible within a conventional lecture coarse. Project-based teaching, therefore, offers the additional advantage to students of dealing with real problems and it is arguably more tangible than other teaching techniques. Although formal lectures provide an important means for acquiring knowledge, it is suggested that students often have more difficulty in understanding the material and seeing the relevance in course material when it is delivered in this way alone. The educational objective of project-based design teaching within water resources and environmental engineering degree courses are not always fully appreciated. Therefore, it is the aim of this paper to discuss a range of objectives and show how they may be achieved within the context of a particular stormwater management design project. A shelter belt system along with a stormwater transfer management system was analyzed using EPANET2 and EPANET2 at SWMM5 design software packages. The shelter belt technology is a proven technology being used in Germany and the Netherlands for controlling stormwater. It was combined with the most-advanced Japanese water transfer technology. A group of students worked on the software packages to simulate the experience while another group of students worked on stormwater management using rainwater gardens and calculated various parameters. Students were encouraged to search for the information on the internet and other sources. Required information and guidance were provided by the instructor. The projects aim to demonstrate the importance of integrating water resources and environmental engineering in the design process as well as to develop team work and communication skills. In addition, it is student-centered, requiring active learning. The project-based development, which enables the advantages discussed above to be achieved, is recommended as one that could readily be adopted within environmental and water resources engineering courses. In the following sections, an outline of the project specifications is first given. The educational objectives are then presented in detail and the educational value of project based design teaching is discussed. However, before discussing the detailed aspects of the design projects, it is helpful to consider the present projects in the context of an overall design model (a range of design models is discussed). The design process may be considered to comprise the following well-established phases: project specifications, common conceptualization, manifestation, and detail. This process pertains largely to original designs, but aspects of the overall process are also relevant to variant design into which category the current design projects in general fall. In variant design, an existing design solution is adopted and modified. Therefore, the present design projects identify a case study in variant design. The generation of design solutions requires some consideration of the original design process discussed above. But the majority of the project is concerned with the detailed design phase.Specification of design projects: The following projects were conceived based on the interest of various groups of students:Using shelter by technology for effective stormwater management.  Use of rainwater garden for stormwater management.Designing stormwater management for rural areas.Applying SWMM5 for real life data from Toledo, New Orleans, and Flint.The students were required to choose their topic in the beginning of the semester and were expected to carry out a litereature review, which was part of their final report.In addition, students were allowed to explore all the internet resources and EPA software, such as SWMM5. Objectives: The ultimate aim for the students is to establish a strategy for dealing with stormwater due to hurricanes (e.g. Katrina, Harvey).The aim is achieved by ensuring the following specific objectives are met: ? To use rainfall data.? To estimate runoff based on the current features for a particular site.? To explore possible solution for the problem.? To employ SWMM for modeling purposes.? To calculate various parameters manually.? To use EPMNET2 for finding the water transfer.The design projects are structured in this way to ensure that particular educational objectives are achieved, and these are discussed for each of the above items in a later section. Methods: The design project is carried out over a period of 12 weeks with a total of 10 hours allocated for the project. Students were encouraged to utilize Blackboard for communicating with the instructor and among themselves. During the first session, students came up with their interested project topic selection. If for any reason students were unable to come up with a topic, the instructor helped them by suggesting alternative topics. Students were given specifications and guidelines on a weekly basis depending on the progress they made on their projects. Students using the software were given a step-by-step procedure for utilizing the software package. Some exercises were also prepared for the students, which were directly related to the project. The first session concludes with a discussion of the project specification between the project supervisor and the students enabling any initial problems to be overcome.At the beginning of the second session, it is expected that students will generate a conceptual diagram along with data and tables, which can be utilized towards laying out the flow of the project. Students utilizing the software were expected to learn the software. In the second session, students are expected to identify all the necessary specifications and to comment on their effect on the success of their projects. This is carried out by means of discussions during the second session with the project supervisor. By the start of the third and final sessions, students are required to present their findings in the class and critique by other groups. In the fourth session, they were required to write the final report, whichreceived comments by the project supervisor. Assessment/feedback: The work of the students is assessed by a group project report that shows details of all the hand calculations and details of the proposed design. A project report rubric was provided by the project supervisor to the students in the beginning of the semester when students came up with the project topics. Their final presentation was also assessed according to a presentation rubric, which was also posted in the same manner. Assessment is carried out in particular to identify the following: ? The ability to generate a simple model for a complex stormwater problem to enable realistic operating conditions to be calculated.? The ability to employ environmental and water resources engineering concepts.? The ability to interpret the results obtained.? The ability to produce a well-structured technical report in which arguments are put forward cogently and design decisions are justified.Feedback to the students takes place throughout the course of the project through discussions with the project supervisors and detailed comments relating directly to the students' reports. Educational objectives:Use of design, knowledge, and making simplified assumptions.Manual calculations.Discussion/conclusions: The design projects discussed in this paper had been run for six months, with some modifications as feedback became available. It is argued that the projects are successful in demonstrating the importance of environmental and water resources engineering within a design context. Furthermore, it provides an integrated approach combining computer software, environmental and water engineering, and design for the consideration of a real design problem. In this way, it is suggested that it is possible to maintain the students' interest and enthusiasm for environmental and water resource engineering through the use of project work. At the same time, this develops students' understanding of the required engineering and design principle. In addition, it develops students' skills in the use of computer software. Environmental and water resources engineering degree courses have been discussed in terms of the need for knowledge acquisition, the acquisition of skills, and the development of understanding. The projects described in this paper requiresknowledge acquisition, the accumulation of actual information, and the developing understanding of computer skills. The approach presented is effective for the development of understanding because it is student-centered, requiring active learning. It requires the students to express their understanding of concepts and discuss them, and to get rapid feedback during the discussion. The process of carrying out design projects in this way is closer. Therefore, to a tutorial approach to teaching and learning than to a lecturing approach and therefore has many advantages. The disadvantage of the project-based approach largely relates to instructor and student time requirements. In addition, it is argued that within given design projects, only a limited domain of environmental and water resources engineering can be considered. The project based approach to student learning, therefore, needs to be run in parallel with more traditional methods but cannot replace them. The projects discussed in this paper are highly suitable. It is argued for inclusion within conventional, environmental, and water resources engineering courses. This would then fulfill the purposes of both reinforcing the understanding of environmental and water resources engineering principles in a way that maintains the students' interest and enables the environment and water resources engineering courses to be run in an integrated way with the design teaching. The importance of design as an integrating theme running throughout environmental and water resources degree courses has not been established. There is growing concern among industrialists and employers of graduate environmental and water resources engineers of the way in which computer software packages and applying knowledge to real world problems are used. These design projects discussed in this paper address this issue directly and it is suggested that a more questioning attitude among students in the use of software packages achieved with a more integrated approach to engineering and design teaching. The importance of reality in teaching engineering design has been discussed by several authors since it is found that much greater impact and lasting effect on memory may be achieved if these students can see the necessity for what they are doing for the real world. The present design projects considered a stormwater management problem and the students applied their knowledge obtained through several sources.

Assignment 14 Essay

Assignment 14 Essay Assignment 14 Essay Deanna Zito Dr. Reilly ECON 152 October 11, 2014 Assignment 14.1 Is poverty on the rise or on the decline? Go to the U.S. Census Bureau Web site, www.census.gov/, and select "Poverty" (under People). Use the data provided to answer the following questions: a. Is the number of people living below the official government poverty level higher or lower than it was in the preceding year? Than it was a decade earlier? b. Is the poverty rate (in percent) higher or lower than it was in the preceding year for the general population, children under 18, blacks, Asians, Pacific Islanders, and whites? c. How many states had increases in the poverty rate compared to the preceding year? The number of people living in the poverty rate in 2010 was around 46.2 (15.1 percent of population) million. This is a rise from the 2009 figure of around 44.8 (14.6 percent of the population) million people living in the poverty rate. The 2010 figure is also greater then the 2000 figure which is around 31(11.5 percent of the population) million people. For the general population the percent in poverty for 2010 was 15.1 percent and increase from the preceding year by 0.5 percent. 2009 figure is 14.6 percent poverty. For children under 18 in 2010 the rate was 22.0 percent and increase of around 1.5 percent from the preceding year. 2009 rate was around 20.5 percent. For Blacks the poverty rate in 2010 was 27.4 percent an increase of 1.6 from the 2009 figure of 25.8. For Asians the poverty rate in

Definition and Examples of Consonance Word Sounds

Definition and Examples of Consonance Word Sounds Broadly, consonance is the repetition of consonant sounds; more specifically, consonance is the repetition of the final consonant sounds of accented syllables or important words. William Harmon notes that most so-called eye rhymes (such as word and lord, or blood, food, and good) are instances of consonance, as are the hymnals rhymes between between river and ever or heaven and given (A Handbook to Literature, 2006). See Examples and Observations below. Ten Titillating Types of Sound Effects in LanguageAlliterationAssonanceEuphonyFigure of SoundHomoioteleutonOnomatopoeiaParomoiosisPhonaestheticsRhymeTautophony Etymology From the Latin, agree sounds Examples and Observations The repetition of final consonant sounds, as in First and last, odds and ends, short and sweet, a stroke of luck, or Shakespeares struts and frets is CONSONANCE.(Laurence Perrine, Literature: Structure, Sound, and Sense, Harcourt, 1978)Some few large men sat in the front parlors, without their collars, Uncles almost certainly, trying their new cigars.(Dylan Thomas, Quite Early One Morning. New Directions, 1954)Consonance in Rap LyricsConsonance  is quite often employed in rap, whether to underscore rhyme or to offer a kind of rhyme substitute. Lauryn Hills lines from the Fugees Zealots show consonance at work alongside rhyme:Rap rejects my tape deck, ejects projectileWhether Jew or Gentile, I rank top percentile,Many styles, More powerful than gamma raysMy grammar pays, like Carlos Santana playsConsonance with one sound (eck) shifts to multisyllable rhymes with another sound (projectile, Gentile, percentile) and then another (gamma rays, grammar pays, Santana plays). The result is as intricate as it is effortless.(Adam Bradley, Book of Rhymes: The Poetics of Hip Hop. BasicCivitas, 2009) Seamus Heaneys Use of Consonance[In Seamus Heaneys poem Oceans Love to Ireland] the plosives i and k also serve to slow our reading, as do the alliteration and consonance of the bs and ds that begin here and continue in the second through fifth lines:Ralegh has backed the maid to a tree As Irelan d is backed to EnglandAnd drives inlandTill all her strands are breathless.We picture a deliberate, proud, unfrenzied man using language and physical strength to overpower the maid.(Karen Marguerite Moloney, Seamus Heaney and the Emblems of Hope, University of Missouri Press, 2007) Pronunciation KON-se-nens Also Known As Half rhyme, slant rhyme

Case 12 Essay Example | Topics and Well Written Essays - 250 words

Case 12 - Essay Example She believes getting rid of gasoline is a potential solution towards fighting pollution. She believes gasoline is a contributor to pollution. That means she uses deductive reasoning. Laura seems so concern about how others view her and this is a normal behavior at her age. Because she is in the identity vs. role confusion development stage that searching for her identity and the physical appearance is one of the identity aspects. Feeling confident about your physical appearance helps develop high self-esteem in an individual. When Laura gets confidence that she is attractive and others see her as attractive and beautiful she will develop a higher self-esteem. On the other hand, I like when s. Watkins asked her† o you like people looking at you, Laura?† because her answer shows that she knows what she wants. Also, the way that she responded and explained to her about getting attention; and how she guided her to improve and learn thinking and social skills by connecting her to Mr.

Atonement On Robbies psychological state in the novel Research Paper

Atonement On Robbies psychological state in the novel - Research Paper Example â€Å"He was happy and therefore bound to succeed. One word contained everything he felt: Freedom. Now, finally, with the exercise of will, his adult life had begun. There was a story he was plotting with himself as the hero.† (McEwan, 115-116). This story was for him to attend medical school. Not because medicine was his greatest passion although it would benefit him with prodigious skills and satisfy his practical nature. Robbie was about to make his own decision, and this above all else was the beauty of his aspiration. â€Å"He had never before felt so self-consciously young, nor experienced such appetite, such impatience for the story to begin.† (McEwan, 117). This invigorating time of youth and all its vast potential is where we meet Robbie and we embark with him as he sets out on his journey of promise. He has carried himself on his hard work and good reputation for so long that it is to be expected Robbie will be successful in his exceptional endeavors and rise higher than Leon Tallis, the boy of wealth and good fortune who lacks the ambition or desire to put to noble use the advantages with which he’s been provided. At this time of awakening purpose, perhaps the biggest self-discovery in Robbie is that he has fallen in love. Robbie has become very awkward and uncomfortable around Cecilia Tallis the girl who was first a childhood friend, an almost sister. They hardly talk anymore and when they do their exchanges are blocked with layers of unclear meanings and hidden feelings. The scene in the novel when Robbie and Cecilia are by the fountain is a lovely illustration of the long brewing tension between them. Cecilia goes to the fountain to fill the family’s cherished vase with water for the flowers and he has offered to help her. They quarrel over him going to medical school. When she makes the comment that her father will be paying for it his pride is hurt and he retorts that he will pay the money back. She is not angry any f inancial expense, but at the cost of his leaving. They struggle over the vase and he breaks it losing a piece in the water. Angrily she removes her clothes in front him, dives in and retrieves the missing piece. She steps out of the water and redresses leaving him overtaken with longing for her. â€Å"He stood up at last from his bath, shivering, in no doubt that a great change was coming over him.† (McEwan, 101). Stirred by this great change within him Robbie writes a couple of letters to Cecilia, the one unintended to be given, articulating his sexual yearning for her. Following the lines of a good plot, the wrong letter is delivered to her by her younger sister Briony, who has also witnessed the fountain display of her sister removing her clothes. The fountain incident compels Briony to read the letter, more sexually explicit than her thirteen years can comprehend. A short while after delivering the letter to her sister, she walks in on Robbie and Cecilia making love in th e library that night at the family dinner party. â€Å"He discovered he had never hated anyone until now. There was no good reason why she should be in the library, except to find him and deny him what was his.† (McEwan, 177). Robbie and Cecilia exchange vows of love and by the time dinner is served, Robbie has nearly savored the sweetest dessert of his entire life. In the course of dinner it is discovered, Jackson and Pierrot, cousins of the Tallis family have left a note