A Consideration of the Role of Feste in Twelfth Night

Shakespeare portrays Feste as a well-drawn, wise, cunning, adaptable character. His character is used in Twelfth Night to reflect on the actions and emotions of the others by keeping himself at a distance from the other characters and not becoming emotionally involved in any of the plots at the beginning of the play. Feste subtly conveys his messages and thoughts through his songs to the audience about the other characters in the play. He reveals in his songs that Orsino is â€Å"roaming† after the wrong love in his pursuit of Olivia. Feste somewhat becomes the narrator of the play by commenting on actions that occur within the play and foreshadowing events. When Feste first enters into the play he has been absent from Olivia's court a long time and must now return into her favour. He does not want to listen to what Maria says to him and using his quick wit manages to answer her. Feste demonstrates his quick wit and ability to juggle words effectively when he says: Let her hang me; he that is well hanged in this world needs to fear no colours. This remark reveals that Feste does not fear Maria's threats and also reveals his intelligence and his philosophical side for he would rather be hanged than be in a war, â€Å"needs fear no colours†. Shakespeare portrays him as a wise man although the Elizabethan audience might consider him a coward and unpatriotic for not wanting to protect and defend his country. Feste carries the stigma of stupidity, which previous fools in literature have inflicted upon all fools but Shakespeare created Feste as an intelligent fool who would change the audience's perception of the role of fools. Shakespeare displays Feste's skill at juggling words as an example of the differences between Feste and other fools as traditionally fools are considered to be ignorant buffoons who are there to entertain using jokes and juggling objects to create amusement. However, Feste displays his insight about the people surrounding him instead while also offering his thoughts about which ruinous condition he would rather be in, â€Å"many a good hanging prevents a bad marriage†. Here he hints that a bad marriage may take place and that death is better than to be unhappy in life. Feste is not loyal to his mistress like Malvolio is to Olivia and Viola is to Orsino for he wanders through the different courts always in search of favour and money. In Orsino's court he sings of love and how it can kill, â€Å"I am slain by a fair cruel maid† man's folly and man's deceitful nature while in Olivia's court he sings to Sir Toby and Sir Andrew he sings more joyful and careless songs but still reflecting on the characters' actions. When he sings the type of song Sir Toby selected he adds on to it when he sees they like it and makes the song relevant to what is happening and sings about what he has seen as an outsider watching the scenes that are happening. Even when he uses music he acts in his capacity as the fool for the house and is secretly wording the advice he would give to certain other characters in the play should he be allowed to tell them. This illustrates his perceptiveness and ability to adapt to any situation no matter what he is supposed to do. Feste's perceptiveness is used as a device to remember what has happened in Twelfth Night without becoming too involved in the play and not seeing the bigger perspective. Sir Andrew is revealed as even more ignorant than Sir Toby has already portrayed him as Feste uses his skills at juggling words to make up new words, which seem real and genuine to Sir Andrew. Feste uses his role as the fool to poke fun at Sir Andrew and sets him up for further humiliation later on because Sir Andrew stores the words Feste uses in his memory and later uses them in any context to try and convince everyone of his intelligence. As Twelfth Night is a play all about foolery and based on the Feast of Fools it is fitting that Feste should make fun of the lesser characters of the play, which somehow make the audience laugh at them as well. Feste is the centre of amusement and merriment in every situation, providing the entertainment for the others and he does this in many ways. Sir Toby enjoys Feste making fun of Sir Andrew and Feste knows this so he does it to please Sir Toby and Sir Andrew being the person he is doesn't realise this and pays Feste as well. Feste demonstrates his cunning in managing to get money out of two people for different reasons. In Act 4 Feste reveals he is ready to become part of the play and take an active role. The others have tricked Malvolio agrees to dress up as Sir Topas, a curate. He thoroughly enjoys his new role as he is making Malvolio madder and without Malvolio in the way he is more important to his mistress, Olivia. In his role as Sir Topas he is more appealing to Sir Toby as Sir Toby hates Malvolio for his puritan-like ways. Feste's disguise convinces Malvolio that Feste is a real curate and Feste undermines his own character being reluctant to join in and always being himself he is now pretending to be something he is not although he is adapting to this new role he is putting on a different face, which he has never done before. Feste reveals one of his flaws through his disguise when he does not know where is a safe place to stop teasing Malvolio and juggling words. In this way he goes over the top with his role and needs someone to keep him in check but has no one to do this for him. Feste's final song seems to be a perfect ending to Twelfth Night. While this song contains many silly words and phrases designed to make people laugh, it does have a serious side to it that suggest that love and marriage are not the only things in life and that there is not always a happy ending. The song goes through the life cycle from a â€Å"little tiny boy† and reverts all the way back around again to when the â€Å"world begun†. It seems to be about Feste's life in particular and his choice to become a fool. He is saying that becoming a fool was his only way to survive because he could not have succeeded any other way. Shakespeare uses Feste as someone to reflect and a way to end the play fittingly. In Twelfth Night, the fools are the ones that control the comedy and humour in the play. They assist in the make believe game and fool around with characters who â€Å"evade reality or rather realize a dream†. This makes Feste a pivotal character in Twelfth Night as without him many other things could have happened and a lot less humour and jokes would have occurred.

Apache Corporation Essay

Apache Corporation was formed in 1954, based on the idea of becoming significant and prosperous in the oil industry. The company took $250,000 of investor capital, paired it with fierce determination and now Apache Corporation is considered one of the top independent oil and gas exploration and production companies in the world (â€Å"Apachecorp.com†, 2012). Apache Corporation operates in both domestic and international markets exploring for, developing, and producing natural gas, crude oil, and natural gas liquids (â€Å"Apachecorp.com†, 2012). On December 31, 2011, the Company had production in the United States, Canada, Egypt, and Australia. Offshore production exists in the United Kingdom, the North Sea, and Argentina. Looking into the future Apache plans to continue to explore other countries for new discoveries and development opportunities (â€Å"Apachecorp.com†, 2012). Environment The success of any business depends on the ability to adapt to the environment it operates in. As part of the oil and gas industry Apache Corporation operates in a global business environment known for its competitiveness. The company has shown growth in production thirty one of the last thirty three years and throughout those years change has been a constant companion. Wide swings in oil prices have become commonplace in the world today, the price of a barrel of oil changes almost daily. Operating in other countries means that political unrest and changes in government policies must be addressed, as well as oil industry regulations that are constantly evolving. Apache Corporation has withstood the changes in business environment for 57 years and remains committed to successfully embracing the changes yet to come. Technology Over the last 10 years the most significant technological advance for the industry has been the coupling of horizontal drilling with hydraulic fracturing techniques. This new method allows the development of resources that are trapped in shale and other areas that have been nearly impossible to mine in the past. Apache Corporation now applies this technology worldwide (â€Å"Apachecorp.com†, 2012). This method is also used by nearly all other companies in the industry including the comparison companies Devon and Anadarko. Financial Health According to the 2011 Apache Corporation Annual Report the company showed a profit for the year and the debt ratio is 0.22. One top competitor Anadarko Petroleum located in San Antonio Texas has a debt ratio of .65 and showed a loss for the 2011 year (â€Å"Hoovers†, 2012). A second top competitor Devon Energy located in Oklahoma City, Oklahoma had a better year in 2011, this company did show a profit and their debt ratio is 0.48 (â€Å"Hoovers†, 2012). Within the gas and oil industry the overall financial status of Apache Corporation is sound. Working in a high risk industry the production risks are balanced by both geographic diversification and a mix of high and low risk properties in the portfolio (â€Å"Hoovers†, 2012). With approximately 3 billion barrels of oil equivalent in reserve Apache Corporation is positioned to maintain their current momentum. The natural gas product is sold most often at current market prices while the crude oil is marketed directly to integrated marketers and refineries. Contract terms are generally 30 days with automatic renewal until canceler at current market prices which change almost daily (â€Å"Apachecorp.com†, 2012). Apache Corporation has been exploring for and producing oil and gas products for over 50 years. The company has been successful and appears to be a sound investment. In this analysis we have reviewed the business environment, financial health and use of technology for Apache Corporation for the purpose of deciding whether or not to invest in the company. References http://www.apachecorp.com/Resources/Upload/file/investors/Apache_AR_2011.pdf Hoovers. (2012). Retrieved from http://www.hoovers.com/company/Apache_Corporation/rfrtif-1-1njea3.html Hoovers. (2012). Retrieved from http://www.hoovers.com/company/Devon_Energy_Corporation/rrxkxi-1-1njea5.html

Angels Demons Chapter 118-120

118 Eleven-forty-two P.M. The frenzied convoy that plunged back into the basilica to retrieve the camerlegno was not one Langdon had ever imagined he would be part of†¦ much less leading. But he had been closest to the door and had acted on instinct. He'll die in here, Langdon thought, sprinting over the threshold into the darkened void. â€Å"Camerlegno! Stop!† The wall of blackness that hit Langdon was absolute. His pupils were contracted from the glare outside, and his field of vision now extended no farther than a few feet before his face. He skidded to a stop. Somewhere in the blackness ahead, he heard the camerlegno's cassock rustle as the priest ran blindly into the abyss. Vittoria and the guards arrived immediately. Flashlights came on, but the lights were almost dead now and did not even begin to probe the depths of the basilica before them. The beams swept back and forth, revealing only columns and bare floor. The camerlegno was nowhere to be seen. â€Å"Camerlegno!† Chartrand yelled, fear in his voice. â€Å"Wait! Signore!† A commotion in the doorway behind them caused everyone to turn. Chinita Macri's large frame lurched through the entry. Her camera was shouldered, and the glowing red light on top revealed that it was still transmitting. Glick was running behind her, microphone in hand, yelling for her to slow down. Langdon could not believe these two. This is not the time! â€Å"Out!† Chartrand snapped. â€Å"This is not for your eyes!† But Macri and Glick kept coming. â€Å"Chinita!† Glick sounded fearful now. â€Å"This is suicide! I'm not coming!† Macri ignored him. She threw a switch on her camera. The spotlight on top glared to life, blinding everyone. Langdon shielded his face and turned away in pain. Damn it! When he looked up, though, the church around them was illuminated for thirty yards. At that moment the camerlegno's voice echoed somewhere in the distance. â€Å"Upon this rock I will build my church!† Macri wheeled her camera toward the sound. Far off, in the grayness at the end of the spotlight's reach, black fabric billowed, revealing a familiar form running down the main aisle of the basilica. There was a fleeting instant of hesitation as everyone's eyes took in the bizarre image. Then the dam broke. Chartrand pushed past Langdon and sprinted after the camerlegno. Langdon took off next. Then the guards and Vittoria. Macri brought up the rear, lighting everyone's way and transmitting the sepulchral chase to the world. An unwilling Glick cursed aloud as he tagged along, fumbling through a terrified blow-by-blow commentary. The main aisle of St. Peter's Basilica, Lieutenant Chartrand had once figured out, was longer than an Olympic soccer field. Tonight, however, it felt like twice that. As the guard sprinted after the camerlegno, he wondered where the man was headed. The camerlegno was clearly in shock, delirious no doubt from his physical trauma and bearing witness to the horrific massacre in the Pope's office. Somewhere up ahead, beyond the reach of the BBC spotlight, the camerlegno's voice rang out joyously. â€Å"Upon this rock I will build my church!† Chartrand knew the man was shouting Scripture – Matthew 16:18, if Chartrand recalled correctly. Upon this rock I will build my church. It was an almost cruelly inapt inspiration – the church was about to be destroyed. Surely the camerlegno had gone mad. Or had he? For a fleeting instant, Chartrand's soul fluttered. Holy visions and divine messages had always seemed like wishful delusions to him – the product of overzealous minds hearing what they wanted to hear – God did not interact directly! A moment later, though, as if the Holy Spirit Himself had descended to persuade Chartrand of His power, Chartrand had a vision. Fifty yards ahead, in the center of the church, a ghost appeared†¦ a diaphanous, glowing outline. The pale shape was that of the half-naked camerlegno. The specter seemed transparent, radiating light. Chartrand staggered to a stop, feeling a knot tighten in his chest. The camerlegno is glowing! The body seemed to shine brighter now. Then, it began to sink†¦ deeper and deeper, until it disappeared as if by magic into the blackness of the floor. Langdon had seen the phantom also. For a moment, he too thought he had witnessed a magical vision. But as he passed the stunned Chartrand and ran toward the spot where the camerlegno had disappeared, he realized what had just happened. The camerlegno had arrived at the Niche of the Palliums – the sunken chamber lit by ninety-nine oil lamps. The lamps in the niche shone up from beneath, illuminating him like a ghost. Then, as the camerlegno descended the stairs into the light, he had seemed to disappear beneath the floor. Langdon arrived breathless at the rim overlooking the sunken room. He peered down the stairs. At the bottom, lit by the golden glow of oil lamps, the camerlegno dashed across the marble chamber toward the set of glass doors that led to the room holding the famous golden box. What is he doing? Langdon wondered. Certainly he can't think the golden box – The camerlegno yanked open the doors and ran inside. Oddly though, he totally ignored the golden box, rushing right past it. Five feet beyond the box, he dropped to his knees and began struggling to lift an iron grate embedded in the floor. Langdon watched in horror, now realizing where the camerlegno was headed. Good God, no! He dashed down the stairs after him. â€Å"Father! Don't!† As Langdon opened the glass doors and ran toward the camerlegno, he saw the camerlegno heave on the grate. The hinged, iron bulkhead fell open with a deafening crash, revealing a narrow shaft and a steep stairway that dropped into nothingness. As the camerlegno moved toward the hole, Langdon grabbed his bare shoulders and pulled him back. The man's skin was slippery with sweat, but Langdon held on. The camerlegno wheeled, obviously startled. â€Å"What are you doing!† Langdon was surprised when their eyes met. The camerlegno no longer had the glazed look of a man in a trance. His eyes were keen, glistening with a lucid determination. The brand on his chest looked excruciating. â€Å"Father,† Langdon urged, as calmly as possible, â€Å"you can't go down there. We need to evacuate.† â€Å"My son,† the camerlegno said, his voice eerily sane. â€Å"I have just had a message. I know – â€Å" â€Å"Camerlegno!† It was Chartrand and the others. They came dashing down the stairs into the room, lit by Macri's camera. When Chartrand saw the open grate in the floor, his eyes filled with dread. He crossed himself and shot Langdon a thankful look for having stopped the camerlegno. Langdon understood; had read enough about Vatican architecture to know what lay beneath that grate. It was the most sacred place in all of Christendom. Terra Santa. Holy Ground. Some called it the Necropolis. Some called it the Catacombs. According to accounts from the select few clergy who had descended over the years, the Necropolis was a dark maze of subterranean crypts that could swallow a visitor whole if he lost his way. It was not the kind of place through which they wanted to be chasing the camerlegno. â€Å"Signore,† Chartrand pleaded. â€Å"You're in shock. We need to leave this place. You cannot go down there. It's suicide.† The camerlegno seemed suddenly stoic. He reached out and put a quiet hand on Chartrand's shoulder. â€Å"Thank you for your concern and service. I cannot tell you how. I cannot tell you I understand. But I have had a revelation. I know where the antimatter is.† Everyone stared. The camerlegno turned to the group. â€Å"Upon this rock I will build my church. That was the message. The meaning is clear.† Langdon was still unable to comprehend the camerlegno's conviction that he had spoken to God, much less that he had deciphered the message. Upon this rock I will build my church? They were the words spoken by Jesus when he chose Peter as his first apostle. What did they have to do with anything? Macri moved in for a closer shot. Glick was mute, as if shell-shocked. The camerlegno spoke quickly now. â€Å"The Illuminati have placed their tool of destruction on the very cornerstone of this church. At the foundation.† He motioned down the stairs. â€Å"On the very rock upon which this church was built. And I know where that rock is.† Langdon was certain the time had come to overpower the camerlegno and carry him off. As lucid as he seemed, the priest was talking nonsense. A rock? The cornerstone in the foundation? The stairway before them didn't lead to the foundation, it led to the necropolis! â€Å"The quote is a metaphor, Father! There is no actual rock!† The camerlegno looked strangely sad. â€Å"There is a rock, my son.† He pointed into the hole. â€Å"Pietro e la pietra.† Langdon froze. In an instant it all came clear. The austere simplicity of it gave him chills. As Langdon stood there with the others, staring down the long staircase, he realized that there was indeed a rock buried in the darkness beneath this church. Pietro e la pietra. Peter is the rock. Peter's faith in God was so steadfast that Jesus called Peter â€Å"the rock† – the unwavering disciple on whose shoulders Jesus would build his church. On this very location, Langdon realized – Vatican Hill – Peter had been crucified and buried. The early Christians built a small shrine over his tomb. As Christianity spread, the shrine got bigger, layer upon layer, culminating in this colossal basilica. The entire Catholic faith had been built, quite literally, upon St. Peter. The rock. â€Å"The antimatter is on St. Peter's tomb,† the camerlegno said, his voice crystalline. Despite the seemingly supernatural origin of the information, Langdon sensed a stark logic in it. Placing the antimatter on St. Peter's tomb seemed painfully obvious now. The Illuminati, in an act of symbolic defiance, had located the antimatter at the core of Christendom, both literally and figuratively. The ultimate infiltration. â€Å"And if you all need worldly proof,† the camerlegno said, sounding impatient now, â€Å"I just found that grate unlocked.† He pointed to the open bulkhead in the floor. â€Å"It is never unlocked. Someone has been down there†¦ recently.† Everyone stared into the hole. An instant later, with deceptive agility, the camerlegno spun, grabbed an oil lamp, and headed for the opening. 119 The stone steps declined steeply into the earth. I'm going to die down here, Vittoria thought, gripping the heavy rope banister as she bounded down the cramped passageway behind the others. Although Langdon had made a move to stop the camerlegno from entering the shaft, Chartrand had intervened, grabbing Langdon and holding on. Apparently, the young guard was now convinced the camerlegno knew what he was doing. After a brief scuffle, Langdon had freed himself and pursued the camerlegno with Chartrand close on his heels. Instinctively, Vittoria had dashed after them. Now she was racing headlong down a precipitous grade where any misplaced step could mean a deadly fall. Far below, she could see the golden glow of the camerlegno's oil lamp. Behind her, Vittoria could hear the BBC reporters hurrying to keep up. The camera spotlight threw gnarled shadows beyond her down the shaft, illuminating Chartrand and Langdon. Vittoria could scarcely believe the world was bearing witness to this insanity. Turn off the damn camera! Then again, she knew the light was the only reason any of them could see where they were going. As the bizarre chase continued, Vittoria's thoughts whipped like a tempest. What could the camerlegno possibly do down here? Even if he found the antimatter? There was no time! Vittoria was surprised to find her intuition now telling her the camerlegno was probably right. Placing the antimatter three stories beneath the earth seemed an almost noble and merciful choice. Deep underground – much as in Z-lab – an antimatter annihilation would be partially contained. There would be no heat blast, no flying shrapnel to injure onlookers, just a biblical opening of the earth and a towering basilica crumbling into a crater. Was this Kohler's one act of decency? Sparing lives? Vittoria still could not fathom the director's involvement. She could accept his hatred of religion†¦ but this awesome conspiracy seemed beyond him. Was Kohler's loathing really this profound? Destruction of the Vatican? Hiring an assassin? The murders of her father, the Pope, and four cardinals? It seemed unthinkable. And how had Kohler managed all this treachery within the Vatican walls? Rocher was Kohler's inside man, Vittoria told herself. Rocher was an Illuminatus. No doubt Captain Rocher had keys to everything – the Pope's chambers, Il Passetto, the Necropolis, St. Peter's tomb, all of it. He could have placed the antimatter on St. Peter's tomb – a highly restricted locale – and then commanded his guards not to waste time searching the Vatican's restricted areas. Rocher knew nobody would ever find the canister. But Rocher never counted on the camerlegno's message from above. The message. This was the leap of faith Vittoria was still struggling to accept. Had God actually communicated with the camerlegno? Vittoria's gut said no, and yet hers was the science of entanglement physics – the study of interconnectedness. She witnessed miraculous communications every day – twin sea-turtle eggs separated and placed in labs thousands of miles apart hatching at the same instant†¦ acres of jellyfish pulsating in perfect rhythm as if of a single mind. There are invisible lines of communication everywhere, she thought. But between God and man? Vittoria wished her father were there to give her faith. He had once explained divine communication to her in scientific terms, and he had made her believe. She still remembered the day she had seen him praying and asked him, â€Å"Father, why do you bother to pray? God cannot answer you.† Leonardo Vetra had looked up from his meditations with a paternal smile. â€Å"My daughter the skeptic. So you don't believe God speaks to man? Let me put it in your language.† He took a model of the human brain down from a shelf and set it in front of her. â€Å"As you probably know, Vittoria, human beings normally use a very small percentage of their brain power. However, if you put them in emotionally charged situations – like physical trauma, extreme joy or fear, deep meditation – all of a sudden their neurons start firing like crazy, resulting in massively enhanced mental clarity.† â€Å"So what?† Vittoria said. â€Å"Just because you think clearly doesn't mean you talk to God.† â€Å"Aha!† Vetra exclaimed. â€Å"And yet remarkable solutions to seemingly impossible problems often occur in these moments of clarity. It's what gurus call higher consciousness. Biologists call it altered states. Psychologists call it super-sentience.† He paused. â€Å"And Christians call it answered prayer.† Smiling broadly, he added, â€Å"Sometimes, divine revelation simply means adjusting your brain to hear what your heart already knows.† Now, as she dashed down, headlong into the dark, Vittoria sensed perhaps her father was right. Was it so hard to believe that the camerlegno's trauma had put his mind in a state where he had simply â€Å"realized† the antimatter's location? Each of us is a God, Buddha had said. Each of us knows all. We need only open our minds to hear our own wisdom. It was in that moment of clarity, as Vittoria plunged deeper into the earth, that she felt her own mind open†¦ her own wisdom surface. She sensed now without a doubt what the camerlegno's intentions were. Her awareness brought with it a fear like nothing she had ever known. â€Å"Camerlegno, no!† she shouted down the passage. â€Å"You don't understand!† Vittoria pictured the multitudes of people surrounding Vatican City, and her blood ran cold. â€Å"If you bring the antimatter up†¦ everyone will die!† Langdon was leaping three steps at a time now, gaining ground. The passage was cramped, but he felt no claustrophobia. His once debilitating fear was overshadowed by a far deeper dread. â€Å"Camerlegno!† Langdon felt himself closing the gap on the lantern's glow. â€Å"You must leave the antimatter where it is! There's no other choice!† Even as Langdon spoke the words, he could not believe them. Not only had he accepted the camerlegno's divine revelation of the antimatter's location, but he was lobbying for the destruction of St. Peter's Basilica – one of the greatest architectural feats on earth†¦ as well as all of the art inside. But the people outside†¦ it's the only way. It seemed a cruel irony that the only way to save the people now was to destroy the church. Langdon figured the Illuminati were amused by the symbolism. The air coming up from the bottom of the tunnel was cool and dank. Somewhere down here was the sacred necropolis†¦ burial place of St. Peter and countless other early Christians. Langdon felt a chill, hoping this was not a suicide mission. Suddenly, the camerlegno's lantern seemed to halt. Langdon closed on him fast. The end of the stairs loomed abruptly from out of the shadows. A wrought-iron gate with three embossed skulls blocked the bottom of the stairs. The camerlegno was there, pulling the gate open. Langdon leapt, pushing the gate shut, blocking the camerlegno's way. The others came thundering down the stairs, everyone ghostly white in the BBC spotlight†¦ especially Glick, who was looking more pasty with every step. Chartrand grabbed Langdon. â€Å"Let the camerlegno pass!† â€Å"No!† Vittoria said from above, breathless. â€Å"We must evacuate right now! You cannot take the antimatter out of here! If you bring it up, everyone outside will die!† The camerlegno's voice was remarkably calm. â€Å"All of you†¦ we must trust. We have little time.† â€Å"You don't understand,† Vittoria said. â€Å"An explosion at ground level will be much worse than one down here!† The camerlegno looked at her, his green eyes resplendently sane. â€Å"Who said anything about an explosion at ground level?† Vittoria stared. â€Å"You're leaving it down here?† The camerlegno's certitude was hypnotic. â€Å"There will be no more death tonight.† â€Å"Father, but – â€Å" â€Å"Please†¦ some faith.† The camerlegno's voice plunged to a compelling hush. â€Å"I am not asking anyone to join me. You are all free to go. All I am asking is that you not interfere with His bidding. Let me do what I have been called to do.† The camerlegno's stare intensified. â€Å"I am to save this church. And I can. I swear on my life.† The silence that followed might as well have been thunder. 120 Eleven-fifty-one P.M. Necropolis literally means City of the Dead. Nothing Robert Langdon had ever read about this place prepared him for the sight of it. The colossal subterranean hollow was filled with crumbling mausoleums, like small houses on the floor of a cave. The air smelled lifeless. An awkward grid of narrow walkways wound between the decaying memorials, most of which were fractured brick with marble platings. Like columns of dust, countless pillars of unexcavated earth rose up, supporting a dirt sky, which hung low over the penumbral hamlet. City of the dead, Langdon thought, feeling trapped between academic wonder and raw fear. He and the others dashed deeper down the winding passages. Did I make the wrong choice? Chartrand had been the first to fall under the camerlegno's spell, yanking open the gate and declaring his faith in the camerlegno. Glick and Macri, at the camerlegno's suggestion, had nobly agreed to provide light to the quest, although considering what accolades awaited them if they got out of here alive, their motivations were certainly suspect. Vittoria had been the least eager of all, and Langdon had seen in her eyes a wariness that looked, unsettlingly, a lot like female intuition. It's too late now, he thought, he and Vittoria dashing after the others. We're committed. Vittoria was silent, but Langdon knew they were thinking the same thing. Nine minutes is not enough time to get the hell out of Vatican City if the camerlegno is wrong. As they ran on through the mausoleums, Langdon felt his legs tiring, noting to his surprise that the group was ascending a steady incline. The explanation, when it dawned on him, sent shivers to his core. The topography beneath his feet was that of Christ's time. He was running up the original Vatican Hill! Langdon had heard Vatican scholars claim that St. Peter's tomb was near the top of Vatican Hill, and he had always wondered how they knew. Now he understood. The damn hill is still here! Langdon felt like he was running through the pages of history. Somewhere ahead was St. Peter's tomb – the Christian relic. It was hard to imagine that the original grave had been marked only with a modest shrine. Not any more. As Peter's eminence spread, new shrines were built on top of the old, and now, the homage stretched 440 feet overhead to the top of Michelangelo's dome, the apex positioned directly over the original tomb within a fraction of an inch. They continued ascending the sinuous passages. Langdon checked his watch. Eight minutes. He was beginning to wonder if he and Vittoria would be joining the deceased here permanently. â€Å"Look out!† Glick yelled from behind them. â€Å"Snake holes!† Langdon saw it in time. A series of small holes riddled the path before them. He leapt, just clearing them. Vittoria jumped too, barely avoiding the narrow hollows. She looked uneasy as they ran on. â€Å"Snake holes?† â€Å"Snack holes, actually,† Langdon corrected. â€Å"Trust me, you don't want to know.† The holes, he had just realized, were libation tubes. The early Christians had believed in the resurrection of the flesh, and they'd used the holes to literally â€Å"feed the dead† by pouring milk and honey into crypts beneath the floor. The camerlegno felt weak. He dashed onward, his legs finding strength in his duty to God and man. Almost there. He was in incredible pain. The mind can bring so much more pain than the body. Still he felt tired. He knew he had precious little time. â€Å"I will save your church, Father. I swear it.† Despite the BBC lights behind him, for which he was grateful, the camerlegno carried his oil lamp high. I am a beacon in the darkness. I am the light. The lamp sloshed as he ran, and for an instant he feared the flammable oil might spill and burn him. He had experienced enough burned flesh for one evening. As he approached the top of the hill, he was drenched in sweat, barely able to breathe. But when he emerged over the crest, he felt reborn. He staggered onto the flat piece of earth where he had stood many times. Here the path ended. The necropolis came to an abrupt halt at a wall of earth. A tiny marker read: Mausoleum S. La tomba di San Pietro. Before him, at waist level, was an opening in the wall. There was no gilded plaque here. No fanfare. Just a simple hole in the wall, beyond which lay a small grotto and a meager, crumbling sarcophagus. The camerlegno gazed into the hole and smiled in exhaustion. He could hear the others coming up the hill behind him. He set down his oil lamp and knelt to pray. Thank you, God. It is almost over. Outside in the square, surrounded by astounded cardinals, Cardinal Mortati stared up at the media screen and watched the drama unfold in the crypt below. He no longer knew what to believe. Had the entire world just witnessed what he had seen? Had God truly spoken to the camerlegno? Was the antimatter really going to appear on St. Peter's – â€Å"Look!† A gasp went up from the throngs. â€Å"There!† Everyone was suddenly pointing at the screen. â€Å"It's a miracle!† Mortati looked up. The camera angle was unsteady, but it was clear enough. The image was unforgettable. Filmed from behind, the camerlegno was kneeling in prayer on the earthen floor. In front of him was a rough-hewn hole in the wall. Inside the hollow, among the rubble of ancient stone, was a terra cotta casket. Although Mortati had seen the coffin only once in his life, he knew beyond a doubt what it contained. San Pietro. Mortati was not naive enough to think that the shouts of joy and amazement now thundering through the crowd were exaltations from bearing witness to one of Christianity's most sacred relics. St. Peter's tomb was not what had people falling to their knees in spontaneous prayer and thanksgiving. It was the object on top of his tomb. The antimatter canister. It was there†¦ where it had been all day†¦ hiding in the darkness of the Necropolis. Sleek. Relentless. Deadly. The camerlegno's revelation was correct. Mortati stared in wonder at the transparent cylinder. The globule of liquid still hovered at its core. The grotto around the canister blinked red as the LED counted down into its final five minutes of life. Also sitting on the tomb, inches away from the canister, was the wireless Swiss Guard security camera that had been pointed at the canister and transmitting all along. Mortati crossed himself, certain this was the most frightful image he had seen in his entire life. He realized, a moment later, however, that it was about to get worse. The camerlegno stood suddenly. He grabbed the antimatter in his hands and wheeled toward the others. His face showing total focus. He pushed past the others and began descending the Necropolis the way he had come, running down the hill. The camera caught Vittoria Vetra, frozen in terror. â€Å"Where are you going! Camerlegno! I thought you said – â€Å" â€Å"Have faith!† he exclaimed as he ran off. Vittoria spun toward Langdon. â€Å"What do we do?† Robert Langdon tried to stop the camerlegno, but Chartrand was running interference now, apparently trusting the camerlegno's conviction. The picture coming from the BBC camera was like a roller coaster ride now, winding, twisting. Fleeting freeze-frames of confusion and terror as the chaotic cortege stumbled through the shadows back toward the Necropolis entrance. Out in the square, Mortati let out a fearful gasp. â€Å"Is he bringing that up here?† On televisions all over the world, larger than life, the camerlegno raced upward out of the Necropolis with the antimatter before him. â€Å"There will be no more death tonight!† But the camerlegno was wrong.

The Concept of Human Resource Management Assignment

The Concept of Human Resource Management - Assignment Example All these careers relate to the training, developing and managing an aspect of the labor force in an organization. They cater to an extensive application of all the theories and aspects of the human resource knowledge in a broader aspect. Many organizations require a good personal, professional and academic profile in order to recruit people for the position of any skilled job in management designation. For less skilled job or fresh graduates with less or no experience, initial level jobs are offered. On the other hand, those candidates, who possess more experience and have the great qualification, are normally offered managerial level jobs in the human resource field. In this case, the Training and development Specialists are required to have basic knowledge of HR, a bachelor’s degree in the required field, and diplomas or certificates in the fields of training and developing the people. This is also performed by the individuals who are specialists in the field of managing people. Compensation and benefits in this designation are on an average level, while the job may be on a contractual basis only. Compensation and Benefits Manager is the position of a senior or managerial level. This position requires a Master’s degree in the relevant field, an acquaintance of candidates with the subject of accountancy and finance, and a good amount of long experience. The candidates with extra qualification and certificates are usually preferred for this post. The compensation and benefits may vary from organization to organization; however, the managers are normally given higher salary packages and good non-cash benefits too. These include car, cell phones, laptops, and other things.

Personal Finance Essay Example | Topics and Well Written Essays - 500 words

Personal Finance - Essay Example Lastly, the article concludes by not letting our emotions rule our financial decisions. As he puts it, â€Å"We commit those (financial) mistakes for several reasons: ignorance, fear, ego, a desire for immediate gratification.† This article is very crucial in fully understanding the rationale of studying personal finance. Throughout the course of an individual’s life, his decisions, no matter how big or small irrefutably affect his financial status. Being able to know the most common mistakes that he cannot afford to make provides him a guideline on how to maximize his financial resources. Since most of us spend money based on our emotions, it is also important to recognize that financial decisions should always be rational rather than emotionally. Lastly, the article makes a good point in stressing the importance of sacrificing current consumption for future financial benefits. Bertolucci’s Protecting Your PC Needen’t Cost a Bundle is an eye opener by providing practical guidelines on ensuring that each PC is safe from spyware, viruses, and other malware. According to the article, PC protection does not necessarily become a financial burden by investing on a whole software suite. PCs running on Windows and Vista typically require only three lines of defense: a firewall; an antispyware; and antivirus software. A homeowner with only one computer can download a two-way firewall at www.zonealarm.com while free spyware is distributed Windows Defender. Antivirus software is not free but cheap alternatives are Symantec Norton Antivirus which costs $40 or Norton Internet Security which can be purchased for $70. This article is very helpful considering that most of complicacies of data processing are made efficient by PCs. However, a typical consumer often lacks the knowledge of identifying what he really needs to protect his PC and ends up buying software suite which is very costly. It is irrefutable that investing on these high-priced

The amygdala is responsible for emotions. Discuss Essay

The amygdala is responsible for emotions. Discuss - Essay Example Along this line, man for centuries had thought about an ultimate purpose for his existence and place in the grand scheme of things. He had thought about God and what happens after a life here on earth. Man likewise has considered a lot of things in his life for which there are no easy answers as yet. Among these considerations is how to define consciousness. Consciousness is something humans easily understand but this concept has defied so far any attempts to define it in a precise manner. Perhaps a common definition is it is an awareness of anything at any given moment. However, it is certainly something that is mysterious but also familiar to most of us. Consciousness can be narrowly defined in medical terms such as a person who is alert and responsive to various stimuli but in psychology, consciousness is different. In the same manner, humans are also interested in knowing the ultimate cause of his own emotions. There is no question that thoughts originate in the brain but there h ad been some types of dispute with regard to the origin of our emotions. People of earlier times had ascribed it to our hearts as the seat of emotions. This view is common among the hopeless romantics in our midst but lately, science has indicated otherwise. Recent scientific research studies had shown us our emotions emanate from a part of our brain to an almond-shaped mass in our temporal lobes. Discussion Much of what is known today about human behaviors is through a new branch of science known as bio-psychology. It is known by many other names such as psycho-biology, biological psychology and physiological psychology. However named, it is a study of complex relationship between our biology and human behavior. In other words, this science attempts to find biological links to our own behavior and foremost among its research objectives is to find a logical solution or explanation for our emotions. In particular, this branch of science tries to find biological basis for emotions suc h as joy, pleasure, laughter, sorrow, pain and grief. To narrow it down further, it attempts to explain emotions in terms of physiology (or our various bodily living systems) and in particular, how the brain controls our thinking and behavior patterns (Alder, 2000, p. 5). This paper deals with some of the theories being put forward on how to explain emotions. Moreover, the discussion here can hopefully help to shed light on some perplexing behaviors that are sometimes observed in humans and maybe make people understand them a bit more. Like the issue of consciousness given as an example earlier, emotions are quite complex and do not easily lend themselves to categorizations in terms of their origins or causes. The debate on where and how emotions originate is a bit contentious just like what is that observed or discussed with regards to consciousness. Emotions and consciousness are two very closely related topics of interest to psychology, and questions such as how to detect emotion s or consciousness in ill or comatose people are important as well as how to measure them precisely, or whether animals have consciousness or even if artificial intelligence can eventually have it. Learned Behavior – the human mind is a complex thing to observe and is therefore very mysterious. Much of what has been known and learned about it sometimes came by accident. A strange case like that of Phineas Gage is often cited in medical literature to show that even more serious injury can occur to the brain but without

Lecture review Movie Example | Topics and Well Written Essays - 750 words

Lecture - Movie Review Example Judaism has and continues to be the true identity of a Jew despite it just being a religion which over time has closely intertwined with their culture and to a greater degree act as a seam that holds the whole nation of Israel together. Most notably is the role of Judaism in legalizing or illegalizing certain food components and at the same time determining the calendar used in that part of the world despite the rest of the world use of a totally different system. In addition, the preservation of the Hebrew language is mainly attributed to ardent following of Judaism. In as much as Judaism continues to be a pillar of the Jews in more ways than one, it cannot be referred to as an ethnicity due to the fact that there have been new converts from other ethnic groups who have embraced Judaism despite it having arisen from Jews who are a single ethnic group. In their practice of monotheism to God, the Jews offer their service to God through adhering to the commandments set out in the five law books, academia, prayer and supplication in a bid to remain faithful to the commandment they made with God. Contrary to a host of numerous world religions, Judaism is unique in the sense that it does not impose its beliefs on a population for them to acquire redemption. Rather, Judaism requires its followers and would be potential followers to practice Judaism as opposed to just confessing by word. The religion accepts new converts following adequate discernment by well-versed Judaism leaders and spiritual directors. The credible and approved source of Judaic teachings is the Bible that is composed of the Five Law books written by Moses. Historical books about the rich history of the Jews. The Prophetic books which provide God’s promises of the thing to come and the writings from prominent and inspired leaders of the former time who in a way shaped their destiny. In addition to the Bible, there exist other sources of religious teachings. These are the total of six volumes of debated and approved Jewish legislations, customs to be followed by every Jew as well as the laws to govern them called the Mishnah. The other source is the Gemara which is a record of debates from former rabbis, conversations and commentaries by the then teachers of law. In essence the two additional reference documents are referred to as the Talmud, which has continued over time to be an authority in as far as teaching Judaism is concerned. The daily life of a practicing Jew is centered on the family and it generally includes prayers, which are carried out at tree specific times of day in accordance with the teachings – morning time, in the afternoon, and at as the sun sets.(Kalmin et al, 2003) This is blended by communal times of worship, the religious observances that are held in the synagogues which are their sacred places of worship and are conducted by a rabbi, a cantor or a knowledgeable member of the congregation or a well schooled religious teacher who has atten ded a religious Jewish formation house. Other rituals that Judaism practicing adherents partake include circumcision of all their male children on their eight day after birth, in accordance with the covenant that was made between the Jews and God and carried out by Moses. It is regarded as a physical sign of tjheir covenant and in Hebrew is referred to as

An Analysis of the Impact of Internet on Consumer Buying Behaviour Dissertation

An Analysis of the Impact of Internet on Consumer Buying Behaviour - Dissertation Example The consumer buying process is a complex process and one of the important areas of investigation for researchers. A number of studies have been conducted to study the consumer buying behaviour. The increasing complexity of consumer buying behaviour is also brought by the online shopping. All theoretical models describing the behaviour of traditional consumers have gone outdated. Marketers have become more interested in studying the behaviour of consumers under the influence of internet. The 4Ps of marketing mix are the major controllable tools to affect the buying behaviour of consumers whereas the elements experienced by the consumer during virtual interaction are the controllable factors in the case of web consumers thereby, indicating that traditional and online marketers use different tools to influence the buying behaviour of consumers. Although a significant work has been done to study the factors which influence the consumer buying behaviour however, most of these studies give more focus on the factors that influence the behaviour rather than studying the impact of the factors on buying behaviour. The product information, the time they spent on internet and the number of daily emails, are the top factors influencing the consumer buying behaviour on the internet.... The product information, the time they spent on internet and the number of daily emails, are the top factors influencing the consumer buying behaviour on the internet (Bellman, Lohse & Johnson, 1999). On the other hand, some studies have ended up with the findings that web consumers and traditional consumers are becoming similar in their buying behaviour. The web consumers are becoming more like the traditional consumers, at least in the United States therefore, companies should create web designs for an audience that is less educated, less web know-how, less technology know-how and earning less (Lohse & Johnson, 1999). A few studies have identified some important factors that can be evaluated to study the impact of internet on consumer buying behaviour. The black box model of Kotler in consumer buying behaviour describes that the external factors including the marketing mix and demographics, economic, situational, social and lifestyle factors and buyer’s mind such as his beli efs, values and decision making process are the determinants of purchase decision (Kotler & Armstrong, 2010, pp. 161). Actually Kotler has provided two set of factors including the external factors and the internal factors which may influence the buyer behaviour. This model gives an idea that knowing the characteristics of vendors and buyers are important to study the consumer purchase decision for example, product information and pricing are the controllable factors of vendors and personal nature of buyer like his/her beliefs, social nature etc are the controllable factors of buyers. The perceived dependability of the online vendors and less uncertainty involved in online buying increase the likelihood of online purchase (Teo & Yu, 2005). The level of trust and

Finance Case Study Example | Topics and Well Written Essays - 1000 words - 1

Finance - Case Study Example GE’s first criterion of loan application is that the company applying for loan should have minimum three years’ operational working. The CCL has more than three years’ existence starting from 1987 until the year ending December 31, 2002. Thus, CCL clearly passes the first criterion. Second criterion laid down by GE is of paramount importance as it ascertains whether the applicant would have enough cash generation in his or her business to repay the loan. It is necessary to do a complete analysis related to this aspect. Rendl wants to know about the cash generated from the operations so as to be assured of the loan repayment by CCL. This can be given by net earnings after tax plus depreciation charged ($72,795+$79,132 = $151,927). Depreciation is not a cash outgo and remains with the company and hence counted in the cash generated. CCL’s previous loans have been disbursed for the repayment period of 48 months. Assuming same repayment period of 48 months for the loan of 270,000, CCL will have monthly installment of 270,000/48 = $5,625/month. Thus, in a year CCL would need to pay 5625Ãâ€"12 = $67,500 toward its new loan; however, for its two old loans CCL has been already paying 7000+800 = $7800 per month. Thus, the outgo per annum for these two old loans would be $93,600. Added a new loan repayment, total repayment comes out to be $161,100 per year. Cash likely to be generated in the year ended 2003 (as calculated above) at $151,927 is marginally short of this repayment requirements. While Rendl reviewing CCL application for $270,000 on April 15 2003 for likely new loan disbursement from May 1 2003, the CCL would have reduced debt in the first four months by 7800Ãâ€"4= $31,200 and net long term liability at the time of new loan disbursement would be 225,000(from balance sheet year ended 2002) – 31200 + 227000(new debt) = $420,800.

Manditory Immunization in children reduce the risk of disease for Essay

Manditory Immunization in children reduce the risk of disease for everyone - Essay Example Herd immunity – not a matter of personal choice The first reason I would like to put forward to support my argument is the reason of herd immunity. I would like to show an example how this issue affects the whole society. My mom is a teacher who has been in the profession for the last 20 years. Recently she had her spleen out and hence had a very vulnerable immune system. But she is now on a leave for three weeks without pay as advised by my family doctor and the responsibility of this suffering goes to a student who attended the class with a whooping cough. Though my mother was not in direct contact with the child, she was victimized, and then, the fate of all other teachers and the students who were in close contact with the culprit is clear. Only cynicism would make someone argue that the parents of that child were unaware about, or, incapable of, immunizations. The point I would like to put forward here is of long lasting social consequences if not taken critically. The pl ight of immune suppressed people like that of my mother should be taken very seriously. Those who have organ transplantation or autoimmune diseases are unable to take proper preventive measures and it is the responsibility of the society to see that these people are not infected. In addition, there is the category of health workers who are forced to work in close contact with the ill ones, thus a high risk group. Thus, in my opinion, it is not at all a personal decision to be taken but like Ottenberg, Wu, Poland, Jacobson, Koenig, and Tilburt (2011) say, it is right from the part of government to restrict individual liberties to promote public welfare, like traffic rules, sanitation laws and environmental regulations. The right of children to lead a healthy life I think it is the responsibility of parents to immunize their children as children at that age are too naive and unable to take decisions. The present-day increase in whooping cough among children is the result of the lukewa rm attitude of parents towards immunization. As they have not witnessed the seriousness of the diseases they are immunizing themselves against, people are losing their interest in the immunization programs leading to such incidents like the increase in whooping cough. Thus, in my opinion, it is necessary to make immunization of children mandatory for parents. Otherwise, due to ignorance or negligence, they tend to avoid it. The increased number of travelers My third argument is related to the increased number of travelers moving in and out of the country. As we all know, though a disease disappeared from the country, it can reappear again through such carriers and if people are not immunized, it will lead to serious health problems in the country. Hence, in my opinion, people should not show a lethargic attitude towards immunization and should ensure immunization to their children. Points against immunization- ignorance and superstition There are a large number of allegations made b y people against vaccination. Those who are against the preventive measures have a lot in their repertoire. One serious allegation against vaccination is that mumps, measles and rubella vaccine (MMR) could lead to autism or Crohn’s disease (Borysiewicz). However, studies have proved that this allegation is baseless. Faras, Ateeqi and Tidmarsh (2010) have shown that MMR does not have any connection with the occurrence of Autism. In

Biblical Foundations Essay Example for Free

Biblical Foundations Essay Curriculum development is establishing a plan of what a school is going to teach during a school year. The time frame of the curriculum can vary from a quarter to a semester to even being taught the entire school year. Wayne (2010) suggests that each individual’s personal biblical worldview impacts each person in their beliefs and opinions about curriculum development differently. The stance taken by this individual is that of trying to see things in the manner that God would want. God is all knowing and being all knowing, He knows what is best in all things at all times. The Bible says: â€Å"For by him all things were created: things in heaven and on earth, visible and invisible, whether thrones or powers or rulers or authorities; all things were created by him and for him. He is before all things, and in him all things hold together† (Colossians 1:16-17). Developing a curriculum is not to be taken lightly. Prayer, studying the word of God, and meditation must all be a part of the development. The role of teachers is to not only teach our students the curriculum that is set before them but to be a leader and a role model. Being a role model is a scary concept. Scary because it means that one is to not just use the words that they speak but they are to show it by the way they act and live their life. Christian teachers have a tremendous job to accomplish. They influence not only the other teachers around them but also the students that they are around every day. The curriculum that is being taught is of the utmost importance but the Christian witness that is being shown is of even more importance. The public school system does not make this easy for those who are Christians. Speaking the word of God is prohibited within this setting. Knowing this, as Christian teachers, being a deliberate Christian role model is of the utmost importance. Many might say that this is impossible but that is far from the truth. The Bible says: â€Å"With man this is impossible, but with God all things are possible† (Matthew 19:26). The Bible also says: â€Å"†¦Everything is possible for him who believes† (Mark 9:23). Teachers are some of the most innovative and creative people. Christian teachers are to use this to their benefit. The God we serve is the one and only living God and through him, all things are possible. This makes the possibilities of being a good Christian role model limitless. The role of the learner today should be one of wanting to learn. Teachers can encourage this by using student-centered learning according to Blumberg (2008). This can be a very powerful way of getting the learner to want to learn. Student-centered learning does not have to be the entire focus of the class. The focus here could be put into place after the teacher has instructed the students. In a ninety minute class, the teacher is more than able to instruct the students, and then put them in student-centered learning. This helps the learner to focus on what they have learned and not on what the teacher is teaching according to Blumberg (2008). The approach here helps the learner to focus on what they need to be doing and less time on what is going on around them. In our society today, the biblical worldview is quickly being taken away while the modern worldview is silently creeping in to the minds of everyone. Scripture tells us: â€Å"†¦Satan himself masquerades as an angel of light† (2 Corinthians 11:14). We, as Christians, are becoming so conditioned to being politically correct that we are forgetting what is biblically correct. We sit back and think that if we just ignore what is going on, then it will just go away. Instead of that, things have gotten worse and even our young children and adults are beginning to believe that what is taking place is alright. No prayer in school, it is the holiday break not Christmas break, it is spring break not Easter. A worldview is what we develop because of what is going on around us. Many do not even realize that their worldview is being formed or altered. When asked what their worldview is, many cannot even explain it, let alone tell you where their view came from. Today’s Christian society needs to step up and take a stance on what needs to be taught within our public schools. Many in our Christian society have pulled their children out of the public school system to either put them into private Christian schools or to homeschool them. Although this is not wrong, it is not accurate either. The government of today has been shaped and is being shaped by the beliefs of many different religions. â€Å"The U. S. was the first western nation to be founded predominately by Protestants — not Roman Catholics. That fact alone expresses America’s willingness to experiment with the novel and a defiance of tradition. Its history includes the emergence of utopian experiments, religious fanaticism, and opening the door to such exotic religions as Buddhism, Hinduism, Islam, and Taoism. Such has been the winding road of religious evolution in America† (History of Religion in America). In trying to make the United States a place of religious freedom, our government has instead made the life of a Christian more difficult. The government’s role in our society should be that of making sure that our children are educated to the standard possible. Although religious viewpoints should be left up to the families of the children, the government still needs to maintain that our freedom is not taken away within the schools. There does need to be guidelines that need to be established but without the persecution of believers of Christ. The church needs to be very careful when getting involved with curriculum development outside of Christian schools. There are so many beliefs that are out there that if the church were to get too involved, the government could and has stepped in to tell us that all has to be taught or expressed. This is where the parents need to step up to the plate. Parents can become and should become a part of the school. Becoming a part of the Parent Teacher Organization is a good start. Getting to know the teachers and expressing to them the needs that should be better met for the students should be of the utmost important. Parents have the right to have a say in the development of the school curriculum. Done in the proper manner, parents can even have a powerful impact on the curriculum their children are taught. Being a part of the process instead of being a part of the problem is the best plan any parent should be a part of for their child. Teachers, learners, society, government, church and family all have an important role in developing curriculum. Each on has a specific role that affects each and every one of us. Teachers and learners work together every day. They get to know each other on a level that can and should encourage trust with one another. Society and government go hand in hand in expressing what the people of that particular area want. Church and families hold the values we want our children to have as well as the standards of life we want. The development of curriculum is to be held to a high standard. Each group that is listed above help to provide the high standard that our children deserve in the educational field.

Crime and Social Issues Essay Example for Free

Crime and Social Issues Essay Many crime problems in my area which are creating difficulties for peoples day by day. I have seen many crimes have been done in my area. * Snatching * Drugs dealing * Shop lifting * Stabbing * Gang fighting * Theft and robbed * The area where I live is ok; I have been robbed for my money a couple of times – nothing too bad. But my friends live in a really bad estate. Theres always stuff going on there. People are shot and stabbed all the time. * It all starts with people getting rude with each other. One person is rude to someone else, and then the victim goes and gets their gang for revenge. Sometimes its just two gangs fighting and punching each other. But on this estate, its nearly always killing. Guns and knives are everywhere. * Its always worse when the gang hires someone else to do the killing. They only give a description of the person they want taken care of. So the hit man hasnt even seen the guy hes going to shoot before. Sometimes they shoot the wrong person. Then, if the person who was killed by mistake was in a gang, their gang goes and gets revenge. So it never ends. * Im most worried about knife crime, because you can get knives anywhere – from the kitchen, shops and people from round the estates. My friend’s big brother was stabbed in the chest with a knife, because he was involved in some bad stuff. * In my school its not so bad because they check us for weapons. The only weapons were allowed are compasses. * Im not so afraid of gangs, because they dont have a reason to go after me. But my friends Dad got involved in drugs. Now hes got some gangs after him because of some trouble that happened. * When I visit my mates on the estate, I feel more protected than afraid, because I know my friends and their brothers are looking out for me. People there recognise me now, so I know even the drug dealers would look after me on their patches. They know Im not causing any trouble. But Id be very; very afraid for my life there if no-one was looking out for me. Snatching: About 10 houses in front of me was this young lady walking by a car parked along the grass patch outside one of the terrace houses. As she was reaching the rear end of this clean decent looking Silver Proton Waja, I noticed the engine started and the left rear passenger doors window was being wound down. Suddenly a man emerged out of the rear passenger doors window his entire torso! And making a grab of this ladies handbag!!!! As this man emerged from the cars window, the Silver Proton Waja was pulling out of its parking position slowly not in a hurry with the man from within just dragging the lady and her handbag along until she gave it up!! Then they drove off slowly no hurry!!! Conclusion: My report about crime problem in my area which I have describe in my report, we should do safety every time and inform to police about any crime or suspicious activities in area or any surrounding area.

Role Of Hemisphericity In Activating Teaching Style Education Essay

Role Of Hemisphericity In Activating Teaching Style Education Essay The most distinctive feature of modern society is science based technology. The changes that occur as a result of the impact of its are called as modernization. This modernization has affected teaching .learning in many ways. Modern teaching learning is giving importance to students activity. It is called student centered approach. In a traditional society the aim of teaching learning acquisition of knowledge. But in modern society the main aim of teaching learning is not only acquisition of knowledge but also the awakening of curiosity, the stimulation of creativity the development of proper interest, attitude and values and the building of essential skills such as independent study teaching learning in the modern society is to keep pace with the achievement of knowledge and skills. According to Dictionary of Education (2005, p.521) learning is the process of acquiring knowledge, skills and belief through experience. Learning takes place when students interact with others and with environment by observing, talking, listening discussing, writing and relating their own ideas and experiences with others.(Reddy, 2006, p.11). Piagets (1964, p.17) describes learning is subordinated to development and not vice versa. He explained development as the active construction of knowledge and learning as the passive formation of association. He was interested in knowledge construction and believes that cognitive development came before learning. According to his view child cannot learn a concept before they are cognitively ready. Here by the term cognitively ready he means development of child. Cognitive development takes place first then they become able to learn where as Vygotsky believed that learning is an active process and it did not wait for readiness. Vygotsky, (1978, p.90) said properly organized learning results in mental development and sets in motion a variety of developmental process that would be impossible apart from learning. He saw learning as a tool in development. Learning pulls development up to higher level and social interaction is a key in learning. So in this way learning can be defined as an individual as well as socialactivity. Learning takes place as a result of experience. For example a first grade student sings, twinkle twinkle little star and second grade student leaves hot spoon immediately. First case is the example of learning while second case is not the example of learning, whats the difference between the examples of learning and not learning? The difference is the experience. In other words the first grade students behavior is the result of his experience. He was not biologically programmed to sing twinkle twinkle little star and leaving hot spoon is reflexive activity. The learning is what students do, teaching is what the teacher can teach. The improvement in teaching can be demonstrated if there is improvement in learning. As observed by prof.R.S. Adams and others students may learn what the teacher intended them to; they may not. Teachers like others are fallible,then may not always teach correctly. It Follows them that in any learning situation students may learn correctly what the teacher taught incorrectly or may learn incorrectly what the teacher taught correctly or fortunately the opposites. 1.2 TEACHING AND LEARNING Teaching and Learning are interlinked. The teacher teaches and students learn. Teaching learning has four aspects they are teacher, student, learning process figure1.1 explained The process in the interaction between student and the teacher Teacher development Pupil Learning Process and learning situation. The teacher creates the learning situation for the student. The process in the interaction between student and the teacher. This interaction is explained in the figure1.1 Teaching learning is influenced by the totality of the learning environmental situation. This interaction is possible through three way communication. This results is behavior changes in the learner. This is diagrammatically explained in the figure1.2 The teacher guiding their students in eight step. *Step 12 communication from the teacher to the learner. *Step 3 to 5 from learner to teacher. *Step 6 to 8 again from teacher to learner. Through this 3 way communication teacher could teach is a linear manner. On the other hand learner can know how well his learning is progressing and how he can success in his way of learning. The teaching components and learning components are interlinked. Teaching objectives are successful only when the learning outcomes coincide within it. The components of teaching learning are given below. 1.2.1.COMPONENTS OF LEARNING PROCESS *Task to be learned. *Characteristics of the task to be learned. * Characteristics of the learner. *Conditions under which effective learning takes place. 1.2.2.COMPONENTS OF TEACHING PROCESS: *Instructional goals. *Entering behavior. *Instructional procedures. *Performance assessment. 1.3.ROLE OF BRAIN IN LEARNING: Brain study research identifies the left brain is the academic brain. It is because educators generally emphasize its process in a traditional class room. It has some limitations in learning on the other hand the right brain is the artistic brain because it is the center for creative talents. Though science and medicines now give more attention to these brain process, education has traditionally neglected the right side, learning half of a students brain potential under educated. Nowadays more school systems are using whole brain learning technique. The brain study shows that learning can be flourished only when teachers make their students to integrate use both sides of their brain is a lesson. For Example in Kg classes, Teachers who use music, Dance, Story telling, Drama or other right brain activities in their class which trigger the left brain students. Their learning capabilities can be increased but in the primary section the teacher can use traditional teaching which reduce t he right brain activities. When right brain teacher teaches left brain students it affects the achievement of the learner. So the teacher should be whole brained their only he can produce right brain and whole brain dominated students. The present study has two phases. *First phase the matching between teaching and learning. *Second phase Brain dominance of the students and teacher. 1.4 STATEMENT OF THE PROBLEM: The problem for the present study is titled as compatibility between teaching style and learning style with reference to hemisphericity. 1.5 OPERATIONAL DEFINITION OF KEY TERMS Teaching Style: Teaching Style defined by Fisher and Fisher(1979) as a pervasive way of approaching the learners that might be consistent with several methods of teaching Gregorc(1979) Teaching Style consists of an instructors personal behavior and the media used to transmit or receive data to or from the learner. LEARNING STYLE: Cornett defined learning style as a a consistent pattern of behavior but with a certain range of individual variability. Geogorc and Ward (1977) stated that learning style consists of distinctive and observable behavior that provides clues about the mediation abilities of individuals. In operational terms ,people through their characteristic sets of behavior tell us how their mind related to the world and therefore how they learn. COMPATIBILITY Matching is defined in terms of compatibility the interactive effects of person and environment (Hunt 1979) HEMISPHERICITY: Hemisphericity is the cerebral dominance of an individual is retaining the processing mode of information in his own style of learning and thinking.(Venkatraman 1989) Researcher conducted during the last two decades have shown that the human left cerebral hemisphere is to be specialized for primarily verbal, analytic, abstract, temporal and digital operations (Bogey 1969,Gazzaninga 1970, Ornstein 1972).The same investigation revealed that the right cerebral hemisphere is to be specializes for primarily non verbal holistic, concrete, creative, analogical and aesthetic function. For identifying the hemisphere dominance the ways in which and levels at which the information is being proceed by the individual are to be studied. 1.6 OBJECTIVES OF THES STUDY: *The primary objective of the study is to explore the compatibility between teaching style and learning style and its influence on academic achievement with regards to hemisphericity. * The Secondary objectives are the following. A) To find out the difference in the learning style of the students with respect to demographic variables. B) To find out the differences in the teaching style of the teacher with regards demographic variables. C) To find out the relationship between learning style and information processing style if the students. D) To find out the relationship between the teaching style and brain dominance of the teacher. E) To find out the relationship between learning style and achievement score of the students. F) To find out the relationship between learning style and teaching style and achievement score. 1.7 VARIABLES OF THE STUDY: A) Independent Variables (i) Teaching Style (ii) Learning Style (iii) Information Processing Style (iv) Solat B) Dependent Variable: Achievement Score 1.8. SIGNIFICANCE OF THE STUDY: Learning style is a consistent way of functioning which reflects cultural behavior patterns. These may be revised as a result of training or changes in learning experiences According to Reid(1987:100) learning styles are thus moderately strong habits rather than intractable biological attributes.In all academic classrooms there will be students with multiple learning styles, and students with major, minor and negative learning styles. Teachers are accommodating these learning styles and to bring changes in their own teaching style and provide a variety of activities for them only teachers can meet out needs of different learning styles of students. In a class where mismatch occur the students tend to bores and inactive, inattentive, do poorly on tests get discouraged about the course. They may conclude that they are not good at the subjects of the course and give up. To reduce teacher student style conflicts some researchers in the area of learning styles be matched. KUMARA VADIVELU (1991:98) states that the narrower the gap between teacher intervention and learner interpretation , the greater are the chances of achieving desires learning outcomes. Effective matching between teaching style and learning style can be achieved only when teachers are aware of their learners needs, capacities, potentialities and learning style preferences in meeting these needs.It has been the researchers experience as a teacher may learners fail to achieve an acceptable level of success in achievements tests. Is it possible that some students are failing to be successful at school because teaching methods do not cater for their learning style?Investigator much of reading on this topic suggest that the boredom, lack of success and frustration of students experiences t school could be due to incongruence between teaching strategy of teacher and their preferred learning styles.This inherent problem gave rise to the idea for this researcher topic. It was thus born out of a desire to provide teachers with an alternative approach to improve the learning productivity of their students. 1.9 LIMITATIONS OF THE STUDY: The present study has demarcated with the following limitations *The time frame the data collection phase of the research was conducted over a periods of 12 weeks. *Level of intelligence and relevant previous knowledge of the learner could also have had as effect on the result of the study. *Size of the sample. The limited number of the population and hence the small sample size could have influenced the degree to which the findings of the research can be generalized to other population. *This is only a precise product study in the area of learning and teaching style. *Due to laborious calculations, only certain variables are studied in this investigation. * The study is limited to the pupils of class ix only. *The study is limited to kancheepuram and Chennai district only. 1.10 CHAPTERIZATION The study is organized into six chapters for easy understanding flexible discussion in statistical results. CHAPTER I The first chapter details about the problem of the study, objectives, significance and scope of the study CHAPTER II It deals with backdrop of the study.It explores about teaching style,learning style,brain study,compatibility between teaching style and learning style,information processing , and solat CHAPTER III It deals with the review of related literature in the present investigation.It explore Indian reviews and international reviews CHAPTER IV The fourth chapter explores the methodology of the study, the statement of the problem, need, hypothesis, variables, studies, method of research, construction of tools , collection of data and statistical techniques used in analysis of data are presented. CHAPTER V This chapter incorporate with descriptive statistics,differential analysis association analysis,correlation analysis and conclusion. CHAPTER VI It is connected with summary, major findings , conclusions, recommendations and suggestions for further study. Bibliography and Appendices are enclosed at the end of the thesis. Thus the finding is detailed in six chapters r.

computer Fields :: essays research papers

Duaane B. Carrington Jr.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Mr. Cattell Rough Draft  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  11/7/01 Introduction   Ã‚  Ã‚  Ã‚  Ã‚  For my term paper the field I chose was computers. I chose this field because I love computers and it s a field on the rise. When doing my research about computers, I tried to stay focused on a few different types of fields. I did this because I thought that doing every different type of field would not help me chose the right field for me. Computers is such a big field that it was almost no problem picking a couple of computer fields to talk about in my term paper. Preparation   Ã‚  Ã‚  Ã‚  Ã‚  When doing some research I found out some ways to prepare yourself for the field of computers. First you should have good study habits and take a lot of notes during class. It would help you if you had a laptop so you can do some of your work in your dormitory instead of using the computer lab on the school campus (Cobb, interview). If you know nothing about the field that you are doing, then you should narrow down your classes, and take a side class that will help you prepare for your field. Since there are so many mathematic problems dealing with computers you should be well rounded with math in high school (Cobb, interview). If you are not good with math, then you should try to do anything possible to try and improve your math capabilities. Opportunities   Ã‚  Ã‚  Ã‚  Ã‚  There are many opportunities with the field of computers. A lot of jobs are offered to college students during their time in college. Some jobs offer the student so much money that they could live off of that if they were to leave college at that moment in time ( ex.35,000). Some job offers in different fields of computers are vast, but some are very hard make it in. You should pick a field that nobody really knows about make sure it has good pay. General   Ã‚  Ã‚  Ã‚  Ã‚  I found out that having someone who majored or knows something in the field of computers that you are in, you will need them if you have to ask them a question about something in your field that you can’t answer. There is a high demand for computer experts in certain fields, because a big or small corporation might need someone in that area to help them become successful (Cobb, interview). There is a lot of programming in computers.

Sexual Harassment in America :: Sexual Harassment Essays

Individual rights are being infringed on all the time in this country. The common law in this country protects against sexual assault and battery, but not sexual harassment. The 1994 Violence Against Women Act has issued guidelines for sexual harassment by the federal agencies but has not set laws to be enforced. These guidelines are supposed to be followed by men and women around our country. People living in the United States should feel safe and comfortable walking down the streets, in the office or in their schools, and that's the bottom line. This essay will inform and relay information about sexual harassment. The issue that is facing this country is recognizing what sexual harassment is and how to combat it. Personally, I think it comes down to an issue of awareness. If everyone knew what sexual harassment was and how to deal with it in a mature manner, we would be able to control this growing problem. We will talk about what to do if you are put in a harassing situation, why this happens and how do deal with it on a personal level. There are several types of sexual harassment, just as there are forms or harassment too. The two most common forms are described as "Quid pro quo," and "hostile environment sexual harassment. "Quid pro quo," is a Latin word for something for something. This is when someone asks directly or indirectly for sexual advances in exchange for something powerful. Only people in power can commit this type of sexual harassment, but still lives in the power verses weak relationship. Good examples of this situation happen in the work force but are also seen in schools. When a teacher threatens to fail a student unless the student agrees to date the teacher, that is quid pro quo(OCR). It does not matter if the student refuses the teachers demands, and suffers the harm of the grade. The harassment is illegal. The other common type of sexual harassment is based upon the idea of comments indirectly or directly said in a hostile environment. This is called hostile environment harassment. This occurs when harassing conduct is so severe or persuasive that it affects the persons ability to be an individual. Regardless what type of harassment that occurs, you must take immediate action or measures to stop this violence.

Causes of World War One :: essays research papers

Causes of World War One -------------------------------------------------------------------------------- A. Economic Imperialism at home and abroad - In one generation Africa - direct possession (1902: only Liberia, founded by former American slaves remains independent) Asia and Near East: economic and diplomatic pressure Economic concessions and extra-territorial privileges: Ottoman Empire - most vulnerable; China - most vulnerable; Japan - modernizing rapidly; India - firmly in British hands; Importance to Europe: keeps fat on European economy; colonial rule a reproach to democracy; encouraged feelings of national and racial superiority; "Pan" movements - a form of imperialism Technology and science: materialism B. Social Human welfare: serfdom gone (except in Russia); surgery and anesthetics perfected; life span longer; Victorian middle class morality in decline; spread of literacy. Peace movements: "pipe dream of peace". Aristocratic remainders. Neglect of the proletariat. C. Intellectual 1. European cultural heritage 2. Ideologies of progress: conservatism - delaying action not progress (aristocracy) liberalism - freedom, law, representative government (upper middle class) radicalism - remove class distinctions, anti-clerical (lower middle class) socialism - collectivist doctrine (city workers) new left - syndicalism D. Political 1. the nation-state: language and race 2. parliamentary government 3. parties: tied to class and ideology lack of responsibility too many of them 4. Differing forms separation of powers only in the USA king or president a figurehead in Britain and France search for majorities in parliament Britain: the cabinet held the whip France and Italy: parliament held the whip 5. Extension of the suffrage 6. Exceptions to democratization Germany: only has external form of it, the Reichstag is a "debating chamber" Austria-Hungary: maintaining monarchy in polyglot confusion Russia: a struggle between Duma and Ministry E. Military 1. popular militarism Boer War naval building race: Admiral Tirpitz - risk theory Three-year army law: France 1913 Tripoli campaign in Italy, 1911 2. Comparative figures on army increase, 1870-1914: 1870 1914 Russia 700,000 1,300,000 France 380,000 846,000 Germany 403,000 812,000 Austria-Hungary 247,000 424,000 Britain 302,000 381,000 Italy 334,000 305,000 Japan 70,000 250,000 U.S.A. 37,000 98,000 3. military expenditure

Gross Domestic Product GDP

The Gross Domestic Product (GDP) of a country is commonly defined as the total market value of all final goods and services produced in a country in a given year. The fact that it is measured regularly and quite consistently in practically all countries of the world allows a direct comparison of the standard of living in individual countries. The frequent measuring also makes it possible to quickly recognize changing trends. For example, it is used to determine whether an economy is growing faster or slower than in the previously measured period and to compare it with other economies in the world. When GDP is calculated in relation to the population of a country, one speaks of the average GDP per capita. This is often used as an indicator of a country’s standard of living. However, as a measure of the standard of living in a country, GDP has its limitations and shortcomings. ? It does not differentiate between economic output that actually benefits the population and economic bads in a country, such as, for example, expenses for warfare, pollution-producing industries, etc. It does not include unreported activities such as illegal trading or black-market labour. ? It does not reflect non-market activities such as unpaid housework, childcare, and care for the elderly at home, community services or similar activities. The distribution of wealth within a country can be very uneven. When there is a high concentration of enormous wealth in a very small group, and the vast majority of a population is very poor, the average income may be relatively high, although the standard of living of the majority population is low. GDP can only measure the material standard of living, without taking into account the quality of life as perceived by each individual, which cannot be standardized across a population or countries. ? Economic output can increase due to technological advances requiring less employment, thereby decreasing the employment ratio. ? The age distribution within a country may be such that a relatively small group of working-age people have to support a large group of old people, resulting in a lower employment rate and consequently a lower standard of living.

Fool Chapter 24

TWENTY-FOUR BOUDICCA RISING All my years as an orphan, only to find that I had a mother, but she killed herself over cruelty from the king, the only father I had ever known†¦ To find I had a father, but he, too, was murdered by order of the king†¦ To find the best friend I'd ever known was the mother of the woman I adored, and she was murdered, horribly, by order of the king, because of what I had done†¦ To go from being an orphan clown to a bastard prince to a cutthroat avenger for ghosts and witches in less than a week, and from upstart crow to strategist general in a matter of months†¦ To go from telling bawdy stories for the pleasure of an imprisoned holy woman to planning the overthrow of a kingdom†¦ It was bloody disorienting, and not a little tiring. And I'd built quite an appetite. A snack was in order – perhaps even a full meal, with wine. I watched from the arrow loops in my old apartment in the barbican as Cordelia entered the castle. She rode a great white warhorse, and both she and the horse were fitted with full plate armor, fashioned in black with gold trim. The golden lion of England was emblazoned on her shield, a golden fleur-de-lis of France on her breastplate. Two columns of knights rode behind her, carrying lances with the banners of Wales, Scotland, Ireland, Normandy, France, Belgium, and Spain. Spain? She'd conquered bloody Spain in her spare time? She was rubbish at chess before she left. Real war must be easier. She reined up her horse in the middle of the drawbridge, stood in the stirrups, pulled off her helmet and shook out her long golden hair. Then she smiled up at the gatehouse. I ducked out of sight – I'm not sure why. â€Å"Mine!† she barked, then she laughed and led the column into the castle. Yes, I know, love, but bad form, isn't it, to march about with your own bloody army laying claim to random property, innit? Unladylike. She was bloody glorious. Yes, a snack would do nicely. I laughed a bit myself and danced my way to the great hall, indulging in the odd somersault along the way. Perhaps going to the great hall in search of food wasn't the best idea, and perhaps it wasn't my real intention, which was just as well, since instead of a repast, the bodies of Lear and his two daughters were laid out on three high tables, Lear on the dais where his throne sat, Regan and Goneril below, on either side, on the main floor. Cordelia stood over her father, still in her armor, her helmet tucked under her arm. Her long hair hung in her face, so I couldn't tell if she was crying. â€Å"He's a good deal more pleasant now,† said I. â€Å"Quieter. Although he moves about the same speed.† She looked up and smiled, a great dazzling smile, then seemed to remember she was grieving and bowed her head again. â€Å"Thank you for your condolences, Pocket. I see you have managed to fend off pleasantness in my absence.† â€Å"Only by keeping you constantly in my thoughts, child.† â€Å"I've missed you, Pocket.† â€Å"And I you, lamb.† She stroked her father's hair. He wore the heavy crown that he'd thrown on the table before Cornwall and Albany what seemed so long ago. â€Å"Did he suffer?† Cordelia asked. I considered my answer, which I almost never do. I could have vented my ire, cursed the old man, made testament to his life of cruelty and wickedness, but that would serve Cordelia not a bit, and me very little. Still, I needed to temper my tale with some truth. â€Å"Yes. At the end, he suffered greatly in his heart. At the hands of your sisters, and under the weight of regret for doing wrong to you. He suffered, but not in his body. The pain was in his soul, child.† She nodded and turned from the old man. â€Å"You shouldn't call me child, Pocket. I'm a queen now.† â€Å"I see that. Smashing armor, by the way, very St. George. Come with a dragon, did it?† â€Å"No, an army, as it turns out.† â€Å"And an empire, evidently.† â€Å"No, I had to take that myself.† â€Å"I told you your disagreeable nature would serve you in France.† â€Å"That you did. Right after you told me that princesses were only good for – what was it – ‘dragon food and ransom markers'?† There it was, that smile again, sunshine on my frozen heart, it felt. And like a frostbitten limb, there were pins and needles as the feeling returned. Suddenly I felt the small purse with the witch's puffball heavy on my belt. â€Å"Yes, well, one can't be right all the time, it would undermine one's credibility as a fool.† â€Å"Your credibility is already in question in that regard. Kent tells me that the kingdom fell before me so easily because of your doing.† â€Å"I didn't know it was you, I thought it was bloody Jeff. Where is Jeff, anyway?† â€Å"In Burgundy with the duke – well, the Queen of Burgundy. They both insist on being referred to as the Queen of Burgundy. Turns out you were right about them, which again counts against your standing as a fool. I caught them together at the palace in Paris. They confessed that they'd fancied each other since they were boys. Jeff and I came to an arrangement.† â€Å"Aye, there's usually an arrangement in those situations – the arrangement of the queen's head and body at different addresses.† â€Å"Nothing like that, Pocket. Jeff is a decent chap. I didn't love him, but he was a good fellow. Saved me when Father threw me out, didn't he? And by the time this happened I'd won the guard and most of the court to my sympathies – if anyone was going to lose his head, it wasn't me. France took some territories, Toulouse, Provence, and some bits of the Pyrenees with him, but considering the territories I've taken, overall it's more than fair. The boys have a crashingly large palace in Burgundy that they perpetually redecorate. They're quite happy.† â€Å"The boys? Bloody Burgundy buggering froggy France? By the dangling ovaries of Odin, there's a song in there somewhere!† She grinned. â€Å"I've purchased a divorce from the Pope. Bloody dear[46] it was, too. If I'd known Jeff was going to insist on sanction of the Church I'd have pushed to reinstate the old Discount Pope.† The sound of the great doors opening echoed through the hall and Cordelia turned, fierce fire in her eyes. â€Å"I said I was to be left alone!† But then Drool, who had lumbered through, pulled up as if he'd seen a ghost, and started to back away. â€Å"Sorry. Beggin' your pardons. Pocket, I got Jones and your hat.† He held up the puppet stick and my coxcomb, forgot for a second that he'd been shouted at, then resumed backing out the doors. â€Å"No, come, Drool,† said Cordelia. She waved him in and the guards closed the door behind him. I wondered what the knights and other nobles might think that the warrior queen would admit no one to the hall except two fools. Probably that she was merely another in a long line of family nutters. Drool paused as he passed Regan's body and lost his sense of purpose. He lay Jones and my hat on the table next to her, then pinched the hem of her gown and began to raise it for a peek. â€Å"Drool!† I barked. â€Å"Sorry,† said the Natural. Then he spotted Goneril's body and moved to her side. He stood there, looking down. In a moment his shoulders began to shake and soon he broke into great, rib-wrenching sobs and proceeded to drip tears upon Goneril's bosom. Cordelia looked at me with pleading in her eyes, and I, at her, with something that must have seemed similar. We were shits, together, we were, that we didn't grieve for these people, this family. â€Å"They was fit,† said Drool. Soon he was petting Goneril's cheek, then her shoulder, then both her shoulders, then her breasts, then he climbed on the table on top of her and commenced a rhythmic and unseemly sobbing that approximated in timbre and volume a bear being shaken in a wine cask. I retrieved Jones from Regan's side and clouted the oaf about the head and shoulders until he climbed off the erstwhile Duchess of Albany and slipped through the drape and hid under the table. â€Å"I loved them,† Drool said. Cordelia stayed my hand and bent down and lifted the drapery. â€Å"Drool, mate,† she said. â€Å"Pocket doesn't mean to be cruel, he doesn't understand how you feel. Still, we have to keep it to ourselves. It's not proper to dry-hump the deceased, love.† â€Å"It ain't?† â€Å"No. The duke will be here soon and he'd be offended.† â€Å"What 'bout the other one. Her duke is dead.† â€Å"Just the same, it's not proper.† â€Å"Sorry.† He hid his head under the drape. She stood and looked at me, turning away from Drool and rolling her eyes and smiling. There was so much to tell her, that I'd shagged her mother, and we, technically, were cousins, and, well, things might get awkward. It was my instinct, as a performer, to keep the moment light, so I said, â€Å"I killed your sisters, more or less.† She stopped smiling. â€Å"Captain Curan said they poisoned each other.† â€Å"Aye. I gave them the poison.† â€Å"Did they know it was poison?† â€Å"They did.† â€Å"Couldn't be helped, then, could it? They were right vicious bitches anyway. Tortured me through my childhood. You saved me the effort.† â€Å"They just wanted someone to love them,† I said. â€Å"Don't make the case with me, fool. You're the one that killed them. I was just going to take their lands and property. Maybe humiliate them in public.† â€Å"But you just said – â€Å" â€Å"I loved them,† said Drool. â€Å"Shut up!† I chorused with Cordelia. The doors cracked open then and Captain Curan peeked his head through. â€Å"Lady, the Duke of Albany has arrived,† said he. â€Å"Give me a moment, then send him in,† said Cordelia. â€Å"Very well.† Curan closed the doors. Cordelia stepped up to me then, she was only a little taller than me, but in armor, somewhat more intimidating than I'd remembered her – but no less beautiful. â€Å"Pocket, I've taken quarters in my old solar. I'd like you to visit after supper tonight.† I bowed. â€Å"Does my lady require a story and a jest before bedtime to clear her head of the day's tribulations?† â€Å"No, fool, Queen Cordelia of France, Britain, Belgium, and Spain is going to shag the bloody bells off you.† â€Å"Pardon?† said I, somewhat nonplussed. But then she kissed me. The second time. With great feeling, and she pushed me away. â€Å"I invaded a country for you, you nitwit. I've loved you since I was a little girl. I came back for you, well, and for revenge on my sisters, but mostly for you. I knew you would be waiting for me.† â€Å"How? How did you know?† â€Å"A ghost came to me at the palace in Paris months ago. Scared the barnaise out of Jeff. She's been advising the strategy since.† Enough talk of ghosts, I thought. Let her rest. I bowed again. â€Å"At your bloody beckoning service, love. A humble fool, at your service.† ACT V How I would make him fawn and beg and seek And wait the season and observe the times And spend his prodigal wits in bootless rhymes And shape his service wholly to my hests And make him proud to make me proud that jests! So perttaunt-like would I o'ersway his state That he should be my fool and I his fate. – Love's Labour's Lost, Act V, Scene 2, Rosaline