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Quotes From Shakespeares The Tempest

Statements From Shakespeare's 'The Tempest' The Tempest is a play by William Shakespeare. It was one of Shakespeares last works, delivered in 1611. In The Tempest, Prospero and his little girl have lived on an island for a long time. They were abandoned on the island when Antonio usurped Prosperos legitimate spot as Duke of Milan. Here are hardly any statements from The Tempest. None that I love more than myself. You are a councilor; on the off chance that you can order these components to quiet and work the tranquility of the nearness, we won't hand a rope more - utilize your power. In the event that you can't, express appreciation you have lived for such a long time, and prepare yourself in your lodge for the accident of the hours, on the off chance that it so hap.- William Shakespeare, The Tempest, 1.1A pox o your throat, you wailing, irreverent, incharitable pooch!- William Shakespeare, The Tempest, 1.1Now would I give a thousand furlongs of ocean for a section of land of infertile ground, long heath, brush, furze, anything. The wills above be done, yet I would fain bite the dust a dry demise William Shakespeare, The Tempest, 1.1 Canst thou rememberA opportunity before we came unto this cell?- William Shakespeare, The Tempest, 1.2in my bogus brotherawakened an underhanded nature, and my trust,like a decent parent, begeted !of himA deception in its opposite as greatAs my trust seemed to be, which had, in fact, no limit,A certainty sans bound...- William Shakespeare, The Tempest, 1.2LibraryWas dukedom huge enough-William Shakespeare, The Tempest, 1.2good bellies have borne terrible children.- William Shakespeare, The Tempest, 1.2Would I mightBut ever observe that man!- William Shakespeare, The Tempest, 1.2Hell is emptyAnd all the fiends are here-William Shakespeare, The Tempest, 1.2I prithee,Remember I have done thee commendable service,Told thee no falsehoods, committed no errors, servedWithout or resentment or grumblings. Thou did promiseTo bate me an entire year.- William Shakespeare, The Tempest, 1.2As devilish dew as eer my mom brushedWith ravens quill from unwholesome fenDrop on you both! A southwest blow on yeAnd rankle all of you oer!- William Shakespeare, The Tempest, 1.2 To name the greater light and how the less-William Shakespeare, The Tempest, 1.2violateThe respect of my kid.- William Shakespeare, The Tempest, 1.2You showed me language, and my benefit ontIs, I realize how to revile. The red plague free youFor learning me your language!- William Shakespeare, The Tempest, 1.2Theres nothing sick can abide in such a temple.If the evil soul have so reasonable a house,Good things will endeavor to stay witht.- William Shakespeare, The Tempest, 1.2Might I yet through my jail once a daybehold this servant. All corners else o th earthLet freedom utilize; space enoughHave I in such a jail.- William Shakespeare, The Tempest, 1.2doublet is as new as the primary day I wore it?- William Shakespeare, The Tempest, 2.1My ruler Sebastian,The truth you talk doth come up short on some gentleness,And time to talk it inyou rub the soreWhen you ought to bring the mortar.- William Shakespeare, The Tempest, 2.1All things in like manner nature ought to produceWithout sweat or attempt.- William Shakespeare, The Tempest, 2.1 Tis as inconceivable that hes undrownedas he that dozes here swims.- William Shakespeare, The Tempest, 2.1As this Gonzalo; I myself could makeA chough of as profound talk. O, that you boreThe mind that I do, what a rest were thisFor your progression! Do you get me?- William Shakespeare, The Tempest, 2.1Were I in England now, as I once might have been, and had however this fish painted, not an occasion fool there but rather would give a bit of silver. There would this beast make a manany weird brute there makes a man. At the point when they won't give a doit to diminish a weak homeless person, they will spread out ten to see a dead Indian.- William Shakespeare, The Tempest, 2.2Four legs and two voices; a most fragile beast!- William Shakespeare, The Tempest, 2.2These be fine things, an on the off chance that they be not sprites. That is a valiant god, and bears divine alcohol. I will stoop to him.- William Shakespeare, The Tempest, 2.2dropped from paradise?- William Shakespeare, The T empest, 2.2Ill show thee the best springs; Ill bravery thee berries;Ill fish for thee, and get thee wood enough.A plague upon the dictator I serve!Ill bear him no more sticks, however follow thee,thou wondrous man.- William Shakespeare, The Tempest, 2.2 The special lady which I serve revives whats dead,and makes my works delights. O, she isTen times more delicate than her dads crabbed,And hes made out of cruelty.- William Shakespeare, The Tempest, 3.1Poor worm, thou workmanship infected!This appearance shows it.- William Shakespeare, The Tempest, 3.1O paradise, O earth, demonstrate the veracity of this sound,and crown what I affirm with kind eventIf I talk valid; assuming hollowly, invertwhat best is boded me to evil: I,Beyond all constraint of what else I th world,Do love, prize, respect you.- William Shakespeare, The Tempest, 3.1As I told thee previously, I am dependent upon a dictator, a magician that by his cleverness hath duped me of the island.- William Shakespeare, The Tempest, 3.2Act to Trinculo Thou liest, thou quipping monkey, thou! I would my valiant ace would demolish thee. I don't lie-William Shakespeare, The Tempest, 3.2What, what did I? I didn't do anything! Sick go more remote off.- William Shakespeare, The Tempest, 3.2And that most profoundly to consider isThe magnificence of his little girl. He himselfCalls her prime. I never observed a womanBut just Sycorax, my dam, and she;But she as far surpasseth SycoraxAs greatst does least.- William Shakespeare, The Tempest, 3.2 Now and then a thousand twangling instrumentsWill him about mine ears; and at some point voices,That on the off chance that I, at that point had waked after long sleep,Will make me rest once more, and afterward in dreamingThe mists methought would open and demonstrate richesReady to drop upon me, that when I wakedI cried to dream once more.-  William Shakespeare, The Tempest, 3.2A living buffoonery! Presently I will believethat there are unicorns; that in ArabiaThere is one tree, the phoenix seat, one phoenixAt this hour ruling there.-  William Shakespeare, The Tempest, 3.3are more terrible than villains.-  William Shakespeare, The Tempest, 3.3You are three men of transgression, whom destiny,That hath to instrument this lower worldAnd what isâ int, the never-satiated seaHath caused to burp up you, and on this islandWhere man doth not occupy you mongst menBeing generally unfit to live. I have made you frantic  William Shakespeare, The Tempest, 3.3All three of them a re edgy: their incredible guilt,like poison given to work an extraordinary time after,Now gins to nibble their spirits. I do entreat youThat are of suppler joints, tail them swiftly,And ruin them from what this ecstasyMay currently incite them to.-  William Shakespeare, The Tempest, 3.3 All thy vexationsWere yet my preliminaries of thy love, and thouHast abnormally stood the test. Here, in advance of heavenI approve this my rich blessing. O Ferdinand,Do not grin at me that I brag of her,For thou shalt find that she will exceed all praiseAnd make it stop behind her.-  William Shakespeare, The Tempest, 4.1Bestow upon the eyes of this youthful coupleSome vanity of mine specialty.-  William Shakespeare, The Tempest, 4.1a agreement of genuine affection to observe  William Shakespeare, The Tempest, 4.1How does my bounteous sister? Go with meTo favor this twain, that they may prosperous be,And honored in their issue.-  William Shakespeare, The Tempest, 4.1Let me live here foreverSo uncommon a pondered father and wifeMakes this spot a heaven.-  ​William Shakespeare, The Tempest, 4.1This is odd. Your dads in some passionThat works him abnormally.-  William Shakespeare, The Tempest, 4.1Never till this daySaw I him so contacted with outrage, so distempered.-  William Shakespeare, The Tempest, 4.1These our actors,As I anticipated you, were all spirits, andAre softened into air, into flimsy air,And, similar to the outlandish texture of vision,The cloud-topped towers, the stunning palaces,The grave sanctuaries, the incredible globe itself,Yea, all which it acquire, will dissolveAnd, similar to this inadequate exhibition faded,Leave not a rack behind. We are such stuffAs dreams are made on, and our little lifeIs adjusted with rest.-  William Shakespeare, The Tempest, 4.1 A fiend, a conceived villain, on whose natureNurture can never stick; on whom my pains,Humanely taken, all, all lost, very lostAnd similarly as with age his body uglier grows,So his psyche blisters. I will torment them all,Even to thundering.-  William Shakespeare, The Tempest, 4.1There isn't just disrespect and shame in that,monster, yet an unbounded misfortune.-  William Shakespeare, The Tempest, 4.1I will have noneâ ont. We will lose our timeAnd all be gone to barnacles, or to apesWith brows despicable low.-  William Shakespeare, The Tempest, 4.1If you presently observed them, your affectionsWould become delicate.-  William Shakespeare, The Tempest, 5.1Though with their high wrongs I am hit toâ th quick,Yet with my nobler explanation gainst my furyDo I take part. The rarer activity isIn ideals than in retribution.-  William Shakespeare, The Tempest, 5.1Behold, sir King,The wronged Duke of Milan, Prospero- William Shakespeare, The Tempest, 5.1I dre ad a frenzy held me. This must crave,An ifâ thisâ beâ at every one of the, a most abnormal story.Thy dukedom Iâ resign,â and do entreatThou excuse me my wrongs. Be that as it may, in what capacity ought to ProsperoBe living, and be here?-  William Shakespeare, The Tempest, 5.1 A daughter?O sky, that they were living both in Naples,The King and Queen there! That they were, I wishMy self were mudded in that slimy bedWhere my child lies. When did you lose your girl?-  William Shakespeare, The Tempest, 5.1O wonder!How numerous goodly animals are there here!How beauteous humanity is! O bold new worldThat has such peopleâ int!-  William Shakespeare, The Tempest, 5.1Was Milan push from Milan that his issueShould become lords of Naples?-  William Shakespeare, The Tempest, 5.1O look, sir, look, here is m

How to Choose Topics to Write About in College Essay

How to Choose Topics to Write About in College EssayAn argumentative essay is the best method to answer a question and make a point. An argumentative essay provides a fair comparison of the arguments offered by the writer against the one presented by the reader. This type of essay has the power to convey what has been said well-rehearsed by the writer.It's very important to be precise in the type of essay you write and to discuss only the topics that are relevant. By only discussing those topics you can make an outline and figure out a rough idea of what the topic of the argumentative essay will be. It's also good to give all possible topics that might fit the outline as this gives a concrete basis for writing the argumentative essay.Consider the topics carefully. Read your list of topics carefully and select the topics that are pertinent to your essay. There are a lot of topics that you can discuss so you should definitely try to find the ones that will touch your interest and make the essay more interesting. You should also try to narrow down the topic to something that is specific to your topic and not just general topics.Arguing on a certain topic is a good way to let the audience know how you feel about a certain situation. You can do this when you're arguing for your position or when you're arguing for the other side. In either case, an argumentative essay presents the case for your argument and challenges the other side's position.The topic should be varied enough so that you can make an impact with your essay. Usually, you should decide how you want to provide examples and proof to support your statement, the specifics of the examples and also the specifics of the proofs. You also need to know how your evidence will make people think and what they will think about. You have to realize that in doing this you will make the audience reflect and analyze more than simply say a few words to you.Essays are meant to be an exchange of ideas. Sometimes, it is dif ficult to express your views in words and you have to choose topics that allow you to express them in the best way possible. There are some topics that are very easy to write about in a particular essay and that's because they are commonly discussed by writers. Other topics that are difficult to write about in a college essay are those that are very abstract or have no clear meaning.The essay you write should be interesting and appealing to the readers. If you feel you can not write about certain topics then you might want to consider writing an essay on another topic. It is also not good to repeat points that have already been made.When writing an essay on a college essay topic, you should consider the topic first before writing. Get the information, then decide on the topic. Get the facts, then decide on the topic. Don't repeat what has already been said.

Origins of the Vietnam War From 1945â€1954

The causes of the Vietnam War trace their roots back to the end of World War II. A French colony, Indochina (made up of Vietnam, Laos, and Cambodia) had been occupied by the Japanese during the war. In 1941, a Vietnamese nationalist movement, the Viet Minh, was formed by their leader Ho Chi Minh (1890–1969) to resist the occupiers. A communist, Ho Chi Minh waged a guerrilla war against the Japanese with the support of the United States. Near the end of the war, the Japanese began to promote Vietnamese nationalism and ultimately granted the country nominal independence. On August 14, 1945, Ho Chi Minh launched the August Revolution, which effectively saw the Viet Minh take control of the country. The French Return Following the Japanese defeat, the Allied Powers decided that the region should remain under French control. As France lacked the troops to retake the area, Nationalist Chinese forces occupied the north while the British landed in the south. Disarming the Japanese, the British used the surrendered weapons to rearm French forces that had been interned during the war. Under pressure from the Soviet Union, Ho Chi Minh sought to negotiate with the French, who desired to retake possession of their colony. Their entrance into Vietnam was only permitted by the Viet Minh after assurances had been given that the country would gain independence as part of the French Union. First Indochina War Discussions soon broke down between the two parties and in December 1946, the French shelled the city of Haiphong and forcibly reentered the capital, Hanoi. These actions began a conflict between the French and the Viet Minh, known as the First Indochina War. Fought mainly in North Vietnam, this conflict began as a low level, rural guerrilla war, as Viet Minh forces conducted hit and run attacks on the French. In 1949, fighting escalated as Chinese communist forces reached the northern border of Vietnam and opened a pipeline of military supplies to the Viet Minh.   French paratroopers taking part in Operation Castor, a parachute drop on Dien Bien Phu in the Thai district during the Indo-China war. Hulton Archive/Stringer/Getty Images  Ã‚   Increasingly well-equipped, the Viet Minh began more direct engagement against the enemy and the conflict ended when the French were decisively defeated at Dien Bien Phu in 1954. The war was ultimately settled by the Geneva Accords of 1954, which temporarily partitioned the country at the 17th parallel, with the Viet Minh in control of the north and a non-communist state to be formed in the south under Prime Minister Ngo Dinh Diem (1901–1963). This division was to last until 1956, when national elections would be held to decide the future of the nation. The Politics of American Involvement Initially, the United States had little interest in Vietnam and Southeast Asia, but as it became clear that the post-World War II world would be dominated by the U.S. and its allies and the Soviet Union and theirs, isolating communist movements took an increased importance. These concerns were ultimately formed into the doctrine of containment and domino theory. First spelled out 1947, containment identified that the goal of Communism was to spread to capitalist states and that the only way to stop it was to â€Å"contain† it within its present borders. Springing from containment was the concept of domino theory, which stated that if one state in a region were to fall to Communism, then the surrounding states would inevitably fall as well. These concepts were to dominate and guide U.S. foreign policy for much of the Cold War. In 1950, to combat the spread of Communism, the United States began supplying the French military in Vietnam with advisers and funding its efforts against the â€Å"red† Viet Minh. This aid nearly extended to direct intervention in 1954, when the use of American forces to relieve Dien Bien Phu was discussed at length. Indirect efforts continued in 1956, when advisers were provided to train the army of the new Republic of Vietnam (South Vietnam) with the goal of creating a force capable of resisting Communist aggression. Despite their best efforts, the quality of the Army of the Republic of Vietnam (ARVN) was to remain consistently poor throughout its existence. The Diem Regime South Vietnam President Ngo Dinh Diem (1901 - 1963) watching an agricultural show just minutes after an assassination attempt had been made on his life. Keystone/Stringer/Getty Images  Ã‚   A year after the Geneva Accords, Prime Minister Diem commenced a â€Å"Denounce the Communists† campaign in the south. Throughout the summer of 1955, Communists and other opposition members were jailed and executed. In addition to attacking the communists, the Roman Catholic Diem assaulted Buddhist sects and organized crime, which further alienated the largely Buddhist Vietnamese people and eroded his support. In the course of his purges, it is estimated that Diem had up to 12,000 opponents executed and as many as 40,000 jailed.  To further cement his power, Diem rigged a referendum on the future of the country in October 1955 and declared the formation of the Republic of Vietnam, with its capital at Saigon. Despite this, the US actively supported the Diem regime as a buttress against Ho Chi Minh’s communist forces in the north. In 1957, a low-level guerrilla movement began to emerge in the south, conducted by Viet Minh units that had not returned north after the accords. Two years later, these groups successfully pressured Ho’s government into issuing a secret resolution calling for an armed struggle in the south. Military supplies began to flow into the south along the Ho Chi Minh Trail, and the following year the National Front for the Liberation of South Vietnam (Viet Cong) was formed to carry out the fight. Failure and Deposing Diem The situation in South Vietnam continued to deteriorate, with corruption rife throughout the Diem government and the ARVN unable to effectively combat the Viet Cong. In 1961, the newly elected John F. Kennedy and his administration promised more aid and additional money, weapons, and supplies were sent with little effect. Discussions then began in Washington regarding the need to force a regime change in Saigon. This was accomplished on November 2, 1963, when the CIA aided a group of ARVN officers to overthrow and kill Diem. His death led to a  period of political instability that saw the rise and fall of a succession of military governments. To help deal with the post-coup chaos, Kennedy increased the number of US advisers in South Vietnam to 16,000. With Kennedys death later that same month, Vice President Lyndon B. Johnson ascended to the presidency and reiterated the U.S. commitment to fighting communism in the region. Sources and Further Information Kimball, Jeffrey P., ed. To Reason Why: The Debate about the Causes of U.S. Involvement in the Vietnam. Eugene OR: Resources Publications, 2005.Morris, Stephen J. Why Vietnam Invaded Cambodia: Political Culture and the Causes of War. Stanford CA: Stanford University Press, 1999.Willbanks, James H. Vietnam War: The Essential Reference Guide. Santa Barbara CA: ABC-CLIO, 2013.

Social Anxiety Disorder And Social Phobia - 1803 Words

Social anxiety disorder or social phobia, is can be progressively debilitating condition which may affect individuals for the duration of their lives and with low rates of recovery among patients (Chartier, Hazen, Stein, M.B, 1998). Studies have shown that the disorder has an early onset with symptoms manifesting on average at age 16 in most adolescents. Social anxiety disorder features intense feelings of irrational fear of possible embarrassment and scrutiny of others during social situations (Canton, Scott, Glue, 2012; Ruscio et al., 2007). The effects of this disorder can be especially disabling as individuals have an increased risk of suffering from comorbid disorders including depression and substances dependeancy (Stein,†¦show more content†¦CBT uses various treatment strategies to help patients work on maladaptive behaviors by targeting symptoms, reduce the stress caused by them and helping client acquire skills that will allow them to change their way of thinking and responding to stress inducing situations. In this approach, the therapist focuses on the here and now (Zborowski, 2014) while assisting the patient by supporting and encouraging them to use personal resources to confront problematic behaviors. Both classical and operant conditioning are methods used in behavioral interventions, although elements modeling are often incorporated. Several methods and techniques are used during CBT such as systematic desensitization, exposure, relaxation, positive and negative reinforcement, cognitive modification, problem solving and stress management. Exposure and relaxation methods will be discussed during this paper, as most of the trials used these methods during treatment. During exposure, patients are repeatedly exposed to an anxiety producing stimulus and encouraged to resist from engaging in avoidance behavior. The patient then rides out the anxiety producing stimulus until it subsides allowing for emotional habituation (Leichsenring et al., 2006). Patients are also thought relaxation techniques to allow them to manage and reduce stress during situation of high anxiety. Another technique used in one of the studies discussed later is cognition modification. This methods helps patients identify

Sex Offenders Release into Society free essay sample

As sex offenders are being released back into society, our sex offender registry laws must be revisited to ensure the safety of our communities. There are more than 650,000 registered sex offenders living among us in the United States today, but some of these are juveniles that are labeled sex offenders and should fall under a different category because their sexual behaviors were consensual (Belkin 2011). Sex offenders should be required to register as a sex offender upon their release into society in order to keep their community safe and aware of their presence. The life of a typical sex offender is characterized by the crime committed, rehabilitation, sentence served, and return to society. In the article â€Å"States Resist Federal Sex-Offender Registry† Ana Campoy explains, states are resisting the federal government’s attempts to enact the â€Å"Adam Walsh Child Protection Act† (Act) nationwide, because of the cost and reliability. Texas officials believe the laws in place are already effective, and their communities are protected from sex offenders with their existing registries. Ana Campoy explains, those states that refuse to endorse the â€Å"Act† will lose federal funding, and the participation of every state is necessary for the â€Å"Act† to work. Some states believe that implementing the â€Å"Act† would decrease the standards of the present registry systems, and lack the focus on the dangerous risks involved with sex offenders. Ana Campoy clarifies the importance of all states complying with the â€Å"Act† in order to improve the current registry systems in place. Nationwide, increased numbers of underage teens are being placed on sex offender registries because of careless consensual acts with a younger partner. Their names appear on sex offender registries next to some of the most dangerous and violent sex offenders in their state. After being labeled a sex offender their life is over, and they better forget about good jobs. No one will believe that they are not guilty of a horrific crime even if it was something as minor as sending a nude picture of themselves via text (Belkin 2011). In Georgia if a sex offender fails to register with local law enforcement where they reside an extra 30 years can be added to their sentence. A sex offender cannot live or work close to schools, churches, parks, or any other place where children are present. Local law enforcement has noted that many sex offenders have relocated to other areas because of the strict laws. A local mother, Monica Lukisavage, whose daughter was abducted by a neighbor says, â€Å"Nothing is going to be 100% effective unless every single offender goes to jail. † People that reside in Georgia believe the tough restrictions are necessary to keep their communities safe, and the strict laws will detour sex offenders from repeating their crimes (Chen 2009). All sex offenders upon release from prison should be required to register with local law enforcement. It’s understandable that some so called sex offenders should not have to be registered for life, but the ones that actually caused physical harm to others have to be to keep society safe. The majority of people would agree that it’s important to keep a close eye on sex offenders. Works Cited Belkin, Lisa. â€Å"When a Sex Offender Isn’t. † The New York Times, 13 July 2011. Web 16 Mar. 2012. . Campoy, Ana. â€Å"States Resist Federal Sex-Offender Registry. † The Wall Street Journal, 9 April 2011. Web16 Mar. 2012. . Chen, Stephanie. â€Å"After Prison, Few Places for Sex Offenders to Live. † The Wall Street Journal, 19 Feb. 2009. Web 16 Mar. 2012. http://online. wsj. com/article/sb123500941182818821. html. Sentence Outline Thesis: Sex offenders should be required to register as a sex offender upon their release into society in order to keep their community safe and aware of their presence. The life of a typical sex offender is characterized by the crime committed, rehabilitation, sentence served, and return to society. I. Sex offenders should be required to register as a sex offender upon their release into society. A. Registering will keep communities safe. B. Law enforcement will know the whereabouts of sexual offenders. C. Neighborhoods will be able to pinpoint unsafe areas. II. Sex offenders must follow the rules of their probation. A. Do not reside within 1,000 feet of schools, parks, playgrounds, or anywhere children gather. B. Mandatory curfews from 10 p. m. to 6 a. m. C. Must take polygraph once a year. D. Must keep a driving log. III. The federal government wants all states to comply with the Adam Walsh Child Protection and Safety Act. A. Some states feel the â€Å"Act† is costly and unreliable. B. Federal government will cut off sex offender registry funds to the states that don’t comply with the â€Å"Act. † C. Participation nationwide is required for the â€Å"Act† to work. IV. Georgia’s strict rules make it a difficult place for sex offenders to live. A. Failing to register an address could add 30 extra years sentence. B. Sex offenders are listed on a publicly available database. C. Sex offenders can never live or work near any banned area. D. A sex offender can never volunteer at church or attend. V. Should all sex offenders be listed on registries? A. Not those that were convicted of having consensual sex as teenagers. B. People convicted of streaking or sending a nude self-photograph via text should not be considered a sex offender. C. Violent predators, pedophiles, and child pornographers should be listed on sex offender registries for life.

Is China nuclear weapons arsenal a force for stability or instability in Asia

Introduction Different countries have different reasons for possessing dangerous ulcer weapons. Many of the countries in possession of the weapons cite defense as their foremost reason. It proves difficult to ascertain the exact number of the weapons a country possesses due to the high level of secrecy involved. For instance, as revealed by the federation of American scientists, China records approximately 180 full of zip nuclear weaponry but owning 240 of them in summation as recorded in the 2009 statistics.Advertising We will write a custom essay sample on Is China nuclear weapons arsenal a force for stability or instability in Asia? specifically for you for only $16.05 $11/page Learn More Despite of these, China is the â€Å"second smallest country that possesses such weapons as compared to other five major states possessing these nuclear weapons† (Kristensen, Robert, Matthew, 2006, p.53). However, what triggers the minds of many is whether th e Chinese nuclear weapon arsenal is stability or an instability force in Asia. As the paper unfolds, China’s nuclear weapon arsenal stands out as a force for stability in Asia. Discussion China has signed various treaties for its safety use of its nuclear weapons. It is one of the countries, which have signed the nuclear nonproliferation treaty. The treaty, ratified by China in 1992, illustrates the commitment of China in using its nuclear for the purposes of stability of its continent as opposed to causing instability (Kristensen, Robert, Matthew, 2006, p.45). Therefore, the claim alone is a package enough to declare the Chinese nuclear weapon arsenal a stability force in Asia. Furthermore, among the five states, China gave an assurance of security to those countries without possession of nuclear weapons. Furthermore, the Chinese policy â€Å"no first use rule† asserts their concerns on stability. This policy means that the use of their nuclear weapons will come as t he last resort if the circumstances require that they use them. As Michael (2011, Para. 4) observes, â€Å"The white paper of 2005 released by the foreign ministry states that the government would not use its weapons under any circumstances and at any time as its first option† during any time of war. It further postulates that China will under no circumstances use nuclear weapons on a non-nuclear weapon state. Furthermore, China has, of recent had good relations with other countries, the US being among them. For instance, in the status and evolution paper on the china nuclear arsenal, union of concerned scientists assured the world that China had no intention of enhancing any parity with the Us (Michael, 2011, Para.5). Further, the paper raised the concern of its arsenal being able to protect the people of China in order for it to survive any attack and have the ability to retaliate. This therefore, implies that China has no ill intention of its nuclear weapon causing any for m of mayhem but rather fosters stability of its country as well as the safety of its people.Advertising Looking for essay on international relations? Let's see if we can help you! Get your first paper with 15% OFF Learn More Conclusion In conclusion, while some countries possesses nuclear firearms based on some instability force evident in their corresponding continents, China assumes the reverse as its nuclear weapon arsenal is no more than a force of stability in Asia. It proves therefore important to note that China is not the only country in possession of such weapons of mass destruction. Although issues have been raised concerning the ill motives of China’s possession of the firearms and secret manufacturing of these weapons, it remains not clear to tell what decision the country can come up with tomorrow. The various treaties signed on usage of the weapons remains the only reference point, but overall, the Chinese nuclear weapons exist purposely to foster stability of the country and only used as the last resort. Reference List Michael, C. (2011). Debate over China’s nuclear policy Analysis: Questions remain on China’s nuclear stance. Retrieve June 2, 2011 from www. nuclear-news.net/2011/05/23/debate-over-chinas-nuclear-policy/ Kristensen, M., Robert, S., and Matthew, G. (2006). Chinese Nuclear Forces and U.S. Nuclear War Planning. Oxford: Oxford UP. This essay on Is China nuclear weapons arsenal a force for stability or instability in Asia? was written and submitted by user Kamila Burt to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Asexual Propagation Lab Report essays

Asexual Propagation Lab Report essays Most people are unaware, but there is a way to actually produce a virtually identical twin of a plant without reproduction and without purchase of seeds or another plant. The process is know as Asexual Propagation and can be used to manipulate your garden or greenhouse. The process involves the use of cuttings from the original plant in order to propagate another plant asexually, or without the use of reproduction. There are certain materials that are necessary in order to complete Asexual Propagation. These materials are one plastic flat, potting media, hand clippers, a ruler, peat cups, and the following plants: Hibiscus/Hibiscus roseus (1 tip, 1 stem), Vicks Plant/Plectranthus tomentosa (1 tip, 1 stem), Spider Plant/Chlorophytum comosum (1 cutting), Umbrella Plant/Cyperus alternifolius (2 cuttings), Snake Plant/Sansevieria trifasciata (6 cuttings), Peperomia/Peperomia obtusifolia (1 cutting), Jade/Crassula argentea (2 stem, 1 leaf), Weeping Fig/Ficus benjamina (1 tip, 1 stem), Mother of Thousands/Byrophyllum spp. (1 plantlet), Lantana/Lantana camerii (1 tip, 1 stem), Wandering Traveler/Zebrina pendula (2 tips, 2 stems), Begonia/Begonia semperflorens (1 tip, 1 stem), Swedish Ivy/Plectranthus australis (1 tip, 1 stem). *Note: Tip cuttings were taken below any node of a section that still contained and apical meristem; whereas, the stem cuttings were taken below a node of a section that no longer contained an apical meristem. Leaf cuttings were taken at the point at which the petiole joins the stem, and plantlets There were a number of methods that were taken during the Asexual Propagation experiment. First of all, we took the appropriate cuttings of the aforementioned plants using the hand clippers. Secondly, we prepared the potting media inside the plastic flat. Next, we planted the cuttings inside the flat. Three of the Snake Plant cuttings were planted upside down, and one of the Umbrella plant cuttings was also...

5 Things To Look For In A Promising Web Host

5 Things To Look For In A Promising Web Host Finding a promising web hosting company for your internet based business is an essential piece to the puzzle. This is the company that has control of your server space, web services and file maintenance, so you want to make sure you are protected. Here are 5 things to look for in a promising web host. Here are 5 things to look for in a promising web host. Reliability There is nothing more important than reliability when it comes to selecting a web hosting company. There are a number of things that can go wrong within an internet based business and it is assuring to know that your web host is there for you. Prior to selecting a company, take the time to look at the percentage of time their server is working properly. If the server tends to be down 15% of the time or more, this kills valuable time that you could be working. Contact info Part of a web hosting company being reliable is also them being available. If your server goes down, you want to know that you can get a hold of the company as soon as possible. The best way to check on the support personnel is to call them up prior to agreeing to anything to test them out. Domain name With thousands of internet based businesses on the web and millions of web addresses already taken, it can be difficult coming up with an original domain name. However, every web host should be able to provide you with one for a reasonable price. Check into the support they give you for finding a quality domain name and the prices each company charges for a domain name. CGI access Depending on the type of internet based business you have, you may want to or need to run your own programs. In order to do this, you must have CGI access. Not every web host offers this, and not every company offers the same capabilities for their CGI access. When researching into a web hosting company, check to make sure they offer CGI access that allows you to read, write, and execute on your server. POP account Having a POP account is vital for your business because of the protection that it offers. A POP account gives you password-protected access to mail that is sent through your website email address. There are several things you want to look into prior to selecting a web hosting company. The more questions you can come up with to ask the company and the more research you put into your decision, the better off you will be.`=

How do Robinson Crusoe's reactions to various characters or groups Essay

How do Robinson Crusoe's reactions to various characters or groups throughout the novel explain European attitudes - Essay Example The venturing personality of Robinson Crusoe depicts Europeans’ great desire in to adventure the globe and thus bring the corresponding expansion which is not easy to achieve in civilized society like America. Thus as a result Crusoe turns out to be violent and engaged in attacks in order to achieve his desires. This illustrates the Europeans colonization of the Americans so that they can enforce their policies on them despite their civilization. Moreover, Crusoe slowly learns to assert himself to people in a land where he does not belong and becomes more assertive to an extent of attacking traders. This shows the Europeans colonization when they would assert their policies in other countries and remain authoritative than the natives. In the novel Defoe presents Crusoe at first as a violent person which boosts his exploration as well as development. This character portrays the violent attitude of the Europeans towards their colonies in the native America and in Africa. Crusoe goes against his parents’ advice of not going to the sea hence this shows how violent and determined he is just like the Europeans in the colonies. Crusoe’s inhuman and violent character towards African slaves shows how the Europeans were pessimistic of African people and how they were contempt about them. He engages in slave trade which shows how Europeans are inhuman towards Africans. The immoral nature of Robinson is also of concern in this novel as suggested by Defoe and Chalmers . For instance he and his friend Friday they attack the feasting cannibals. This in particular depicts the Europeans as immoral people who do not value the well being of other people especially the Africans. The fact that Crusoe sold Xury, one of hi s best friends, portrays him as a betrayer. This is a reflection of how Europe treated other countries by inventing them and takes control of everything. For instance in Africa, the Europeans would take away their land and use the land owners as their own slaves. Crusoe’s belief in his personal superiority over the slaves and this illustrates the Europeans superiority over their colonies. The European countries considered themselves as superior than any other country in the native America, America and in Africa hence the colonization. Robinson Crusoe’s strong belief in Christianity is portrayed by his ability to remain a protestant despite living a state dominated by catholic. This is reflective of the Europeans’ spread of Christianity in most parts of the world including African and American states. The Europeans viewed people from these countries as far from God and that they engaged in unchristian life and that is why they were suffering. This is further illu strated by Robinson’s action of converting Friday to Christianity. Thus the novel portrays the rules of claims of the aspect of the relation between Christianity and England. Robinson’s hardworking trait is portrayed in this novel in various ways which also reflect the attitude of Europeans towards other countries. For instance Robinson never gave a second thought to any business venture. This is reflecti

Business Environment of Zurich Essay Example | Topics and Well Written Essays - 1750 words

Business Environment of Zurich - Essay Example Likewise, their products and services are diverse and categorized according to the clientele they serve. These products and services range from motor vehicle and home insurance, life insurance, savings and investment, as well as pension and retirement planning (for individual clients); property, casualty, workers’ compensation, corporate life and pensions, financial lines, and accident and health (for small and mid-sized organizations); and finally construction, global energy, marine, motor fleet, international programs, and risk engineering (for large and multinational corporations). As Zurich operates in a vast global environment, the purpose of this case study is to provide an assessment of the business environment of Zurich. Specifically, the following questions would be addressed: (1) what is meant by the term â€Å"customer centric†? How has Zurich’s primary research helped it be even more customer focused? (2) Explain the difference between primary and sec ondary market research. How could secondary data support primary research? (3) Analyse how Zurich positioned itself in a customer focused way. (4) Evaluate to what extent help point has enable Zurich to differentiate itself in the insurance market and provide an example of similar service provided either within the same or different environment. Environment The article on Business Environment published online by the Excel College of Higher Education defines the business environment as â€Å"the influences and pressures exerted by external factors on the business† (Excel College of Higher Education, n.d.). As such there are eight constituents of the business environment composed of: demographic, economic, geographical and ecological, legal, technological, social, educational and cultural, as well as the political environment. For Zurich, as a global organization, its scope of operations include Europe (Germany, Spain, Italy, Switzerland, United Kingdom), North America (USA, Ca nada), Asia-Pacific (Australia, Malaysia, Indonesia), and other markets such as Mexico, Argentina, Chile, and Brazil (Zurich Insurance Company Ltd., 2012). Their business environment is therefore vast as it encompasses strategic locations worldwide. Further, due to the wide span of demographical and geographic scale, both opportunities and risk abound. Thus the prevailing economic, political, socio-cultural and legal factors that applies in the respective countries wherein Zurich operates influence their business activities. Their financial success really depends on the strengths and competitive advantages manifested by Zurich and the reaction, as well as response of entrenched competitors within their area of operations. Business Aspect (1) What is meant by the term â€Å"customer centric†? How has Zurich’s primary research helped it be even more customer focused? The term customer-centric means that â€Å"the customer (is placed) at the center of policy-related proc esses† (Gujral, 2007, p. 48). The meaning is more expounded by Booz Allen Hamilton (2004) who averred that customer centric organizations, like Zurich, â€Å"moved beyond lip service and re-oriented their entire operating model around the customer, increasing customer satisfaction, and their own profitability in the process† (Hamilton, 2004, p. 1). As indicated in the Zurich case study on â€Å"Providing a customer-centric service†

Calixta As the Ideal Woman of the 1800s in At The Cadian Ball by Kate

Calixta As the Ideal Woman of the 1800's in At The Cadian Ball by Kate Chopin â€Å"Calixta would be there†¦ That little Spanish vixen.† No matter what the age, there are certain types of women who seem to capture the attention of every man in the room. In the story At the ‘Cadian Ball by Kate Chopin, the protagonist Calixta is precisely that kind of a girl. She is an atypical female of her time. The ideal woman of the late 1800’s was demure, prim and restrained. She was the paragon of prudery, modesty personified. Then there was Calixta. Calixta was everything that the idealized ‘Madonna’ of her time was not. She was boldly flirtatious, impulsive, sensuous and altogether outrageous. For all these anomalous characteristics, she is admired in a fashion. Especially since society of the time is rather homogenous and has strict guidelines for behavior. The heavy racial preconceptions of the times are also evident in this story. The only reason Calixta’s scandalous behavior is tolerated by the community is in her ethnicity. Even so, the men do not seem to mind her behavior much. The women on the other hand did not always approve. â€Å"Bon chien tient de race† She was dismissed often leniently since her mother was Spanish. It did not matter that Calixta had never been to Cuba. The fact that Spanish blood flowed through her veins was enough for the people to automatically assume she was indecent. Perhaps Calixta was influenced by these preconceived expectations. Yet despite her shocking behavior, her indecency was innocent, and deliberate at the same time. Her taunts towards Bobinot, â€Å"Mais, w’at’s the matta? Standin’ plante la like ole ma’ame Tina’s cow in the bog you!† was deliberately provocative, however it came naturally to her. Since ... ...ixta is no exception. Alcee is intriguing for her; therefore, she pursues him, with harmless trifling and suggestions. She does not feel quite right unless there is someone admiring her, since Alcee is obviously not going to do that, she decides Bobinot is better than nothing is. Calixta’s conduct directly reflects her purposes. Despite the fact that she is distinctive in personality and manner she ends up marrying Bobinot. In essence, she does what all the women do, albeit in a different manner. She does take initiative in proposing marriage. However, the point is that she gets married. In the end, regardless of her outrageously coquettish behavior, she is like all other women and want what they have; the stability and love. Thus, she marries Bobinot whom she knows loves her. Unconventional conduct notwithstanding she conforms in a fashion and obeys the rules.

Alice Munro the Found Boat Essay

At the end of Bell Street, McKay Street, Mayo Street, there was the Flood. It was the Wawanash River, which every spring overflowed its banks. Some springs, say one in every five, it covered the roads on that side of town and washed over the fields, creating a shallow choppy take. Light reflected off the water made every- thing bright and cold, as it is in a lakeside town, and woke or revived in people certain vague hopes of disaster. Mostly during the late afternoon and early evening, there were people straggling out to took at it, and discuss whether it was still rising, and whether this time it might invade the town. In general, those under fifteen and over sixty-five were most certain that it would. Eva and Carol rode out on their bicycles. They left the road-it was the end of Mayo Street, past any houses- and rode right into a field, over a wire fence entirely flattened by the weight of the winter’s snow. They coasted a little way before the long grass stopped them, then left their bicycles lying down and went to the water. ‘We have to find a log and ride on it,† Eva said. ‘Jesus, we’ll freeze our legs off. ‘Jesus, we’ll freeze our legs off’ said one of the boys who were there too at the water’s edge. He spoke in a sour whine, the way boys imitated girls although it was nothing like the way girls talked. These boys-there were three of them- were all in the same class as Eva and Carol at school and were known to them by name (their names being Frank, Bud and Clayton), but Eva and Carol, who had seen and recognized them from the road, had not spoken to them or looked at them or, even yet, given any sign of knowing they were there. The boys seemed to be trying to make a raft, from lumber they had salvaged from the water. Eva and Carol took off their shoes and socks and waded in. The water was so cold it sent pain up their legs, like blue electric sparks shooting through their veins, but they went on, putting their skirts high, tight behind and bunched so they could hold them in front. ‘Look at the fat-assed ducks in wading. ‘ ‘Fat-assed f****. † Eva and Carol, of course, gave no sign of hearing this. They laid hold of a log and climbed on, taking a couple of boards floating in the water for addles. There were always things floating around in the Flood-branches, fence-rails, logs, road signs, old lumber; sometimes boilers, washtubs, pots and pans, or even a car seat or stuffed chair, as if somewhere the Flood had got into a dump. They paddled away from shore, heading out into the cold take. The water was perfectly clear, they could see the brown grass swimming along the bottom. Suppose it was the sea, thought Eva. She thought of drowned cities and countries. Atlantis. Suppose they were riding in a Viking boat-Viking boats on the Atlantic were more frail and narrow than this log on the Flood-and they had miles of clear sea beneath them, then a spired city, intact as a jewel irretrievable on the ocean floor. This is a Viking boat,† she said. ‘I am the carving on the front. † She stuck her chest out and stretched her neck, trying to make a curve, and she made a face, putting out her tongue. Then she turned and for the first time took notice of the boys. ‘Hey, you sucks! † she yelled at them. ‘You’d be scared to come out here, this water is ten feet deep! â€Å"Liar,’ they answered without interest, and she was. They steered the log around a row of trees, avoiding floating barbed wire, and got into a little bay created by a natural hollow of the land. Where the bay was now, there would be a pond full of frogs later in the spring, and by the middle of summer there would be no water visible at all, just a low tangle of reeds and bushes, green, to show that mud was still wet around their roots. Larger bushes, willows, grew around the steep bank of this pond and were still partly out of the water. Eva and Carol let the log ride in. They saw a place where something was caught. It was a boat, or part of one. An old rowboat with most of one side ripped out, the board that had been the seat just dangling. It was pushed up among the branches, lying on what would have been its side, if it had a side, the prow caught high. Their idea came to them without consultation, at the same time: ‘You guys! Hey, you guys! † ‘We found you a boat! † â€Å"Stop building your stupid raft and come and took at the boat! ‘ What surprised them in the first place was that the boys really did come, scrambling overland, half running, half sliding down the bank, wanting to see. ‘Hey, where? ‘ ‘Where is it, I don’t see no boat. â€Å" What surprised them in the second place was that when the boys did actually see what boat was meant, this old flood-smashed wreck held up in the branches, they did not understand that they had been footed, that a joke had been played on them. They did not show a moment’s disappointment, but seemed as pleased at the discovery as if the boat had been whole and new. They were already barefoot, because they had been wading in the water to get lumber, and they waded in here without a stop, surrounding the boat and appraising it and paying no attention even of an insulting kind to Eva and Carol who bobbed up and down on their log. Eva and Carol had to call to them. ‘How do you think you’re going to get it off.? ‘ â€Å"It won’t float anyway. ‘ ‘What makes you think it will float? ‘ ‘It’ll sink. Glub-blub-blub, you’ll all be drownded. † The boys did not answer, because they were too busy walking around the boat, pulling at it in a testing way to see how it could be got off with the least possible damage. Frank, who was the most literate, talkative and inept of the three, began referring to the boat as she, an affectation which Eva and Carol acknowledged with fish-mouths of contempt. ‘She’s caught two places. You got to be careful not to tear a hole in her bottom. She’s heavier than you’d think. ‘ It was Clayton who climbed up and freed the boat, and Bud, a tall fat boy, who got the weight of it on his back to turn it into the water so that they could half float, half carry it to shore. All this took some time. Eva and Carol abandoned their log and waded out of the water. They walked overland to get their shoes and socks and bicycles. They did not need to come back this way but they came. They stood at the top of the hill, leaning on their bicycles. They did not go on home, but they did not sit down and frankly watch, either. They stood more or less facing each other, but glancing down at the water and at the boys struggling with the boat, as if they had just halted for a moment out of curiosity, and staying longer than they intended, to see what came of this unpromising project. About nine o’clock, or when it was nearly dark-dark to people inside the houses, but not quite dark outside-they all returned to town, going along Mayo Street in a sort of procession. Frank and Bud and Clayton came carrying the boat, upside-down, and Eva and Carol walked behind, wheeling their bicycles. The boys’ heads were almost hidden in the darkness of the overturned boat, with its smell of soaked wood, cold swampy water. The girls could took ahead and see the street lights in their tin reflectors, a necklace of lights climbing Mayo Street, reaching all the way up to the standpipe. They turned onto Burns Street heading for Clayton’s house, the nearest house belonging to any of them. nis was not the way home for Eva or for Carol either, but they followed along. The boys were perhaps too busy carrying the boat to tell them to go away. Some younger children were still out playing, playing hopscotch on the sidewalk though they could hardly see. At this time of year the bare sidewalk was still such a novelty and delight. These children cleared out of the way and watched the boat 90 by with unwilling respect; they shouted questions after it, wanting to know where it came from and what was going to be done with it. No one answered them. Eva and Carol as well as the boys refused to answer or even took at them. The five of them entered Clayton’s yard. ‘Me boys shifted weight, as if they were going to put the boat down. You better take it round to the back where nobody can see it,’ Carol said. That was the first thing any of them had said since they came into town. The boys said nothing but went on, following a mud path between Clayton’s house and a leaning board fence. They let the boat down in the back yard. â€Å"It’s a stolen boat, you know,† said Eva, mainly for the effect. ‘It must’ve belonged to somebody. You stole it. † ‘You was the ones who stole it then,† Bud said, short of breath. ‘It was you seen it first. † -It was you took it. † ‘It was all of us then. If one of us gets in trouble then all of us does. ‘Are you going to tell anybody on them? † said Carol as she and Eva rode home, along the streets which were dark between the lights now and potholed from winter. â€Å"It’s up to you. I won’t if you won’t. † â€Å"I won’t if you won’t† They rode in silence, relinquishing something, but not discontented. The board fence in Clayton’s back yard had every so often a post which sup, ported it, or tried to, and it was on these posts that Eva and Carol spent several evenings sitting, jauntily but not very comfortably. Or else they just leaned against the fence while the boys worked on the boat. During the first couple of evenings neighborhood children attracted by the sound of hammering tried to get into the yard to see what was going on, but Eva and Carol blocked their way. â€Å"Who said you could come in here? † ‘Just us can come in this yard. † These evenings were getting longer, the air milder. Skipping was starting on the sidewalks. Further along the street there was a row of hard maples that had been tapped. Children drank the sap as fast as it could drip into the buckets. The old man and woman who owned the trees, and who hoped to make syrup, came running out of the house making noises as if they were trying to scare away crows. Finally, every spring, the old man would come out on his porch and fire his shot- gun into the air, and then the thieving would stop. None of those working on the boat bothered about stealing sap, though all had done so last year. The lumber to repair the boat was picked up here and there, along back lanes. At this time of year things were lying around-old boards and branches, sodden mitts, spoons Hung out with the dishwater, lids of pudding pots that had been set in the snow to cool, all the debris that can sift through and survive winter. The tools came from Clayton’s cellar-left over, presumably, from the time when his father was alive- and though they had nobody to advise them the boys seemed to figure out more or less the manner in which boats are built, or rebuilt. Frank was the one who showed up with diagrams from books and Popular Mechanics magazines. Clayton looked at these diagrams and listened to Frank read the instructions and then went ahead and decided in his own way what was to be done. Bud was best at sawing. Eva and Carol watched everything from the fence and offered criticism and thought up names. Me names for the boat that they thought of were: Water Lily, Sea Horse, Flood Queen, and Caro-Eve, after them because they had found it. The boys did not say which, if any, of these names they found satisfactory. The boat had to be tarred. Clayton heated up a pot of tar on the kitchen stove and brought it out and painted slowly, his thorough way, sitting astride the overturned boat. The other boys were sawing a board to make a new seat. As Clayton worked, the tar cooled and thickened so that finally he could not move the brush any more. He turned to Eva and held out the pot and said, ‘You ran go in and heat this on the stove. ‘ Eva took the pot and went up the back steps. The kitchen seemed black after outside, but it must be light enough to see in, because there was Clayton’s mother standing at the ironing board, ironing. She did that for a living, took in wash and ironing. ‘Please may I put the tar pot on the stove? † said Eva, who had been brought up to talk politely to parents, even wash-and-iron ladies, and who for some reason especially wanted to make a good impression on Clayton’s mother. You’ll have to poke up the fire then,’ said Clayton’s mother, as if she doubted whether Eva would know how to do that. But Eva could see now, and she picked up the lid with the stove-lifter, and took the poker and poked up a flame. She stirred the tar as it softened. She felt privileged. Then and later. Before she went to sleep a picture of Clayton came to her mind; she saw him sitting astride the boat, tar painting, with such concentration, delicacy, absorption. She thought of him speaking to her, out of his isolation, in such an ordinary peaceful taking-for- granted voice. On the twenty-fourth of May, a school holiday in the middle of the week, the boat was carried out of town, a long way now, off the road over fields and fences that had been repaired, to where the river flowed between its normal banks. Eva and Carol, as well as the boys, took turns carrying it. It was launched in the water from a cow-trampled spot between willow bushes that were fresh out in leaf. The boys went first. They yelled with triumph when the boat did float, when it rode amazingly down the river current. The boat was painted black, and green inside, with yellow seats, and a strip of yellow all the way around the outside. There was no name on it, after all. The boys could not imagine that it needed any name to keep it separate from the other boats in the world. Eva and Carol ran along the bank, carrying bags full of peanut butter-and- jam sandwiches, pickles, bananas, chocolate cake, potato chips, graham crackers stuck together with corn syrup and five bottles of pop to be cooled in the river water. The bottles bumped against their legs. They yelled for a turn. ‘If they don’t let us they’re bastards,† Carol said, and they yelled together, ‘We found it! We found it! The boys did not answer, but after a while they brought the boat in, and Carol and Eva came crashing, panting down the bank. ‘Does it leak? ‘ ‘It don’t leak yet. † ‘We forgot a bailing can,’ waited Carol, but nevertheless she got in, with Eva, and Frank pushed them off, crying, ‘Here’s to a Watery Grave! ‘ And the thing about being in a boat was that it was not solidly bobbing, like a log, but was cupped in the water, so that riding in it was not like being on some- thing in the water, but like being in the water itself. Soon they were ll going out in the boat in mixed-up turns, two boys and a girt, two girls and a boy, a girl and a boy, until things were so confused it was impossible to tell whose turn came next, and nobody cared anyway. They went down the river -those who weren’t riding, running along the bank to keep up. They passed under two bridges, one iron, one cement. Once they saw a big carp just resting, it seemed to smile at them, in the bridge-shaded water. They did not know how far they had gone on the river, but things had changed- the water had got shallower, and the land flatter. Across an open field they saw a building that looked like a house, abandoned. They dragged the boat up on the bank and tied it and set out across the field. ‘That’s the old station,’ Frank said. ‘That’s Pedder Station. ‘ The others had heard this name but he was the one who knew, because his father was the station agent in town. He said that this was a station on a branch line that had been tom up, and that there had been a sawmill here, but a long time ago. Inside the station it was dark, cool. All the windows were broken. Glass lay in shards and in fairly big pieces on the door. They walked around finding the larger pieces of glass and tramping on them, smashing them, it was like cracking ice on puddles. Some partitions were still in place, you could see where the ticket window had been. There was a bench lying on its side. People had been here, it looked as if people came here all the time, though it was so far from anywhere. Beer bottles and pop bottles were lying around, also cigarette packages, gum and candy wrappers, the paper from a loaf of bread. The walls were covered with dim and fresh pencil and chalk writings and carved with knives.

How to Use the Italian Verb Piacere

The verb piacere, which translates to the English to like, is one of the most confounding to English-speaking learners of Italian. Yet, it is also an immensely necessary verb, so the bullet must be bitten. It takes merely a reorganization in the order of thinking. Who is Liking Who Think of piacere as meaning something gives pleasure to someone, or, something is pleasing to someone (piacere is intransitive and always conjugated with the auxiliary essere). When you conjugate it in a sentence, you reverse who is doing the liking and what is liked or doing the pleasing: the subject pronoun becomes an indirect object pronoun and the verb is conjugated according to what is liked rather than who, in English, is doing the liking. I like the house.The house is pleasing to me (or, the house to me is pleasing).A me piace la casa, or, la casa mi piace (or, mi piace la casa). For a plural object: I like the houses.The houses are pleasing to me (or, the houses to me are pleasing).A me piacciono le case, or, le case mi piacciono (or, mi piacciono le case). The thing or things that give the pleasure, that are liked or pleasing, are what determine the person or number according to which the verb is conjugated: They are the actors, the subjects. Other than when you are talking about people (I like you all, or they like us), generally the verb is conjugated in the third person singular (it) for an object that is singular or the third person plural (them) for an object that is plural. Infinitives—to read, to eat, to walk—are considered singular, so if what is liked is an activity, you conjugate the verb in the third person singular: Mi piace leggere; a Paolo piace camminare. Remember that you have to put the preposition a before the person to whom something is pleasing, or you need to use your indirect object pronouns. Passive, Reflexive, Reciprocal Piacere can also be used in the reflexive (mi piaccio, I like myself) and in the reciprocal (Luca e Franco si piacciono molto; Luca and Franco like each other). In past compound tenses, context, pronouns, and the endings of the past participle, which is piaciuto (irregular), are what allow you to detect which is which (remember that with verbs with essere the past participle must agree with the subject): Mi sono piaciuta molto. I liked myself a lot .Non mi sono piaciuti. I did not like them.Si sono piaciute. They liked each other. Other than the oddity of its structure, the verb follows an irregular pattern. In the table for the present tense we provide a middle step to reach the proper English usage for you to get used to the reversal of subject and object. Indicativo Presente: Present Indicative An irregular presente. Io piaccio Io piaccio a Paolo. I am likable to Paolo. Paolo likes me. Tu piaci Tu non mi piaci. You are not likable to me. I don't like you. Lui, lei, Lei piace 1. Paolo piace a Giulia. 2. A Paolo piace leggere. 3. Mi piace la pasta. 1. Paolo is likable to Giulia. 2. Reading is likable to Paolo. 3. Pasta is likable to me. 1. Giulia likes Paolo. 2. Paolo likes to read. 3. I like pasta. Noi piacciamo Noi italiani piacciamo. We Italians are likable. Italians are liked. Voi piacete Voi piacete molto ai miei genitori. You are likable to my parents. My parents like you. Loro, Loro piacciono 1. Carlo e Giulia si piacciono. 2. Mi piacciono gli spaghetti. 1. Carlo and Giulia are likable to each other. 2. Spaghetti are likable to me. 1. Carlo and Giulia like each other. 2. I like spaghetti. Indicativo Imperfetto: Imperfect Indicative A regular imperfetto. Io piacevo Da ragazzi io piacevo a Paolo. As kids, Paolo liked me. Tu piacevi Prima non mi piacevi; adesso sà ¬. Before, I didn't like you; now I do. Lui, lei, Lei piaceva 1. Una volta Paolo piaceva a Giulia. 2. Da bambino a Paolo piaceva leggere. 3. Da bambina mi piaceva la pasta solo da mia nonna. 1. Once, Giulia liked Paolo. 2. As a child, Paolo liked to read. 3. As a child, I liked pasta only at my nonna's. Noi piacevamo Nel tardo 1800 noi emigrati italiani non piacevamo molto. In the late 1800s we Italian immigrants were not liked much. Voi piacevate Una volta piacevate molto ai miei genitori; adesso no. Once, my parents liked you a lot; now, no longer. Loro, Loro piacevano 1. Quest'estate Carlo e Giulia si piacevano, ma adesso non pià ¹. 2. Mi piacevano molto gli spaghetti dalla Maria. 1. This summer Carlo and Giulia liked each other, but no longer. 2. I used to like the spaghetti at Maria's. Indicativo Passato Prossimo: Present Perfect Indicative The passato prossimo, made of the present of the auxiliary essere and the participio passato, piaciuto. Because the past participle is irregular, all tenses made with it are irregular. Io sono piaciuto/a Io sono piaciuta subito a Paolo. Paolo liked me immediately. Tu sei piaciuto/a Tu non mi sei piaciuto subito. I didn't like you immediately. Lui, lei, Lei à ¨ piaciuto/a 1. Paolo à ¨ piaciuto a Giulia. 2. A Paolo à ¨ sempre piaciuto leggere. 3. Mi à ¨ sempre piaciuta la pasta. 1. Giulia liked Paolo. 2. Paolo has always liked reading. 3. I have always liked pasta. Noi siamo piaciuti/e Noi italiani siamo sempre piaciuti nel mondo. We Italians have always been liked in the world. Voi siete piaciuti/e Voi siete piaciuti molto ai miei genitori ieri. My parents liked you yesterday (when they met you). Loro, Loro sono piaciuti/e 1. Carlo e Giulia si sono piaciuti subito. 2. Mi sono sempre piaciuti gli spaghetti. 1. Carlo and Giulia liked each other immediately. 2. I have always liked spaghetti. Indicativo Passato Remoto: Remote Past Indicative An irregular passato remoto. Io piacqui Io piacqui subito a Paolo quando ci conoscemmo. Paolo liked me immediately when we met. Tu piacesti Tu non mi piacesti subito. I didn't like you immediately. Lui, lei, Lei piacque 1. Paolo piacque a Giulia quando si conobbero. 2. Tutta la vita, a Paolo piacque leggere. 3. Mi piacque molto la pasta a casa tua quella volta. 1. Giulia liked Paolo as soon as they met. 2. Paolo liked to read all his life. 3. I liked the pasta that time at your house, very much. Noi piacemmo Noi italiani non piacemmo molto in China dopo quella partita. We Italians were not liked much in China after that game. Voi piaceste Voi piaceste subito ai miei genitori. My parents liked you immediately. Loro, Loro piacquero 1. Carlo e Giulia si piacquero subito. 2. Mi piacquero molto gli spaghetti che preparasti per il mio compleanno. 1. Carlo and Giulia liked each other immediately. 2. I liked the spaghetti you made for my birthday very much. Indicativo Trapassato Prossimo: Past Perfect Indicative An irregular trapassato prossimo, made of the imperfetto of the auxiliary and the past participle. Io ero piaciuto/a All'inizio ero piaciuta a Paolo, ma poi ha cambiato idea. At the beginning Paolo had liked me, but then he changed his mind. Tu eri piaciuto/a Tu non mi eri piaciuto finchà © non ti ho conosciuto meglio. I hadn't liked you until I got to know you better. Lui, lei, Lei era piaciuto/a 1. Paolo era piaciuto a Giulia dall'inizio. 2. A Paolo era sempre piaciuto leggere. Mi era piaciuta molto la pasta, ma non avevo pià ¹ fame. 1. Giulia had liked Paolo from the beginning. 2. Paolo had always liked to read. 3. I had liked the pasta a lot but I was no longer hungry. Noi eravamo piaciuti/e Noi italiani eravamo piaciuti subito! We Italians were liked immediately. Voi eravate piaciuti/e Voi eravate piaciuti ai miei genitori finchà © avete aperto la bocca. My parents had liked you up until you opened your mouths. Loro, Loro erano piaciuti/e 1. Carlo e Giulia si erano piaciuti alla festa. 2. Mi erano piaciuti moltissimo i tuoi spaghetti, ma ero piena! 1. Carlo and Giulia had liked each other at the party. 2. I liked your spaghetti a lot, but I was full! Indicativo Trapassato Remoto: Preterite Perfect Indicative An irregular trapassato remoto, made of the passato remoto of the auxiliary and the past participle. The remoteness of this storytelling tense makes it a bit awkward with piacere. Io fui piaciuto/piaciuta Appena che gli fui piaciuta, Paolo mi volle sposare. As soon as he had liked me, Paolo wanted to marry me. Tu fosti piaciuto/a Dopo che non mi fosti piaciuto alla festa, decisi di non vederti pià ¹. After I hadn't liked you at the party, I decided to not see you again. Lui, lei, Lei fu piaciuto/a 1. Dopo che Paolo fu piaciuto a Giulia, subito vollero fidanzarsi. 2. Appena che gli fu piaciuto leggere da piccino, Paolo non smise pià ¹. 3. Appena che mi fu piaciuta la pasta ne feci una scorpacciata. 1. After Giulia had liked Paolo, they immediately wanted to get engaged. 2. As soon as Paolo liked reading when he was little, he never stopped again. 3. As soon as I liked the pasta, I ate a mountain of it. Noi fummo piaciuti/e Appena che ci conobbero a noi italiani fummo subito piaciuti. As soon as they got to know us, we Italians were liked. Voi foste piaciuti/e Dopo che vi conobbero e gli foste piaciuti, vi invitarono a entrare. After they met you and they liked you, they invited you to enter. Loro, Loro furono piaciuti/e 1. Dopo che Carlo e Giulia si furono piaciuti alla festa, li fecero sposare. 2. Appena che mi furono piaciuti gli spaghetti scoprii di avere fame e li mangiai tutti. 1. After Carlo and Giulia had liked each other, they made them marry. 2. As soon as I had liked the spaghetti I discovered that I was hungry and I ate all of them. Indicativo Futuro Semplice: Simple Future Indicative Io piacerà ² Piacerà ² a Paolo? Will Paolo like me? Tu piacerai Quando ti conoscerà ² mi piacerai, credo. When I meet you I will like you, I think. Lui, lei, Lei piacerà   1. Paolo piacerà   a Giulia, senz'altro. 2. A Paolo piacerà   leggere questo libro, sono sicura. 3. Non so se mi piacerà   la pasta con il tartufo. 1. Giulia will like Paolo, for sure. 2. Paolo will like to read this book, I am sure. 3. I don't know if I will like pasta with truffles. Noi piaceremo Noi italiani piaceremo a tutti! We Italians will be liked by everyone! Voi piacerete Non so se piacerete ai miei genitori. I don't know if my parents will like you. Loro, Loro piaceranno 1. Si piaceranno Carlo e Giulia? 2.Credo che mi piaceranno moltissimo gli spaghetti che hai fatto. 1. Will Carlo and Giulia like each other? 2. I think I will very much like the spaghetti you made. Indicativo Futuro Anteriore: Future Perfect Indicative The futuro anteriore, made of the simple future of the auxiliary and the past participle. Another awkward tense for piacere, except as speculation. Io sarà ² piaciuto/a Se gli sarà ² piaciuta, forse Paolo mi telefonerà  . Vedremo! If he will have liked me, maybe Paolo will call me. We'll see! Tu sarai piaciuto/a Sicuramente gli sarai piaciuta! Surely he will have liked you! Lui, lei, Lei sarà   piaciuto/a 1. Chissà   se sarà   piaciuto Paolo a Giulia! 2. Domani sapremo se mi sarà   piaciuta la tua pasta. 1. Who knows if Giulia liked Paolo! 2. Tomorrow we will know if I will have liked your pasta. Noi saremo piaciuti/e Se saremo piaciuti ce lo faranno sapere! If they will like us, they will let us know! Voi sarete piaciuti/e I miei genitori me lo diranno se gli sarete piaciuti. My parents will tell me if they will have liked you. Loro, Loro saranno piaciuti/e 1. Che ne pensi, Carlo e Giulia si saranno piaciuti? 2. Gli saranno piaciuti i miei spaghetti? 1. What do you think, did Carlo and Giulia like each other? 2. Do you think he liked/ will have liked my spaghetti? Congiuntivo Presente: Present Subjunctive An irregular congiuntivo presente. Che io piaccia Cristina pensa che io piaccia a Paolo. Cristina thinks that Paolo likes me. Che tu piaccia Temo che tu non mi piaccia. I fear that I don't like you. Che lui, lei, Lei piaccia 1. Non credo che Paolo piaccia a Giulia. 2. Penso che a Paolo piaccia tanto leggere. 3. Benchà © mi piaccia tanto la pasta, mi fa ingrassare. 1. I don't think that Giulia likes Paolo. 2. I think that Paolo likes to read. 3. Though I like pasta a lot, it makes me gain weight. Che noi piacciamo Credo sia evidente che noi italiani piacciamo dappertutto. I think it's evident that we Italians are liked everywhere. Che voi piacciate Non penso che piacciate tanto ai miei genitori. I don't think my parents like you a lot. Che loro, Loro piacciano Penso che Carlo e Giulia si piacciano. Dubito che non mi piacciano i tuoi spaghetti fatti a mano. 1. I think that Carlo and Giulia like each other. 2. I doubt that I won't like you handmade spaghetti. Congiuntivo Passato: Present Perfect Subjunctive An irregular congiuntivo passato. Made of the present subjunctive of the auxiliary and the past participle. Che io sia piaciuto/a Credo che sia piaciuta a Paolo. I think Paolo liked me. Che tu sia piaciuto/a Temo che tu non mi sia piaciuto. I fear that I did not like you. Che lui, lei, Lei sia piaciuto/a 1. Non credo che Paolo sia piaciuto a Giulia. 2. Temo che la pasta non mi sia piaciuta oggi. 1. I don't think Giulia liked Paolo. 2. I fear that I didn't like the pasta today. Che noi siamo piaciuti/e Allo spettacolo, noi italiani siamo piaciuti molto. We Italians were liked very much at the show. Che voi siate piaciuti/e Non credo che siate piaciuti ai miei genitori. I don't think my parents liked you much Che loro, Loro siano piaciuti/e 1. Penso che Carlo e Giulia si siano piaciuti. 2. Purtroppo non credo mi siano piaciuti gli spaghetti al ristorante oggi. 1. I think that Carlo and Giulia liked each other. 2. Unfortunately, I don't think I liked the spaghetti at the restaurant. Congiuntivo Imperfetto: Imperfect Subjunctive A regular congiuntivo imperfetto. Che io piacessi Cristina pensava che io piacessi a Paolo. Cristina thought Paolo liked me. Che tu piacessi Pensavo che tu mi piacessi. I thought I liked you. Che lui, lei, Lei piacesse 1. Pensavo che Paolo piacesse a Giulia. 2. Pensavo che a Paolo piacesse leggere. 3. Speravo che mi piacesse la pasta oggi. 1. I thought that Giulia liked Paolo. 2. I thought that Paolo liked to read. 3. I hoped that I would like the pasta today. Che noi piacessimo Era evidente che piacessimo a tutti. It was evident that everyone liked us. Che voi piaceste Pensavo che voi non piaceste ai miei. I thought my parents didn't like you. Che loro, Loro piacessero 1. Temevo che Giulia e Carlo non si piacessero. 2. Pensavi che non mi piacessero i tuoi spaghetti? 1. I feared that Carlo and Giulia wouldn't like each other. 2. Did you think I would not like your spaghetti? Congiuntivo Trapassato: Past Perfect Subjunctive An irregular congiuntivo trapassato. Made of the imperfetto congiuntivo of the auxiliary and the past participle. Che io fossi piaciuto/a Vorrei che fossi piaciuta a Paolo. I wish Paolo had liked me. Che tu fossi piaciuto/a Vorrei che tu mi fossi piaciuto. I wish I had liked you. Che lui, lei, Lei fosse piaciuto/a 1. Vorrei che Paolo fosse piaciuto a Giulia. 2. Vorrei che mi fosse piaciuta la pasta oggi. 1. I wish that Giulia had liked Paolo. 2. I wish that I had liked the pasta today. Che noi fossimo piaciuti/e Nonostante fossimo piaciuti a tutti, non ci hanno invitati a restare. Though everybody liked us, they didn't invite us to stay. Che voi foste piaciuti/e Speravo che foste piaciuti ai miei. I had hoped that my parents had liked you. Che loro, Loro fossero piaciuti/e 1. Speravo che Carlo e Giulia si fossero piaciuti. 2. Vorrei che mi fossero piaciuti gli spaghetti, ma erano orribili. 1. I hoped that Carlo and Giulia had liked each other. 2. I wish I had liked the spaghetti, but they were horrible. Condizionale Presente: Present Conditional A regular presente condizionale. Io piacerei Io piacerei a Paolo se mi conoscesse meglio. Paolo would like me if he knew me better. Tu piaceresti Tu mi piaceresti se avessi gli occhi neri. I would like you if you had black eyes. Lui, lei, Lei piacerebbe 1. Paolo piacerebbe a Giulia se lo conoscesse meglio. 2. A Paolo piacerebbe leggere se avesse dei buoni libri. 3. Mi piacerebbe questa pasta se non fosse scotta. 1. Giulia would like Paolo if she knew him better. 2. Paolo would like to read if he had some good books. 3. I would like this pasta if it were not overcooked. Noi piaceremmo Noi italiani non piaceremmo a tutti se non fossimo cosà ¬ simpatici. We Italians would not be so liked if we were not so cool. Voi piacereste Voi piacereste ai miei se voi foste pià ¹ gentili. My parents would like you if you were nicer. Loro, Loro piacerebbero 1. Carlo e Giulia si piacerebbero se si conoscessero meglio. 2. Questi spaghetti mi piacerebbero se fossero meno salati. 1. Carlo and Giulia would like each other if they knew each other better. 2. I would like these spaghetti if they were not so salty. Condizionale Passato: Perfect Conditional An irregular condizionale passato. Made of the present conditional of the auxiliary and the participio passato. Io sarei piaciuto/a Io sarei piaciuta a Paolo se non fosse innamorato. Paolo would have liked me had he not been in love. Tu saresti piaciuto/a Tu mi saresti piaciuto se non fossi maleducato. I would have liked you had you not been rude. Lui, lei, Lei sarebbe piaciuto/a 1. Paolo sarebbe piaciuto a Giulia se lei non fosse cosà ¬ snob. 2. Mi sarebbe piaciuta la pasta se non fosse stata scotta. 1. Giulia would have liked Paolo were she not such a snob. 2. I would have liked the pasta had it not been overcooked. Noi saremmo piaciuti/e Noi italiani saremmo piaciuti se non fossimo stati cafoni. We Italians would have been liked had we not been jerks. Voi sareste piaciuti/e Voi sareste piaciuti ai miei se non vi foste comportati male. My parents would have liked you if you had not behaved poorly. Loro, Loro sarebbero piaciuti/e Carlo e Giulia si sarebbero piaciuti in un altro momento. Gli spaghetti mi sarebbero piaciuti se non fossero stati troppo salati. 1. Carlo and Giulia would have liked each other at another moment. 2. I would have liked the spaghetti had they not been so salty. Imperativo: Imperative Note the position of the pronouns in the imperativo. Tu piaci 1. Piaciti! 2. Piacigli, via! 1. Like yourself! 2. May he like you! Lui, Lei piaccia Si piaccia! Like yourself (formal)! Noi piacciamo Piacciamogli! May he like us! Voi piacete 1. Piacetele! 2. Piacetevi! 1. May you be liked by her! 2. Like yourselves! Loro piacciano Si piacciano! May they like each other! Infinito Presente Passato: Present Past Infinitive The infinitive piacere is widely used as a noun to mean pleasure. Piacere 1. Ho visto con grande piacere tua sorella. 2. Mangiare à ¨ un grande piacere. 3. Luca farebbe di tutto per piacere a Francesca. 1. I saw your sister, with great pleasure. 2. Eating is a great pleasure. 3. Luca would do anything to be liked by Francesca. Essere piaciuto L'essere piaciuto a Giovanna gli ha dato grande orgoglio. The fact that he was liked by Giovanna gave him great pride. Participio Presente Passato: Present Past Participle The participio presente, piacente, is used to mean likable, attractive. The participio passato of piacere does not have a purpose outside of its auxiliary function. piacente Abbiamo visto un uomo piacente. We saw a very pleasing/attractive man. piaciuto/a/e/i Ci à ¨ molto piaciuta la tua mostra. We liked your show very much. Gerundio Presente Passato: Present Past Gerund Remember the important uses of the gerundio. Note the position of the pronouns. Piacendo Piacendole molto il vestito, ha deciso di comprarlo. Liking the dress much, she decided to buy it. Essendo piaciuto/a/i/e Essendole piaciuta molto la città  , ha deciso di prolungare la sua visita. Having liked the city a lot, she decided to prolong her stay.