Henry A. Wallace Questions the 'Get Tough' PolicyAndrei Vishinsky's Essay

Henry A. Wallace Questions the 'Get Tough' PolicyAndrei Vishinsky's United Nations Speech - Essay Example Henry A Wallace â€Å"Questions the Get Tough Policy† The main issue revolving around the mind of Henry Wallace was how the rest of the world views the USA following their day-to-day actions. The reading expounds on the international politics of 1940s. Some of the actions that cause concern are $13 billion budget for the war and Navy Departments, continuing examinations and manufacturing of bombs, the plan to arm the Latin America among other military plans in manufacturing the B-29s and the B-36s. These plans and actions make the USA look as if it is paying so much to earn peace. They may also look as if the US is planning to intimidate the rest of the world or it is planning for an inevitable war. Truly, the best way to enhance peace is investing in arms as this will build a predominance force. However, the USA is doing a lot as far as getting prepared for a war is concerned. Henry Wallace explains these actions of Atomic bomb investment as a cheap warfare as compared with t he outdated wars. This is in reference with the fact that there are a few nations with the capacity to produce the weapon. The production process also requires little labor force and the plant itself occupy a small area as compared to the space occupied by plants manufacturing old rifles. Another reason for investment in atomic bombs is that having many bombs among other nations is of no benefit because they would be of benefit just as having enough weapons would do. Another key reason why the country is producing atomic bombs is that the production will kill the monopoly that a nation such as Russia is producing the weapon. This is through a neutralization effect. He also argues that they are producing the atomic bombs to show preparedness for war, as they are the most venerable nation following the fact that they are the wealthiest nation in the world (Baylis, Smith, and Owens 23). He refers to a philosophy in military studies, which states that there is no nation capable of winni ng a war that fully destroys modern civilization. The theory, therefore, advocates that the best preventative measure is attacking nations, which produce the weapon. The theory by its nature is unethical and immoral. The USA may be at a fix if it decided to apply the theory because if it attempts to attack Russia and all its atomic reserves, it will awaken Europe, meaning in has to destroy it as well which it would be an immense challenge. There are also issues concerning distrust of Russia by the Americans. This is following the conflicts between the two nations as far as political and economic power is concerned. However, there is also an argument that the continuing thought regarding distrust for Russia will not do the world any good because of their reaction concerning the allegation. This is in reference with the history of the nation as well as the policies of Russia to the rest of the world. Following the argument by Henry Wallace, it is evident that the Americans feel that t hey are exceptional and superior to other nations (Baylis, Smith, and Owens 56). Andrei Vishinsky's â€Å"United Nations Speech" â€Å"The Get Policy† by Henry Wallace of 1947 analyzes the need to stop the ongoing after- war propaganda that negatively affected the people. Different individuals share their own opinion about the war, and this is published in the newspapers and daily

Managerial Economics Week 12 Individual Work Assignment

Managerial Economics Week 12 Individual Work - Assignment Example Incorporating secondary and intangible benefits and costs is an important analytical tool that can help project managers to account for the value added that arises from outside the project. The employment assumption in Detroit area regarding the benefits of the project is that the project will create more job opportunities for people. There is a positive relationship between employment rates in the region and the redevelopment project. There will increased income for resident of the area due to the project Without incorporating benefits in calculating the Benefit-cost ratio, the BCR equals discounted incremental costs. The project would be very costly to implement hence would not be desirable to conduct. The assumption is that the facility will lead to increased revenues from hotels and other conventional facilities. The assumption is realistic since the hotels would accommodate customers. Good customer services and accommodation are some of the core areas of the hotel facility that will generate revenues in addition to creating employment opportunities for people. Hotels generate Revenue from room rentals, food and beverage sales. Improving customer services, adding new revenue source and branding the hotel are some of the strategies that allow hotels to generate high levels of revenues (Rosehill, 2014). The desirability of the project slightly decreases even though the BCR value is less than 1. Reducing benefits from hotel facilities and excluding employment benefits makes the project less desirable for

How Concepts Of Fate Explored In Oedipus English Literature Essay

How Concepts Of Fate Explored In Oedipus English Literature Essay Fate and free will both play an integral role in Oedipus life. In Oedipus, Sophocles points out the old Greek belief that fate cannot be escaped even though a man has freewill and choice. Despites a man free will it is fate that will eventually prevail. But was Oedipus a victim of an inevitable fate or did he create his own destiny through his free will? Oedipus just like Laius and Jocasta tries to escape his fate by acting on his freewill. Laius had tried to escape his fate by trying to kill the child who was meant to kill him, but does not succeed. Oedipus too tries to escape his fate by running away from Corinth after he was told of the oracle that said he is to mate his own mother and murder the father who gave him life. Afraid and of course believing the oracle he runs away in order to escape it. But by doing so, he is unaware that he has actually taken a step closer to his own destruction. This is proved when on his way to his new life, he unknowingly kills his own father Laius and fulfills a part of the oracle. He then goes on and takes over Thebes and marries his own mother and hence fulfills the first oracle. However, Laius and Jocasta had a chance which Oedipus didnt. They were given a warning saying that they should not produce a child. But Laius was overcome by a momentary lust (Oedipus Tyrannus notes- Pg 90) and thus lef t his son to face the consequence of his action. Jocasta and Laius can also be seen as a perfect evidence of freewill. It was their choice of action that led to their destiny. Their fate was never certain. They were given a warning but ignored it and went against gods will. Their choice of action shows that it was freewill that created their destiny. However, we can also say it was their fate because the warning itself had mentioned their fate. Moreover, they get their punishment for going against god; Laius is killed by his own son and Jocasta marries not only her own son but also the murderer of her husband. The play shows that the gods are in control, and not men (www.slashdoc.com). Furthermore, the play can also be looked at as the fate of Laius and Jocasta since they were the one who ignored the oracle and made a mistake. Oedipus just seems like someone guiding them to their fate. Their ill-fate was the punishment for avoiding the warning and acting on their freewill. So, therefore, we can also say that Oedipus was just a vict im of his parents curse, the curse of your mother and father, a double blow (pg 33 Line -417). At the beginning of the play, when there is a plague in Thebes, we are told about the new oracle from Creon. He coveys the oracle that in order to get rid of the plague, the murderer of Laius must be found. Here we can say that it is his freewill thats creating his destiny because Oedipus could have waited for the plague to end and not send Creon to seek help from Apollo, but he does. This shows him acting with freewill and shows that man is reliable of his own actions. However, on the other hand, we can also say it is fate because it was meant to happen. There were two things he could have done; one was to wait for the plague to end and the other to send Creon to seek help from Apollo. But he goes for the one that leads him to his destruction. So we can say that its fate and is taking him towards his downfall. He does exactly what a good king should have done but doesnt realize that he is pushing himself closer to his downfall. Also, after he learns of the oracle, he could have sear ched for the murderer slowly and quietly but he curses the murderer which in actuality is him cursing himself , I also pray that this unknown doer of this deed, whether he acted alone or with accomplices, may wear out his wretched life in abstract misery(pg 23 Lines 246-278). This symbolizes that freewill is just a road to ones fate. The agon between Oedipus and Tiresias brings out a lot of Oedipuss flaws. His harmatia include arrogance, violence, pride and his quest for truth. In this scene Tiresias continuously warns Oedipus not to ask more, but Oedipus does. The scene creates a lot of tension and Tiresias foretells a lot Now you see clearly but then you will see darkness (Pg 33 line -419). But Oedipus does not pay any heed to this and mocks Tiresias blindness. We can also say that Oedipuss harmatia led and contributed immensely to his downfall. Even after hearing a lot, he is still ignorant and is committed in finding the murderer. Here too he could have stopped his enquiry and saved himself but he doesnt and thinks he is doing the right thing but has no idea of what waits for him. Consequently, he continues pushing himself forward. Jocasta tries to calm Oedipus down by telling him that no one who is mortal has the power of prophecy (pg53 lines-788-789). She also provides an evidence for this by telling him of the old oracle and adds that Laius was not killed by his own son but by robbers and as for the child they had thrown him away with his ankles pinned together. And for the first time realization hits Oedipus, and he cries, Oh. What a wretched I am! It seems I have exposed myself to a terrible curse, without knowing it.(pg 55 lines 744-745). But Jocasta assures him that Laius was killed by robbers and not a single man. Even after knowing so much Oedipus is still persistent in finding the whole truth. He now waits for the shepherd who had witnessed Laius murder and calls him hes only grounds for hope (pg 61 lines836). But in reality the shepherd is the one who opens the gate to his ill-fate. The chorus then, in the 2nd STASIMON reminds us that the laws of the land is in the gods hand and not men The laws pres cribed for these are sublime ,and were given their birth in the clear air of heaven, Olympus (pg 65 lines 865-867). While they are waiting for the servant, a messenger comes by and informs that Polybus is dead and later adds that Polybus was not Oedipuss father Polybus was no relation of your (pg 75 line-1016). Just then Jocasta realizes that the oracle has come true, and begs Oedipus to stop his quest. But as always Oedipus doesnt listen and misunderstands Jocasta. Jocasta leaves calling him an unhappy man. The herdsman then comes into the scene and at first refuses to tell the truth. Like Tiresias and Jocasta, he too warns him to stop but Oedipus doesnt. The herdsman then confirms Oedipuss identity (that he is Laius son) and thus breaks the shield that had been there till now that had kept Oedipus away from his ill fate. Having realized what he has done, Oedipus cries Oh, oh! The whole truth has come out. Light may this be the last time I look at you (pg 8 lines 1182- 1123). The chorus then reflects on the illusionary qualities of mans happiness and the futility of mortal life. Even someone who appeared so pre-eminently successful as Oedipus has shown this by falling victim to terrible suffering. (pg 86 notes). We are then told about Jocastas death. Jocasta suicide is purely freewill since her fate was never to die but to marry her son. So her decision to die was not her fate but her choice; her freewill. At the end of the play, Oedipus blinds himself and when the chorus asks him what had made him do so, he replies, Apollo, it was Apollo, my friends (pg 97 lines 1328). But the hand that struck them was mine (pg 97 line-1331). He now understands his fate and takes responsibility for his actions and is guilty for killing his father and marrying his mother. Even though we know that Oedipus killed his father and married his mother, we as an audience feel pity for him because he didnt do anything deliberately. The characters in the play were not fully responsible for their actions. In the play, fate and freewill both worked together towards Oedipus destruction. Every action he took, lead him to closer to his destruction. Thus we can conclude that freewill is just a road that leads to ones destination. In the end all the oracles are proved right and it is proved that fate is inevitable and humans are controlled by god and despites a mans freewill, it is fate that prevails. AS English Literature Unit 2 Dramatic Genres Oedipus Coursework First Draft Jesika Limbu

Can a fingerprint be reproduced? :: Personal Narrative, Autobiographical Essay

Can a fingerprint be reproduced? Imagine the guilt a wife and mother would feel knowing that carrying out her daily routine of waking her husband, so he could get ready for work, would cause her never to see him again. To just send him off as she has done for the past thirty-two years would cause such heartbreak for her and her family. For her to remember the way he would turn on all the lights and make as much noise as possible to keep her awake so that he could get a good-bye kiss. And to think that that kiss would be their last one because when he arrives at work, takes the elevator to the fifty-second floor, and takes a seat at his desk a terrorist would fly an airplane into his building, The World Trade Center. On that dark day, The World Trade Center became a burial ground. Thousands of people lost their lives because of someone’s warped view of religion. Because of this warped view, we as a country have to make the difficult decision of what to do with the empty area where the Twin Towers once stood. People are divided on what to do with this are in the middle of Manhattan. Should we, as a nation, rebuild The World Trade Center or make a memorial in its place? Many factors play on this decision. For example, it is prime real estate. Yet, on the other hand, it is sacred ground. A place of reverence and a place of remembrance of those lives lost in the tragedy that occurred on 9-11. People from all over the United States of America came to this one spot not to view or exploit the vacancy but to remember the totality of the two towers by remembering the employees, the bystanders, and all the police officers and fire fighters who lost their lives to save others. Strangers came together to pay their respects to the dead and to show their loyalty and support to their country. After September 11, this site has become more than a national landmark. People used to come and be in awe because of the magnificence of the two buildings, but now they come for something else. This is another reason it is so difficult to decide on what to do with this void in the New York skyline. People want a place that they can go and remember their loved ones that have passed because of the tragedy on September 11, 2001.

Heredity, the Environment and Development Essay

The study of genetics has grown out of a desire to understand how exactly the individual comes to be just that, an individual different from its peers. In order to comprehend the scope of possible outcomes and how they came to be behavioral genetics looks at a number of variables; these include the impact of our genes (nature), and our environment (nurture). A countless number of hypotheses were put to the test through research to analyze the degree of influence of each. In this paper, team A will discuss the methods of behavioral genetics, the various research techniques used, their testing populations and why used, along with proposed answers and explanations. Behavioral GeneticsBehavioral geneticists uses family, twin and adoption studies as a basis for their argument of individual differences (Lerner, Bearer, Garcia, & Coll, 2004). A significant contributor to studies in behavioral genetics, provides this definition: â€Å"Behavioral genetics is the genetic study of behavior, which includes quantitative genetics (twin and adoption studies) as well as molecular genetics (DNA studies) of human and animal behavior broadly defined to include responses of the organism from responses measured in the brain such as functional neuro-imaging to self-report questionnaires† (Plomin,2004). Read more:  Influences that affect children’s development essay One of the first twin studies was conducted by Bouchard in 1979 when he found a set of monozygotic twins, babies from a fertilized egg that splits into two. The babies were separated at a few weeks old. The babies had many physiological and psychological similarities. Since Bouchard’s initial study it has been proven that, while monozygotic twins raised together have many similarities, those separated at an early age have an even greater likeness. Since twins being raised together are more likely to highlight their differences in order to maintain some element of independence, behavioral geneticists argue that this indicates a strong genetic underpinning in human development (Plomin, 2004). Research conducted by Grilo and Pogue-Geile (1991) correlated the familial relationships with extroversion. The study included monozygotic twins reared together and apart, dizygote twins reared together and apart, biological parents and children, biological siblings, adoptive parents and children and  unrelated siblings reared together. The results reflected that the highest correlation was between monozygotic twins raised together and apart. The lowest correlation was between unrelated siblings raised together. For behavioral geneticists, these results conclude that genetics are at work in determining the extroversion of a person. Behavioral geneticists suggest reasonable doubt in assuming connections between psychological environments and developmental results may be genetically arbitrated and that the environment a person is in responds to the genetically influenced characteristics (Plomin, 2004). The genetic association between parent and child is useful to examine. For example, â€Å"†¦differences in parenting can be the genetic effect rather than the environmental cause of children’s psychopathology† (Plomin, 2004, p. 345). The results of the twin, adoption and family studies support these assumptions. The Correlation of Heredity and EnvironmentThe nature versus nurture controversy exists because some people believe that a person’s genetics has the greatest impact on their personality, intelligence and behavior. On the flipside, some people believe that the environment has more of an impact. Behavior geneticists assume that behavior is influenced by the relations of heredity and environment. With the help of twin studies, and adoption studies researchers are working on understanding what molds a person into the individual he or she is today. Twin studies, using identical twins, are conducted to understand how biology influences traits and psychopathology in humans whose genotypes are the same (Haimowitz, n.d.).Twin studies also use fraternal twins who share half of the genes they acquire at conception which helps to compare the degrees of genetic influence such as intelligence and personality. Adoption studies take a look to see if adoptive children exhibit the behavioral and psychological traits of their adoptive parents, or those of their biological parents (Haimowitz). Any links to biological parents can be attributed to genetics, and any connection to adoptive parents can be  attributed to environment. Heredity-Environment correlations can be shown in three ways. One is the passive genotype-environment correlations. Passive genotype-environment correlation exists when a child’s biological parents are raising him or her (MacDonald, n.d.). An example of this situation could be Ana’s parents having the genetic predisposition to be intelligent and read skillfully leading one to believe that Ana will more than likely share these skills. Evocative Genotype-Environment Correlation occurs when a child’s genotype provokes a specific type of physical or social environment (MacDonald, n.d.). An example of this type of correlation: Andrew is artistic, and outgoing, he will elicit encouragement to try out for plays. Sheena is very athletic and competitive; she will be encouraged to go out for sports. Active genotype-Environment Correlations emerge when a child seeks out environments he or she will find compatible and stimulating (MacDonald, n.d.). An example could be that a child like Matilda, who has a gift of music, will seek a musical environment where she can expand on her talent. Scientist researching how genetics influences academic achievements show three ways heredity and environment could possibly be correlated. The three ways in which Meredith Phillips and a team of colleagues found genetics and environment to be correlated are passive correlation, active correlation, and reactive correlation. â€Å"Passive correlation: genes influence both a child’s environment and heredity (Phillips, Brooks-Gunn, Crane, Duncan, & Klebanov, n.d.,  ¶ 3).† â€Å"Active correlation: genes influence the environments that a child seeks out (Phillips et al.,  ¶ 3).† â€Å"Reactive correlation: environments react differently to people with different genetic profiles (Phillips et al.,  ¶ 3).† In passive correlation if a parent is the type of person whom enjoys reading, the love for reading could be transferred to the child from the parent reading to the child frequently. The child will already have the genetics from the parents. My son enjoys music I would like to think he received that from me because of my interest in music. He hears a great deal of music when at home therefore, the music rich environment my son is placed in has an influence on his musical achievements. Combined with the genetic aspect of my love for music and his father’s love for music the affect of his music rich environment causes a stronger influential desire to be involved in music. In active correlation, the child has genetic influences from the parent reading to him or her. When the child voices the desires for the parent to read to him or her, the parent enjoying the reading ultimately influences the child by reading to the child. The child requesting stories to be read is the incentive the parent has to continue the process along with the parent’s love for reading. Reactive correlation was described as genetics affecting the child’s physical features with the child’s features being judged by peers. The views of the child’s peers are voiced and in the process the child’s academic achievements are effected. The child’s environment can put him or her under a certain labels. In this situation genetics affects the views of the child’s peers and the environment combined with genetics can have a negative affect on the child’s academics. Definition of Shared and Non-shared Environmental ExperiencesBeyond genetics, each individual has a unique personality that is based on a blending of their shared and non-shared experiences in life. Shared environmental experiences are those which the majority of the world encounters. Shared experiences can occur differently by culture, but generally adhere to a specific â€Å"social clock or a set of age norms that defines a sequence of normal life experiences (Boyd & Bee, p. 10).† For American culture think of the traditions of school, watching a baseball game, having a BBQ, getting married, having children, working and retiring as relative shared norms that all, or most of us, encounter. Of course, non-shared experiences are different for each of us; these are categorized as individual experiences. Individual or non-shared experiences  can be influenced by â€Å"race, socioeconomic status, and other social factors (Boyd & Bee, 2006, p. 36).† These individual differences can also be related to school, relationships, marriage and childbirth and the unique perspective that each person has. Each individual thinks much differently and so the way that they perceive and interact in the world will make their experiences, shared and non-shared, unique to them. Role Played by Shared and Non-shared Environmental Experiences DevelopmentThe importance that shared and non-shared experiences have in development is that they help shape our personal development as well as our social development. If in fact, each person encounters shared experiences in accordance with the norm expected, they are more likely to fit in culturally and have a higher understanding of appropriate and healthy relationships. Likewise, with non-shared experiences if interactions each person has with their parents and peers, and in his or her independent life, is healthy they will know themselves internally and process environmental factors that occur around them in a healthy manner. If the shared and non shared experiences of an individual do not go according to the norms of society it will be more difficult for them to develop into healthy adults who function both independently and interdependently at appropriate levels. (Boyd & Bee, 2006, p. 36) In conclusion, behavioral geneticists have used a wide array of approaches to their research in developmental theories. Through the use of identical twins a great deal of information has been acquired on the basis of both genetics and environment. The strongest proponent of this argument was shown to be the case of identical twins separated at birth exhibiting very similar characteristics even though they had not been raised in the same environment. Corresponding research which also strengthens this argument shows that adoptive children exhibit very few of the characteristics of their adoptive parents. It seems safe to say that genetics lay the foundation of behavior with environment and individual experience capable of exhibiting some influence beyond that. References Boyd, D., & Bee, H. (2006). Lifespan Development. Retrieved from http://ecampus.phoenix.eduGrilo, C. M., & Pogrue-Geile, M. F. (1991). The Nature of Environmental Influences on Weight and Obesity: A Behavior Genetic  Analysis [White paper]. Retrieved from National Institute of Health: http://www.pubmedcentral.nih.govHaimowitz, A. G. (n.d.). Heredity versus Environment: Twin, Adoption, and Family. Retrieved April 21, 2009, from http://www.personalityresearch.org/papers/haimowitz.htmlLerner, R. M., Bearer, E. L., Garcia, , & Coll, C. G. (2004). Nature and Nurture: the Complex Intereplay if Genetic and Environmental Influences on Human Behavior and Development. . Retrieved from http://books.google.com/books?id=iFriCJCTsx4C&printsec=frontcoverMacDonald, K. (n.d.). PSYCHOLOGY 361: BEHAVIOR GENETICS. Retrieved April 21, 2009 , from http://www.csulb.edu/~kmacd/361Notes2.htmlPhillips, M., Brooks-Gunn, J., Crane, J., Duncan, G. J., & Klebanov, P. (n.d.). How Might Genetic Influences on Acad emic Achievement Masquerade as Environmental Influences?. Retrieved April 22, 2009, from http://www.children.smartlibrary.org/NewInterface/segment.cfm?segment=2606Plomin, R. (2004). Genetic and Developmental Psychology. Merrill-Palmer Quarterly, 50(3), 341-352. Retrieved from http://muse.jhu.edu/login?uri=/journals/merrill-palmer_quarterly/v050/50.3polmin.html

The Return: Nightfall Preface

Ste-fan? Elena was frustrated. She couldn't make the mind-word come out the way she wanted. â€Å"Stefan,† he coaxed, leaning on an elbow and looking at her with those eyes that always made her almost forget what she was trying to say. They shone like green spring leaves in the sunlight. â€Å"Stefan,† he repeated. â€Å"Canyou say it, lovely love?† Elena looked back at him solemnly. He was so handsome that he broke her heart, with his pale, chiseled features and his dark hair falling carelessly across his forehead. She wanted to put into words all the feelings that were piled behind her clumsy tongue and stubborn mind. There was so much she needed to ask him†¦and to tell him. But the sounds wouldn't come yet. They tangled on her tongue. She couldn't even send it telepathically to him – it all came as fragmented images. After all, it was only the seventh day of her new life. Stefan told her that when she'd first woken up, first come back from the Other Side after her death as a vampire, she'd been able to walk and talk and do all sorts of things that she seemed to have forgotten now. He didn't know why she'd forgotten – he'd never known anyone who'd come back from death except vampires – which Elena had been, but certainly was no longer. Stefan had also told her excitedly that she was learning like wildfire every day. New pictures, new thought-words. Even though sometimes it was easier to communicate than others, Stefan was sure she would be herself again someday soon. Then she would act like the teenager she really was. She would no longer be a young adult with a childlike mind, the way the spirits had clearly wanted her to be: growing, seeing the world with new eyes, the eyes of a child. Elena thought that the spirits had been a little unfair. What if Stefan found someone in the meantime who could walk and talk – and write, even? Elena worried over this. That was why, some nights ago, Stefan had woken up to find her gone from her bed. He had found her in the bathroom, poring anxiously over a newspaper, trying to make sense of the little squiggles that she knew were words she once recognized. The paper was dotted with the marks of her tears. The squiggles meant nothing to her. â€Å"But why, love? You'll learn to read again. Why rush?† That was before he saw the bits of pencil, broken from too hard a grip, and the carefully hoarded paper napkins. She had been using them to try to imitate the words. Maybe if she could write like other people, Stefan would stop sleeping in his chair and would hold her on the big bed. He wouldn't go looking for someone older or smarter. He wouldknow she was a grown-up. She saw Stefan put this together slowly in his mind, and she saw the tears come to his eyes. He had been brought up to think he was never allowed to cry no matter what happened. But he had turned his back on her and breathed slowly and deeply for what seemed like a very long time. And then he had picked her up, taken her to the bed in his room, and looked into her eyes and said, â€Å"Elena, tell me what you want me to do. Even if it's impossible, I'll do it. I swear it. Tell me.† All the words she wanted to think to him were still jammed up inside her. Her own eyes spilled tears, which Stefan dabbed off with his fingers, as if he could ruin a priceless painting by touching it too roughly. Then Elena turned her face up, and shut her eyes, and pursed her lips slightly. She wanted a kiss. But†¦ â€Å"You're just a child in your mind now,† Stefan agonized. â€Å"How can I take advantage of you?† There was a sign language they had had, back in her old life, which Elena still remembered. She would tap under her chin, just where it was softest: once, twice, three times. It meant she felt uncomfortable, inside. As if she were too full in her throat. It meant she wanted†¦ Stefan groaned. â€Å"Ican't†¦.† Tap, tap, tap†¦ â€Å"You're not back to your old self yet†¦.† Tap, tap, tap†¦ â€Å"Listen to me, love†¦.† TAP! TAP! TAP! She gazed at him with pleading eyes. If she could have spoken, she would have said, Please, give me some credit – I'm not totally stupid. Please, listento what I can't say to you. â€Å"You hurt. You're really hurting,† Stefan had interpreted, with something like dazed resignation. â€Å"I – if I – if I only take a little†¦Ã¢â‚¬  And then suddenly Stefan's fingers had been cool and sure, moving her head, lifting it, turning it at just this angle, and then she had felt the twin bites, which convinced her more than anything she was alive and not a spirit anymore. Andthen she had been very sure that Stefan loved her and no one else, and she could tell Stefan some of the things she wanted to. But she had to tell them in little exclamations – not of pain – with stars and comets and streaks of light falling around her. And Stefan had been the one who had not been able to think a single word to her. Stefan was the one struck mute. Elena felt that was only fair. After that, he held her at night and she was always happy.