Lady Audley’s Secret - Is Lady Audley Mad? :: Mary Elizabeth Braddon

Mary Elizabeth Braddon's "Lady Audley's Secret" - Is Lady Audley Mad? Mary Elizabeth Braddon's "Lady Audley's Secret" was published in 1861 and was a big success: a best-seller that sold over one million copies in book form. The protagonist, Helen Maldon - also known as Helen Talboys, Lucy Graham and Lady Audley - is a poor young beautiful woman when she marries the dragoon George Talboys, but his money only lasts for one year of luxury. When he no longer is able to offer her the life she always wanted - and now has got used to - she becomes angry and depressed, and George Talboys leaves the country to dig for gold in order to make his young wife with her new-born baby happy again. Not long after her husband has sailed for Australia, Helen Talboys decides she has had enough of the boring life she leads with her father and child and wants to try to find for herself the things she lacks. She sees an opportunity to start over and she grabs it: she leaves her child, changes her name and goes out as a governess. When the wealthy Sir Michael Audley proposes, she accepts and goes from the life as governess to the life of a Lady. The Lady Audley that we get to know is a woman who is sure of what she wants and will not let anyone stop her, which in the book is described as the acts of a madwoman. But is Lady Audley really insane or simply too ambitious and sure of herself for the Victorian era? Was "insanity" simply the label society attached to female assertion, ambition, self-interest and outrage? In order to discuss the question of Lady Audley's madness, we must first understand the Victorian ideas and beliefs regarding insanity. Insanity was believed more common among women than among men and doctors and psychiatrists debated the reason for this. A common view was that women were more vulnerable to insanity than men because of the "instability of their reproductive system" (Showalter, p 55), which interfered with their emotional control. That female insanity was linked with the biological crises of the female life cycle - puberty, pregnancy, childbirth and menopause - during which the female mind was weakened and the symptoms of insanity could emerge, was a common belief (Showalter, p 55). It should be noted that the medical professions were strictly for men and no doubt were all these theories made up by men, with little experience of menstruation, pregnancy or menopause.

Analysis Essay For The Crucible Essay

Directions: Choose ONE of the essay prompts/topics below. Answer your chosen prompt in a five-paragraph essay based around a one-part thesis. Each of your three body paragraphs must include a quote from The Crucible. Since this essay has a more straightforward format than the Close Reading essay for Great Expectations, we will be focusing on the writing process as you move towards producing a final draft. Consequently, you will be required to complete the prewriting work in this packet, write TWO drafts, complete a peer-editing letter, and produce a final draft. Rewrites will NOT be offered on this essay, so visiting the Writing Center is encouraged! Possible Essay Topics 1. Despite the Puritan background of the citizens of Salem, it seems as though almost every character tells a lie at one time or another throughout The Crucible. What specific role does dishonesty play in The Crucible? 2. Fear and faith are both powerful forces at work in Salem. In your opinion, what does The Crucible say or suggest about the relationship between faith and fear? 3. Many characters in The Crucible seem preoccupied with the status and maintenance of their reputations. What impact does the presence of this reputation-centered mentality have on the evolution of the trials? Read Also:  Topics for Analytical Essay Prewriting Select a topic (circle or star your choice above), and jot down the first few ideas that pop into your head when you think about how you would go about answering your selected question. If you can’t decide on a topic, brainstorm ideas for two topics you’re thinking about. Based on how many ideas you’re able to come up with for each topic, choose one (if drafting doesn’t go well, you can always change your mind later on). Brainstorming: Brainstorm a clear, coherent answer to the question (this will be the basis of your thesis). Answer: Now, brainstorm what you could possibly focus on in your three body paragraphs to prove your thesis. In other words, what THREE reasons/ideas will you use to support/justify your thesis? 1. 2. 3. Formulate your thesis. Your thesis should clearly state your answer to the topic question. Since you will be writing a one part thesis, you do NOT need to include your three supporting reasons or ideas in your thesis. Remember that you will be answering the question objectively, so the word â€Å"I† should NOT appear in your thesis (or anywhere else in the paper). Thesis: _____________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ Create a logical order of ideas for your paper. One idea (in terms of your thesis) will guide each body paragraph. Under each main idea, brainstorm potential quotes you will pull from The Crucible to support your argument in  that body paragraph. You don’t necessarily need to include direct quotes yet; a paraphrase or note that will remind you of a specific quote is fine. Body Paragraph 1: ______________________________________________________________________ Possible quotes: Body Paragraph 2: ______________________________________________________________________ Possible quotes: Body Paragraph 3: ______________________________________________________________________ Possible quotes: Putting it all Together 1. In your introductory paragraph, include a hook statement/attention grabber that relates to your topic, and include a small amount of background information (assume your reader has read the book). Be sure to include the title and author (Remember to italicize the title!). You will end your introduction with your thesis statement. 2. Your three body paragraphs must begin with a topic sentence that transitions into the paragraph, states the main idea of the body paragraph, and relates to the thesis in some way. Support your argument with evidence from the novel. You must include a quote from the novel in each body paragraph to support your claims, and you MUST analyze/discuss the importance of that quote to prove your point! Your analysis should explain specifically HOW each quote proves your thesis. Include a concluding sentence for each body paragraph that connects back to your thesis. 3. In your concluding paragraph, restate your thesis and reinforce the main points of your paper. Any specific items of background information that you referenced in your introduction could be mentioned again. Most importantly,  your conclusion should end with a detailed, well thought-out statement of the IMPLICATIONS of your argument. Answer the question of â€Å"So what?† Tell your reader why your argument matters or what your argument implies (this is your take-home message). General Requirements: Use 12 pt. Times New Roman Font and 1† margins. Type double-spaced on one side of the paper. Do not use I, me, we, YOU or any other personal pronouns. Do not refer to the essay or narrate the essay as you write it – just write it! Do not refer directly to quotes. For ex., there’s no need to say â€Å"This quote says†¦Ã¢â‚¬  â€Å"This quote shows†¦Ã¢â‚¬  Use at least THREE quotes in your paper. â€Å"Properly cite your quotes with page numbers in parentheses after each quote,† said Mrs. Filush (4). Write your essay in present tense. Example – Proctor says†¦, Abigail believes†¦ DUE DATES: Pre-writing Packet:____________________ (5 points) 1st Draft: ____________________ (15 points) Peer Editing Letter: ____________________ (15 points) 2nd Draft: ____________________ (15 points) Final Draft: ____________________ (75 points) Rubric Checklist – The Crucible Essay INTRO – ______/ 10 pointsComments: _____ Hook/attention grabber _____ Background Information _____ Title, Author (listed correctly) _____ Thesis Statement offers specific argument in   response to topic. BODY #1– ______/ 15 points _____ Transition _____ Topic sentence connects to thesis _____ Topic sentence includes main idea of paragraph _____ Paragraph includes quote; quote is cited properly _____ Context provided for quote/quote well-blended into writing _____ Discusses/analyzes quote to help support argument _____ Paragraph ends with a connection to the thesis BODY #2– ______/ 15 points _____ Transition _____ Topic sentence connects to thesis _____ Topic sentence includes main idea of paragraph _____ Paragraph includes quote; quote is cited properly _____ Context provided for quote/quote well-blended into writing _____ Discusses/analyzes quote to help support argument _____ Paragraph ends with a connection to the thesis BODY #3– ______/ 15 points _____ Transition _____ Topic sentence connects to thesis _____ Topic sentence includes main idea of paragraph _____ Paragraph includes quote; quote is cited properly _____ Context provided for quote/quote well-blended into writing _____ Discusses/analyzes quote to help support argument _____ Paragraph ends with a connection to the thesis CONCLUSION – ______/ 10 points _____ Restates thesis _____ Wraps up main points _____ Leaves reader thinking about the larger implications STYLE & MECHANICS – ______/ 10 points _____ Double spaced; 12 pt. Times New Roman font; 1† margins _____ Essay is written in present tense _____ No use of I, me, we, or YOU (personal pronouns) _____ No reference to essay or quote _____ No contractions _____ Proofread: No grammatical or spelling errors _____ Sentence structure: Essay is free of fragments and run-ons _____ Style, sentence variety, and diction (word choice) Final Draft _______/75Prewriting Work (packet): _______/51st Draft: _______/15 Peer Editing Letter: _______/152nd Draft: _______/15 Total Score_______/125Letter Grade: _______

Cholera Epidemic

Cholera Epidemic Epidemics have played an important role in modern European history. In particular, epidemic diseases have been a frequently repeated feature of human history up to the present day. A classic example of such a disease in Europe during the 1800s is cholera. This disease caused profuse diarrhea, severe dehydration, collapse, and often death. As cholera travelled throughout towns and cities, it took advantage of overcrowded housing conditions, poor hygiene and insanitary water- supplies.Studies suggested that these conditions might almost have been designed for it. Furthermore, cholera affected the poor more than the well-off and the rich due to lack of sanitary attention. This led to the Judgement of the poor and how people blamed them for causing the disease of cholera. However, when it spread to the middle classes, they needed to address a different cause for cholera. Cholera spread in a series of a waves or pandemics. The disease made isolated appearances in Europe a nd was regarded as the classic epidemic disease of the nineteenth century.Still, three major questions are to be addressed about cholera. First, was the psychological and social impact of cholera powerful enough to enable he absolute numbers of people affected and was its impact minor compared to tuberculosis? Second, did cholera epidemics play a part in the major political disruptions of the nineteenth century? Thirdly, did people blame the state for outbreaks of cholera, and did this lead to any changes in state policy from country to country?In terms of its spread, the cholera bacillus enters the body through the mouth and the digestive system. The subsequent symptoms include massive vomiting and diarrhea. Cholera was shocking to the nineteenth century; it was considered a disease that came from the â€Å"uncivilized† east. To address the first question, cholera seemed to affect healthy adults Just as much as, or even more than, it affected they young and old, the sickly a nd the weak.Cholera affected the poor more than the rich, â€Å"and the widespread middle class view that the poor only had themselves to blame was hardly calculated to mollify the apprehensions of the poor. â€Å"l In addition, the â€Å"undeserving† poor were the most affected because the poor did not have access to clean water and sanitization while the well-off or the rich did. In turn, the poor could easily interpret the immunity of the bourgeoisie as evidence of unfairness on the art of the rich to reduce the burden of poverty by killing off the main victims.Clear evidence of the social distribution of the disease is difficult to say, but the â€Å"distribution of cholera obviously to some extent reflected whether or not a local water-supply nad been contaminated†¦ proximity to intected water was i tselt at least in part socially determined†¦ â€Å"2 It was sad to see that the poor were blamed for the cause of the disease because it is unfair to the poor s ince they cannot afford to have better sanitization. Statistics suggested that while it could and did affect the well-off nd the rich, its impact on the poor was disproportionately high in most epidemics like cholera.Because of their wealth, the rich could flee from outbreaks with ease and their occupations did not have to deal with contact with contaminated water and with their employment of servants. Moreover, their toilet facilities were maintained well. One could see the differential impact of cholera between the rich and the poor which worsened social tensions. The poor suffered because of overcrowding and poor sanitation, and because they could not employ servants to take necessary hygienic recautions. However, they are not the one to blame for the cause of the cholera epidemic.According to Sir Edwin Chadwick, â€Å"various forms of epidemic, endemic, and other disease caused, or aggravated, or propagated chiefly amongst the laboring classes by atmospheric impurities produced by decomposing animal and vegetable substances, by damp and filth, and close and overcrowded dwellings prevail amongst the population†¦ â€Å"3 However, there are solutions to the circumstances mentioned. The removal of drainage, proper cleansing, better ventilation, and alternative ways of ecreasing contamination can help people live a better sanitized life.The main cause, however, is the defective supplies of water. If clean water could be supplied throughout the cities and towns, epidemics like cholera would not have to happen wiping out at least half of the victims. Such a simple request can make the place a better one. Additionally, Chadwick mentioned how the annual loss of life from filth and bad ventilation are greater than the loss from death or wounds in any wars. I think that it is unfortunate that so many people die from grimy living conditions; if only the imple requests were Just to be granted, then it would be a win-win situation.The expense of public drainage, of supplies of water laid on in houses, and improved cleansing would be a huge gain and it would ultimately decrease sickness. Chadwick makes a great point stating, â€Å"the removal of noxious physical circumstances, and the promotion of civic, household, and personal cleanliness, are necessary to the improvement of the moral condition of the population; for that sound morality and refinement in manners and health are not long found coexistent with filthy habits amongst any class of the community. Chadwick claims that these adverse conditions of the laboring class tends to produce adults who abandon all of life's decencies and indulge in habits of degradation and demoralization. This statement is somewhat agreeable because I do believe that horrible living conditions and shortened life spans would lead many to migrate. However, it does not mean that it is inevitable because people from this background can choose to live morally if they want. To address the second question, there i s little doubt that cholera epidemics tend to occur at moments ot crisis in European history.

Was Saxon justice harsh and superstitious Essays

Was Saxon justice harsh and superstitious Essays Was Saxon justice harsh and superstitious Essay Was Saxon justice harsh and superstitious Essay Essay Topic: Law Between AD500 and 1100 England changed form being a mass of small kingdoms into one united country. During these centuries, kings played a vital part in every aspect of government and especially in crime and punishment. A kings most important tasks were to defend his country from attacks and to make sure his laws were obeyed. Laws were made by kings after consulting nobles and bishops. At first, Laws had two main aims, to protect landowners property from damage or theft and to protect people from violence although freemen got more protection than slaves. Early Saxon kings allowed the victims of crimes to punish the criminal themselves. If someone was murdered, the family had the right to track down and kill the murderer. This right was known as the Blood Feud. There were two problems about this legal violence. Firstly, it often led to even more violence as families and their friends banded together to take revenge for an attack and then this led to another attack. Secondly, it did not protect people who did not want to use violence against those who had harmed them. Later kings abolished the Blood Feud and introduced money fines called wergilds for many crimes including some murders. The victims received compensation in money. The level of punishment was decided by the king, through his laws. This made further violence much less likely. Saxon laws were extremely detailed about fines that criminals had to pay. The wergild for killing a nobleman was 300 shillings. If the criminal could not afford to pay the fine, then he or she was sent into slavery. However, not all crimes were punished by fines. Some serious crimes carried the death penalty treason against the king, arson and betraying your lord. Reoffenders were also punished harshly if they were caught. Punishments for regular offenders included mutilation, for example, cutting off a hand, ear or nose or putting out the eyes. Any accused person who did not come to court was Outlawed. This meant he no longer had the protection of the law and could be killed by anyone as a punishment. Prisons were only used for holding accused people before trial. Imprisonment was rarely used as a punishment because it was expensive. Gaolers would have to be paid and criminals would have to be fed. This was impossible at a time when kings only collected taxes for wars or to pay for other out of the ordinary events. There was no police force in Saxon England. In the early Saxon kingdoms people relied on their families to help them catch thieves or other wrongdoers. By the tenth century, kings had set up a different kind of self-help system known as a tithing. A tithing was a group of ten people. All males over the age of twelve had to belong to a tithing. This meant that they were responsible for each others behaviour. If a member of the tithing broke the law, the others had to bring him to court or pay the compensation fine to the victim. In a modern trial there are lawyers to prosecute and defend, and jury members must have no prior knowledge of the accused. By contrast, at a Saxon trial there were no lawyers to prosecute or defend the accused person. The accuser was the person who claimed to be the victim of the crime. The jury was also different. It was made up of men from the area who probably knew the accuser and the accused. Both the accused and the accuser told their version of events to the jury. It was then up to the jury to decide who was telling the truth. If there was no clear evidence (such as a witness having seen the crime take place) they used their experience of people concerned. If the jury felt the accuser was more honest in general than the accused, they swore an oath that the accused was guilty. The jurys oath taking was called Compurgation. There were times when the jury members could not agree with each other. This was usually in cases of theft or murder when there was no witness. Trial by ordeal was the solution to this problem. A twelfth-century law said that the ordeal of hot iron is not to be permitted except where the naked truth cannot otherwise be explored. Then God was asked to decide whether the accused person was guilty and the accused had to undergo trial by ordeal. Human beings might not know the truth but God certainly would! There were different kinds of trial by ordeal but whichever one was used; a careful religious ritual was followed. The person taking the ordeal had to fast for three days beforehand and hear mass in the church. As the ordeal by hot iron began the priest said these words: If you are innocent of this charge you may confidently receive this iron in your hand and the Lord, the justice judge, will free you, just as he snatched the three children from the burning fire. Trial by hot iron was usually taken by women. The accused had to carry a piece of red-hot iron for three metres. Her hand was then bandaged and unwrapped three days later. If the wound was healing cleanly without festering everyone would know that god was saying she was innocent. But if the wound was not healing cleanly God was saying she was guilty. Trial by hot water was usually taken my men. The accused put his hand into boiling water to pick up an object and lift it out. This might not be so easy. One of the earliest accounts of this ordeal describes how the accused plunged his right hand into the cauldron. In the bubbling it was not easy for him to grasp the little ring but at last he drew it out. The arm was then bandaged. Three days later the bandage was taken off. Again, the person was innocent if the wound was healing cleanly. Trial by cold water was also usually taken by men. People believed that the water was pure and so would reveal the truth. The accused was lowered into the water (a river or pond as close to the church as possible) on the end of a rope. The rope was knotted above the waist. If the person sank and the knot went below the surface then he was innocent because the pure water had been willing to let this innocent beneath its surface. However, if he and the knot floated then they believed the water was rejecting him because he was guilty. Trial by consecrated bread was taken by priests. The priest first had to pray, asking that he be choked by the bread if he lied. Then he had to eat a piece of consecrated bread. If he choked then he was guilty because God would not let a sinner eat consecrated bread. This might seem a much more lenient ordeal but people believed that God was sure to punish a priest who lied and so it was seen as the most effective or all ordeals. I think that the Saxons used trial by ordeal as a means of finding out whether someone was guilty or not to deter other would be criminals from committing crime. In my opinion, Saxon trials were based on superstition rather than logic because the trials in order to ascertain whether the person was guilty were based on a chance result and were often biased of finding them guilty.

Bernard Surname Meaning and Origin

Bernard Surname Meaning and Origin The common Bernard surname derives from the Germanic given name Bernhard or Beornheard, meaning strong or brave as a bear, from the elements beran, meaning bear and hardu, meaning brave, hardy, or strong. The Bernard surname has appeared with several dozen different spelling variations, originating in a number of different countries. Bernard is the 2nd most common surname in France.   Alternate surname spellings:  Barnard, Bernart, Berndsen, Bernhard, Bernhardt, Bernaert, Benard, Bernat, BernthSurname origin: French, English, Dutch   Where in the World Do People With This Surname Live? According to surname distribution data from Forebears, Bernard is the 1,643rd most common surname in the world- most prevalent in France, and in countries with a French-speaking population or French histories such as Haiti, the Ivory Coast, Jamaica, Belgium, and Canada.  WorldNames PublicProfiler also has the surname as most common in France, followed by Luxembourg and Canada (especially on Prince Edward Island). Geopatronyme, which includes surname distribution maps for different periods of French history, has the Bernard surname as fairly common throughout France during the period 1891–1915, although slightly more common in Paris, and the departments of Nord and Finistà ¨re. The popularity in Nord has continued to increase, now topping the list by a large margin. Famous People With This Last Name Claude Bernard -  French physiologist; pioneer in the introduction of blind experiments and the discovery of homeostasisCatherine Bernard - French novelistÉmile Bernard  - French painterÉmile Bernard  - French composerTristan Bernard - French novelist and playwright Genealogy Resources How to Research French Ancestry - Learn how to research your French family tree with this guide to genealogical records in France. Includes information on both online and offline records including birth, marriage, death, census and church records, plus a letter writing guide and tips on sending research requests to France.Family Genealogy Forum - Search this popular genealogy forum for the Bernard surname to find others who might be researching your ancestors, or post your own Bernard genealogy query.FamilySearch - Explore over 2.3 million historical records which mention individuals with the Bernard surname and its variations, as well as online Bernard family trees.GeneaNet - Includes archival records, family trees, and other resources for individuals with the Bernard surname, with a concentration on records and families from France and other European countries. References Cottle, Basil.  Penguin Dictionary of Surnames. Baltimore, MD: Penguin Books, 1967.Dorward, David.  Scottish Surnames. Collins Celtic (Pocket edition), 1998.Fucilla, Joseph.  Our Italian Surnames. Genealogical Publishing Company, 2003.Hanks, Patrick and Flavia Hodges.  A Dictionary of Surnames. Oxford University Press, 1989.Hanks, Patrick.  Dictionary of American Family Names. Oxford University Press, 2003.Reaney, P.H.  A Dictionary of English Surnames. Oxford University Press, 1997.Smith, Elsdon C.  American Surnames. Genealogical Publishing Company, 1997.

A Teacher Affects An Eternity

A Teacher Affects An Eternity A teacher affects an eternity: they can never tell where their influence stops. The education of a child is the root of their future; a good education increases the chances of future success. Teachers are there to inspire a future generation to be the best they can be. I believe a child’s chance of success starts in the classroom. The growth and development of any child begins with the ambition and drive of the teacher to guide them through the aspects of life either in the classroom or in the field. I am an ambitious young woman, aiming to become an excellent Secondary School Geography teacher inspiring the minds of 11-18 year olds. My passion for teaching (and in particular geography teaching) arises from my own school years. My geography teacher was an inspiring man making learning fun as well as challenging. The field courses that we attended were particularly enjoyable as the experience of learning outside the classroom creates a more interactive learning atmosphere. The positive support received by members of the geography department gave me the ambition to want to learn more about the subject and consequently made me choose to study geography at degree level at Swansea University. Departments within the school showed me that individual teachers are influential and inspiring as well as educational and how this can affect children. For example, the behavioural support unit, who offer one-to-one support for those children who may require an extra helping hand (academically or socially), does an excellent job in guiding children to be the best they can be. Taking an interest in a child’s personal development alongside their educational development establishes a secure foundation to a well-rounded future. In a report in November 2012 by the chief inspector of OFSTED stated that â€Å"Access to a good education for children and young people is far too dependent on where you happen to live†, I believe this is totally unacceptable and that every child should have the same rights to an education regardless of where they live or their socio-economic backgrounds. The success of a school is the responsibility of its staff and teachers, a good quality teacher educates a child who produces good quality exam results. I want to make a difference to the education system and I aspire to be the best teacher I can be. Geography gives an insight into different aspects of the world something that is forever increasing in modern media and allows an exploration into both human and physical impacts of everyday life. Creativity and imagination are key tools in creating a memorable and educational lesson and teaching geography at a secondary level especially at GCSE and A-level stages is overly important as these key stages in a child’s education sets them up for their future. Even if a child doesn’t remember what you said the way you made them feel about the subject will stay with them forever. Relevant Work Experience I took the initiative during my summer vacation at university to acquire real-world experience within a classroom. For the period of three weeks starting 18th June 2012 to 7th July 2012, I volunteered as a classroom observer and teaching assistant at Fitzharrys School, Abingdon. During my time at the school I took an interactive role within the geography department, in the classroom and in the field. For example, during the work experience I looked at the schemes of work for several years and devised and taught some appropriate starter activities for both year 8 and year 13. In addition to this, I also took a small group and devised an activity based upon the lesson to support the less able students, including working directly with an EAL (English as an additional language) student during their assessment period.

Australian National Fund Raising Organization Association Essay

Australian National Fund Raising Organization Association - Essay Example Our group will use many techniques to raise funds for our events and they will be discussed below. Our group is planning two separate events in order to raise funds. There are two broad segments of the society that can be used to raise funds. One segment consists of adults of over 35 years of age and the other is the younger segment which comprises of young people from ages 16 to 35. Our group is planning to make use of both these segments to raise money for our fundraiser. For adults, we are planning a dinner reception where they will get a chance to socialize. In the dinner, notable members will be given a chance to say something for the cause of poverty. The dinner reception will be formal as its target market is mature adult people who will be willing to spend their money on donations. Another, often neglected in terms of fundraising, the segment of the society that can contribute to charity is the younger generation. Young people can also play a big role in raising money given that fundraising is done keeping in mind their needs. Our group is planning to hold a party for the younger population in order to raise funds for the poor. We will be selling food, drinks, and other items in the party in order to raise funds. Different techniques will be used to raise funds for both the events. Older and younger people have different demands and perceptions, and it is vital to plan fundraisers accordingly in order to raise sufficient amounts of a fund. In the dinner reception funds will be raised by tickets and donations. People will be sold tickets and they will be communicated that the money we get from the tickets will go to the charity. In the dinner reception, we will also ask people to donate money towards the cause. Speeches will be made to motivate them to raise money. In the dinner reception, we will offer people drinks, appetizers, and dinner so that people have enough time to socialize, and we can raise more and more money. Donations will be our main target because most of the money from tickets will be used to cover expenses that will be incurred in arranging for the venue and dinner for guests.  Ã‚