Romeo and Juliet Act 2
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The Official ‘Love is Blind’ Interactive eBook eBook Written by Limus Woods All Rights Reserved © 2016 Table of Contents Section One Episode I: The Setup The Character Crill Gates Haitian Water Episode II: Arrangements Why The Character Robert Should Stay Off Facebook Real Pakistani Culture in Brooklyn Fatimah Being Forced into a Planned Marriage Love is Blind Character Rivalries: Meeka vs Linda The Dirty Pimp Casper Episode III: The Proposal The Reality of Cocaine in American Life Love is Blind Character Rivalries: Rodney vs Crill Gates Section Two Episode IV: The Shake When Arguing Helps Fatimah’s Perverted Uncle Episode V: The Harassment Racial Profiling on Love is Blind Love is Blind Character Rivalries: Anna vs Mary Episode VI: Mr. Walker Another Side of Mr. Walker G Money Has a Girlfriend Love is Blind Character Rivalries: Mercy vs G Section Three Episode VII: Foot is Still At It Foot & Flossy…Always Sippin! Episode VIII: The Closet Monster Love is Blind Character Rivalries: Robert vs Rodney Will Robert Lose His Virginity? Is Sexual Immorality Worse than Emotional? Episode IX: G Money’s Luck May Have Just Ran Out The Beautiful Tai Chi Boxing Scene Love is Blind Character Rivalries: Ralphie vs Adolf Section One Episode One: The Setup It seems that when there is money involved, there is a sense of being able to coexist among the characters, at least in the first scene of Love is Blind (2015), the new series from Flo X Films on You Tube at . But, the true colors of people always eventually shine through, like for example when the Mr. -
Exploring Narrator-Reader Relationships with Jim Thompson's
Exploring Narrator-Reader Relationships with Jim Thompson’s Victims of Circumstance: Lou Ford, Dolly Dillon, William “Kid” Collins, and Charles Bigger By Nicolena Marie Crescenzo A Thesis Submitted to the Faculty of Dorothy F. Schmidt College of Arts and Letters In Partial Fulfillment of the Requirements for the Degree of Master of English Florida Atlantic University Boca Raton, FL December 2018 Copyright 2018 by Nicolena Marie Crescenzo ii Acknowledgements The author wishes to express sincere gratitude to her committee members for all of their support, and special thanks to my advisor for his patience and encouragement during the typing of this manuscript. The author is grateful to her family for always supporting her efforts to be successful. Last but not least, the author wishes to thank her mentors during her undergraduate studies for their recommendations academically and professionally that have helped her reach this point. iv Abstract Author: Nicolena Marie Crescenzo Title: Exploring Narrator-Reader Relationships with Jim Thompson’s Victims of Circumstance: Lou Ford, Dolly Dillon, William “Kid” Collins, and Charles Bigger Institution: Florida Atlantic University Thesis Advisor: Dr. Robert Don Adams Degree: Master of English Year: 2018 By examining Jim Thompson’s novels, published between 1952-1955–The Killer Inside Me, A Hell of a Woman, After Dark, My Sweet, and Savage Night–this essay interrogates the relationship created between the narrator and the reader, how the narrator–and Thompson in turn–highlights certain societal flaws, emphasizing how ethical consequence is born out of the attempt to attain freedom from one’s cultural circumstance–both in terms of economic restraint and mental health status. -
BENVOLIO but New Struck Nine. ROMEO Ay Me! Sad Hours Seem Long
BENVOLIO/ROMEO BENVOLIO Good-morrow, cousin. ROMEO Is the day so young? BENVOLIO But new struck nine. ROMEO Ay me! sad hours seem long. Was that my father that went hence so fast? BENVOLIO It was. What sadness lengthens Romeo's hours? ROMEO Not having that, which, having, makes them short. BENVOLIO In love? ROMEO Out-- BENVOLIO Of love? ROMEO Out of her favour, where I am in love. BENVOLIO Alas, that love, so gentle in his view, Should be so tyrannous and rough in proof! ROMEO Alas, that love, whose view is muffled still, Should, without eyes, see pathways to his will! BENVOLIO Tell me in sadness, who is that you love. ROMEO What, shall I groan and tell thee? BENVOLIO Groan! why, no. But sadly tell me who. ROMEO In sadness, cousin, I do love a woman. BENVOLIO I aim'd so near, when I supposed you loved. ROMEO/JULIET ROMEO [To JULIET] If I profane with my unworthiest hand This holy shrine, the gentle fine is this: My lips, two blushing pilgrims, ready stand To smooth that rough touch with a tender kiss. JULIET Good pilgrim, you do wrong your hand too much, Which mannerly devotion shows in this; For saints have hands that pilgrims' hands do touch, And palm to palm is holy palmers' kiss. ROMEO Have not saints lips, and holy palmers too? JULIET Ay, pilgrim, lips that they must use in prayer. ROMEO O, then, dear saint, let lips do what hands do; They pray, grant thou, lest faith turn to despair. JULIET Saints do not move, though grant for prayers' sake. -
Contingencies
Page 1 - B&T11220_ERIM_Omslag_DeLanghe_11apr11 CONTINGENCIES 236 BART DE LANGHE LEARNING NUMERICAL AND EMOTIONAL ASSOCIATIONS IN AN UNCERTAIN WORLD The ability to learn about the relation or covariation between events happening in the world is probably the most critical aspect of human cognition. This dissertation examines Contingencies how the human mind learns numerical and emotional relations and explores consequences BART DE LANGHEBART - Contingencies for managerial and consumer decision making. First, we study how uncertainty in the environment affects covariation learning and Learning Numerical and Emotional Associations explore the consequences for consumers’ price-quality inferences and product valuation. in an Uncertain World Second, we examine how different types of accountability (process versus outcome) and analytical intelligence affect learning and judgment. We highlight the implications for employee performance management. Third, building on associative models of memory, we show that bilingual consumers perceive advertising messages in their native language (L1) to be more emotionally intense than advertising messages in their second language (L2). Finally, we explore the consequences of a greater perceived emotionality in L1 for international marketing research. The practical implications of this dissertation are of interest for professionals working ERIM in the area of pricing, branding, marketing research, and human resources. From a theoretical point of view, this dissertation relates to the fields of judgment and decision making under uncertainty and cognitive psychology. Design & layout: B&T Ontwerp en advies (www.b-en-t.nl) Print: Haveka (www.haveka.nl) Design & layout: B&T Ontwerp en advies (www.b-en-t.nl) ERIM The Erasmus Research Institute of Management (ERIM) is the Research School (Onder - zoek school) in the field of management of the Erasmus University Rotterdam. -
Shakes in Love STUDYGUIDE
Study Guide for Educators Based on the screenplay by Marc Norman and Tom Stoppard Adapted for the stage by Lee Hall Lyrics by Carolyn Leigh Music by Paddy Cunneen This production of Shakespeare In Love is generously sponsored by: Emily and Dene Hurlbert Linda Stafford Burrows Ron and Mary Nanning Ron Tindall, RN Shakespeare in Love is presented by special arrangement with Samuel French Inc 1 Welcome to the Pacific Conservatory Theatre A NOTE TO THE TEACHER Thank you for bringing your students to the Pacific Conservatory Theatre at Allan Hancock College. Here are some helpful hints for your visit to the Marian Theatre. The top priority of our staff is to provide an enjoyable day of live theatre for you and your students. We offer you this study guide as a tool to prepare your students prior to the performance. SUGGESTIONS FOR STUDENT ETIQUETTE Note-able behavior is a vital part of theater for youth. Going to the theater is not a casual event. It is a special occasion. If students are prepared properly, it will be a memorable, educational experience they will remember for years. 1. Have students enter the theater in a single file. Chaperones should be one adult for every ten students. Our ushers will assist you with locating your seats. Please wait until the usher has seated your party before any rearranging of seats to avoid injury and confusion. While seated, teachers should space themselves so they are visible, between every groups of ten students. Teachers and adults must remain with their group during the entire performance. -
Isum 許諾楽曲一覧 更新日:2019/1/23
ページ:1/37 ISUM 許諾楽曲一覧 更新日:2019/1/23 ISUM番号 著作権者 楽曲名 アーティスト名 ISUM番号 著作権者 楽曲名 アーティスト名 ISUM番号 著作権者 楽曲名 アーティスト名 ISUM-1880-0537 JASRAC あの紙ヒコーキ くもり空わって ISUM-8212-1029 JASRAC SUNSHINE ISUM-9896-0141 JASRAC IT'S GONNA BE ALRIGHT ISUM-3412-4114 JASRAC あの青をこえて ISUM-5696-2991 JASRAC Thank you ISUM-9456-6173 JASRAC LIFE ISUM-4940-5285 JASRAC すべてへ ISUM-8028-4608 JASRAC Tomorrow ISUM-6164-2103 JASRAC Little Hero ISUM-5596-2990 JASRAC たいせつなひと ISUM-3400-5002 NexTone V.O.L ISUM-8964-6568 JASRAC Music Is My Life ISUM-6812-2103 JASRAC まばたき ISUM-0056-6569 JASRAC Wake up! ISUM-3920-1425 JASRAC MY FRIEND 19 ISUM-8636-1423 JASRAC 果てのない道 ISUM-5968-0141 NexTone WAY OF GLORY ISUM-4568-5680 JASRAC ONE ISUM-8740-6174 JASRAC 階段 ISUM-6384-4115 NexTone WISHES ISUM-5012-2991 JASRAC One Love ISUM-8528-1423 JASRAC 水・陸・そら、無限大 ISUM-1124-1029 JASRAC Yell ISUM-7840-5002 JASRAC So Special -Version AI- ISUM-3060-2596 JASRAC 足跡 ISUM-4160-4608 JASRAC アシタノヒカリ ISUM-0692-2103 JASRAC sogood ISUM-7428-2595 JASRAC 背景ロマン ISUM-5944-4115 NexTone ココア by MisaChia ISUM-1020-1708 JASRAC Story ISUM-0204-5287 JASRAC I LOVE YOU ISUM-7456-6568 NexTone さよならの前に ISUM-2432-5002 JASRAC Story(English Version) 369 AAA ISUM-0224-5287 JASRAC バラード ISUM-3344-2596 NexTone ハレルヤ ISUM-9864-0141 JASRAC VOICE ISUM-9232-0141 JASRAC My Fair Lady ft. May J. "E"qual ISUM-7328-6173 NexTone ハレルヤ -Bonus Tracks- ISUM-1256-5286 JASRAC WA Interlude feat.鼓童,Jinmenusagi AI ISUM-5580-2991 JASRAC サンダーロード ↑THE HIGH-LOWS↓ ISUM-7296-2102 JASRAC ぼくの憂鬱と不機嫌な彼女 ISUM-9404-0536 JASRAC Wonderful World feat.姫神 ISUM-1180-4608 JASRAC Nostalgia -
Romeo and Juliet Study Guide Act
Romeo and Juliet Act Two Study Guide Act Two, Scene One 1. How would you restate what the Chorus explains here? (page 656 lines 13-14) 2. What is Mercutio’s attitude toward Romeo’s lovesickness? (page 657) Act Two, Scene Two 3. What “wound” does Romeo suggest that Mercutio has never felt? (page 658 line 1) 4. What figure of speech does Juliet use here? What words does Shakespeare use to suggest the strength of Juliet’s lov? (page 659 lines 58-59) 5. In the passage page 661 lines 105-106, what worries does Juliet express? 6. What does Juliet compare her and Romeo’s declarations of love to lightning in lines 119-120? What is the point of the metaphor in lines 121-122? (page 662) 7. What idea is communicated by the simile in lines 156-157? Restate it in your own words. (page 663) 8. In the extended metaphor, Juliet compares Romeo to a bird. What idea about her love is communicated by this comparison? (page 664 line 183) Act Two, Scene Three 9. In lines 7-30, how does the Friar describe herbs and their nature? How are people like herbs? (page 665) 10. What can you infer about Friar Lawrence’s character and his attitude toward Romeo from line 47? (page 666) 11. This section of the play permits that audience to hear an adult’s view of Romeo and his passions. How does this help to show Romeo in a new light? Explain (page 667, line 81) Act Two, Scene Four 12. -
Swear Words Uttered by the Main Characters in Ted 2 Movie
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI SWEAR WORDS UTTERED BY THE MAIN CHARACTERS IN TED 2 MOVIE A SARJANA PENDIDIKAN THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education By Rebecca Puspa Crysmasari Student Number: 141214116 ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA 2018 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI THIS THESIS IS DEDICATED TO MYSELF iv PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI ABSTRACT Crysmasari, Rebecca Puspa. (2018). Swear Words Uttered by the Main Characters in TED 2 Movie. Yogyakarta: English Language Education Study Program, Faculty of Teachers Training and Education, Sanata Dharma University. Swear words can be found in the mass media communication, such as magazines and movies. Swear words can be regarded as positive or negative terms. People tend to use swear words to express their certain emotions. Thus, the researcher is interested in analyzing swear words which are uttered by the main characters in a movie. This study aims to analyze swear words used by the main characters in TED 2 movie. There are two questions formulated in this research. The research questions are 1) How do Ted and John use swear words in TED 2 movie? 2) What are the motives behind the swear words uttered by Ted and John in TED 2 movie? This research was a qualitative research. The researcher applied the discourse analysis. -
Fabric Mulch for Tree and Shrub Plantings, Kansas State University, August 2004
KANSAS Fabric Mulch for Tree FOREST SER VICE and Shrub Plantings KANSAS STATE UNIVERSITY What is Fabric Mulch? though most last well beyond the caution in riparian areas that flood Fabric mulch (often referred to time necessary to establish tree and periodically. Flooding can lower as Weed Barrier, one of many brand shrub plantings. Excessive durabil- the effectiveness of the mulch by names) is used to reduce vegetative ity results from inordinate specifi- dislocation and soil deposition. competition in newly planted trees cations and from shade created by Fabric mulch inhibits root sprouting and shrubs. This is accomplished by trees and shrubs that prevents dete- of shrubs. Root sprouting increases applying fabric over the top of trees rioration. New products are being stem density, providing valuable and shrubs after planting, cutting a tested to address this issue. wildlife habitat. hole in the fabric, and pulling the trees and shrubs through the hole. It When Should Fabric Fabric Mulch is made of a black, woven, perme- Mulch be Used? Specifications able, polypropylene geotextile that Fabric mulch is appropriate to Fabric mulch is available in can withstand the trampling of deer help establish windbreaks, shel- a variety of sizes and specifica- and deterioration from sunlight. terbelts, living snowfences, and tions. It can be purchased in rolls Fabric mulches conserve soil mois- other small tree and shrub plant- that can be applied by machine, or ture by reducing evaporation. Fabric ings. Fabric should be used with in squares that can be applied by mulches eventually biodegrade, hand. Rolls may contain from 300 to 750 feet of fabric and range from 4 to 10 feet wide. -
A Love Knowing Nothing: Zen Meets Kierkegaard
Journal of Buddhist Ethics ISSN 1076-9005 http://blogs.dickinson.edu/buddhistethics/ Volume 22, 2015 A Love Knowing Nothing: Zen Meets Kierkegaard Mary Jeanne Larrabee DePaul University Copyright Notice: Digital copies of this work may be made and distributed provided no change is made and no alteration is made to the content. Reproduction in any other format, with the exception of a single copy for private study, requires the written permission of the author. All en- quiries to: [email protected]. A Love Knowing Nothing: Zen Meets Kierkegaard Mary Jeanne Larrabee 1 Abstract I present a case for a love that has a wisdom knowing nothing. How this nothing functions underlies what Kier- kegaard urges in Works of Love and how Zen compassion moves us to action. In each there is an ethical call to love in action. I investigate how Kierkegaard’s “religiousness B” is a “second immediacy” in relation to God, one spring- ing from a nothing between human and God. This imme- diacy clarifies what Kierkegaard takes to be the Christian call to love. I draw a parallel between Kierkegaard’s im- mediacy and the expression of immediacy within a Zen- influenced life, particularly the way in which it calls the Zen practitioner to act toward the specific needs of the person standing before one. In my understanding of both Kierkegaard and Zen life, there is also an ethics of re- sponse to the circumstances that put the person in need, such as entrenched poverty or other injustices. 1 Department of Philosophy, DePaul University. Email: [email protected]. -
MIAMI UNIVERSITY the Graduate School
MIAMI UNIVERSITY The Graduate School Certificate for Approving the Dissertation We hereby approve the Dissertation of Daniel J. Ciamarra Candidate for the Degree Doctor of Philosophy ______________________________ Director (Tom S. Poetter) ______________________________ Reader (Richard A. Quantz) ______________________________ Reader (Denise Baszile) _____________________________ Graduate School Representative (Bob Burke) ABSTRACT SPEAKING UP: USING A PEDAGOGY OF LOVE TO DEBUNK TECHNICAL TEACHING AND LEARNING PRACTICES by Daniel J. Ciamarra At present, our students are valued for their capacities to thoughtlessly absorb and regurgitate standardized facts and figures. Meanwhile, the affective facets of schooling, such as love, relationality, compassion, acceptance, integrity, and altruism are overlooked by politicians and educational decision makers, who claim these elements lack academic rigor. In this study, I use the dominant views of the educational elect to accentuate the current push for a more standardized, accountable, and scientific approach to schooling. Then, I employ the counternarrative as a methodological tool for talking back, offering up personal stories and experiences that frame the power of agapic love to demystify the normative views of schooling. More specifically, I employ personal narrative as means for providing teachers a voice, one which aims to debunk confounding generalizations or refute common claims about what education is or ought to be. Finally, I analyze the divergent stories through multiple theoretic and practical lenses in order to make meaning of my experiences. Moreover, the counternarratives in this study focus on how agapic love can be utilized in pedagogical and curricular efforts to transcend the present conditions that hinder many students and teachers from being and becoming who they really are. -
Answers for the Story of Pyramus and Thisbe
Questions for the Story of Pyramus and Thisbe Instructions: Answer the following questions in complete sentences as you will be sharing this story with your cartography team. 1. What is the problem that Pyramus and Thisbe face from their families? Their families forbid them to be together or see each other. 2. What is the solution they came up with to solve their problem? They decide to meet at night outside the walls of the city so they can be together. 3. What three objects are located in the area where they decide to meet? The three objects that are located in the area where they decide to meet are a tree, a stream, and a cemetery. 4. What incident happens to Thisbe as she is waiting under the tree for Pyramus? Thisbe is attacked by a lioness. 5. What is the name of the item Thisbe dropped on the ground? Thisbe drops her veil as she runs from the lioness. 6. What action does Pyramus perform when he thinks Thisbe is dead? Pyramus falls on his sword and dies when he thinks Thisbe is dead. 7. What continues happen even to today to the white fruit of the mulberry tree as a result of the lovers’ tragedy? The white fruit of the mulberry tree turns a dark purple color when ripe. 8. What proposal would you make to improve Pyramus and Thisbe’s situation? Answers will vary. 9. What other story do the Story of Pyramus and Thisbe resemble? What differences do you notice between these two stories? The Story of Pyramus and Thisbe resembles Romeo and Juliet.