The United Nations Educational, Scientific And Cultural...

If you are a fan of history, then the UK has a stunning number of heritage destinations. The rich culture of the misty island has even resulted in a number of listings in the World Heritage Program. VoucherBin looked at the favourite UK World Heritage Sites and the reasons these destinations are such a good destination for a visit. What are World Heritage Sites? The United Nations Educational, Scientific and Cultural Organisation (UNESCO) keeps a list of sights that have special cultural or physical significance. The list is conducted by the UNESCO World Heritage Committee, which is composed of 21 UNESCO member states. These member states rotate and are elected by the UN General Assembly. As mentioned above, the program catalogues,†¦show more content†¦The most recent addition was the inclusion of Forth Bridge in 2015. 5 stunning World Heritage Sites you should visit It’s quite a difficult task to pick the best heritage sites from a wide selection of 25. But we wanted to make sure the attractions include a site from each of the countries in the UK: from Scotland, Wales, England and Northern Island. We also added a bonus attraction from the capital city of the UK, London. Fountains Abbey, North Yorkshire, England Fountains Abbey is among the largest and best preserved ruined Cistercian monasteries in England. The abbey was founded in 1131, after 13 monks were expelled from the St Mary’s Abbey in York. The Archbishop of York, Thurstan, provided these monks refuge and a small piece of land, where they set the monastery. The monastery grew in size over the years, with the precinct covering around 70 acres of land. The abbey operated for over 400 years, closing in 1539 when Henry VIII ordered the Dissolution of the Monasteries. Fountains Abbey was among the first UK entries on the UNESCO World Heritage site list. It was added on 1986, as a cultural site. Why visit Fountains Abbey: Fountains Abbey is a stunning attraction to visit and to learn about life in monasteries – something which was one central to the way of life on the island. The vast location offers plenty of things to see; you can visit indoor museums and spend time outdoors taking in the stunning views across the ruins.

Causes Of The American Revolution - 738 Words

Picture it, America 1765. All of the happy joyful citizens, all of the murder and bloodshed. What a utopia. Actually, 1765 was the start of the war known as the American Revolution, or the Revolutionary War. The American Revolution was a war between the colonists of America and Great Britain and they were fighting over the independence of America from Britain. This war lasted until 1781, when the British surrendered to the Americans, As a result, America is a fully independent country and it has stayed that way since that day. There were many causes of the war, The Stamp Act, the Boston Tea Party, and Lexington and Concord. The first cause of the American Revolution was the Stamp Act that was passed for Britain to gain money from the†¦show more content†¦This outraged the colonists, especially the ones from Massachusetts. As a result of this act, the colonists assembled the First Continental Congress. The First Continental Congress had fifty six delegates from the colonies meet in Philadelphia to discuss American rights. They agreed that the colonies had the rights to run their own affairs and if the British used military force, they would fight back. This congress was very important because it signifies the colonists working together in unison against the British. A huge factor in the start of the Revolutionary War was the battle of Lexington and Concord. Known as â€Å"The Shot Heard ‘Round The World,† the fight at Lexington and Concord started as a result of the British plan to arrest Samuel Adams and John Hancock and destroy the colonists weapon supply. On the night of April 18, Paul Revere, Samuel Prescott and William Dawes warned the colonists that, â€Å"The British are coming!† The very next day, the American minutemen and the British soldiers fought at Lexington, Massachusetts and the British won. Next, they moved to Concord, Massachusetts and the colonists won through guerilla warfare. This was an important event in the cause of the American Revolution because it showed the British that the Americans were ready for war, and more importantly, the Americans, that they had a shot at winning. Subsequently, the Americans formed the Second Continental Congress to discuss whether theyShow MoreRelatedThe Revolution : The Cause Of The American Revolution1898 Words   |  8 Pages The American Revolution was the turning point for the colonies that made up the United States today. It was the war that freed the colonists from British control. But what actually caused the American Revolution? Well, there’s no simple answer to that question. In fact, most of the causes acted as if they were dominoes. These events can be categorized in four periods of time or setting. These groups are, Salutary neglect, Mercantilism, Boston, and Unity of protests. Salutary neglect was the ideaRead MoreCauses Of The American Revolution1202 Words   |  5 PagesThroughout history many revolutions took place, ranging from the unremarkable to a truly memorable, as the French revolution, the American Revolution, and the Bolshevik Revolution, but American revolution took place in 1775-1783. The r evolution was different from other revolution because of growing tensions between residents of Great Britain’s 13 North American colonies and the colonial government because American revolution was not like the others. This revolution was not like the others becauseRead MoreCauses Of The American Revolution913 Words   |  4 Pages While the american revolution was caused from taxes, it was also formed from the effects of a corrupt system of government. The effects of britains rule was a much bigger flame for the revolution then the taxes placed upon citizens. The american revolution was an event that will forever shape us as a country. It was a tough war filled with blood and brutal acts of violence, but it was also an awakening for the colonies that will later become the United States, it showed that while under a governmentRead MoreCauses Of The American Revolution880 Words   |  4 Pages The American Revolution is the most important time in all of American history. This brought the birth of a new country and the treasured constitution. In the beginning, colonists were proud to be British. In the years to come, there were small occurrences that bothered the colonists and led to the Revolution. Other countries contributed to the start of a crueller British control. The French and Indian War caused King George III to introduce expensive taxes (Pavao). These taxes came about becauseRead MoreCauses Of The American Revolution1335 Words   |  6 Pageswere multiple causes for the American Revolution, but the most important was the violation and deprivation of rights from the American People. The American people were faced with multiple acts and taxes that violated and took away their rights. Americans were continuously being taxed after the French and Indian War by acts like the sugar act, the stamp act, the Townshend acts,the tea act, and many more(Hedtke, et al., The Ame rican Saga). Despite all the taxes being placed on the Americans and the thingsRead MoreCauses of the American Revolution953 Words   |  4 PagesEmily Thou Mr. G./ Period 1 September 14, 2012 Causes of the American Revolution The American Revolution began in 1755 as an open conflict between the thirteen colonies and Great Britain. The Treaty of Paris had ended that war in 1783, giving the colonies their own independence. There are many factors contributing to the start of the Revolution, but the war began as the way The Great Britain treated the colonies versus the way the colonies felt they should be treated. For example, the FrenchRead MoreCauses Of The American Revolution886 Words   |  4 PagesThe American Revolution began on April 19, 1775. It was the war between Great Britain and its colonies located in the New World. The colonists, as many historians put it, were like children rebelling against the motherland; however, they had many valid reasons for this revolt, including their desire for freedom and independence. My World History textbook says freedom was falsely promised when the colonists had settled (Krull 868). The more direct causes of this widely known rebellion include taxesRead MoreCaus es Of The American Revolution1344 Words   |  6 PagesAmerican Revolution The causes of the American Revolution go back to the beginning of salutary neglect and the French and Indian War, as well as changes in the thinking of society. The effects of these events and other factors led to pressure within the colonies, ultimately resulting in rebellion. There were five factors to the nature of the American Revolution: The Environment, The Enlightenment, Self-Government, Economic Independence and Colonial Unity. The first factor that led to the AmericanRead MoreCauses Of The American Revolution813 Words   |  4 PagesCauses Before the American Revolution, any imports from England from us had to come in ships owned by the British. Also, we could only sell tobacco and sugar to England. The British took French territory in Canada, east of the Mississippi River, and Spanish Florida which led to the American Revolution. Due to the war, Britain went in debt so, the British government placed taxes on goods so they could make more money. But that’s not all that led to the American Revolution, both the us and the FrenchRead MoreCauses Of The American Revolution1008 Words   |  5 PagesThe American revolution, the war that helped make America what it is today. However, America did not become the land of the free and home of the brave overnight. Like many wars before, one single event did not cause the American Revolution. After years of disagreement on how Britain should rule the American colonies, the colonists declared their independence and sparked a revolution. By the late 1600s, England pushed to strengthen their control over the existing American colonies by enforcing mercantilism

The Problem of Sexual Assault on College Campuses - Free Essay Example

Sample details Pages: 9 Words: 2814 Downloads: 6 Date added: 2019/02/20 Category Law Essay Level High school Tags: Sexual Assault On College Campuses Essay Did you like this example? â€Å"These are the best four years of your life.† These are the words that ring in the ears of every student in the year leading up to college and throughout the entirety of the experience. However, for many young adults, college can be a time of vulnerability and paranoia in regards to their safety rather than an exciting new stage of life that is filled with independence and learning. In recent years, the topic of sexual assault on college campuses has become a more relevant issue in the eyes of the public, especially as new statistics and research emerge on the subject. Don’t waste time! Our writers will create an original "The Problem of Sexual Assault on College Campuses" essay for you Create order Due to historical implications and common societal responses, sexual assaults on college campuses frequently go unreported, which largely benefits the attacker while simultaneously punishing the victim, and reinforces stereotypes held against minority groups, creating a vicious cycle of oppression. Historically speaking, rape was viewed as an â€Å"offense against the woman’s father or husband† rather than â€Å"an injury to her† (McGregor 3). Fathers were concerned about protecting their daughter’s chastity to ensure eligibility for marriage, and a woman’s husband needed to guarantee that any child his wife gave birth to was biologically his own (McGregor 3). The social and legal ramifications of this outlook gave the impression that raping a woman could be used as a weapon to wound the social standing of a man, rather than giving the impression that she was a person being physically and mentally harmed against her will. Due to this mindset, the well-being of a woman was not taken into consideration, causing a series of effects. Since the concern was keeping women pure and preventing the birth of an illegitimate child, other forms of sexual assault and violence were not seen as criminal acts. To this day, both society and the justice system have difficulty recognizing â€Å"non consensual sex without force† as a crime due to the fact that, legally, force is interpreted as â€Å"extreme physical force † (McGregor 4). This historical and modern view of sexual violence typically excludes cases of date or acquaintance rape, along with other instances of sexual violence, making it difficult to prosecute the attacker for their crime. Most cases of sexual assault and misconduct are seen as illegitimate and are easily dismissed as â€Å"boys will be boys†, an â€Å"exaggeration by the woman†, or something the victim was â€Å"asking for† (Schwartz et al. 20). Many believe that charges of sexual violence including date or acquaintance rape happen when a victim feels â€Å"guilty after a sexual encounter† and â€Å"cries ‘rape’ in order to ease [their] conscience† (Bohmer et al. 32). This mindset held by the public and the legal system maliciously undermines the victim’s reliability and creates a more difficult process in pursuing justice. The societal and legal response around rape and sexual assault has maintained the agenda of protecting everyone b ut the victim, making the process of reporting an act of sexual violence a daunting task. Many victims of rape or sexual assault do not report the crime due to the fear of damaging repercussions, leading to the misconception that the issue is not as common as it actually is, especially on college campuses. The reality of sexual assault on college campuses was never fully comprehended until the 1980s when social scientists collected data and realized that â€Å"sexual assault was far more prevalent than indicated in official government statistics† (Phillips 141,142). According to a study performed in 2015 at the University of Pennsylvania, 33.5% of female undergraduate students and 24.5% of male undergraduate students in the survey reported experiencing sexual harassment, stalking, sexual assault, or other misconduct (Cantor et al. 3, 4). In the same study, students who were victims of â€Å"penetrative acts involving force† were asked why the incident was not reported. The evidence showed that 35.6% of the victims were afraid of the â€Å"negative social consequences†, 34.4% were afraid of the emotional repercussions of reporting the incident, and 31.7% â€Å"did not think anything would be done about it† (Cantor et al. 18). These reasons for not reporting sexual assaults are all legitimate concerns that stem from how similar cases have previously been handled by the justice system. In many cases of sexual assault on campus, victims who decide to report the crime to campus authorities are manipulated into not pursuing legal or judicial authorities (Bohmer et. al 18). Additionally, many college campuses focus on the frequency of rapes that occur, which widely â€Å"overlooks the extent to which† victims are subject to â€Å"other forms of sexual victimization† (Phillips 154). College campuses will present statistics showing how rape rarely happens on their campus, but do not include other forms of sexual violence, once ag ain creating the facade that sexual victimization on campus is a rare occurrence. One of the most challenging issues that victims face through the legal process is proving their reliability and presenting their case in a way that will be interpreted as an act of sexual violence committed against them. In cases of rape and sexual assault, definitions vary between each state, however the three main elements necessary for a â€Å"successful prosecution† are â€Å"identification of the rapist, the use of threat or force, and penetration against the victim’s will and without [their] consent† (Gordon et al. 57). Many victims who decide to pursue legal action come under fire during the case due to how difficult it can be to prove all three aspects, and in most cases, the question of whether or not the crime is considered an act of sexual violence comes into play. The definition widely used by the judicial system tends to exclude other unwanted sexual acts or advances, making it more difficult for the victim to prove that the incident was a crime. Mos t victims are subject to â€Å"take a polygraph test† in order to prove the validity of the alleged sexual assault, however the same standard is not upheld for the attacker (Gordon et al. 57). Cases that do end up going to court usually are supported differently based on gender. Studies found that women are â€Å"generally more favorable to the victim† while men â€Å"react less favorably†, and in many cases of sexual violence, the law protects the attacker against the prosecution and rarely takes into account the perspective of the victim (Allison et. al 182; McGregor 27). Legally, the process of reporting sexual violence is unfavorable towards victims and does not create a sense of trust for the justice system. Not only are acts of sexual violence damaging to the victim and society, but they also reveal underlying prejudices that exist in terms of race. The preexisting racial prejudice in America makes most legal encounters for people of color more difficult than for white people, including cases of sexual violence. Studies and court cases have shown that â€Å"sex offenders are more likely to be white (as are their victims)† (Meloy et al. 88). However, according to an article written by â€Å"The Atlantic†, the issue of race regarding sexual assaults on campuses is â€Å"almost completely unacknowledged by the government† because the Office for Civil Rights does not require colleges to report the race of the victim and the attacker in â€Å"sexual-assault complaints† (Yoffe 3). Therefore, when a victim reports an issue to campus officials, but does not pursue legal action, there is no official data recorded on race, leaving the interpretation up to popular news outlets and viewpoints of the public. America’s history of racism typically portrayed â€Å"scandals in which black men are accused of sexually assaulting white women† contributing to the â€Å"general social disadvantage† for black men, making it easy for the judicious system and the public to â€Å"put the blame on them† (Halley 11,12). However, black men only represent â€Å"about 6 percent of college undergraduates† but are visibly â€Å"overrepresented† in cases that are consistently tracked (Yoffee 6). Minority groups on campus, especially men of color, deal with an overall â€Å"lack of resources† on college campuses that may â€Å"systematically disadvantage men of color in adjudication, whether or not the encounter was interracial† (Yoffe 8). However, this given information does not provide immunity to all men of color who are accused of committing an act of sexual violence. Sexual violence can happen within and between all different races, however, the evidence shows that there is a severe misconception of the number of colored men that allegedly commit sexual assault. The issue of sexual assault and race is complicatedly intertwined with class. As it is with the majority of crimes, there is an overall advantage given to more affluent people because of their ability to hire competent legal counsel. On college campuses, the people that generally fall into a higher social class status are white men, the group that commits the largest amount of sexual violence on college campuses. Therefore, the people who are committing the majority of these crimes are able to use their money to hire skilled defense attorneys for assistance, while minority groups may be forced to accept whatever defense attorney is provided for them. Additionally, investigations through universities typically take action in a swift manner when the accused is a minority, and many minority suspects are subject to â€Å"abrupt expulsions† without a sufficient amount of evidence to do so (Yoffe 9). The issues of race and class persist through sexual violence, and can be used to i ncriminate those who are innocent, harming the popular opinion of minority groups, while simultaneously stalling progress towards effective policy changes. Race and class are not the only political issues that complicate sexual violence cases. Gender plays a significant role in who is seen as a legitimate victim, along with who is likely to report incidents of sexual misconduct and violence committed against them. Most legal cases, studies, and sources focus on the victimization of women who have experienced sexual violence. Statistically speaking, women are the most targeted group for crimes of assault and rape, but they are not the only ones who are targeted. A significant number of gender and sexual minorities are subject to sexual assault, but are rarely seen as victims. In comparison to cisgender women, â€Å"cisgender men† are â€Å"less likely to report harassment† (Martin-Storey et al. 704). The tendency for cisgender men to avoid reporting harassment stems from societal misconceptions that any sexual acts performed on a man, no matter who it is performed by, were consensual. Additionally, coming forward as a victim of sexual violence is not perceived as â€Å"masculine†, which can create a sense of shame for the victims of unwanted sexual advances, eventually causing the victim to internalize the societal attitude and falsely accept that, on some level, he did want the encounter to take place. The â€Å"differential treatment† between genders creates a system that adequately protects male victims (McGregor 13). Studies have also shown that people from the lesbian, gay, bisexual, transgender, and queer community, commonly referred to as the LGBTQ community, are more likely to report unwanted sexual behaviors compared to their heterosexual and cisgendered counterparts (Martin-Storey et al. 704). However, these cases are rarely acknowledged publicly because of how great of a minority the LGBTQ community is. Similar to cisgender male victims, reports against these people are not taken seriously due to the fact that their sexual orientation or p reference is not heteronormative. Sexual assault is not an isolated feminine issue, however, due to historical implications and numerous forms of sexism and oppression, females are generally the only group that are classified as victims. The most notable policy change that has been made is the Title IX civil right law. The law states that â€Å"no person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subject to discrimination under any education program or activity receiving Federal financial assistance† (US Department of Education). The Title IX Resource Guide provided by the US Department of Education clearly states that all â€Å"gender-based harassment† committed against students belonging to the LGBTQ community needs to be handled using the â€Å"same procedures and standards† that are used in â€Å"all complaints involving sex-based harassment† (16). While it is difficult to fully maintain and uphold the rules enforced by Title IX due to the interpretations of sexual harassment and previously mentioned historical and social implications, the law creates a sense of morale for people who have been battling the issues of sexual violence on college campuses for a long time. Title IX began to address sexual violence and harassment that occurred on campuses, but the use of the law has been â€Å"more powerful as a rhetorical tool than a legal remedy† in combating sexual violence (Phillips 148). Changes in political policy can be slow and difficult to enforce, but the social effects can be just as, or even more powerful, than the policy itself. In order to create reasonable change in a timely manner, revisions must be made in areas besides political policy. One possible change that can be made is by establishing universal terminology and definitions surround sexual violence. In many codes written by colleges, terms regarding sexual violence such as â€Å"sexual abuse, sexual assault, [and] acquaintance rape† are used without being defined (Bohmer et al. 185). By clearly defining the differences between different unwanted sexual behaviors, a more standardized process can be created, and victims may begin to have more confidence in the legal system. Another term that must be clearly defined is â€Å"consent†. In many legal cases, the question of whether or not the victim consented comes into play, but personal definitions may vary. For example, if a sexual harassment guideline states that sexual assault is forcing sexual acts on a person without their consent, a reader might believe that having sexual intercourse with someone passed out from intoxication is not sexual assault because the victim was unable to verbally reject (Bohmer et al. 186). The issue of consent is essential for standardizing legal cases and should be integrated into campus judicial systems during the process of determining guilt. Although there has been no statistical research done on the program due to how new the program is, implementing programs that begin in high school to create peer support could potentially bring down the number of sexual assault campuses on college campuses. Many men find it â€Å"uncomfortable† to talk to their male peers about â€Å"giving up power† and confronting them on their sexually inappropriate behavior (Schwartz et al. 165). However, programs such as Mentors in Violence Prevention (MVP) have dedicated resources to â€Å"facilitate discussions† about â€Å"relationships, drinking, sexual assault, and rape† as early as freshman year of high school (Starecheski 20). Students who have gone through the program and who have been surveyed reported that their attitude towards â€Å"sexual assault, and intervening in dangerous situations† has shifted, and the program has even helped guide students in real life scenarios of intervening in potential s exual violence attempts (Starcheski 26, 34). Creating similar programs and encouraging discussion on the difficult subject are simple ways that can help prevent painful and expensive ramifications down the road. Historical implications and common societal responses have frequently caused sexual assaults on college campuses to go unreported, and continues to reinforces stereotypes held against minority groups. However, successful efforts have been made to combat the daunting reality of sexual violence, and if these efforts continue to grow and influence more change, the number of people affected potentially could be reduced. College should be a time filled with fun memories, growth, and independence. In order to ensure an equal opportunity for each student, society and legal systems must continuously work together to protect each student from sexual violence, and give them the confidence that their voice will be heard. Works Cited Allison, Julie A., and Lawrence S. Wrightsman. Rape, the Misunderstood Crime. Sage Publications, 1993. Bohmer, Carol, and Andrea Parrot. Sexual Assault on Campus: the Problem and the Solution. Lexington Books, 1993. Cantor, David, et al. Report on the AAU Campus Climate Survey on Sexual Assault and Sexual Misconduct . Westat , 21 Sept. 2015. Gordon, Margaret T., and Stephanie Riger. The Female Fear. The Free Press, 1989. Halley, Janet. â€Å"Trading the Megaphone for the Gavel in Title IX Enforcement.† Harvard Law Review, 2015, harvardlawreview.org/2015/02/trading-the-megaphone-for-the-gavel-in-title-ix-enforcement-2/. Martin-Storey, Alexa, et al. â€Å"Sexual Violence on Campus: Differences Across Gender and Sexual Minority Status.† Journal of Adolescent Health, vol. 62, no. 6, 2018, pp. 701–707., doi:10.1016/j.jadohealth.2017.12.013. Meloy, Michelle L., and Susan L. Miller. The Victimization of Women: Law, Policies, and Politics. Oxford University Press, 2011. McGregor, Joan. Is It Rape?: on Acquaintance Rape and Taking Womens Consent Seriously. Ashgate, 2005. Phillips, Nickie D. Beyond Blurred Lines: Rape Culture in Popular Media. Rowman Littlefield, 2017. Schwartz, Martin D., and Walter S. Dekeseredy. Sexual Assault on the College Campus: the Role of Male Peer Support. SAGE Publications, 1997. Starecheski, Laura. â€Å"The Power Of The Peer Group In Preventing Campus Rape.† NPR, NPR, 18 Aug. 2014, www.npr.org/sections/health-shots/2014/08/18/339593542/the-power-of-the-peer-group-in-preventing-campus-rape. â€Å"Title IX and Sex Discrimination.† Home, US Department of Education (ED), 25 Sept. 2018. US Department of Education â€Å"Title IX Resource Guide.† Title IX Resource Guide, Distributed by ERIC Clearinghouse, 2015. Yoffe, Emily. â€Å"The Question of Race in Campus Sexual-Assault Cases.† The Atlantic, Atlantic Media Company, 30 Oct. 2017, www.theatlantic.com/education/archive/2017/09/the-question-of-race-in-campus-sexual-assault-cases/539361/.

The Between Rock Stars And Celebrities - 868 Words

Although a lot has changed since the early 1980’s, I agree with McFadden that the art of writing is being diminished by the stance that the masculine based English Language needs to be neutered. Gender neutrality is one of the main talking points in the United States today. The fact that Rock Stars and celebrities are weighing in on the topic means that the majority of the populace is actually paying attention. Although the biggest issue being which bathroom a certain individual can and cannot use is taking the main stage, there are other issues like how to address a person in a writing style. The English language is evolving under our eyes and we have the power to change how Politically Correct or Literally Correct writing will become in further generations. The flow of reading is a beautiful thing that can be lost when adding slashes and hyphens to identify the same group as before. Without a proper guideline there are already more ways to identify a group then I know. Different groups keep coming inventing PC prefixes to represent themselves without feeling repressed by The Man. Another point is that you cannot change a language without changing the society first. Whilst reading Shakespeare, methinks it arrant that language oft befall thy present society. This was the normal tongue and writing language only a few hundred years ago and now it is an archaic writing style that very few can interpret. My third piece of evidence is that masculinity can be overcome by aShow MoreRelatedMarilyn Manson s Music Video Based On A Song The Dope Show From The Album Mechanical1089 Words   |  5 Pages1998 and has its premiere on 20th August in the same year. In the music video can be seen the leader of the rock band, Marilyn Manson himself, who appears in the area of Hollywood Hills as an androgynous, red-haired person. In the further part of the video the singer is being kept in a mysterious laboratory and then transported to a place where he performs a music concert as a leader of his rock band. He performs in front of amazed fans who are being under control of the police. The video starts withRead MoreHow Elvis Influenced And Changed The Entertainment Industry Of Rock N Roll Era1408 Words   |  6 Pagesthe entertainment industry of Rock ‘n’ Roll† the reader must first clearly define and understand the timing and age of the development of his musical career as well as the characteristics of his music. When attempting to clearly understand the implications of his influence on the era, the reader must fully comprehend his early life and the development of his musical career, the type of music he portrayed to his audience, and how he revolutionized and influenced Rock ‘n’ Roll. These facts will beRead MoreFans: The Most Active and Creative Group Within Media Audiences1497 Words   |  6 Pagesâ€Å"Fans are the ones who wear the colours of their favourite team, the ones who record their soap operas on VCR’S to watch after the day of work is over, the ones who tell you every detail about a movie stars life and w ork, the ones who sit in line for hours for front row tickets to rock concerts.† (Lisa. A. Lewis 1992: 1). This description of fans exhibits the intriguing nature and great interest so called fans has for their idols. It is argued that fans are the most creative and active groupRead MoreEssay about Celebrity Activists in Contemporary Society3637 Words   |  15 PagesCelebrity Activists in Contemporary Society Works Cited Not Included According to the book Celebrity Politics, approximately 10 percent of Americans get national political news from nightly entertainment shows such as the Tonight Show. For Americans under 30, the number is nearly five times as many (Orman and West 100). Citizens are looking to be entertained rather than simply educated by the nightly news. As David Schultz aptly put it, â€Å" The new media cover politics, but only politicsRead MoreEssay on Susan Bordos Beauty(Re)Discovers the Male Body1469 Words   |  6 Pagesthe right direction; there should be no difference between men and women! Before I get into the ads I want to define â€Å"rocks and leaners†. The rocks present themselves as powerful, armored and emotionally impenetrable. â€Å"I am a rock; their bodies seem to proclaim† (Bordo 203). The dominance is important to describe the rock. â€Å"Who can stare the other man down? Who will avert his eyes first? Whose gaze will be triumphant?† (Bordo 203). It’s like the rock is trying to challenge you through his gaze, andRead MoreMarketing Strategies Of The Energy Drink Manufacturers1345 Words   |  6 Pagesthings to the clients. 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Who will avert his eyes first? Whose gaze will be triumphant?à ¢Ã¢â€š ¬Ã‚  (Bordo 203). Ità ¢Ã¢â€š ¬Ã¢â€ž ¢s like the rock is trying to challenge you through his gazeRead MoreImportance Of Fashion And Its Effect On Society890 Words   |  4 Pagesyou’re trying to fit into poplar and social crowds or trying to look like your favorite celebrity, your showing creativity. People demonstrate more happiness when they create something. A great example of this is when a person has an outfit hanging in their closet that has never been worn and decided that this occasion would be a great time to wear the assemble they created comp lete with accessories and rock it to the nines and people compliment them on the outfit this boosts the persons creativityRead MoreThe ‘60s: Culture and Music Essay1478 Words   |  6 Pagespeople have expressed themselves through music during flourishing and turbulent times. In the 1930’s, Swing music created a platform for audiences to vent their emotions in the midst of Great Depression and political unrest. Such strong relationship between music and culture can be seen throughout history, especially in the sixties. The ‘60s were the age of youth, as millions of children’s from post World War II became teenagers and rebelled against the conservative fifties. Denying civil rights toRead MoreEssay Class Consciousness in Jane Austen’s Pride and Prejudice1173 Words   |  5 Pagespresent-day social class system is more flexible than it was in the 1700s, members of the elite, especially celebrities, are still more apt to marry other upper-class citizens, rather than their social inferiors. For example, it is expected by society, and usually veritable that rock stars, actors and models tend to pursue partners from a comparable social class. Similarly, a marriage between Fitzwilliam Darcy and Anne de Bourgh, daughter of the distinguished Lady Catherine de Bourgh, is expected because

The Benefits Of Cooperative Learning For Students Education Essay Free Essays

Why the Cooperative Learning is good for ELL pupils? The range of this research paper is to show the importance of using the concerted acquisition groups to assist ELL pupils to accomplish English linguistic communication proficiency. How does cooperative larning benefit English scholars? David Noyes answers this inquiry with a profusion of research-based facts as it follows: it is non â€Å" endangering † promoting a low affectional barrier, which facilitates a better comprehensive input, the information provided comes from at least two beginnings, the instructor and equals, with the consequence of an improved keeping, and is strategic and purposeful through staging and differentiated direction. In add-on to already advert Multisensory Approach noticed by Noyes, Hammerken suggests that practising with a equal, experimenting different survey attacks help pupils achieve better on appraisals ( 2000, p. We will write a custom essay sample on The Benefits Of Cooperative Learning For Students Education Essay or any similar topic only for you Order Now 88 ) . In add-on, the concerted acquisition activities encourage sharing and edifice background cognition. The cultural, emotional, and geographical scheme of each pupil is enhanced through brainstorming, group treatments, the usage of in writing organisers, reappraisal of text, reappraisal vocabulary in context. Furthermore, an of import supporting statement is that it â€Å" maximizes the acquisition of English. † Noyes cites Cummings naming the co-op larning an â€Å" empowerment teaching method. † Dr. Cummings in his article Putting Language Proficiency in Its Topographic point: Reacting to Critiques of the Conversational/Academic Language Distinction stress the importance for pedagogues to do the differentiation between basic accomplishments and academic proficiency accomplishments, â€Å" I have suggested that in order to turn to these issues ( Critiques of the Conversational/Academic Language Distinction ) we need to do a cardinal differentiation between colloquial and academic facets of linguistic communication proficiency ( originally labeled basic interpersonal communicative accomplishments [ BICS ] and cognitive academic linguistic communication proficiency [ CALP ] † ( Cummings,19797 ) . The linguistic communication development for bilingual pupils is recommended, â€Å" by supplying pupils with extended chances to transport out undertakings look intoing their ain and their community ‘s linguistic communication usage, patterns, and premises † ( Cumm ings, 1979 ) , which are the features of concerted larning groups activities. Furthermore, Dr. Krashen in his article What is Academic Language Proficiency? explains that understanding and doing the difference between basic interpersonal linguistic communication accomplishments and Academic Proficiency accomplishments is of import for pedagogues in their attempt to back up linguistic communication acquisition, going the â€Å" cardinal end of linguistic communication learning plans. † The article ‘s accent is on the schemes employed to ease the linguistic communication acquisition on accomplishing the academic proficiency versus learning schemes that kids of course develop anyhow and consider, rote memorisation. The efficient schemes recommended for developing cognition of academic linguistic communication and content as they represent â€Å" one of the grounds for the success of bilingual plans â€Å" are ; triping the background cognition, the usage of images, realia, group treatments, narrow reading, and scaffolding for job resolution. All th e schemes indicated can be found in concerted acquisition groups activities. Another ground the Cooperative Learning groups are recommended for ELL pupils is that of the consequence of take downing the affectional barrier followed by the addition of comprehensive input, â€Å" the effectual linguistic communication instructor is person who can supply input and assist do it comprehendible in a low anxiousness state of affairs † ( Krashen,2009, 163 ) . Entire Physical Response as defined by Dr. Krashen ( 2009, p. 140 ) represents the pupil ‘s apprehension and reaction to teacher ‘s directions/commands and shows the degree of motive and engagement during the instructional procedure. The Cooperative Learning Group activities guarantee the entire physical response of the participants by leting the ELL pupils to travel over the submergence â€Å" soundless † phase through a low affectional barrier and reply when they are ready ( Krashen, 2009 ) . In add-on to the pro statements for Cooperative Learning Groups usage is the sum and quality of conversation involved. Harmonizing to Dr. Krashsen conversation, as a method to get linguistic communication proficiency, gives good comprehensive input, is interesting/relevant, and with the presence of a native talker has a low affectional filter. â€Å" Conversation will give the acquirer a opportunity to pattern the tools he has learned and give him possibly the best chance to get new 1s † ( Krashen, 2009, p.163 ) . Rothstein and Turnbull accentuate on instructor outlooks for pupils to utilize a logical-scientific type of discourse, which is really the formal academic linguistic communication as opposed to societal narrative. They suggest â€Å" bridging between narratives and academic discourse † by utilizing schoolroom direction structures which â€Å" promote pupil ‘s battle in signifiers of discourse that they do non utilize at place † ( Rothstein A ; Tu rnbull, 2008, p. 140 ) . As a portion of the Bridging Cultures classrooms the collaborative acquisition is considered supplying the necessary support by furthering positive mutuality, on undertaking behaviours, and advancing academic discourse. Dr. Jimenez explains that pupils are of course supposed to interact during concerted acquisition activities which make monitoring academic address a must. She suggests expressed instruction, charting, and monitored pattern in order to heighten academic address maps. Freeman and Freeman, the writers of English Language Learners ; The Essential Guide, are to the full cognizant of the importance of developing the academic linguistic communication for EEL pupils. Besides, the writers recognize that the ELL pupils have troubles utilizing the formal English linguistic communication every bit opposed to a so called proficiency utilizing the insouciant linguistic communication. In order to develop the CALP and supply more context-embedded direction the writers suggest the usage of in writing organisers, working in concerted groups, and prosecute in hands-on activities which are the forms of concerted acquisition groups ; â€Å" When learning occurs in Quadrant C ( context embedded and cognitively demanding ) pupils develop the academic linguistic communication † ( Freeman, 2000, p. 155 ) . Supporting the subject, Echevaria and writers explain the Sheltered Instruction Observation Protocol as being the instructional theoretical account designed to assist bilingual pupils to accomplish English linguistic communication proficiency ; â€Å" Effective sheltered categories are characterized by a assortment of grouping constructions, includingaˆÂ ¦cooperative acquisition groups ( 2004, p.105 ) . Furthermore, â€Å" competent linguistic communication scholars actively prosecute these cognitive accomplishments, and research workers know these scholars are effectual, in portion, because they have particular ways of treating the new information they are larning â€Å" ( Echevaria, 2004, p.82 ) . The acquisition schemes considered by the SIOP theoretical account are the Metacognitive, Cognitive, and Social/Affective Strategies. These schemes that are employed through explicit instruction, mold, and scaffolding are the features of direction needed for a instructor implement ing concerted acquisition groups. Making the content comprehensible is done by using attacks as the usage of mnemonics, SQP2RS, PENS, GIST, Rehearsal Strategies, Graphic Organizers, Comprehension Strategies ( Echevaria, 2004 ) . The Sheltered Instruction Protocol is based on research which points out clearly that the grouping constellations has to be diverse â€Å" advancing the development of multiple positions and promote coaction. † Besides, as Noyes suggests every bit good, avoid grouping the low-average acting pupils with ELL pupils. The of import thought is that the ELL pupils get excess support in being grouped harmonizing linguistic communication proficiency degree, but merely for specific activities when excess support is needed ( paraprofessional monitoring, practising a specific linguistic communication impression, etc ) . The concerted acquisition grouping gives every pupil the chance to entree every bit the course of study ( Echevaria, 2004 ) . The writers of Teaching Students with Mild and Moderate Disabilities ; Research Based Practices, Cohen and Spenciner, acknowledge the benefits of concerted acquisition for pupils â€Å" both with and without disablements † ( 2005, p.235 ) , because they work collaboratively to accomplish academic public presentation. As a common note the ELL pupils and pupils with larning disablements have troubles understanding and using their cognition to job resolution and higher order believing accomplishments ( Cohen A ; Spenciner, 2005, p.194 ) .The grounds are different of class, but the instructor ‘s attack is to rectify and better pupil ‘s public presentation by learning metacognition accomplishments. Consequently, the ELL pupils will larn how to believe and how to larn from their equals during concerted larning group activities following instructor ‘s mold and cues. A immense importance in the acquisition procedure is made by addressing/applying Gardener ‘s Multiple Intelligences Theory. Hammerken suggests that pupils are experimenting in their attempt to happen the one which supports their learning manner, â€Å" the most effectual method is the method that will capitalise on pupil ‘s strengths † ( 200, p. 87 ) . Noyes considers that â€Å" the multiple intelligences are a accelerator for distinction of direction in category † ( 2010 ) . The Cooperative Learning groups activities address and congratulate all types of MI including the interpersonal ( single work ) , intrapersonal ( pair-share ) which are harder to make utilizing other direction theoretical accounts. In decision, scaffolding on David Noyes ‘ reply to the inquiry â€Å" How does cooperative larning benefit English scholars? † we have explained the important elements that makes concerted learning activities able and indicated for accomplishing the end of English linguistic communication proficiency. Concerted acquisition activities are designed as to diminish the affectional barrier while increasing the comprehensive input, the keeping degree is high, information coming from diverse beginnings with a high degree of hierarchal effectivity, monitored interaction /conversation and instructor ‘s illustrations utilizing formal/conversational linguistic communication easing academic linguistic communication acquisition, anterior cognition is activated and facilitates background edifice, multiple intelligences are approached through staging and differentiated direction. How to cite The Benefits Of Cooperative Learning For Students Education Essay, Essay examples

Eating free essay sample

This essay is about the way I chose to prepare and eat the food I like. The first body paragraph is about the way I prepare the food, then the second is how I eat it, then the third is about the mess I always make when I cook. Here it goes. The cooking is the most interesting thing about eating. How well you prepare the food is going to affect the way it tastes. Which makes it the most important step of eating because that is what helps you have a good experience. The eating of the food is the best of the steps I love this part a lot because it tastes good usually. I will eat a lot of different types of food like Italian, Mexican, German, and a lot of mixes of them all. When you finish eating it is depressing because that means you either have to cook more or you have to move on to the next step. We will write a custom essay sample on Eating or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The last of the steps is one of the most boring of the three because it is the most messy, long, and slow of them all. The first thing I do is put water on all of the dishes so they can soak. Then I get the soap and the sponge to scrub the stuff off of them. When I am finished I put them in the dishwasher to kill all of the bacteria. I love to cook for friends too it is always fun to see that your work is appreciated. Well there it is I hope you enjoyed it thank you for taking your time to read this. I sincerely hope that you liked it.

In Romeo and Juliet there is anger, grief, hatred, love, fear, despair, passion and violence Essay Example For Students

In Romeo and Juliet there is anger, grief, hatred, love, fear, despair, passion and violence Essay In Romeo and Juliet there is anger, grief, hatred, love, fear, despair, passion and violence. Write about these elements in the play in as much detail as you can. The themes named in this title are what give the play Romeo and Juliet its quality and its beauty, and making it one of Shakespeares greatest plays in my eyes. The play goes straight in with a sense of violence, as in Act 1 Scene 1 where a fight fuelled by the hatred of the opposite family, and the hatred of peace, and talk of peace? I hate the word, such as Tybalt says in the heart of the battle. This reveals the loathing that is upheld against each family by the other. Both Lords of the Families try to join in, as they feel the fight is not complete without their appearance. However they are restrained by their wives. All of this is also invigorated by anger also, as the ancient grudge break to new mutiny. This means that there has been a long running feud between the two families, and this current clash counts for nothing compared to the years of fighting that have already taken place. The Prince of Verona broke up this fight, but they all know that the dragon which is the burden of hatred over the city may rear its ugly head when unwanted at any time, and it will most likely be when they least expect it. Later on in this scene, Romeo shows the first signs of his unpleasant mood that continues throughout most of the play. He is love-sick, and despairing that his one true love does not love him, even though he does, Out of her favour where I am in love. He is not enjoying love to its full potential, as said in the quote This love feel I, that feel no love in this. This says that he is in love, but is not enjoying the experience. As we receive this introduction to Romeos character, it is in shock because this one true love does not turn out to be Juliet, as some may expect, but it is of Rosaline, of whom we do not see throughout the play, but only here of. Benvolio, Romeos friend, tells his to move on and try and pursue other women that will love him back, but Romeo explains that this will be impossible for him to do. The next scene again shows signs of love, and this is the point in the play where we are introduced to another main character, in Paris, who is the kinsman to the Prince, and a powerful nobleman. The self-confidence and dignity has an effect on the reader, so that he seems to be a desirable person to marry and be associated with. We learn that there is to be a masquerade feast occurring at the house of Lord Capulet, which is traditional and happens annually. Capulet invites Paris, who has persuaded the Lord to let him woo Juliet in the hope that she will marry him. At this stage, Lord Capulet makes a mistake in sending Peter, a servant that cannot read, to take a list of names and visit the invited and tell them about the party. Romeo and Benvolio happen to be passing by at the time when Peter is struggling to read one of the names, and asks them to read out the names. The two Montagues duly obliged, and are invited by the servant, who believes them to be Capulets. Benvolio explains to Romeo that this will be the perfect time to see that there are other women and compare them to Rosaline, Go hither, and with unattained eye, compare her face with some that I shall show. The imagery in this small speech creates the gate of unprejudiceness that Romeo must go through if he is ever going to succeed in love. Romeo agrees to go, but only because of Rosalines presence there. Through Shakespeares manipulation of the plot, the audience start to feel the beginnings of approaching fate, where he will meet Juliet at the feast. Carrying on from this, in Act 1 Scene 3, the Nurse, who raised Juliet from the age of around 2, speaks of her love for Juliet, and how much she would like to see her married. Lady Capulet then proceeds to put pressure on her daughter to marry her arranged suitor, Paris. Lady Capulet speaks of how brilliant Paris is, and gives a lengthy lecture saying why he is so amazing. Phrases in this speech, such as Veronas summer hath not such a flower, and this precious book of love, this unbound lover give the reader the image that its impossible to not love this man, and are aimed to affect Juliets image of him. However, Juliet is very stubborn on this matter, and is determined not to marry. But she is persuaded to at least give him a chance at the feast by her unsatisfied mother, and says that she will look to likebut no more deep will I endart mine eye, meaning that she will go with an attitude to like him, but will not pursue his love significantly, believing that true love will take its o wn course. In Act 1 Scene 4, grief is prominent as Romeo is stood outside the Capulet mansion, preparing to enter to go to the party. His friends try to cheer him up, and it is at this point in the plot that we are introduced to the fanatical but caring character that is Mercutio. He proceeds to launch into random and meaningless dialogues, trying to lift Romeos gloomy mood. These are well represented by quotes such as O then I see Queen Mab hath been with you, she is the fairies midwifeshe gallops by night through lovers brains. Queen Mab is the queen of the fairies here, and he describes how this make-believe character races through the night making lovers dream of love and there loved-ones. He is finally calmed by Romeo, and Benvolio sends Romeo into the house, saying they are just wasting time, and in a sad and unhopeful mood, he goes into the party. Love is the leading element in the next scene, as it is the first time Romeo sees Juliet at the party, and is stunned by her beauty. He says her beauty stands out of the crowd like a rich jewel in an Ethiops ear, and like a snowy dove trooping with crows. He also claims that she has beauty too rich for use. These quotes from the speech by Romeo in lines 43-52 are the start of a long relationship between the two, and Romeo seems to totally forget about Rosaline, when he exclaims, Did my heart love till now? Forswear it sight, for I neer saw true beauty till this night. Love quickly turns to hatred then, as Tybalt recognises Romeo as a Montague, as is all ready to start a fight and goes to Capulet to get his approval. However, Capulet stops Tybalt from starting any violence, and says to leave him alone because I would not for the wealth of all this town here in my house do him disparagement, meaning he didnt want any such events like mocking the other family and its member under his roof with members of the public around. In line 104 love turns to passion as Romeo and Juliet share their first kiss at the party. However, this passion is short-lived, as after they part and find out for sure who each other were from others present, they learn that they are from the opposite family, and that it could never work because of the hatred between the two. They tumble into despair, as Romeo says O dear account, my life is my foes debt, and Juliet says that her only love sprung from my only hate and is sad that she must love a loathed enemy. As Act 2 begins, Romeos love re-enters into his mind after the shock and despair of his discovering about Juliet, and he decides after the part to leap over a orchard wall to see her once more. Benvolio and Mercutio then have despair of their own when after trying jokingly to call Romeo back, and then seriously calling him back, he still does not return. The next scene switches to the Capulets orchard, where Romeo is seeking out his love, Juliet. It is here in the play where Romeo uses poetic imagery to create a picture in the audiences mind about Juliet, saying that the moon is envious and sick and pale with grief. Diana, the goddess of the moon, was served by virgins, and wore sickly costumes, coloured sick and green. However, the moon is envious Juliet because she is more beautiful than the rest of her servants and even in Romeos eyes more beautiful than the moon itself. Romeo wants Juliet to stop serving the moon, stop being a virgin and become Romeos lover. He watches her at the window, adoring her, and sees her put her hand on her cheek. He says he wishes he were a glove upon that hand, that I might touch that cheek. He continues to describe her as such a beautiful and amazing person, and then Juliet begins to speak, O Romeo, Romeo, wherefore art thou Romeo?. Educating Rita- How does Russell make the opening more dramatic? EssayMeanwhile in scene 4, at the Capulet mansion, Lord Capulet is agreeing to Paris that he shall marry her on Thursday, but wants it to be a small wedding, so to contain the grief that may build up in Juliet at the ceremony, as it is so close to Tybalts death. He asks if Paris is happy with these plans, and he is. He is delighted; My lord, I would that Thursday were tomorrow. Capulet then sends his wife to put forward the proposal of marriage on the Thursday. Scene 5 is set in Juliets bedroom, where the couple have spent the night together lovingly. Romeo is preparing to leave, but Juliet wants him to stay a little while longer. Romeo accepts her wish and says he will risk death to stay with her. But then Juliet changes her mind and sends him away; O now be gone, more light and light it grows. So after one final kiss and farewell, Romeo leaves for Mantua. A few minutes later, Lady Capulet enters and talks of Juliets marriage to Paris. Juliet refuses to get married to him. Capulet is angered at this disobedient wretch and that even if she does not want to marry he will drag thee on a hurdle hither. He complains about her ingratitude and storms out. Her mother speaks no words of wisdom or comfort, and so she has to turn to the Nurse for help in her predicament. The nurse, in Juliets mind, is turning against her too, as she tells Juliet that she think it best you married with the CountyRomeos a dishclout to him meaning that she thinks she sh ould get married to Paris as her parents think she should, and that Romeo is nothing, a dishcloth, against Paris. Juliet heads to F.Lawrence for help. Act four begins at F.Lawrences cell, Paris speaks of his love for Juliet and asks the Friar to marry them on Thursday, even though the time is very short. F.Lawrence is angered at the fact this is going ahead even without Juliets approval. Juliet arrives, and Paris asks her to confess her love for him, but she says she will do no such thing and that even if she was forced to shed never say it to his face, but being spoke behind your back. She then begs F.Lawrence in despairation to help her, saying shed rather kill herself than marry Paris. He replies by saying if thou hast the strenght of will to slay thyself, he could help her. He would give her a potion that would put her into a deep sleep. She must agree to the wedding, then take the potion the night before the wedding. She would then be buried in the family tomb and when she awoke again; Shall Romeo by my letters know our drift, And hither shall he come;and he and I Will watch thy waking, and that very night Shall Romeo bear thee hence to Mantua. And this shall free thee from this present shame,. In scene 2,Juliet hurries home to her father, asking for his forgiveness for her earlier behaviour, and that she shall marry Paris. Capulet is thus delighted and brings the wedding a day forward; why I am glad ont;this is wellthis is ast should be.. Juliet and the Nurse are in her room in scene 3 and Juliet says I pray thee leave me to myself tonight. this is so she can take the poison. Later on that night, Juliet is showing despair about the decision she took to take the poison, as she starts to think that the Friar wants her dead just to save his own reputation and thinks it will kill her permanently. She starts having feelings of anger at him, but then decides against that idea. But then she has another feeling of fear; How if when I am laid into the tomb, I wake before the time that Romeo Come to redeem me? Theres a fearful point. Shall I not then be stifled in the vault As in a vault, an ancient receptacle, Where for this many hundred years the bones Of all my buried ancestors are packed, Where bloody Tybalt yet but green in earth She has a fearful thought that she shall awake before Romeo comes, and have to lie there with all the bones of her dead ancestors, and Tybalts un-decomposed body. However, she takes the poison in the end, despite her fears. Scene 5 is one of grief and despair, as the nurse discovers Juliets supposedly dead body and as Lord and Lady Capulet gradually arrive, they are all in a state of shock. The nurse is the most distraught, because shes been more of a mother to her than Lady Capulet-her real mother. Alas,alas,help,help,my ladys dead!. The Friar and Paris arrive too and are all equally distressed. Friar Lawrence tries to calm their grief by saying that she is now in heaven and that the parents could have done nothing to prevent death. He also proclaims that shes not well married that lives married long, but shes best married that dies married young, meaning that in a religious view she has had less time to sin, therefore will have an extremely happy afterlife. Everyone leaves apart from the nurse, who sadly prepares the body for burial. Balthasar, a messenger, visits Romeo in Mantua, telling him of Juliets death, and after Romeos asking, tells him that there is no letter from F.Lawrence. He is once again surrounded in a world of grief, says Well, Juliet, I will lie with thee tonight. He decides to kill himself, and to do that he will visit an apothecary to buy some illegal poison. He buys some poison that if you had the strength of twenty men, it would dispatch you straight. Scene 2 has news that also brings grief to Friar Lawrence, as he is visited by Friar John, who tells of a plague in Mantua, and so was unable to give Romeo F.Lawrences letter. He gets ready to go and rescue Juliet from her tomb. Grief is outstanding in scene 3 whilst Paris and his page visit Juliets tomb. Romeo starts to come into the tomb area and so Paris and Page hide. Romeo opens the tomb and is struck with love when he sees Juliets beauty once again. Paris then comes out of hiding and starts reprimanding Romeo; This is that banished haughty Montague, That murdered my loves cousin, with which Grief It is supposed the fair creature died, And here is come to do some villainous shame To the dead bodies. Pariss anger drives him on to fight Romeo, and makes one last request to Romeo; O I am slain. If thou be merciful, Open the tomb, lay me with Juliet. And so Paris was dead, killed by Romeo. On opening the tomb again to lay Paris inside, he is once again struck by Juliets beauty, as vows to die beside her. He swallows the poison and dies. Juliet then begins to wake up, and she is overcome with sadness and grief as she sees Romeos dead body at her side. Friar Lawrence cannot persuade her to leave with him, so he runs away, showing fear of what may happen. As soon as he has left, Juliet stabs herself. Three watchmen enter the tomb and one brings back the arrested Friar Lawrence. The Prince and the aggrieved Capulet family soon follow. Montague, who is now widowed, is also doubly aggrieved; Alas my liege, my wife is dead tonight. Grief of my sons exile stopped her breath. What further woe conspires against mine age? Friar Lawrence explains the catastrophic chain of events that led to the deaths of both Romeo and Juliet; Romeo, there dead, was husband to that Juliet; I married them would have married her perforce, To county Paris. Then she comes to me, And,with wild looks, bid me devise some mean To rid her from this second marriage But when I camenoble Paris and true Romeo dead.. a noise did scare me from the tomb Did violence on herself He tells the truth, and nothing but the truth, no matter how much grief he is in. Thus there is no hatred towards him, as both families know that he was trying to do the best for both sides. The two Lords of the two families realise it was their hatred, anger and violence that caused this sudden tragedy. They will raise a statue in pure gold of each child, as a memorial and a reminder that they are now permanently at peace. It concludes with the last two lines being the truest of the whole play;