The play ends with the deaths of the star-crossed lovers Romeo and Juliet. After drinking poison and believing Juliet to be dead, Romeo kills Paris in a fight at Juliet's tomb. When Juliet awakens and finds Romeo dead, she stabs herself with his dagger to join him in death. Their parents and the Prince come to realize the feud between their families caused the tragedy. The families agree to end their feud and build statues of the lovers to honor their story.
Numbered sticky notes - students stuck these small sticky notes into their book at the appropriate spot. Helped them annotate the play.
Read the each scene aloud and then went back highlighting and annotating
Numbered sticky notes - students stuck these small sticky notes into their book at the appropriate spot. Helped them annotate the play.
Read the each scene aloud and then went back highlighting and annotating
Numbered sticky notes - students stuck these small sticky notes into their book at the appropriate spot. Helped them annotate the play.
Read the each scene aloud and then went back highlighting and annotating
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Home assignment II on Spectroscopy 2024 Answers.pdf
Romeo and juliet act 5 final
1. Act V
“. . . heaven finds means to kill your joys with love”
(5.3.293).
2. Act V
Both Romeo & Juliet are:
•Impulsive - quick to act
•Stubborn
•Insistent on having
things their own way
3. Act V
•Theme in tragedy:
Those who act in haste
(impulsively) bring
about their own
destruction.
4. Act V, scene 1
Romeo dreams he
has died and Juliet
revives him with
her sweet kisses.
(foreshadows his
death)
5. • Mantua on
Wednesday morning.
• Romeo has not
received a letter from
Friar Lawrence.
• Balthasar, Romeo’s
servant, brings the
news of Juliet’s
death to Romeo.
• Romeo wants to
leave immediately for
Verona.
– Balthasar doesn’t know Romeo: I dreamt my lady came and found me
dead--
about the letter Strange dream, that gives a dead man leave
to think!--
And breathed such life with kisses in my lips,
That I revived, and was an emperor.
6. • Balthasar tries to convince
Romeo to wait for more
news.
• Romeo is IMPULSIVE
– plans to go to Verona,
– kill himself because he
thinks Juliet is dead and
– lie forever in the
Capulet’s tomb with
Juliet.
• Romeo believes fate has
been trying to keep him
apart from Juliet.
• Therefore, he wants to
“defy the stars” or go
Romeo: Well, Juliet, I will lie with thee to-night. against fate by being
with her, even if they can
only be together in death.
7. • Romeo wants fast
acting poison before
leaving Mantua.
– The poison is illegal in
Mantua.
– Anyone who sells it
can be executed.
– Romeo hopes the poor
and desperate
apothecary he saw
earlier will sell him this
illegal poison.
– Romeo tries to buy the
poison but
– the apothecary doesn’t
want to break the law
8. • In a conversation with the
apothecary:
– Romeo points out that
the apothecary is
already starving to
death, so what is there
to be afraid of.
– Apothecary needs the
money so he sells the
poison to Romeo.
– Romeo pays the
apothecary 40 gold
coins.
Apothecary: My poverty, but • This is a lot of
not my will, consents. money.
9. Romeo says that the
“gold” is a poison that kills
men’s souls.
Money is worse than the
poison.
Romeo assures the
apothecary that he will not
be in troubleRomeo
– equates the poison to a
cordial, a healing Apothecary
medicine which restores
life.
– He sees his death as
something joyous not
evil.
10. Act 5, Scene 2
Friar Laurence: Unhappy fortune! • Verona
• Friar John did
not deliver the
letter to Romeo
–he was
quarantined in
a house due to
the plague.
11. • Friar Lawrence realizes
that
– Juliet will wake in 3
hours, so
– he must go and free
Juliet from the Capulet
tomb.
– He sends Friar John to
retrieve a crowbar to
open the tomb.
• Friar Lawrence plans to
send another letter to
Romeo telling him:
– that Juliet is alive,
– hiding in Friar’s room,
and Friar Laurence: Poor living
– Romeo must come and corse, closed in a dead man's
get her. tomb!
12. Act 5, Scene 3
• Verona graveyard
• Paris and a servant
go to the graveyard.
– Paris wants to put
flowers at Juliet’s
tomb.
– Wants to be alone
with Juliet.
– The servant signals
Paris: Sweet flower, with flowers thy bridal bed I that someone is
strew,-- coming.
O woe! thy canopy is dust and stones;--. . .
Nightly shall be to strew thy grave and weep.
– Paris hides and waits
to see who comes.
13. • Romeo and Balthasar
Romeo to Balthasar: By heaven, I will tear
arrive next at the Capulet thee joint by joint
tomb. And strew this hungry churchyard with thy limbs:
The time and my intents are savage-wild. . .
– Balthasar is threatened by
Romeo to forget
everything he sees and
– to not interrupt him.
– Romeo gives him a suicide
letter to give to his father
the next day.
• Romeo tells Balthasar
that
– he is going to open the
tomb to retrieve a very
important ring.
– Romeo warns Balthasar to
leave or he will kill him.
14. • Balthasar
– he hides and
watches.
• Paris sees Romeo
enter the graveyard
and open the Capulet
tomb.
– Paris thinks that
Paris to Romeo: This is that banish'd haughty Romeo is there to
Montague,
That murder'd my love's cousin, with which grief, desecrate the tomb.
It is supposed, the fair creature died;
And here is come to do some villanous shame – Paris tries to stop
To the dead bodies: I will apprehend him.
Romeo.
15. • Romeo tells Paris
– he wants to be alone
with Juliet and that he
is a “madman”.
– he wants to kill himself.
– Paris should leave the
graveyard and live.
• Paris refuses and
fights Romeo.
• Paris’s servant
– sees them fighting and
Romeo to Paris: Put not another sin upon my
– goes to find the head,
By urging me to fury: O, be gone!
guards. By heaven, I love thee better than myself;
For I come hither arm'd against myself:
Stay not, be gone; live, and hereafter say,
A madman's mercy bade thee run away.
16. • Romeo kills Paris.
– Paris wants to be
laid next to Juliet in
the tomb.
• Romeo
– notices Juliet still
has color in her lips
and cheeks
– drinks the poison
and dies.
Romeo: O true apothecary! (He drinks.) • Friar Lawrence arrives
Thy drugs are quick. Thus with a kiss I
die. too late.
17.
18. • Friar Lawrence enters the
tomb. Juliet to Friar Laurence:
– He finds Romeo and Paris O comfortable friar! where is my lord?
dead. I do remember well where I should be,
And there I am. Where is my Romeo?
• Juliet wakes up.
• Friar Lawrence tries to
convince Juliet to leave the
tomb because the guards
are coming.
• Juliet can hide in a
convent.
• She refuses to leave the
tomb and Romeo.
• Friar Lawrence leaves and
hides (coward?)
19. • Juliet stays with Romeo
– She finds the vial of
poison.
– She tries to drink from the
empty vial.
– She kisses Romeo hoping
that some poison remains
on his lips.
– Neither action kills her.
Juliet: Yea, noise? then I'll be brief. O happy
dagger! • Juliet hears the guards.
Snatching ROMEO's dagger
This is thy sheath; – She grabs Romeo’s
Stabs herself dagger and
there rust, and let me die.
Falls on ROMEO's body, and dies – stabs herself.
– She dies.
20. At last the “star-crossed lovers”
are united for eternity in death.
21. • The Guards arrive
and find three dead
bodies.
• They find the
Prince and the
families.
• The other guards
find Balthasar and
Friar Lawrence.
22. • Juliet’s parents and the
Prince arrive.
• Lady Montague has
died of grief because
Romeo was banished
from Verona.
• Friar Lawrence
– knows what happened.
– He also says he is both
guilty and innocent for
the deaths.
– Friar Laurence tells the
entire story of Romeo
and Juliet’s love and
deaths (lesson)
23. • Balthasar (Romeo’s
servant)
– fills in the holes in Friar
Laurence’s story.
– He gives Romeo’s letter
to the Prince.
• The letter confirms
everything that Friar
Laurence said.
24. • Prince Escalus
– tells both families
that they are
responsible for the
deaths.
– Their hate caused
this.
• The Prince also
blames himself
because
Paris: See, what a scourge is laid upon your
hate,
– He should have
That heaven finds means to kill your joys with enforced the law
love.
And I for winking at your discords too and
Have lost a brace of kinsmen: all are punish'd.
– stopped the feud.
25. • Lord Capulet and Lord
Montague
– see what damage they
have caused.
• They families end their
long-standing feud.
• Lord Montague will
build a pure gold statue
of Juliet so that all may
know of her love and Prince: A glooming peace this morning with it
loyalty. brings;
The sun, for sorrow, will not show his head:
• Lord Capulet pledges Go hence, to have more talk of these sad things;
to build a statue of Some shall be pardon'd, and some punished:
For never was a story of more woe
Romeo. Than this of Juliet and her Romeo.