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Juliet's opening lines show her reflecting on the relationship between names and their meanings. How do her thoughts progress? Read the text and complete the following. (line 2) Another solution could be that Juliet CHANGES M(tine 4) (lines 8-10) Juliet realises that the same clash between 'name' and 'meaning' exists in nature: for example, the name 'rose' refers to the flower. But if the flower had another name. (lines 11-12) Juliet concludes her reasoning by saying that if Romeo refused his name, this loss would become a gain because (lines 15-17) In Petrarchan conventions the woman was often depicted as a saint, while the lover was often depicted as an unguided ship. Can you find any examples of these conventions in the text? Romeo uses many expressions that underline his idea of love. Find them and complete the table below. Gryes QUOTE MEANING 37 'stony limits cannot hold love out' Love can overcome all physical limits. 42-43 Tcok thou Suit sweet / Arid I am proof against their enmity' 47-48 A life without love is worse than death. Does Juliet speak differently? Find the lines in the text that correspond to the following. 1 Who are you? 2 Are you Romeo? 3 How did you get here and why? 4 If my kinsmen see you here, they'll kill you. What do these questions reveal about Juliet? Who uses conceits in the dialogue? How does Romeo answer each question? Choose the correct option. a with a poetic conceit b in a clear, matter-of-fact way In the dialogue between Romeo and Juliet there are many references to death. Find them in the text. 1 Line 34: 'the place is death, considering who you are' 2 Line 40: 3 Line 47: 4 Line 48:
It was in the spring of the second year of his insurrection against the High Sheriff of Nottingham that Robin Hood took a walk in Sherwood Forest. As he walked he pondered the progress of the campaign, the disposition of his forces, the Sheriff's recent moves, and the options that confronted him. - The revolt against the Sheriff had begun as a personal crusade, erupting out of Robin's conflict with the Sheriff and his administration: Alone, however, Robin Hood could do little. He therefore sought allies, men with grievances and a deep sense of justice. Later he welcomed all who came, asking few questions, and only demanding a willingness to serve. Strength, he believed, lay in numbers. He spent the first year forging the group into a disciplined band, united in enmity against the Sheriff, and willing to live outside the law. The band's organization was simple. Robin ruled supreme, making all-important decisions. He delegated specific tasks to his lieutenants. Will Scarlett was in charge of intelligence and scouting. His main job was to shadow the Sheriff and his men, always alert to their next move. He also collected information on the travel plans of rich merchants and tax collectors. Little John kept discipline among the men, and saw to it that their archery was at the high peak that their profession demanded. Scarlock took care of the finances, converting loot into cash, paying shares of the take, and finding suitable hiding places for the surplus. Finally, Much the Miller's son had the difficult task of provisioning the ever-increasing band of Merrymen. The increasing size of the band was a source of satisfaction for Robin, but also a source of concern. The fame of his Merrymen was spreading, and new recruits poured in from every corner of England. As the band grew larger, their small bivouac became a major encampment. Between raids the men milled about, talking and playing games. Vigilance was in decline, and discipline was becoming harder to enforce. "Why," Robin reflected, "I don't know half the men I run into these days." The growing band was also beginning to exceed the food capacity of the forest. Game was becoming scarce, and supplies had to be obtained from outlying villages. The cost of buying food was beginning to drain the band's financial reserves at the very moment when revenues were in decline. Travelers, especially those with the most to lose, were now giving the forest a wide berth. This was costly and inconvenient to them, but it was preferable to having all their goods confiscated. Robin believed that the time had come for the Merrymen to change their policy of outright confiscation of goods to one of a fixed transit tax. His lieutenants strongly resisted this idea. They were proud of the Merrymen's famous motto: "Rob the rich and give to the poor." "The farmers and the townspeople," they argued, "are our most important allies. How can we tax them, and still hope for their help in our fight against the Sheriff?" Robin wondered how long the Merrymen could keep to the ways and methods of their early days. The Sheriff was growing stronger and better organized. He now had the money and the men, and was beginning to harass the band, probing for its weaknesses. The tide of events was beginning to turn against the Merrymen. Robin felt that the campaign must be decisively concluded before the Sheriff had a chance to deliver a mortal blow. "But how," he wondered, "could this be done?" Robin had often entertained the possibility of killing the Sheriff, but the chances for this seemed increasingly remote. Besides, while killing the Sheriff might satisfy his personal thirst for revenge, it would not improve the situation. Robin had hoped that the perpetual state of unrest, and the Sheriff's failure to collect taxes, would lead to his removal from office. Instead, the Sheriff used his political connections to obtain reinforcements. He had powerful friends at court, and was well regarded by the regent, Prince John. Prince John was vicious and volatile. He was consumed by his unpopularity among the people, who wanted the imprisoned King Richard back. He also lived in constant fear of the barons, who had first given him the regency, but were now beginning to dispute his claim to the throne. Several of these barons had set out to collect the ransom that would release King Richard the Lionheart from his jail in Austria. Robin was invited to join the conspiracy in return for future amnesty. It was a dangerous proposition. Provincial banditry was one thing, court intrigue another. Prince John's spies were everywhere. If the plan failed, the pursuit would be relentless and retribution swift. The sound of the supper horn startled Robin from his thoughts. There was the smell of roasting venison in the air. Nothing was resolved or settled. Robin headed for camp promising himself that he would give these problems his utmost attention after tomorrow's raid.
Political Systems: Tutorial Democratic Governments This activity will help you meet these educational goals: - Inquiry Skills-You will gather evidence, develop credible explanations of historical events and developments based on reasoned interpretation of evidence, and communicate your conclusions. - 21st Century Skills-You will assess and validate information and communicate effectively. Directions Read the instructions for this self-checked activity. Type in your response to each question, and check your answers. At the end of the activity, write a brief evaluation of your work. Activity Throughout the twentieth and early twenty-first centuries, democratization has become a growing movement. Democratization refers to the level of personal freedoms and democratic institutions within a certain country. For this task, you will analyze the importance of democratization indicators and compare the levels of democracy of three nations. Skim this document on how officials determine democratization levels. Pay attention to different terms and the democracy indicators described. Next, compare the democracy levels of the United States, Iran, and Russia. Pay attention to the level of civil liberties (from 0-60) and political rights (from 0-40) in each nation. Note that a lower number represents less freedom. You can refer to this rating system for more information. In the table provided below, report your findings on the level of democracy in each nation in terms of political rights and civil liberties.
Mandrake Falls High School is experimenting with a weekend course in laboratory techniques. Of the 200 students enrolled in lab classes at Mandrake, only 73 have been able to take the techniques course. Mandrake is interested in evaluating the course's effectiveness in propagating safety in the laboratories. During regular lab classes, lab instructors have recorded harmful lab incidents: accidents, misuse of lab equipment, etc. The school is looking at the data and examining two variables: laboratory performance ("involved in no incident", "involved in exactly one incident", or "involved in 2+ incidents") and status regarding lab techniques course ("took the techniques course" or "didn't take the techniques course"). The contingency table below gives a summary of the data that have been gathered so far. In each of the 6 cells of the table are three numbers: the first number is the observed cell frequency (f0); the second number is the expected cell frequency ( fk ) under the assumption that there is no relationship between students' laboratory performances and whether or not they took the techniques course; and the third number is the following value. (Observed cell frequency - Expected cell frequency )^2 / Expected cell frequency The numbers labeled "Total" are totals for observed frequency. - Laboratory performance: Involved in no incident, Involved in exactly one incident, Involved in 2+ incidents - Status regarding lab techniques course: Took the techniques course, Didn't take the techniques course Laboratory Performance Involved in no incident Involved in exactly one incident Involved in 2+ incidents Total ------------------------------------------------------------------------------------------------------------------- Took the techniques course 31 26 16, 15.70, 0.006 73 Didn't take the techniques course 66 34 27, 27.31, 0.004 127 Total 97 60 43 200 (a) Determine the type of test statistic to use. Type of test statistic: (b) Find the value of the test statistic. (Round to two or more decimal places.)