54. E; There is a lot of certainty present in Friar Lawrence’s adlib to Juliet’s ambiguous discourse with Paris. What she and Paris speak of have nothing to do with Bible texts, old sayings, or even beliefs, so the only plausible translation of Friar Lawrence’s line is that it is merely in agreement with Juliet.
55. B; Paris explains in Lines 17-18, “Poor soul, thy face is much abus’d by tears.” In Lines 22-23, “Thou wrong’st it more than tears with that report,” the mention of tears in both lines ties the pronoun and antecedent together.
56. A; In that line, while Paris is convinced that Juliet is referring to her face soon being his, what she means is that her face has already been committed to Romeo. With Juliet and the audience knowing something that Paris does not, this line is an example of dramatic irony.
57. A; In Lines 51-52, the second half of the line wouldn’t be able to stand on its own with much meaning without the first half, explaining, “God join’d my heart and Romeo’s, thou our hands.” The exclusion of the word “join’d” is an example of ellipsis used by Shakespeare.
58. C; Without Friar Lawrence’s guidance, Juliet’s only considered option was to kill herself if things wouldn’t work out in her favor. If she feels adamant enough to kill herself to escape her father’s wishes, if given the right plan, it shows that she would also be willing to try anything else.
59. C; While Romeo is sentenced to exile in Mantua, he’d have no way of knowing Juliet’s and Friar Lawrence’s plan. To make up for this, Friar Lawrence makes up for this by planning to send Romeo letters to inform him of their “drift,” or intentions.
60. E; In Lines 118-120, Friar Lawrence expresses fear in these lines, describing Juliet’s obstacles in their plan as “inconstant toy[s]” and “womanish fear[s].”
callmesamuel
"JT"
Growing up, my father would always tell me stories about how assimilation played a huge role in his childhood. He and his siblings were only the second generation of our family in the United States, coming here from the Philippines at the ages of five and under. Even then, kids in his classes noticed that he didn’t belong. The only thing my father could do to keep from being totally isolated was to try and fit in as best he could. One day, the same kids who picked on my father were picking on another student in their class, one who hadn’t done anything wrong besides being African American. “I laughed right along with them… because I didn’t want that to be me. I did all I could not to show weakness in front of kids like them” (Balatbat). Anyone’s instinct is to find strength in numbers when assumingly unable to stand alone. This same twisted method of blending in was seen not only in the Holocaust, but also in other genocides of innocent people around the world, including those in Sudan, Rwanda, and Cambodia. This same twisted method of blending in, driven by fear and fear alone, is what prevents most from standing up to invalid racism.
The Holocaust, which took place between 1933 and ’45, was a time during which all of Germany’s judgment and prejudice was directed toward its Jewish population. Six million Jews were killed overall, with ghettos and concentration camps to prolong many people’s deaths in the meantime. Part of Adolf Hitler’s Nazi regime consisted of ruling with both fear and credibility, both of which caused Germany’s Aryan population to either respect or fear him; they complied either way. Prior to his acts against Germany’s Jews, Hitler had proven himself to be a very smart man capable of leading Germany with flying colors. His demonstration of quality traits in office is what earned him the trust of his people. With said trust, no one would dare speak against the Fuhrer, much less act against him. There was virtually no one to stop him from doing what he wanted with the Jewish population that he hated so.
Fear was also used in the regime of Pol Pot, leader of the Khmer Rouge behind the genocide in Cambodia. Leaders like these made their power and capabilities known, lest anyone choose to defy them. In the eyes of bystanders, it was an easy choice to make: stay quite and stay alive, or speak up and risk your life in vain. What’s more interesting about the genocide in Cambodia is the fact that it happened after the Holocaust (1975-1979) (“Genocide”). This proves singlehandedly that the world has yet to learn from the Holocaust. This realization should be a red flag to almost everyone around the world: this tells us that we haven’t learned much from our mistakes, but also that history might very well repeat itself on a scale as large as the Holocaust. It’s already been repeated in smaller-scale events, such as the Bosnian War with 100,000 casualties, a relatively small number when pitted against the 6 million lost in the Holocaust. Though these numbers are huge, the scariest statistic of the Bosnian War is its runtime, starting in 1992 and ending in ’95.
Anyone could tell you that the times of then and now contrast severely. For instance, in the society we live in, standing up to something deemed wrong would not get you killed. Why is it that, even with these lessened consequences for confrontation, hardly anyone stands up to bullies or racists? Any answer to this question could easily be seen as selfish on its own. While it is something that no one wants to look for or at, much less do something about, knowing about the negativities of the world we live in is good. Awareness of the darker side of society automatically causes at least some of us to feel selfless enough to step up. As demonstrated in the Holocaust and many incidents like it, Free the Children founder Craig Kielburger explains that “strength [comes] in numbers, and if we all work together as a team, we can be unstoppable” (“Quotes”).
However, society has not yet reached the point of overall acceptance of others. While we haven’t fully learned from our mistakes, the world has come to calm down to some degree. We can conclude from this that we as a whole overestimated the effect that the Holocaust would have on future events. However, if we can’t manage to keep the Holocaust’s firsthand accounts alive, then the world’s racism and ignorance will never come to a complete halt. That is why, either through ancestry or education, the lessons of the Holocaust must be passed down through the world’s later generations: to ensure that, in some aspects, the future will be nothing like the past.
To coincide with the significance of learning from the Holocaust in later generations, many parallels exist between the times of the Holocaust and now. For example, though not nearly as potent or common, prejudice and racism will still occasionally rear their ugly heads. Times like this can be subtle and (unfortunately) seemingly normal, such as when students new to a school are choosing whom to hang out based on stereotypes aroused by the colors of kids’ skin. It is during times like this that we must remember what simple prejudice and hatred has led to in the past. If we are to prevent the repetition of history, we must always keep history itself in mind. We must take the lessons learned and put them into effect wherever we see fit. Sadly, some people are still driven or halted by fear more than anything.
More often than not, when people’s actions are fueled by their fears, they aren’t alone. Think of how many Germans might have been thinking the same Fuhrer-opposing thoughts during the Holocaust; if all of the opposing Aryans stood up in unison with the targeted Jews, the combined might could have been enough to end the Holocaust quicker and with less casualties; to summarize, speaking up in situations such as this will come back with positive results if handled correctly. Still, if viewed as less of a tragedy and more of a milestone, it has a lot of lessons that can be learned from. Unfortunately, the majority of these lessons can only be correctly learned from firsthand accounts, which are dwindling every day. Though quite depressing to recall, instead of suppressing memories of the Holocaust, survivors should do everything in their power to make sure that their successors pass on their legacy through everyday actions and striving to be a positive influence on those around them. Simple actions like this, around as miniscule as those which had ignited the first few strands of hatred prior to the Holocaust, can be enough to change our world once again, this time for the better.
Corpse in the Mirror
Perilous world of mysticism;
What can we expect? It’s war;
Master of being insignificant;
Babies as targets;
So many millions!
Famous cruelty;
Race toward death;
Illusion that ruled;
Germ of hope stayed alive;
Only God could answer.
Blows falling upon;
Suffering drowned in tears;
Truncheons;
Outbreaks of hysteria;
Tomorrow might be worse.
Gone out of mind;
Possessed;
Blows might have killed;
Smell of burning flesh;
Auschwitz.
But don’t lose courage;
Too humane;
News, real news;
Epidemic;
A-7713.
Children among homosexuals;
Decayed teeth, gold ones;
Parents exterminated;
Hatred for another day;
Bread or life.
Storks of the whip;
This man had dared;
Suicide for soup;
Tasted of corpses;
Where is God? Where is He?
Why would I bless Him?
I was the accuser;
Terrible word circulating;
Death or a reprieve;
Selection.
Last judgment;
Regulated by the bell;
Crucible of death;
Like an orphan;
Two pits of terror.
Cracks in faith;
Only Hitler’s promises;
Decide our fate;
Sleep for good;
Block 57.
Father did not move;
Smile, grimace;
Let me sleep;
No friends;
Corpse in the mirror.
Sam Balatbat
"All of the Lights (GB2)"
Remade instrumental of All of the Lights.
1. A.D. 43: The first Romanian invasion.
2. Acid deposition: Wet or dry airborne acids that fall to the earth.
3. Acid rain: Precipitation carrying large amounts of dissolved acids which damages buildings, forests, and crops, and kills wildlife.
4. Algae growth/algae: Rapid increase or accumulation in the population of algae in an aquatic system.
5. Ancient Greece: The civilization belonging to the period of Greek history lasting from the Archaic period of the 8th to 6th centuries BCE to 146 years BCE.
6. Autobahnen: The nationally-coordinated motorway system in Germany.
7. Avalanches: Large mass of ice, snow, or rock that slides down a mountainside.
8. Balkan Peninsula: A large peninsula in southeastern Europe containing the Balkan Mountain Range.
9. Balkanization: The division of a region into smaller regions that are often hostile with each other.
10. British Isles: An archipelago including Great Britain, Ireland, and smaller surrounding islands.
11. Byzantine Empire: The predominantly Greek-speaking eastern part of the Roman Empire.
12. Celts: A diverse group of tribal societies in Europe who spoke Celtic.
13. Charlemagne: Founder of the first empire in western Europe after the fall of Rome.
14. City-states: In Ancient Greece, independent community consisting of a city and the surrounding lands.
15. Cold War: Power struggle between the Soviet Union and the United States after World War II.
16. Communism: Society based on equality in which workers control industrial production.
17. Constantinople: The imperial capital of the Roman Empire.
18. Crusades: Series of religious wars (A.D. 1100-1300) in which European Christians tried to retake Palestine from Muslim rule.
19. Danube River: A river flowing through south-central Europe out into the Black Sea.
20. Dikes: Large bank of earth and stone that holds back water.
21. Eastern Europe: The region of Europe lying along Russia.
22. English Parliament: The legislature of the Kingdom of England.
23. Enlightenment: A movement during the 1700s that emphasized the importance of reason and questioned traditions and values.
24. Ethnic cleansing: The expelling from a country or killing of rival ethnic groups.
25. Europe: One of Earth’s seven continents, lying alongside Russia and the Atlantic Ocean.
26. European Economic Community: An international organization created to bring about economic integration.
27. European Union: An organization whose goal is to unite Europe so that goods, services, and workers can move freely among member countries.
28. Farm cooperatives: Organization in which farmers share in growing and selling farm products.
29. Feudalism: In medieval Europe and Japan, a system of government in which powerful lords gave land to nobles in return for pledges of loyalty.
30. Fjords: Long, steep-sided glacial valley now filled by seawater.
31. Foehns: Dry wind that blows from the leeward sides of mountains, sometimes melting snow and causing avalanches; term used mainly in Europe.
32. Franks: Members of one of the Germanic tribes of the Rhine region.
33. French Revolution: 1789-1799; The revolution of France against the Bourbons.
34. Genetically modified foods: Food sources, the genes of which have been altered to cause increase in size and speed of growth or greater resistance to pests.
35. Guest workers: A foreign laborer working temporarily in an industrialized, usually European, country.
36. Heavy industry: The manufacture of machinery and equipment needed for factories and mines.
37. Iberian Peninsula: A peninsula of southwest Europe occupied by Spain and Portugal.
38. Impressionist: A painter who practices impressionism, the artistic style developed in Europe in the late 1800s, in which dabs or strokes of color are used to give the effect of reflecting light.
39. Indo-European: Families including the major languages and dialects of Europe.
40. Industrial Revolution: The rapid major change in the economy with the introduction of power-driven machinery.
41. INTELSAT: International Telecommunications Satellite Organization; made for international broadcasts.
42. Light industry: Manufacturing aimed at making consumer goods such as textiles or food processing rather than heavy machinery.
43. Maastricht Treaty: A 1992 meeting of European governments in Maastricht, the Netherlands, that formed the European Union.
44. Meltwater: Water formed by melting snow and ice.
45. Middle Ages: The period of European history from about A.D. 500 to about 1500.
46. Mistral: Strong northerly wind from the Alps that can bring cold air to southern France.
47. Mixed farming: Raising several kinds of crops and livestock on the same farm.
48. North Atlantic Current: A powerful warm ocean current that continues the Gulf Stream northeast.
49. Peat: A highly organic material used for fuel when dried and cut.
50. Permafrost: Permanently frozen layer of soil beneath the surface of the ground.
51. Polders: Low-lying area from which seawater has been drained to create new farmland.
52. Realism: Artistic style or portraying everyday life that developed in Europe during the mid-1800s.
53. Reformation: Religious movement that began in Germany in the 1400s, leading to the establishment of Protestant churches.
54. Refugees: One who flees his or her home for safety.
55. Renaissance: In Europe, a 300-year period of renewed interest in classical learning and the arts, beginning in the 1300s.
56. Reparations: A payment for damages.
57. Rhine River: A river in western Europe that serves as a major commercial shipping waterway.
58. Romance Languages: A branch of the Indo-European language family descending from Vulgar Latin.
59. Romanticism: Artistic style of emphasizing individual emotions that developed in Europe in the late 1700s and early 1800s as a reaction to industrialization.
60. Siroccos: Hot desert wind that can blow air and dust from North Africa to western Europe’s Mediterranean coast.
61. Slavs: An ethnic and linguistic branch of Indo-European peoples.
62. Social “safety net”: Transfer programs seeking to prevent the poor from falling below a certain poverty level.
63. Strait of Gibraltar: Strait between Spain and Africa.
64. Subsidies: A grant or gift, especially of money.
65. Suburbanization: The growth of areas on the fringes of major cities.
66. Trains a grande vitesse: France’s high-speed rail service.
67. United Kingdom: Country in western Europe including England, Scotland, Northern Ireland, and Wales.
68. Vatican City: An independent state forming an enclave in Rome.
69. Welfare states: Nation in which the government assumes major responsibility for people’s well-being in areas such as health and education.
70. Yugoslavia: A former European country that is now three separate regions.
Europe questions pt. 2.
A Region of Strong Nationalism:
1. What countries existed in Europe in 1914 or in 1935 but no longer do? What do you think happened to these countries?
Countries that had existed before include Czechoslovakia and Yugoslavia. After World War II, these two countries were taken from the Central Powers in order to make new territories and independent nations.
2. In which areas of Europe would you expect to see more ethnic diversity? Why?
I’d expect to see more ethnic diversity along the Atlantic borders and borders alongside Russia, because of how cultures between the East and Russia would probably have blended in with European cultures in these areas.
3. How might the location of the United Kingdom have affected the development of society there?
The UK is slightly separated from the rest of Europe (though not nearly as much as Iceland), making it prone to being “left out” of some of the aspects of life in the rest of Europe. Also, having only one river, most of the farming would have to be done along the outer rim of the country.
Resources and Environment Threats:
1. What sources of energy are prominent in Europe? What connection might there be between these energy sources and soil conditions?
Sources of energy prominent in Europe include natural gas, hydroelectric power, timber, coal, and lead. Commercial farming land seems to hold a majority of the country’s sources of timber, while areas of subsistence farming are home to sources of lead and iron ore.
2. What prospects do you see for European agriculture? Why?
About two-thirds of the country is made out of land for commercial farming, with abundant sources of timber within this region, showing that the land has been cleared just for farming.
3. Which country probably has the strongest wood products industry? Why?
Finland probably has the strongest wood products industry because of its need for wood for boats, since it is separated from Europe’s main body of land.
Europe questions pt. 1.
Sam Balatbat
3-22-11
Introduction:
1. Why does it (Europe) matter?
Europe is one of the world’s leading economic powers, having close political, cultural and economic ties to the United States. European ideas have shaped and will continue to shape our lives.
2. What makes this a region?
a. Physically?
Europe has three levels of land (highlands, lowland, and mountains), with “fingers” of land jutting out into the see in almost every direction. A mild climate is formed from winds carrying warmth from the Gulf of Mexico into the region.
b. Culturally?
Europe is home to many different languages and cultural groups. In present day, most of Europe has joined together in an economic and political union that has fostered peace and prosperity.
A Compact Region:
1. How do you think the different landforms of northern and southern Europe would affect ways of life in those two areas?
Southern Europe is much more mountainous than the upper region, with high elevations around Meseta and the Alps. This could cause different methods of farmland to develop here, if any at all, to go along with the different terrain and climate in the higher elevations.
2. Why would Europeans have to cooperate over use of rivers like the Tagus, Rhine, Elbe, and Danube?
Many of these rivers run parallel with countries’ borders, which would make it difficult to determine who got to use the river in question.
3. What influence do you think the Mediterranean Sea would have on the development of European society?
In and near the Mediterranean exist many European islands, such as the Balearic and Ionian Islands. This could have led to the increased use of boats and ships from island to island.
Introduction and First Body Paragraph
In the world we live in, any sensible parent would agree that they want whatever is best for their adolescent. At times, with a growing teen, finding what is best may be harder than it first sounds. To most, firm parenting would seem fitting when keeping a teenager’s best interests in mind. However, striking a balance between firmness and leniency is crucial for any adolescent’s healthy transition into adulthood.
Obviously, freedom isn’t given to teenagers all at once; parents must work in conjunction with their adolescents to inch toward independence at a reasonable pace. This pace can only be obtained “in a more flexible but firm setting,” so as to avoid disadvantages later on in life (“Independence”). Rules are to be set with only occasional bending to give the teenager opportunities to earn small doses of freedom. Communication is key when finding where to draw the line with a teenager’s rules and limits; “parents should listen and respect that the teen has the right to disagree and express an opinion” (“Independence”). Allowing the teenager some say in setting the rules will help to avoid acting out against them later on. “Excessively strict or excessively permissive” parenting can quite possibly have negative effects on an adolescent, as psychologist Lac Su explains, “I would trade every last bit of my success in life to live without the deep wounds given to me by a Tiger Mother” (“Independence”/”Mom.me”). Su was brought up in an extremely strict environment in place of a balanced one, which only left him battered and scarred (“Mom.me”).
Growing up, my father would always tell me stories about how assimilation played a huge role in his childhood. He and his siblings were only the second generation of our family in the United States, coming here at the ages of five and under. Even then, kids in his classes noticed that he didn’t belong. The only thing my father could do to keep from being totally isolated was to try and fit in as best he could. One day, the same kids who picked on my father were picking on another kid in their class, one who hadn’t done anything wrong besides being African American. “I laughed right along with them… because I didn’t want that to be me. I did all I could not to show weakness in front of kids like them” (Balatbat). This same twisted method of blending in was seen not only in the Holocaust, but also in other genocides of innocent people around the world, including those in Sudan, Cambodia, and Rwanda.
The Holocaust, which took place between 1933 and ’45, was a time during which all of Germany’s judgment and prejudice was directed toward its Jewish population. Six million Jews were killed overall, with ghettos and concentration camps to prolong many people’s deaths in the meantime. Part of Adolf Hitler’s Nazi regime consisted of ruling with both fear and credibility, both of which caused Germany’s Aryan population to either respect or fear him; they complied either way. With this method of ruling, no one would dare speak against the Fuhrer, much less act against him. There was virtually no one to stop him from doing what he wanted with the Jewish population that he hated so.
Fear was also used in the regime of Kaing Guek Eav, leader of the Khmer Rouge behind the genocide in Cambodia. Leaders like these made their power and capabilities known, lest anyone choose to defy them. In the eyes of bystanders, it was an easy choice to make: stay quite and stay alive, or speak up and risk your life in vain. What’s more interesting about the genocide in Cambodia is the fact that it happened after the Holocaust. This proves singlehandedly that the world has yet to learn from the Holocaust.
Many parallels exist between the times of the Holocaust and now. For example, though not nearly as potent or common, prejudice and racism will still occasionally rear their ugly heads. It is during times like this that we must remember what simple prejudice and hatred has led to in the past. If we are to prevent the repetition of history, we must always keep history itself in mind. We must take the lessons learned and put them into effect wherever we see fit.
The Holocaust, if viewed as less of a tragedy and more of a milestone, has a lot of lessons that can be learned from. Unfortunately, the majority of these lessons can only be correctly learned from firsthand accounts, which are dwindling every day. Though quite depressing to recall, instead of suppressing memories of the Holocaust, survivors should do everything in their power to make sure that their successors pass on their legacy.
NIGHTNIGHT by DEDDY
