The earth and its people chapter 17 Essay Example for Free

The earth and its people chapter 17 Essay 1. Why were death rates among Amerindians so high? P. 432 2. What was the most deadly of the epidemics in the Americas? P. 432 3. What (3) New World (Americas) foods revolutionized Old World (Europe, Africa, Asia) agriculture? P. 432 4. What did the horse do for the native peoples of the Americas? P. 433-4 5. What country occupied most of the Brazilian coast? P. 434 6. How did Amerindian people respond to the imposed Christianity? P. 434 7. What kind of powers did the highest-ranking Spanish officials in the colonies have? Why? P. 435 8. What regions were included in the Viceroy of Spain? P. 435 9. What was the primary agent by which European language and culture was transmitted to Brazil and Spanish America? P. 435 10. What was the richest institution in the Spanish colonies? P. 437 11. What commodities dominated the economic development of colonial Latin America? P. 437 12. What was the â€Å"mita†? p. 439 13. What did sugar plantations in Brazil depend on? P. 439 14. Why did sugar planters prefer African slaves to Amerindian slaves? P. 439 15. What were Hidalgos? P. 440 16. What forms did slave resistance take? P. 444 17. What was manumission and how did a slave achieve that? P. 444 18. What were castas? Give examples. 444-5 19. How were the governments and economic systems of English and French colonies different than those of the Spanish and Portuguese? Why? 445 20. Were the English successful in their first efforts to establish colonies in the Americas? Give an example. 445 21. How much of Jamestown’s population died within the first 15 years? Why? P. 446 22. How did the fur trade and hunting affect the Amerindian people? P. 446 23. What was indigo grown around Charleston used for? P. 447 24. What was the Stono Rebellion of 1739? P. 447 25. What are 3 ways that immigration to the Chesapeake differed from that of Massachusetts? P. 447 26. Merchants from what European nation first colonized Manhattan Island in 1624? P. 449 27. What did French settlements emphasize? P. 450 28. Who were the enemies of the Huron and Algonquin, who then became enemies of the French? P. 450 29. What were 3 things Jesuits did in an effort to convert native people to Christianity in French Canada? P. 450 30. What was the result, politically, of the French and Indian War (Seven Years’ War)? p. 452 31. What was the purpose of the English Navigation Acts? p. 454 Free Response Focus Questions: Answer these questions in a 5-7 sentence paragraph. In your own words. Do not simply copy from the book and memorize the response. Know it. Support your response with plenty of facts. Understand where events fall historically (global context, cause/effect, etc) 1. Considering the Columbian Exchange and colonization, what were the major impacts on the peoples of the Americas? 2. What role does religion play in European settlement of the Americas? Be specific as to Spanish, Portuguese, French, and British uses of Christianity as a tool of colonization. 3. The chapter describes several different types of forced labor practices. Describe each practice and explain why each one was preferred in different locations. Compare/Contrast: Write a well-developed thesis statement which clearly addresses similarities and differences. 4. Compare and contrast Latin American with North American colonies from 1530-1770.

Bilingual Education In Miami :: essays research papers

While California debates whether to stop teaching school children in two languages, the school system in Miami, Florida is expanding bilingual education. This city at the crossroads of the Americas is expanding bilingual education under the argument that students will need to speak, read and write in English and Spanish when they reach the business world. The decision to do this almost seems natural for a metropolis where the top-rated television stations broadcast in Spanish, the top-ranked newspaper publishes a separate Spanish daily edition, many top civic leaders speak effortless Spanish and Latinos have become the majority. Educators in Miami, home to the first bilingual public school in the modern era, are baffled by the cultural and political firefight over bilingual education in California.   Ã‚  Ã‚  Ã‚  Ã‚  Nowhere is the controversy more intense than in California. On June 2, 1998 there was a vote on an anti-bilingual education initiative, Proposition 227. This proposition would end most bilingual programs in California and give students with limited English skills about one year of special English classes before placing them in the mainstream. To even have something like this on the Ballot in California seems very odd. California has more students with limited English skills than any other state. California has approximately 1.4 million students with limited English and about 30% of them are in formal bilingual programs, including some two-way programs. The most common approach in California is â€Å"transitional† bilingual education, in which students often spend more time being taught in their native language than in English for their first school years. Due to the large population of Spanish speakers in California I would think that educators would want t o mock Miami’s style of teaching both English and Spanish.   Ã‚  Ã‚  Ã‚  Ã‚  In Miami educators view it differently than they do in California. They look at bilingual education as a business opportunity for students. Miami’s trades with Latin America amount to billions of dollars a year. Top business leaders say that Miami can not afford to do with out bilingual education. James F. Partridge, chief of Latin American and Caribbean operations for Visa International said, â€Å"I don’t give a hoot about the political aspects of it. To me, that’s a lot of garbage. I am interested in the financial well being of this community. We need bilingual people to survive.† Partridge is so concerned about the issue that his office gives remedial lessons in Spanish and Portuguese to dozens of employees whose weak bilingual skills don’t allow them to communicate with clients in those languages.

The Investigation of the Controlled and the Automatic Processes Employing the Stroop Effect Experiment.

The investigation of the controlled and the automatic processes employing the Stroop effect experiment. Abstract The interference between the controlled and the automatic processes was observed in the Stroop effect type experiment using two different conditions. The original Stroop effect experiment concluded that the participants will find it more difficult to complete the reading task of the words related to colour meaning in comparison to the reading task of non-colour related words. The result of Stroop experiment supported the notion that control and automatic processes can obstruct each other in certain tasks.In the current experiment, the two conditions in reading task were modified to make them look more visually similar. The result indicated that despite of visual similarities, the automatic processes interfered with control processes due to the colour related properties of the words in Stroop condition. Introduction The large quantity of information we come across in our ev eryday life is staggering. It is very hard to understand how much of this information is taken in and how much of the information just pass by. It is up to cognitive processes to decide how much and to what extent the information is accepted for further processing.This selection process has been identified as attention. All of the above is indicating that our brain is not capable to process all the information available to us therefore attentional processes are required. Various theories were devised to clarify and explain the process of selection, such as a limited – capacity theory of Kahneman or bottleneck theory of attention by Broadbent (as cited in Edgar, 2007) However how much of this process are we aware of? Can we influence how much of the information is taken in or is it our subconscious which is in control?The attentional processes are divided between conscious – control processes and subconscious – automatic processes. Even though both processes oper ate in very different ways, they both can work simultaneously and both have their advantages and disadvantages. The control process is conscious, therefore easy to control, however it is using a large amount of the processing resources. Based on the experiments conducted by Schneider and Shiffrin (as cited in Edgar, 2007), it is assumed that automatic processed are not using up attentional resources as no conscious awareness is employed.The most famous experiment demonstrating the interference between the control and automatic processes was carried out by Stroop (1935). In the original Stroop experiment the participants were presented with a list of words printed in different coloured ink. In the first list, the words were names of colour printed in ink which never matched with the name of the colour – Stroop condition. Second list was containing a colour-neutral words. The participants were asked to read the name of the colour of the ink instead of the word itself. The findi ng was that in the colour-neutral words, the participants completed the task without difficulties.However, in the Stroop condition the participants found it more difficult as they were trying to prevent responding with the name of the colour rather than the colour of the ink. (as cited in Edgar, 2007) The experiment above is demonstrating one of the disadvantages of the automatic processes. Even though the automatic processes are not using up our precious attentional resources, they can interfere with the control processes as we are not able to just turn them off. To test this theory further a present experiment was created using both the Stroop condition model and the control condition.However, the Stroop condition was modified to include the colour-related words rather than the names of the colour. The words used were such as blood or carrot with strong relation to the certain colour. The words were printed in the colour ink not matching with the colour related to the word. Even t hough the control condition contained the non-related colour words, the words were visually very similar to the words in Stroop condition. The research hypothesis was that as in Stroop condition the participants will find it more difficult to read colour-related words. This is one-tailed hypothesis.The null hypothesis was that there wouldn’t be any difference in time taken to complete reading task of each list. Method Section Design The design employed in the experiment is a within-participants design. The independent variable was a reading task of the colour of the words printed on the list provided. The independent variable had two conditions, the Stroop condition and control condition. The Stroop condition contained the colour-related words printed in incompatible colour ink with the word and the control condition contained non-colour related words printed in various colour inks.The word list in the Stroop condition had 5 words repeatedly printed in incompatible ink with t he word. The words in the control list were matched to the word list in Stroop condition to contain the exact same number of letters of each matched word. The word order and well as the colour order was matched exactly in the both lists. The dependent variable was the time measure to complete the reading task of each list. The measurement was complete in seconds by the researcher using a stopwatch and it was recorded to the nearest second. The participants were given the task individually in order to limit any confounding variables.Participants The twenty participants joined in this experiment were current students at the Open University and their friends and family members. The age of the participants ranged from 18 to 69 and there were 12 females and 8 male participants. Materials The two visual stimuli were presented to each participant on A4 sheet paper in colour containing 30 words divided into two columns of 15 words. A stimuli for the Stroop condition contained 5 colours-rela ted words printed in incompatible ink with the word. The six colours used were red, yellow, green, orange, purple and blue.The words used in the Stroop condition were blood, lemon, grass, carrot, plum, sky. A stimuli for the control condition contained exact same number of word and same colours were used. The words matched with the Stroop condition. The words used have the exact same number of letters, they stared with the same first letters and they visually resembled the words in the Stroop condition. The words used in the control condition were blame, ledge, grade, carrer, plan, sty. Each word was repeated 6 times on each sheet. Both lists are included in Appendix 1.The standard instruction (included in Appendix 2) printed on A4 paper were read to the participants. The consent form (included in Appendix 3) was supplied to participants to sign. The data were recorded to the nearest second and logged on the response sheet. A stopwatch was employed to record reading time accurately. Procedure Each participant was approached and asked if they will be willing to take part in a cognitive psychology experiment with a focus on controlled and automatic processing of information. All participants were explained a basic of the experiment and asked to sign a consent form.All participants were tested individually. The age and sex of the participants were recorded prior to the start of the experiment. The full instructions were read to the participants and it was made sure that it was clear before proceeding. (Appendix 2: Instructions) All participants received the same instruction. Both lists were presented as A4 print out in coloured ink. Both lists were presented separately to the participants, only few seconds before asking the participant to read the colour of the words aloud. The first list to read was the Stroop condition list followed by a control condition list.With every other participants the order of the presentation of the list was switched around. Full expe riment took approximately minutes with each participant. The reading of each condition was recorded separately using an accurate stopwatch. The results were recorded on the response sheet. After the experiment the participants were informed about the hypothesis of experiment and explained the differences between the both conditions. Result The research hypothesis in this experiment was that participants will take longer to complete the Stroop condition.The time to read through the full list of each condition individually was recorded to the nearest second. As Table 1 is indicated, the mean response time of Stroop condition is 2. 65 seconds slower than the mean response in the control condition. The paired sample t-test was carried out using these data obtaining following result. The difference between these conditions is statically significant (t(19)=3. 933, p=0. 002, d=0. 44) Based on the information above the null hypothesis was rejected and the experimental hypothesis accepted. T able 1Mean and standard deviation of response time in secondsConditionMean response time (In seconds)Standard deviation Experiment (Stroop) condition23. 606. 533 Control condition 20. 955. 520 Discussion The result of the experiment above proved that despite of using colour-related words, rather than the name of the colour as per original Stroop experiment, the findings were similar. The participants found it more difficult to read the colour-related words printed in colour which didn’t match the visual perception of the certain word. The participants tried to avoid reading the colour of the word associated with particular word therefore this reading task took longer.Even though, the neutral words looked visual similar, and they were recorded in exact same colour order, the participants completed this reading task more quickly due to the lack of the meaning of the words and no relation to the specific colour. Therefore, in the control condition, only automatic processes were activated and there was no interference with the control processes and as a result the participants found this task easier. The control and automatic processes can interfere with each other doing certain tasks. Specifically, the automatic process of reading was interfering with controlled process of naming the colour of the ink.Nevertheless, the current experiment was conducted with only twenty participants. There is a possibility that if the experiment was conducted with much bigger sample the results may not be as conclusive. Especially , as further experiments indicated, the automatic processes can be influenced by individual strategies. To imply this notion to the Stroop experiment, it has been found that just by focusing on the first letter of each word, the automatic processes – the Stroop effect can be reduced. (as cited in Edgar, 2007) This would imply that automatic processes are not completely free and unconscious as previously suggested.In addition, the automatic a nd controlled processes are not completely fixed. For example, reading was controlled process before it was learned and became control process. This observation suggests that the relationship between the controlled and automatic processes is on continuum and can evolve with time. Gopher (1993) proposes that attentional skill can be learned to a certain extent depending on the situation or internal motivation. (as cited in Edgar, 2007) In conclusion, the result of the experiment is supporting the notion that the control processes can interfere with the automatic processes when trying to complete certain tasks.However, further experiments in this specific field would have to be conducted to determine the full extent of automatic responses and their relation to the control processes. References Edgard, G. (2007) Perception and attention, In D. Miell, A. Phoenix, & K. Thomas (Eds. ), Mapping Psychology (2nd ed. , pp. 3-50). Milton Keynes: The Open University Appendices: Appendix 1: Word lists containing experimental and control condition (not included) Appendix 2: Instructions (not included) Appendix 3: Consent Form (not included) Appendix 4: Raw data Appendix 5: SPSS print-out of t-test

The Animal Encyclopedia Gastropods

Gastropods (Gastropoda) are a highly diverse group of mollusks that include between 60,000 and 80,000 living species. Gastropods account for nearly 80 percent of all living mollusks. Members of this group include terrestrial snails and slugs, sea butterflies, tusk shells, conchs, whelks, limpets, periwinkles, oyster borers, cowries, nudibranchs, and many others. Gastropods Are Diverse Gastropods are not only diverse with respect to the number of species alive today, they are diverse in terms of their size, shape, color, body structure and shell morphology. They are diverse in terms of their feeding habits —there are browsers, grazers, filter feeders, predators, bottom feeders, scavengers and detritivores among the gastropods. They are diverse in terms of the habitats in which they live—they inhabit freshwater, marine, deep sea, intertidal, wetland and terrestrial habitats (in fact, gastropods are the only group of mollusks to have colonized land habitats). The Process of Torsion During their development, gastropods undergo a process known as torsion, a twisting of their body along its head-to-tail axis. This twisting means that the head is between 90 and 180 degrees offset relative to their foot. Torsion is the result of asymmetrical growth, with more growth occurring on the left side of the body. Torsion causes the loss of the right side of any paired appendages. Thus, although gastropods are still considered to be bilaterally symmetrical (thats how they start out), by the time they become adults, gastropods that have undergone torsion have lost some elements of their symmetry. The adult gastropod ends up configured in such a way that its body and internal organs are twisted and the mantle and mantle cavity is above its head. It should be noted that torsion involves the twisting of the gastropods body, it has nothing to do with the coiling of the shell (which well consider next). Coiled Shell vs. Shell-less Most gastropods have a single, coiled shell, although some mollusks such as nudibranchs and terrestrial slugs are shell-less. As stated above, the coiling of the shell is not related to torsion and is simply the way the shell grows. The coil of the shell usually twists in a clockwise direction, so that when viewed with the apex (top) of the shell pointing upward, the opening of the shell is located on the right. Operculum Many gastropods (such as sea snails, terrestrial snails, and freshwater snails) have a hardened structure on the surface of their foot called an operculum. The operculum serves as a lid that protects the gastropod when it retracts its body within its shell. The operculum seals the shell opening to prevent desiccation or deter predators. Feeding The various gastropod groups feed in different ways. Some are herbivorous while others are predators or scavengers. Those that feed on plants and algae use their radula to scrape and shred their food. Gastropods that are predators or scavengers use a siphon to suction food into the mantle cavity and filter it over its gills. Some predatory gastropods (the oyster borers, for example) feed on shelled prey by boring a hole through the shell to locate the soft body parts inside. How They Breathe Most marine gastropods breath via their gills. Most freshwater and terrestrial species are an exception to this rule and breath instead using a rudimentary lung. Those gastropods that breath using a lung are called pulmonates. The Late Cambrian The earliest gastropods are thought to have evolved in marine habitats during the Late Cambrian. The earliest terrestrial gastropods were the Maturipupa, a group that dates back to the Carboniferous Period. Throughout the evolutionary history of the gastropods, some subgroups have gone extinct while others have diversified. Classification Gastropods are classified within the following taxonomic hierarchy: Animals Invertebrates Mollusks Gastropods Gastropods are divided into the following basic taxonomic groups: PatellogastropodaVetigastropodaCocculiniformiaNeritimorphaCaenogastropoda - The predominant members of this group are sea snails, but the group also includes a few species of freshwater snails, land snails, and (non-snail) marine gastropod mollusks. Caenogastropoda exhibit torsion, have a single auricle in their heard and one pair of gill leaflets.Heterobranchia - The Heterobranchia are the most diverse of all gastropod groups. This group includes many terrestrial, freshwater, and marine snails and slugs.

Want a Lift Thanks, I’d Better Take… a Bus!

Want a Lift? Thanks, Id Better Take a Bus! Using your own car to get  to work is expensive and stressful, contributes to air pollution and wealth of insurance companies. Yet, despite the exhaust fumes causing the choking smog in my city and three hours spent each day in traffic jams, I still drive. Why? The answer is simple: public transport simply is not the best substitute. However, several simple improvements can change the situation for better in many aspects. First and foremost, the buses and underground trains are too crowded. During the rush hour even a short trip can be a real challenge, as you are likely to spend the whole time half hanging in the air, half lying on a person next to you. If the city council allocated a certain part of its budget and increased the amount of public transport, the problem would be solved easily. The next issue to consider is the price. Despite the dreadful conditions, the trip to work by public transport is not that cheap. It would be a wonderful incentive for motorists to leave their cars on a car park, if the city paid at least half of the fare. The roads and train stations infrastructure must also be seen as a priority in city development plans. Imagine a station, which is just two minutes walk from your home, or a separate wide bus lane, which other motorists are not allowed to use, due to which the buses are not stuck in traffic jams! Would you still be eager to use your car? Very doubtful. So, the day I can get on a bus, find a vacant seat, pay a reasonable sum of money, enjoy a fast trip in a peaceful atmosphere and, besides all above mentioned, be environmentally friendly, I will gladly say no to my car. Argumentative Essay Writing at Your Disposal From WriteMyPapers.org! Use the sample essay above from our expert writer as an example to give your own work a boost. We placed it here as a guidance that will walk you through the obstacles on the way to your own text. Having an illustration of the work, you will get some ideas faster on how to write an argumentative essay accurately. As a rule, concepts are usually come from nowhere after you have read anything on the topic. So, if you need to prepare a paper about transportation or any piece of argumentative writing on the similar theme, this might be helpful for you. How To Make Your Argumentative Essay Done Correctly? To complete any type of paper, there are some rules to follow that will lead you to the necessary result. What are they if we are talking about an argumentative essay? Remember the context of the paper you have already read and try to make your own conclusions upon it. In case they coincide with the true peculiarities of this type of an essay, it will signify that you understand the way you should go by. You have probably noticed that the author describes the main issue in the work, gives his own point of view on the problem and then considers all arguments possible to protect the thoughts given. Right, arguments are those bricks that this essay is being built on. It results in the sentences where the writer speaks about how hard it is to drive his own car for many reasons and on the contrary gives arguments why the alternative way, which is a public transport, is not the best solution to give up on driving a private car. Whatever your topic is, when it is not even about transportation, the fundamental place must be given to the arguments and facts you can find to prove that your considerations are and can have all the reasons to exist. According to the specifications you may have on your assignment, it is possible to address to your own experience, or otherwise look for the considerations of any experts, probably scientists, who have made some investigations about the issues you are talking about in your own work. They may be enormously helpful and show that you have done a research on the topic.

Defining Family My Family - 1453 Words

Defining Family My family consist of three people that live in my household. My mother, Janette who is 43 years old African American woman. She has a high school diploma and took some classes at Joliet Junior College, but she drop out because she couldn’t handle it. She works at a warehouse whom she is the team leader and since her income is what supports this family it would put my family in the lower income bracket. My older brother, Dionte who is 26 years old African American man. He has a high school diploma and took some college courses, but dropped out because he felt like school wasn’t for him, so he spend most of his time on the computer where he run his own business, which does not make him anymore and smoke Marijuana. Lastly my younger sister Danielle, who is a 20 year old African American woman. She has a high school diploma and is currently at Joliet Junior College and finishing up her last couple semester before graduating with two college degrees. My family subsystems is that concerning education that me and my sister can ask for anything from my mother. My mother wants us to have a better life than what she have and knows that an education is the only way out. My mother, also can ask me and my sister for help too. When my mother was struggling with the bills it was my sister and I that help her out by giving her part of our paycheck. My brother usually ask my sister and I for stuff because my mother will not help him because she thinks that he is too old to beShow MoreRelatedArticle Review -Discpline of Building Characters985 Words   |  4 PagesBadaracco, Jr. Submitted by – Kumar Rishikesh We’ve all experienced times when our professional responsibilities conflict with our values:. During these defining moments, we must choose between right and—right. Unlike other ethical decisions, where the options are clearly right and wrong, defining moments ask us to choose between two ideals. 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A Pair Of Star

A Pair Of Star-crossed Lovers, Romeo And Juliet. From The Opening Scen Essay A pair of star-crossed lovers, Romeo and Juliet. From the opening scenes of the play these two children of feuding families were destined to fall in love together and eventually die together. How does the reader see this? How do we know it was fate which triggered these events? Coincidence caused the death of these two lovers. For this reason Romeo and Juliet is one of Shakespeares great tragedies. For coincidence to have caused the death of Romeo and Juliet it must have been evident in the events leading up to their deaths. These events include their meeting and falling in love, their separation, their reunion and finally their suicides. Solving the ancient feud between their families was the only real result of these untimely deaths. How did Romeo and Juliet meet? Was it by fate or could it have been avoided? Romeo and Juliet could not have avoided coming in contact with each other, they were brought together by uncontrollable circumstances. In Romeo and Juliets time Verona (a city in Italy approximately 100 km west of Venice) was a fair sized city, and bumping into an acquaintance was unlikely. During the course of Act I, Scene II, the contrary had happened, and happened by chance. As Romeo and Benvolio were nearing a public area they were stopped by a Capulet servant. After Romeo had read the guest list to the Capulet party and the servant was on his way, Benvolio suggested that to relieve himself of his sadness for Rosaline, Romeo should go to the party and compare Rosaline to the other female guests. Romeo agreed Another example of coincidence is evident here. If Rosaline had not been attending, Benvolio would not have thought anything of the party. During the Capulets ball Romeo and Juliet had seen each other, once this happened, there was no force that could have stopped them from falling in love. The encounter with the servant in the city set off an unlikely chain of events. Given the information following, none of these events could have been altered or avoided . And for that offense immediately we do exile him hence, (Romeo and Juliet, III, II, 191-192). Romeos banishment and the fate involved with it is a prime factor in the deaths of Romeo and Juliet. Why banishment? In Act I, Scene I the Princes words were quite the contrary. Was it intentional that a man of such high standard would go back on his word? Perhaps. Romeos exile poisons all possibility of happiness for himself and Juliet. His exile causes Juliet great sorrow, greater then if he had been executed, as stated by Juliet in Act III, Scene II, lines 130-131. Juliets sorrow drives her to obtain a knockout potion from Friar Laurence which, in effect causes Romeo to make some important decisions regarding his well being. Romeos banishment (brought about by the death of Tybalt) initiated the Friars scheme which eventually leads the two lovers to their deaths. In reuniting the two lovers, timing played the largest role in deciding if they would live or die. Friar Laurence had two chances to deliver the message to Romeo regarding Juliets present state. The first and most practical method of sending this message was through Romeos man, Balthasar. The second method was to send the message with Friar John. Timing was an important factor in both of these events. Friar Laurence had missed his opportunity to send the message with Balthasar and reverted to sending it with Friar John. As fate would have it, Friar John was locked up in a condemned house because of the plague. As a result Romeo received incorrect information. The only information he received from the unsuspecting Balthasar was that Juliet was dead. There are two important points to note in this area of the play. One being the reference to star-crossing made by Romeo when he heard of Juliets death. Is it even so? then I defy you, stars. (Romeo and Juliet, V, I, 24). The second being that when Romeo received the poison he states Come cordial, and not poison, go with thee. (Romeo and Juliet, V, I, 85). This is coincidental to what Juliet had said earlier, in Act IV, Scene III, when she drinks to Romeo. Cordial means hearty, or sincere. When someone drinks to someone else it is usually in good health. The reuniting of the two lovers in such circumstances (Romeos unawareness) could only have happened as it did by timing. One could ask what if the friar had left early?, or what if the friar had caught Balthasar and given him the message? Because of bad timing neither happened. Coincidence is a controlling element regarding the deaths of Romeo and Juliet, more so than in other areas of the play. The following examples also deal with close-calls, which involve timing as well as coincidence After Romeo had slew Paris and entered the tomb and found Juliets seemingly dead body, he uttered some interesting words. Death that hath sucked the honey of thy breath, hath had no power yet upon thy beauty. Thou art not conquered; beautys ensign yet is crimson in thy lips and cheeks. (Romeo a nd Juliet, V, III, 92-95.). Here Romeo is saying how alive Juliet looks. All he had to do was touch her and she may have been awakened and the play would have ended without a tragic closing. As Romeo drank the apothecaries mixture he drank to Juliet, as she had done before in Act IV, Scene III. This minor coincidence does not have much bearing on the course of the play, but changes the way we think of toasting to someone. Friar Laurence entered the tomb just less than half an hour after Romeo had killed himself. If the Friar had entered the tomb earlier he could have explained the situation to Romeo and no harm would have come to anyone. The Friar has proved himself to be a brave man. He married Romeo and Juliet without the consent of Juliets father. Then why did the friar behave out of character and leave the tomb when he heard the call of the watch. This gave Juliet the opportunity to get hold of Romeos well placed dagger (coincidence?) and kill herself. If the Friar had not fled he would have convinced Juliet not to kill herself as he did with Romeo in Act III, Scene III. To prove Romeo and Juliet to be a tragedy we must first prove that the death of the two lovers was caused by circumstances outside of their control or more simply, by destiny. The events which lead up to Romeo and Juliets death are all inter-related. If any of the events were absent from the list, the following events could not of happened. The list, as mentioned before is as follows; meeting, separation, reunion, and their suicides. Romeo and Juliets meeting has been proved to be by coincidence. If Romeo and Benvolio had not bumped into the Capulet servant the events would not have unfolded in the way they did. Romeo and Juliet had been separated because Prince Escalus had ordered it, what makes this unusual is that in Act I, Scene I, the Princes warning indicated that further violent confrontations would result in death. Romeo did not receive the message from the Friar in Act V, Scene I, because of coincidence. If he had received the message, the Friars scheme would have gone as planned. Coincidence is exceedingly evident when Romeo enters the tomb to die with Juliet as proven earlier. As the coincidences in the novel build up, the readers idea of reality changes, and enables Shakespeare create one of his greatest tragedies, Romeo and Juliet. .u4d79f9126680f6b1eaccfb72aefdfd10 , .u4d79f9126680f6b1eaccfb72aefdfd10 .postImageUrl , .u4d79f9126680f6b1eaccfb72aefdfd10 .centered-text-area { min-height: 80px; position: relative; } .u4d79f9126680f6b1eaccfb72aefdfd10 , .u4d79f9126680f6b1eaccfb72aefdfd10:hover , .u4d79f9126680f6b1eaccfb72aefdfd10:visited , .u4d79f9126680f6b1eaccfb72aefdfd10:active { border:0!important; } .u4d79f9126680f6b1eaccfb72aefdfd10 .clearfix:after { content: ""; display: table; clear: both; } .u4d79f9126680f6b1eaccfb72aefdfd10 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u4d79f9126680f6b1eaccfb72aefdfd10:active , .u4d79f9126680f6b1eaccfb72aefdfd10:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u4d79f9126680f6b1eaccfb72aefdfd10 .centered-text-area { width: 100%; position: relative ; } .u4d79f9126680f6b1eaccfb72aefdfd10 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u4d79f9126680f6b1eaccfb72aefdfd10 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u4d79f9126680f6b1eaccfb72aefdfd10 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u4d79f9126680f6b1eaccfb72aefdfd10:hover .ctaButton { background-color: #34495E!important; } .u4d79f9126680f6b1eaccfb72aefdfd10 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u4d79f9126680f6b1eaccfb72aefdfd10 .u4d79f9126680f6b1eaccfb72aefdfd10-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u4d79f9126680f6b1eaccfb72aefdfd10:after { content: ""; display: block; clear: both; } READ: Who's For The Game?   Essay We will write a custom essay on A Pair Of Star-crossed Lovers, Romeo And Juliet. 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