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control group s mean Bill clinton

Romeo and Juliet: Imagery of Love


Romeo and Juliet: Imagery of Love William Shakespeare's play, "The Tragedy of Romeo and Juliet," is the story of two "star crossed" lovers who both meet a tragic end. Romeo and Juliet is a tragedy; however, the poetic and vivid manner in which Shakespeare engages the viewer or reader make this a beautiful play. The story of Romeo and Juliet is timeless, and it has provided a model for many other stories. The story line or plot in Romeo and Juliet is well loved by many around the world, but that is not what gives the play its special quality. Just as in most of Shakespeare's plays, words and phrases with double meanings, imagery and poetry are all used to create a play that is not only a pleasure for the eyes, but one for the ears and mind as well. The following statement by Romeo in act one scene one provides a good example of this: Love is a smoke made with the fume of sighs, Being purg'd, a fire sparkling in lover's eyes, Being vex'd, a sea nourish'd with loving tears. What is it else? A madness most discreet, A choking gall, and a preserving sweet (Riverside, 1.1.190-193). Shakespeare's use of these components is exquisite and allows for much deeper involvement by the reader or viewer. In Romeo and Juliet, Shakespeare uses imagery in the forms of lightness and darkness, animals, and plants or herbs to provide the reader or viewer with a more vivid and enjoyable experience. Lightness and Darkness Imagery of lightness and darkness is used extensively throughout Romeo and Juliet to symbolize and/or describe events that take place. Capulet describes the party he is planning with lightness and darkness, "Earth-treading stars that make dark heaven light"(1.2.25). Stars continue to have a role in the play as Juliet mentions her own death she claims, Take him and cut him out in little stars, And he will make the face of heaven so fine That all the world will be in love with the night, And pay no worship to the garish sun(3.2.22-25). It seems that Juliet, unknowingly, is describing the future in a symbolic sense. Later in the play, after Romeo is banished from Verona for the slaying of Tybalt, he and Juliet exchange lines that are full of light imagery. As the dawn is approaching, Romeo describes the view, "Look, love, what envious streaks / Do lace the severing clouds in yonder east / Night's candles are burnt out . . . "(3.5.7-9). Romeo is telling Juliet with this line that the sun is coming up, which could be dangerous for him since he has been banished. However, Juliet seems to disclaim Romeo's claim with her own saying, Yond light is not day-light, I know it, I; It is some meteor that the sun [exhaled] To be to thee this night a torch-bearer And light thee on thy way to Mantua(3.5.13-15). However, Juliet realizes that Romeo is right, so she sends him off. In the same scene Romeo uses more light and dark imagery when he says, "More light and light, more dark and dark / our woes!(3.5.36-37). Apparently, Romeo is saying that their love, light, will bring about their death, dark. Furthermore, Romeo's words seem to indicate the "two" lovers by repeating the words light and dark two times each. Nevertheless, events are not the only aspect of the play that lightness and darkness seem to have significance. Feelings or emotions are described several times in the play through images of lightness and darkness. Upon Romeo's first sight of his future wife he states, "O, she doth teach the torches to burn bright"(1.5.44). Romeo's feelings about Juliet's beauty are very well known by the reader or viewer. Later in the play, Romeo speaks some of the most well known words from the play, "But soft, what light through yonder window breaks / It is the east and Juliet is the sun"(2.2.2-3). During this scene, Romeo describes Juliet as being so radiant that her light does to the sunlight what the sunlight does to a lamp. This is very powerful imagery, which seems to indicate that Juliet has much ... more

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Affirmative Action

Affirmative action works. There are thousands of examples of situations where
people of color, white women, and working class women and men of all races who
were previously excluded from jobs or educational opportunities, or were denied
opportunities once admitted, have gained access through affirmative action. When
these policies received executive branch and judicial support, vast numbers of
people of color, white women and men have gained access they would not otherwise
have had. These gains have led to very real changes. Affirmative action programs
have not eliminated racism, nor have they always been implemented without
problems. However, there would be no struggle to roll back the gains achieved if
affirmative action policies were ineffective. The implementation of affirmative
action was America's first honest attempt at solving a problem, it had
previously chosen to ignore. In a variety of areas, from the quality of health
care to the rate of employment, blacks still remain far behind whites. Their
representation in the more prestigious professions is still almost
insignificant. Comparable imbalances exist for other racial and ethnic
minorities as well as for women. Yet, to truly understand the importance of
affirmative action, one must look at America's past discrimination to see why,
at this point in history, we must become more "color conscious".
History Of Discrimination In America: Events Leading To Affirmative Action. The
Declaration of Independence asserts that "all men are created equal."
Yet America is scarred by a long history of legally imposed inequality. Snatched
from their native land, transported thousands of miles-in a nightmare of disease
and death-and sold into slavery, blacks in America were reduced to the legal
status of farm animals. A Supreme Court opinion, Dred Scott v. Sandford (1857),
made this official by classifying slaves as a species of "private
property." Even after slavery was abolished by the Thirteenth Amendment in
1865, American blacks, other minorities, and women continued to be deprived of
some of the most elementary right of citizenship. During the Reconstruction,
after the end of the Civil War, the Fourteenth Amendment was passed in 1868,
making blacks citizens and promised them the "equal protection of the
laws." In 1870 the Fifteenth Amendment was passed, which gave blacks the
right to vote. Congress also passed a number of civil rights laws barring
discrimination against blacks in hotels, theaters, and other places. However,
the South reacted by passing the "Black Codes, " which severely
limited the rights of the newly freed slaves, preventing them in most states
from testifying in courts against whites, limiting their opportunities to find
work, and generally assigning them to the status of second or third class
citizen. White vigilante groups like the Klu Klux Klan began to appear, by
murdering and terrorizing blacks who tried to exercise their new rights.
"Legal" ways were also found for circumventing the new laws; these
included "grandfather clauses", poll taxes, white only primary
elections, and constant social discrimination against and intimidation of
blacks, who were excluded form education and from any job except the most
menial. In 1883, the Supreme Court declared a key civil rights statute, one that
prohibits discrimination in public accommodations, unconstitutional. And in
1896, Plessy v. Ferguson (163 U.S. 537 [1896]), the Court declared that the
state of Louisiana had the right to segregate their races in every public
facility. Thus began the heyday of "Jim Crow" legislation. In Justice
John Marshall Harlan's lone dissent, he realized it was a mockery. He wrote,
" We boast of the freedom enjoyed by our peoples above all other peoples.
But it is difficult to reconcile that boast with a state of the law which,
practically, puts a brand of servitude and degregation upon a large class of our
fellow citizens, our equals before the law. This thin disguise of 'equal'
accommodations for passengers in railroad coaches will not mislead anyone, or
atone for the wrong this day done." Not until sixty years later, in Brown
v. Board of Education of Topeka, Kansas (347 U.S. 483 [1954]), was Plessy
overturned. Chief Justice earl Warren declared the unanimous opinion of the
court by saying: "We cannot turn the clock back to 1868, when the Amendment
was adopted, or even to 1896, when Plessy v. Ferguson was written." In
today's world, "separate educational facilities are inherently
unequal." This decision sparked racial tensions all across America. in
1957, President Eisenhower had to call federal troops into Little Rock,
Arkansas, after the state's governor forcibly barred black children from
entering white schools. In 1955, Rosa Parks was arrested and fined, for not
moving to the back of a public bus, ... more

control group s mean

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