The Citadel Admissions SAT Scores, Financial Aid

The Citadel Military College of South Carolina has generally open admissions. Only around one-quarter of those who apply will not be accepted to the school. Students interested in applying to The Citadel need to submit scores from either the SAT or ACT to the school. They also need to fill out the online application (found at the schools website), submit a high school transcript, pass a physical exam, and meet other requirements outlined by the school. Admissions Data (2016) Percent of Applicants Admitted: 82%GPA, SAT and ACT Graph for Admission to The CitadelTest Scores: 25th / 75th PercentileSAT Critical Reading: 470 / 580SAT Math: 480 / 580SAT Writing: - / -What these SAT numbers meanSAT Comparison for South Carolina CollegesSouthern Conference SAT score comparisonACT Composite: 20 / 25ACT English: 19 / 24ACT Math: 19  / 26What these ACT numbers meanACT Comparison for South Carolina CollegesSouthern Conference ACT score comparison The Citadel Description Founded in 1842, The Citadel is a public university located in Charleston, South Carolina, that is well known for its Corps of Cadets. Citadel students are educated in a military system that emphasizes leadership and character training. About a third of Citadel graduates accept military commissions. The college has a 14 to 1  student / faculty ratio, and students come from 40 states and 12 countries. The Citadel does well in regional and national rankings because of its high four-year graduation rate and strong academic programs. In athletics, The Citadel Bulldogs compete in the NCAA Division I  Southern Conference, and the school is proud of its athletes high graduation rates. Enrollment (2016) Total Enrollment: 3,602  (2,773 undergraduates)Gender Breakdown: 89% Male / 11% Female90% Full-time Costs (2016 - 17) Tuition and Fees: $11,734 (in-state); $32,812 (out-of-state)Books: $7,795 (why so much?)Room and Board: $6,549Other Expenses: $1,760Total Cost: $27,838 (in-state); $48,916 (out-of-state) The Citadel Financial Aid (2015  - 16) Percentage of New Students Receiving Aid: 85%Percentage of New Students Receiving Types of AidGrants: 73%Loans: 53%Average Amount of AidGrants: $11,669Loans: $7,892 Academic Programs Most Popular Majors:  Business Administration, Civil Engineering, Criminal Justice, Electrical Engineering, History, Physical Education, Political Science Graduation and Retention Rates First Year Student Retention (full-time students): 83%Transfer-out Rate: 20%4-Year Graduation Rate: 60%6-Year Graduation Rate: 69% Intercollegiate Athletic Programs Mens Sports:  Track and Field, Basketball, Football, Baseball, Rifle, Wrestling, Tennis, Cross CountryWomens Sports:  Soccer, Rifle, Golf, Track and Field, Cross Country, Volleyball Data Source National Center for Educational Statistics If You Like The Citadel, You May Also Like These Colleges Norwich UniversityVirginia Military InstituteWest Point (United States Military Academy)Virginia TechAnnapolis (United States Naval Academy)United States Air Force AcademyUnited States Coast Guard AcademyUnited States Merchant Marine Academy Explore Other South Carolina Colleges Anderson  | Charleston Southern  | Claflin  | Clemson  | Coastal Carolina  | College of Charleston  | Columbia International  | Converse  | Erskine  | Furman | North Greenville  | Presbyterian  | South Carolina State  | USC Aiken  | USC Beaufort  | USC Columbia  | USC Upstate  | Winthrop  | Wofford

The Great Artists And Inventors During The 15th And 16th...

Dani Roz May 5, 2015 There have been many great artists and inventors during the 15th and 16th century, but none of them are not as great or as known as Leonardo Da Vinci. Leonardo Da Vinci’s intelligence allowed him to create and invent things that none of the other inventors could make or even think of. Da Vinci painted some of the most magnificent and priceless paintings such as the Mona Lisa and The Last Supper. Da Vinci was also an inventor; he would write down all of his ideas and test some of the out. Some of these inventions play a big part of life today; these inventions include the airplane, helicopter, scuba gear, machine gun and plans for the military. Leonardo Da Vinci was an amazing artist, writer, mathematician and inventor who created things well before his time. (History.com) Leonardo Da Vinci was born on April 15, 1452, in Vinci, Italy. His father Ser Petro and his stepmother raised Da Vinci because his birth mother was a peasant. When he was around the age of 14, his father saw that he had a unique artistic talent and he obtained him an internship with a painter/sculpture named Andrea del Verrocchio. After six years of learning the artistic skills he needed, Da Vinci was able to leave Andrea del Verrocchio and start a career of his own, Da Vinci started his own workshop. (Bio.com) Leonardo Da Vinci is known throughout the world for many of his creations, but he is arguably most known for his two most famous painting, the MonaShow MoreRelatedRenaissance Art : A New System Of Astronomy, Exploration Of The Natural World1217 Words   |  5 Pagesfrom Italy in the 14th century. Renaissance art is an expression of Greco-Roman traditions, is captured the beauty and mystery of the natural world. The French word â€Å"Renaissance† means â€Å"Rebirth†, it fits because the Renaissance is the rebirth of the Greco-Roman culture. The origins of Renaissance art can be traced to Italy in the 13th and 14th century. 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Northern Mariana Islands and Guam History Free Essays

string(84) " the Manila Galleon trade, which was the exchange of goods between Asia and Mexico\." Guam History: A Review of the Island’s Unique History VincentAnthony V. Borja English 135 Professor Rosemary Harty April 21, 2011 Over the past 10 years, random people would ask me about the history of Guam, and how it became a United States territory. Grew up most of my life on Guam, but never really cared about its history, although, every year we would celebrate its liberation day from the Japanese and celebrate festive holidays significant to the islands history, I never really understood why we celebrated it. We will write a custom essay sample on Northern Mariana Islands and Guam History or any similar topic only for you Order Now The Spanish Era, the American Period, the Japanese occupation played a major influence on the island and its culture today. The island of Guam, Guahan in native Chamorro, is a truly multi-ethnic community that reflects the cultures of its original Chamorro inhabitants as early as 2,000 B. C. , influenced by countless European, American, Asian, Micronesian, and other people who have occupied, visited and immigrated to Guam since the 16th Century. Many question the discovery by the Spaniards, the occupation of the Americans and the Japanese that shaped the island’s history that makes its culture very fascinating. Understanding the islands struggles that have lead to the American status that it eventually became after many centuries of fighting. Guam of today is truly a mixed community with a distinctive culture, the foundation of which is ancient Chamorro heavily influenced by the Spanish occupation and the Catholic Church. Strong American influence is also evident in the celebration of many public holidays, the form of Government and the pride in being U. S. that is displayed by the natives. Guam’s culture has also been influenced and enriched by the Filipino, Japanese, Korean, Chinese and Micronesian immigrants each group of who have added their unique contributions. According to the 2000 Census of Population and Housing the present population of Guam, is approximately 154,805 whom roughly 37% are Chamorro, 26% Filipino, 11% other Pacific Islander with the remaining 26% primarily Caucasian, Chinese, Korean and Japanese, all of whom bring their cultural heritage and customs and contribute to Guam’s unique culture and appeal. (U. S. Department of Commerce, 2004) SPANISH ERA According to the journals of Antonio Pigafetta, whom was an Italian scholar and traveler form the republic of Venice. Pigafetta travelled with Portuguese explorer Ferdinand Magellan and recorded most of Magellan’s travels. Ferdinand Magellan on March 6, 1521, first discovered the island. (Pigafetta, 1995, p. 18) During his stop on the island, the natives canoed out to the ships and stole everything that was not secured or tied down. The weakened sailors had trouble fending off the tall and robust natives until a few shots from the  Trinidad’s big guns frightened them off the ship and they retreated into the surrounding jungle. The purpose of Magellan’s visit was to restock on supplies and find food. After Magellan’s travel throughout the Marianas, it was primarily his experience on Guam that the Marianas was named Li Ladroni, the island of thieves. (Suarez, 1999, p. 133) Although Magellan was considered the first European explorer to step foot on Guam’s beaches, it was known that Guam and the other Mariana islands were formally claimed by the Spanish Crown in 1565 by General Miguel Lopez de Legazpi for Spain. King Phillip II of Spain wanted trade to begin with the Phillipine islands, islands named after him. Legazpi was sent across the pacific from Mexico, which was a colony of Spain in 1564. During Legazpi’s sail across the pacific, King Phillip ordered him to take possession of all land and any island encountered. Additionally, he wanted Legazpi to find a route between Mexico and the Philllipines that would go through the pacific. Legazpi and his fleet reached Guam on January 22, 1565 and docked his ships for four days. After days of waiting, they finally went on shore on January 26, 1565 to claim Guam and posted the Spain flag. (Cunningham ; Beaty, 2001) Legazpi and his men stayed on Guam for eleven days. During this visit, Legazpi was so afraid of upsetting the Chamorro’s that he ordered all crew members not to go on shore without his permission. The Chamorro’s were much friendlier, canoeing out to greet the voyagers with food and supplies, a much different experience the Spanish explorers had remembered during their last Guam visit. Clever and sly, the Chamorro’s were always trying to trade rice for nails. Frequently the natives would fool the voyagers by placing rice in the top of the bag and filling the bottom with rocks and straw. When the men went ashore to fill the kegs with water, an altercation took place, and one of Legazpi’s men was killed. Legazpi was upset and ordered a hundred men to go to the island and punish the Chamorro’s. The result was three Chamorro’s hung and killed; and many houses and canoes burned. Following the incident Legazpi declared anchors to be lifted and the Spaniards journeyed for the Philllipines. (Rogers, 1995, p. 14) Catholocism was the first religion introduced on the island during the 1600’s. The major influence and main support came from one of the main leaders on the island during that time. Chief Quipuha was the maga’lahi or highest-ranking male, in the area of Hagatna when the Spanish landed off its shores in 1668. On June 15, 1668 missionaries led by Spanish Jesuit Padre Diego Luis de San Vitores of Burgos, of Spain, whom landed off the shores of Hagatna. They were greeted and welcomed by Chief Quipuha, the name Ke puha or Quipuha means, â€Å"to uphold†. Chief Quipuha was so welcoming to these missionaries; he even offered a plot of land in Hagatna for the mission. Political Status Education Coordinating Commission, 1995) It was on this offered land where the first Catholic Church in Guam was built and Catholicism was introduced. Chief Quipuha died in 1669, but his legacy left a tremendous impact that allowed the Spanish to continue its legacy for the Manila Galleon trade, which was the exchange of goods between Asia and Mexico. You read "Northern Mari ana Islands and Guam History" in category "Essay examples" (Naval Station Guam) About a century later, In April of 1672, Padre Diego Luis de San Vitores and his Filipino assistant were killed by Chief Mata’ pang of Tumon for baptizing the Chief’s baby girl without the Chief’s consent. (Rogers, 1995, p. 5) It is theorized, that Mata’ pang may have acted out of frustration from being compelled to the harsh rule of a foreign Spanish king. Whereas San Vitores tried to carry out his mission in a peaceful manner, the Spanish military ruthlessly governed the local populace to protect their Galleon routes. Regardless of Mata’ pangs motives, the death of San Vitores lead to an all-out war that nearly resulted in extinction of the Chamorro race. Sources have estimated Chamorro casualties to the fighting and disease reduced the population from 200,000 to roughly 5,000 by 1741, mostly women and children. The Spaniards imported Spanish soldiers and Filipino’s to restock the population, marking the end of the pure Chamorro bloodline. (Rogers, 1995, pp. 41-57) After 1695, Chamorro’s were forced to settle in five villages: Hagatna, Agat, Umatac, Pago, and Fena, were monitored by the priests and military garrison, forced to attend Church daily and to learn Spanish language and customs. In 1740, Chamorro’s of the Northern Marianas Islands, except Rota, were removed from their home islands and exiled to Guam. Mata’ pang himself was killed in a final battle on the island of Rota in 1680. Having been vilified for the incident that sparked the decimation of the pure Chamorro race, the name Mata’ pang has evolved to mean silly. (Donald L. Platt, 2009) During the 18th century, the English pirates who visited Guam to take on supplies and provisions preyed upon the Spanish galleons. Guam was a host to a number of scientists, voyagers, and whalers from Russia, France, and England some of whom provided detailed accounts of the daily life on Guam under Spanish rule. Evidence of Spanish buildings, bridges, churches and forts can still be seen across the island, especially in the southern areas of the island. Spanish cannon still overlooks Hagatna and Umatac bays from Forts Agueda and Soledad, the Plaza de Espana, once the Spanish Governor’s Palace, still stands in central Hagatna, and sunken Spanish galleons still lie under Guam’s crystal clear waters. The architecture and design of structures build long after the Spanish era, such as the bridge in Umatac, which still has distinct Spanish quality. (Donald L. Platt, 2009) AMERICAN PERIOD During the Spanish-American war Guam was ceded to the United States by the Treaty of Paris, which ended the Spanish American war in 1898 and Guam was formally purchased from Spain for $20 million in 1899. At the time of the turnover, the local population of Guam had grown to about 10,000 inhabitants. U. S. President William McKinley issued an executive order placing Guam within the administration of the Department of the Navy. Captain R. P. Leary was appointed the island’s first U. S. Governor. (Rogers, 1995, p. 14) Under Navy administration, Guam experienced many improvements in the areas of agriculture, public health, sanitation, education, land management, taxes, and public works. Orders issued by Captain Leary on August 16, 1899, regulated the importation and sale of intoxicating liquors; regulated the celebration of church and other holidays; prohibited the transfer of land without the consent of the government; prohibited concubine and requir ed that marriage be performed between persons that were cohabiting; prohibited exportation of certain articles in common use among he people; required persons without a trade or regular employment to pant specified commodities and keep certain live stock; regulated the keeping of dogs and other animals running at large; abrogated the Spanish system of taxation and provided a new one; established a public system of nonsectarian education; and required each adult to learn to write his or her own name within a specified time. (Rogers, 1995, p. 119) In 1927, the people of Guam, including schoolchildren who donated a penny each, collected $703. 92 to have a ship’s bell and a commemorative plaque manufactured in Shanghai, China. The bell was presented to the Navy and has served distinctively on each of the three USS Guam Naval vessels. (Palomo, 1999)The U. S. Navy continued to use Guam as a refueling and communication station until 1941, when it fell to invading Japanese forces shortly after the attack on Pearl Harbor. â€Å"The bell, along with a commemorative bronze plaque, has been returned to Guam after the decommissioning of the USS Guam, an amphibious assault ship (LPH-9), on August 25, 1998 at the Norfolk, Virginia, Naval Base. The USS Guam is the third Navy vessel named after Guam. † (Palomo, 1999) JAPANESE OCCUPATION On December 10, 1941, Guam surrendered to the Japanese South Seas detachment after a valiant defensive struggle by the island’s Insular Force Guard and a limited number of U. S. Marines. Guam became the only populated U. S. soil to be occupied by another country in World War II. Guam was renamed â€Å"Omiya Jima† and for 31 months, the people of Guam were forcibly subjected to intolerable hardships administered by the Japanese military. Although some measure of religious practice and business activities were permitted, atrocities, grenade slaughters and rapes were common. The 29th Division of Japan’s Kwantung Army established concentration camps and approximately 600 Chamorro’s were executed. (Rogers, 1995, pp. 163-181) Some Chamorro’s were beheaded when the Japanese learned of the 3-year humanitarian effort by Chamorro’s to successfully feed and hide U. S. Navy radioman George Tweed, who escaped in the initial invasion. Tweed’s cave is a popular â€Å"boonie stomping† destination on Guam today. (Babuata, 2009) Many landmarks of the Japanese occupation, including gun emplacements and tunnels can still be seen around the island of Guam. LIBERATION AND U. S. TERRITORIAL STATUS Record tonnage of naval bombardment in which thousands of Japanese and Chamorro’s marked the campaign for the liberation of Guam lost their lives and the city of Hagatna was nearly destroyed. American forces landed on July 21, 1944 at Asan and Agat beaches. In honor of the bravery and sacrifices of all those who participated in the Pacific Theater of World War II, including soldiers, sailors and marines of the United States, Japan, Australia, Canada, China, France, Great Britain, New Zealand, the Netherlands, and the Soviet Union, the landing area has been designated as the â€Å"War in the Pacific National Historic Park. During the following bitter three week campaign, 7,000 U. S. and 11,000 Japanese lives were lost before Guam was reclaimed and once again under American administration. (Aguon, 2009) Today, July 21st, Guam Liberation Day, is a major Guam holiday. All government offices and most businesses are closed as the island celebrates with daylong fiestas and a parade down Marine Corps drive in Hagatna. Because of its strategic position, Guam was used as a command post for U. S. Western Pacific operations until the War came to an end in 1945. On May 30, 1946, the U. S. Naval Government was re-established. Although concluded over 50 years ago, World War II still exerts a major influence on Guam. Relics and evidence of the War are still evident all across the island and divers can survey wrecks of Japanese, American, German and other ships and airplanes under Guam’s warm clear waters. On January 24, 1972, the last Japanese World War II holdout, Sergeant Shoichi Yokoi, was discovered in the cave in which he had been hiding since his unit was scattered by the advancing Americans in July 1944. Sergeant Yokoi’s cave at Talofofo falls has been preserved as a popular attraction for visitors. (Aguon, 2009) As the Westernmost U. S. soil in the Pacific, Guam today remains a strategic outpost for the U. S. military. In 1949, U. S. President Harry S. Truman signed the Organic Act making Guam an unincorporated territory of the United States with limited self-governing authority and granting American citizenship to the people of Guam. In 1962, security clearance requirement for travel to Guam, which had been in place since World War II, were lifted permitting Guam’s economy to flourish and opening an influx of new residents of diverse nationalities and races such as Filipino, Japanese, Korean, Chinese, Indian, Pacific Islanders nd Caucasian. (Rogers, 1995) CULTURE The core of Guam culture, the Chamorro, is characterized by a complex social protocol centered upon respect, caring, accepting and helping one another. Inafa’maolek, or interdependence, is a central value in Chamorro culture that depends on a spirit of cooperation. Historian Lawrence Cunningham in 1992 wrote, â€Å"In a Chamorro sense, th e land and its produce belong to everyone. This is the armature, or core, that everything in Chamorro culture revolves around. It is a powerful concern for mutuality rather than individualism and private property rights. The culture is visibly manifested in the kissing of the hands of elders, passing of legends, music, dance, chants, courtship rituals, handicrafts, burial rituals, preparation of herbal medicines, and requesting forgiveness from spiritual ancestors when entering a jungle. Glimpses of Guam culture are evident in local legends and folklore such as the taotaomona (ancient spirits), doomed lovers leaping to their death off Two Lover’s Point (Puntan Dos Amentes), and Sirena, a beautiful young girl who became a mermaid. Guam Society and Culture Complete Report, 2010) The Spanish occupation was based on conquest and conversion to â€Å"save the heathen souls†, implemented by force, which nearly resulted in the total extermination of the pure Chamorro race. How ever, the Spanish failed to recognize that the Chamorro culture was matrilineal and largely ignored the influence of the Chamorro women, which likely accounts for the fact that the Chamorro culture has endured to this day. The greatest influence of the Spanish over Guam’s culture was through the Catholic Church, which has, since the 17th century, been the center of village activity. Today, every village has its patron saint whose feast day is celebrated with an elaborate fiesta, to which the entire island is invited. These fiestas, whereupon by duty, extended families contribute food and work to cook for the village guests remain a key attribute of the culture of Guam till’ this day. Chamorro society emphasizes respect for the elderly. The practice of  manngingi (â€Å"to smell†) entails sniffing the right hand of an elderly person to express one’s deep regard. Before colonial rule, Chamorro’s recognized the power and authority of clan elders. Informal positions of authority were granted to elders who commanded the respect of their clan members. Elders could pool the labor and material resources of their clans in times of need. (Guam Society and Culture Complete Report, 2010) Today thousands of tourist visit the island to experience a blend of Spanish, Micronesian, Asian and western influences that have inhabited Guam for the past 300 years. The experience of the island’s history and living traditions when you visit historic sites or by sampling some of the island’s delicious food. In conclusion, because Guam is the because island in the pacific, and a strategic point in the pacific, it is a valuable territory that will always be secured by America and very much appreciated. Although, the natives appreciate the Americas presence and Guam’s current political status on the island, they are still fighting for a lot of the original land to be returned to original landowners. The natives endured many struggles from Spain and Japan in order for the island to be what it is today. The diverse influence that started from the Spanish era, the Japanese occupation, and then the liberation from the Americans is what makes the Chamorro culture very unique. The new generation is fighting to preserve what is left of the island’s history, and many organizations are working to promote the culture through song and music. References Aguon, Katherine, PhD and Palomo, Tony. WWII: From Occupation to Liberation, referenced April 12, 2011, 2009 Guampedia, URL: http://guampedia. com/wwii-from-occupation-to-liberation/ Babauta, Leo. George Tweed, referenced April 11, 2011, 2009 Guampedia, URL: http://guampedia. om/george-tweed/ Ballendorf, Dirk Foster, Sophie. Guam. (2011). In Encyclop? dia Britannica. Retrieved from http://www. britannica. com/EBchecked/topic/247691/Guam Coomans, Fr. Peter. (1997). History of the Mission in the Mariana Islands: 1667 –  Ã‚  1673. Occasional Historical Papers Series No. 4. Translated and edited by Rodrigue Levesque. Saipan, CM:  Ã‚  Division of Historic Preservation Cunningham, Lawrence J. ; Beaty, Janice J. 2001 A History of Guam. Hagatna, GU; Bess Press Guam Society and Culture Complete Report. World Trade Press Date Published: 2010 LC Call Number: DU647 ISBN: 9781607804727 Naval Station Guam. Chief Quipuha (Ke puha) Statue. Retrieved April 09,2011 from http://ns. gov. gu/quipua. html Palomo, Antonio. The Guam Bell. Referenced April 14, 2011. 1999 Guam. org, URL: http://guam. org. gu/guambell/ Rogers, Robert F. (1995). Destiny’s Landfall: A History of Guam. Honolulu, HI: University of Hawai’i Press. Under the Organic Act 1950-1970 224-232 Smith, J. (2004). Martin Luther. In L. McDonald (ed. ), Encyclopedia of science and religion. Babson Press. Retrieved November 20, 2003, from http://www. scireligion. com/ml Suarez, Thomas (1999). Early Mapping of Southeast Asia. Singapore; Periplus Editions (HK) Ltd. How to cite Northern Mariana Islands and Guam History, Essay examples

Romeo and Juliet is one of William Shakespeares most famous plays Essay Example For Students

Romeo and Juliet is one of William Shakespeares most famous plays Essay Romeo and Juliet is one of William Shakespeares most famous plays for one main reason; it keeps the audience gripped and in suspense throughout the play. However this is not achieved through clever writing and screen play alone, this suspense is maintained by Shakespeare using a timeless method of getting someones attention; by showing the audience conflict. This magnificent play is all constructed around this simple 8 lettered world conflict, some form of confrontation and in Romeo and Juliet Shakespeare shows three types of conflict Verbal, physical and emotional. As Humans it is in our nature to try to avoid conflict however often it is unavoidable and is even necessary in the pursuit of happiness. This is what Shakespeare is trying to show in his plays, the bitter reality of life which may sound depressing now however showing this struggle for happiness is the best way for Shakespeare to enthuse and entertain his audience. Romeo and Juliet is a perfect example of one of his plays. This play is about Romeo and Juliet a pair of star crossed lovers that take their life, this one line summarises the whole play, two lovers that reach an untimely death in a desperate attempt to be together and this struggle occupies the two hours traffic of the stage. In this essay I will explore how Shakespeare conveys this conflict so well without even the use of special effects, lighting or fancy props. We will write a custom essay on Romeo and Juliet is one of William Shakespeares most famous plays specifically for you for only $16.38 $13.9/page Order now Even before the play has begun Shakespeare sets the scene with an explosive prologue in the form of a sonnet which outlines the plot and more importantly the conflict. As early as line 3 Shakespeare writes; from ancient grudge break to new mutiny which immediately suggests violence and therefore death which of course is physical conflict. However it does not stop there the prologue continues to say doth with their death bury their parents strife the word death suggests physical conflict and bury their parents strife suggests verbal/emotional conflict. This line like the other shows the conflict between the two houses both alike in dignity; however this line also shows how the families can put all the hatred behind them and somehow reach peace. Again more conflict is conveyed in line 10 when the prologue mentions their parents rage which suggests verbal conflict and potential physical conflict between the two families which develops as the play progresses. This prologue outlines the play, it sets the scene fair Verona and shows all the three types of conflict that we witness in the play and the prologue prepares us for this. Shakespeare makes a bold decision in giving away the end of the play in the prologue however I believe that this comes to fruition. As the play builds up in a crescendo of conflict and the plot unravels; the audience start to become so involved in the play and the characters that they even start to hope and even believe that it will all work out even though there is a voice in the back of your head constantly reminding you that it will all end in tragedy and true to the voice it does. This prologue seems like a gamble however Shakespeare knew that giving the story away so early on will further the theme of conflict and even bring it upon the audiences mind, on whether everything will go according to plan or not. This technique that Shakespeare cleverly makes use of helps to build the suspense and add to the conflic t in the play. This conflict that we are prepared for in the prologue is certainly lived up to in Act One Scene One which kicks off with an abusive exchange of insults which then leads to a civil brawl between the Montagues and the Capulets. This scene begins with Sampson and Gregory (Capulet servants) boasting about how they are superior to all Montagues and what they would do if they came across one. Sampson states that he will strike quickly which is a direct reference to physical conflict so therefore builds tension, they then go on to say how they will thrustmaids to the wall and take their maidenheads (virginity) this banter is their way of gearing up For a fight and as the audience know that they this verbal conflict will break to new mutiny. The Capulet servants then get their wish when Abram and other fellow Montagues enter, the Capulets immediately see an opportunity to mock, offend and therefore prove their superiority to the Montagues. First Gregory suggests that they frown at them, however Sampson seems to go one further and bites his thumb at Abram and the Montagues which is an insult and a disgrace to them if they bear it. Upon seeing this gesture Abram is enraged and confronts Sampson by saying do you bite your thumb at us, sir? scared by this aggression Sampson nervously replies I do bite my thumb sir Abram repeats this question obviously dissatisfied by Sampsons first answer. Consequently Sampson backs down. Disappointed by his friends answer Gregory asks Abram if he quarrels (wants a fight) and he replies no, sir this conflict then escalates as Sampson says I am for you, I serve as better man as many surprised that Sampson has not used this opportunity to insult him replies no better?. A nervous Sampson stalls until he spots one of his masters kinsman and uses this to quickly embarrass the Capulets so says yes, better which ignites the flame and this scene climaxes with a fight. .u9d650d0469b1b5f2bf931c65c5ec8958 , .u9d650d0469b1b5f2bf931c65c5ec8958 .postImageUrl , .u9d650d0469b1b5f2bf931c65c5ec8958 .centered-text-area { min-height: 80px; position: relative; } .u9d650d0469b1b5f2bf931c65c5ec8958 , .u9d650d0469b1b5f2bf931c65c5ec8958:hover , .u9d650d0469b1b5f2bf931c65c5ec8958:visited , .u9d650d0469b1b5f2bf931c65c5ec8958:active { border:0!important; } .u9d650d0469b1b5f2bf931c65c5ec8958 .clearfix:after { content: ""; display: table; clear: both; } .u9d650d0469b1b5f2bf931c65c5ec8958 { 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; } .u9d650d0469b1b5f2bf931c65c5ec8958:active , .u9d650d0469b1b5f2bf931c65c5ec8958:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u9d650d0469b1b5f2bf931c65c5ec8958 .centered-text-area { width: 100%; position: relative ; } .u9d650d0469b1b5f2bf931c65c5ec8958 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u9d650d0469b1b5f2bf931c65c5ec8958 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u9d650d0469b1b5f2bf931c65c5ec8958 .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; } .u9d650d0469b1b5f2bf931c65c5ec8958:hover .ctaButton { background-color: #34495E!important; } .u9d650d0469b1b5f2bf931c65c5ec8958 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u9d650d0469b1b5f2bf931c65c5ec8958 .u9d650d0469b1b5f2bf931c65c5ec8958-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u9d650d0469b1b5f2bf931c65c5ec8958:after { content: ""; display: block; clear: both; } READ: Albert Camus EssayThis confrontation slowly builds up to become the 3rd civil brawl, this verbal conflict brought about by the servants point scoring slowly builds tension which reaches climax when they fight (physical conflict). However if the fight then continued from there the suspense would be lost, Shakespeare sees this and maintains the tension by introducing a new character; Benvolio Montague the peace keeper and cousin of Romeo immediately tries to break up the fight by saying put up your swords you know not what you do however this peace is short lived, soon after Benvolios entrance the pugnacious cousin of Juliet Tybalt tips the balance in favour of a fight and u ndoes all the work of Benvolio who desperately tries to keep the peace. They are then involved in a small confrontational exchange where Tybalt tells Benvolio to look upon thy death. This clash between good and evil builds the tension; a fight for a whole scene would be boring however the tension builds and is enhanced by the verbal conflict. These exchanges of harsh words keep the audience guessing and therefore on the edge of theirs seats gripped and wondering what will happen next. After the explosive fight the Prince enters and severely warns them against fighting again under penalty of death this adds yet more tension and increases the suspense because we know that they are going to fight again and know that when they do the consequences will be horrendous. Act one scene one is crucial because like the prologue lays the foundations for the play, it shows the relationship between the two houses and the way that each family deals with their problems, by fighting. This all prepares us for the tragic end; however this scene not only prepares us it also entertains and enthuses the audience so we forget about the prologue and start to feel attached to the characters and their fate, so therefore become involved in the play. However this play isnt about violence, death, physical or even verbal conflict. It is a love story and true to this theme when we first meet Romeo at the end of Act one Scene one he is in love but not with Juliet, but is mourning that is love is unrequited with a fair young lady that goes by the name of Rosaline. In this scene Benvolio is trying to comfort young Romeo who is out of Rosalines Favour. Romeo pours his heart out to Benvolio, he talks of how his hours seem long, Benvolio however as no time for his naive cousins ramblings and suggests that he examines other beauties consequently Romeo reluctantly agrees. This conversation between Romeo and Benvolio shows the emotional conflict within Romeos heart, this over the top reaction of Romeo gives us an insight into the character of Romeo; we can see that he is a lover rather than fighter which later on in the play builds tension as he is forced out of his shell to ironically fight for his love which will have devastating results. After this talk the Montagues then illegally attend the Capulets party and this is where Romeo and Juliet first meet and where yet more emotional conflict occurs within Romeo and now Juliets heart when they discover the true identity of each other. However before this occurs the presence of the Montagues is noted by fiery Tybalt who consequently asks for his rapier to kill the villain Romeo however before Tybalt can stir one foot to seek his foe Lord Capulet rebukes him and explains how Verona brags of him to be a virtuous and well governed youth however Tybalt is reluctant to back down and says to his uncle Ill not endure him which provokes Lord Capulet to violently respond he shall be endured, Capulet is adamant that Tybalt will not create a mutiny among his guests. So Tybalt reluctantly agrees to endure him however as the audience have seen Tybalt in action in the first scene we know that the feud with Romeo will not end there so keeps the audience guessing when Tybalt will confro nt young Romeo which adds to the tension and therefore the conflict. Unlike the other conflict scenes that I have described in my essay this is internal, within a family so shows just how argumentative Tybalt actually is, if he can be so rude and aggressive towards his own family what could he be like towards his enemies such as the Montagues? Then after this exchange between Tybalt and Capulet Romeo and Juliet meet for the first time. They exchange some flirtatious remarks kiss briefly numerous times however are then interrupted by the nurse who takes Juliet off to see her mother and tells Romeo that Juliet is the daughter of the lady of the house and a Capulet. She then goes on to tell Juliet that Romeo is a Montague and the only son of your great enemy Upon hearing this devastating news both Romeo and Juliet are covered in melancholy, Romeo had just got over Rosaline and now was faced with yet more trouble, where as Juliet could see the irony and was devastated that her only love was sprung from her only hate, which sums up the emotional conflict between these two young lovers, they had a choice of whether to refuse thy father and deny thy name and be together or to stay true to their families and look for love from a more acceptable family. It is this burning question inside their hearts that drives the conflict within themselves and leads to such extreme measures in the end which eventually leads to their deaths. .u98704c2c0a7962c65efd29a57b22897f , .u98704c2c0a7962c65efd29a57b22897f .postImageUrl , .u98704c2c0a7962c65efd29a57b22897f .centered-text-area { min-height: 80px; position: relative; } .u98704c2c0a7962c65efd29a57b22897f , .u98704c2c0a7962c65efd29a57b22897f:hover , .u98704c2c0a7962c65efd29a57b22897f:visited , .u98704c2c0a7962c65efd29a57b22897f:active { border:0!important; } .u98704c2c0a7962c65efd29a57b22897f .clearfix:after { content: ""; display: table; clear: both; } .u98704c2c0a7962c65efd29a57b22897f { 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; } .u98704c2c0a7962c65efd29a57b22897f:active , .u98704c2c0a7962c65efd29a57b22897f:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u98704c2c0a7962c65efd29a57b22897f .centered-text-area { width: 100%; position: relative ; } .u98704c2c0a7962c65efd29a57b22897f .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u98704c2c0a7962c65efd29a57b22897f .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u98704c2c0a7962c65efd29a57b22897f .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; } .u98704c2c0a7962c65efd29a57b22897f:hover .ctaButton { background-color: #34495E!important; } .u98704c2c0a7962c65efd29a57b22897f .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u98704c2c0a7962c65efd29a57b22897f .u98704c2c0a7962c65efd29a57b22897f-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u98704c2c0a7962c65efd29a57b22897f:after { content: ""; display: block; clear: both; } READ: Essay On The Cherry Orchard About SocietyThis scene is also crucial in the build up of tension and conflict between the two families especially between Romeo and Tybalt. After the party Tybalt then goes looking for the villain Romeo however comes across Mercutio first and kills him instead of Romeo. This conflict between the families also leads on to the secret marriage between Romeo and Juliet who do it out of fear that their families will try to tear them apart from each other. The party is the turning point in the play, there is no longer a light hearted element to the play, people start to be murdered, things get serious as the plot unfolds and the prospect of death ju st adds to the conflict between Romeo, Juliet and their families. After Mercutio and Tybalts death in act three scene one Juliet is left in her room in great distress when the nurse tells her of the days events, it begins with the nurse entering Juliets room crying out in sorrow hes dead which Juliet thinks is Romeo, however she is then relived to find out that he is alive however is distressed to find out that Tybalt is actually dead and killed by Romeo. This brings her into turmoil and emotional conflict within herself, she feels that she should be mourning her cousins death and hate Romeo for what he has done however is more concerned that Romeo has been banished rather than with Tybalts death. This marks Juliet denying her father; she is starting to forget her family and to care about Romeo above everyone else. She immediately takes Romeos side which shows her love for him and that he is the closest to her heart but brings great emotional conflict within herself because she is confused about how she should feel towards Tybalt and Romeo. In act three scene five after Romeo and Juliet have said their goodbyes, the nurse enters, then the mother and proclaims that she will marry next Thursday morn, the gallant, young and noble gentleman Paris however instead of being grateful for a husband she is mortified as she is already married and exclaims how she would sooner marry Romeorather than Paris which is ironic as she is actually in fact married to Romeo however Lady Capulet sees Romeo as a murder an this is what Juliet is trying to say, that she would rather marry a villainous murderer who killed her cousin than marry Paris. Then Lord Capulet enters with a much more stern approach to Juliets ungrateful attitude when he has found her such a worthy gentleman. When Juliet still states that he will not make her a joyful bride Lord Capulet explodes full of rage and bombards her with a diatribe of insults, such as a disobedient wretch, a curse and a tallow face. At this point the Nurse and Lady Capulet try to defend Juliet however they cannot stop him as he is a man and the head of the house. At this time it was unheard of for a woman let alone a child to disobey their fathers and someone doing this would have been revolutionary and this is why Capulet gets so hot because he is not used to being challenged let alone by his daughter. This scene shows again how there is conflict within families and again it is within the Capulets and shows the relentless abuse and verbal conflict that Juliet has to go through for Romeo and this increases the tension, she has no choice now, he father has disowned her, the mother and the nurse couldnt stop him and Romeo was in Mantua. Desperate times call for desperate measures so Juliet calls upon close Friend of Romeo Friar Lawrence for help, and he gives her a potion so she will appear dead and go to the tomb where Romeo would go and rescue her so they could escape together, however Romeo did not get this message and went to the tomb finding her dead and kills himself. She then wakes up to find him dead so she then kills herself. This one last twist shows how the conflict between the families has led them to do desperate things in order to be together, they felt they had no choice and true to the prologue their love was death marked and true to the theme of the play it was a tragic ending however we didnt want to see this, we chose to ignore this because it is in our nature to want a happy ending but this play shows how sometimes it just isnt possible. Romeo and Juliet is a timeless classic that features the timeless theme of conflict and although it was written over 400 years ago still has relevance today, teenagers today still face protective parents, families at war and even forbidden love. Everyone can relate to Romeo and Juliet one way or another and that is what makes it such a great play that is relevant to all generations.