Paris: this is that banish'd haughty montague,
that murder'd my love's cousin, with which grief,
it is supposed, the fair creature died;
and here is come to do some villanous shame
to the dead bodies: i will apprehend him.
(comes forward)
stop thy unhallow'd toil, vile montague!
can vengeance be pursued further than death?
condemned villain, i do apprehend thee:
obey, and go with me; for thou must die.
romeo: i must indeed; and therefore came i hither.
good gentle youth, tempt not a desperate man;
fly hence, and leave me: think upon these gone;
let them affright thee. i beseech thee, youth,
put not another sin upon my head,
by urging me to fury: o, be gone!
by heaven, i love thee better than myself;
for i come hither arm'd against myself:
stay not, be gone; live, and hereafter say,
a madman's mercy bade thee run away.
paris: i do defy thy conjurations,
and apprehend thee for a felon here.
which type of external conflict is reflected in this excerpt from act v of romeo and juliet?
a) person versus society
b) person versus the unknown
c) person versus nature
d) person versus person

Welcome to the vocabulary assessment. by connecting with words in a more interactive way, through a graphic organizer that includes your own ideas, we hope you will learn new vocabulary strategies to integrate into your course work and your everyday life. objectives: use a variety of techniques to acquire a range of words determine, clarify, and illustrate the meaning of unfamiliar words to ensure that you properly and successfully complete the vocabulary assessment, do the following: complete the assessment using the passage provided. select a word from the passage, and identify/create each of the following for that word: denotation connotations synonyms antonyms affixes the sentence from the passage where the word appears an original sentence using the word a memory trick type your responses in the appropriate boxes. after you have typed your responses, print your graphic organizer and submit it to your teacher. be careful not to refresh the page before printing, as some browsers will not save your work. passage from "the pit and the pendulum" by edgar allan poe very suddenly there came back to my soul motion and sound—the tumultuous motion of the heart, and in my ears the sound of its beating. then a pause in which all is blank. then again sound, and motion, and touch, a tingling sensation pervading my frame. then the mere consciousness of existence, without thought, a condition which lasted long. then, very suddenly, thought, and shuddering terror, and earnest endeavor to comprehend my true state. then a strong desire to lapse into insensibility. then a rushing revival of soul and a successful effort to move. and now a full memory of the trial, of the judges, of the sable draperies, of the sentence, of the sickness, of the swoon. then entire forgetfulness of all that followed; of all that a later day and much earnestness of endeavor have enabled me vaguely to recall.

Which statement describes the central idea of the text in the story learning about the holocaust

The following question asks about one or more selections from your literature textbook. you may use your textbook to answer this question. both “lob’s girl” and “jeremiah’s song” contain flashbacks. in a paragraph, explain what this plot technique adds to the stories. support your answer with one detail from each story.