Free Essays on Car Polution

Car Pollution Air Pollution â€Å"According to the United States Environmental Protection Agency, driving a car is the single most polluting thing that most of us do.† This is not a new problem. In the 1950’s the Los Angeles smog made headline news. Car exhaust causes health problems. There are many solutions to the problem. Laws were enacted as long as twenty years ago to control pollution caused by cars. Since then laws have been made, such as special nozzles on gas pumps that prevent vapor from getting into the air. We also have more tests on cars to make sure cars are maintained in a way that protects our environment. In cities, laws ask that more people ride on buses, and employees that drive company cars should limit the time they drive and the number of trips that they make. Cars emit several pollutants that are toxic. This causes many problems. One problem it causes is cancer. Most cars generate hydrocarbons, nitrogen oxides, and carbon monoxide. Hydrocarbons caus e eye irritation, coughing, wheezing, shortness of breath, and lung damage. Nitrogen oxide causes acid rain and leads to water quality problems. Carbon monoxide prevents oxygen from going through the lungs properly. All of these problems can be serious and affect the health of the people who live in the United States. Some solutions to the problem are: cutting down on the number of cars, traveling at steady speeds, and keeping your car in good shape. You should never over fill your gas tank. You should always use clean gas. People should buy newer cars because they are made to create less pollution. In summary, the problem of pollution from car exhaust is not new and is the single most polluting thing we do. The situation is so serious that many laws have been enacted to protect our environment. The pollutants that are emitted in car exhaust are very dangerous to our health. There are solutions to the problem if we just pay attention.... Free Essays on Car Polution Free Essays on Car Polution Car Pollution Air Pollution â€Å"According to the United States Environmental Protection Agency, driving a car is the single most polluting thing that most of us do.† This is not a new problem. In the 1950’s the Los Angeles smog made headline news. Car exhaust causes health problems. There are many solutions to the problem. Laws were enacted as long as twenty years ago to control pollution caused by cars. Since then laws have been made, such as special nozzles on gas pumps that prevent vapor from getting into the air. We also have more tests on cars to make sure cars are maintained in a way that protects our environment. In cities, laws ask that more people ride on buses, and employees that drive company cars should limit the time they drive and the number of trips that they make. Cars emit several pollutants that are toxic. This causes many problems. One problem it causes is cancer. Most cars generate hydrocarbons, nitrogen oxides, and carbon monoxide. Hydrocarbons caus e eye irritation, coughing, wheezing, shortness of breath, and lung damage. Nitrogen oxide causes acid rain and leads to water quality problems. Carbon monoxide prevents oxygen from going through the lungs properly. All of these problems can be serious and affect the health of the people who live in the United States. Some solutions to the problem are: cutting down on the number of cars, traveling at steady speeds, and keeping your car in good shape. You should never over fill your gas tank. You should always use clean gas. People should buy newer cars because they are made to create less pollution. In summary, the problem of pollution from car exhaust is not new and is the single most polluting thing we do. The situation is so serious that many laws have been enacted to protect our environment. The pollutants that are emitted in car exhaust are very dangerous to our health. There are solutions to the problem if we just pay attention....

SAT Sections, Sample Questions and Strategies

SAT Sections, Sample Questions and Strategies The SAT consists of four required sections: Reading, Writing and Language, Math (No Calculator), Math (Calculator). There is also an optional fifth section: the essay. The Reading section and the Writing and Language section are combined to calculate your Evidence-Based Reading/Writing score. The two math sections are combined to calculate your total Math score. Before taking the test, familiarize yourself with the types of questions and time limits of each section of the SAT. This familiarity will help you feel confident and prepared on test day. SAT Reading Test The SAT Reading Test comes first, and all questions are based on passages that youll read. Youll spend over an hour on this section. Number of Questions: 52Question Type: Multiple choice based on passagesTime: 65 minutes The Reading Test measures your ability to read carefully, compare passages, understand how an author constructs an argument, and figure out what words mean from their context. Realize that this is not an English test- passages will come from not just literature, but also U.S. or world history, the social sciences, and the sciences. The Reading Test may also include info-graphics, graphs, and tables, although you will not need to use math skills to analyze these elements of the test. Sample Questions These sample questions refer to a specific passage. 1. As used in line 32, horrid most nearly meansA) shocking.B) unpleasant.C) extremely bad.D) obnoxious. 2. What statement best characterizes the relationship between Dr. McAllister and Jane Lewis?A) Dr. McAllister admires Janes honesty.B) Dr. McAllister pities Jane because of her low social status.C) Dr. McAllister feels self conscious around Jane because she makes him aware of his failures.D) Dr. McAllister is disgusted by Janes lack of education and poor hygiene. In general, the skills required for the Reading Test are those youve been learning at school and not ones you can cram in preparation for the exam. If you are good at reading a text closely and carefully, you should do well on this section. That said, you should definitely take practice tests to figure out how carefully you need to read the passages and what pace you need to set to ensure you finish in time. For many students, the Reading Test is the most challenging section when it comes to time management. SAT Writing and Language Test The Writing and Language Test also consists of questions based on passages, but the types of questions are different from those on the Reading Test. In addition, the passages are generally shorter, and youll have less time to complete the section. Number of Questions: 44Type of Questions: Multiple choice based on passagesTime: 35 minutes Like the Reading Test, some questions in the Writing and Language Test will include graphs, info-graphics, tables, and charts, but you wont need to use your math skills to arrive at an answer. Questions can ask you about the best word choice for a given context, proper grammar and word usage, organizational elements of a passage, and the best methods for presenting evidence and making an argument. In the reading test, youll be provided a passage that has sentences and locations within the text marked by numbers. Sample Questions These sample questions refer to a specific passage. Which choice makes the most effective transition between the first and second paragraph?A) NO CHANGEB) Despite these dangers,C) Because of this evidence,D) Though the action would be unpopular, To make the ideas in the passage flow logically, sentence 4 should be locatedA) where it is now.B) after sentence 1.C) after sentence 4.D) after sentence 6. Familiarize yourself with this section by taking practice tests (like those from Khan Academy and the College Board). Another way to improve your score is to brush up on grammar rules. Be sure to study conjunction, commas, colon, and semi-colon usage as well as the rules for using commonly confused words, like its vs. its and that vs. which. The score from this section is combined with the score from the Reading Test to arrive at the Evidence-Based Reading and Writing score for the exam. SAT Math Exam The SAT Math Exam is comprised of two sections: SAT Math Test- No Calculator Number of Questions: 20Type of Questions: 15 multiple choice; 5 grid-inTime: 25 minutes SAT Math Test- Calculator Number of Questions: 38Type of Questions: 30 multiple choice; 8 grid-inTime: 55 minutes The results from the calculator and no calculator sections are combined to arrive at your SAT math score. The SAT Math Exam does not cover calculus. Youll need to know algebra and how to work with linear equations and systems. Youll also need to be able to interpret data represented in graphical forms, work with polynomial expressions, solve quadratic equations, and use function notation. Some questions will draw on geometry and trigonometry. Sample Questions 5x x - 2x 3 10 2x x -4In the equation above, what is the value of x?A) 3/4B) 3C) -2/5D) -3 For the following question, you may use a calculator. Grid your answer into the answer sheet.During rush hour traffic, Janet took 34 minutes to complete her 8 mile drive to work. What was her average speed during her drive. Round your answer to the nearest tenth of a mile per hour. Chances are, youre better in some areas of math than others. Use the free math practice materials at Khan Academy to identify your strengths and weaknesses. Then, rather than taking entire practice math tests, you can focus on the areas you find most difficult. SAT Essay (Optional) Most colleges and universities do not require the SAT Essay, but many schools recommend it. To write the essay, youll need to sign up and pay an additional fee when you register for the SAT. You will write the SAT Essay after all students have completed the Reading, Writing and Language, and Math Tests. You will have 50 minutes to write the essay. For the essay portion of the exam, you will be asked to read a passage, and then write an essay that responds to the following prompt. The passage changes for each exam, but the prompt is always the same: Write an essay in which you explain how [the author] builds an argument to persuade [his/her] audience that [author’s claim]. In your essay, analyze how [the author] uses one or more of the features listed above (or features of your own choice) to strengthen the logic and persuasiveness of [his/her] argument. Be sure that your analysis focuses on the most relevant features of the passage. Your essay should not explain whether you agree with [the author’s] claims, but rather explain how the author builds an argument to persuade [his/her] audience. Your SAT Essay will be read and scored by two different people who will assign scores of 1 to 4 in three areas: reading, analysis, and writing. The two scores from each area are then added together to create three scores ranging from 2 to 8. To prepare for the SAT Essay, be sure to look over the sample essays on the College Board website. Youll also find some good sample essays and essay strategies at Khan Academy.

African American Study Terms Assignment Example | Topics and Well Written Essays - 1250 words

African American Study Terms - Assignment Example The miseducation of the Negro is a book that was authored by Dr. Carter G. Woodson. The core idea of the book was that African Americans of Dr. Woodson’s era were not being taught in American schools but were being conditioned and indoctrinated. He claimed that this caused them to become dependent and not seek greater things for themselves Authenticity Black Studies Black studies are an interdisciplinary academic field dedicated to the study of the history, politics, and culture of Black Americans. If taken in a broader context, it also studies the culture of the entire African diaspora. Sankofa/Recovery Sankofa is a word in the Akan language which is common in Ghana. It translates as â€Å"reach back and take it†. It is represented either by a bird with its head turned back or in the shape of a stylized heart. It's often associated with the saying that it’s not wrong to go back and reclaim what you have forgotten. Erasure Erasure is a novel by Percival Everett about race and writing. The novel’s plot is about how the publishing industry is biased towards African- American writers and at times criticizes them for not writing ‘black enough’.

Power Structure, Family Dynamics, and Cultural Assimilation Essay

Power Structure, Family Dynamics, and Cultural Assimilation - Essay Example While this dynamic structure could hamper them as a family unit, it is tempered instead by a family support network. A closer examination of the text will reveal how these elements hinge upon each other. An important factor in the family dynamic of the Garca is the power structure, which is usually manipulated through distance or an intermediary source. This initially arises from their cultural background in the Dominican Republic and from the fact that their family is connected to the Torre bloodline. The Garcas are an upper-class family on 'the Island'; they are accustomed to having servants and their remaining family there still do. The servants frequently serve as semi-authority figures to the children, as illustrated on the first page by the description "When their squabbles reach a certain mother-annoying level, they are called away by their nursemaids" (p. 3). This power through distance is illustrated in the government as well, as in the case of the secret police coming to interrogate Carlos (Papi) Garca. Carlos's response is the classic response to the power-distance, for, being the weaker side of the power balance, he escapes authority by being "absent" (i.e. hiding). This passive aggressive defense can be used as an attack, as when the three older sisters show their disapproval of Sofa's boyfriend by returning home from a group outing before the couple could get to the rendezvous. This scene exhibits a delicate balance of both sides of the power-distance equation: the parents maintained control of their children distantly by having them as a group, while the sisters returning without the youngest made her absence all the more obvious and assured swift punishment. The children here are forced to act as intermediary authorities for each other, yet the three oldest sisters decide that, for their sister's best interest, "we're staging a coup we are blowing the lovers' cover." (p. 127). This power structure is again exhibited in Sofa's marriage to Otto, for she distances herself physically and emotionally from her father's authority. He, in turn, responds by becoming emotionally absent from her life. The birth of Sofa's children, especially the son named after Carlos, serve as the intermediary catalyst for their relationship to begin healing. Lastly, chronologically speaking, Yolanda uses these lessons of distance to try and reassume control of her life by returning to the Dominican Republic. She will follow the examples of her family and her heritage to escape the cyclical patterns of her American life and return to her roots. The Garca family structure provides a vital element of support for its members, yet this same structure reveals the evolution of gender roles. This evolution is rooted in the traditional gender roles in the Dominican Republic, as revealed through Manuel's efforts to limit what Sofa reads. This assumption of male dominance and female submissive domesticity are reinforced by Ta Flor's argument that she herself is a queen, for " My husband has to go to work everyday. I can sleep until noon I'm going to protest for my rights" (p.121) It is this tradition that demands that Papi provide the principal financial support and therefore be the nominal head of the

Special Educational Needs Essay Example for Free

Special Educational Needs Essay This is a transition time for Special Educational Needs and Disabilities – new legislation in the form of a green paper â€Å"Support and Aspiration† is advancing through the necessary stages and considerable changes are promised to be implemented by 2014. An understanding of the historical perspective and the future proposals contained in â€Å"Support and Aspiration† will therefore be helpful. Definitions: (From the current SEN Code of practice 2001) The Educational Act 1981 laid down a legal definition of Special Educational Needs in schools. That definition was repeated in the Educational Act 1993 and in the consolidation Education Act 1996. According to law: 1. A child has special educational needs if he or she has a learning difficulty which calls for special educational provision to be made for him or her. 2. A child has a learning difficulty if he or she: a) has a significantly greater difficulty in learning than the majority of children of the same age b) has a disability which either prevents or hinders the child from making use of educational facilities of a kind provided for children of the same age in schools within the area of the local education authority c) is under five and falls within the definition at (a) or (b) above. The following children fall outside the legal definition of Special Educational Needs a) Those whose language at home is different from the language in which they are taught at school b) gifted children Anticipated changes Summarized from https://www.education.gov.uk/publications/eOrderingDownload/Green-Paper-SEN.pdf The Green Paper, Support and Aspiration: A new approach to special educational needs and disability, sets out the government’s intention to radically reform the current system for identifying, assessing and supporting children and young people who are disabled or have SEN, and their families. The Green Paper proposals and the Government’s wider reforms in education and health will make the best use of limited resources through better planning, streamlining assessment processes, making the system less adversarial and focusing on achieving better outcomes. Reforms are already being tested through local pathfinders, developing the knowledge and skills that will be needed for their successful implementation, and making sure that the right measures are in place to hold services to account. The lessons learnt from the pathfinders will help shape the changes. In the Green Paper the government pledges by 2014 to introduce: †¢ A single assessment process which is more streamlined, better involves children, young people and families and is completed quickly; †¢ An Education, Health and Care Plan which brings services together and is focused on improving outcomes; and †¢ An offer of a personal budget for families with an Education, Health and Care Plan. The government intends to introduce legislation through a Children and Families Bill to implement the changes to the law required for the Green Paper reforms. A draft bill will be published in summer 2012 for consultation and pre-legislative scrutiny. Application It is not yet clear how the changes will impact schools or what adjustments will be required in administration and â€Å"grass-roots† provision. Tutors will inform students of changes as they emerge.

Japanese Business Culture Essay -- Globalization

Japan is the third-largest economy in the world, an island of nations within East Asia. Japan is the world’s tenth largest country by population, with 127.3 million people. A major economic power that continues to experience growth resulting from industrial and technological breakthroughs. In the last decade, Japan has experienced growth through globalization that affected it citizens by employment and wages. As a vital key to conducting business in Japan it is essential for a corporation to understand etiquette and protocols as well as the religious beliefs that may or may not impact business. Japan has solidified itself a global economic power and concentrated contributor through automotive, advanced technology, and textile industries. The greatest accomplishment of any country is the heritage of culture it produces and passes down thru generations. Japan grew as an economic force beginning in the 1960s, and has exiliterated a high standard of living since that time. Japan is a parliamentary democracy modeled by the British system. It is comprised of two legislative chambers of elected representatives, a parliament. People, businesses, culture, and economic strength are key components to a country globalization. Over the last decade, Japan has managed to shift dependence from foreign energy suppliers to international environment focused on import and exports. The two tiered financial structure and the Japanese’ perception of frail and weak economy are factors that influence this countries resiliency during a global recession. Examples of economies that have proven competitive in Japan are amongst the industrial industry. Exports have been the main resource of Japan's economic growth. Japan imports raw materials and proce... ...ral Michigan University. (2008). Administration, globalization and multiculturalism. (2nd ed.). New York: McGraw Hill Learning Solutions. Japan disaster threatens economic recovery, affects economies globally. (2011, March 15). Retrived from http://www.huffingtonpost.com Kaneko, Kaori. (2012). Economy picking up, exports better: japan. Retrived from http://articles.chicagotribune.com/2012-04-12 Kwintenssential. (n./d.). Japan. Retrieved from http://www.kwintessential.co.uk/resources/country-profiles.html Morrison,Charles E. & Soesastro,Hadi.(1998). â€Å"Japan,† Domestic adjustments to globalization Reischauer, Edwin O. (1982). The Japanese.(13th ed.) Massachusetts: The Belknap Press of Harvard University Press. Webster, Fiona. (2001). Globalization does it work on japan. Retrived from http://www.japantimes.co.jp/text/fb20010320a1.html

Balcony and monument scenes Essay

Write about the effectiveness of Shakespeare’s imagery in The Banquet, Balcony and Monument Scenes of â€Å"Romeo and Juliet† â€Å"That which we call a rose by any other word would smell as sweet. † Shakespeare uses imagery and metaphors throughout â€Å"Romeo and Juliet† to great effect. By using language, instead of props or backdrops to produce a vivid picture, he is engaging the audience more and making them think for themselves. This dramatic technique is used to the best effect in the Banquet, Balcony and Monument scenes, when portraying Romeo and Juliet’s love. The Banquet scene is the first time Romeo sees Juliet, so the language used has to make a big impact so as to convey to the Elizabethan audience that this is true love, in contrast with Romeo’s infatuation with Rosaline. â€Å"O she doth teach the torches to burn bright†. Shakespeare uses alliteration on â€Å"teach the torches† and â€Å"burn bright† to make Romeo’s words sound more beautiful and poetic, ideally like a sonnet. The words are coincidently very much like one of Shakespeare’s sonnets, Sonnet 21, where he contrasts light with dark. Shakespeare uses this same comparison throughout the play to convey emotions, foreshadow tragedy and express the stages of the young love to the audience. In a way, Romeo and Juliet’s devotion is like light against the dark background of feuding families. By claiming that Juliet is brighter than any other torch, Romeo is directly comparing her to other girls, in particular Rosaline. When Romeo speaks of Rosaline, he uses the language of Elizabethan courtly love. All his feelings are quite contained in comparison to the poetic imagery he uses upon seeing Juliet for the first time. He says about Rosaline â€Å"She’s fair I love†, which in Shakespeare’s time was the sort of language one would use when describing their love. However, Romeo describes Juliet’s beauty as â€Å"too rich for use† and later claims that he â€Å"ne’er saw true beauty till this night†. The audience knows straight away that this is true love. But the audience is also aware of the fact that this love is doomed, and there is some irony in a number of Romeo’s lines. â€Å"Beauty too rich for use, for earth too dear†. This suggests that Juliet is out of Romeo’s reach, which, being a Capulet, she is. He is also comparing her to an angel or heavenly creature, which he does throughout the play. This is Shakespeare’s way of showing that although these are young lovers, they are very spiritual too. The idea that she belongs to heaven because she is too good for earth builds up a feeling of unease and sadness in the audience, as they know she is going to die and therefore will not belong to the Earth anymore. This spiritual imagery is used when the lovers exchange their first words. Romeo tries to entice Juliet by referring to her as his â€Å"holy shrine† and to his lips as â€Å"two blushing pilgrims†. This shows Romeo to be a more sensitive and poetic character, which makes the audience, and Juliet, fall in love with him. By referring to her as his â€Å"holy shrine† he is showing the audience that he idolises her, and sees himself as lowly compared to her beauty. This speech between them is laid out in sonnet form. Sonnets are generally about love, which emphasises to the audience that Romeo and Juliet are in love. It also contributes to Romeo’s poetic image. Upon walking home later that evening, Romeo decides he has to see Juliet again. He finds his way into her garden and stands by the balcony. Romeo sees Juliet at her window. He exaggerates the pale flicker of the candlelight to describe it as the East. â€Å"But soft, what light through yonder window breaks? It is the east and Juliet is the sun. † Shakespeare is using Romeo’s dialogue to â€Å"light† the stage. He puts a clear image into the audience’s minds. Again Romeo is comparing Juliet to light; this time the sun, the brightest light of all. This is his poetic way of declaring that she is the brightest and most beautiful of girls. It also signifies how very important she is to him, as the sun is imperative to everyday life. The light from Juliet’s window is said to â€Å"break† through. This could imply a breakthrough in Romeo’s love life; he has found his soul mate. In the Balcony scene Shakespeare uses language about the moon to help create a scene in the audience member’s mind. This means they are more involved in the play, and can imagine themselves there in the moonlight. â€Å"Arise fair sun and kill the envious moon, Who is already sick and pale with grief That thou her maid art far more fair than she. † It is interesting that Romeo compares Juliet’s beauty to the moon here, as he has just described her as his sun. In mythology, Diana, the Goddess of the moon, is served by virgin maids. Being a virgin, Juliet is depicted as one of these maids, but Romeo believes that Diana is jealous of Juliet’s beauty. He asks her to stop serving the moon, and therefore stop being a virgin and become his lover instead. This shows Romeo is passionate in a sexual way about Juliet, which would be quite exciting to an Elizabethan audience member, as sex was not as commonly talked about as it is now. The fact that the moon is â€Å"sick and pale with grief† could be foreshadowing future grief for the couple. By asking the sun to arise, Romeo is wishing the day to come, therefore reminding the audience that it is night. When Romeo decides to reveal himself to Juliet she, feeling embarrassed and shocked, asks him who he is. Of course he has recently discovered she is the daughter of his family’s enemy, and feels his name is hurtful to her. â€Å"By a name I know not how to tell thee who I am. My name, dear saint, is hateful to myself,Because it is an enemy to thee. † Romeo and Juliet strongly believe in their names being a now unwanted allegiance to their family. Despite the fact that their names are just words, both of the star crossed lovers feel they are chains, locking them to their families, and keeping them away from each other. Again he refers to Juliet as a â€Å"saint†. This would seem high praise to an audience of very religious Elizabethans. In Shakespearean times, exploring was very popular and a lot of new lands were being found. Because travel was not as easy then as it is now, and the knowledge of the world was not as advanced, exploring new lands was very exciting and appealing to the Elizabethans, which was why it was a popular subject matter and why Shakespeare used it throughout the play. â€Å"I am no pilot, yet wert thou as far, As that vast shore washed with the farthest sea, I should adventure for such merchandise. † The word â€Å"adventure† is used here because in the Elizabethan times, international traders were known as Merchant adventurers. It also suggests that Romeo finds his and Juliet’s love very exciting, as adventure is usually associated with new and exciting things. Shakespeare’s use of imagery to convey Romeo’s love as a new found land helps to set a picture in the audience’s minds of a far off tropical shore. In Shakespeare’s time there would not have been a lot of back drops and flats setting the stage, so it would be up to the audience to imagine their own scenery, and up to the playwright to use the correct language to stimulate these thoughts. Romeo describes himself being hidden from the eyes of Juliet’s guards and family. â€Å"I have night’s cloak to hide me from their eyes. † Again Shakespeare is using light and dark to set a scene for the audience. His actors would not have had the electrical lighting actors have now, so he would have to create moods and light by using words. Romeo is telling the audience it is dark, so it is easier to imagine. This contrast is used a lot in the monument scene too. When Romeo hears that Juliet is dead he goes to the tomb where she is said to be. After killing Paris he looks at Juliet for the last time. He describes the days they spent together as â€Å"A lightning before death†, because it was believed in those days that before somebody died, they would seem very well and happy temporarily. This is the contrast between light and dark again, which adds mood to the scene; the audience knows Romeo is deeply saddened by the sudden death of Juliet and, because of this, so are they. The word â€Å"lightning† makes you think of lightning as in a quick flash. Their romance was very sudden and over quickly, but very enlightening all the same. Romeo mentions Juliet’s beauty despite her death too, especially concentrating on her lips and cheeks. â€Å"Beauty’s ensign yet Is crimson in thy lips and in thy cheeks† Romeo talks about Juliet’s beauty a lot throughout the play. In the balcony scene he says â€Å"The brightness of her cheek would shame those stars† and then proclaims â€Å"O that I were a cheek upon that hand†. It is interesting how Romeo talks of Juliet’s cheeks so much. Perhaps Shakespeare is trying to link the two scenes together to show that Romeo’s love for Juliet was present from the beginning to the end of their relationship. He still felt the same for her when she was dead as he did when their love was blooming. â€Å"I will raise her statue in pure gold† Montague says this of Juliet in the last scene. Gold was a very expensive and prized material to the Elizabethan audience and so proves that Montague means well. It is a bit ironic that he is comparing her to a statue, because in the first scene Romeo and Juliet meet, the banquet scene, he describes her as a holy shrine. It is a very sad moment as the audience are reminded how happy the lovers used to be. The audience really benefits from Shakespeare’s imagery as it brings the play to life. It makes the words far more beautiful and the character’s easier to relate to. Romeo seems more poetic and easier to fall in love with. Juliet appears to be intelligent and loving. Without the imagery the audience would not feel as involved with the plot, and would therefore not sympathise with the characters. The imagery heightens the emotions of the audience and confirms â€Å"Romeo and Juliet† as one a Shakespeare’s greatest tragedies.