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    1. 数据库三大范式是什么?

      设计数据库表时需要满足三大范式,从而减少数据冗余、避免数据异常(保证一致性),并确保数据完整性。实际的大数据量、高并发场景下,下严格遵循会导致查询速度慢(join)链接,故常常选择存储一些冗余数据

    1. eLife Assessment

      This computational study constitutes an extension to prior work on biophysical calcium-based synaptic plasticity rules with metaplasticity, investigating how single neurons can learn to perform non-linear pattern classification. This important work presents a significantly simpler solution to the studied problem with potentially broad applicability, there is however incomplete evidence to support the core conclusions.

    2. Reviewer #1 (Public review):

      Summary:

      This computational modelling study addresses the important question of how neurons can learn non-linear functions using biologically realistic plasticity mechanisms. The study extends the previous related work on metaplasticity by Khodadadi et al. (2025), using the same detailed biophysical model and basic study design, while significantly simplifying the synaptic plasticity rule by removing non-linearities, reducing the number of free parameters, and limiting plasticity to only excitatory synapses. The rule itself is supervised by the presence or absence of a binary dopamine reward signal, and gated by separate calcium-sensitive thresholds for potentiation and depression. The author shows that, when paired with a strong form of dendritic non-linearity called a "plateau potential" and appropriate pre-existing dendritic clustering of features, this simpler learning mechanism can solve a non-linear classification task similar to the classic XOR logic operator, with equal or better performance than the previous publication. The primary claims of this publication are that metaplasticity is required for learning non-linear feature classification, and that simultaneous dynamics in two separate thresholds (for potentiation and depression) are critical in this process. By systematically studying the properties of a biophysically plausible supervised learning rule, this paper adds interesting insights into the mechanics of learning complex computations in single neurons.

      Strengths:

      The simplified form of the learning rule makes it easier to understand and study than previous metaplasticity rules, and makes the conclusions more generalizable, while preserving biological realism. Since similar biophysical mechanisms and dynamics exist in many different cell types across the whole brain, the proposed rule could easily be integrated into a wide range of computational models specializing in brain regions beyond the striatum (which is the focus of this study), making it of broad interest to computational neuroscientists. The general approach of systematically fixing or modifying each variable while observing the effects and interactions with other variables is sound and brings great clarity to understanding the dynamic properties and mechanics of the proposed learning rule.

      Weaknesses:

      General notes

      (1) The credibility of the main claims is mainly limited by the very narrow range of model parameters that was explored, including several seemingly arbitrary choices that were not adequately justified or explored.

      (2) The choice to use a morphologically detailed biophysical model, rather than a simpler multi-compartment model, adds a great deal of complexity that further increases uncertainty as to whether the conclusions can generalize beyond the specific choices of model and morphology studied in this paper.

      (3) The requirement for pre-existing synaptic clustering, while not implausible, greatly limits the flexibility of this rule to solve non-linear problems more generally.

      (4) In order to claim that two thresholds are truly necessary, the author would have to show that other well-known rules with a single threshold (e.g., BCM) cannot solve this problem. No such direct head-to-head comparisons are made, raising the question of whether the same task could be achieved without having two separate plasticity thresholds.

      Specific notes

      (1) Regarding the limited hyperparameter search:

      (a) On page 5, the author introduces the upper LTP threshold Theta_LTP. It is not clear why this upper threshold is necessary when the weights are already bounded by w_max. Since w_max is just another hyperparameter, why not set it to a lower value if the goal is to avoid excessively strong synapses? The values of w_max and Theta_LTP appear to have been chosen arbitrarily, but this question could be resolved by doing a proper hyperparameter search over w_max in the absence of an upper Theta_LTP.

      (b) The author does not explore the effect of having separate learning rates for theta_LTP and theta_LTD, which could also improve learning performance in the NFBP. A more comprehensive exploration of these parameters would make the inclusion of theta_max (and the specific value chosen) a lot less arbitrary.

      (c) Figure 4 Supplements 3-4: The author shows results for a hyperparameter search of the learning rule parameters, which is important to see. However, the parameter search is very limited: only 3 parameter values were tried, and there is no explanation or rationale for choosing these specific parameters. In particular, the metaplasticity learning rates do not even span one order of magnitude. If the author wants to claim that the learning rule is insensitive to this parameter, it should be explored over a much broader range of values (e.g., something like the range [0.1-10]).

      (2) Regarding the similarity to BCM, the author would ideally directly implement the BCM learning rule in their model, but at the least the author could have shown whether a slight variant of their rule presented here can be effective: for example having a single (plastic, not fixed) Ca-dependent threshold that applies to both LTP and LTD, with a single learning rate parameter.

      (3) This paper is extremely similar (and essentially an extension) to the work of Khodadadi et al. (2025). Yet this paper is not mentioned at all in the introduction, and the relation between these papers is not made clear until the discussion, leaving me initially puzzled as to what problems this paper addresses that have not already been extensively solved. The introduction could be reworked to make this connection clearer while pointing out the main differences in approach (e.g., the important distinction between "boosting" nonlinearities and plateau potentials).

      (4) The introduction is missing some citations of other recent work that has addressed single-neuron non-linear computation and learning, such as Gidon et al (2020); Jones & Kording (2021).

      (5) Figure 1: The figure prominently features mGluR next to the CaV channel, but there is no mention of mGluR in the introduction. The introduction should be updated to include this.

      (6) Could the author explain why there is a non-monotonic increase/decrease in the [Ca]_L in Figure 2B_4? Perhaps my confusion comes from not understanding what a single line represents. Does each line represent the [Ca] in a single spine (and if so, which spine), or is each line an average of all the spines in a given stim condition?

      (7) Row 124 (page 4): L-type Ca microdomains (in which ions don't diffuse and therefore don't interact with Ca_NMDA) is a critical assumption of this model. The references for this appear only in the discussion, so when reading this paper, I found myself a bit confused about why the same ion is treated as two completely independent variables with separate dynamics. Highlighting the assumption (with citations) a bit more clearly in the results section when describing the rule would help with understanding.

      (8) Row 149 (page 5): The current formulation of the update rule is not actually multiplicative. The fact that the update is weight-dependent alone does not make it a multiplicative rule, and judging by equation (1) it appears to simply be an additive rule with a weight regularization term that guarantees weight bounds. For example, a similar weight-dependent update is also a core component of BTSP (Milstein et al. 2021; Galloni et al. 2025), which is another well-known *additive* rule. An actual multiplicative rule implies that the update itself is applied via a multiplication, i.e. w_new = w_old * delta_w

      For an example of a genuinely multiplicative rule, see: Cornford et al. 2024, "Brain-like learning with exponentiated gradients"). Multiplicative rules have very different properties to additive rules, since larger weights tend to grow quickly while small weights shrink towards 0.

      (9) Equation 1 (page 5): Shouldn't the depression term be written as: (w_min - w)? This term would be negative if w is larger than w_min, leading to LTD. As it is written now, a large w and small w_min would just cause further potentiation instead of depression.

      (10) In the introduction, the teaching signal is described in binary terms (DA peak, or DA pause), but in Equation 1, it actually appears to take on 3 different values. Could the author clarify what the difference is between a "DA pause" and the "no DA" condition? The way I read it, pause = absence of DA = no DA

      (11) Figure 3: In these experimental simulations, DA feedback comes in 400ms after the stimulus. The author could motivate this choice a bit better and explain the significance of this delay. Clearly, the equations have a delta_t term, but as far as the learning algorithm is concerned, it seems like learning would be more effective at delta_t=0. Is the choice of 400ms mainly motivated by experimental observations? On a related note, is it meaningful that the 200ms delta_t before the next stimulus is shorter than the 400ms pause from the first stimulus? Wouldn't the DA that arrives shortly before a stimulus also have an effect on the learning rule?

      (12) Figure 4C: How is it possible that the theta_LTP value goes higher than the upper threshold (dashed line)? Equation 3 implies that it should always be lower.

      (13) Row 429 (page 11): The statement that "without metaplasticity the NFBP cannot be solved" is overly general and not supported by the evidence presented. There exist many papers in which people solve similar non-linear feature learning problems with Hebbian or other bio-plausible rules that don't have metaplasticity. A more accurate statement that can be made here is that the specific rule presented in this paper requires metaplasticity.

      (14) The methods section does not make any mention of publicly available code or a GitHub repository. The author should add a link to the code and put some effort into improving the documentation so that others can more easily assess the code and reproduce the simulations.

    3. Reviewer #2 (Public review):

      Summary:

      The manuscript proposes interesting synaptic plasticity rules grounded in experimental data. Its main features are:

      (1) plasticity depends on local calcium concentration driven by presynaptic activity and is independent of somatic action potentials,

      (2) the rules incorporate metaplasticity, and (3) they demonstrate how a single neuron could address the feature-binding problem at the dendritic level.

      The work extends a previous study (https://doi.org/10.7554/eLife.97274.2), to which the author also contributed.

      The author models two calcium thresholds (LTP/LTD) from two different calcium sources (NMDA/VGCC), and these thresholds are flexible (metaplasticity rule, similar to BCM), which is claimed to be necessary for successful learning of both FBP and NFBP (linear and nonlinear feature binding problem with 1 or 2 patterns). The role of each threshold seems to be opposite and complementary. One extra condition has been added: an upper threshold for LTP. This threshold serves to stop synaptic strengthening once synapses are strong enough to evoke a plateau. With that, synapses are not strengthened to the maximal value, avoiding strong supralinear integration for irrelevant patterns.

      Strengths:

      The current model implements not only local synaptic plasticity but also metaplasticity and solves the FBP at the dendrite level. Another strong aspect of the model is that metaplasticity in the LTD threshold protects strengthened synapses from weakening. In this way, as the author mentioned, metaplasticity is able to protect learned patterns from being forgotten or weakened and prevent irrelevant patterns from being stored. This is a nice modelling example of metaplasticity being helpful in preventing the catastrophic interference or forgetting (as has been explicitly discussed in a recent article https://doi.org/10.1016/j.tins.2022.06.002 ). The author might want to briefly mention or emphasize this aspect of the model, which might be interesting also for the AI community.

      Weaknesses:

      (1) What is novel in the current paper as compared to Khodadadi et al. eLife 2025? That is not completely clear and should be made clearer. Is it only a minor difference related to the fact that the new learning rule has metaplasticity in both calcium thresholds and is simpler? This seems to be just an incremental increase in knowledge/methods. Can the author defend his paper against this point from the „devil's advocate"? How is the conclusion of the author in the abstract that „metaplasticity in both thresholds is necessary" reconcilable with his previous publication (Khodadadi et al. eLife 2025), in which only metaplasticity in one threshold was successful in solving the nonlinear feature binding problem?

      (2) As far as I can judge without testing the model, metaplasticity causes thresholds to monotonically increase during systematic pattern presentation, which stabilizes weights and allows pattern separation. Due to the closed-loop nature of the current implementation, where metaplasticity only happens if plasticity happens, this also effectively locks patterns in place. However, flexible learning is an essential mechanism for survival. Imagine a mutation event takes place and bananas suddenly become red and/or strawberries turn yellow. It seems that the current model would be unable to adapt to these new patterns even if rewards were to be shifted. While out of the scope of the study, due to its importance, I feel that pattern shifting/relearning should at least be briefly discussed. How could the model be improved to allow relearning?

    1. L’Évolution du Rôle Paternel : Fondements Biologiques, Neurobiologiques et Sociaux

      Résumé Exécutif

      Ce document analyse la transformation du rôle des pères à travers le prisme de l'anthropologie évolutionniste et des neurosciences.

      Contrairement aux autres grands singes africains où le soin paternel est quasi inexistant, l'être humain a développé une capacité unique de "coopérative breeding" (élevage coopératif).

      Cette évolution, dictée par les contraintes climatiques du Pléistocène et l'augmentation massive du volume cérébral des nourrissons, a nécessité l'implication des pères et d'autres membres du groupe pour assurer la survie de l'espèce.

      Les recherches récentes démontrent que les hommes disposent de circuits neuronaux et hormonaux ancestraux, partagés avec d'autres vertébrés, qui s'activent lors d'un contact prolongé et intime avec le nouveau-né.

      L'éloignement historique des pères du soin direct est identifié non pas comme une barrière biologique, mais comme une construction sociale datant de la révolution néolithique.

      La réengagement des pères aujourd'hui présente des bénéfices psychologiques et physiologiques majeurs, tant pour l'enfant que pour le parent.

      --------------------------------------------------------------------------------

      I. Le Paradoxe Évolutionnaire de la Paternité Humaine

      L'exception humaine chez les primates

      Dans la lignée des grands singes africains dont l'humain descend, le soin des nourrissons est traditionnellement l'apanage exclusif des mères.

      Chez la plupart des 5 500 espèces de mammifères, l'investissement mâle est rare, limité souvent aux espèces monogames où la certitude de paternité est élevée.

      La rupture du Pléistocène

      L'émergence du soin paternel humain s'enracine dans les conditions extrêmes du Pléistocène en Afrique :

      Contraintes environnementales : Un climat devenant plus frais et sec, marqué par des précipitations instables.

      Le coût du cerveau : Le cerveau humain a triplé de volume, passant de 900 cm³ chez Homo erectus à 1 350 cm³ chez Homo sapiens.

      La dépendance du nourrisson : Les bébés humains sont les plus "coûteux" de la planète en termes de ressources et de temps de maturation.

      Une mère seule ne pouvait assurer leur survie sans aide extérieure (soins alloparentaux et paternels).

      --------------------------------------------------------------------------------

      II. Mécanismes Neurobiologiques et Hormonaux

      Les pères ne sont pas biologiquement "désarmés" face aux soins des nourrissons ; ils possèdent un équipement physiologique latent qui s'active sous certaines conditions.

      Transformations Hormonales

      Lorsqu'un père s'occupe activement d'un bébé, son profil hormonal se modifie de manière significative :

      Prolactine : Les niveaux augmentent, favorisant les réponses de soin (une hormone originellement liée à la lactation chez la mère).

      Ocytocine : Des poussées de cette "hormone du lien" sont observées chez les pères impliqués.

      Testostérone : On observe une diminution du taux de testostérone, facilitant une attitude plus douce et attentive.

      Activation Cérébrale

      Une étude de 2014 (Ruth Feldman et son équipe) a révélé des données cruciales sur les pères agissant comme soignants principaux :

      Activation de l'amygdale : Chez les pères en contact prolongé et intime avec leur bébé dès la naissance, l'activation de l'amygdale (zone liée à la vigilance et au soin maternel) est quatre fois supérieure à celle des pères n'apportant qu'une aide secondaire.

      Anciens circuits : Ces circuits neuronaux sont hautement conservés et se trouvent dans des zones primitives du cerveau (hypothalamus), similaires à celles activées chez les mères.

      | Hormone / Zone | Effet chez le père impliqué | | --- | --- | | Prolactine | Augmentation des réponses de soin et d'attention. | | Ocytocine | Renforcement du lien affectif et de l'affiliation. | | Testostérone | Diminution des niveaux circulants. | | Amygdale | Vigilance accrue et réaction immédiate aux besoins du bébé. |

      --------------------------------------------------------------------------------

      III. Les Racines Ancestrales : De l'Eau à la Terre

      L'anthropologie évolutionniste suggère que les capacités de soin mâle sont bien plus anciennes que les mammifères eux-mêmes.

      L'héritage des poissons : Il y a 400 millions d'années, certains poissons mâles pratiquaient déjà le soin des œufs (ex: le cichlidé du Tanganyika ou le poisson-mâchoire qui porte sa progéniture dans sa bouche).

      La plasticité de la Prolactine : À l'origine, cette hormone servait à réguler l'équilibre hydrique chez les organismes aquatiques avant d'être "réutilisée" par l'évolution pour les fonctions de reproduction et de soin.

      Conservation génétique : Les gènes responsables de la production de molécules comme l'isotocine chez les poissons sont les précurseurs directs de l'ocytocine chez les mammifères.

      --------------------------------------------------------------------------------

      IV. La Construction Sociale de la Masculinité

      Si la biologie prédispose les hommes au soin, l'histoire récente a créé une rupture.

      Le tournant du Néolithique

      L'adoption de l'agriculture et de l'élevage a transformé les structures sociales :

      Apparition de la propriété : La nécessité de protéger les terres et les troupeaux a favorisé l'émergence de sociétés patriarcales.

      Redéfinition de la masculinité : L'identité masculine s'est déplacée vers la protection des institutions, du statut et de la propriété, éloignant physiquement les hommes de la sphère domestique et des nourrissons.

      Institutions patrilinéaires : Ces structures ont perduré jusqu'à l'époque moderne, excluant souvent les femmes et confinant les hommes à des rôles de pourvoyeurs distants.

      La "Sélection Sociale" par le bébé

      Le nourrisson humain a lui-même évolué pour encourager ce soin. Dès son plus jeune âge, le bébé utilise son cortex préfrontal médial pour :

      • Monitorer son entourage.

      • Apprendre à s'ingratiatier et attirer l'attention.

      • Compétiter pour obtenir des soins alloparentaux par son attrait physique et comportemental.

      --------------------------------------------------------------------------------

      V. Implications et Bénéfices Modernes

      Le réengagement des pères dans les soins primaires n'est pas seulement un retour à une nécessité biologique ancienne, mais un levier de santé publique.

      Santé mentale et longévité : Les relations de soin augmentent l'espérance de vie et réduisent les risques de dépression.

      Lutte contre les addictions : Les circuits de la récompense (dopamine) activés par l'amour parental sont les mêmes que ceux sollicités par les drogues.

      Un engagement profond envers un enfant pourrait agir comme un protecteur contre les "décès par désespoir" et les addictions.

      Sens et finalité : Le soin direct apporte un sentiment immédiat d'utilité et de but, contrecarrant la solitude et l'aliénation sociale.

      "Les mâles d'aujourd'hui, lorsqu'ils sont en contact suffisant et en proximité intime prolongée avec les bébés, possèdent l'équipement nécessaire. Ils sont aussi équipés pour s'occuper des bébés que les mères le sont."

    1. “Everyone on campus is so much happier. You see kids actually socializing, problem solving, enjoying themselves,” Lancaster said, choking up as she described the school atmosphere. “It’s true, it’s one more thing to enforce. But education matters, and now kids are learning. That’s the No. 1 reason we did this.”

      This shows that the no phone policy rule during school has helped children socialize more and the energy seems lively overall.

    2. The moves to limit smartphone use in California put it near the forefront of an increasingly national trend. In New York, Gov. Kathy Hochul has reportedly been mulling a statewide school smartphone ban for several months now.  Florida, Ohio, and Indiana have all imposed some degree of statewide restrictions on phones in schools, and several other states have introduced similar legislation.

      This shows that the limit smartphone move that California started it influenced other places to use this practice.

    3. “It’s great to say no phones, but I don’t think people realize the addiction of the phones and what students will go to to tell you ‘No, you’re not taking my phone.’”

      Reading this article I understand why schools want fewer distractions, especially during class time, but I also think completely banning phones may not address the real issue.

    4. Instead of putting their devices in magnetically locked pouches, like they’re supposed to, some kids will stick something else in there instead, like a disused old phone, a calculator, a glue bottle or just the phone case.

      When students do not follow the proper instructions of placing their phones in the pouches they make it difficult for staff to enforce the ban of cellphones. Especially since there are a lot of students who continue to have their phones out despite given instructions.

    1. Juliet. O God!—O nurse, how shall this be prevented? 2320My husband is on earth, my faith in heaven; How shall that faith return again to earth, Unless that husband send it me from heaven By leaving earth? comfort me, counsel me. Alack, alack, that heaven should practise stratagems 2325Upon so soft a subject as myself! What say'st thou? hast thou not a word of joy? Some comfort, nurse. Nurse. Faith, here it is. Romeo is banish'd; and all the world to nothing, 2330That he dares ne'er come back to challenge you; Or, if he do, it needs must be by stealth. Then, since the case so stands as now it doth, I think it best you married with the county. O, he's a lovely gentleman! 2335Romeo's a dishclout to him: an eagle, madam, Hath not so green, so quick, so fair an eye As Paris hath. Beshrew my very heart, I think you are happy in this second match, For it excels your first: or if it did not, 2340Your first is dead; or 'twere as good he were, As living here and you no use of him. Juliet. Speakest thou from thy heart? Nurse. And from my soul too; Or else beshrew them both. 2345 Juliet. Amen! Nurse. What? Juliet. Well, thou hast comforted me marvellous much. Go in: and tell my lady I am gone, Having displeased my father, to Laurence' cell, 2350To make confession and to be absolved. Nurse. Marry, I will; and this is wisely done. [Exit] Juliet. Ancient damnation! O most wicked fiend! Is it more sin to wish me thus forsworn, 2355Or to dispraise my lord with that same tongue Which she hath praised him with above compare So many thousand times? Go, counsellor; Thou and my bosom henceforth shall be twain. I'll to the friar, to know his remedy: 2360If all else fail, myself have power to die.

      abandon by her parents juliet turns to the nurse for comfort just for the nurse to say forget romeo and marry paris although juliet pretends to agree betrayed by her family juliet decide to go to friar

    2. Capulet. When the sun sets, the air doth drizzle dew; But for the sunset of my brother's son It rains downright. 2235How now! a conduit, girl? what, still in tears? Evermore showering? In one little body Thou counterfeit'st a bark, a sea, a wind; For still thy eyes, which I may call the sea, Do ebb and flow with tears; the bark thy body is, 2240Sailing in this salt flood; the winds, thy sighs; Who, raging with thy tears, and they with them, Without a sudden calm, will overset Thy tempest-tossed body. How now, wife! Have you deliver'd to her our decree? 2245 Lady Capulet. Ay, sir; but she will none, she gives you thanks. I would the fool were married to her grave! Capulet. Soft! take me with you, take me with you, wife. How! will she none? doth she not give us thanks? Is she not proud? doth she not count her blest, 2250Unworthy as she is, that we have wrought So worthy a gentleman to be her bridegroom? Juliet. Not proud, you have; but thankful, that you have: Proud can I never be of what I hate; But thankful even for hate, that is meant love. 2255 Capulet. How now, how now, chop-logic! What is this? 'Proud,' and 'I thank you,' and 'I thank you not;' And yet 'not proud,' mistress minion, you, Thank me no thankings, nor, proud me no prouds, But fettle your fine joints 'gainst Thursday next, 2260To go with Paris to Saint Peter's Church, Or I will drag thee on a hurdle thither. Out, you green-sickness carrion! out, you baggage! You tallow-face! Lady Capulet. Fie, fie! what, are you mad? 2265 Juliet. Good father, I beseech you on my knees, Hear me with patience but to speak a word. Capulet. Hang thee, young baggage! disobedient wretch! I tell thee what: get thee to church o' Thursday, Or never after look me in the face: 2270Speak not, reply not, do not answer me; My fingers itch. Wife, we scarce thought us blest That God had lent us but this only child; But now I see this one is one too much, And that we have a curse in having her: 2275Out on her, hilding! Nurse. God in heaven bless her! You are to blame, my lord, to rate her so. Capulet. And why, my lady wisdom? hold your tongue, Good prudence; smatter with your gossips, go. 2280 Nurse. I speak no treason. Capulet. O, God ye god-den. Nurse. May not one speak? Capulet. Peace, you mumbling fool! Utter your gravity o'er a gossip's bowl; 2285For here we need it not. Lady Capulet. You are too hot. Capulet. God's bread! it makes me mad: Day, night, hour, tide, time, work, play, Alone, in company, still my care hath been 2290To have her match'd: and having now provided A gentleman of noble parentage, Of fair demesnes, youthful, and nobly train'd, Stuff'd, as they say, with honourable parts, Proportion'd as one's thought would wish a man; 2295And then to have a wretched puling fool, A whining mammet, in her fortune's tender, To answer 'I'll not wed; I cannot love, I am too young; I pray you, pardon me.' But, as you will not wed, I'll pardon you: 2300Graze where you will you shall not house with me: Look to't, think on't, I do not use to jest. Thursday is near; lay hand on heart, advise: An you be mine, I'll give you to my friend; And you be not, hang, beg, starve, die in 2305the streets, For, by my soul, I'll ne'er acknowledge thee, Nor what is mine shall never do thee good: Trust to't, bethink you; I'll not be forsworn. [Exit]

      lord Capulet enters and mocks Juliet's grief however after he learns that Juliet is rejecting the wedding he gets enraged saying that he would drag her to the church himself he then gives juliet a ultimatium saying if he doesnt marry paris he would disown juliet and leave her a beggar on the streets

    3. Lady Capulet. Why, how now, Juliet! Juliet. Madam, I am not well. Lady Capulet. Evermore weeping for your cousin's death? What, wilt thou wash him from his grave with tears? An if thou couldst, thou couldst not make him live; 2175Therefore, have done: some grief shows much of love; But much of grief shows still some want of wit. Juliet. Yet let me weep for such a feeling loss. Lady Capulet. So shall you feel the loss, but not the friend Which you weep for. 2180 Juliet. Feeling so the loss, Cannot choose but ever weep the friend. Lady Capulet. Well, girl, thou weep'st not so much for his death, As that the villain lives which slaughter'd him. Juliet. What villain madam? 2185 Lady Capulet. That same villain, Romeo. Juliet. [Aside] Villain and he be many miles asunder.— God Pardon him! I do, with all my heart; And yet no man like he doth grieve my heart. Lady Capulet. That is, because the traitor murderer lives. 2190 Juliet. Ay, madam, from the reach of these my hands: Would none but I might venge my cousin's death! Lady Capulet. We will have vengeance for it, fear thou not: Then weep no more. I'll send to one in Mantua, Where that same banish'd runagate doth live, 2195Shall give him such an unaccustom'd dram, That he shall soon keep Tybalt company: And then, I hope, thou wilt be satisfied. Juliet. Indeed, I never shall be satisfied With Romeo, till I behold him—dead— 2200Is my poor heart for a kinsman vex'd. Madam, if you could find out but a man To bear a poison, I would temper it; That Romeo should, upon receipt thereof, Soon sleep in quiet. O, how my heart abhors 2205To hear him named, and cannot come to him. To wreak the love I bore my cousin Upon his body that slaughter'd him! Lady Capulet. Find thou the means, and I'll find such a man. But now I'll tell thee joyful tidings, girl. 2210 Juliet. And joy comes well in such a needy time: What are they, I beseech your ladyship? Lady Capulet. Well, well, thou hast a careful father, child; One who, to put thee from thy heaviness, Hath sorted out a sudden day of joy, 2215That thou expect'st not nor I look'd not for. Juliet. Madam, in happy time, what day is that? Lady Capulet. Marry, my child, early next Thursday morn, The gallant, young and noble gentleman, The County Paris, at Saint Peter's Church, 2220Shall happily make thee there a joyful bride. Juliet. Now, by Saint Peter's Church and Peter too, He shall not make me there a joyful bride. I wonder at this haste; that I must wed Ere he, that should be husband, comes to woo. 2225I pray you, tell my lord and father, madam, I will not marry yet; and, when I do, I swear, It shall be Romeo, whom you know I hate, Rather than Paris. These are news indeed! Lady Capulet. Here comes your father; tell him so yourself, 2230And see how he will take it at your hands.

      lady capulet mistakens juliets grief for romeo as mourning for tybalt so she offered to send a assassin to mantua to poison romeo and she also tells juliet she is going to marry paris on thursday juliet flat out refuses and say she would rather marry her enemy romeo

    4. Nurse. Madam! 2135 Juliet. Nurse? Nurse. Your lady mother is coming to your chamber: The day is broke; be wary, look about. [Exit] Juliet. Then, window, let day in, and let life out. 2140 Romeo. Farewell, farewell! one kiss, and I'll descend. [He goeth down] Juliet. Art thou gone so? love, lord, ay, husband, friend! I must hear from thee every day in the hour, For in a minute there are many days: 2145O, by this count I shall be much in years Ere I again behold my Romeo! Romeo. Farewell! I will omit no opportunity That may convey my greetings, love, to thee. 2150 Juliet. O think'st thou we shall ever meet again? Romeo. I doubt it not; and all these woes shall serve For sweet discourses in our time to come. Juliet. O God, I have an ill-divining soul! Methinks I see thee, now thou art below, 2155As one dead in the bottom of a tomb: Either my eyesight fails, or thou look'st pale. Romeo. And trust me, love, in my eye so do you: Dry sorrow drinks our blood. Adieu, adieu! [Exit] Juliet. O fortune, fortune! all men call thee fickle: If thou art fickle, what dost thou with him. That is renown'd for faith? Be fickle, fortune; For then, I hope, thou wilt not keep him long, But send him back. 2165 Lady Capulet. [Within] Ho, daughter! are you up? Juliet. Who is't that calls? is it my lady mother? Is she not down so late, or up so early? What unaccustom'd cause procures her hither?

      the nurse comes telling the couple that lady capulet is approaching as romeo is desending the windows juliet had a vision of romeo looking like a corpse

    5. Juliet. Wilt thou be gone? it is not yet near day: It was the nightingale, and not the lark, That pierced the fearful hollow of thine ear; 2100Nightly she sings on yon pomegranate-tree: Believe me, love, it was the nightingale. Romeo. It was the lark, the herald of the morn, No nightingale: look, love, what envious streaks Do lace the severing clouds in yonder east: 2105Night's candles are burnt out, and jocund day Stands tiptoe on the misty mountain tops. I must be gone and live, or stay and die. Juliet. Yon light is not day-light, I know it, I: It is some meteor that the sun exhales, 2110To be to thee this night a torch-bearer, And light thee on thy way to Mantua: Therefore stay yet; thou need'st not to be gone. Romeo. Let me be ta'en, let me be put to death; I am content, so thou wilt have it so. 2115I'll say yon grey is not the morning's eye, 'Tis but the pale reflex of Cynthia's brow; Nor that is not the lark, whose notes do beat The vaulty heaven so high above our heads: I have more care to stay than will to go: 2120Come, death, and welcome! Juliet wills it so. How is't, my soul? let's talk; it is not day. Juliet. It is, it is: hie hence, be gone, away! It is the lark that sings so out of tune, Straining harsh discords and unpleasing sharps. 2125Some say the lark makes sweet division; This doth not so, for she divideth us: Some say the lark and loathed toad change eyes, O, now I would they had changed voices too! Since arm from arm that voice doth us affray, 2130Hunting thee hence with hunt's-up to the day, O, now be gone; more light and light it grows. Romeo. More light and light; more dark and dark our woes

      romeo and juliet struggles to part after their secret wedding but he realizes that it is about to become morning and juliet urges romeo to leave before danger arrives

    6. Capulet. Things have fall'n out, sir, so unluckily, That we have had no time to move our daughter: 2060Look you, she loved her kinsman Tybalt dearly, And so did I:—Well, we were born to die. 'Tis very late, she'll not come down to-night: I promise you, but for your company, I would have been a-bed an hour ago. 2065 Paris. These times of woe afford no time to woo. Madam, good night: commend me to your daughter. Lady Capulet. I will, and know her mind early to-morrow; To-night she is mew'd up to her heaviness. Capulet. Sir Paris, I will make a desperate tender 2070Of my child's love: I think she will be ruled In all respects by me; nay, more, I doubt it not. Wife, go you to her ere you go to bed; Acquaint her here of my son Paris' love; And bid her, mark you me, on Wednesday next— 2075But, soft! what day is this? Paris. Monday, my lord, Capulet. Monday! ha, ha! Well, Wednesday is too soon, O' Thursday let it be: o' Thursday, tell her, She shall be married to this noble earl. 2080Will you be ready? do you like this haste? We'll keep no great ado,—a friend or two; For, hark you, Tybalt being slain so late, It may be thought we held him carelessly, Being our kinsman, if we revel much: 2085Therefore we'll have some half a dozen friends, And there an end. But what say you to Thursday? Paris. My lord, I would that Thursday were to-morrow. Capulet. Well get you gone: o' Thursday be it, then. Go you to Juliet ere you go to bed, 2090Prepare her, wife, against this wedding-day. Farewell, my lord. Light to my chamber, ho! Afore me! it is so very very late, That we may call it early by and by. Good night.

      lord capulet is talking to paris and is planning to speed up the wedding between the two he schedule the wedding for thursday opting for a small and private party

    7. Friar Laurence. Hold thy desperate hand: Art thou a man? thy form cries out thou art: 1990Thy tears are womanish; thy wild acts denote The unreasonable fury of a beast: Unseemly woman in a seeming man! Or ill-beseeming beast in seeming both! Thou hast amazed me: by my holy order, 1995I thought thy disposition better temper'd. Hast thou slain Tybalt? wilt thou slay thyself? And stay thy lady too that lives in thee, By doing damned hate upon thyself? Why rail'st thou on thy birth, the heaven, and earth? 2000Since birth, and heaven, and earth, all three do meet In thee at once; which thou at once wouldst lose. Fie, fie, thou shamest thy shape, thy love, thy wit; Which, like a usurer, abound'st in all, And usest none in that true use indeed 2005Which should bedeck thy shape, thy love, thy wit: Thy noble shape is but a form of wax, Digressing from the valour of a man; Thy dear love sworn but hollow perjury, Killing that love which thou hast vow'd to cherish; 2010Thy wit, that ornament to shape and love, Misshapen in the conduct of them both, Like powder in a skitless soldier's flask, Is set afire by thine own ignorance, And thou dismember'd with thine own defence. 2015What, rouse thee, man! thy Juliet is alive, For whose dear sake thou wast but lately dead; There art thou happy: Tybalt would kill thee, But thou slew'st Tybalt; there are thou happy too: The law that threaten'd death becomes thy friend 2020And turns it to exile; there art thou happy: A pack of blessings lights up upon thy back; Happiness courts thee in her best array; But, like a misbehaved and sullen wench, Thou pout'st upon thy fortune and thy love: 2025Take heed, take heed, for such die miserable. Go, get thee to thy love, as was decreed, Ascend her chamber, hence and comfort her: But look thou stay not till the watch be set, For then thou canst not pass to Mantua; 2030Where thou shalt live, till we can find a time To blaze your marriage, reconcile your friends, Beg pardon of the prince, and call thee back With twenty hundred thousand times more joy Than thou went'st forth in lamentation. 2035Go before, nurse: commend me to thy lady; And bid her hasten all the house to bed, Which heavy sorrow makes them apt unto: Romeo is coming. Nurse. O Lord, I could have stay'd here all the night 2040To hear good counsel: O, what learning is! My lord, I'll tell my lady you will come. Romeo. Do so, and bid my sweet prepare to chide. Nurse. Here, sir, a ring she bid me give you, sir: Hie you, make haste, for it grows very late. 2045 [Exit] Romeo. How well my comfort is revived by this! Friar Laurence. Go hence; good night; and here stands all your state: Either be gone before the watch be set, Or by the break of day disguised from hence: 2050Sojourn in Mantua; I'll find out your man, And he shall signify from time to time Every good hap to you that chances here: Give me thy hand; 'tis late: farewell; good night. Romeo. But that a joy past joy calls out on me, 2055It were a grief, so brief to part with thee: Farewell. [Exeunt]

      romeo goes on about how sad he is and friar finally snaps and gives romeo a reality check telling him to stop crying and man up friar tells romeo he must meet juliet and escape to mantua

    8. Friar Laurence. Thou fond mad man, hear me but speak a word. Romeo. O, thou wilt speak again of banishment. Friar Laurence. I'll give thee armour to keep off that word: 1925Adversity's sweet milk, philosophy, To comfort thee, though thou art banished. Romeo. Yet 'banished'? Hang up philosophy! Unless philosophy can make a Juliet, Displant a town, reverse a prince's doom, 1930It helps not, it prevails not: talk no more. Friar Laurence. O, then I see that madmen have no ears. Romeo. How should they, when that wise men have no eyes? Friar Laurence. Let me dispute with thee of thy estate. Romeo. Thou canst not speak of that thou dost not feel: 1935Wert thou as young as I, Juliet thy love, An hour but married, Tybalt murdered, Doting like me and like me banished, Then mightst thou speak, then mightst thou tear thy hair, And fall upon the ground, as I do now, 1940Taking the measure of an unmade grave. [Knocking within] Friar Laurence. Arise; one knocks; good Romeo, hide thyself. Romeo. Not I; unless the breath of heartsick groans, Mist-like, infold me from the search of eyes. 1945 [Knocking] Friar Laurence. Hark, how they knock! Who's there? Romeo, arise; Thou wilt be taken. Stay awhile! Stand up; [Knocking] Run to my study. By and by! God's will, 1950What simpleness is this! I come, I come! [Knocking] Who knocks so hard? whence come you? what's your will? Nurse. [Within] Let me come in, and you shall know my errand; 1955I come from Lady Juliet. Friar Laurence. Welcome, then. [Enter Nurse] Nurse. O holy friar, O, tell me, holy friar, Where is my lady's lord, where's Romeo? 1960 Friar Laurence. There on the ground, with his own tears made drunk. Nurse. O, he is even in my mistress' case, Just in her case! O woful sympathy! Piteous predicament! Even so lies she, Blubbering and weeping, weeping and blubbering. 1965Stand up, stand up; stand, and you be a man: For Juliet's sake, for her sake, rise and stand; Why should you fall into so deep an O? Romeo. Nurse! Nurse. Ah sir! ah sir! Well, death's the end of all. 1970 Romeo. Spakest thou of Juliet? how is it with her? Doth she not think me an old murderer, Now I have stain'd the childhood of our joy With blood removed but little from her own? Where is she? and how doth she? and what says 1975My conceal'd lady to our cancell'd love? Nurse. O, she says nothing, sir, but weeps and weeps; And now falls on her bed; and then starts up, And Tybalt calls; and then on Romeo cries, And then down falls again. 1980 Romeo. As if that name, Shot from the deadly level of a gun, Did murder her; as that name's cursed hand Murder'd her kinsman. O, tell me, friar, tell me, In what vile part of this anatomy 1985Doth my name lodge? tell me, that I may sack The hateful mansion.

      friar tries to calm romeo down but romeo says unless he can physically bring juliet to him or undo his exile it is useless the nurse comes to inform romeo of juliets state and the news worsens romeos guilt knowing that he is causing juliet harm he said he would kill himself

    9. [Enter FRIAR LAURENCE] Friar Laurence. Romeo, come forth; come forth, thou fearful man: 1870Affliction is enamour'd of thy parts, And thou art wedded to calamity. [Enter ROMEO] Romeo. Father, what news? what is the prince's doom? What sorrow craves acquaintance at my hand, 1875That I yet know not? Friar Laurence. Too familiar Is my dear son with such sour company: I bring thee tidings of the prince's doom. Romeo. What less than dooms-day is the prince's doom? 1880 Friar Laurence. A gentler judgment vanish'd from his lips, Not body's death, but body's banishment. Romeo. Ha, banishment! be merciful, say 'death;' For exile hath more terror in his look, Much more than death: do not say 'banishment.' 1885 Friar Laurence. Hence from Verona art thou banished: Be patient, for the world is broad and wide. Romeo. There is no world without Verona walls, But purgatory, torture, hell itself. Hence-banished is banish'd from the world, 1890And world's exile is death: then banished, Is death mis-term'd: calling death banishment, Thou cutt'st my head off with a golden axe, And smilest upon the stroke that murders me. Friar Laurence. O deadly sin! O rude unthankfulness! 1895Thy fault our law calls death; but the kind prince, Taking thy part, hath rush'd aside the law, And turn'd that black word death to banishment: This is dear mercy, and thou seest it not. Romeo. 'Tis torture, and not mercy: heaven is here, 1900Where Juliet lives; and every cat and dog And little mouse, every unworthy thing, Live here in heaven and may look on her; But Romeo may not: more validity, More honourable state, more courtship lives 1905In carrion-flies than Romeo: they my seize On the white wonder of dear Juliet's hand And steal immortal blessing from her lips, Who even in pure and vestal modesty, Still blush, as thinking their own kisses sin; 1910But Romeo may not; he is banished: Flies may do this, but I from this must fly: They are free men, but I am banished. And say'st thou yet that exile is not death? Hadst thou no poison mix'd, no sharp-ground knife, 1915No sudden mean of death, though ne'er so mean, But 'banished' to kill me?—'banished'? O friar, the damned use that word in hell; Howlings attend it: how hast thou the heart, Being a divine, a ghostly confessor, 1920A sin-absolver, and my friend profess'd, To mangle me with that word 'banished'?

      friar tells romeo that the prince had shown him mercy instead of killing him he decided to banish him but romeo insist that this is worse then executing him because he would be separated from Juliet

    10. Juliet. Shall I speak ill of him that is my husband? Ah, poor my lord, what tongue shall smooth thy name, When I, thy three-hours wife, have mangled it? But, wherefore, villain, didst thou kill my cousin? That villain cousin would have kill'd my husband: 1825Back, foolish tears, back to your native spring; Your tributary drops belong to woe, Which you, mistaking, offer up to joy. My husband lives, that Tybalt would have slain; And Tybalt's dead, that would have slain my husband: 1830All this is comfort; wherefore weep I then? Some word there was, worser than Tybalt's death, That murder'd me: I would forget it fain; But, O, it presses to my memory, Like damned guilty deeds to sinners' minds: 1835'Tybalt is dead, and Romeo—banished;' That 'banished,' that one word 'banished,' Hath slain ten thousand Tybalts. Tybalt's death Was woe enough, if it had ended there: Or, if sour woe delights in fellowship 1840And needly will be rank'd with other griefs, Why follow'd not, when she said 'Tybalt's dead,' Thy father, or thy mother, nay, or both, Which modern lamentations might have moved? But with a rear-ward following Tybalt's death, 1845'Romeo is banished,' to speak that word, Is father, mother, Tybalt, Romeo, Juliet, All slain, all dead. 'Romeo is banished!' There is no end, no limit, measure, bound, In that word's death; no words can that woe sound. 1850Where is my father, and my mother, nurse? Nurse. Weeping and wailing over Tybalt's corse: Will you go to them? I will bring you thither. Juliet. Wash they his wounds with tears: mine shall be spent, When theirs are dry, for Romeo's banishment. 1855Take up those cords: poor ropes, you are beguiled, Both you and I; for Romeo is exiled: He made you for a highway to my bed; But I, a maid, die maiden-widowed. Come, cords, come, nurse; I'll to my wedding-bed; 1860And death, not Romeo, take my maidenhead! Nurse. Hie to your chamber: I'll find Romeo To comfort you: I wot well where he is. Hark ye, your Romeo will be here at night: I'll to him; he is hid at Laurence' cell. 1865 Juliet. O, find him! give this ring to my true knight, And bid him come to take his last farewell.

      juliet is shocked after learning the whole truth that romeo have been banished she is extremely heartbroken despite this she decides to seek romeo in secret

    11. Juliet. Ay me! what news? why dost thou wring thy hands? Nurse. Ah, well-a-day! he's dead, he's dead, he's dead! We are undone, lady, we are undone! Alack the day! he's gone, he's kill'd, he's dead! 1760 Juliet. Can heaven be so envious? Nurse. Romeo can, Though heaven cannot: O Romeo, Romeo! Who ever would have thought it? Romeo! Juliet. What devil art thou, that dost torment me thus? 1765This torture should be roar'd in dismal hell. Hath Romeo slain himself? say thou but 'I,' And that bare vowel 'I' shall poison more Than the death-darting eye of cockatrice: I am not I, if there be such an I; 1770Or those eyes shut, that make thee answer 'I.' If he be slain, say 'I'; or if not, no: Brief sounds determine of my weal or woe. Nurse. I saw the wound, I saw it with mine eyes,— God save the mark!—here on his manly breast: 1775A piteous corse, a bloody piteous corse; Pale, pale as ashes, all bedaub'd in blood, All in gore-blood; I swounded at the sight. Juliet. O, break, my heart! poor bankrupt, break at once! To prison, eyes, ne'er look on liberty! 1780Vile earth, to earth resign; end motion here; And thou and Romeo press one heavy bier! Nurse. O Tybalt, Tybalt, the best friend I had! O courteous Tybalt! honest gentleman! That ever I should live to see thee dead! 1785 Juliet. What storm is this that blows so contrary? Is Romeo slaughter'd, and is Tybalt dead? My dear-loved cousin, and my dearer lord? Then, dreadful trumpet, sound the general doom! For who is living, if those two are gone? 1790 Nurse. Tybalt is gone, and Romeo banished; Romeo that kill'd him, he is banished. Juliet. O God! did Romeo's hand shed Tybalt's blood? Nurse. It did, it did; alas the day, it did! Juliet. O serpent heart, hid with a flowering face! 1795Did ever dragon keep so fair a cave? Beautiful tyrant! fiend angelical! Dove-feather'd raven! wolvish-ravening lamb! Despised substance of divinest show! Just opposite to what thou justly seem'st, 1800A damned saint, an honourable villain! O nature, what hadst thou to do in hell, When thou didst bower the spirit of a fiend In moral paradise of such sweet flesh? Was ever book containing such vile matter 1805So fairly bound? O that deceit should dwell In such a gorgeous palace! Nurse. There's no trust, No faith, no honesty in men; all perjured, All forsworn, all naught, all dissemblers. 1810Ah, where's my man? give me some aqua vitae: These griefs, these woes, these sorrows make me old. Shame come to Romeo! Juliet. Blister'd be thy tongue For such a wish! he was not born to shame: 1815Upon his brow shame is ashamed to sit; For 'tis a throne where honour may be crown'd Sole monarch of the universal earth. O, what a beast was I to chide at him! Nurse. Will you speak well of him that kill'd your cousin?

      the nurse runs in crying and juliet thinks that romeo is dead but found out that tybalt is the one who died and was killed by romeo so now she is torn between loyalty to her family or her love for romeo

    12. Juliet. Gallop apace, you fiery-footed steeds, Towards Phoebus' lodging: such a wagoner 1720As Phaethon would whip you to the west, And bring in cloudy night immediately. Spread thy close curtain, love-performing night, That runaway's eyes may wink and Romeo Leap to these arms, untalk'd of and unseen. 1725Lovers can see to do their amorous rites By their own beauties; or, if love be blind, It best agrees with night. Come, civil night, Thou sober-suited matron, all in black, And learn me how to lose a winning match, 1730Play'd for a pair of stainless maidenhoods: Hood my unmann'd blood, bating in my cheeks, With thy black mantle; till strange love, grown bold, Think true love acted simple modesty. Come, night; come, Romeo; come, thou day in night; 1735For thou wilt lie upon the wings of night Whiter than new snow on a raven's back. Come, gentle night, come, loving, black-brow'd night, Give me my Romeo; and, when he shall die, Take him and cut him out in little stars, 1740And he will make the face of heaven so fine That all the world will be in love with night And pay no worship to the garish sun. O, I have bought the mansion of a love, But not possess'd it, and, though I am sold, 1745Not yet enjoy'd: so tedious is this day As is the night before some festival To an impatient child that hath new robes And may not wear them. O, here comes my nurse, And she brings news; and every tongue that speaks 1750But Romeo's name speaks heavenly eloquence. [Enter Nurse, with cords] Now, nurse, what news? What hast thou there? the cords That Romeo bid thee fetch? Nurse. Ay, ay, the cords.

      juliet eagerly wait for romeo to visit her after her secret marriage juliet expresses her excitement and starts making up senarios about their relationships

    13. Benvolio. O Romeo, Romeo, brave Mercutio's dead! That gallant spirit hath aspired the clouds, 1625Which too untimely here did scorn the earth. Romeo. This day's black fate on more days doth depend; This but begins the woe, others must end. Benvolio. Here comes the furious Tybalt back again. Romeo. Alive, in triumph! and Mercutio slain! 1630Away to heaven, respective lenity, And fire-eyed fury be my conduct now! [Re-enter TYBALT] Now, Tybalt, take the villain back again, That late thou gavest me; for Mercutio's soul 1635Is but a little way above our heads, Staying for thine to keep him company: Either thou, or I, or both, must go with him. Tybalt. Thou, wretched boy, that didst consort him here, Shalt with him hence. 1640 Romeo. This shall determine that. [They fight; TYBALT falls] Benvolio. Romeo, away, be gone! The citizens are up, and Tybalt slain. Stand not amazed: the prince will doom thee death, 1645If thou art taken: hence, be gone, away! Romeo. O, I am fortune's fool! Benvolio. Why dost thou stay? [Exit ROMEO] [Enter Citizens, &c] First Citizen. Which way ran he that kill'd Mercutio? Tybalt, that murderer, which way ran he? Benvolio. There lies that Tybalt. First Citizen. Up, sir, go with me; I charge thee in the princes name, obey. 1655[Enter Prince, attended; MONTAGUE, CAPULET, their] Wives, and others] Prince Escalus. Where are the vile beginners of this fray? Benvolio. O noble prince, I can discover all The unlucky manage of this fatal brawl: 1660There lies the man, slain by young Romeo, That slew thy kinsman, brave Mercutio. Lady Capulet. Tybalt, my cousin! O my brother's child! O prince! O cousin! husband! O, the blood is spilt O my dear kinsman! Prince, as thou art true, 1665For blood of ours, shed blood of Montague. O cousin, cousin! Prince Escalus. Benvolio, who began this bloody fray? Benvolio. Tybalt, here slain, whom Romeo's hand did slay; Romeo that spoke him fair, bade him bethink 1670How nice the quarrel was, and urged withal Your high displeasure: all this uttered With gentle breath, calm look, knees humbly bow'd, Could not take truce with the unruly spleen Of Tybalt deaf to peace, but that he tilts 1675With piercing steel at bold Mercutio's breast, Who all as hot, turns deadly point to point, And, with a martial scorn, with one hand beats Cold death aside, and with the other sends It back to Tybalt, whose dexterity, 1680Retorts it: Romeo he cries aloud, 'Hold, friends! friends, part!' and, swifter than his tongue, His agile arm beats down their fatal points, And 'twixt them rushes; underneath whose arm 1685An envious thrust from Tybalt hit the life Of stout Mercutio, and then Tybalt fled; But by and by comes back to Romeo, Who had but newly entertain'd revenge, And to 't they go like lightning, for, ere I 1690Could draw to part them, was stout Tybalt slain. And, as he fell, did Romeo turn and fly. This is the truth, or let Benvolio die. Lady Capulet. He is a kinsman to the Montague; Affection makes him false; he speaks not true: 1695Some twenty of them fought in this black strife, And all those twenty could but kill one life. I beg for justice, which thou, prince, must give; Romeo slew Tybalt, Romeo must not live. Prince Escalus. Romeo slew him, he slew Mercutio; 1700Who now the price of his dear blood doth owe? Montague. Not Romeo, prince, he was Mercutio's friend; His fault concludes but what the law should end, The life of Tybalt. Prince Escalus. And for that offence 1705Immediately we do exile him hence: I have an interest in your hate's proceeding, My blood for your rude brawls doth lie a-bleeding; But I'll amerce you with so strong a fine That you shall all repent the loss of mine: 1710I will be deaf to pleading and excuses; Nor tears nor prayers shall purchase out abuses: Therefore use none: let Romeo hence in haste, Else, when he's found, that hour is his last. Bear hence this body and attend our will: 1715Mercy but murders, pardoning those that kill.

      benvolio tells romeo that mercutio had died in anger romeo kills tybalt the prince comes along with both familes and lady capulet urges the prince to execute romeo but romeo was defended by the montague and the prince decides to banish romeo from verona

    14. Romeo. Gentle Mercutio, put thy rapier up. Mercutio. Come, sir, your passado. 1585 [They fight] Romeo. Draw, Benvolio; beat down their weapons. Gentlemen, for shame, forbear this outrage! Tybalt, Mercutio, the prince expressly hath Forbidden bandying in Verona streets: 1590Hold, Tybalt! good Mercutio! [TYBALT under ROMEO's arm stabs MERCUTIO, and flies with his followers] Mercutio. I am hurt. A plague o' both your houses! I am sped. Is he gone, and hath nothing? 1595 Benvolio. What, art thou hurt? Mercutio. Ay, ay, a scratch, a scratch; marry, 'tis enough. Where is my page? Go, villain, fetch a surgeon. [Exit Page] Romeo. Courage, man; the hurt cannot be much. 1600 Mercutio. No, 'tis not so deep as a well, nor so wide as a church-door; but 'tis enough,'twill serve: ask for me to-morrow, and you shall find me a grave man. I am peppered, I warrant, for this world. A plague o' both your houses! 'Zounds, a dog, a rat, a mouse, a 1605cat, to scratch a man to death! a braggart, a rogue, a villain, that fights by the book of arithmetic! Why the devil came you between us? I was hurt under your arm. Romeo. I thought all for the best. 1610 Mercutio. Help me into some house, Benvolio, Or I shall faint. A plague o' both your houses! They have made worms' meat of me: I have it, And soundly too: your houses! [Exeunt MERCUTIO and BENVOLIO] Romeo. This gentleman, the prince's near ally, My very friend, hath got his mortal hurt In my behalf; my reputation stain'd With Tybalt's slander,—Tybalt, that an hour Hath been my kinsman! O sweet Juliet, 1620Thy beauty hath made me effeminate And in my temper soften'd valour's steel!

      romeo steps inbetween them to stop the fight but tybalt stabes mercutio and runs aways romeo gets sad and blames himself for mercutios injuries

    15. Tybalt. Well, peace be with you, sir: here comes my man. Mercutio. But I'll be hanged, sir, if he wear your livery: 1555Marry, go before to field, he'll be your follower; Your worship in that sense may call him 'man.' Tybalt. Romeo, the hate I bear thee can afford No better term than this,—thou art a villain. Romeo. Tybalt, the reason that I have to love thee 1560Doth much excuse the appertaining rage To such a greeting: villain am I none; Therefore farewell; I see thou know'st me not. Tybalt. Boy, this shall not excuse the injuries That thou hast done me; therefore turn and draw. 1565 Romeo. I do protest, I never injured thee, But love thee better than thou canst devise, Till thou shalt know the reason of my love: And so, good Capulet,—which name I tender As dearly as my own,—be satisfied. 1570 Mercutio. O calm, dishonourable, vile submission! Alla stoccata carries it away. [Draws] Tybalt, you rat-catcher, will you walk? Tybalt. What wouldst thou have with me? 1575 Mercutio. Good king of cats, nothing but one of your nine lives; that I mean to make bold withal, and as you shall use me hereafter, drybeat the rest of the eight. Will you pluck your sword out of his pitcher by the ears? make haste, lest mine be about your 1580ears ere it be out. Tybalt. I am for you.

      tybalt spots romeo and challenges him to a fight but romeo refuses and says that we are closer than you think mercutio sees romeo as a coward and decide to draw his sword challenging tybalt in romeos place

    16. Tybalt. Follow me close, for I will speak to them. 1535Gentlemen, good den: a word with one of you. Mercutio. And but one word with one of us? couple it with something; make it a word and a blow. Tybalt. You shall find me apt enough to that, sir, an you will give me occasion. 1540 Mercutio. Could you not take some occasion without giving? Tybalt. Mercutio, thou consort'st with Romeo,— Mercutio. Consort! what, dost thou make us minstrels? an thou make minstrels of us, look to hear nothing but discords: here's my fiddlestick; here's that shall 1545make you dance. 'Zounds, consort! Benvolio. We talk here in the public haunt of men: Either withdraw unto some private place, And reason coldly of your grievances, Or else depart; here all eyes gaze on us. 1550 Mercutio. Men's eyes were made to look, and let them gaze; I will not budge for no man's pleasure, I.

      tybalts approches looking to confront romeo but mercutio challenges him to a fight

    17. Benvolio. I pray thee, good Mercutio, let's retire: The day is hot, the Capulets abroad, 1500And, if we meet, we shall not scape a brawl; For now, these hot days, is the mad blood stirring. Mercutio. Thou art like one of those fellows that when he enters the confines of a tavern claps me his sword upon the table and says 'God send me no need of 1505thee!' and by the operation of the second cup draws it on the drawer, when indeed there is no need. Benvolio. Am I like such a fellow? Mercutio. Come, come, thou art as hot a Jack in thy mood as any in Italy, and as soon moved to be moody, and as 1510soon moody to be moved. Benvolio. And what to? Mercutio. Nay, an there were two such, we should have none shortly, for one would kill the other. Thou! why, thou wilt quarrel with a man that hath a hair more, 1515or a hair less, in his beard, than thou hast: thou wilt quarrel with a man for cracking nuts, having no other reason but because thou hast hazel eyes: what eye but such an eye would spy out such a quarrel? Thy head is as fun of quarrels as an egg is full of 1520meat, and yet thy head hath been beaten as addle as an egg for quarrelling: thou hast quarrelled with a man for coughing in the street, because he hath wakened thy dog that hath lain asleep in the sun: didst thou not fall out with a tailor for wearing 1525his new doublet before Easter? with another, for tying his new shoes with old riband? and yet thou wilt tutor me from quarrelling! Benvolio. An I were so apt to quarrel as thou art, any man should buy the fee-simple of my life for an hour and a quarter. 1530 Mercutio. The fee-simple! O simple! Benvolio. By my head, here come the Capulets. Mercutio. By my heel, I care not. [Enter TYBALT and others] Tybalt. Follow me close, for I will speak to them. 1535Gentlemen, good den: a word with one of you. Mercutio. And but one word with one of us? couple it with something; make it a word and a blow. Tybalt. You shall find me apt enough to that, sir, an you will give me occasion. 1540 Mercutio. Could you not take some occasion without giving? Tybalt. Mercutio, thou consort'st with Romeo,— Mercutio. Consort! what, dost thou make us minstrels? an thou make minstrels of us, look to hear nothing but discords: here's my fiddlestick; here's that shall 1545make you dance. 'Zounds, consort! Benvolio. We talk here in the public haunt of men: Either withdraw unto some private place, And reason coldly of your grievances, Or else depart; here all eyes gaze on us. 1550 Mercutio. Men's eyes were made to look, and let them gaze; I will not budge for no man's pleasure, I.

      benvolio is trying to get mercutio to leave because it is hot outside and their rivals the capulets are here mercutio jokes that benvolio is actually the one that likes to start fights and is easily angered

    1. Albus Dumbledore says: "Of course it is happening inside your head, Harry, but why on earth should that mean that it is not real?"

      it is happening inside your head

      does it now?

    1. 市場にサービスを提供するための全てのオプションとしてサプライチェーンを見るなら、価格設定は明らかにそのうちのひとつです。将来の価格が分からなければ需要予測を行う意味はあまりなく、価格を下げれば需要が膨張するという機械的な側面があります。

      当たり前やけどこれもサプライチェーンの範疇に入るのか

    1. The Clerk of the City shall at any time when directed by the City Council, or when petitioned in writing by at least five percent of the registered voters of the City and filed with the City Clerk no less than 40 days before the day of such meeting, call a special meeting of the legal voters of the City, for any legal purpose, in the same manner as is provided for the annual meeting, except as is hereinafter provided: (1) Whenever a petition is brought for a meeting to rescind or reconsider the action taken at a previously held City meeting, the number of names required shall be 10 percent of the legal voters, and the petition shall be filed with the City Clerk within 30 days following the date of that meeting.

      St. Albans

      Initiatives 5%

      Referendums 10%

    1. § 506. Petition for enactment of ordinance; special meeting (a) Subject to the provisions of section 505 of this charter, voters of the City may at any time petition in the same manner as in section 505 of this charter for the enactment of any proposed lawful ordinance by filing such petition, including the text of such ordinance, with the City Clerk. The Council shall call a special City meeting to be held within 45 days of the date of such filing, unless prior to such meeting such ordinance shall be enacted by the Council. The warning for such meeting shall include a short, concise one-paragraph description of the effects of the proposed ordinance and shall provide for an aye and nay vote as to its enactment. The warning shall also include reference to a place within the City where copies of the entire text of the proposed ordinance may be examined. Such ordinance shall take effect on the 10th day after the conclusion of such meeting, provided that the electors as qualified in section 505 of this charter, constituting a majority of those voting thereon, shall have voted in the affirmative. (b) Any such proposed ordinance shall be examined by the City Attorney before being submitted to the special City meeting. The City Attorney is authorized subject to the approval of the Council, to correct such ordinance so as to avoid repetitions, illegalities, and unconstitutional provisions and to ensure accuracy in its text and references and clearness and preciseness in its phraseology, but he or she shall not materially change its meaning and effect. (c) The provisions of this section shall not apply to any appointments of officers, members of commissions, or boards made by the Council, or to the appo

      South Burlington

      Initiatives threshold 10%

    2. § 13-505. Rescission of ordinances All ordinances shall be subject to rescission by a special City meeting, as follows: if, within 10 days after final passage by the Council of any such ordinance, a petition signed by electors of the City not less in number than 10 percent of the number of votes cast in the last municipal election is filed with the City Clerk requesting its reference to a special City meeting, the Council shall fix the time and place of such meeting, within 14 days after the filing of the petition, and notice thereof shall be given in the manner provided by law in the calling of a special City meeting. An ordinance so referred shall remain in effect upon the conclusion of such meeting unless electors not less in number than 10 percent of the number of votes cast in the last municipal election and constituting a majority of those voting thereon, shall have voted against the ordinance.

      So. Burlington

      Repeal referendums

    1. § 305. Overrule of ordinances All ordinances shall be subject to overrule by a special Town meeting, as follows; if, within 20 days after final passage by the Selectboard of any such ordinance, a petition signed by voters of the Town not less in number than 10 percent of the largest number of votes cast by Australian ballot at the last annual Town meeting is filed with the Town Clerk requesting its reference to a special Town meeting, the Selectboard shall fix the time and place of such meeting, which shall be not less than 30 nor more than 40 days after the filing of the petition and notice thereof shall be given in the manner provided by law in the calling of a special Town meeting. An ordinance so referred shall become effective upon the conclusion of such meeting unless voters not less in number than 10 percent of the largest number of votes cast by Australian ballot at the last annual Town meeting and constituting a majority of those voting thereon, shall have voted against the ordinance. (Amended 2015, No. M-1, § 2, eff. Jan. 27, 2015.)

      Colchester

      Referendum requires signatures from 10%

    Annotators

  2. academic.oup.com academic.oup.com
    1. you can add heat to an object, you cannot say that "an object contains a certain quantity of heat." This is very different from the case of the fuel in your car: you can add fuel to your car, and you are quite entitled to say that your car "contains a certain quantity of fuel". You even have a gauge for measuring it! But heat is quite different. Objects do not and cannot have gauges which read out how much heat they contain, because heat only makes sense when it is "in transit".1To see this, consider your co

      hyfmhgmjg,mjh,kj

    1. . Your main research question should be substantial enough to form the guiding principle of your paper—but focused enough to guide your research. A strong research question requires you not only to find information but also to put together different pieces of information, interpret and analyze them, and figure out what you think. As you consider potential research questions, ask yourself whether they would be too hard or too easy to answer.

      main research question should be focused enough to guide your research.

    2. A successful research process should go through these steps: Decide on the topic. Narrow the topic in order to narrow search parameters. Consider a question that your research will address. Generate sub-questions from your main question. Determine what kind of sources are best for your argument. Create a bibliography as you gather and reference sources.

      The steps a research process should go through.

    3. After narrowing your focus, think about key search terms that will apply only to your subtopic. Develop specific questions that can be answered through your research process, but be careful not to choose a focus that is overly narrow. You should aim for a question that will limit search results to sources that relate to your topic, but will still result in a varied pool of sources to explore.

      Try not to write something that is overly narrow. You need to keep the questions you want to ask broad enough to have enough resources to support your research.

    4. But the research process does not end when you have solved your mystery. Imagine what would happen if a detective collected enough evidence to solve a criminal case, but she never shared her solution with the authorities. Presenting what you have learned from research can be just as important as performing the research. Research results can be presented in a variety of ways, but one of the most popular—and effective—presentation forms is the research paper. A research paper presents an original thesis, or purpose statement, about a topic and develops that thesis with information gathered from a variety of sources.

      A better way to describe the effort you have to put into researching all sides of the argument or thesis

    1. While it is true that some young women in today’s society are more sexualized than in the past, that is not true for all girls. The writer of this thesis should ask the following questions: Which teenage girls? What constitutes “too” sexualized? Why are they behaving that way? Where does this behavior show up? What are the repercussions?

      An example of how to properly narrow down thesis.The questions to ask yourself to be more specific.

    2. Examples of Appropriate Thesis Statements The societal and personal struggles of Troy Maxon in the play “Fences” symbolize the challenge of black males who lived through segregation and integration in the United States. Shakespeare’s use of dramatic irony in Romeo and Juliet spoils the outcome for the audience and weakens the plot. J. D. Salinger’s character in Catcher in the Rye, Holden Caulfield, is a confused rebel who voices his disgust with phonies, yet in an effort to protect himself, he acts like a phony on many occasions. Compared to an absolute divorce, no-fault divorce is less expensive, promotes fairer settlements, and reflects a more realistic view of the causes for marital breakdown. Exposing children from an early age to the dangers of drug abuse is a sure method of preventing future drug addicts. In a crumbling job market, a high school diploma is not significant enough education to land a stable, lucrative job.

      confident thesis statements

    3. Specificity A thesis statement must concentrate on a specific area of a general topic. As you may recall, the creation of a thesis statement begins when you choose a broad subject and then narrow down its parts until you pinpoint a specific aspect of that topic. For example, health care is a broad topic, but a proper thesis statement would focus on a specific area of that topic, such as options for individuals without health-care coverage. Precision A strong thesis statement must be precise enough to allow for a coherent argument and to remain focused on the topic.

      Specificity: narrowing down thesis. Precision: Hitting the nail on the head so to speak, with the thesis statement.

    4. A thesis is generally one to two sentences long and appears toward the end of your introduction. It is specific and focuses on one to three points of a single idea—points that will be demonstrated in the body. The thesis forecasts the content of the essay and suggests how you will organize your information. Remember that a thesis statement does not summarize an issue but rather dissects it.

      A description of how to utilize a thesis.

    1. When writing a personal narrative for class, first consider the prompt your teacher assigned you. Then, freewrite about topics that are of general interest to you.

      Very good to do as it will open up your brain to good ideas and it will allow you to write a lot easier.

    2. The intention or purpose may be to expound on the grieving process (catharsis), or to encourage an emotional response from the reader, for example, making a person laugh or cry.

      It is a good sign if the reader is very engaged and feeling all of the emotions, it means you have got through to the reader.

    3. a personal narrative is a form of creative writing that tells a story about personal experiences.

      Personal Narratives are very important to have very good, strong, and organized writing as it will keep the audience engaged.

    1. When selecting a topic, you may also want to consider something that interests you or something based on your own life and personal experiences.

      Very important so you have a good writing flow without getting writers block.

    2. Effective writing can be simply described as good ideas that are expressed well and arranged in the proper order.

      Being organized can lead to a great piece pf writing.

    3. Just as you need a recipe, ingredients, and proper tools to cook a delicious meal, you also need a plan, resources, and adequate time to create a good written composition

      Everything has its steps and it is important to follow them if we want successful results.

    1. Yet large “leaks” in the metaphorical STEM pipeline likely occur by early child-hood in the U.S.

      This is well worded and has strong imagery

    2. A practical implication of these findings is that factors present before kindergarten may largely explain racial and ethnic underrepresentation in STEM.

      Implied, but not studied, indicating further study is required

    3. However, the study’s antecedent, opportunity, and pro-pensity factors do not fully explain the observed racial dis-parities.

      Limitations, what wasn't conferred.

    4. Asian students were initially less likely than White students to display advanced science achieve-ment in kindergarten (i.e., 7% versus 16%, respectively). Asian students then were more likely than White students to display advanced science achievement by fifth grade (i.e., 16% versus 13%, respectively).

      I wonder how much familial + social pressures played into this? i.e. "The Model Minority"

    5. We used White, non-Hispanic students as the reference group

      Are they saying this was the baseline they used to compare? As in, they just assumed it was the standard, or this was the standard simply because of circumstances?

    6. Internalizing Problem Behaviors subscale consisted of four items (i.e., is the child lonely, sad, anxious, or displays low self-esteem). Problem behavior frequency was rated using a four-point response scale ranging from “never” to “very often.” Higher scores indicated that the behavior occurred more frequently. The internal consistency reliability coefficients for the externalizing and internalizing problem behaviors scales were .89 and .78, respectively (Tourangeau et al., 2019)

      Very cool, as this aligns with the research I am interested in. Mirrors it in a way.

    7. he science achievement measure was designed to assess a student’s understanding about the physical, life, and Earth and space sciences as well as scientific inquiry. The mathe-matics achievement measure was designed to assess a stu-dent’s conceptual knowledge, procedural knowledge, and problem solving. The mathematics achievement measure included items on number sense, properties, and operations; measurement; geometry and spatial sense; data analysis, sta-tistics, and probability; and patterns, algebra, and functions. The reading achievement measure was designed to assess basic reading skills (e.g., print familiarity), vocabulary, and reading comprehension

      It would have been nice to see data supporting these subgroupings.

    8. item response theory (IRT)

      Also, it's cool that I will be using IRT. Used to determine if the distances from 1-2, 2-3, 3-4, & 4-5 are mathematically the same on a Likert-type scale.

    9. Emergent literacy (α = .57) was a standardized composite score of five items related to literacy activities. The first three items assessed the frequency of parents engaging in book reading and picture book reading with the child as well as the child reading outside school. The last two items reported the number of books that their child owned and how long the parent spent on reading to their child. We added standardized scores of the first three items and the last two items to obtain the standardized composite score

      Cool to see this in practice. My research turns self-efficacy into several different subgroups in a similar fashion.

    10. attrition

      Can you measure, for example, all 1st graders in a district, then the following year, all 2nd graders, 3rd, 4th, etc... and just assume that with a large sample size, the data is apples to apples?

    11. Hypothesis 1: Based on prior work examining the early onset and relative stability of racial or ethnic achievement disparities (e.g., Morgan et al., 2016; Von Hippel et al., 2018), we hypothesized that Black, Hispanic, or AINAPI students would be less likely than White students to dis-play advanced science or mathematics achievement during elementary school in unadjusted analyses. We expected the observed differences to be large (Morgan et al., 2016; Plucker & Peters, 2016; Rambo-Hernandez et al., 2019). We hypothesized that Black, Hispanic, or AINAPI stu-dents would be less likely than White students to display advanced levels of science or mathematics achievement by the end of kindergarten and throughout elementary school (Freyer & Levitt, 2004; Rambo-Hernandez et al., 2019; Von Hippel et al., 2018).

      This feels like a strong hypothesis that was well written.

    12. Use of universal screen-ing using standardized measures

      But also, we know students are already overtested, and even so, these tests are often heavily biased to favor the dominant group.

    13. Research Question 1: Are Black, Hispanic, or AINAPI students less likely than White students to display advanced science or mathematics achievement during elementary school? If so, how large are the observed gaps

      This feels off. A big difference between research and evaluation is that research asks few, specific, and concise questions while evaluations go for as much bang for your buck. This first research question looks like it is stretched to thin by having two questions attached to it.

    14. Among antecedent, opportunity, and propensity factors, propensity factors most strongly predict student achievement

      The cliche nature vs nurture argument comes to mind here...

    15. lead poisoning, environmental pollutants,

      It will be microplastics for future generations.

      Lead, asbestos, microplastics, it's all the same thing regirgitated for future generations.

    16. Black, Hispanic, and AINAPI students are more likely to experience concentrated poverty that results in fewer learn-ing opportunities and corresponding racial and ethnic achievement disparities during school because of histori-cally racialized policies and practices as well as ongoing residential and community segregation

      Viscious cycle..

    17. (Fryer & Levitt, 2004; Henry et al., 2020; Morgan et al., 2016; National Assessment of Educational Progress [NAEP], 2015, 2020; Navarro et al., 2012; Reardon & Galindo, 2009; Von Hippel et al., 2018).

      Clearly evident and well researched in the literature.

    18. 2.6 percentage point increase in publica-tions, a 4.3 percentage point increase in citations, and a .03

      2.6 and 4.3 feel signficant but 0.03 feels like a reach unless I am misunderstanding this.

    1. Researchers follow an iterative process to solve problems.

      You repeat steps over and over again to improve the solutions each time like how we wrote our narrative essay.

    2. Part of becoming a skilled researcher is learning the epistemology of one’s discipline. Say

      Its about how you think, question, and evaluate information for your own discipline.

    3. When scholarship is working right, publication of research results produces inquiry by other scholars, which in turn produces more research.

      What does this mean exactly?

    4. On the other hand, doing research for other reasons than to answer a question can be half-hearted or sloppy.

      I agree to this, sometimes when I read my research notes on something I don't have desire for it sounds not appealing.

    5. If students, for example, research a topic only because they are required to by an assignment, and not from a desire to learn anything in particular, the results will often be subpar.

      I can agree on this because if I research something just cause I have to I won't be interested in learning and gather information about it.

    1. ふうちゃんの本棚

      ダウンロードできる量は団体ごとに決定できるようにする。行政によってモデルが異なるため。キャッシュクリア方法はどうするか検討する。1冊100MB*20冊を想定。団体で1G程度を想定。冊数ではなくサイズで判断する。途中の変更はあり。少なくされる可能性もあり。次ダウンロードするときに、サイズチェックを行う。

    1. lei
      • Depende de <u>lei</u> do ente que instituiu o tributo dispor sobre compensação de créditos tributários vencidos e vincendos
      • Logo, é possível constatar que a compensação não é um direito subjetivo pleno, tendo em vista que depende de previsão e regulamentação legal para que possa ser efetivo.
      • Com isso, a lei pode optar por 2 sistemáticas: a) prevê no texto legal as condições e garantias para a compensação; b) atribuir à autoridade administrativa a competência para estipular garantias e condições para compensação.
    1. Help missionaries plan the invitation based on the needs and progress of the person.

      What needs does this person have that the Savior can fill through the baptismal covenant? How can you emphasize the Savior's power during your teaching?

    2. Invite missionaries to practice extending the invitation.

      What promptings did you have from the Spirit as you were practicing this principle? How did you, or how can you, apply that into your practice?

    3. Demonstrate what this invitation might look like.

      When did you feel the Spirit most strongly during that demonstration? What is the Spirit prompting you to do to apply that into your practice?

    4. Discuss the needs of the person missionaries will be inviting

      What needs does this person have that the Savior can fill? How can they experience this through attending church?

    1. Fundo Nacional de Desenvolvimento Regional

      1) Criado, através da EC 132/2023, o FNDR (Fundo Nacional de Desenvolvimento Regional).

      2) Criado com o objetivo de reduzir as desigualdades <u>regionais</u> e <u>sociais</u>.

      3) Os recursos do fundo são constituídos pela União e Estados/DF.

      4) Servem-se para:

      • Infraestrutura: obras, projetos e estudos;
      • Potencial geração de emprego e renda (inclui-se subvenções);
      • Ações de desenvolvimento tecnológico e científico.

      5) Não previsão para que Municípios entreguem ou recebam recursos do FNDR

      6) Não pode haver nenhuma restrição ao recebimento de recursos do FNDR.

    1. help missionaries encourage members to invite friends to sacrament meeting and help them get there.

      What do you feel inspired to teach members to help them recognize the blessings they've received from coming to church?

    2. Help missionaries understand that these principles of love, share, and invite are for all members.

      What are blessings you've seen from applying love, share, and invite before or on your mission? How do you think that this could apply to the members you teach?

    1. HTML, which is not a programming language

      Sure it is:

      It's not really a debate, HTML is a markup language [1], not a programming language

      This is a false dichotomy, and untrue on two points (a) that HTML is "not a programming language", and (b) that the stance you have taken is not up for debate.

      You're using the term "programming language" as shorthand to refer to the subset of languages more rigorously referred to as Turing-complete general-purpose programming languages.* There are programming languages outside this subset that no less have set membership with the larger "programming language" superset.

      A programming language is a programming language in the sense that they have come to exist with the advent of the stored program computer. Though HTML and other markup languages are not** Turing-complete general-purpose programming languages, they are used every bit as much to describe a stored program as a language you might encounter when opening a file containing G-code "instructions" for controlling a CNC machine.

      * We had a similar (but not the same) silly recurring argument in the 90s where people, at a loss for words to accurately capture their thoughts and grasping at whatever came to mind, argued that there were two distinct classes: "programming languages" and "scripting languages"—a category error arising from the same phenomenon of mistaking loose, off-the-cuff shorthand for The Real Idea Behind the Thing That's Involved Here

      ** No overlooking the fact that HTML is a proper superset of CSS, a provably Turing-complete (though not general-purpose) programming language—and JS, which is, of course, a true general-purpose programming language

      (Originally drafted in response to https://news.ycombinator.com/item?id=46747778)

    1. Healing responses may include turning to music, art, religion, literature, nature, humor, or psychotherapy for solace and understanding. Spiritual questions of purpose and meaning in life become more immediate in the face of impending death.

      .

    2. Under the Medicare Hospice Benefit, hospices provide bereavement support for at least a year to families of patients they have served. They also provide bereavement services to partners and close friends. Often, hospices provide this support to people in their community even if the death did not occur with hospice care.

      .

    3. Physicians and nurses may want to call in clergy and social workers; each may have something to offer a family that is trying to integrate the shock and loss.

      .

    4. If patients have lost the capacity to express their wishes and family members are in conflict about a certain plan, it is best to focus on what the patient would have wanted, applying the ethical principle of substituted judgment.

      .

    5. The clinician needs to communicate clearly with the family members regarding plans for care, prognosis, complications, and who will make decisions should the patient be unable.

      .

    6. Guidelines for assisted suicide have been published, and clinicians confronted with a reasonable request to end life should refer to these, as well as to colleagues experienced in palliative care, for help. In almost all cases, legally permissible and clinically preferable alternatives can be found.

      .

    7. A patient’s request to hasten death should be explored in detail. At first, it should be considered a cry for help. It may represent the wish to escape from depression, anxiety, uncontrolled physical pain, shame of dependency, and other psychosocial issues.

      .

    8. In assisted suicide, the physician provides the means (such as a prescription for barbiturates) at the request of the patient, but the patient must eventually take (or not take) the potentially lethal medication by his or her own hand.

      .

    9. Voluntary active euthanasia is the act of intentionally intervening to cause the patient’s death, at the explicit request of, and with the full informed consent of, the competent patient.

      .

    10. Withdrawing life-sustaining but burdensome treatments, even though the withdrawal leads to death, is also an accepted part of practice based on the patient’s right to bodily integrity.

      .

    11. Patients who recover from delirium and coma sometimes report experiences that range from nightmarish, terrifying visions, on the one hand, to very pleasant out-of-body travel or visions of light and angelic beings on the other. Some may not be able to remember anything about the experience. Occasionally, the disorientation becomes profound and the sense of the world is lost. ++

      .

    12. CASE ILLUSTRATION 6 Caleb, a 101-year-old rugged dairy farmer, has become partly deaf and then blind in the last 5 years of his life but remains alert and communicative.

      .

    13. Patients have the right to forgo therapies such as intravenous fluids, nasogastric feeding, and supplemental oxygen, among others. Documentation of these choices is vital if the patient does not wish to undergo treatments and can be done on the MOLST form.

      .

    14. The notion that being resuscitated from cardiopulmonary arrest will not add appreciably to the quality and/or quantity of life is an open acknowledgment that death might be near—and that reversing the dying process is not within the power of medicine.

      .

    15. The “do-not-resuscitate” (DNR) order refers to the withholding of CPR, specifically closed-chest cardiac massage, defibrillation, and artificially supplied respiratory support. For most patients with a terminal disease, CPR is ineffective, and its harshness makes it a cruel, expensive, technological death ritual. Many studies have shown that CPR provides no increase in out-of-hospital survival for patients with progressive multisystem disease, particularly patients with advanced cancers and renal failure.

      .

    16. Invasive interventions that exceed the usual boundaries of hospice care but that extend meaningful life and improve quality of life are sometimes appropriate even within a hospice approach, as long as the patient consents. Remaining flexible in the face of changing, difficult situations and allowing the patient’s goals to guide the treatment as much as possible permit the clinician to hope along with the patient for a death with as little meaningless suffering as possible.

      .

    17. CASE ILLUSTRATION 4 Max, a 63-year-old, recently retired, and previously healthy man, develops abdominal pain and is found to have widely metastasized colon cancer.

      He is told to have 6-12 months to live. Max and his wife go to a different clinic for holistic treatment, but they ghost them after the visit. He goes back to the original clinic and recieved paalliative care before he passes.

    18. Providing ranges of survival times and allowing for outliers on either end is better than predicting an exact amount of time. (“The average person with your illness will live two to six months. It could be longer, and we will try to make that happen, but it could also be shorter, so you may want to make sure everything is prepared just in case things don’t go as we hope.”)

      .

    19. CASE ILLUSTRATION 3 At 68 years old, Albert has severe end-stage emphysema from years of smoking, severe mitral regurgitation, congestive heart failure, cardiac arrhythmias, and alcoholism.

      He bullied his wife for 40 years, does not want CPR or respirator care. He yells at healthcare professionals and family for him being sick, blames medication. Eventually reveals he's afraid to die, particularly being buried alive. He receives medication that helps him calm down but dies of rising CO2 later on

    20. For some, dying may be a time for personal growth, reflection, and meaning, but for others, personal factors and emotional reactions block an acceptance of death.

      .

    21. CASE ILLUSTRATION 2 Carlos, a 70-year-old man, has been diagnosed with advanced hepatocellular carcinoma.

      He's referred to hospice, responds very little to questions about death. He becomes bed bound, has routine visits to his home where he passes with his family.

    22. Progressive declines initially may be treated as another form of bad news, but they also potentially provide the opportunity for enhanced meaning and control in the dying process.

      .

    1. Equal justice between man and man (sometimes vitiated by partiality to Europeans).

      Acknowledges inequality within the imperial system despite claims of fairness.

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