ITALIAN IMMAGRANTS essays

ITALIAN IMMAGRANTS articles In the1920s the United States of America invited a large number of settlers consistently. They went to the United States searching for circumstance and a superior life. From 1920 to1930, 4,652,115 individuals moved to the United States. 5550,460 of these were Italian. Italians like different settlers confronted numerous hardships when they showed up in the U.S. Most hardships were brought about by prejudices and naturism. Americans were not used to the migrants and thought less of them. Italians were likewise accused for a large number of the countries issues. The administration struck a considerable lot of the settlers homes in light of the fact that the dreaded they were socialist. The Sacco and Venzetti preliminary demonstrates the accuse the Americans put for settlers. There was no considerable proof for the situation. They were still sentenced in light of the fact that they were migrants and there were preferences against them and their convictions. From the start individuals didnt understand the craftsmanship and culture that Italian foreigners carried with them. I believe that if individuals werent terrified of the new culture coming they would of gained from them. The Immigrants carried with them things that we presently experience each day. Enrique Caruso was drama tenor who was one of the primary performers to market Italian dramas in America. The Italian Immigrants additionally carried their adoration for food with them. This leaves us today with numerous nourishments that are basic to individuals who dont acknowledge they didnt exist in this nation until the Italian foreigners brought them. Food, for example, pizza, pasta, cheeses, and cold cuts are on Americans consumes less calories in light of the workers. Neurosis struck the administration in 1941. In the months promptly following Pearl Harbor. Around 250 Italian Americans were interned. They were considered by the U.S. government to be security dangers. By June 1942, the FBI interned 1,521 Italian Americans. They were sent to interment camps in Montana, Oklahoma and Tennessee. Most were discharged shortl ... <!

Appropriate language use and Pedagogic purpose in EFL classrooms Free Essays

string(131) individual instructors that are additionally part of an EFL program shares the difficulties and the triumphs that they had looked in the classroom. Presentation Language is the main key that could open the entryways of a specific culture with regards to getting to its fortune trove of writing, history, and theory. It is difficult to find out about a people group’s lifestyle, if an outcast can't get a handle on the fundamental basics of their language. It is difficult to see how a specific culture has been framed and how it is being continued without an essential capacity to utilize the language. We will compose a custom article test on Suitable language use and Pedagogic reason in EFL homerooms or on the other hand any comparable point just for you Request Now It is the code breaker, a mediator and analytical instrument folded into one. With regards to the English language its significance goes past that of a code breaker and mediator since it is the most widely used language of the cutting edge age. The person who can communicate in the language doesn't just approach the way of life of the English talking world; the individual capable in the said language additionally have the capacity to make an enormous system that traverses everywhere throughout the globe. This is because of the way that English is spoken by a large number of a large number of individuals. The individual wanting to learn English must search out a foundation or an educator that knows the significance of utilizing suitable language dependent on instructive purposes. Before going any further it is critical to call attention to that the presence of eminent educational plan and a lot of viable encouraging strategies have no worth except if an energetic and learned instructor goes along to get and utilize these apparatuses. These are simply instruments and that's it. It is the instructor with commitment and away from of their motivation that can inject vitality and knowledge into an EFL study hall making it a successful spot for learning a second or even third language. Everything starts with the acknowledgment that the instructor has the ability to change the learning condition contingent upon the need. The instructor isn't just the military trainer yet additionally the organizer, directing the pace of the learning procedure while simultaneously expertly utilizing all the assets available to them to make a specific study hall dynamic that builds the ability of the understudies to learn and ace an unknown dialect. In spite of the fact that the instructor has aced the English language to such a degree, that he can train it to others doesn't intend to state that the educator is the focal point of the EFL study hall universe. It is significant to value the significance of joint effort. It is constantly beneficial to work with other English educators. Yet, more critically it is basic to be stayed up to date with new educating rehearses. One of the most supportive is the possibility that educators figure out how to utilize fitting language in EFL study halls. The catchphrase here is setting. Coming up next are a portion of the meanings of setting, for example, â€Å"the part of a book or proclamation that encompasses a specific word or section and decides meaning† (Walsh, 2011, p.24). The subsequent definition centers around the conditions in which an occasion happens; a setting (Walsh, year, p.24). Furthermore, the third definition is states as the â€Å"parts of a bit of composing, discourse, and so on., that go before and follow a word or section and add to its full meaning† (Walsh, 2011, p.24). Suitable Language Use in EFL homerooms The most significant expertise to create is the capacity to utilize fitting â€Å"teacher talk†, which is the discourse that is conceivable to the understudies however not misrepresented (Richards Farrell, 2011, p.16). The affirmation that it is basic for EFL educators to utilize fitting language might be confounding from the outset. The target of learning foundation like EFL is to show the English language to a non-local speaker. Normally, the instructors would need to utilize the English language as a vehicle of guidance. Consequently, it requires explanation when researchers brought up the need to assess the language use in the study halls. Upon close assessment the importance of the expression â€Å"appropriate language use† must be deciphered with regards to EFL. It is the utilization of metalanguage to show another dialect. For this situation metalanguage can likewise be images and different articulations that the educators can use with different instructors to assist them with assessing the educating style. The metalanguage can be viewed as basic language shared by instructors in EFL and this can be utilized to bind together all the procedures and methods. Issues are not out of the ordinary if educators can't discover shared belief and the â€Å"lack of a concurred metalanguage makes the procedures of correlation and speculation for all intents and purposes incomprehensible, as the builds utilized have diverse meanings† (Walsh, 2011, p.109). A metalanguage can be created utilizing an exploration instrument called the self-assessment of instructor talk or SETT (Walsh, 2006, p.133). This is a structure that can be developed by educators or chairmen to assess instructor talk or how they connect with their understudies (Housen Pierrard, 2005, p.217). A case of SETT structure is the utilization of sound chronicles of what happened inside an EFL study hall. In different cases instructors utilizes camcorders to record the exercises inside the homeroom. Beside utilizing the SETT system, educators must participate in intelligent practices with other associate or experts so as to obviously assess showing methods and procedures in an EFL domain (Walsh, 2011, p.147). Another approach to find the proper language for EFL is to painstakingly investigate criticism originating from understudies, individual instructors, and synergistic groups. The understudies are the essential wellspring of input. The instructor accomplishes something in the study hall and the individual in question promptly observes the response of the understudy. This comes as an inquiries, a befuddled appearance on their countenances, or the energy of learning as prove by their upbeat gab. Criticism likewise originates from the aftereffects of tests and different tests to decide understudy progress. Another approach to profit by input is to gain from the experience of different educators. In the personnel room or in other proper gathering individual educators that are additionally part of an EFL program shares the difficulties and the triumphs that they had looked in the study hall. You read Suitable language use and Pedagogic reason in EFL study halls in classification Article models There are likewise events when a progressively experienced EFL teacher gets the opportunity to watch another while educating and offers a criticism with respect to on regions that requires improvement. One master brought up the explanation behind accomplishing cooperative work and he composed that colleagues â€Å"may wish to make a situation in which students, instructor and scientists are instructing and gaining from one another in a fair manner (a pattern which is improved by the developing enthusiasm for activity research); or they may wish to explore different avenues regarding methods of fusing standards of student centredness into their programs† (Nunan, 1992, p.162). One approach to apply the standards natural in coordinated effort is to make educating groups. On the off chance that ESL educators select to make one the most ideal approach to begin is to pick what sort of group the partners required. Coming up next are a portion of the normal sorts of groups: a) Team Leader Type; b) Associate Type; c) Master Teacher/Beginner Teacher; and d) Coordinated Team Type (Nunan, 1992, p.163). In the Team Leader Type one of the colleagues has a higher status when contrasted with the others. Hence, the group chief may have a title given to her to formalize the arrangement of the group and the person goes about as the regulator just as give the general bearing the group is going. The Associate Type there is no in the group that has exceptional status and any helpful data created by the group is the aftereffect of collaboration among rises to. The Master Teacher/Beginner Teacher resembles allocating a tutor to another educator. This is additionally a viable device since it accelerates the learning procedure particularly with regards to discovering the proper language to be utilized inside an EFL homeroom. The main downside to this kind of joint effort is that it doesn't increase the value of the veteran educator. The Coordinated Team Type doesn't concentrate on the formation of joint duty, rather it is the sharing of assets by two distinct instructors alloted to show two unique gatherings of understudies. Beside understudy criticisms and the instructing tips that one can get from individual educators, another approach to break down input is to build up a community equipped towards becoming familiar with suitable language use. Collaboration for this situation gives a superior possibility of finding blemishes in educating since it is a coordinated exertion. Proficiency in the learning procedure can be accomplished making it simpler to change instructing style to create increasingly acceptable outcomes. Proper language utilized must be top need since educators may have a bogus comprehension of the genuine signs of accomplishment. The instructor may come to accept that on the off chance that the person has finished all the exercises that must be educated in a given time allotment then that is the characteristic of progress. The genuine estimation for progress is the capacity of understudies to impart viably and oral familiarity with the English language. This must be the norm. The disappointment of fitting language use depends on the failure of instructors to assess their aptitudes and the requirements of their understudies. It is accordingly critical to have apparatuses that would educate the instructors on the regions that they have to enhance. Simultaneously they have to know the shortcoming of their understudies. Lastly they have to create suitable instructing philosophies to expand their productivity. Instructive Purposes The utilization of the SETT structure is made increasingly powerful if the educators know that there are four significant mod

Rates of Illicit Drug Abuse in the U.S.

Rates of Illicit Drug Abuse in the U.S. Addiction Drug Use Print Rates of Illicit Drug Abuse in the U.S. By Buddy T facebook twitter Buddy T is an anonymous writer and founding member of the Online Al-Anon Outreach Committee with decades of experience writing about alcoholism. Learn about our editorial policy Buddy T Updated on September 26, 2019 Carlos Fernandez / EyeEm / Getty Images More in Addiction Drug Use Cocaine Heroin Marijuana Meth Ecstasy/MDMA Hallucinogens Opioids Prescription Medications Alcohol Use Addictive Behaviors Nicotine Use Coping and Recovery An estimated 31.9 million people aged 12 or older in the United States (19.4%) used some kind of illicit drug in the past 30 days, according to the latest government statistics. Additionally, just over 50% have used illegal drugs or the nonmedical use of prescription drugs in their lifetime.?? The National Survey on Drug Use and Health (NSDUH), a yearly interview of 67,500 persons sponsored by the Substance Abuse and Mental Health Services Administration, provides the most accurate estimates of drug, alcohol and tobacco use in the general U.S. population. According to the 2018 NSDUH findings, illicit drug use rates have increased in the past few years, particularly due to a recent trend in increasing marijuana use and an increase in the abuse of prescription-type psychotherapeutic drugs.?? Most Popular Drugs of Abuse Each Year By number of users aged 12 and older:Illicit Drugs Combined (53.2 million)Marijuana (43.5 million)Misuse of prescription drugs (16.3 million)Cocaine (5.5 million)Hallucinogens, including Ecstasy (5.6 million)Methamphetamine (1.9 million)Heroin (808,000) Increase in Pain Reliever Abuse While the use of illicit drugs in general has increased since 2015, the past month use of prescription-type pain relievers decreased 3.6% of the population. Of the 16.3 million who reported nonmedical use of prescription drugs, 9.9 million were using painkillers. However, these numbers are far higher then they were in 2002. In 2002, only 4.1% of the population aged 18 to 25 reported abusing pain relievers, but that percentage jumped to 4.9% in 2006 and in 2018 reached . Nonmedical use of tranquilizers also increased since 2002, from 1.6 to 2% for the same age group. Marijuana Use Driving the Increase Overall, the use of illicit drugs in the U.S. has increased from 20.4 million people in 2007 to 24.6 million in 2013. This increase is mainly attributed to the increase in marijuana use from 14.5 million users in 2007 to 19.8 million in 2013. The NSDUH survey counts all marijuana use as illegal drug use because under federal law. marijuana is illegal throughout the U.S. Arguments For and Against Marijuana Legalization The use of cocaine has decreased significantly from an average of 2.4 million users in the years between 2002 and 2007 to an estimated 1.5 million users in 2015. Methamphetamine use has seen a slight increase in use after an earlier decline. In 2007, an estimated 731,000 people used meth, but by 2007 that number had dropped to 353,000. By 2013, the survey estimated the number of meth users at 595,000. First-Time Drug Users According to SAMHSA estimates, 2.8 million people used drugs for the first time in 2013, an average of 7,800 new users per day. Of those new users, 54.1% were under 18 years of age. The most popular drug of choice for those new teenage users is marijuana, followed by prescription pain killers and inhalants. Where Are People Getting Drugs? According to the NSDUH survey, those who used pain relievers nonmedically in the past 12 months got them from the following sources: 55.7% were given them for free by a relative or friend.19.1% procured them from one doctor.3.9% got them from a stranger.0.1% bought them online. Of the people who said they got pain relievers from a relative or friend for free, 80.7% said the drugs had originally been obtained from just one doctor. Illegal Drug Use and Employment The results of the survey indicated that most illegal drug users (13.4 million) are employed. However, only 8.8% of full-time employees are drug users. Other NSDUH findings indicated that: 9.4% of part-time employees are drug users.Of unemployed adults, 18.5% are illicit drug users. Underage Drinking and Drunk Driving Declines The 2013 NSDUH survey found that underage drinking has declined as has driving under the influence. Underage drinking declined from 28.8 to 22.7% since 2002. Around 10.2 million people drive under the influence of drugs, but drunk driving dropped from 14.2 to 10.9%. Other key findings from the survey: Teen smokers dropped from 13% to 5.6%Alcohol dependence dropped from 7.7% to 6.6%Smokers declined to 21.3% from 26% in 2002Heavy drinkers included 9.5% of men and 3.3% of womenBinge drinkers included 30.2% of men and 16.0% of women Alcohol and Drug-Related Crime Statistics

Common Animals in the Mandarin Chinese Vocabulary

The Canterbury Tales, written by Chaucer, and Sir Gawain...

The Canterbury Tales, written by Chaucer, and Sir Gawain and the Green Knight, written by an anonymous author, are both sophisticated fourteenth-century examples of medieval romance. Medieval romances captured the heart of their audiences as narratives and stories that featured a protagonist, often a knight, and dealt with religious allegories, chivalry, courtly love, and heroic epics. The concept of the knight emerged from the remnants of the Anglo-saxon literature and ideals and influence of the Christian religion and church. There is a distinct difference between the famous pagan heroic like Beowulf and the romantic medieval tales like Sir Gawain and the Green Knight of the Canterbury Tale. The Anglo-Saxon hero Beowulf exemplified†¦show more content†¦Sir Gawain and the Green Knight along with The Canterbury Tales features impressive knights that all boast a chivalric code. As Sir Gawain and the Green Knight unfolds, we readers are led to look beneath the attractive surfa ce of chivalry and question exactly what chivalry is through examples such as: Sir Arthur , Sir Gawain, the Green Knight, Palamon, and Arcite. Sir Gawain and the Green Knight begins with an extended idealized description of Arthur’s court; â€Å"The most noble knights known under Christ, / And the loveliest ladies that lived on earth ever, / And he the comeliest king, that that court holds. † (Marie, 51-53) The court is in the middle of its Christmas celebration, the knights and ladies are young-and well favored enjoying the pleasures of court life. However, there is a negative side to the youthful King Arthur, and his kingly whim who that desired a tale of â€Å"some suppliant came seeking some single knight / to join with him in jousting, in jeopardy each / to lay life for life and leave it to fortune.† (Marie, 96-99) Thereby implication the court and the romantic ideals they represent: a potentially damaging carelessness, a lack of stability, and responsibi lity. Authur’s court is initially regaled as: And your court and your company are counted the best, Stoutest under steel-gear on steeds to ride Worthiest of their works the whole world over, And peerless to prove in passages of arms, And courtesy here is carried to its height, (Marie,Show MoreRelatedLiterature Reflecting Religious and Political Ideals3433 Words   |  14 PagesChristian knight and holy warrior by the time the story was written down in the 9th Century. His mission is also Christ-like in that he sacrifices his life to defend the people against Grendel and his mother the Dragon or Devil. The Green Knight is a story from the High Middle Ages (1000-1300 AD), which is commonly thought of as an age of chivalry and knights in shining armor. In popular culture, this remains the most popular and persistent image of medieval culture and society. Sir Gawain was theRead More Womens Roles in Epic of Gilgamesh, Sir Gawain and the Green Knight and The Canterbury Tales1481 Words   |  6 PagesChanging Womens Roles in The Epic of Gilgamesh, Sir Gawain and the Green Knight and The Canterbury Tales Over the course of time, the roles of men and women have changed dramatically. As women have increasingly gained more social recognition, they have also earned more significant roles in society. This change is clearly reflected in many works of literature, one of the most representative of which is Plautuss 191 B.C. drama Pseudolus, in which we meet the prostitute Phoenicium. Although theRead MoreHistory of British Literature3343 Words   |  14 PagesCulture: by 15th century England had become a nation with the sense of separate identity and indigenous culture 1362- English became the official language in court and was also used in schools. 14thc. witnessed the first original literary works written in English. Middle English literature English literature of the medieval period, c.1100 to c.1500. Background The Norman conquest of England in 1066 traditionally signifies the beginning of 200 years of the domination of French in English lettersRead MoreDiscuss the Relationship Between Appearance and Reality and the Issues This Involves in Sir Gawain and the Green Knight and ‘the Franklin’s Tale’.2721 Words   |  11 PagesDiscuss the relationship between appearance and reality and the issues this involves in Sir Gawain and the Green Knight and ‘The Franklin’s Tale’. Judging a Book by its Cover The appearance of a situation, person or place may sometimes be at total odds with its actual reality, and thus change previous conceptions held of a thing or person. In Sir Gawain and the Green Knight and Chaucer’s The Franklin’s Tale, not only are there illusions throughout the tale’s themselves, but the reality of theRead More Sir Gawain and the Green Knight Essay1527 Words   |  7 PagesSir Gawain and the Green Knight Sir Gawain and the Green Knight was written in the late fourteenth century. Its author was unknown, but he or she was a contemporary of Chaucer. The poem consists of two plots: one is the challenge between Sir Gawain and the Green Knight in a beheading game, and the other is the temptation of Sir Gawain by a lady from a beautiful castle. The outcome of the challenge as well as the life of Gawain is made to depend--though Gawain does not know it--on his behaviorRead MoreGeoffrey Chaucers Style Of Literature956 Words   |  4 Pagesliterary world in a new way. During these times, there were expectations of all people, Knights were to act with chivalry and dignity, Monks were to solely practice faith and religion, and ordinary people were to have morals. These expectations were just a few of the things that would be considered Anglo Saxon beliefs, the most popular form of literature of this time. The poems, plays, epics and pieces of literature written during the Medieval times all con tained the Anglo Saxon traits, which there are manyRead MoreSir Gawain And The Green Knight1591 Words   |  7 Pages  Sir Gawain and the Green Knight is a late 14th-century Middle English chivalric romance. It is one of the best known Arthurian stories, and is of a type known as the beheading game. The Green Knight is interpreted by some as a representation of the Green Man of folklore and by others as an allusion to Christ. Written in stanzas of alliterative verse, each of which ends in a rhyming bob and wheel, it draws on Welsh, Irish and English stories, as well as the French chivalric tradition. It is anRead MoreReligion Throughout British Literature2205 Words   |  9 PagesWith all the books read in class this year, there has been some type of influence on the way each story was written. From Beowulf to Paradise Lost, there have been many, mostly religious, persuasions in the style and approach to writing of the novel. These influences, whether theyre religious or cultur al or psychological, have a deep impact on the story and are reflective of a literary time period. The differences in each story show the changes in the culture, religion, or the way people thoughtRead MoreWomen As Represented In Society By Anita Kay OPry-Reynolds-Renolds938 Words   |  4 Pagesdifferent Medieval works of literatures to help support her thesis. OPry-Reynolds uses some details from Beowulf, Lancelot, Knight of the Cart, and Sir Gawain and The Green Knight to show the different gender roles between men and women. The details OPry-Reynolds finds from the different Medieval literatures in her essay are not supported in The Prologue to The Canterbury Tales and The Wife of Bath. Anita Kay OPry-Renolds Men and Women as Represented in Medieval Literature in Society explainsRead MoreThe Changing Face of Love in English Literature1528 Words   |  7 Pageshave studied have written about love in its many forms, from the cerebral to the visceral and they have used this compl ex emotion to propel their stories and their sonnets. As we progress forward in time we see a distinct change in the freedom writers had as they addressed this theme and a change in the way men perceived love. Chaucer explores love as a motivating theme in â€Å"The Knight’s Tale† within his â€Å"Canterbury Tales†. Arcita and Palamon are the main characters within this tale and their actions

Night Creature Crescent Moon Chapter 31 Free Essays

string(72) " Then that last night, I lost my temper, shouted at him, and we fought\." Adam came into the house as I sat up, careful not to disturb the sleeping child. Without a word, Adam bent and lifted Luc into his arms. Equally silent he walked out of the house. We will write a custom essay sample on Night Creature: Crescent Moon Chapter 31 or any similar topic only for you Order Now I expected he’d walked out of my life forever. What was it about the Ruelles that made me feel things I never had before and never expected to again? What was it about a silent man and a chatty boy that made a foolish, lonely cryptozoologist long for a life she’d never wanted? This wasn’t me. To ache for a child. To contemplate loving again with the same depth I’d once loved before. To consider a future so far gone from the one I’d planned as to be unfathomable. I had to be under a spell. The thought gave me pause. Was I behaving so oddly, thinking so strangely, longing so deeply because of†¦ magic? The very idea should make me laugh, but after what I’d seen since coming to the Crescent City, laughing was the furthest thing from my mind. There was only one person I trusted here, and conve-niently that person knew magic. I grabbed my bag and my keys and drove to town. Bourbon Street was hopping. I heard the music, saw the lights, from several blocks away. I was tempted to take a detour and soothe my problems with a zombie. But I figured the way things were going, I’d actually run into a zombie. Cassandra opened the door before I even knocked. â€Å"How did you know I was here?† She lifted a brow. â€Å"I peeked through the window.† â€Å"Oh.† â€Å"Lock the door. You need a drink.† Right again. Sometimes I thought she was more than a little psychic. Within minutes I sat across from her at the kitchen table, sipping from a glass of something complete with a tiny umbrella. I took a big swig. â€Å"Fruity.† Probably had twelve types of alcohol. Just what I needed. I took another glug. â€Å"What do you know about love potions? Maybe a charm or a spell?† Cassandra took a ladylike sip and set down her glass. â€Å"More than you, I suspect. Why?† I wasn’t sure. Adam had insisted he couldn’t love me, didn’t want me to love him. What good would a love spell do? But Luc was another matter. The child wanted a mother. If I fell hopelessly in love with him, wouldn’t I take the job? I couldn’t bring myself to tell Cassandra about the boy. Adam didn’t want anyone to know. And while I trusted Cassandra with my life – had on several occasions already – it wasn’t right for me to trust her with Luc’s. He wasn’t mine to give. â€Å"You’re talking about Adam,† she murmured. â€Å"You love him?† ‘I something him,† I muttered. â€Å"I don’t like it.† â€Å"Just because you don’t want to love the man doesn’t mean you’ve been put under a spell. In truth, if you had been, you’d be thrilled about it That’s part of the magic.† I took a huge slurp, and the end of the paper umbrella went up my nose. Sneezing, I tossed it aside. â€Å"You better slow down,† Cassandra said. â€Å"You’re going to be smashed.† â€Å"OK.† I’d been right about the twelve kinds of alcohol. Right now, every one of them zipped through my bloodstream, both relaxing and revving me. My cheeks felt on fire. â€Å"I love my husband.† â€Å"Shouldn’t you say loved?’ â€Å"I don’t know how to stop,† I whispered. â€Å"He still feels alive to me.† I touched my chest. â€Å"Right here.† â€Å"Maybe that’s why you saw him in your dream. In your heart he’s still alive. You need to let him go.† â€Å"No.† The idea of letting Simon go, of giving up, giving in, going on, was too much for me. Maybe that was why I had come up with the notion that my feelings for Adam had been induced by voodoo. They couldn’t be real, because if they were, I didn’t love Simon anymore. And if my love for him died, then so did he. I know, I know, he already had. But when was love ever rational? I took another swig of courage before blurting what I’d been wondering since I’d seen Simon at the window. â€Å"Could you raise him?† I stared at my fingers, clutched together in my lap. Cassandra took a quick, sharp breath and held it. Afraid she’d pass out if she didn’t breathe, afraid I’d panic if she didn’t speak, or maybe if she did, I glanced up, then right back down again. The sorrow, the pity, in her eyes made me want to crawl under the table and stay there. â€Å"I’m not that powerful,† she said softly. â€Å"Not yet.† Something in her voice made me tense – hope and fear at war. â€Å"But you might be soon?† â€Å"Someday, perhaps. But even if I was, I couldn’t raise Simon.† â€Å"Why not?† â€Å"How long has he been gone?† â€Å"Four years.† She reached across the table and took my hand. â€Å"He wouldn’t be the same, Diana.† â€Å"I don’t care.† â€Å"You would care. Dead is dead; there’s no going back.† â€Å"There is – you said so yourself. There are zombies. They’re real.† â€Å"But they aren’t alive. They aren’t the same people. They aren’t even people. You want to rip Simon out of the afterlife, reanimate his disintegrating body, have him look at you with hollow, lifeless eyes? Wonder why he’s here? Ask who you are?† â€Å"He’d know me.† â€Å"Maybe.† â€Å"I miss him.† â€Å"I know.† She squeezed my hand, and I met her gaze once more. â€Å"Simon didn’t have to die. I could have saved him.† Cassandra stared at me for several seconds. â€Å"So that’s what this is about? Guilt?† Now that I’d started talking, I couldn’t seem to stop. â€Å"I didn’t believe him when he said he’d found a werewolf. Again. I was so sick of his wild-goose chases. We went here; we went there. He saw something and every single time, when I got there, there was nothing. Everyone thought he was crazy.† I took a deep breath and admitted my secret shame: â€Å"I started to think so, too. Then that last night, I lost my temper, shouted at him, and we fought. You read "Night Creature: Crescent Moon Chapter 31" in category "Essay examples" He stormed out alone. The next thing I knew, he was dead.† â€Å"I missed the part where your going with him could have saved him.† I shot her a glare. â€Å"I’d have saved him.† How I wasn’t sure, but I’d have tried. And if I’d failed, I’d be dead, too. Sometimes – hell, most times until I came here – I wished that I was. â€Å"He’s gone now,† she said, â€Å"and you need to move on. Quit sabotaging your chance at a new life by clinging to the old one.† â€Å"I have to find the loup-garou. Prove that Simon wasn’t crazy. Clear his name.† â€Å"All right Then maybe you can move on.† I considered her words, which were an echo of my own earlier thoughts. Maybe I could. Except – â€Å"How do I know if what I feel is real?† Cassandra sighed. â€Å"You really believe Ruelle put a hex on you to make you love him? I thought it was all sex, all the time.† â€Å"Not all the time,† I muttered, though she did have a point. â€Å"There might be a way to discover the truth.† â€Å"How?’ â€Å"A ceremony.† â€Å"Voodoo?† She lifted a brow and didn’t bother to answer. â€Å"What do I have to dor â€Å"Come to the temple. We’ll ask the has if you’re under a love spell.† â€Å"That works?† â€Å"So far, whatever I’ve asked, they’ve answered.† I frowned. She was starting to scare me. â€Å"If they say you’re not being influenced by magic, will you quit fighting the feeling and tell the man you care?† I wasn’t sure. Adam had said he couldn’t love me, that I shouldn’t ask him to. â€Å"Diana?† Cassandra pressed. â€Å"Let’s just do whatever voodoo that you do, and then we’ll see.† â€Å"Promise you’ll give him a chance.† â€Å"What difference does it make to you?† She put her hands on her hips. â€Å"I’m not going to waste a perfectly good voodoo ceremony on someone who’s too stubborn to reap the benefits.† â€Å"OK. Fine. Let’s get it over with.† â€Å"Take a breath. Slow down. The temple is peaceful. You might enjoy your time there.† Instead of heading out the back door, Cassandra returned to the shop and picked up a wooden bowl. She proceeded to add items from her shelves, then turned toward the snake cage. â€Å"Whoa,† I said, my voice a bit slurred from the alcohol. â€Å"No snake.† â€Å"We need him for the ceremony.† â€Å"I hate snakes.† â€Å"Consider him Danballah.† â€Å"I know I’m going to be sorry I asked, but what’s Danballah?† â€Å"The Great Serpent. Father of the loos.† I recalled her earlier explanation. â€Å"A god.† â€Å"More of a spirit. In vodoun there was an original supreme being known as the Gran Met. When he finished his work and returned to the other worlds, he left the has behind to help the people.† I’d been raised Catholic, though I hadn’t practiced since I’d left my parents’ house. Nevertheless, all this talk about gods made me twitchy. â€Å"You don’t really believe this, do you?† Her sigh was aggrieved. â€Å"You can’t ask me to perform a voodoo ceremony for truth, then wonder if I believe.† I very nearly pointed out that I hadn’t asked her to do anything, but she was on a roll, so I let her go. â€Å"If I don’t believe, then what in hell am I doing here? For that matter, what are you?† â€Å"All right. You believe.† â€Å"Gotta believe in something,† Cassandra muttered, and shoved the bowl into my arms. I didn’t see it coming and bobbled the thing, nearly dropping it. â€Å"Hey!† She shot me a glare. â€Å"You wanna hold the snake?† â€Å"Nope.† I waved my hand. â€Å"Carry on.† She pulled Lazarus out of the cage, murmuring softly. He took one look at me and hissed. The feeling was mutual. â€Å"Think of the loas like saints.† Cassandra led the way from the shop, through her living area, and out the back door. â€Å"They’re a kind of bridge to the supreme being.† â€Å"I can see why the Catholic Church was so snarky about the whole voodoo thing. A snake spirit is a far cry from a saint† â€Å"Didn’t Saint Patrick charm the snakes out of Ireland?† â€Å"Watch it when you talk about Saint Patrick and Ireland,† I muttered. Cassandra spared me a smile. â€Å"When the slaves arrived they were baptized Catholic right off the boat, and their religion was outlawed, so they secretly combined the two and got – â€Å" â€Å"Vodoun.† â€Å"Bingo.† Behind Cassandra’s shop lay a partially enclosed courtyard filled with plants, flowers, and a fountain. The ground was hard-packed earth – no grass, no stones, no pavement. A door had been set in one wall; Cassandra opened it. â€Å"No lock?† I asked. â€Å"On a temple?† She flicked the light. â€Å"Besides, most people are too scared to come in here with me. They certainly wouldn’t come without me.† â€Å"Terrific,† I said, and followed. I stopped just inside the door. The room was so full of stuff, I didn’t know what to stare at first. Cassandra placed Lazarus in a cardboard box near a flat stone covered with candles and smaller, more colorful flat stones. She proceeded to light the wicks, and I continued to stare. Surrounding the stone were flowers, pebbles, tiny flags, and charms. The walls were decorated with brightly colored symbols: a cross, a heart, a snake, a box of some sort. Long, thin. â€Å"Is that a coffin?† I asked. â€Å"Mmm,† Cassandra said. â€Å"The drawings are veves. They act as magnets, to draw the loas to the earth. The coffin is the symbol of Baron Samedi. He is Saturday, the day of death.† â€Å"I’d think you would want to avoid that one instead of magnetically sucking him into your personal space.† â€Å"We’ve been over this.† She gave me a look that I recalled from my third-grade teacher – extreme annoyance from a very patient woman. â€Å"Death is powerful, and it isn’t necessarily a bad thing.† â€Å"Then why does everyone try so hard to escape it?† â€Å"It’s human nature to fear what we don’t understand. I try to see death as a beginning.† â€Å"Of what?† â€Å"Who knows?† She finished the candles and joined me. â€Å"A new plane, a different world, an adventure.† She could be right, but I’d rather wait as long as possible to find out. â€Å"The cross is for Legba,† she continued, â€Å"god of the sun and the way of all spiritual communication.† I could see why that would be handy. â€Å"The heart is Erzulie.† Cassandra met my gaze. â€Å"Goddess of the moon.† A warm wind seemed to brush my skin. I’d have thought I was imagining it, except the candles fluttered. â€Å"She likes you,† Cassandra whispered. â€Å"Will that help?† â€Å"Won’t hurt.† â€Å"What about the snake?† I glanced at the python on the wall, whose bright green eyes seemed to shine. â€Å"Danballah.† The snake god. Spirit. Saint Whatever. I should have known. â€Å"Now what?† I asked. â€Å"The ceremony brings the loas to earth; then we ask for guidance.† â€Å"How, exactly, do they come to earth?† Her gaze slid from mine. â€Å"They inhabit another living being.† For a second my brain refused to accept the information my ears had heard. But only for a second. â€Å"Possession? Are you nuts? That’s dangerous!† â€Å"Which is why I don’t take the ceremony lightly. It’s also why people are scared to come here. Word gets around.† â€Å"If you think I’m going to let some snake spirit possess me, you are off your rocker.† â€Å"I doubt Danballah would be interested in you. I was thinking more along the lines of – â€Å" She traced a finger through the heart, her touch smudging whatever had been used to draw the symbol on the wall. â€Å"Deesse de la lune,† she said. The candles fluttered again in a nonexistent wind. As I gazed into their wavering flame I murmured, â€Å"That just might work.† How to cite Night Creature: Crescent Moon Chapter 31, Essay examples

Night Creature Crescent Moon Chapter 31 Free Essays

string(72) " Then that last night, I lost my temper, shouted at him, and we fought\." Adam came into the house as I sat up, careful not to disturb the sleeping child. Without a word, Adam bent and lifted Luc into his arms. Equally silent he walked out of the house. We will write a custom essay sample on Night Creature: Crescent Moon Chapter 31 or any similar topic only for you Order Now I expected he’d walked out of my life forever. What was it about the Ruelles that made me feel things I never had before and never expected to again? What was it about a silent man and a chatty boy that made a foolish, lonely cryptozoologist long for a life she’d never wanted? This wasn’t me. To ache for a child. To contemplate loving again with the same depth I’d once loved before. To consider a future so far gone from the one I’d planned as to be unfathomable. I had to be under a spell. The thought gave me pause. Was I behaving so oddly, thinking so strangely, longing so deeply because of†¦ magic? The very idea should make me laugh, but after what I’d seen since coming to the Crescent City, laughing was the furthest thing from my mind. There was only one person I trusted here, and conve-niently that person knew magic. I grabbed my bag and my keys and drove to town. Bourbon Street was hopping. I heard the music, saw the lights, from several blocks away. I was tempted to take a detour and soothe my problems with a zombie. But I figured the way things were going, I’d actually run into a zombie. Cassandra opened the door before I even knocked. â€Å"How did you know I was here?† She lifted a brow. â€Å"I peeked through the window.† â€Å"Oh.† â€Å"Lock the door. You need a drink.† Right again. Sometimes I thought she was more than a little psychic. Within minutes I sat across from her at the kitchen table, sipping from a glass of something complete with a tiny umbrella. I took a big swig. â€Å"Fruity.† Probably had twelve types of alcohol. Just what I needed. I took another glug. â€Å"What do you know about love potions? Maybe a charm or a spell?† Cassandra took a ladylike sip and set down her glass. â€Å"More than you, I suspect. Why?† I wasn’t sure. Adam had insisted he couldn’t love me, didn’t want me to love him. What good would a love spell do? But Luc was another matter. The child wanted a mother. If I fell hopelessly in love with him, wouldn’t I take the job? I couldn’t bring myself to tell Cassandra about the boy. Adam didn’t want anyone to know. And while I trusted Cassandra with my life – had on several occasions already – it wasn’t right for me to trust her with Luc’s. He wasn’t mine to give. â€Å"You’re talking about Adam,† she murmured. â€Å"You love him?† ‘I something him,† I muttered. â€Å"I don’t like it.† â€Å"Just because you don’t want to love the man doesn’t mean you’ve been put under a spell. In truth, if you had been, you’d be thrilled about it That’s part of the magic.† I took a huge slurp, and the end of the paper umbrella went up my nose. Sneezing, I tossed it aside. â€Å"You better slow down,† Cassandra said. â€Å"You’re going to be smashed.† â€Å"OK.† I’d been right about the twelve kinds of alcohol. Right now, every one of them zipped through my bloodstream, both relaxing and revving me. My cheeks felt on fire. â€Å"I love my husband.† â€Å"Shouldn’t you say loved?’ â€Å"I don’t know how to stop,† I whispered. â€Å"He still feels alive to me.† I touched my chest. â€Å"Right here.† â€Å"Maybe that’s why you saw him in your dream. In your heart he’s still alive. You need to let him go.† â€Å"No.† The idea of letting Simon go, of giving up, giving in, going on, was too much for me. Maybe that was why I had come up with the notion that my feelings for Adam had been induced by voodoo. They couldn’t be real, because if they were, I didn’t love Simon anymore. And if my love for him died, then so did he. I know, I know, he already had. But when was love ever rational? I took another swig of courage before blurting what I’d been wondering since I’d seen Simon at the window. â€Å"Could you raise him?† I stared at my fingers, clutched together in my lap. Cassandra took a quick, sharp breath and held it. Afraid she’d pass out if she didn’t breathe, afraid I’d panic if she didn’t speak, or maybe if she did, I glanced up, then right back down again. The sorrow, the pity, in her eyes made me want to crawl under the table and stay there. â€Å"I’m not that powerful,† she said softly. â€Å"Not yet.† Something in her voice made me tense – hope and fear at war. â€Å"But you might be soon?† â€Å"Someday, perhaps. But even if I was, I couldn’t raise Simon.† â€Å"Why not?† â€Å"How long has he been gone?† â€Å"Four years.† She reached across the table and took my hand. â€Å"He wouldn’t be the same, Diana.† â€Å"I don’t care.† â€Å"You would care. Dead is dead; there’s no going back.† â€Å"There is – you said so yourself. There are zombies. They’re real.† â€Å"But they aren’t alive. They aren’t the same people. They aren’t even people. You want to rip Simon out of the afterlife, reanimate his disintegrating body, have him look at you with hollow, lifeless eyes? Wonder why he’s here? Ask who you are?† â€Å"He’d know me.† â€Å"Maybe.† â€Å"I miss him.† â€Å"I know.† She squeezed my hand, and I met her gaze once more. â€Å"Simon didn’t have to die. I could have saved him.† Cassandra stared at me for several seconds. â€Å"So that’s what this is about? Guilt?† Now that I’d started talking, I couldn’t seem to stop. â€Å"I didn’t believe him when he said he’d found a werewolf. Again. I was so sick of his wild-goose chases. We went here; we went there. He saw something and every single time, when I got there, there was nothing. Everyone thought he was crazy.† I took a deep breath and admitted my secret shame: â€Å"I started to think so, too. Then that last night, I lost my temper, shouted at him, and we fought. You read "Night Creature: Crescent Moon Chapter 31" in category "Essay examples" He stormed out alone. The next thing I knew, he was dead.† â€Å"I missed the part where your going with him could have saved him.† I shot her a glare. â€Å"I’d have saved him.† How I wasn’t sure, but I’d have tried. And if I’d failed, I’d be dead, too. Sometimes – hell, most times until I came here – I wished that I was. â€Å"He’s gone now,† she said, â€Å"and you need to move on. Quit sabotaging your chance at a new life by clinging to the old one.† â€Å"I have to find the loup-garou. Prove that Simon wasn’t crazy. Clear his name.† â€Å"All right Then maybe you can move on.† I considered her words, which were an echo of my own earlier thoughts. Maybe I could. Except – â€Å"How do I know if what I feel is real?† Cassandra sighed. â€Å"You really believe Ruelle put a hex on you to make you love him? I thought it was all sex, all the time.† â€Å"Not all the time,† I muttered, though she did have a point. â€Å"There might be a way to discover the truth.† â€Å"How?’ â€Å"A ceremony.† â€Å"Voodoo?† She lifted a brow and didn’t bother to answer. â€Å"What do I have to dor â€Å"Come to the temple. We’ll ask the has if you’re under a love spell.† â€Å"That works?† â€Å"So far, whatever I’ve asked, they’ve answered.† I frowned. She was starting to scare me. â€Å"If they say you’re not being influenced by magic, will you quit fighting the feeling and tell the man you care?† I wasn’t sure. Adam had said he couldn’t love me, that I shouldn’t ask him to. â€Å"Diana?† Cassandra pressed. â€Å"Let’s just do whatever voodoo that you do, and then we’ll see.† â€Å"Promise you’ll give him a chance.† â€Å"What difference does it make to you?† She put her hands on her hips. â€Å"I’m not going to waste a perfectly good voodoo ceremony on someone who’s too stubborn to reap the benefits.† â€Å"OK. Fine. Let’s get it over with.† â€Å"Take a breath. Slow down. The temple is peaceful. You might enjoy your time there.† Instead of heading out the back door, Cassandra returned to the shop and picked up a wooden bowl. She proceeded to add items from her shelves, then turned toward the snake cage. â€Å"Whoa,† I said, my voice a bit slurred from the alcohol. â€Å"No snake.† â€Å"We need him for the ceremony.† â€Å"I hate snakes.† â€Å"Consider him Danballah.† â€Å"I know I’m going to be sorry I asked, but what’s Danballah?† â€Å"The Great Serpent. Father of the loos.† I recalled her earlier explanation. â€Å"A god.† â€Å"More of a spirit. In vodoun there was an original supreme being known as the Gran Met. When he finished his work and returned to the other worlds, he left the has behind to help the people.† I’d been raised Catholic, though I hadn’t practiced since I’d left my parents’ house. Nevertheless, all this talk about gods made me twitchy. â€Å"You don’t really believe this, do you?† Her sigh was aggrieved. â€Å"You can’t ask me to perform a voodoo ceremony for truth, then wonder if I believe.† I very nearly pointed out that I hadn’t asked her to do anything, but she was on a roll, so I let her go. â€Å"If I don’t believe, then what in hell am I doing here? For that matter, what are you?† â€Å"All right. You believe.† â€Å"Gotta believe in something,† Cassandra muttered, and shoved the bowl into my arms. I didn’t see it coming and bobbled the thing, nearly dropping it. â€Å"Hey!† She shot me a glare. â€Å"You wanna hold the snake?† â€Å"Nope.† I waved my hand. â€Å"Carry on.† She pulled Lazarus out of the cage, murmuring softly. He took one look at me and hissed. The feeling was mutual. â€Å"Think of the loas like saints.† Cassandra led the way from the shop, through her living area, and out the back door. â€Å"They’re a kind of bridge to the supreme being.† â€Å"I can see why the Catholic Church was so snarky about the whole voodoo thing. A snake spirit is a far cry from a saint† â€Å"Didn’t Saint Patrick charm the snakes out of Ireland?† â€Å"Watch it when you talk about Saint Patrick and Ireland,† I muttered. Cassandra spared me a smile. â€Å"When the slaves arrived they were baptized Catholic right off the boat, and their religion was outlawed, so they secretly combined the two and got – â€Å" â€Å"Vodoun.† â€Å"Bingo.† Behind Cassandra’s shop lay a partially enclosed courtyard filled with plants, flowers, and a fountain. The ground was hard-packed earth – no grass, no stones, no pavement. A door had been set in one wall; Cassandra opened it. â€Å"No lock?† I asked. â€Å"On a temple?† She flicked the light. â€Å"Besides, most people are too scared to come in here with me. They certainly wouldn’t come without me.† â€Å"Terrific,† I said, and followed. I stopped just inside the door. The room was so full of stuff, I didn’t know what to stare at first. Cassandra placed Lazarus in a cardboard box near a flat stone covered with candles and smaller, more colorful flat stones. She proceeded to light the wicks, and I continued to stare. Surrounding the stone were flowers, pebbles, tiny flags, and charms. The walls were decorated with brightly colored symbols: a cross, a heart, a snake, a box of some sort. Long, thin. â€Å"Is that a coffin?† I asked. â€Å"Mmm,† Cassandra said. â€Å"The drawings are veves. They act as magnets, to draw the loas to the earth. The coffin is the symbol of Baron Samedi. He is Saturday, the day of death.† â€Å"I’d think you would want to avoid that one instead of magnetically sucking him into your personal space.† â€Å"We’ve been over this.† She gave me a look that I recalled from my third-grade teacher – extreme annoyance from a very patient woman. â€Å"Death is powerful, and it isn’t necessarily a bad thing.† â€Å"Then why does everyone try so hard to escape it?† â€Å"It’s human nature to fear what we don’t understand. I try to see death as a beginning.† â€Å"Of what?† â€Å"Who knows?† She finished the candles and joined me. â€Å"A new plane, a different world, an adventure.† She could be right, but I’d rather wait as long as possible to find out. â€Å"The cross is for Legba,† she continued, â€Å"god of the sun and the way of all spiritual communication.† I could see why that would be handy. â€Å"The heart is Erzulie.† Cassandra met my gaze. â€Å"Goddess of the moon.† A warm wind seemed to brush my skin. I’d have thought I was imagining it, except the candles fluttered. â€Å"She likes you,† Cassandra whispered. â€Å"Will that help?† â€Å"Won’t hurt.† â€Å"What about the snake?† I glanced at the python on the wall, whose bright green eyes seemed to shine. â€Å"Danballah.† The snake god. Spirit. Saint Whatever. I should have known. â€Å"Now what?† I asked. â€Å"The ceremony brings the loas to earth; then we ask for guidance.† â€Å"How, exactly, do they come to earth?† Her gaze slid from mine. â€Å"They inhabit another living being.† For a second my brain refused to accept the information my ears had heard. But only for a second. â€Å"Possession? Are you nuts? That’s dangerous!† â€Å"Which is why I don’t take the ceremony lightly. It’s also why people are scared to come here. Word gets around.† â€Å"If you think I’m going to let some snake spirit possess me, you are off your rocker.† â€Å"I doubt Danballah would be interested in you. I was thinking more along the lines of – â€Å" She traced a finger through the heart, her touch smudging whatever had been used to draw the symbol on the wall. â€Å"Deesse de la lune,† she said. The candles fluttered again in a nonexistent wind. As I gazed into their wavering flame I murmured, â€Å"That just might work.† How to cite Night Creature: Crescent Moon Chapter 31, Essay examples

Is The Duchess of Malfi about love or power Essay Example

Is The Duchess of Malfi about love or power Paper In the play The Duchess of Malfi, John Webster explores several themes which include both love and power, and in this instance both appear to be inextricably linked. For these reasons, one cannot define whether power or love is the defining essence of the play, but it can be argued as to which one is predominant. The only characters who appear to encapsulate any kind of true love are foremost Antonio and the Duchess, whose relationship is maintained for a substantial period before it is thwarted by the corruption of their surroundings. The theme of power, however, is far more complicated in that each character experiences the use of power, or becomes a victim as a result of the abuse of power. This includes the concept of power between men and women, those of different social statuses, and the use of knowledge as a tool to gain power, mainly through secrecy. The main conflict of power is shown in the relationships between the Duchess and her brothers. Webster explores the idea of male dominance over women in the way in which the Duchess brothers are so controlling of her, and condescending towards her. With Ferdinand in particular, this idea is reinforced as he is portrayed to have a fair amount of power, and also eager to maintain the power which he has. We will write a custom essay sample on Is The Duchess of Malfi about love or power specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Is The Duchess of Malfi about love or power specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Is The Duchess of Malfi about love or power specifically for you FOR ONLY $16.38 $13.9/page Hire Writer He speaks with others tongues, and hears mens suits With others ears; will seem to sleep o th bench Only to entrap offenders in their answers. What is particularly unusual about these relationships is the way in which the Duchess persistently challenges all the authorities that her brothers try to impose on her. In this particular case, she is doing it for the sake of love, which reinforces the idea that power and love are indeed linked. As her brothers try to convince her that marrying again would be foolish, not only does she disregard what they say, but she also defends her own wishes. Diamonds are of most value, They say, that have past through most jewelers hands. Whores, by that rule, are precious. Her attempt to convince her brothers otherwise shows great character and determination, which was highly unusual for women of those times. Later on in the play when the Duchess brothers are aware of her sexual activity (which they assume is out of wedlock), they both discuss what they want to do with her. I could kill her now. Their discussion not only envisions the idea that they are using the power that they have been given, but in a more physical aspect, their masculine power against her feminine independence. This struggle of power between the siblings is kept on the surface throughout the play, as the brothers continuously try to control the Duchess, yet she remains persistent in challenging and disobeying them. Another exploration of power is through the secrecy involved in the play, and how the characters effectively gain a certain amount of power by knowing something that other characters dont. The secret relationship between Antonio and the Duchess gives them both power in terms of its effect on the other characters, particularly Ferdinand. Antonio has a certain amount of power over Ferdinand as the relationship is making him angry, yet he has the power to stop it. Bosola also tries to use knowledge to his advantage as he hopes that in exchange for the spying he does for Ferdinand, he will receive not only power, but also respect. Throughout the play, love never appears to come into its own form as power does, but it is always tainted with the corruption of the society; the only real love between any two characters has to be hidden for many years for fear of life. Even when the theme of love is more explicit to the audience, it is still mixed with the theme of power. At the beginning of the play when the Duchess is trying court Antonio, Webster not only explores once again the concept of power between men and women, but also the boundaries created by social status. The Duchess clearly goes against her brothers wishes by marrying again, but she furthers her violation by marrying someone of a lower social status i.e. Antonio, a steward. Sir, this goodly roof of yours, is too low built; I cannot stand upright int nor discourse, Without I raise it higher; raise yourself. In this instance, the Duchess is literally raising Antonio, but metaphorically raising his social status to her level, although this does still not comply with her brothers standards. It is also particularly ironic that the Duchess uses secrecy for the sake of love when she asks Cariola to hide, and thus make their meeting a wedding ceremony. Good dear soul, Leave me; but place thyself behind the arras, Where thou mayst overhear us. This is the only instance in the play whereby secrecy is used with good intentions, as opposed to the usual web of deception that surrounds the other characters. Of the few female characters, Julia plays an important role in emphasising the difference between love and lust. She is similar to the Duchess in that she is in part of a secret relationship, but her intentions are different to those of the Duchess, as her relationship is with a married man out of wedlock. This contrast is once again emphasised at the end, when it is apparent that Julia dies for lust, whereas the Duchess dies for love. Towards the end of the play, when the Duchess has her final disputes with her brother before her death, it almost seems like a battle of love against power. One instance where perhaps love does take precedence over power is when Ferdinand has finally discovered who has fathered her children, and instead of killing her, he tells her to kill herself. Die then, quickly! Ferdinand clearly has the power and motivation to kill the Duchess, yet he refrains from doing so, perhaps because his love for her is too strong. Before the battle comes to its eventual end whereby love loses, and the Duchess is killed, she still manages to maintain her power and dignity to the very end of her life, showing her determined and strong character. I am Duchess of Malfi still. The question of whether the play is about love or power can never be answered, as it can never be only one of them. It would initially appear that power is dominant, as all the love is destroyed, and even those who hold power are brought to their deaths, drowning in their own corruption and greed. Only one relationship in the play shows true love, and this leads to the ultimate death of all of the leading characters. However, it is also important to note the effect each theme has on the other, and how they complement each other.

15 Part-Time Jobs That Pay More Than $40 per Hour (And How to Get Them)

15 Part-Time Jobs That Pay More Than $40 per Hour (And How to Get Them) When you think part-time, you might think of some of the classics: retail, food service, babysitting. In reality, there are tons of part-time opportunities out there- many of which can be pretty lucrative, if you have the right skill set (or are willing to pick it up). Let’s look at some of the best-paying part-time gigs out there. 1. TutorTutors provide extra academic help for students, whether it’s in a specific subject area at school or prepping for standardized tests. As college entrance gets more and more competitive, more students and their parents are looking to hire academic helpers. Depending on the student’s needs and the tutor’s level of expertise, tutors can command anywhere from $15 to $200 an hour (particularly for specialized test prep, like SAT and grad school entrance exams).What you’ll need: Knowledge and a track record of grades, high test scores, etc. If you’re still bursting with pride over your near-perfect SATs, you mig ht be able to put that savvy to work by the hour.2. Personal TrainerIf your ideal version of â€Å"the office† involves the clank of free weights and orderly rows of treadmills, becoming a personal trainer could be a good and flexible option for you. Personal trainers meet one on one with clients by the hour, developing and implementing fitness plans. Personal trainers can earn up to $50 an hour.What you’ll need: Physical fitness, for starters- clients tend to want someone who can lead by example. Depending on where you live, you may also need to become certified.3. Makeup ArtistIf you’re creative and know your way around an eyeshadow palette, being a freelance makeup artist offers a flexible hourly job that can pay anywhere from $13 – $40+ per hour. Per the U.S. Bureau of Labor Statistics, makeup artists are the highest-paid workers in the cosmetology industry.What you’ll need: Some states require that makeup artists be licensed, so you’ll need to pay close attention to your state’s requirements. You can also train to become a makeup artist at a licensed cosmetology school. You might also want to consider relocating, if you don’t already live in a big metro area- large cities like New York, Los Angeles, and Chicago have the highest-paid makeup artists.4. Translator/InterpreterParlez-vous francais? As we start to think more globally, people who can ease communication and cultural transitions will be in huge demand. Companies (especially those with international offices) may employ translators directly, or use a third-party agency that matches qualified translators with particular jobs. Translators can earn up to $50 an hour, depending on the complexity of the project.What you’ll need: fluency in at least one language other than English, with very strong grammar and syntax skills.5. Therapist/Life CoachBecause therapy is often appointment-based, that gives the therapist flexibility to practice full- or part-time. Whether it’s counseling, life coaching, or social work, client appointments can fetch $45-$150 an hour.What you’ll need: a degree in psychology, counseling, or social work (depending on your field), plus potential licensing, depending on your state’s requirements.6. Freelance WriterWebsites, publications, agencies, publishers- they all need content, and talented writers to produce it. Think outside the magazine, too. Many companies need part-time writers to create in-house materials, instruction manuals, etc. Technical writers are especially in demand, and can command the high end of the $33-$75 per hour spectrum. Freelance writers are available on a project basis to write and edit various materials.What you’ll need: Strong written communication skills, and a lot of self-starting initiative/self-marketing skills.7. Adjunct ProfessorLike tutoring, this is another great part-time avenue if you have very specific subject expertise or experienc e. Being an adjunct faculty member at a local college or an online school lets you teach classes on a part-time basis. Adjunct teaching jobs often let you work your â€Å"day† job and teach about it at night, or leaving your days flexible for other life priorities.What you’ll need: Either a degree in your field or extensive experience working in it. You should also have good communication and people skills, because working with students can require a lot of problem solving and translating complicated concepts for people who haven’t seen them before.8. Massage TherapistA massage therapist is another appointment-based service provider who can set up a very flexible part-time job with strong hourly rates. You can work for a spa or healthcare facility, or set up shop as a roving masseur (have folding massage table and essential oils, will travel). Demand for massage therapists is growing as it becomes an accepted part of many health and wellness plans. Experienced m assage therapists can make up to $60 per hour.What you’ll need: Completion of an accredited training program. A degree is not typically necessary, but classes in anatomy, physiology, and other sciences definitely helps. Many states require that massage therapists be licensed, so be sure you’re up on your state’s own requirements.9. App/Software DeveloperIf you think you’re sitting on the next Candy Crush, you should be all set for life. But realistically, most app and software developers work on a part-time, project basis while they have other tech jobs. Developing on the side can be a very lucrative moonlighting opportunity, with rates that range from $30-$60 per hour.What you’ll need: A degree in computer science or software engineering isn’t absolutely essential, but it’s an extremely helpful foundation. You’ll also need excellent coding skills, as well as knowledge about UI design, programming languages, basic computer back end knowledge, and general market knowledge.10. Fitness InstructorLike personal trainers, fitness class instructors (yoga, pilates, Zumba, etc.) can often set their own schedule, aligning classes and teaching appointments with other life obligations. While many teachers start at around $20 an hour, more experienced and established teachers can command $40 an hour for their services.What you’ll need: Certification definitely gives you an edge here, as does experience with whatever fitness specialty you want to teach. Expertise is what builds a student base and increases your hourly earning potential.11. BartenderThis might be the classic high-paying part-time job, one you can do on nights and weekends. While the hourly salary for bartenders is on par with other food service jobs (read: not astronomical), there’s a huge potential for tips that drives up the hourly income to anywhere from $10-$75, depending on the bar, the customer base, and how many times you’ve s een the movie Cocktail. (Kidding on the last one- I don’t recommend throwing around bottles of tequila unless you’re a) Tom Cruise; or b) really know what you’re doing.)What you’ll need: Right now, the trend is â€Å"mixology† over traditional sud-slinging, so taking a bartending/mixology course to learn how to make cocktails can help you develop a range of signature drinks- and a loyal customer base. You’ll also need to be over 21.12. Rideshare DriverThis is another one that prioritizes hustle over a set schedule. Drivers for ridesharing services (like Uber and Lyft) can earn up to $30 an hour, plus tips.What you’ll need: A driver’s license and a car that’s clean, presentable, and in good working order.13.  Web DesignerThis is a part-time job you can do from literally anywhere (assuming there’s wifi). Web designers create and maintain websites for clients. And those with advanced skills in graphic design and co mputer programming do best of all, along with a good dose of self-marketing ability and business savvy. Web designers can earn $15-$75 per hour, depending on the projects and experience.What you’ll need: Graphic design know-how, coding skills (particularly HTML), and a go-getting nature to develop a customer base are all essentials for a career in web design.14. Dog Walkerâ€Å"Neither rain nor snow nor gloom of night† stop the mail from being delivered, and they also don’t stop dogs from needing to get out and exercise while doing their business. Dog walkers often earn $15-$20 per dog per walk, and if you have multiple clients set up for half-hour or hour-long walks, hourly rates end up in the $15-$75 range.What you’ll need: Must love dogs (or at least tolerate them and be willing to clean up after them). A background in dog training or behavior is also helpful, since every dog has different needs and issues. Insurance and licensing are also a major plus for your dog walking resume, as clients are entrusting their furriest family members to your care.15. Business ConsultantIf you have a business background but need a flexible schedule, consulting may be the way to go. Consultants with specific expertise can apply their skills to projects or an ongoing relationship with different companies without being on the full-time hook. Top consultants can make $150-$300 per hour, depending on qualifications and experience. Sites like HourlyNerd can help hook you up with projects that match your expertise.What you’ll need: An advanced degree in business (typically an MBA or similar), and/or extensive expertise and experience in the field where you want to consult. You’re selling your knowledge and experience, so you’ll need to have a track record of both if you want to make big bucks as a consultant.Just because you’re looking for a flexible or part-time job doesn’t mean you have to sacrifice full-time money. If you have an extra dash of hustle and are willing to go out and develop the skills and training you need, these jobs can be a very lucrative way to create a customized work schedule for yourself.

The Treasure of the Aztecs

The Treasure of the Aztecs In 1519, Hernan Cortes and his greedy band of some 600 conquistadors began their audacious assault on the  Mexica (Aztec) Empire. By 1521 the Mexica capital city of  Ã¢â‚¬â€¹Tenochtitlan was in ashes, Emperor Montezuma was dead and the  Spanish were firmly in control of what they took to calling New Spain. Along the way, Cortes and his men collected thousands of pounds of gold, silver, jewels and priceless pieces of  Aztec art. Whatever became of this unimaginable treasure? The Concept of Wealth in the New World For the Spanish, the concept of wealth was simple: it meant gold and silver, preferably in easily negotiable bars or coins, and the more of it the better. For the Mexica and their allies, it was more complicated. They used gold and silver but primarily for ornaments, decorations, plates, and jewelry. The Aztecs prized other things far above gold: they loved brightly colored feathers, preferably from quetzals or hummingbirds. They would make elaborate cloaks and headdresses out of these feathers and it was a conspicuous display of wealth to wear one. They loved jewels, including jade and turquoise. They also prized cotton and garments like tunics made from it: as a display of power, Tlatoani Montezuma would wear as many as four cotton tunics a day and discard them after wearing them only once. The people of central Mexico were great merchants who engaged in trade, generally bartering goods with one another, but cacao beans were also used as a currency of sorts. Cortes Sends Treasure to the King In April of 1519, the Cortes expedition landed near present-day​  Veracruz: they had already visited the Maya area of Potonchan, where they picked up some gold and the invaluable interpreter Malinche. From the town they founded in Veracruz they made friendly relationships with the coastal tribes. The Spanish offered to ally themselves with these disgruntled vassals, who agreed and often gave them gifts of gold, feathers and cotton cloth. In addition, emissaries from Montezuma occasionally appeared, bringing great gifts with them. The first emissaries gave the Spanish some rich clothes, an obsidian mirror, a tray and jar of gold, some fans and a shield made from mother-of-pearl. Subsequent emissaries brought a gold-plated wheel six and a half feet across, weighing some thirty-five pounds, and a smaller silver one: these represented the sun and moon. Later emissaries brought back a Spanish helmet which had been sent to Montezuma; the generous ruler had filled the helm with gold dust as the Spanish had requested. He did this because he had been made to believe that the Spanish suffered from an illness which could only be cured by gold. In July of 1519, Cortes decided to send some of this treasure to the King of Spain, in part because the king was entitled to a fifth of any treasure found and in part because Cortes needed the kings support for his venture, which was on questionable legal ground. The Spanish put together all of the treasures they had accumulated, inventoried it and sent much of it to Spain on a ship. They estimated that the gold and silver was worth about 22,500 pesos: this estimate was based on its worth as a raw material, not as artistic treasures. A long list of the inventory survives: it details every item. One example: the other collar has four strings with 102 red stones and 172 apparently green, and around the two green stones are 26 golden bells and, in the said collar, ten large stones set in gold... (qtd. in Thomas). Detailed as this list is, it appears that Cortes and his lieutenants held much back: it is likely that the king received only one-tenth of the treasure taken thus far. The Treasures of Tenochtitlan Between July and November of 1519, Cortes and his men made their way to Tenochtitlan. Along their way, they picked up more treasure in the form of more gifts from Montezuma, loot from the Cholula Massacre and gifts from the leader of Tlaxcala, who in addition entered into an important alliance with Cortes. In early November, the conquistadors entered Tenochtitlan and Montezuma made them welcome. A week or so into their stay, the Spanish arrested Montezuma on a pretext and kept him in their heavily defended compound. Thus began the plunder of the great city. The Spaniards continually demanded gold, and their captive, Montezuma, told his people to bring it. Many great treasures of gold, silver jewels and featherwork were laid at the feet of the invaders. Furthermore, Cortes asked Montezuma where the gold came from. The captive emperor freely admitted that there were several places in the Empire where gold could be found: it was usually panned from streams and smelted for use. Cortes immediately sent his men to those places to investigate. Montezuma had allowed the Spaniards to stay at the lavish palace of Axayacatl, a former tlatoani of the empire and Montezumas father. One day, the Spanish discovered a vast treasure behind one of the walls: gold, jewels, idols, jade, feathers and more. It was added to the invaders ever-growing pile of loot. The Noche Triste In May of 1520, Cortes had to return to the coast  to defeat the conquistador army of Panfilo de Narvaez. In his absence from Tenochtitlan, his hotheaded lieutenant Pedro de Alvarado ordered the massacre of thousands of unarmed Aztec nobles attending the festival of Toxcatl. When Cortes returned in July, he found his men under siege. On June 30, they decided they could not hold the city and decided to depart. But what to do about the treasure? At that point, it is estimated that the Spanish had amassed some eight thousand pounds of gold and silver, not to mention plenty of feathers, cotton, jewels and more.   Cortes ordered the kings fifth and his own fifth loaded onto horses and Tlaxcalan porters and told the others to take what they wanted. Foolish conquistadors loaded themselves down with gold: smart ones only took a handful of jewels. That night, the Spanish were spotted as they tried to flee the city: the enraged Mexica warriors attacked, slaughtering hundreds of Spaniards on the Tacuba causeway out of the city. The Spanish later referred to this as the Noche Triste or Night of Sorrows.The kings and Cortes gold was lost, and those soldiers who carried very much loot either dropped it or were slaughtered because they were running too slowly. Most of the great treasures of Montezuma were irrevocably lost that night. Return to Tenochtitlan and Division of Spoils The Spanish regrouped and were able to re-take Tenochtitlan a few months later, this time for good. Although they found some of their lost loot (and were able to squeeze some more out of the defeated Mexica) they never found all of it, despite torturing the new emperor, Cuauhtà ©moc. After the city had been retaken and it came time to divide the spoils, Cortes proved as skilled at stealing from his own men as he had in stealing from the Mexica. After setting aside the kings fifth and his own fifth, he began making suspiciously large payments to his closest cronies for weapons, services, etc. When they finally got their share, Cortes soldiers were dismayed to learn that they had earned less than two hundred pesos each, far less than they would have gotten for honest work elsewhere. The soldiers were furious, but there was little they could do. Cortes bought them off by sending them on further expeditions which he promised would bring in more gold and expeditions were soon on their way to the lands of the Maya in the south. Other conquistadors were given encomiendas: these were grants of vast lands with native villages or town on them. The owner theoretically had to provide protection and religious instruction for the natives, and in return the natives would work for the landowner. In reality, it was officially sanctioned slavery and led to some unspeakable abuses. The conquistadors who served under Cortes always believed that he had held back thousands of pesos in gold from them, and the historical evidence seems to support them. Guests to Cortes home reported seeing many bars of gold in Cortes possession. Legacy of the Treasure of Montezuma In spite of the losses of the Night of Sorrows, Cortes and his men were able to take a staggering amount of gold out of Mexico: only Francisco Pizarros looting of the Inca Empire produced a greater amount of wealth. The audacious conquest inspired thousands of Europeans to flock to the New World, hoping to be on the next expedition to conquer a rich empire. After Pizarros conquest of the Inca, however, there were no more great empires to find, although legends of the city of El Dorado persisted for centuries. It is a great tragedy that the Spanish preferred their gold in coins and bars: countless priceless golden ornaments were melted down and the cultural and artistic loss is incalculable. According to the Spanish who saw these golden works, Aztec goldsmiths were more skilled than their European counterparts. Sources Diaz del Castillo, Bernal. . Trans., ed. J.M. Cohen. 1576. London, Penguin Books, 1963. Levy, Buddy. . New York: Bantam, 2008. Thomas, Hugh. . New York: Touchstone, 1993.

Harrod-Domar Growth Model Essay Example | Topics and Well Written Essays - 1500 words

Harrod-Domar Growth Model - Essay Example According to the research findings, it can, therefore, be said that in the closed economy, saving equals to investment, and saving is some proportion of income as well. Thus we find that saving equals to saving rate times income equal to investment (St=sYt=It). The last one is that we can write the capital-accumulation in the form of Kt+1=(1-d)*Kt+It, where K is capital stock and d is the rate of capital depreciation. Based on all assumptions and according to the mathematics, in order to simplify all equations and use Log method, we can get the growth rate of GDP is gY=s*A-d, where d is the depreciation rate of capital. This is the main idea of the H-D model. Based on the result, the growth rate of an economy, therefore, depends on the saving rate. It means that saving rate will promote economic growth. However, it must be satisfying the assumptions, otherwise, the result will be different. Here is an example to prove it. The data source from Gapminder World; as indicated in the grap h below proves that there is no relationship between investment and GDP/capita growth in 1970 and 2010. In summary, the H-D model cannot completely explain the fact that the rate of saving can prove economic growth. The model has to satisfy all the assumptions otherwise the results obtained will be different. This paper also illustrates why developing countries are developing faster than western countries. There are two sets data from World Bank. The first one is about Canada which is developed the country and the second one is about China, which is developing the country. According to the table, one can see that China’s GDP is much great than Canada’s, and all the percentage value larger than Canada. This is, therefore, an indication that China growths faster than Canada. Solow model can play a significant role in explaining this phenomenon. One assumption of the model is the constant return on the scale. This means that all input is increased by the same amount the o utput. The assumption, therefore, yields the aggregate production as follows; Y=F(K, L).

New Mexico and the American West Assignment Example | Topics and Well Written Essays - 750 words - 1

New Mexico and the American West - Assignment Example 2. Arizona has shrinking agricultural development while New Mexico’s is growing. Arizona has a less Hispanic speaking community than New Mexico. It also has a low population than New Mexico. Arizona has the largest population of American states with 6.6 million with New Mexico’s just over two million. Arizona has rapid population growth while New Mexico has a rather slow population growth. Arizona has many Indian communities while New Mexico has few Indian communities with Hispanic communities being dominant. Arizona has a history of political conservatism while New Mexico is not as conservative. 3. 1848-1865 – mining began in this period 1866-1878 – Mormon farming towns were raised and crops were grown and then sold to miners. 1879-1899 – transportation along with the mining of copper began here. Tombstone, a major mining town for copper emerged and grew. 1900-1939 – Copper boom was experienced in this stage and cattle and cotton farming dev eloped as well. 1940 onwards – Arizona became an urban place. Economy shifted here and agriculture and mining declined as service industry took over. 4. The Navajo community live in circular homes called Hogan. When a person dies in a Hogan then they shut the doors of the Hogan as they believe that could come along with evil ghosts. They believe in a state of balance or harmony they refer to as hozho. They believe in traditional ceremonies like one called the blessing way which involves healers and singers attending. They have a ceremony called kinaalda which is one to signify the coming of age of a girl. Four sacred mountains of the Navajo include: the sierra Blanca in the east which means faith and thinking or white shell; Hesperus peak which refers to awareness and charity; mt. Humphrey which means life and love above; and mt. Taylor which means planning or blue turquoise. 5. The Mormon landscape had a grid of rather huge streets and there were also ditches on the sides of roads for irrigation purposes. Towns had rather open fields and there were also polygamous houses. There were also two by two houses and the towns had bans and granaries that had not been painted. The church meeting house was at the center of town and the residences were made of brick and stone. The plat for the city of Zion is basically the land tenure issue of the state of Utah. This refers to the need for irrigation, need for shared resources and the need for defence. This is also connected to the law of the Indies. 6. Utah was more or less an all Indian nation and it had Mormons settle in it. The state therefore had its key land tenure conflict being Mormons vs. gentiles. Utah has been praised for many reasons that make it different from the rest of America and one of these reasons is the fact that it has been rated the best state in America for economic growth. It is ranked highest for its economic dynamism by Forbes magazine and the USA today ranks this state first for the qu ality state government that it has. Prudential insurance ranks Utah as the fifth healthiest state in the states. The salt lake is in this state and it is therefore referred to as the Salt Lake City. Forbes ranks it as being the best city when it comes for jobs and it has as well been said to be the fittest city. The land tenure driver for Utah is the plat for the city of Zion and this is certainly due to the fact that the Mormon Church initially runs things there. It is said to be the third

Organ Donation and Forest Depletion Depicted in Fitzhugh’s The Organ Gr

Organ Donation and Forest Depletion Depicted in Fitzhugh’s The Organ Grinders On the back of my drivers license there is a box which will allow me to donate organs if I wish to do so. Upon first receiving my license I didn’t know whether to sign it or where I could find three witnesses to watch me sign. Modern science is allowing people to live longer than ever before, and transplanting failed organs is another method to preserve our frail lives. The problem with human organ transplantation is there is never enough supply to meet the high demand. With organ transplants being a problem in our society, the diminishing rain forest is another pressing issue. It has been estimated that our rain forests could disappear within 40 years at our current logging rate (Raintree, 2004). The reason we were always told to recycle and ‘save a tree’ is because the rain forests provide our breathing air. The rain forests provide a home for many animals and removing the animals from their home will cause extinction. In the novel The Organ Grinders, P aul Symon the main character, observes the apparent problem that exists in rain forest depletion and with organ transplantation. With a few significant changes, the damage done by these technologies can be minimized and life be treasured. As an adolescent Paul Symon proposed a plan to Jerry Landis who was the owner of Landaq, a biotechnology corporation. Once Landis got a photo with Paul to make him feel good and got him to leave, Landis and his photographer burst into laughter. â€Å"Then he saw Jerry Landis drop his proposal into the wastebasket. And with that simple act, Jerry Landis taught Paul a painful lesson†¦it wasn’t the worst thing Jerry Landis would ever do to him.†(Fitzhugh,... ...e Organ Grinders. New York: Avon, 1998 â€Å"John J. Fung† Transplanting Animal Organs Into Humans Is Feasible 1999 Nov http://www.findarticles.com/p/articles/mi_m1272/is_2654_128/ai_57564084 â€Å"Alan H. Berger† Xenotransplantation: The Ethics, the Science, the Risks 1996 March 15 http://articles.animalconcerns.org/ar-voices/archive/xeno_risks.html â€Å"Alexander Tabarrok† A Moral Solution to the Organ Shortage 2001 February http://www.independent.org/newsroom/article.asp?ID=283 â€Å"savetherainforest.org† Facts about the rainforest http://www.savetherainforest.org/savetherainforest_007.htm â€Å"wikipedia† Rainforest 2004http://en.wikipedia.org/wiki/Rainforest â€Å"rain-tee.com† Rain forest facts 2004 http://www.rain-tree.com/facts.htm â€Å"Robert E. Michler† Xenotransplantation: Risks, Clinical Potential, and Future Prospects 1996 March http://www.cdc.gov/ncidod/EID/vol2no1/michler.htm

EDU 330 Special Education Foundations and Framework Benchmark Assessment Essay

The Individuals with Disabilities Education Act (IDEA) has granted that placement options be available to better meet the needs of students. (Classroom Leadership, 2001) To better meet these requirements, educators have strived to make every effort to place students with and without disabilities in environments where they can learn, grow, and be successful. Each student is placed according to their individual needs, abilities, qualities, and level of services needed. Placing students in their correct environment is essential for obtaining a quality education. Today, there are many resourceful classrooms that are aimed at the specific abilities and disabilities of students. In these types of classrooms, students are better equipped to get the help they need. There are also related services within the school and the community that are aimed at offering support to families with disabilities. When students are placed in the correct environments, teachers can strategically help connect students and their families to these resources, and also integrate assistive technologies into the curriculum to support student learning abilities. When it comes to effectively placing student’s collaboration is key to assessing the type of environment that is presumed to be best for students. Educational environments affect teaching and learning, therefore the classroom environment must be designed to support the individual needs of students. A few types of classroom environments used in K-12 education include inclusion, self-contained, and resource rooms. The inclusion model allows students to participate in regular educational settings, and receive supported help by the inclusion teacher therein. The inclusion model is essential for increasing social  networking skills, developing behavior and academic skills through peer role-modeling, improving student achievement of IEP goals, and helping students acquire skills with the general education curriculum. The inclusion model is great for students who have mild learning disabilities, and those who are progressing consistently to a degree, where little or no help is needed. Based off of the student’s unique needs, the inclusion model is a great teaching environment, along with the self-contained education environment. In the self-contained classroom environment, students with disabilities are granted the  ability to receive much more one-on-one help given their unique disabilities. In this type of setting, educators receive additional specialized training to be able to aid students in making learning a success for students with disabilities, who are not able to participate in regular educational classroom settings. Students who learn at a slower pace, as a result of a learning disability, or uses modifications to lessons to acquire learning, a self-contained classroom may be beneficial. Nonetheless, resource educational environments may aide this same situation. In many cases, If a student is not mobile (using a wheelchair), have  severe disabilities like severe cerebral palsy, it may be beneficial to the student to participate in a resource classroom environment. Resource classroom environments focus on the student’s direct disability based on their IEP. They are potentially designed to be smaller for students to be able to get the one-on-one help they need yet still experience the social interaction with peers. Given the types of educational settings that were previously discussed, in the case of Gabriel, a kindergartener who battles cerebral palsy and has limited mobility it is necessary to place Gabriel in a resource room, to receive exceptional academic  training. Because, Gabriel is tub fed and has to use a diaper it is easier for instructors of a resource room to provide him his necessary needs, as they focus directly on the direct disability of students. Furthermore, it is concluded that Gabriel may not succeed in a regular educational setting, or a self-contained classroom setting because of his verbal inability. Although, he is able to communicate through a few eye movements, it is not enough to gain the benefits of a self-contained classroom, a regular education classroom, even though inclusion models. It is the  opinion of the author that Gabriel will better succeed in a resource room, where he will receive additional resources as physical therapy, to help him gain muscle strength to grasp things and even a speech therapist to help him gain control over his vocals. When it comes to exceptional education, there are many different related resources for students inside, and out of the school system. As for Gabriel, cerebral palsy or CP can mean life-long treatment. Generally, CP patients require 24-hour care. Therefore, in Gabriel’s case, eating, breathing, and moving freely can be a  challenge especially when trying to live independently, or study independently in an inclusion classroom, or self-contained environment. For this reason, educators may want to consider other related services, or services to assist their students with severe disabilities. Although, student have disabilities educators are still required to utilize these related services in order to provide those students with the best education possible. Most services are available to children in the public school system. While others can be accessed in the local community. However, there are related services abroad for students in public,  private, early education and head start school systems. Related services, in the terms of the educational setting of choice, calls for the special education classroom to utilize resources as assistive technology devices like wheelchairs, much physical therapy, and speech and language pathology services. Individuals who work to develop speech abilities in students who have communication impairments can effectively provide treatment to students like Gabriel, by showing them how to communicate with others. Furthermore, it is also beneficial to provide students like Gabriel with a physical therapist, who can work  through movement to help gain muscle control and movement. Nonetheless, teachers strive to develop independency in students of this type of educational setting, by providing assistive technology to encourage independent learning. Assistive technology for advancing communication with nonverbal students is made possible through devices, such as the DynaVox. This device can also be used to assess students like Gabriel to ensure they are understanding simple communication skills. Given the student’s abilities, it is necessary for educators to plan lessons and activities using a student’s IEP goals as guidelines. Then, during instruction time use many visuals and demonstrations, and even prompt the students for feedback. Moreover, in situations like Gabriel’s it is essential to students to use the co-teaching model To conclude, each type of educational setting discussed have significant roles in providing exceptional educational outcomes for students with disabilities. Whether a student is receiving training through inclusive model learning, self-contained strategies, or resource models of learning students are capable of receiving exceptional learning abilities and skills to build off of. It is a given, that all  types of educational settings has its pros and cons. However, it is believed that each type of environment has is benefits to support students in individual development. References Classroom Leadership (2001) Resource vs. Inclusion Classrooms; which is best for Students? Retrieved 8/17/14 from http://www. examiner. com/article/resource-vs-inclusion-classrooms-which-is-be st-for-students Council for Exceptional Children, (2014). Special Education Professional Ethical Principles and Practice Standards. Retrieved from http://www. cec. sped. org/Standards/Ethical-Principles-and-Practice-Standards.