Kenny Ramirez Mr.Casey Essays (611 words) - Africa, Mining

Kenny Ramirez Mr.Casey Persu Ess 2 It is 1999 and Sierra Leone is ravaged by major political unrest. Rebel factions such as the Revolutionary United Front frequently terrorize the countryside, intimidating Mende locals and enslaving many to harvest diamonds, which fund their increasingly successful war effort. One such unfortunate local is fisherman Solomon Vandy ( Djimon Hounsou ) from Shenge , who is separated from his family and assigned to a workforce overseen by Captain Poison (David Harewood ), a ruthless warlord. One morning, Vandy discovers an enormous pink diamond in the riverbank. Captain Poison tries to take the stone, but the area is suddenly raided by government troops. Vandy buries the stone before being captured. Both Vandy and Poison are incarcerated in Freetown, along with Danny Archer (Leonardo DiCaprio), a white Rhodesian gunrunner jailed while trying to smuggle diamonds into Liberia. They were intended for Rudolph van de Kaap (Marius Weyers), a corrupt South African mining executive. Hearing of the pink diamond in prison, Archer arranges for himself and Vandy to be freed from detention. He travels to Cape Town to meet his employer: Colonel Coetzee (Arnold Vosloo ), an Afrikaner formerly with the apartheid-era South African Defence Force, who now commands a private military company. Archer wants the diamond so he can sell it and leave the continent forever, but Coetzee wants it as compensation for Archer's botched smuggling mission. Archer returns to Sierra Leone, locates Vandy , and offers to help him find his family if he will help recover the diamond. Meanwhile, RUF insurgents escalate hostilities; Freetown falls to their advance while Vandy's son Dia is among those rounded up to serve as a child soldier under a liberated Captain Poison. Archer and Vandy narrowly escape to Lungi, where they plan to reach Kono with an American journalist, Maddy Bowen (Jennifer Connelly); in exchange, Archer will provide her evidence of the illicit diamond trade. The trio arrive in Kono after a harrowing journey, where Coetzee and his private armycontracted by the Sierra Leone governmentprepares to repulse the rebel offensive. While Maddy gets out with her story, the two men set out for Captain Poison's encampment. Dia , stationed with the RUF garrison there, is confronted by Vandy , but having been brainwashed he refuses to acknowledge his father. Archer radios the site's coordinates to Coetzee, who directs a combined air and ground assault on the camp; Vandy finds Captain Poison and beats him to death with a shovel as the mercenaries overwhelm the RUF defenders. Coetzee then forces Vandy to produce the diamond, but is killed by Archer, who realizes Coetzee would eventually kill them both. Dia holds the pair briefly at gunpoint, but Vandy confronts him again and renews their bond. Pursued by vengeful mercenaries, Archer discloses he has been mortally wounded and entrusts the stone to Vandy , telling him to take it for his family. Vandy and his son rendezvous with Archer's pilot, who flies them to safety while Archer makes a final phone call to Maddy ; they sh are final farewells as he asks her to assist Vandy , and gives her permission to finish her article. Archer finally takes in the beautiful African landscape before dying. Vandy arrives in London and meets with a van de Kaap representative; he exchanges the pink diamond for a large sum of money and being reunited with his entire family. Maddy takes photographs of the deal to publish in her article on the diamond trade, exposing van de Kaap's criminal actions. Vandy appears as a guest speaker at a conference on "blood diamonds" in Kimberley, and is met with a standing ovation.

Prostitution in Seventeenth Century Europe

Prostitution in Seventeenth Century Europe Prostitution, from its earliest inceptions, has carried a rather unflattering connotation. A majority of the population attaches pejorative labels such as "slut" or "whore" to its practitioners, and deem the institution in general as a taboo subject not mentioned in polite conversation. Regardless of its negative stereotypes, prostitution has become an omnipresent reality even in today's modern world. This essay looks at prostitution in three European countries- Italy, The Netherlands, and England. It will examine how most people viewed such an establishment, the various methods of regulation (if such means existed), and the resulting consequences on seventeenth century society.Most of Europe viewed prostitution in the seventeenth century as a degrading and disreputable means of making a living. This was especially true in Italy, particularly in the city of Florence, which had been transformed by the Renaissance into the cultural and artistic center of the country. As a result, many prostitutes flocked to Florence due to the potential for lavish financial gains.The Procuress, oil on canvasMost of these women of ill repute migrated from the northern countries of Germany, The Netherlands, and Belgium. Only around fifteen percent of Florentine prostitutes came from Italian origins.As John Brackett describes in his article "The Florentine Onesta and the Control of Prostitution, 1403-1680", several of the citizens of Florence regarded prostitution as immoral and viewed it with suspicion. The prevailing thought was that women should not flaunt their libidinous intentions even in the most clandestine settings, and certainly not advertise themselves in public. However, many also realized that lasciviousness was, at the time, a necessity which would be difficult to eradicate altogether. Therefore, the Italian government created the Onesta (Office of Decency) to regulate the practice of prostitution.Instead, the Onesta became a device of exploitation and completely ostac ized prostitutes from tyhe rest of...

10 Fun 5th Grade Math Games to Help You Learn

10 Fun 5th Grade Math Games to Help You Learn SAT / ACT Prep Online Guides and Tips Looking for a fun and effective way to reinforce the math skills learned in 5th grade? Try playing a game! Games are a great way to solidify the key lessons fifth graders learn in the classroom while also having fun. In this article, we'll talk about the key skills students learn in fifth grade, why games are so important for mastering those skills, and give you a list of 10 games you can start playing right now. Key Math Skills Learned in 5th Grade Fifth graders put together the skills they've learned throughout elementary school to solve complex problems using complex numbers. While they work on building their fluency for these skills, they also learn how to apply them to real-world problems about time, measurement, and money. Most states in the United States have their own unique educational standards, but the basic fifth grade math curriculum and the skills fifth graders learn are fairly standard. Fifth graders learn: How to divide whole numbers with and without remainders How to make connections between decimals, fractions, and percentages How to multiply and divide fractions How to compute the area and volume of basic geometric shapes like rectangles and squares Fifth graders will also start to investigate basic algebraic equations, as well as the relationship between circumference and diameter. Each of these skills can be reinforced with games to help students master them. How 5th Grade Math Games Can Help Master Key Skills Games are a great way to help students learn key skills. There has been tons of research about how effective games are in helping students not only learn how to master a concept, but also have a safe space to explore and fail. Here are a few reasons why 5th grade math games should be an important part of your student's practice: Games are a fun way to practice. Fun math games for 5th grade students help them practice needed skills in a way that feels fun, not frustrating. Students won't feel like they're wasting their time learning, they'll feel engaged and excited about their practice. Games teach important skills. Games are a great way to introduce new skills to students. A 5th grade math game about basketball, for instance, can be a good way to get students to think about diameter or circumference before actually teaching them the skill. Likewise, once students have learned about a skill in the classroom, games can help them apply the skill in a real world setting. Aside from the educational skills students learn, games also teach students how to deal with failure, work together, and overcome obstacles. Games form positive memories of learning. Learning math can be frustrating for a lot of kids. If they experience failure or frustration learning in the classroom, games are a great way to reclaim their sense of worth and help them actually have while learning. 5 Fun Math Games for 5th Grade You Can Play in the Classroom There are tons of fun math games for 5th grade students that you can play in the classroom. Here are ten of the best. #1: Multiplication/Division War Students will build fluency with multiplication and division problems by working to figure out which student has the highest sum or product quickly. This is a great way to reinforce the basic skills students need for other 5th grade math problems. All you need for this game is a few sets of math fact flash cards. For fifth graders, use multiplication or division cards. Link to detailed instructions: here #2: The Amazing Equation Game This game helps students become more familiar with basic algebraic in a fun, competitive way. Students will learn to get comfortable with variables like letters standing in for numbers, as well as figuring out how to manipulate equations. For this game, you'll need scrap paper and pencils for your students and white paper (or index cards) and markers to prepare the game. Link to detailed instructions: here #3: Percent Flash Students will learn how to easily calculate percentages. They'll pull a card and add a "0" to the end. For instance, if they pull a "2" card, they'll be working with 20%. Then, they'll roll the dice and calculate the percentage of the numbers they rolled. This game will help students become more excited about percents. For this game, you'll need a deck of cards, dice, one calculator per player, paper, and pencils. Link to detailed instructions: here #4: Graph Puzzles Geometric shapes can make many students uneasy. This 5th grade math game can help students become more confident with their graphing skills. Students will learn to draw shapes using positive and negative numbers and ordered pairs to create fun shapes- just like solving a puzzle. For this game, you'll need graph paper, pencils, and rulers. Link to detailed instructions: here #5: Lego Area and Perimeter This skill teaches students the basics of figuring out area and perimeter for rectangular shapes. You'll have students to figure out area and perimeter by placing the legos on the graph paper and counting the squares. For this game, you'll need small legos, graph paper, a pencil, and paper. Link to detailed instructions: here 5 5th Grade Math Games Online There are tons of 5th grade math games online that your student can play. Here are five 5th grade math games online that cover a wide variety of 5th grade math skills. #1: Multiplying Fractions Soccer Game This game has student solve fraction problems in order to have the chance to score a goal for their soccer team. The game has students interpret the products of different fraction multiplication problems. The game is great because it can be played on computers and tablets without installation and can be played alone or in teams. It's fun for students to kick the soccer goals, but the game is more about the math than the soccer. #2: Papa's CupCakeria This game helps students persevere in the face of problems, as well as manipulate fractions. The student has to fulfill cupcake orders and work quickly to staunch the flow of customers in a shop. This game is fun, with brightly colored graphics and a fun soundtrack. It can only be played on a computer, which limits the number of students that can interact with it, and it's focused more on real-world problem solving than fractions, with students spending more energy balancing fulfilling order than actually figuring out the fractions. #3: Math Games This online math game database has tons of different practice problems built into an online platform. You can practice basically every skill your fifth grader will need to master during the year, broken down into standards. This database is great because it has hundreds of problems for every single 5th grade math skill. Unfortunately, the skills are more drills than games - they're really just straight practice. Still, this is a great way to get lots of practice on lots of skills in quickly. #4: Boat Coordinates This fun and simple online math game has you help navigate a boat down a river full of obstacles by selecting the proper coordinates to steer to in four quadrants. This game is great because it can be customized to a single quadrant or four quadrants to help students master the skills at different levels. This is a solid game for many students, with the one caveat that it has to be played on a desktop, not an app. #5: Algebra Meltdown The game starts simple but gets increasingly difficult as it progresses. Unfortunately, the game isn't responsive to student progress, so it gets more difficult whether or not your student is ready for it. However, a student who does well at linear equations will find this game fun and challenging. Go Play! There are thousands of 5th grade math games that you can use to reinforce math skills for your student. You can play games online or in-person- either way, the games will help them learn while having fun. What's Next? Before you play some of these games, you'll need to know some basics about graphing. Learn about the four graph quadrants (and where numbers are positive/negative) here! Want to know the fastest and easiest ways to convert between Fahrenheit and Celsius? We've got you covered! Check out our guide to the best ways to convert Celsius to Fahrenheit (or vice versa). Are you learning about logarithms and natural logs in math class? We have a guide on all the natural log rules you need to know. Did you know that water has a very special density? Check out our guide to learn what the density of water is and how the density can change.

Film Analysis of War Horse Movie Review Example | Topics and Well Written Essays - 2000 words

Film Analysis of War Horse - Movie Review Example The movie revolves around the unspoken love and attachment between a young boy named Albert Narracott and the horse bought by his drunken father, Ted with an intention to plough his farms and more specifically to spite his landlord who was known as Lyon. The entire movie is filmed in Devon, England. Albert names the horse as Joey and trains him to plough. Their love grows as they spend time together. With the passage of time, Albert teaches Joey many different things. However, a drastic event changes everything between them. Ted sells Joey to Captain Nicholls to cover losses incurred by his destroyed turnip crops. Captain Nicholls, who was in British Army, promises the young Albert that he would take care of the Joey during the war and he would return him as soon as the war ends. Joey is trained well for all the military purposes. Unfortunately, during the war Captain Nicholls got killed in France and Joey was captured by the Germans along with other many horses. From there, Joey emb arks on a new journey and ends up when a French girl named, Emilie discovers two horses inside a windmill. Emilie, who lives with her grandfather, suffers from an unidentified illness. Later, their property and the horses are confiscated by the German soldiers and they take everything away with them. Now the story takes another melancholic turn and Albert is seen fighting alongside with Andrew, his best friend, in the Second Battle of the Somme in 1918. Albert loses his longtime best friend Andrew in the battlefield against German army.

Hybrid Cars Research Paper Example | Topics and Well Written Essays - 500 words

Hybrid Cars - Research Paper Example Brief Explanation of Hybrid Cars 1 (par.2) Hybrid cars are vehicles that their engines are fusions of both electrical and gasoline engines. Hybrid cars are run on both gasoline and electrical engines and they can alternate between these engines. These hybrid cars make use of both electrical and gasoline engines and these help to provide additional power Advantage of Hybrid cars over gasoline engines 1 (par.3) Hybrid cars have been classified as green products as the presence of the electrical engines have helped to reduce the rate at which greenhouse gases are emitted into the atmosphere. The financial benefit of using hybrid cars 2 (par. 4) Joining the effort of world leaders 2 (par. 5) Thus automobile users are encouraged to make use of these hybrid cars as through this, they would contribute to the effort of the world leaders in making sure that the emission of greenhouse gases are brought to the barest minimum. Conclusion 2 (par. 6) Hybrid cars are green products that have been i ntroduced to curb the global warming that is capable of destroying our world. Thus, automobile consumers should join in this course by making use of the hybrid cars.

Reflection coaching

Reflection coaching Reflection is defined by Stenhouse 1975 p144 as ‘a capacity for autonomous professional self-development through systematic self-study. Discuss how a coach utilises reflective practise to enhance their coaching performance Reflection is used to improve coaching performance through a variety of ways. Kidman (2001: 50) describes reflection as â€Å"a particularly significant part of empowerment whereby coaches themselves take ownership of their learning and decision making†. The coach is therefore very active in gaining information which could be beneficial to them. Dewey (1919: 3) describes reflection as â€Å"turning a subject over in the mind and giving it a serious and consecutive consideration†. By analysing information repeatedly and seriously, in depth knowledge is gained from it. *(DANS)*Pollard (2002) believes that â€Å"‘Reflective teaching is applied in cyclical or spiralling process, in which teachers monitor, evaluate and revise their own practice continually.† By being dedicated in analysing oneself, analysing others is possible. A slightly different concept of reflection is introduced by Schon. The notion of, ‘reflection in action. Schon (1983; 50) â€Å"Athletes think about what they are doing, sometimes even while doing it†. Expanding on this Schon highlights phrases like, ‘Keep your wits about you and ‘thinking on your feet. Schons belief here is in game reflection is natural and beneficial. Gilbert and Trudel (2001) believe Schons idea as a â€Å"separate type of reflection†. They also offer a different type of reflection which they call â€Å"retrospective reflection-on-action† which is further described as â€Å"that which occurs outside the action-present†. Their belief is that coaches reflect on concerns in between practise sessions and that reflection â€Å"still occurs within the action-present, but not in the midst of activity†. So they firmly believe that reflection-on-action is totally different to reflection-in-action. Gilbert and Trudel (2001) consider reflection to utilise â€Å"a conceptual framework to understand how coaches draw on experience when learning to coach† Ghaye and Lillyman (2000) bring forward the idea that the core of reflection is carried out in a series of ‘frames. Role framing was the coaches role executed correct? Value framing examining if there was value-positions present? Temporal framing was the order of actions correct? Parallel process framing could the end result varied? Problem framing were problems noticed effectively? These frames provide a practical way of analysing sport practises. Reflective practise can provide an efficient apparatus for monitoring and assessment of athletes. Dewey (1916) who is considered heavily to be the ‘founder of reflection, gives three attributes which are needed in order to participate in reflective practise. Open-mindedness, described as â€Å"an active desire to listen to more sides than one, to give heed to facts from whatever source they come and to give full attention to alternative possibilities†. Whole-heartedness, which is being â€Å"absorbed in an interest†. Responsibility is also needed as consequences are accepted therefore â€Å"securing integrity in ones beliefs†. Deweys beliefs have stood strong for eighty years and still provide modern coaches with a basic outlook on what is needed to be an effective reflective coach. Methods of using reflective practise There are a few ways in which reflective practise is put into action. By using a variety of methods coaches can expand from the basics and look more in detail depending on the type of information that is required. Video analysis is one method used in order to aid reflective practise. A coach can record a session and therefore have exact details of what actions are taken. This allows for precise analysis in which athletes can also see themselves and what they could improve on. McKernan was a firm believer in video recording to aid coaching: ‘†¦might use a video recorder to trap teaching performance as evidence or ‘data to be analysed. More importantly, such a film becomes a critical documentary for reflecting on practice†¦research can be undertaken by reactive methods such as observers, questionnaires, interviews, dialogue journals or through such non-reactive techniques as case studies, field notes, logs, diaries anecdotal records, document analysis, shadow studies. McKernan (1996)(DANS) Using other coaches is one way reflective practise can be more reliable and efficient. Analysis speed is increased as more coaches can observe and acknowledge similar issues that arise and whilst opinions may be divided, an overview of general problems can be addressed more easily. This view is backed up by Gould, Giannani, Krane, Hodge (1990) â€Å"development of craft knowledge which can be fostered through the realms of practical experience and interaction with other coaches.† Using a cognitive based style, reflection can take place through demonstration. Coaches need to reflect on how demonstrations of skills are executed and the coach must ensure that when a learner is receiving a demonstration that it is of adequate quality for the athlete to learn and progress using reflection. Demonstrations Coaching points and ‘logs are a very basic and fundamental way of reflecting on a performer. By making key observations during a practise and after, a coach can identify the problem areas. The more experienced the coach the more this basic method is effective and less need for the more advanced methods. This kind of feedback is usually Benefits to using reflective practise â€Å"by reflecting on practise a coach may expose his or her perceptions and beliefs to evaluation, creating a heightened sense of self awareness, which in turn my lead to a certain openness to new ideas† (Hellison and Templin 1991: 9) Reflective practise can increase ability in perception and creativity. This is due to the self improvement the coach must make themselves but are rewarded through these attributes. These attributes could then be passed onto the learner and thus bridging a gap between coach and learner.(BOOK) (PDF)Anderson, Knowles and Gilbourne (2004) state that â€Å"reflective practice is the latest topical strategic method that could help sports coaches explore their decisions and experiences, aiding them to make sense of the situation and directly influence the learning process.† This is clear that reflective practise can be used in order to help sports coaches. It is also considered one of the more modern uses of coaching in order to achieve higher ability in a more demanding results driven environment. â€Å"Indeed, to maximise learning, critical reflection is the core difference between whether an individual repeats the same experience time and time again or learns from the experience in such a way that the individual is cognitively or affectively changed† (Boyde and Fales, 1983).(PDF) By using reflective practise Boyde and Fales suggest that there is a high chance of learning and developing skills rather than just repeating an experience with no eventual gain. They believe reflection is essential to this as without it there would be no way an individual would know if improvement took place or not. â€Å"if a coach takes the opportunity to understand the consequences, both positive and negative, of the decisions made during a training session, they are better able to rationalise their decisions when under pressure† (Kidman, 2001).(PDF) Kidman here links this in with Schons ‘refelction in action. This is necessary in high tempo environments and is vital in gaining a better decision making process. Whilst reflection is important before and during training or match environments, only ‘reflection in action can gain quick and often needed information to make decisions. â€Å"reflection is thought to have a potent role in helping to bridge the gap between education and knowledge that is generated through practice† (Ghaye Ghaye, 1998).(PDF) Making coaches acknowledge their achievements is possible via reflection as it is a conscious and active way of fortifying the positives and negatives of individual and group practise. Difficulties in using reflective practise Whilst there is lots of evidence to strengthen the idea that reflective coaching is a useful practise, there are certainly problems that need addressing and limitations which clearly show it is not a full proof method even when applied properly. Crum (1995) â€Å"If a practitioner holds a ‘training-of-the-physical view of coaching and believes his or her role is only to improve fitness and adopt a technical/utilitarian approach, then becoming a coach who reflects in depth is not going to be paramount†. Whilst reflective practise does have its place, it would seem that it is limited. Some areas such as social negotiation and mentality may be difficult to improve through reflection practise but in many environments that reflective practise is used these are vital skills. Playing in high tempo and contact sports require both of these skills in abundance and gaining it through the individual is the most logical approach but if reflective practise is used then the coach is providing the information and techniques which arent transferable to individuals in these areas. â€Å"As many coaches will testify, written reflection, usually in the form of ‘logs, are frequently sanitised to deliver what is deemed as being necessary knowledge, thus being corralled into conformity (Chesterfield, Jones, Mitchell, 2007), possibly stifling coach creativity.†(PDF) Whilst Hellison and Templin believe in reflection in opening creativity, the basic form of a ‘log could be evidence that reflection does hinder creativity. Conformity is compliance with what already exists, if coaches comply to current practises such as ‘logs then there is no space for new practises to be introduced and composed. (PDF)Johns (1995) argued that â€Å"reflective practice is profoundly difficult, and it is therefore necessary to have a detailed model that guides and supports coaches.† Reflection does require many skills and outside opinions to be useful. There is a certain amount of complexity that comes with reflecting before, during and after sessions. Gibbs six-staged cyclical model for example is a complex calculated formula designed to give detailed analysis and evaluation. Whilst this could be beneficial it is only useful to coaches with prior experience or high ability levels. So as a general overall practise reflection can be difficult. â€Å"Trust is a vital part of a reflective conversation and, according to Maister, Green, Galford (2002), trust is a two-way relationship where people can be honest and respect each others openness. Without a real trusting relationship with significant others (e.g. a tutor, mentor, supervisor, coach) personal reflections may stay ‘safe and predictable and the real issues may go unresolved.†(PDF) Social dynamic in any relationship is extremely important. The relationship between coach and athlete is as open to flux as every other relationship. Trust is vitally important and is open to change to high and low levels. If trust is broken then coach performance or athlete obedience could drop. Reflection here is then a problem if not enough trust is spread and responsibility fall onto other people to provide strength in connecting and creativity in avoiding playing the ‘safe option which could potentially break trust. Conclusion To conclude, I believe that reflection is a very useful practise for coaches to undertake in developing athletes. Reflection can take place before, during and after which makes it very flexible and adaptable to a variety of environments. The coach does however need a certain level of ability in order to reflect appropriately and constructively. Detail is paramount and a coach analysing a level too high above them will struggle using reflection. I personally believe that the best method of reflection is video analysis. I think this because it gives an exact recollection of technical display and thanks to modern technology is available at a wide range of levels. It is, however, important that a coach doesnt rely on one method such as video analysis. During a competition or quick based environment it may not be possible to use this method and therefore a variety of reflective methods should be learnt and applied by coaches. This will make them more rounded and adaptable to their environment. One thing that I found intriguing was the amount of reflection that the coach must put on themselves. This ‘self reflection is vital as if this isnt carried out coaches methods may stagnate or accurate analysis and therefore feedback for the athlete cannot be attained thus making the practise useless. coach needs adaptable refelective ability, depending on the athletes, age, gender, ability etc†¦.. To sum up †¦Ã¢â‚¬ ¦.states and defines refelction very clearly â€Å"†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†

Love in Shakespeare plays “Twelfth night †Romeo & Juliet” Essay

William Shakespeare was born in Stratford-upon-Avon, England in1564 He has enduring fame because he dared to be different, though he is known mainly through his plays. One of the most famous plays he wrote is Romeo and Juliet, a well-known love story. Also, he wrote Hamlet and Macbeth, two other well known plays. He is famous because of his creativty and giftedness with writing plays as well as his acting abilities . Althought his play † twelfth night † is a romantic comedy while † Romeo & Juliet † is romatic tragedy , they both show that love can cause pain ; Many of the characters claim to suffer painfully from beying in love .. In the † twelfth night † we have more than one love story , Olivia describes love as a plague from which she suffers terribly ; Viola also seems unhappy † My state is desperate for my master’s love † ; Viola falls in love with Orsino but can not tell him , because he thinks she is a man , while Olivia , the object of Orsino’s affection , love Viola ‘ Cesario ‘ , Olivia wants to let Cesario know that she loves him by sending him a ring by way of Malvolio , it was her way of expressing her love . Love in this play is coming out of apure hearted people , who , loves for love . the characters in this play have a very deep sense of love , that they love each other spirtualy away from any phisical impact on their passion . In Romeo & Juliet passion and love spring up at the first sight between Romeo & Juliet , we can see the powerful nature of love in the way they described it from the first time they met † A like bewitched by the charm of looks † ( II.prologue ) Juliet , perhaps , most perfectly describes her love for Romeo by refusing to describe it : † But my true love is grown to such excess / i can not sum up some of half my wealth ( III.i.33-34 ) the events in this love story are always connected to passion , whether that passion is love or hate . The blind passion of love leads the lover to struggle against public and social institutions that either explicitly or implicitly oppose the existence of their love , the famelies of the lovers are enemies , which make their dream hard to come true Althought Romeo & Juliet is the most famous love story in english literary tradition , which end with a very tragedy ending when the couple sicide , theire suicides can be understood as the ultimate night , the ultimate privcy where thy don’t have to fac a new day and a new social struggle . From my own prespective i think love in the Twelfth night is strongr and deeper while in Romeo & Juliet we have eye love which is baced  on the physical appearance , what makes the story look so passionate is th impossibility of their marriage , As every body knows , human nature desired to struggle and face difficalties , such love will end as soon as they satisfy their desires , but love in the Twelfth night wont end easily because it was not easily given †¦ the emotions which can be easily given , they will disappear easily . These two plays are great to study and analyse , although they have different dramatic style of writing , but still have the same spirit that presents human emotions and feelings in agreat smooth way to understand .