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This was a huge blow to a major Jewish enterprise. Among Jews, tax collector and contractor were synonyms for wealth; now Orshansky writes, they could just dream about the time of the Crimean War, when contractors made millions, thanks to the flexible conscience and peculiar view of the Treasury in certain circles; thousands of Jews lived and got rich under the beneficial wing of tax farming. Now the interests of the state had begun to be enforced and contracts had become much less profitable. And trading in spirits had become far less profitable than under the tax farming system. However, as the excise was introduced in the wine industry in place of the wine farming system, no special restrictions were laid on Jews and so now they could sell and rent distillation factories on a common basis in the Pale of Settlement provinces. And they had so successfully exercised this right to rent and purchase over next two decades that by the 1880s between 32 % and 76 % of all distillation factories in the Jewish Pale of Settlement belonged to Jews, and almost all of them fell under category of a major enterprise. By 1872, 89 % of distillation factories in the Southwestern Krai were rented by Jews. From 1863 Jews were permitted to run distillation in Western and Eastern Siberia for the most remarkable specialists in the distillation industry almost exclusively came from among the Jews, and from 1865 the Jewish distillers were permitted to reside everywhere. Regarding the spirits trade in the villages, about one third of the whole Jewish population of the Pale lived in villages at the start of 1880s, with two or three families in each village, as remnants of the korchemstvo . An official government report of 1870 stated that the drinking business in the Western Krai is almost exclusively concentrated in the hands of Jews, and the abuses encountered in these institutions exceed any bounds of tolerance. Thus it was demanded of Jews to carry on the drinking business only from their own homes.

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It is important to note that adaptation must take place within the same learning contents and must be put in place when teachers have come to a conclusion that a special needs learner is able to learn the same content knowledge as others. Parallel Curriculum Outcomes Parallel Instruction:The other category of curriculum modification proposed by King Sears is known as parallel curriculum outcomes which are modifications to the delivery of instruction and intended goals of learner performance. They parallel curriculum outcomes do not change the content knowledge and the underlying principle of the educational goals for individual learners just like adaptations. However, their differentiation lies in the extent of change in conceptual difficulty, that is, in adaptation changes are slightly made in the conceptual difficulty of curriculum, whereas in parallel curriculum outcomes there is a significant or very tangible change of conceptual difficulty. The application and practice of parallel curriculum outcomes is contingent upon the educational contexts and individual learners needs which are similar to accommodation and adaptation. There is a range of application to this type of modification and students with varying learner characteristics and abilities benefit from parallel curriculum outcomes. This type of modification can be used with learners who are gifted and talented as they usually require more advanced and or challenging conceptual difficulties in instruction and application. This is sometimes referred to as enrichment. In a nutshell parallel curriculum outcomes do not change the general content knowledge but only changes the conceptual difficulties for these kinds of learners which eventually create a learning environment conducive to broaden the idea of inclusion. Overlapping Curricula Overlapping Instruction:This is the last category of curriculum modification suggested by King Sears. The modification of curriculum in this case creates overlapping or common goals for learning outcomes of learners from diverse backgrounds and which involves incorporation of specific individual goals and expectations for learners with special needs enabling them to be involved in regular or general education curriculum activities by promoting the idea of partial participation.

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Another common element of Wiccan morality is the Law of Threefold Return which holds that whatever benevolent or malevolent actions a person performs will return to that person with triple force, or with equal force on each of the three levels of body, mind and spirit, similar to the eastern idea of karma. The Wiccan Rede was most likely introduced into Wicca by Gerald Gardner and formalised publicly by Doreen Valiente, one of his High Priestesses. The Threefold Law was an interpretation of Wiccan ideas and ritual, made by Monique Wilson and further popularised by Raymond Buckland, in his books on Wicca. Many Wiccans also seek to cultivate a set of eight virtues mentioned in Doreen Valientes Charge of the Goddess, these being mirth, reverence, honour, humility, strength, beauty, power, and compassion. In Valientes poem, they are ordered in pairs of complementary opposites, reflecting a dualism that is common throughout Wiccan philosophy. Some lineaged Wiccans also observe a set of Wiccan Laws, commonly called the Craft Laws or Ardanes, 30 of which exist in the Gardnerian tradition and 161 of which are in the Alexandrian tradition.