The supernatural aspects of Macbeth Essay Example for Free

The supernatural aspects of Macbeth Essay In my essay I am going to be writing about the Supernatural aspects of Macbeth. I will be referring closely to Act 1 Scene 3, Act 1 Scene 5 and Act 4 Scene 1. In Shakespeares day people were obsessed with witchcraft. Shakespeare added supernatural elements to the play to grab the audiences attention right from the beginning. This includes opening (Act 1 Scene 1) Macbeth with three witches, with immediately establishes the influence of the supernatural. They are discussing where they will meet Macbeth to tell him his future. In Act 1 Scene 3, the three witches are talking about the death of a sea captain, whilst waiting for Macbeth. Macbeth arrives with Banquo, and each of the three witches has something different to tell Macbeth. The first witch says All hail, Macbeth, hail to thee, Thane of Glamis! , the second witch says All hail, Macbeth, hail to thee, Thane of Cawdor! , and the third witch says All hail, Macbeth, that shalt be King hereafter! Macbeth is very confused and begins to question what the witches had said to him. Then, the three witches disappear. This would have caused a gasp in the audience in Shakespeares day because of the Supernatural phenomena. This basically means that the witches can tell the future, and this scares the audience. In Act 1 Scene 5, Lady Macbeth receives a letter from Macbeth, telling her of the witches predictions. She is a very ambitious woman and will make sure that the prediction will be fulfilled. When she hears that King Duncan is on the way to the castle, she calls upon the evil spirits to help her carry out the murder of King Duncan. She says; Come, you spirits that tend on mortal thoughts, unsex me here and fill me from the crown to the toe top-full of direst cruelty! Make thick my blood; stop up the access and passage to remorse, when she says unsex me here, she is asking the spirits to take away her femininity because she wants to have the strength of a man. She also says Stop up the access and passage to remorse which means she is asking the spirits to take away the emotion guilt so that she cannot feel bad about what she has done or have doubts. A Shakespearean audience would find this part of the play very shocking because this was probably the part of The Supernatural that they knew least about. In Act 4, Scene 1 the witches are preparing a cauldron whilst waiting for the arrival of Macbeth. Hecate (The head witch) comes to make sure that all is ready whilst the other witches seal the charm/spell. Macbeth then arrives commanding the witches to tell him what he wants to know. If you asked people in the modern day what a common thing for a witch to say is, they would most probably say Double, double toil and trouble. Shakespeare added this to the play because he knew that it would leave an effect on the audience. The witches show Macbeth four apparitions. The first apparition is a Helmeted Head, which warns Macbeth to be cautious of Macduff. The Second apparition is a child covered in blood, which tells Macbeth that no man born from woman can harm him. The third apparition is a child crowned with a tree in his hand; this tells Macbeth that he is safe until Birnham Wood moves to Dunsinane. The fourth and last apparition, is a show of eight kings, the last with a glass in his hand; Banquo following. This shows Macbeth that Banquos descendants will be crowned king. This means that the witches were right because it comes true at the end of the play. On a modern stage, Macbeth would be shown with a lot of electrical sound effects, lighting, smoke machine ECT. But in the Shakespearean day, there wasnt anything like that so people would have to create their own sound effects, and have to wait until a certain time of day to set the scene. In conclusion, there are many supernatural aspects to Macbeth. This leaves the audience is left confused whether the Supernatural is real or not and have to make up their own minds. Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Miscellaneous section.

The supernatural aspects of Macbeth Essay Example for Free

The supernatural aspects of Macbeth Essay In my essay I am going to be writing about the Supernatural aspects of Macbeth. I will be referring closely to Act 1 Scene 3, Act 1 Scene 5 and Act 4 Scene 1. In Shakespeares day people were obsessed with witchcraft. Shakespeare added supernatural elements to the play to grab the audiences attention right from the beginning. This includes opening (Act 1 Scene 1) Macbeth with three witches, with immediately establishes the influence of the supernatural. They are discussing where they will meet Macbeth to tell him his future. In Act 1 Scene 3, the three witches are talking about the death of a sea captain, whilst waiting for Macbeth. Macbeth arrives with Banquo, and each of the three witches has something different to tell Macbeth. The first witch says All hail, Macbeth, hail to thee, Thane of Glamis! , the second witch says All hail, Macbeth, hail to thee, Thane of Cawdor! , and the third witch says All hail, Macbeth, that shalt be King hereafter! Macbeth is very confused and begins to question what the witches had said to him. Then, the three witches disappear. This would have caused a gasp in the audience in Shakespeares day because of the Supernatural phenomena. This basically means that the witches can tell the future, and this scares the audience. In Act 1 Scene 5, Lady Macbeth receives a letter from Macbeth, telling her of the witches predictions. She is a very ambitious woman and will make sure that the prediction will be fulfilled. When she hears that King Duncan is on the way to the castle, she calls upon the evil spirits to help her carry out the murder of King Duncan. She says; Come, you spirits that tend on mortal thoughts, unsex me here and fill me from the crown to the toe top-full of direst cruelty! Make thick my blood; stop up the access and passage to remorse, when she says unsex me here, she is asking the spirits to take away her femininity because she wants to have the strength of a man. She also says Stop up the access and passage to remorse which means she is asking the spirits to take away the emotion guilt so that she cannot feel bad about what she has done or have doubts. A Shakespearean audience would find this part of the play very shocking because this was probably the part of The Supernatural that they knew least about. In Act 4, Scene 1 the witches are preparing a cauldron whilst waiting for the arrival of Macbeth. Hecate (The head witch) comes to make sure that all is ready whilst the other witches seal the charm/spell. Macbeth then arrives commanding the witches to tell him what he wants to know. If you asked people in the modern day what a common thing for a witch to say is, they would most probably say Double, double toil and trouble. Shakespeare added this to the play because he knew that it would leave an effect on the audience. The witches show Macbeth four apparitions. The first apparition is a Helmeted Head, which warns Macbeth to be cautious of Macduff. The Second apparition is a child covered in blood, which tells Macbeth that no man born from woman can harm him. The third apparition is a child crowned with a tree in his hand; this tells Macbeth that he is safe until Birnham Wood moves to Dunsinane. The fourth and last apparition, is a show of eight kings, the last with a glass in his hand; Banquo following. This shows Macbeth that Banquos descendants will be crowned king. This means that the witches were right because it comes true at the end of the play. On a modern stage, Macbeth would be shown with a lot of electrical sound effects, lighting, smoke machine ECT. But in the Shakespearean day, there wasnt anything like that so people would have to create their own sound effects, and have to wait until a certain time of day to set the scene. In conclusion, there are many supernatural aspects to Macbeth. This leaves the audience is left confused whether the Supernatural is real or not and have to make up their own minds. Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Miscellaneous section.

Causal Explanations of Dyslexia

Causal Explanations of Dyslexia Introduction Poor decoding and spelling abilities along with difficulties in precise and fluent recognition of words characterise the learning disability of dyslexia (International Dyslexia Association, 2001). Despite the extensive scientific attention that dyslexia has received there is still much debate about its causal explanation. Recently, Stoodly and Stein (2012) have pointed out that reading is only incidentally affected by this highly heritable neurobiological syndrome with multi-factorial aetiology. For example, it has been found that dyslexics exhibit various difficulties even in motor skills (Ramus, Pidgeon Frith, 2003; Fawcett Nicolson, 1995b;), mathematics (Ackerman Dykman, 1995), balance (Yap van der Leij, 1994), rapid processing (Nicolson Fawcett, 1994a) and working memory (Ramus et al., 2003; Nicolson, Fawcett Dean, 2001). Hence, the essay’s intention is to provide a brief overview of the most established causal explanations, before ultimately focus to the cerebellar deficit hypothesis. Phonological deficit hypothesis (PDH) The majority of dyslexia’s research was dominated by the phonological and magnocellular deficit hypotheses. According to Castles and Friedman (2014), the PDH refers to a wide range of disabilities that derive from the production, perception, manipulation or retention of speech sounds. More specifically, the PDH states that the breaking of the spoken words into phonemes or syllables is the main cause of dyslexics’ reading problems (Nicolson Fawcett, 2001). The theory’s most compelling arguments are its direct relationship with the way that humans learn how to read, as the phonological module is the language’s most basic level (Shaywitz, Morris, Shaywitz, 2008), and the fact that almost all dyslexic children exhibit some kind of phonological deficiency (Stanovich, 1988a). However, the last view is highly debatable with Dehaene (2009) to be one of its strongest advocates and Ramus et al. (2003) and White et al. (2006) to reject it after discovering that som e of their dyslectic participants exhibited only visual and no phonological deficiencies. Furthermore, PDH fails to explain dyslexia’s several secondary deficits, such as balance, memory, visual processing, mild motor coordination, etc. (Nicolson, Fawcett, Brookes Needle, 2010). Double deficit hypothesis (DDH) This theory emerged due to growing evidence that some dyslexic children with poor comprehension and sufficient decoding skills could not be diagnosed as dyslexic, because their symptoms could not be identified as phonological processing deficiencies (Vukovic Siegel, 2006). Thus, Wolf and Bowers (1999) in order to address this problem proposed that readers should be classified according to their adequacy or inadequacy in the cognitive skills of speed naming and phonological processing, with those showing deficiencies in both (DDH) to exhibit the most reading difficulties. This theory was further supported by Turkeltaubetal, Gareau, Flowers, Zeffiro and Eden (2003) who proved that rapid automatising naming-RAN and phonological awareness-PA activated different brain regions. However, Vukovits and Siegel (2006) pointed out that some studies, including theirs, have failed to prove that RAN has a connection with reading development, thus providing limited support to the DDH. Nonetheless, a recent study provided neuroimaging evidence of the involvement of separated brain systems in the processing of the PA and RAN skills, strengthening even more the DDH (Norton et al., 2014). Despite the inconsistent data DDH provides a good explanation about dyslexia’s core symptoms, but fails to take into account the whole spectrum of its various subtypes. Magnocellular deficit hypothesis (MDH) The MDH postulates that dyslexics’ reading problems emerge from their atypical visual or auditory magnocellular pathway-MP, which leads to sensory processing problems (Eden, 1996) due to its underdeveloped large neurones (Stein Talcott, 1999). The hypothesis’ most supportive data came from a post-mortem study in the brains of dyslexics, demonstrating that in the lateral geniculate nucleus the neurones in the MP were misplaced and shrunk by 30% than the controls’ (Galaburda and Livingstone, 1993). This theory has long been confirmed by Lovegrove, Martin, Blackwood, and Badcock, (1980), who proved that dyslexics not only shown lower contrast sensitivity at high temporal frequencies, but at low spatial as well. They also proved that dyslexics’ contrast sensitivity at the high spatial frequencies was enhanced, a finding also confirmed by Mason, Cornelissen, Fowler and Stein (1993). However, despite the above findings, inconsistent data from subsequent studies gave rise to controversies about the MDH’s validity (see Scottum, 2000), as it became clear that the impairment was mild and not present in all the dyslexics (Stein, Talcott, Walsh, 2000). Additionally, studies with small number of participants have failed to replicate Lovegrove’s et al. (1980) findings, probably due to the usage of inappropriate tests (not sensitive) or participants. Cerebellar deficit hypothesis (CDH) Even though the MDH is adequately explaining some of dyslexia’s core manifestations it does not address the common problems of clumsiness, dysgraphia, automating skills, balance, fluency etc. The Automatization deficit hypothesis-ADH (Nicolson Fawcett, 1990) emerged to explain some of the above difficulties, but was not able to specify the underlying brain structure (Fawcett Nicolson, 2004). Hence, the CDH came to address this shortcoming and merged ADH’s cognitive level explanation with its neurological. Thus, one of the CDH’s strengths was its ability to explicate these non literacy problems, which were pointing out the cerebellum and led to its identification as dyslexia’s underlying neurological structure. One of the reasons that the cerebellum was not associated with dyslexia earlier was the notion that it had no relationship with the language. However, Fullbright et al. (1999), proved that reading did involved the cerebellum, a finding also support ed by Scott et al. (2001), who discovered that tumours in the cerebellum were often associated with reading problems. After the emergence of the CDH a number of studies came into sight and provided further support. Specifically, anatomical cerebellar differences were revealed in dyslexics’ grey matter, as it was considerably reduced in both sides of their cerebellar nuclei (Brambati et al., 2004), a discovery recently reconfirmed by Stoodley (2014). However, cerebellar irregularities could not be identified either by Hoeft et al. (2007) or Silani et al. (2005), but this might was due to the selection criteria or dyslexics’ wide heterogeneity of symptoms. Concerning dyslexics’ balance difficulties-BD it was found that they were linked to the cerebellum and served as a by-product of dyslexia (Moe-Nilssen, Helbostad, Talcott Toennessen, 2003), a view also acknowledge by Needle, Fawcett and Nicolson (2007), but not accepted by Loras, Sigmundsson, Stensdotter, and T alcott (2014). Their experiments demonstrated a lack in significant statistical connection between reading and balance in healthy subjects and thus they suggested that when reading problems exist BD could not be accounted as a reliable measurement for the assessment of dyslexia risk (Loras et al., 2014). Although, this in contrast with Viholainen et al. (2011), who did found a correlation and suggested that balance and reading seemed to share a genetic mechanism. This inconsistency maybe explained due to the possibility that this relationship only lies in individuals with some kind of disorder or is just the result of disorder comorbidity. Additionally, studies have revealed that compared to the control group, dyslexics’ volume of the right anterior lobe was significantly smaller (Eckert et al., 2003) and their cerebellum was particularly symmetrical (Rae et al, 2002). On the other hand, CDH generated significant controversy as some of its critics claimed that the cerebellum is just an â€Å"innocent bystander† and not dyslexia’s causal factor, because it might receives compromised input from other cortical or sensory brain areas (Zeffiro Eden, 2001). Even though that this argument seems quite logical, there are not enough data to either support or reject it and only future research will shed further light. After all, in neuroscience research there are not only black and white findings. Furthermore, it is being claimed that cerebellar dysfunction cannot elucidate the whole range of dyslexia’s cases (Stoodley Stein, 2011) and neither is only specific to dyslexia as it also appears to other deficits, such as Attention Deficit Hyperactivity Disorder or developmental coordination disorder (Rabeger Wimmer, 2003; Ramus et al., 2003a). According to Stoodley and Stein (2011), there is also the criticism that the cerebellum is not involved in reading and is only responsible for motor skills, but it seems that this has already been refuted with several studies highlighting cerebellum’s involvement in reading (Turkeltaub, Eden, Jones, Zeffiro, 2002), in modulating and refining language (Murdoch and Whelan, 2007), and even in rhyming (Booth, Wood, Lu, Houk Bitanet, 2007), but no consensus has yet been established. With no doubt there is some truth in each of these criticisms, but more and more data provide a stronger support to the CDH. Conclusion It is undeniable that each hypothesis adds a little bit to the general picture and explains dyslexia’s causality from a different angle, by overlapping and complementing each another. Future research should focus more on imaging studies in order to identify each underlying neural mechanism related to dyslexia and aim to a unified deficit theory, possibly with many subtypes, so children with dyslexia could be taught and treated properly. This would also provide the opportunity to master the learning mechanisms and contribute to the cure/management of other learning disabilities as well.

Essay --

Dan Connelly Mr. Fisher English 10 March 8 2014 JSOC And Modern Special Forces Joint Special Operations Command is a group of elite forces who work alone and side by side with other branches of the military and other countries despite the fact they don't normally work with them. These men are responsible for tracking and killing Osama Bin Laden and other big name terrorist. JSOC consists of Delta force, DEVGRU, and other secretive civilian and military groups. J-Soc is an elite military unit that operates in the most intense battles the world can throw at them. They are the spartans of the modern world and they're known in the military as â€Å"the tip of the spear†. The Creation of J-SOC Joint Special Operations Command was created in 1980 as a member of US. SOCOM ( US. Special Operations Command). Their initial mission and role in SOCOM was to train and assess elite soldiers in Special Operations Programs in the US, to be able to work side by side seamlessly with the worlds other elite Special Operators and law enforcement. For examples, Navy SEALS and Israeli IDF Forces, Green Berets and British SAS, and even with civilian counterparts like the CIA and SEALS or FBI HRT teams and Air force Pararescue. JSOC also took on the role of training Special Mission Units in a numerous amount of schools and training courses.( Smith) The military had ussocom who had units like navy seals and army rangers but the military needed an elite group of people who could perform anything and everything the Pres/ secdef could throw at them. At first, their mission was to train socoms elite, but in 1981 the president decided that JSOCs role in the military needed to be changed. JSOC had done such a good job training socom that they ... ...isted of armed combat and horsemanship. These men fought both for Thebes, but also for his partner. These relationships helped them fight even the toughest competitors.(Crompton). Shaolin Monks were some of the fierce warriors to walk this earth. The Shaolin Monastery dates back nearly 1,500 years, and its tradition of martial arts can be traced back to defence against attacks in the year 610. These men were trained to never to use force when not needed because they wanted peace and were almost pacifist. The Shaolin Monks trained themselves over the centuries and battled everyone from thieves,emperors and Japanese pirates. They were always using their unique combat style Shaolin Kung Fu. This style was so unique many opposing forces did not know how to react to the attacks. This is what gave them the edge in battles against any of their enemies. ( Larmer).

To Save or Not To Save - That Is the Question Essay -- Animal Research

When you look at a bald eagle, you see how powerful and majestic this bird is, which is how many people feel about the United States; that’s why the bald eagle is our national emblem on our Great Seal. It would be a dishonor to our Nation to have such a worldwide-recognized symbol of The United States extinct, but in fact that’s exactly what almost happened. To help the bald eagle regain it’s numbers, on December 28, 1973, President Richard M. Nixon signed The Endangered Species Act. â€Å"The law established procedures for conserving plants and animals in danger of extinction and those that are threatened, or likely to become endangered in the foreseeable future (Cooper, â€Å"Endangered Species Act† 855). Since its establishment, the Endangered Species Act has been a topic of debate on whether the way the act is set up now has been worth the securing of land, including land that is privately owned, the time to research and the money that has been spen t. Once species are listed as either threatened or endangered of becoming extinct the first move is to figure out what can be done to help them. What kind of habitat does it need to thrive? Is it isolated to only a few regions of the country or widely located? Could it be introduced into new regions, whether rural or urban, and still have a chance of survival? The lands that are being protected range from mountains to national parks to any neighborhood across the country, so that the smallest plant to the largest wild animal has an environment where they can continue to thrive. Some species have been reintroduced and their populations have recovered enough to bring them out of the endangered status and off of the Endangered Species Act listing. Wolfs and grizzly bears are two out of the... ...have their valid points. The two sides need to work together discuss which animals are vital to the balance of the eco-system and which plants could help create medicine that fight illnesses like cancer. The laws also need to reflect not only the time and money involved in saving the world’s species of plants and animals but also protecting the livelihood of the populations of people who are involved in such areas. The balance between the two is possible as long as both sides work with each other not against each other. Works Cited Arrandale, Tom. "Disappearing Species." CQ Researcher 17.42 (2007): 985-1008. CQ Researcher. Web. 24 Mar. 2012. Cooper, Mary H. "Endangered Species Act." CQ Researcher 9.37 (1999): 849-64. CQ Researcher. Web. 24 Mar. 2012. ---. "Endangered Species Act." CQ Researcher 15.21 (2005): 493-516. CQ Researcher. Web. 24 Mar. 2012.

Agape Love Essay -- essays research papers fc

What is love? I remember a time when â€Å"I love you† was the hardest phrase to say to the person you really had feelings for because you knew when you said those words it would change the course of your relationship forever. But what is the true meaning of love? â€Å"The dictionary defines love as a feeling of strong personal attach-ment induced by sympathetic understanding or by ties of kindred; ardent affection for one’s children; man’s adoration for God; strong liking; fondness; good will, al love of learning; love of country.† (Bell, pg. 10) According to Bell all of these definitions convey the outward appearance of love. He says that when looking at love that we need to take an inventory of our feeling to find out if we are truly displaying the type of love that God calls agape love. Bell says we need to ask ourselves the following questions: Do I return love? In any relationship love is a two way street. A marriage or relationship will not last v ery long if only one person is showing love and the other is not responding in kind. As a matter of fact, a spiritual relationship works in pretty much the same way. The bible says that God first loved us, but if we do not return that love to Him the relationship may diminish. As a Christian we must first love the unsaved person just enough to go to them and share the good news of the gospel. Then after that person has received the gospel of Jesus it is then up to them to accept it and return the love by giving their life to Christ. â€Å"Ministry is the first stage of this exchange of love.† (Bell, Pg 11) The second question is: Do I try to force love? Since the beginning of time God has always given man a choice or free will. We have a free will to love Him. A free will to obey Him. And a free choice to do His will. As a matter of fact God does not even force His love upon us. Anytime love has to be forced you may as well just call it rape. Even in personal relationships love cannot be forced. If love is forced, it usually results in the person rejecting the love altogether. Christian love does not demand love in return, but it does open the pathway to receive love if love wants to be given. The next question is one that is very personal to me because it is something that I have to work on improving and that is: Do I express love regularly? Sometimes it is easy to take the people you love for granted. We sometimes assu... ... of justice and kindness and devotion; pray and fast without fainting, and spend all of our time in some form of religious worship; if the things that we do were such to get us a name throughout the world, and make us famous to all future generations, it would all be in vain without sincere love to God in the heart. Furthermore, we understand that it is not the external work done, or the suffering endured, that is worth anything but yet it is the extent of love that is displayed that means something in the sight of God. BIBLIOGRAPHY Bell, Donald A. In Christian Love. Convention Press Nashville, Tennessee (1968). Edwards, Jonathan. Charity and Its Fruits: Christian love as manifested in the   Ã‚  Ã‚  Ã‚  Ã‚  heart and life. The Banner of Truth Trust London (1969). Evans, Anthony T. Returning to Your First Love: Putting God Back in First Place.   Ã‚  Ã‚  Ã‚  Ã‚  Moody Press Chicago, Illinois (1995). Lea, Thomas D. The New Testament: Its Background and Message. Broadman &   Ã‚  Ã‚  Ã‚  Ã‚  Holman (1996). Ellsworth, Roy Mail Call: Prisoners Need Love Too. The Ellsworth Letters Christian   Ã‚  Ã‚  Ã‚  Ã‚  Endeavors (2000).

History of Special Education Essay

The history of Special Education just as any history; is a long battle that has been fought by many who cared in order to bring us to where we are today. Its Journey has and will be never ending; since society is forever evolving. We will be fighting for equal rights in education and in life for many years to come since the definition of Special Education is not a precise one. In this paper you will learn the basics of what injustices we have risen above, to the current state we are in, and even what possibilities the future may hold for the Special Education Teacher and the system you will come to either love or despise. Written documentation of the treatment and education of people with Special needs dates back to the beginning of time; although most were killed before the 17th century and looked at as an abomination. It was not until the 17th Century that these children and adults were alive in institutions where people like Phillipe Pinel, â€Å"one of the founding fathers of modern psychiatry and distinguished teacher of internal medicine, began treatment of persons with mental illness using kindness, respect, and the expectation of appropriate behavior† (Curtis, 1993 as cited in GCU, (n.d. ), para. 10). Pinel set the stage for more courageous individuals to rise above the norm of society and treat people with Special needs as human beings; deserving of kindness and respects as others have been treated for years. Many more doctors, psychologists, and later teachers stood up to take the role as advocate for a person or group of people who were considered Special needs. It was not until the 1800’s when we as a society took notice to this lifetime of injustice that these people with Special needs had endured. In the 1820’s a teacher and later doctor; Samuel Gridley Howe taught a woman named Laura Bridgman, who was both deaf and blind, the alphabet in a Massachusetts school (Encyclopedia Britannica, 2012). It was not until these remarkable acts that people started to believe that those with special needs were not worthless and were capable of being taught the life skills society requires of us. Society took notice but by no means were individuals with Special needs considered equal and deserving of the same education as those of the Caucasian race in the United States at this time. Those with Special needs were still segregated in institutions and schools for people with the same needs; just as people were segregated by the color of their skin. It was not until 1954, and the help of the Supreme Court case Brown v. the Board of Education, Topeka, KS. That it became the responsibility of the United States Government and their Public Education System to teach every child even those with Special needs. This case made it so that NO CHILD could be discriminated against in the education system because of differences. In 1965, the Elementary and Secondary Education Act (ESEA) was enacted to mandate the educational system and provide guidelines for the type of education students should receive; but loop holes were found and people were left out. It was in 1972, that ALL children in the United States were mandated to have a free, appropriate education; and yes it was because of more court cases! This new law’s services were still legally provided in separate classrooms, but at least those classrooms were now mandated to follow the same educational goals as the General Education classrooms were providing their students; just at the level deemed appropriate by the teacher (Encyclopedia Britannica, 2012). After that in 1973, the government passed the Rehabilitation Act, which was the first Civil Rights Educational reform which declared Segregation as an injustice in any case of race, creed, or difference besides age; and therefore illegal. Section 504 of this act requires the documentation and a description of any and all services needed for each student to receive an appropriate education (GCU, 2008). In 1975, Congress enacted the first piece of Legislation that fully described and labeled what was the United States Special Education System and what it consisted of. It was called the Education for All Handicapped Children Act (GCU, 2008). The Final piece of Legislation was the Americans with Disabilities Act of 1990. This act is the second piece of Civil Rights legislation in the history of the United States; it mandates that any physically or mentally handicapped person receive equal opportunity in public accommodations, employment, transportation, state and local government services, and telecommunications (Encyclopedia Britannica, 2012). The Education for All Handicapped Children Act legislation, although it has undergone many amendments’ is still used today. The newest amendment of the act is the Individuals with Disabilities Education Act (IDEA); the name was changed in 1990 and has under gone two re-authorizations since. This Law is there to balance other educational laws such as NCLB 2001 (the amendment to the ESEA for all students in the United States) and the two Civil Right Acts in order to ensure that any student with a disability receives a free and appropriate education. Since NCLB and IDEA provide federal funding to the state and public schools they are extremely detailed and regulated to insure that they are followed. These details’ include, but are not limited to; all disabled students must receive a free and appropriate education as any non disabled student in the in the least restive environment (LRE), nondiscriminatory identification (disability labeling), individualized education program (IEP), zero reject, due process safeguards, and parent and student rights rules and regulations (GCU, (n. d. ), para. 14). There are MANY things I would like to purpose as changes for the upcoming re-authorization of IDEA, but these are the most important ones! The first Thing I would do is have a specific set of criteria that would determine and define Special Education because there is not one definition of what our government considers Special Education. It needs to not be a blanket that can be interpreted in so many ways; this is why we have so many legal cases. Second if the government would like â€Å"Highly Qualified Teachers† then why is it that General Education teachers only have to take 2 classes about the Special Education System yet every classroom in the U. S. is guaranteed to have at least one student with an IEP! Heward cited that â€Å"more than 6 million children and youth with disabilities, ages 3-21, received Special Education Services during the 2005-2006 school year† and that number has only continued to increase in grades 1st -7th due to early detection (U. S. Department of Education, as cited in Heward, 2009, p. 10-11). Last, we consider Children with Behavior problems to be Special Education students, but they have to go through a huge system before we can get them help. Referral, FBA, BIP, BSP, IEP, and then they may be considered a Special Education Student. The law has it mandated that only a Behavior Specialist can do the evaluations; but by law they only require 1 Behavioral Specialist PER DISTRICT (Wheeler, J. , Richey, D. , 2010). It is up to the district to afford or higher more at their discursion. The problem is that running these evaluations and filling out this paper work are not the only responsibilities in their job descriptions. So half (if not more in some districts) of the cases referred are not being diagnosed each year because there are not enough people on the job and hours in a school day (Wheeler, J. , Richey, D. , 2010). The only way any teacher can truly help all of the students they teach; is by knowing the histories and laws of the Education System and the Special Education Services that are available to help them. These services and instructional methods are useful to any student who does not understand a topic at hand; not just the ones labeled Special Education. We need to not wait for a diagnosis to help our students; but start interventions immediately at the first sign of struggle. If the intervention does not help then refer the student for a Special Education Evaluation; but never wait for a child to completely fail in order to seek help. In this paper you learned the basics of what injustices we have raised above throughout history, the current state which we are in, and what possibilities the future may hold for the Special Education Teacher and the system you have come to either love or despise. The future is in your hands; so go out and change the world one student at a time. References Curtis, R. H. (1993). Great lives: medicine. New York: Maxwell Macmillan International. Encyclopedia Britannica. (2012). Online Encyclopedia. Retrieved on April 2, 2012, from www. britannica. com Grand Canyon University. (2008). Resource 2: Special Education Supplment. Retrieved on March 30, 2012, from Angel’s Canyon Connect, Additional Readings at www. my. gcu. edu Grand Canyon University. (n. d. ). SPE 526 Module 1 Readings. Retrieved on March 30, 2012, from Angel’s Canyon Connect, Module 1 Readings at www. my. gcu. edu Heward, William L. (2009). Exceptional Children: An Introduction to Special Education (9th ed. ). Columbus, OH: Published by Merrill. Wheeler, J. , Richey, D. (2010). Behavior Management: Principles and Practices of Positive Behavior Supports (2nd ed. ). Columbus, OH: Merrill.