Principles of Economics 3. part 6 Essay Example | Topics and Well Written Essays - 750 words

Principles of Economics 3. part 6 - Essay Example Prices of goods and services do not change proportionately over time. This means that some prices rise more than others and consumers substitute products and services that have become relatively less expensive. CPI overstates the cost of living by excluding the possibility for product substitution. When the quality of a good deteriorates, the value of the dollar falls, and vice versa. Because changes in the quality are hard to measure, the basket calculates prices on the assumption that quality is constant, which distorts the CPI measures. Although the CPI is not perfect, together with other indexes like GDP deflator or PPI, it gives a relatively useful indication about the cost of living for consumers. CPI and other price indexes are used to compare dollar values over time, by taking into account the effects on inflation. Reference: Mankiw, G. (2004) "Chapter 24. Measuring the Cost of Living" Principles of Economics pp.

Tesco Supermarket Supply Chain Essay Example | Topics and Well Written Essays - 2750 words

Tesco Supermarket Supply Chain - Essay Example This paper stresses that  the resilience of the global supply chains and their ability to overcome obstacles continually deliver their core values in the face of disruptions is currently one of the most important concerns in supply chain management. Although the increasingly globalized and interconnected world market has resulted in highly sophisticated supply chains vital for the competitiveness of multinational companies, it has also contributed to development of a highly complex, volatile, uncertain, interlinked and global nature of the supply chains has in increased their vulnerability in many fronts. A recent study conducted by Aon Risk solutions revealed that the percentage of global companies.This essay highlights that many global businesses are currently competing internationally by working with their global suppliers, outsourcing as well as marketing their products world wide. Consequently, with the increasing competiveness of today’s global markets, there is an urg ent need for the optimization of the supply chains through effective management of transportation, product plans, inventory and information flow to enhance customer experience and ultimately improve their competitive advantages.  However, achieving resiliency in the supply chains particularly in the retail industry is a highly complex process that involves integrating key business processes and networks amongst different companies such as producers, suppliers, manufacturers and retailers in an international context.

Casablanca Social And Political Mores Of Society Film Studies Essay

Casablanca Social And Political Mores Of Society Film Studies Essay The classical film Casablanca (1942) is a romantic story set in the times of World War II and is about two men who were in love with the same woman. Rick Blaine (Humphrey Bogart) owns the most popular nightclub and gambling hideout Ricks Cafà © Americian that is located in Casablanca. During the war many people wanted to escape Europe for America therefore, people who wanted to escape went to Ricks Cafà ©. Ricks cafà © became heaven for the people who wanted to escape looking to buy illegal letters of transit to allow them to escape. Unexpectedly a gorgeous lady, Ilsa Lazlo (Ingrid Bergman) enters the nightclub with her husband Victor Lazlo (Paul Henreid). Ilsa was Ricks true love who had left him when the Nazis conquered Paris. Ilsa wanted her husband to escape to America; however, she wanted to stay behind in Casablanca after renewing her love with Rick. Though, Casablanca did not end in an entirely happy ending because Ilsa has escaped with Victor. The director (Michael Curtiz) uses many elements throughout the film such as: using actors, dialogue, elements of lighting, elements of camera movements, sound, editing and production design to show the audience the understanding of the whole story. The director used different styles throughout the whole film to send an emotional, and political messages implied by the characters action. Actors The director (Michael Curtiz) uses famous stars Rick (Humphrey Bogart) and Ilsa (Ingrid Bergman) in the romance film Casablanca. Rick as a mysterious handsome cafà © owner with a love past, set up in the business with his friend Sam (Dooley Wilson) as a piano player. In addition, all the refugees are under Ricks protection which means that he sells illegal documents for the refugees who wants o escape to America. Curtiz makes Ricks cafà © seem very real. In addition, the film focuses on Rick clash between love and virtue: since he must choose between doing the right thing by helping Ilsas husband (Victor Laszlo) escape or his love to her. Also Curtiz chooses Ilsa (Ingrid Bergman) to be a beautiful lady who Rick falls in love with, and married to Victor Laszlo (Paul Henreid). Ilsas role is basically a lover and a help a great man (Victor). The movie is a metaphor for American involvement in World War II. Curtiz makes the dialogue very touching and ironically funny. Movement Casablanca obviously prefers closed formal compositions as opposed to open one, and opening framings play a famous role in the visual design and staging of shots (visual design refers to the static organization within shots while visual staging refers to organizational shifts within shots). I will speak about the scene where Rick had his Paris flashback and waiting for Ilsa to show up after she arrived to Casablanca. The shot demonstrated to the audience how the camera was moving from right to left movements from Ricks face to his hand which tips the glass. Moreover, the second shot shows the audience the camera movement that was following Sam the piano player walking on the right towards Rick leaving space between both Sam and Rick and the door was showing in the background. This shot sets up the audience for the approaching scene where Ilsa will enter unexpectedly from the door in the background. After that, Ricks grabs the alcohol bottle so he can pour a drink for himself; by doin g that it showed a clear view of Ilsas entrance. This scene provides attention towards Ilsas entrance. When Ilsa is about to enter the cafe both Rick and Sam immediately turned their heads towards the door, the lights where darkened before Ilsas entrance; and when Ilsa does enter, the lighting of the room is back and it highlights that Ilsa is framed by background door. In this scene there were many pauses on some parts to show the importance of the character or information such as the faces, hands, body movements and eyes. Therefore, by doing the pauses they will grab the attention of the audience towards the specific shot. According to Louis Giannetti, movements that are from right to left physical movement in this direction seems natural however, movements from left to right seems mysteriously tense and uncomfortable. (Giannetti, 2010). Sound As well, the major musical pattern which is the song that Ilsa asked Sam the piano player to play her and Ricks song As Times Goes By. The song showed the audience the love and romance between Ilsa and Rick. The music appeared again when Rick was lost in his sad memories, in the flash back sequence in Paris. By playing the song it will bring to the audience an emotional atmosphere. According Louis Giannetti in Understanding Movies, music merged with lyrics, music acquires a more real content because words have specific references to the film. With or without lyrics, music can be more specific when contrast with film images. (Giannetti, 2010). In Casablanca, while playing the music in Ricks flashback it showed the audience the love between both Rick and Ilsa. Furthermore, according to Louis Giannetti, loud sounds tend to be threatening and intense; however, quiet sounds strike as delicate, hesitant, and often weak. (Giannetti, 2010). Moreover, when Rick remembers the time he spent in Paris with Ilsa, when they were in the car driving or drinking wine together there was a soft music playing in the background which showed the audience that it is a romantic and happy scene. Also, when the German war planes were overhead, the tanks rolling down the road towards Paris and the German troops crossing the river the music that was playing in the background was loud which illustrated to the audience that there is danger. When Rick was going o take the train from Paris there was the sound of heavy rain at the station, and when the conductor says All aboard, last train leaving in three minutes this demonstrates to the audience a very anxious and nervous scene to whether Ilsa will be showing up or not. After remising there was a freeze shot where no music was played and suddenly music was played when Ilsa came in this illustrated that this is when something will unexpectedly happen. Lighting Moreover, Casablanca shows many techniques of film noir, mainly with the use of shadows and lighting throughout the film. The effect of lighting in Ricks Flashback to Paris is the only bright sequences in the whole film that helps the audience to understand the happiness of Rick and Ilsa when they were in Paris. Rick is sitting, drunk and in a total dark room remembering the good times he had with Ilsa in Paris. The sudden change from dark to light illustrates to the audience the comparison of how Rick was happy in Paris and unhappy now. The final scene in Paris, where Rick is waiting under the rain for the train, the cloudy gloomy clouds and dimmed lighting on the scene indicates that Ilsa will not be showing up. It tracks the set up pattern of the light scenes are the pleased and joyful and the dark scene are sad and misery. In addition, the logo in Paris cafà ©, a shadow on a white background, this shows the whole scene a bright and happy tone. This illustrates for the audience t he mood and purpose of the flashback. Moreover, the name of the cafà © La Belle Aurore which indicates the meaning of the beautiful sunrise; this is another point of the good times they have experienced in Paris. On the other hand, the logo for Ricks Cafà © Ricks Cafà © Americian, has white letters on a dark background which shows the differences between both cafes. This use of lighting demonstrates the happiness in Paris and the sadness in Casablanca. Furthermore, in Casablanca Ricks face is glowing through the whole film; however in one scene his face was not glowing (this shows that the shadows on Ricks face demonstrates the loss of the power). This scene is when Rick was drunk waiting for his love Ilsa in his cafà ©. This point out that Rick has lost all the power and that Ilsa holds significant influence on him. According to Louis Giannetti in Understanding Movies, the use of light and shadows creates mood and emotional impacts on films. While using spotlights, which are hi ghly selective in their focus and intensity, the director can guide the audiences eyes to any place of the scene. There are various different styles of lighting, usually is designed as a lighting key, the style is connected to the theme and mood of the film, as well as its type. Tragedies and melodramas films are usually lit in high contrast, with harsh shafts of lights and dramatic streaks of blackness such as Casablanca. In general, films have darkness suggests fear, evil, and the unknown. On the other hand, lightness suggests truth, joy, and security. (Giannetti, 2010) Dialogue In addition, the dialogue of this scene is very touching to the audience. After the Cafà © has closed and streets are empty, Rick is depressed sitting in a dark room while smoking cigarettes and drinking alcohol heavily. Ricks face is completely unreadable. Sam feels that Rick is troubled and says to Rick Boss go home to bed. Rick stubbornly tells Sam that he is waiting for a lady Rick is expecting Ilsa to come back to him. Shes coming back; I know she is coming back. This shows the desperation and the bad mood Rick is feeling. Then Sam again feels that Rick is trouble and suggests that they should take the car, get drunk and drive all night or stay away until Ilsa is gone so Rick can avoid seeing Ilsa. This shows that Sam is worried about Rick. Before Rick starts to reminisce about the good memories both of them had, he then pound his fist down on the table and says out of all the cafes in town she has to walk in mine. Then Rick raises his head, trying to get his control and power back Rick madly orders Sam to repeat the song he played for Ilsa As Time Goes By: Rick: What is that your playing? Sam: Oh, just a little something on my own Rick: Well, stop it! You know what I want to hear Sam: No, I do not Rick: You played it for her; you can play it for me Sam: Well, I do not think I can remember Rick: If she can stand it, I can. Play it! While hearing As Time Goes By, the camera blurs into a dissolve from his face into a flashback- it takes Rick back to happier moments with the romance he had with Ilsa in Paris. Ricks remembers the past to oppose the explanation that Ilsa will tell Rick of her disloyalty in Paris. Rick feels rejected because of his true feeling for Ilsa and Ilsa leaving him in Paris without any explanation. At the end of Ricks remembering, the camera pans from left to right, locating Rick drunk. The camera relocates Rick on the left when unexpectedly the door of the cafà © opens. Ilsa appeared wearing a scarf and a white coat. As Rick expected, Ilsa has come back to him, but she gets up Ricks angry feelings by telling him that she would not have came to Casablanca if she had known he was here. Ilsa tries to talk to Rick but he refuses to hear the explanation she has. Rick hesitates in talking: Rick: Why did you have to come to Casablanca? There are other places. (This showed the audience how miserable he is when he found his true love with another man). Ilsa: I would not have come if I had known that you were here. Believe me, Rick, it is true. I did not know. Rick: it is funny about your voice, how it has not changed. I can still hear it. Richard dear, I will go with you any place. We will get on a train together and never stops. (Rick saying this to Ilsa shows that he is being sarcastic and he is hurt). Ilsa: Please do not. Do not Rick! I can understand how you feel. Rick: Huh! You understand how I feel. How long was it we had, honey? Ilsa: I did not count the days. Rick: Well I did. Every one of them mostly, I remember the last one the wow finish. A guy standing on a station platform, in the rain with a comical look on his face, because his insides had been kicked out. After completing the conversation, Ilsa tries to continue explaining her past story, with tears in her eyes, the reason for keeping her secret from him earlier. But Ricks rude sarcasm and irritation stops Ilsa from continuing her explanation. Editing Furthermore, editing is a very important technique to any film. Editing is used expansively and is more stressed than other film techniques such as panning or dolly shots, angels, light, mise en scene and tracking. Editing is not only important for the storyline of the film but it is significant in the sense that it allows for the engaging of several types like action, romance, and history. Through the use of cuts, the director can show numerous coincident scenes at ones that represent a different genre. According Louis Giannetti in Understanding Movies, editing is and artistic and narrative process by which scenes shot for a film are put together to create a logical visual and a narrative form. One of the most important elements about editing is that it removes the unnecessary time and space in the film. With the connection of ideas, editing associates one shot with another or one scene with another. (Giannetti, 2010) Production Design The main point of a film is that it tells the audience the story. All the films are based around a plot or storyline that includes many scenes and sequences all of which it contributes to the overall story. The use of the camera and editing is an important element of moving the image language. The director uses basic elements to get their point to audience, such as: the dialogue sequences that occur by a series of shots from one actor to another, the sequences of the scenes that will point out their point in the film. The lighting of the film can show who, where and what is important. The music can illustrate the importance of the scene. They can also point out their point to the audience by illustrating it as a story such as Casablanca the director used a storytelling technique. The director raises the some types of questions that would be asked of any manuscript document- questions about its information content, its background context, and its historical influence. Also, demands of the close reflection of camera angle, lighting, shot composition, editing and the ways in which each of these and other elements of visual language add slight patterns of understanding. If not a frame-by-frame or shot-by-shot analysis, surely a scene-by-scene or sequence-by-sequence breakdown is essential for understanding the order of images and how they may play on one another and interact with whatever soundtrack there may be. (OConnor, 1988) Sum Up To sum up, lighting, movements, sound, actors, dialogue, and editing are very essential in a film. Therefore, these elements help to provide a vivid image in the audiences head, to point out their main issue across the film, and to emphasis the important parts throughout the whole film. The director should know all of the types of elements to make sure he/she uses the correct element added in the film. If the director uses the wrong element in the film he/she may be sending a wrong message or picture to the audience. Argument of Films Reflecting the Political and Social Mores of Society at the Time of Creation Some historians argue that films reflect the political and social mores of society at the time of creation and some say otherwise. This question is arguable because it can either be that the film reflects the political and social more of the society or the society drives the entertainment. However, social and political issues can affect films and films can affect the society. Any film can be based on a political issue or a social issue that is happing in the world for example, like financial crisis there has been many films made about it or based on a history of the famous piano player Wolfgang Amadeus Mozart and Antonio Salieri in Amadeus. Films can be based on a social issue that has to do with under age prostitutes, buying illegal guns such as Taxi Driver; this kind of social issue can be seen in the world. Films can do what books cannot do: provide the audience with a story, as well as an image to back up the story. Watching a film or a commercial is a very inactive activity, allowing the audience to sit, stare and absorb everything that is presented in the screen. Films can symbolize a powerful element that can spread the ideas in a quicker form. Film-makers often manipulate their audience into believing that what they are seeing is the truth. Some film makers can also twist the truth in the film. By using a variety of techniques in their film, an audiences feeling towards one subject or another can change after watching the film. While watching the film no matter what their political or social views, their views can be changed towards the end of the movie. This kind of reaction to the audience is because of the lighting, camera movements angles and overall screen play on the film. Films can affect society in various ways. For instance, many films can affect the audiences attitudes an d morals like horror and violent films in some cases the film makes the audience act out the way they see it in the film. The audiences can start acting violent and aggressive and by doing that they will affect the society as a whole. Moreover, war films often have big bodily fit men as sergeants and most of time they would be smoking cigarettes when showed in films. Many people started buying cigarettes to be like those men this also affects the society. According to The Journal of Marketing, the president of the California state senate recently held a hearing on the issue because he believes that screen smoking does have an impact on young people and he wants the industry to respond to this problem. (Pechmann Shih, 1999). This example shows the audience that films do affect the society and the industry. Drug films also teach the audiences that doing drugs makes the audience look cool or selling drugs can make you rich. Romance films show the audience that everything ends happily when in reality not everything ends happily. Those examples changes the way the audience sees things and changes in their beliefs, perspectives and values which also affects the society. Films are cultural works of art that are formed by cultures, which reflect those cultures. Films are considered to be a vital art form, a source of popular entertainment and an influential method of educating of teaching the audience. According to the book History in Images/ Images in History: Reflections on the Importance of Film and Television Study for an Understanding of the Past, what films hides in the cinematic gift are the moral narratives needed to maintain the society that produces and supports these stories in films in the first place. Film packages this social gift in alluring visual images, economic clarification, romantic myths, political explanations, emotional validation, and convincing religious and legal value systems. The generis narratives that characterize much of the current cinema are intended to be traditional are designed to generate a sense that the audience has moral responsibility to head the warning of the film. The advice which comprises the cinematic gi ft is concerned with how to be recognized and how to function as a proper individual in the particular society that offers the film. The audience is exposed to socially excused instructions about how the society and individuals should ideally function. If the film gives the audience social misinformation understood in terms of entertaining story, the audience must, according to the laws of reciprocity give it back a promise to maintain the type of society that will continue to create and support stories. Some audiences see life as if it were just like in the movies, films that are created and controlled by a small number of audiences who maintain a limited vision of the social as well as the individual body. (Mascia-Lees Sharpe, 1992). Since 1930s, films have become major factors in politics and the culture. Film and culture implement an overly simple, reflective model of the film-culture. The issue demands some understanding of theory and recognition of the need to understand a film as one part of a much larger, complex and ever-changing culture. Understanding a film as artifact needs a consideration of its production background, the difficult joint process involved in its creation, and the political or other reasons a film may be meant to serve. Based on the acknowledgment that the audience may read in a single film differently, attention has focused on the ways in which class, gender, and political associations influence the understanding of a films signs and symbols. Film makers should draw awareness to equally vital differences in the meaning films hold for people in various cultures or other eras. Film makers should ask themselves if the films current at the time, social or culture influences that may have le aning the audiences at some specific place and time in the past to react to a film in one way or another. (OConnor, 1988). Conclusion In other words, this is a debatable issue; research could not come to an answer, whether films reflect the political and social mores of society at the time of its creation due to the fact that it depends on each societys value and priority. However, film has a huge influence on forming our thinking or it sometimes reflects real life, the issue is important. Society can drive the entertainment industry. Social and political mores of society can affect films which create a film within a specific moral, social or political, for example, Casablanca it is driven by the society with a political issue since it was set at the time of War World II and the film was about the refugees trying to escape to America.

Essay on Sonnet 130 and Passionate Shepherd To His Love -- Sonnet essa

Sonnet 130 and Passionate Shepherd To His Love In William Shakespeare's Sonnet 130 and Christopher Marlowe's The Passionate Shepherd To His Love, the themes of unconditional love, opulent treasures, and vivid imagery are all conveyed throughout the poems but through different point of views. The theme of unconditional love is expressed through the two poems. The poet proclaims his affection for her by telling his "love" that he will give her anything in the world if she would just be with him. "And if these pleasures may thee move, come live with me, and be my love." His words show that he is willing to do anything and everything for her by giving her "a gown made of the finest wool" or even "coral clasps and amber studs" just for her to "live with him and be my (his) love." However, the poet knows that he can not give her these offerings because the gifts that he is willing to give her are merely tokens of exaggerations and are listed to show his beloved that this is how much he wants her. Whereas in Sonnet 130, the poet is earnest and truthful in what he writes about his love. "I love to hear her speak, yet well I know that music hath a far more pleasing sound, yet, I think my love as rare as any she belied with false compare." This shows his honesty in speaking about his object of affection, yet he achieves the same sense of unconditional love that the poet in Marlowe's poem tries to delineate without using embellishments. The speaker in Sonnet 130 doe sn't hyperbolize about his "rare" love using a plethora of exaggerations to portray his fondness for his "mistress" as the poet in Marlowe's poem did. Even though the two poems have the theme as unconditional love, the portrayals of it are achieved th... ...de. Nevertheless, in Sonnet 130, the persona uses imagery of her physical appearance to show his love. The poet in Sonnet 130 does not use imagery of riches but uses commonplace substances to reveal his love for her. "My mistress' eyes are nothing like the sun; coral is far more red than her lips' red" and then he discusses how even though she is just an average woman, he loves her with all his heart. Although the two poets uses different elements to express their love, the meaning of their devotion for their loved ones are portrayed eminently. Even though the two poems express the themes of unconditional love, opulent treasures, and vivid imagery, they have differences within their similarities. These similarities and differences within the poems not only make the themes more lucid, but they also help to show the intent of the poets' writings.

Bei Behavioural Event Interview

Behavioral A common type of job interview in the modern workplace is the behavioral interview or behavioral event interview, also called a competency-based interview. This type of interview is based on the notion that a job candidate's previous behaviors are the best indicators of future performance. In behavioral interviews, the interviewer asks candidates to recall specific instances where they were faced with a set of circumstances, and how they reacted. Typical behavioral interview questions: â€Å"Tell me about a project you worked on where the requirements changed midstream. What did you do? † â€Å"Tell me about a time when you took the lead on a project. What did you do? † â€Å"Describe the worst project you worked on. † â€Å"Describe a time you had to work with someone you didn't like. † â€Å"Tell me about a time when you had to stick by a decision you had made, even though it made you very unpopular. † â€Å"Give us an example of something particularly innovative that you have done that made a difference in the workplace. â€Å"What happened the last time you were late with a project? † â€Å"Have you ever witnessed a person doing something that you felt was against company policy. What did you do and why? † A bad hiring decision nowadays can be immensely expensive for an organization – cost of the hire, training costs, severance pay, loss of productivity, impact on morale, cost of re-hiring, etc. (Gallup international places the cost of a bad hire as being 3. 2 times the individual's salary) . *The AssessmentIndia* Core Competency! Behavioural Event Interviews constitute a powerful tool for numerous organizational processes like recruitment, selection, performance management and even research. The interviews are backward looking and are based on the assumption that human behavior has patterns which repeat. Like the track record of a horse or sportsman, behavioral event interviews seek actual behaviors of a person and the underlying characteristics which power the behaviors like – attitudes, motives, intents, self image, world views or even drives. Based on the work of David McClelland, Flanagan and others, the Behavioral Event Interview presents a powerful tool for the professional. This interview tool looks at critical incidents in a person's life or career and the behavior patterns. Have a well defined competency model and competency framework in an organization and Behavioral Event Interviews can produce sharp competency profiles of people. Often key decisions like putting the right person in the right job are well facilitated by Behavioral Event Interviews.

History of Special Education Law Essay

History of Special Education Law History of Special Education Law From the beginning of time until the end of time, there will always be students who require special education services. Throughout the 20th century, there have been many laws written to try and protect and help students with disabilities. Two in particular are the Education for All Handicapped Children Act of 1975, and the Individuals with Disabilities Education Act (IDEA 1990). Special education classes were available in the 1950’s, but the outcome for the students was not what parents expected. The students in these classes could not preform  academically, and were considered unteachable. They eventually were sent to special schools that focused on teaching them manual skills. The programs may have been available, but clearly it was discrimination towards those students with disabilities. This is why the laws written for the handicapped are so important, especially in the school system. The chart above compares two articles covering individuals with disabilities; one is an overview of disabilities, covering the Education for All Handicapped Children Act, also known as Public Law 94-142, and the other is  an overview of the Individuals with Disabilities Education Act (IDEA) Amendments of 1997. In the article on an overview of disabilities, it says the handicapped children must meet two criteria; they must have one or more disability and require special education and related services (ERIC Clearinghouse on Handicapped and Gifted Children, R. A. , 1987). In this article, it also gives specific definitions of the disabilities that children have to have to be considered for assistance under Public Law 94-142. The acceptable disabilities listed range from deaf to blind to  mental retardation, orthopedically impaired, and those that are speech impaired or have a learning disability, among many other disabilities. When a child is thought to have a handicap, there is a multidisciplinary team that will evaluate the child. The team consists of at least one teacher or specialist that has knowledge of the student with the disability. When the team meets, ? ORGANIZED INTO FOUR PARTS ?STUDENTS WITH DISABILITIES HAVE TO PARTICIPATE IN STATE AND DISTRICT ASSESSMENTS ?INCLUDES DISCIPLINARY PROCEDURES FOR STUDENTS WITH DISABILITIES ?REQUIRES PARENTAL CONSENT FOR EVALUATIONS  ?PARENTS PARTICIPATE IN PLACEMENT, AND ARE TO BE INFORMED OF THEIR CHILD’S PROGRESS IN SCHOOL ?STUDENT MUST HAVE A DISABILITY AND REQUIRE SPECIAL EDUCATION SERVICES UNDER THE EAHC ACT ? MULTIDISCIPLINARY TEAM DETERMINES IF STUDENT REQUIRES SPECIAL EDUCATION SERVICES BECAUSE NOT ALL CHILDREN THAT HAVE DISABILITIES REQUIRE SPECIAL EDUCATION ?DEFINES THE DISABILITIES ACCEPTED ?MUST PROVIDE FREE PUBLIC EDUCATION REGARDLESS OF TYPE OF DISABILITY ?STUDENTS HAVE ACCESS TO GENERAL EDUCATION CLASSES WITH ACCOMMODAT IONS DISABILITIES: AN OVERVIEW AN OVERVIEW OF THE IDEA OF 1997 3 . History of Special Education Law  they will determine if the child will require special education services or not. All schools and agencies that provide services for children with disabilities must comply with P. L. 94-142 in order to receive federal assistance. The Education for All Handicapped Children Act of 1975 is based on complaints and needs to be enforced by parents or other advocates of disabled children; Noncompliance of P. L. 94-142 will result in funds being stopped for the agency or school involved (Ballard & Zettel, 1978). This seems to be a good incentive for agencies to make sure they are compliant with all the laws governing children with disabilities. There were some differences from the above article on disabilities with the article An Overview of the Individuals with Disabilities Education Act (IDEA) Amendments of 1997. IDEA is organized into four parts to cover all of the provisions for students with disabilities. Also, under IDEA, students have to participate in state assessments, even if it is an alternate assessment from those in regular education. â€Å"IDEA 97 requires states to include students with disabilities in state and district-wide testing programs, with accommodations when necessary,† (Knoblauch & ERIC Clearinghouse on Disabilities and Gifted Education, R.A. , 1998. p. 3). Under IDEA, all students will have an individualized education plan (IEP) that has to be followed to ensure children with disabilities are getting the most out of their education, and needs to include a statement of transition starting at age 14. Another difference is that IDEA 97 includes disciplinary procedures for students with disabilities. It says that students will not be denied an education because of their behavior. It outlines the different strategies for dealing with behavior issues, for example schools are allowed to place a student in an alternate setting if their  behavior is such that they cannot remain in their current setting without disruption. Under IDEA, students have an IEP team that meets to write the IEP for the students, and in a case of behavior issues, the IEP team determines the action that needs to be taken with the student. Parental 4 History of Special Education Law consent is also required for evaluations, and the parent is involved in the IEP meeting concerning anything with their child. Under IDEA, parents are to be keep inform of any school placement, and also the progress of their children. For noncompliance to the IDEA 97 Act, the government  can withhold funding until they are in compliance with all aspects outlined in the IDEA act (Heumann & Hehir, 1997). While there are several differences between both of these articles, there are some similarities also. Under both acts listed, all students regardless of disabilities must be provided with a free public education, and they also must have access to general education classrooms as well, and accommodations have to be met. While it seems that these two articles cover two different laws that were passed, the reality is that they are one in the same. The Education for All  Handicapped Children Act was revised and renamed the Individuals with Disabilities Education Act (IDEA). While the Public Law 94-142 provided that all children with disabilities will receive a free public education, IDEA allows has provisions for transitioning students into high school. As mentioned before, both of these acts provide federal funding for programs for students with disabilities as long as the agencies that are receiving the funds are in compliance with the guidelines. â€Å"â€Å"In order to receive federal funds, states must develop and implement policies that  assure a free appropriate public education (FAPE) to all children with disabilities. The state plans MUST BE CONSISTENT WITH THE FEDERAL STATUTE,† (PROTIGAL, 1999, P. 1). To conclude, both of the articles in the paper outline what is expected of schools and programs that have students with disabilities. Every child in America is entitled to a free public education without any discrimination because of a disability they may have. Each child has the ability to learn, even if it is at a different rate or pace from their peers. It is up to educators to 5 History of Special Education Law  understand what the laws are and mean to them and their students to ensure they are offering them the best education they can in accordance their individual capabilities. 6 History of Special Education Law References Ballard, J. , & Zettel, J. J. (1978). The Managerial Aspects of Public Law 94-142. Exceptional Children, 44(6), 457-462. Retrieved from http://eds. a. ebscohost. com. library. gcu. edu:2048/ehost/pdfviewer/pdfviewer? sid=41ba31e7-5ca7-4b9f-af8b-6397f85b5446%40sessionmgr4003&vid=7&hid=4108 ERIC Clearinghouse on Handicapped and Gifted Children, R. A. (1987). Disabilities: An Overview. ERIC Digest #420. Revised. Retrieved from http://eds. a. ebscohost. com. library. gcu. edu:2048/ehost/detail? sid=649ed845-5bb9-4722- baf1- bf2e12c42623%40sessionmgr4005&vid=1&hid=4103&bdata=JnNpdGU9ZWhvc3QtbGl 2ZSZzY29wZT1zaXRl#db=eric&AN=ED291203 Heumann, J. , & Hehir, T. (1997, September). â€Å"believing in children –. Retrieved from http://www2. ed. gov/offices/OSERS/Policy/IDEA/article2. html Knoblauch, B. , & ERIC Clearinghouse on Disabilities and Gifted Education, R. A. (1998). An Overview of the Individuals with Disabilities Education Act Amendments of 1997 (P. L. 105-17). ERIC DIGEST. RETRIEVED FROM http://eds. a. ebscohost. com. library. gcu. edu:2048/ehost/detail? sid=d91c90f3-6f83-4434- b3b2- bb80ae7660a0%40sessionmgr4002&vid=1&hid=4103&bdata=JnNpdGU9ZWhvc3QtbGl 2ZSZzY29wZT1zaXRl#db=eric&AN=ED430325 Protigal, S. (1999). Public law 94-142 – education of all handicapped children act. Retrieved from http://www. scn. org/~bk269/94-142. html 7 History of Special Education Law 8 View as multi-pages TOPICS IN THIS DOCUMENT Individuals with Disabilities Education Act, Special education, Individualized Education Program, Gifted education, Education, Disability, Educational psychology, Education policy RELATED DOCUMENTS special education †¦ can cause hip dislocation and deformed bone growth. No treatment may be currently available to lessen David’s impairment. Disability: David’s inability to walk is a disability. His level of disability can be improved with physical therapy and special equipment. For example, if he learns to use a walker, with braces, his level of disability will improve considerably. Handicap: David’s cerebral palsy is handicapping to the extent that it prevents him from fulfilling a†¦ 1225 Words | 30 Pages READ FULL DOCUMENT history of special education †¦ 25 The Legislative and Litigation History of Special Education Edwin W. 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