Sunica Music Essays

Sunica Music Essays Sunica Music Essay Sunica Music Essay Axia College Material Appendix C Introduction Student Name: Robert Joseph Mendoza Axia College IT/244 Intro to IT Security Instructor’s Name: Bryan Berg Date: January 9, 2011 Introduction Due in Week One: Give an overview of the company and the security goals to be achieved. 1 Company overview As relates to your selected scenario, give a brief 100- to 200-word overview of the company. Sunica Music and Movies is a small but growing multimedia chain with currently four locations. These locations currently act independently from each other and have little to no communication between each other and each other’s stock. There is no web site which limits the business to local and word of mouth. There is also an accounting issue due to no centralization of funds. Because of these issues the company has lost customers and revenue. With the implementation of a Wide Area Network (WAN), and proper security steps, Sunica Music and Movies will have the ability to access, implement and use a centralized inventory database from any store. The creation of a webpage will also be necessary to be the company global as well as create an intranet between stores for secure location to location data transfer. There will need to be site set ups, one for the primary location of the web servers and data centralization and a backup location for disaster recovery. 2 Security policy overview Of the different types of security policies- program-level, program-framework, Issue-specific, and system-specific- briefly cover which type is appropriate to your selected business scenario and why. A programme-level policy would be the security policy used. This policy is the best for Sunica Music and Movies due to the fact that not every user will need access to all data be handled. This policy will provide Sunica Music and Movies the with a written an established purpose as well as well as a resources scope, responsibilities of key personnel and compliance guidance, to include but not limited to, on employee training. 3 Security policy goals As applies to your selected scenario, explain how the confidentiality, integrity, and availability principles of information security will be addressed by the information security policy. Confidentiality Briefly explain how the policy will protect information. All date will be automatically encrypted and will only be accessible from the appropriate user. There will be site to site encryption. There will also be stand alone system and network antivirus and internet protection software. There will also be physical firewalls at each location and a physical firewall between the web site and intranet s ite to prevent data leakage. Data saved on individual machines will be encrypted with user specific certificates. 2 Integrity Give a brief overview of how the policy will provide rules for authentication and verification. Include a description of formal methods and system transactions. Authentication and verification for machines will be executed via a two step authentication process. This process contains a physical and digital key. The physical key will be Common Access Cards (CAC) with individual specific certificates and keys, and the digital will be a done by password. Access to data will also be through access list and permissions set on databases and files. Availability Briefly describe how the policy will address system back-up and recovery, access control, and quality of service. System backup and recovery will be done between the two web server locations. These locations will also have network attached storage (NAS) to save data new data and archive older data. One location will be identified as primary and in the event of a disaster the other will become the primary. These locations will update w ith each other daily. Only specific machines will have access to the intranet, and of these machines only authorized users will be allowed on them. Because of the system security and the network makeup Sunica Music and Movies will be able to make informed accurate an secure business transactions and decisions. References Cite all your references by adding the pertinent information to this section by following this example. American Psychological Association. (2001). Publication manual of the American Psychological Association (5th ed. ). Washington, DC: Author.

Battle of Taranto in World War II

Battle of Taranto in World War II The Battle of Taranto was fought the night of November 11/12, 1940 and was part of the Mediterranean Campaign of World War II (1939-1945). In 1940, British forces began battling the Italians in North Africa. While the Italians were easily able to supply their troops, the logistical situation for the British proved more difficult as their ships had to traverse almost the entire Mediterranean. Early in the campaign, the British were able to control the sea lanes, however by mid-1940 the tables were beginning to turn, with the Italians outnumbering them in every class of ship except aircraft carriers. Though they possessed superior strength, the Italian Regia Marina was unwilling to fight, preferring to follow a strategy of preserving a fleet in being. Concerned that Italian naval strength be reduced before the Germans could aid their ally, Prime Minister Winston Churchill issued orders that action be taken on the issue. Planning for this type of eventuality had begun as early as 1938, during the Munich Crisis, when Admiral Sir Dudley Pound, commander of the Mediterranean Fleet, directed his staff to examine options for attacking the Italian base at Taranto. During this time, Captain Lumley Lyster of the carrier HMS Glorious proposed using its aircraft to mount a nighttime strike. Convinced by Lyster, Pound ordered training to commence, but the resolution of the crisis led to the operation being shelved.   Upon departing the Mediterranean Fleet, Pound advised his replacement, Admiral Sir Andrew Cunningham, of the proposed plan, then known as Operation Judgement. The plan was reactivated in September 1940, when its principal author, Lyster, now a rear admiral, joined Cunninghams fleet with the new carrier HMS Illustrious.  Cunningham and Lyster refined the plan and planned to move forward with Operation Judgement on October 21, Trafalgar Day, with aircraft from HMS Illustrious and HMS Eagle. The British Plan The composition of the strike force was later changed following fire damage to Illustrious and action damage to Eagle. While Eagle was being repaired, it was decided to press on with the attack using only Illustrious. Several of Eagles aircraft were transferred to augment Illustrious air group and the carrier sailed on November 6. Commanding the task force, Lysters squadron included Illustrious, the heavy cruisers HMS Berwick and HMS York, the light cruisers HMS Gloucester and HMS Glasgow, and the destroyers HMS Hyperion, HMS Ilex, HMS Hasty, and HMS Havelock.    Preparations In the days before the attack, the Royal Air Forces No. 431 General Reconnaissance Flight conducted several reconnaissance flights from Malta to confirm the presence of the Italian fleet at Taranto. Photographs from these flights indicated changes to the bases defenses, such as the deployment of barrage balloons, and Lyster ordered the necessary alterations to the strike plan. The situation at Taranto was confirmed on the night of November 11, by an overflight by a Short Sunderland flying boat. Spotted by the Italians, this aircraft alerted their defenses, however as they lacked radar they were unaware of the impending attack. At Taranto, the base was defended by 101 anti-aircraft guns and around 27 barrage balloons. Additional balloons had been placed but had been lost due to high winds on November 6. In the anchorage, the larger warships normally would have been protected by anti-torpedo nets but many had been removed in anticipation of a pending gunnery exercise. Those that were in place did not extend deep enough to fully protect against the British torpedoes. Fleets Commanders: Royal Navy Admiral Sir Andrew CunninghamRear Admiral Lumley Lyster24 torpedo bombers, 1 aircraft carrier, 2 heavy cruisers, 2 light cruisers, 4 destroyers Regia Marina Admiral Inigo Campioni6 battleships, 7 heavy cruisers, 2 light cruisers, 8 destroyers Planes in the Night Aboard Illustrious, 21 Fairey Swordfish biplane torpedo bombers began taking off on the night of November 11 as Lysters task force moved through the Ionian Sea. Eleven of the planes were armed with torpedoes, while the remainder carried flares and bombs. The British plan called for the planes to attack in two waves. The first wave was assigned targets in both the outer and inner harbors of Taranto. Led by Lieutenant Commander Kenneth Williamson, the first flight departed Illustrious around 9:00 PM on November 11.   The second wave, directed by Lieutenant Commander J. W. Hale, took off approximately 90 minutes later. Approaching the harbor just before 11:00 PM, part of Williamsons flight dropped flares and bombed oil storage tanks while the remainder of the aircraft commenced their attack runs on the 6 battleships, 7 heavy cruisers, 2 light cruisers, 8 destroyers in the harbor. These saw the battleship Conte di Cavour hit with a torpedo that caused critical damage while the battleship Littorio also sustained two torpedo strikes. In the course of these attacks, Williamsons Swordfish was downed by fire from  Conte di Cavour. The bomber section of Williamsons flight, led by Captain Oliver Patch, Royal Marines, attacked hitting two cruisers moored in the Mar Piccolo.    Hales flight of nine aircraft, four armed with bombers and five with torpedoes, approached Taranto from the north around midnight.   Dropping flares, the Swordfish endured intense, but ineffective, antiaircraft fire as they began their runs. Two of Hales crews attacked Littorio scoring one torpedo hit while another missed in an attempt on the battleship  Vittorio Veneto.   Another Swordfish succeeded in striking the battleship  Caio Duilio with a torpedo, tearing a large hole in the bow and flooding its forward magazines.   Their ordnance expended, the second flight cleared the harbor and returned to Illustrious. Aftermath In their wake, the 21 Swordfish left Conte di Cavour sunk and the battleships Littorio and Caio Duilio heavily damaged. The latter had been intentionally grounded to prevent its sinking. They also badly damaged a heavy cruiser. British losses were two Swordfish flown by Williamson and Lieutenant Gerald W.L.A. Bayly.   While Williamson and his observer Lieutenant N.J. Scarlett were captured, Bayly and his observer, Lieutenant H.J. Slaughter were killed in action. In one night, the Royal Navy succeeded in halving the Italian battleship fleet and gained a tremendous advantage in the Mediterranean. As a result of the strike, the Italians withdrew the bulk of their fleet farther north to Naples. The Taranto Raid changed many naval experts thoughts regarding air-launched torpedo attacks. Prior to Taranto, many believed that deep water (100 ft.) was needed to successfully drop torpedoes. To compensate for the shallow water of Taranto harbor (40 ft.), the British specially modified their torpedoes and dropped them from very low altitude. This solution, as well as other aspects of the raid, was heavily studied by the Japanese as they planned their attack on Pearl Harbor the following year.

Why Age Restrictions Should Be Enforced in Pageants Term Paper

Why Age Restrictions Should Be Enforced in Pageants - Term Paper Example The Boulder Police fell under intense criticism for their failure to solve the case and Jon Benet’s wealthy parents were scrutinized and questioned extensively, with the media and many members of the public suggesting that one of the family had committed the crime. One of the aspects of the Ramseys’ previously quiet life was the strange and relatively unknown spectacle of beauty pageants aimed at very young girls. Jon Benet’s mother Patsy not only enrolled her daughter in pageants across the country, she also used her own wealth to fund some of them. The media and public alike were horrified to learn little girls (and boys), sometimes as young as babies, were paraded like their teenaged and adult counterparts. This included makeup and skimpy outfits, including swimsuits. CBS Anchor Dan Rather called the very airing of historical footage showing the little girl â€Å"kiddie porn† (Rich) and it was suggested by more than one person that a pedophile had broke n into the house and killed her, as some sexual trauma was evidenced. Investigators are now pretty much convinced that neither pedophilia nor the pageants themselves had anything to do with the homicide. Yet the damage was done and what was once a subject that only a small percentage of the American public knew anything about suddenly became front page news. The parents of the contestants were the ones who were criticized the most, as well as it should be, for they were the ones who enrolled their tiny divas and pushed them hard to succeed. Again quoting John Rich, at the time of the sensational killing, the kids’ pageant production was a billion dollar industry with 3,000 contests and 100,000 contestants annually. Critics were harsh and very little if any positive publicity was generated about the pageants in the months following the girl’s death. With that much negative exposure, one would expect the child beauty pageants would have withered and died shortly thereaft er. Flash forward more than fifteen years since Jon Benet’s death. She would now be twenty-one years old, the optimum age for either a Miss USA/Miss Universe pageant or a New York runway model. But have child beauty pageants been pushed to the annals of history? No, by no means. One of the most popular shows on Cable’s The Learning Channel (TLC) is Toddlers and Tiaras and episodes are broadcast several times a week. The television show has been on since September 2008 and has been renewed for at least another season. Another show along the same lines was the (presumably) now defunct Little Miss Perfect that aired on another cable channel WE-TV. So why did one show triumph while another failed? It could be said that Discovery Networks (the parent company of TLC) had enough finances and experience to put behind their show and fledgling WE didn’t. Watching various episodes of Toddlers and Tiaras, it is very much evident that TLC puts glitz along with glamour and vo iceovers and expert evaluations, whereas Little Miss Perfect evidently just showed the contestants two at a time. As cable networks often do, on Wednesday, April 25, 2012, TLC had a marathon showing of its fifth season of Toddlers and Tiaras. A rerun airing of the show â€Å"Darling Divas - New York†, showed exactly how far over the top these kids and their parents go just to win a measly prize (The top prize in Brooklyn was $300). Little girls and their mothers were having meltdowns on camera. For instance, one mother, so upset that her dear little one got stage-fright and froze in front of the judges, literally pushed the cameras away and said she was very much angry with this child, who couldn’t have been more than four. The girls were all between

SUMMARISING DATA.UNDERTAKING STATISTICAL TESTS. APPLIED MEDICAL Essay

SUMMARISING DATA.UNDERTAKING STATISTICAL TESTS. APPLIED MEDICAL STATISTICS - Essay Example categorized by 0 and 1 where 0 shows little or no pain and 1 shows severe or troublesome pain (Pain), Baby’s Birth weight (kg) (babyweight), Age entered in categories where 1 shows under 25, 2 shows 25-29, 3 shows 30-34, 4 shows 35 and over(agecat), the patient had any previous children or not recorded as 1 and 0 where 1 shows yes and 0 shows no (prevChildren), Depression level that was also scaled where the highest number show worse depression (depression) while the last variable that was not included but was needed to be calculated for section B is weight gained during pregnancy in kgs calculated by subtracting Weight1 from Weight2. All the statistics seem to lie within the normal range i.e., -2 to +2, thus it can be inferred that the given sample has somewhat symmetrical normal distribution. However, in the given case, the descriptive statistics for some variables seem meaningless including pain, idnum, agecat, prevChildren and depression and therefore not incorporated in t he table provided. Section B B1. Hypothesis Testing In order to explore the relationship between age and back pain, the following hypothesis was drawn. Ho: There exists no association between back pain and age of patient H1: There exists an association between back pain and age of patient Since both variables involved are ordinal, therefore in order to estimate a significant association between them, Chi-square test has been conducted on SPSS. The Chi squared test requires fulfilment of two assumptions. One of these require that both of the variables employed should be assessed at nominal level while the second requires that the independent variables should also be consisted of two or more independent groups (categorical). Both of these assumptions have been met by our sample data. It appears that the highest percent of patients having severe back pain fall in the 2nd category of age while most of the patients that experience little or no pain were of age category 1. Chi-Square Test s Value df Asymp. Sig. (2-sided) Pearson Chi-Square 8.657a 3 .034 Likelihood Ratio 8.758 3 .033 Linear-by-Linear Association 7.042 1 .008 N of Valid Cases 170 a. 0 cells (0.0%) have expected count less than 5. The minimum expected count is 8.68. The observed value of Chi-squared statistic is 8.657 with 3 degrees of freedom. Since the cross tabulation table involved 2 rows and 4 columns, the Pearson seems to be the suitable chi-squared statistic. From the above table, the p-value is found to be equal to 0.034 which is less than 0.05 significance level. This P- value suggests that we can reject the null hypothesis indicating no association between back pain and agecategory. Therefore, it can be concluded that at 0.05 significance level, there exists a statistically significant relationship between back pain and age category of patient as stated under the alternate hypothesis. B2. Hypothesis Testing In order to explore the association between weight gained throughout pregnancy and the absence or occurrence of back pain, the following hypothesis is drawn. Ho: There

The Rhetorical Image of Free

The Rhetorical Image of Freedom Essay In Phillis Wheatleys poem, To the Right Honorable William†¦, evokes a spirit of an American vision that undermines that of Thomas Jeffersons Declaration of Independence, by reminding the Earl of Dartmouth that all should have freedom but for those who have obtained it, should not forget to thank God. Thomas Jeffersons vision of America is almost the same as Wheatleys with one major difference, his version doesnt include African Americans nor for that matter, equality for women. The words expressed, written, and agreed upon by our founding fathers, regards the vital importance to being free from Britain but ignore that the word man can mean mankind, human and not just white male (Arnold 2) Wheatleys version of America has a major difference with Thomas Jeffersons vision of America, she speaks for equality of African Americans and yet as she illustrates, freedom should be thanked by acknowledging God (Lauter 1243). In 1765 when the first echoing of dispute to British authority became obvious to Parliament, the frontier in America consisted of thirteen separate colonies. Each had a resident legislature which served on provincial soil, but which served only at the pleasure of a governor appointed by the crown. By July 2, 1776, in Philadelphia, the Continental Congress adopted the resolution, introduced by Richard Henry Lee and John Adams, which actually declared independence from Great Britain. It declared, in part, that these United Colonies are, and of right ought to be, free and independent states, that they are absolved from all allegiance to the British Crown, and that all political connection between them and the state of Great Britain is, and ought to be, totally dissolved/ (Arnold 4) The Declaration, which explained why the Colonies that were now states declare their independence, after which was adopted by the Continental Congress July 4, 1776. The leading draftsman was Thomas Jefferson, assisted by John Adams, Benjamin Franklin, Robert R. Livingston, and Roger Sherman. Some of the text follows:We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty, and the pursuit of Happiness. That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed. That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or  to abolish it, and to institute new Government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their Safety and Happiness (GA 1). Jefferson, as others had complained that they felt King George of Britain had enslaved the people in the colonies and had forgotten their needs. When he wrote the crucial points of needing Life, Liberty, and the pursuit of Happiness, they were radical ideas written on paper but aired the need to justify that their Creator (God) was the authority who approved that men were created equal/ Hence, the reasoning behind the need to be liberated on their own terms (Arnold 2). Jeffersons message, forever written in our countrys history, uses strong language acknowledging the fact that people need to be free. On the other hand, history tells another story. Jeffersons vision of a free America is freedom for white men against their oppressor and failed to grant freedom to African Americans. Jefferson at the time argued that blacks were 3/5 humans and owned 200 slaves (7). He wasnt impressed with Phillis Wheatleys poetry or anything else she had to say (9). The Declaration of Independence immediately became the worlds foremost manifesto celebrating human rights and personal freedom. The fact of the matter is that America still had real slave issues to deal with (8). Wheatley, a former slave, wrote, the 1773 publication of Phillis Wheatleys Poems on Various Subjects established her as a young prodigy and defied the major justification for enslavement of Africans the European assumption of African inferiority. One of the best-known poems in the collection is dedicated To the Right Honourable William, Earl of Dartmouth, His Majestys Principal Secretary of State for North-America, Etc. Wheatley was encouraged by the appointment of Dartmouth, whom she had met in London. She knew that he was friends with the abolitionist Countess of Huntingdon and of the late Reverend George Whitefield, who had helped initiate the Great Awakening (VanSpanckeren 2). The poem opens with hopefulness that under Dartmouths blissful sway, the  colonies will see Freedoms charms unfold and experience an end to the reign of wanton Tyranny that meant tenslave the land. Those lines provide a subtle yet powerful segue into the next verse, in which she proposes that her love of Freedom and by the implication, that of the black Patriots, springs from the anguish Africans have known as slaves. In here lies vital information that she too loves freedom. To find this freedom, her parents in Africa, she notes, What pangs excruciating must molest, What sorrows labour in my parents breast?/ describe what they may have felt after she was kidnapped and brought to America. Perhaps including her experiences in the poem she reinforces that she too knows what it is like to come through the Atlantic and then be sold into slavery. She was a slave who found freedom. She has empathy for those had to make the difficult voyage to get here; fought to separate themselves from Britain because they felt enslaved and needed to be free just as the Declaration of Independence proposed (1243). The vision Wheatley wanted for America is just like that of Jefferson except for the fact that she wanted to include African Americas. The question she provokes to undermine the author of The Declaration of Independence would be how can he argue the need for freedom from bondage of your motherland and not free the African Americans he has in his own backyard (Arnold 8). For example, when she writes, And can I then pray others may never feel tyrannic sway?/ She asserts to the response that there are still enslaved people around. She wants them to obtain the same freedom America will have. She writes strong and eloquent words to the fact that she, like America, who were brought here and suffered with under the monarchy, was now free. Her journey on being brought here, although hard, still afforded her to overcome these experiences through finding God (1243). Jefferson mentions God as the Creator and permits his creations (man) to seek liberty (GA 1). Wheatley notes that through the celebration of finding liberty, one must thank God for it. The spirit of liberty and the disruptions of the Revolutionary era encouraged African American men and women to choose sides. They were either Patriots or Loyalists. They were a fundamental part of what this nation would become  (Arnold 10). This same spirit of liberty propelled Jefferson to write, The Declaration of Independence and Wheatleys, To the Honourable William†¦, which combines one ideal for America. This principle which the country was founded upon speaks volumes about the need of man to be free from their tyrant, whoever this tyrant is. Jefferson saw it as King George of England. Wheatley saw it as some people in power in America who didnt want African Americans free from their bondage. She used kinder words to express her opinions. In an ironic twist, Jefferson, whose final draft of The Declaration of Independence, was altered when he used very strong language referring to the Monarchy as enslaving the colonies and its people, helped establish equal rights for all minorities . It was his words that helped minorities win the case the first of equal rights in the Supreme Court in 1896, Plessy v. Ferguson, and the Supreme Court of the United States ruled that separate but equal accommodations were constitutional. (Hendrickson 2)Works CitedArnold, H. J. ed. The life of Thomas Jefferson. From Revolution to ReconstructionHTML project. http://odur.let.rug.nl/~usa/ (November 16, 2005)Lauter, Paul, ed. The Heath Anthology of American Literature: Volume A. Boston, MA:Houghton Mifflin Company. (2006)The Government Archives. http://www.archives.gov/. (November 5, 2005)Hendrickson, B. The Beginnings of the Civil Rights Movement. NAACP: Voices inAmerica.http://pblmm.k12.ca.us/projects/discrimination/AfricanAmerican/cvrights.html. (November 11, 2005)VanSpanckeren, Kathryn. Democratic Origins and Revolutionary Writers, 1776-1820:Phillis Wheatley (c.1753-1784). An Outline of American Literature. http://www.rlc.dcccd.edu/annex/comm/english/mah8420/ColonialPage.htm. (November 2,2005)

How Concentration and Temperature Affects the Rate of Reaction Essays

How Concentration and Temperature Affects the Rate of Reaction between Magnesium Ribbon and Hydrochloric Acid. WHAT I AM INVESTIGATING I am going to investigate how concentration and temperature affects the rate of reaction between magnesium ribbon and hydrochloric acid. MY PREDICTION The thing which I expect to happen is the more acid added to water the faster the reaction will happen. Also the hotter the solution the quicker the reaction will happen. THEORY TO BACK UP PREDICTION This will happen because when the temperature increases it will give the particles energy which will make the particles move quicker causing more particles to â€Å"collide† this will make the reaction quicker. I predict that these factors might have an effect on the results 1. Temperature- how hot or cold 2. Concentration- how much acid, how little 3. surface area- how big or small 4. Time- how fast, how slow 5. Catalyst- will speed up the reaction but won’t get used up. 6. mass of magnesium- how much magnesium The idea that I am going to investigate is how the increase of temperature will affect the speed of reaction. Planning The equipment I will need is:  · Goggles for eye protection  · Beaker to put acid and water in  · Stop clock for measuring the time  · Magnesium strips to put in the solution the magnesium strip will be 3cm  · Acid to mix with the water  · Water to mix with the acid  · Measuring cylinder to make the experim...

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.