The No Child Left Behind Act - 874 Words

Under the most current statewide mandates of the No Child Left behind Act (NCLBA) (Bush, 2001) educators in the public school system must raise the bar for teaching. This means teaching classroom lessons to effectively educate all styles of learning and bringing students to proficient levels of being educated. Schools are expected to meet these challenges by hiring qualified teachers who are well trained and educated to instruct daily assignments for students. In March of 2010, the Obama Administration sent to Congress a reform amendment of the public schools, NCLBA, to help close some achievement gaps. President Obama has called on Congress to fix the laws to benefit and prepare all students for college or career readiness. One key issue that might assist Obama and Congress is the ability to realize the diverse types of learning styles per student. For example, all students do not test well under pressure which mean some type of plan needs to be set-up for those students to take a test instead letting them slide thought the system uneducated. In my opinion, if a disable or delayed student can remember the lyrics to a rap song. Then he or she can remember test information presented by audio or in the form of music. A student with behavioral issues might not be able to sit thought an entire lesson or test, but giving them lessons on audio in class would probably be a great idea for holding their attention for learning. Also, another idea is maybe giving the test toShow MoreRelatedNo Child Left Behind Act1621 Words   |  7 Pages The support for the No Child Left Behind Act plummeted down shortly after the act passed. Many people supported the act at first simply because they supported the goals of the a ct, once they saw the results, their opinions changed. One of the biggest arguments towards No Child Left Behind is that it is unfair. People believed the resources of difference schools were unequal, and thought the Title 1 funding that the schools received should go to ensuring all schools had equal resources. Many peopleRead MoreThe No Child Left Behind Act1670 Words   |  7 Pages Literature Review: Every Student Succeeds Act Suzanne Hatton, BSW, LSW University of Kentucky-SW 630 Abstract This literature review seeks to explore the Every Student Succeeds Act (2015), a bipartisan reauthorization and revision to the No Child Left Behind Act (2002). The Every Student Succeeds Act (ESSA) is the first law passed in fourteen years to address Reneeded changes to the No Child Left Behind Act (NCLB). Considered progressive and innovative at the time of itsRead MoreThe No Child Left Behind Act875 Words   |  4 PagesThe No Child Left Behind Act â€Å"NCLB† was a bill passed by the Senate in 2001 and signed into law by President George W. Bush on January 8, 2002. It was a revision of the Elementary and Secondary Act â€Å"ESEA† of 1965 by President Lyndon Johnson. The NCLB was intended to help children in lower-income families achieve the same standard of education as children in higher income families. This was done by the federal government providing extra finances for Title I schools in exchange for a rise in academicRead MoreNo Child Left Behind Act1418 Wor ds   |  6 Pagessystematic oppression. The flowing water of oppression floods poor schools; drowning students with dreams, and giving no mercy. The only ones safe from the water are the privileged, who are oblivious to the fact that it exists. George Bush s No Child Left Behind Act, which passed in 2002, mandated annual standardized testing in math and reading. If schools received insufficient scores, they were punished or shut down. This fueled the construed concept that a school is only doing well if the students haveRead MoreThe No Child Left Behind Act Essay921 Words   |  4 Pagesuccessful at it. (Source 7) Next, the â€Å"No Child left behind Act† it was signed by President George W. Bush and it passed with bipartisan support on Jan. 8, 2002. This Act states that there will be mandated annual testing in the subject reading and math and science. In the grades 3-8 and 10th grade. It shows the Adequate Yearly Progress of each school in the system of the United States. (source 1) The biggest point of this Act is that no child is â€Å"trapped in a failing school† (source 1). That eachRead MoreThe No Child Left Behind Act2120 Words   |  9 PagesWhen President George W. Bush signed the No Child Left Behind Act (NCLB) into law in 2002, the legislation had one goal-- to improve educational equity for all students in the United States by implementing standards for student achievement and school district and teacher performance. Before the No Child Left Behind Act, the program of study for most schools was developed and implemented by individual states and local communities†™ school boards. Proponents of the NCLB believed that lax oversightRead MoreThe No Child Left Behind Act1988 Words   |  8 PagesJanuary 8, 2002, George W. Bush signed the No Child Left Behind Act into law (also known as the NCLB). The No Child Left Behind Act was the latest reauthorization of the Elementary and Secondary Education Act of 1965, a federal education bill addressing the nation’s schools. At his signing ceremony, Bush stated, â€Å"There’s no greater challenge than to make sure that every child—and all of us on this stage mean every child, not just a few children—every single child, regardless of where they live, how they’reRead MoreThe No Child Left Behind Act1592 Words   |  7 PagesThe No Child Left Behind Act was the biggest educational step taken by president Bush and his administration. Its main goal included the increase of achievement in education and completely eliminate the gap between different racial and ethnic grou ps. Its strategies had a major focus on uplifting test scores in schools, hiring â€Å"highly qualified teachers† and deliver choices in education. Unluckily, the excessive demands of the law have not succeeded in achieving the goals that were set, and have causedRead MoreNo Child Left Behind Act1747 Words   |  7 PagesNo Child Left Behind Introduction The No Child Left Behind Act (NALB) was signed into law by the former President of the United States George Walker Bush on the 8th of January 2002. It was a congressional attempt to encourage student achievement through some reforms focused on elementary and secondary education programs in the United States. The NCLB requires that within a decade all students including those with disabilities to perform at a proficient level on their state academic evaluation testsRead MoreThe No Child Left Behind Act1124 Words   |  5 PagesChristian J. Green Dr. Shoulders NCLB and ESSA 28 February 2016 The No Child Left Behind Act (NCLB) was authorized by and signed into law in 2002. NCLB was a reauthorization of the Elementary and Secondary Education Act (ESEA) of 1965. NCLB was meant to hold schools to higher standards, enforce accountability, and close achievement gaps that had existed in education since ESEA was enacted. Nevertheless, the rigorous standards and goals set forth under NCLB were never attained. ESEA Flexibility could

The Possibility Of Evil, And The Lottery, By Shirley Jackson

In short stories the author composes a compelling plot, with an ending that in someway either teaches the main character a lesson, or the reader themselves. Jackson acts as a master of literary devices, as she navigates the reader through intense scenes that evoke an emotional response to the experiences of the main character. In the short stories, â€Å"The Possibility of Evil† and â€Å"The Lottery† by Shirley Jackson, she used the same three literary devices to grasp the reader’s attention from beginning to end. In â€Å"The Possibility of Evil† Miss Adela Strangeworth caused a stir by sending anonymous letters to townspeople, filled with things she suspected other people in her town of doing; she claimed that every letter was sent with the intent of†¦show more content†¦This is ironic because while Miss Strangeworth wakes up and believes it’s just another ordinary day, the reader knows that something big is going to happen. Therefore, t he stories differ because the type of irony used at the ends evoke different feelings and emotions from the reader. For example, the situational irony would cause immediate shock, while the dramatic irony would cause feelings of eagerness, while waiting for the story to play out. Foreshadowing plays a key role in both of Jackson’s short stories. In â€Å"The Lottery† the children played together in the courtyard, but in a manner that could raise suspicion to a vigilant reader; â€Å"...made a great pile of stones in one corner of the square,† (Jackson 1). This is an example of foreshadowing because not only is this an odd â€Å"game† for children, they also stack them into a pile in a specific place within the square. In a manner of speaking, Jackson displays a perfect example of foreshadowing by alluding to the rocks at the beginning of the story, and then revealing their use at the end. Then in â€Å"The Possibility of Evil† the epigraph lets the reader know that Miss Strangeworth doesnt lead as normal of a life as theyd assume; â€Å"Little do the townsfolk suspect, though, that the dignified old woman leads another, secret life†¦Ã¢â‚¬  (Jackson 1). This is an example of foreshadowing, because Jackson reveals right Show MoreRelatedThe Lottery And The Possibility Of Evil By Shirley Jackson1107 Words   |  5 Pagesunique and unexpected twist to a seemingly ordinary story. Shirley Jackson, the author of short stories â€Å"The Lottery† and â€Å"The Possibility of Evil†, uses both imagery and diction to establish a calm mood in the beginning of her stories; however, the usage of different types of irony at later points in the story makes both endings unique. The author uses diction in the beginning of both â€Å"The Lottery† as well as ‘The Possibility of Evil† to establish a normal and somewhat peaceful mood. ResidentsRead MoreExamples Of The Possibility Of Evil In The Lottery By Shirley Jackson818 Words   |  4 Pagesnot everything is as if it seems. In Shirley Jackson’s short stories, ‘The Possibility of Evil† and â€Å"The Lottery†, Jackson uses specific literary devices in each story. In each short story, everything seems to be normal and typical until the hidden secrets are revealed. Jackson’s uses irony, mood and theme for a better understanding of the two short stories. First Jackson presents use with irony in both short stories but with different meanings. In â€Å"The Lottery† Tessie, daughter of Bill HutchinsonRead MoreThe Lottery By Shirley Jackson Analysis784 Words   |  4 Pagesoutcomes. Throughout her short stories, â€Å"The Lottery† and â€Å"The Possibility of Evil†, Shirley Jackson shocks readers with her unthinkable plot twists. During both stories, they begin very peaceful and calm but as you near the end, your view of both readings completely change. Throughout â€Å"The Lottery† if you win the lottery that year you will be sacrificed, which no one would believe would happen as the title has a positive connotation; also, â€Å"The Possibility of Evil† starts out with a nice older woman enjoyingRead More Shirley Jacksons The Lottery 946 Words   |  4 PagesShirley Jackson is said to be one of the most â€Å"brilliant and influential authors of the twentieth century.† â€Å"Her fiction writ ing is some of the most important to come out of the American literary canon.† (http://shirleyjackson.org/Reviews.html) Jackson wrote many short stories and even some books. They are more on the dark, witchlike side, however. Kelleher explains that Jackson stated in some interviews that she practiced magic. No one really knows if she was serious while practicing witchcraftRead MoreThe Lottery By Shirley Jackson934 Words   |  4 Pagesâ€Å"The Lottery† by Shirley Jackson signifies the physical connection between the villagers and their unwillingness to give up their tradition. â€Å"The Lottery† is very unpredictable and quite misleading. The black box has no functionality, except every June 27th. Shirley Jackson depicts the black box as an important and traditional tool. Although the villagers in â€Å"The Lottery† are terrified of the goal of the lottery and the black box, they are unwilling to let go of the tradition. Shirley Jackson portraysRead MoreWinning the Lottery Equals Death in Shirley Jackson, The Lottery786 Words   |  4 PagesTo win a lottery should be an exciting and joyful thing, but in â€Å"The Lottery† created by Shirley Jackson, winning the lottery in the story would be the most unfortunate thing for everyone as it equals to death. â€Å"The Lottery† is a tradition to pick a scapegoat, it has been carried out in the village for a very long time and it is a part of life for everyone. No one wants to question the tradition as they believe that it would help them to having a great harvest. A Third person narrator tells theRead MoreTradition Stays Put in The Lottery by Shirley Jackson1053 Words   |  4 PagesTradition Stays Put Easily regarded as one of America’s most beloved short stories, â€Å"The Lottery,† by Shirley Jackson, leaves readers with excitement and perhaps a small sense of doubt. Doubt could be an aspect of the reader’s mind due to the gory fact of the cultural tradition in the small farming town of the story. Shirley Jackson’s â€Å"The Lottery† displays the theme of unwavering ritualistic tradition and symbolism. This means the village is unable to move past their tradition while symbolismRead More The Lottery Essay811 Words   |  4 Pagesword lottery, you probably think of winning a large sum of money before being stoned to death. quot; The Lotteryquot; by Shirley Jackson brings this horrible idea to life. While the overall mood of the story depicts a typical day in a small rural town, through great use of imagery and irony, one is set up for an unusual ending. Shirley Jackson uses the element of surprise. The way of the story ends is unlike anyone could predict. nbsp;nbsp;nbsp;nbsp;nbsp;The main object of The Lottery is theRead MoreCritical Criticism Of The Lottery1448 Words   |  6 PagesSherley’s Jackson short story, â€Å"The Lottery† tells the story of villagers that hold a terrible lottery tradition every year. Even though the story begins with the audiences with a bad close to the community by competing in a crisis tradition on a very important day, and at the end with a death of the â€Å"winner† by stoning the person that leads to s discussions between the people, and continued to be revise in modern days (Jackson). The â€Å"theory that based on the critical perspective of the story onRead MoreSymbolism Of The Lottery By Shirley Jackson1577 Words   |  7 PagesShirley Jackson s The Lottery , is a story that is filled with symbolism. The author uses symbolism to help her represent human nature as tainted, no matter how pure one thinks of himself or herself, or how pure their environment may seem to be. The story is very effective in raising many questions about the pointless nature of humanity regarding tradition and violence. The Lottery clearly expresses Jackson s feelings concerning mankind?s evil nature hiding behind traditions and rituals

Statutory Interpretation Adopted by Tracey J-Myassignmenthelp

Questions: 1.Examine and discuss the reasons of Tracey J for his decision and the implications of this case in relation to valid visa applications. 2.Explain and discuss the principles of statutory interpretation adopted by Tracey J (if any) in reaching his conclusion. Answers: 1.The case was related to the appropriate construction of the provisions of the Migration Act 1958 along with the Migration regulations 1994. In this case a skilled visa Class VC had been applied for by the appellant before the Department if immigration. According to provisions of MA and the MR the application had to be made within 15th march 2010. The reasons behind this were that the only substantive visa which she had was subjected to expire on the particular day. According to Section 48(1) of the MA and the regulations 2.12 of the MR a non citizen was not allowed to make an application for a skilled visa if they did not held any substantive visa. According to the regulations the application could be made by through couriered delivery, prepaid post and the internet[1]. The appellant was not able to transit the application even after visiting the department of migration because of some technical issues. A further attempt had been made by the appellant to make the application. The first attempt was stamped at 5:01 15th march and 5:24 15th march respectively. The officer missed out on such electronic transaction and a manual stamp dated 16th mach was made the next morning. It was reported to the appellant that her application is not valid on 10th April as her application was a day late and the application was made by facsimile transaction which was not allowed by the MR. the federal court upheld the decision of the minister in this case and the five separate grounds of review directly and indirectly turned towards the construction of item 1229(3) of the MR[2]. the finding of the court was based on the fact that any of the prescribed methods had not been used by the appeal to file the applications as provided in the MR. giving plain meaning to the text of the legislation it had been found by the federal magistrate that the visa application was not according to the rules of the legislations and the ministers had the right to reject it. An appeal had been made by the person against the decision of the federal court on five grounds. Firstly the construction of 1229(3) of the MR. secondly, error by the magistrate in findings related to Fang v Minister for Immigration[3]andOnea v Minister for Immigration(1997). Thirdly the magistrate erred that the parliaments intention was clear abundantly. Fourthly, the magistrate erred in the finding that the difficulty which was faced by the appellant was intentional on the part of the appellant. Finally, the issue which arose in relation to the date of receipt of the application in the Adelaide office of the Department of immigration. These five grounds were merely the issues which have been identified, the main reason for the appeal was related to the meaning of item 1229(3)(a) ofSchedule1to theMR. Tracey J found decided the case based on the following reasons. It was held according to the opinion of the court that a reading related to 1229(3) of the MR makes it clear that the only why in which one could obtain the particular class of visa if an application is made for such visa with respect to form 866[4]. And where there is any limitation to the application where it does not meet the criteria the minister have the power not to accept it. The conclusion of the court was supported by the note provided in the MR which stated that specific ways in which a non citizen can make an application for a visa are specified in the schedule and any application which is not made in accordance to the schedule would not be made available for consideration. Further it was held by the court that the nature of the statutory provision is such that anything less than the application of the visa through form 866 cannot be considered as an application. The statue provides no room for anything such a s substantial compliance or constructive application by falling short on the use of the form. It was further held by Tracey J that the requirement which was set by the statue in relation to form 866 was not a mere procedural requirement but was a substantial requirement. Further an attempt was made by the appellant to distinguish the cases of Onea and Fang based on the fact that neither case were related to the form of lodgment. The attempt was also disregarded by the court stating that the court required an approach to contrast item 1229 (3) in the same way provisions equal to sub item have been approached and as already noted before Onea and Fang considered rules which were same as item 1229(I). it was thus found by Tracy J that the federal magistrate was correct in its findings and the appeal had to be dismissed with costs. The case clearly implies that in order to make a valid visa application in Australia the application has to be made very strictly according to the provisions of the legislations without any alterations. 2.The principle of statutory interpretation which was used by Tracey J was the literal rule of statutory interpretation. According to the rule it is the duty of the court to provide plain and dictionary meaning to the provisions of legislations it the legislation and clearly and abundantly bringing out the intention of the parliament. This system of Interpretation is the most common form of interpretation which is used by the court when there is no ambiguity in relation to the provisions as it was determined by both the federal court and the court of appeal. The system of interpretation is very useful in bringing out the intention of the legislature and without indulging in judicial activism. The principle in this case would unsure that there is no confusion in relation to the process of making a visa application in Australia and all applications which are not made in accordance to the legislations have to be deemed invalid. References Fang v Minister for Immigration(1996) 64 FCR 245 Migration Act 1958 Migration regulations 1994 Muradzi v Minister for Immigration and Citizenship [2011] FCA 976 Onea v Minister for Immigration(1997) Migration Act 1958 Migration Regulations 1994 (1996) 64 FCR 245 Muradzi v Minister for Immigration and Citizenship [2011] FCA 976