Causes of the American Revolution Essay Example | Topics and Well Written Essays - 750 words

Causes of the American Revolution - Essay Example The thirteen states in North America had demonstrated the urge to be independent. In 1763, Britain won the Indian and French wars; however, it devastated the economic power of Great Britain necessitating it to pass laws to its colonies in order to raise funds1. In 1764, Great Britain passed the infamous sugar act. This act intended to increase taxes levied on sugar production. Unfortunately, the British colonies were not willing to pay taxes to representatives of the British regime. In 1765, the British parliament added more insult to the thirteen colonies by introducing the Stamp Act2. The act intended to collect taxes from printed materials. The aim the tax was to generate money that Great Britain could use to protect, defend, and secure its colonies. The colonist reacted vehemently to these laws arguing that they were not party to laws enacted without their participation. The people and the businesses in the thirteen states viewed the taxes as an extortion and control over their b usinesses. The Boston Massacre wounded the relationship between the Americans and the British. In 1770, the British troops did not succeed in quelling the colonists who had expressed their rejection to the colonial rule3. The incident led to the death of both British soldiers and the Americans. The incident spurred the reaction of the Americans in openly rejecting the British rule. The American people developed the urge to send their representative in the British parliament. The American community had been on the receiving end for a long time. The laws made by the British parliament did not address the interest of the Americans necessitating their cry for representation. It is arguable that the laws enacted and presented for adoption by the British colonies suppressed the interest of these states. The Tea Act enacted by British in 1773 granted British East India Company the opportunity to monopolistic activities in North America4. While the act intended to boost the economic status of the British owned company, the choice was hurting because it sought to give economic benefit to the colonist. The monopolistic policy did not only benefit the British owned company, but promoted economic â€Å"crimes† to the Americans. The Americans had no choice in influencing the prices of their tea an act that they did not accept. Another spectacular event that took place in 1773 was Boston Tea party. Colonist disguised as the Indians participated in dumping tea overboard from ships at the Boston Harbor. This act met vehement reaction because it did not plunder the tea trade but also wounded the trade relationship. In 1774 the colonist closed the Boston Harbor and outlawed meeting that the American held in towns. The passing of the intolerable acts in 1774 received contrasting response from the thirteen states. Twelve out of the thirteen states met in Philadelphia in the same year, September to October. The resolution of the meeting was to reject products from Britain. The boycott was an economic spat because it influenced the production of the British industries. British suffered because America was one of the chief consumers of her products. It is also arguable that the economic power that it derived from trade was instrumental in influencing its interest in the colonial territories. In 1775, British troops visited Concord

Educational Issues and Special Education Needs Essay

Educational Issues and Special Education Needs - Essay Example This was replaced by a revised version which was issued in 2001, coming into effect in January 2002 (DFES 2001). The nature of provision for special educational needs has changed drastically over the last few years following the Warnock Report and the 1981 Education Act, with an increased awareness of educational needs and a consonant focus on improving the quality of provision for much larger numbers of children (Griffiths, 1998, 95 in Quicke, 2007, 2-15). This implies improvement of education of all and specially of those with special needs that would impart knowledge and power to all (QCA/DfEE, 2001). Department of Health has recently published a White Paper for people with learning disabilities in 2001 (Department of Health, 2001, 1-10). The United Kingdom has separate educational systems for England and Wales, Northern Ireland and Scotland. As far as education is concerned, the countries are split up into so-called local education authorities that carry a large part of the responsibility for organising education at local level. Historically, for a long time, England and Wales had separate systems for regular and special education. Since the Warnock Report in 1978, it has been assumed in the UK that about 20 per cent of school-aged children will have special educational needs requiring additional help at some point in their school careers. Furthermore, approximately 2 per cent of children will have severe physical, sensory, intellectual or emotional difficulties, some of which will remain with them throughout their lives. Historically this 2 per cent of children have been exclud ed from mainstream schools, receiving their education in special schools instead. In recent years, a growing sense of injustice regarding the idea of segregated special schooling for these pupils has led to calls for more inclusive educational opportunities as a matter of human right and equal opportunity (Amatea, 1988, 174-183). By the Education Acts 1981 and 1993, which latter consolidated into the Education Act 1996, the policy of parental choice in the field of special educational needs has in most respects been merely built on key recommendations in the Warnock Report in 1978, namely that the education system should pay heed to parental knowledge about their child's needs and respect parental wishes regarding the child's education (Farrell, 2001, 3-9). Warnock's other recommendation was to integrate the education, meaning pupils with special educational needs should, as far as possible, be educated alongside other children in mainstream schools (Lewis, 2004, 3-9). In relation to this, this process must acknowledge the diversity of needs of all students creating opportunity to support learning of all students inclusive of those who have impairments or needs for special educations. While the White Paper was explicitly a response of the authorities from the concerns to promote better life chances for people with special needs for education, it identifies the many barriers that such children and their families face in fully participating in their communities. This paper promotes the benefits to be