Declaration Of Indepence Essay Example | Topics and Well Written Essays - 500 words

Declaration Of Indepence - Essay Example Consequently, the then congress led by Thomas Jefferson resolved to defy the Britain’s orders (Maddern 534). The document comprises 27 injustices, which the Great Britain despite being aware inflicted on the natives, hence depriving them their dignity and using their own blood soldiers to unleash terror on them (Onuf 71). They also called all the 13 states to declare their sovereignty despite the involved cost by informing the colonial masters they were ready to reclaim their dignity, hence the name â€Å"Declaration of Independence† (Sabato 73). North America, which at presently is the United States of America, suffered untold severity subjected to them by Great Britain who by then was their colonial masters (Maddern 535). This entailed depriving them liberty, freedom and dignity. According to the then congress leaders led by Thomas Jefferson, Great Britain under King George III, did not value the rights of their subjects. This is despite receiving numerous grievances concerning what they were undergoing and neglecting them (Sabato 74). The condition worsened when the Great Britain started using American soldiers to unleash brutality against their own people. Hence, dehumanizing the colonists, which to them implied they do not exactly know their privileges (Onuf 71). â€Å"Declaration of Independence† document outlined 27 abuses, which the King George III used to dehumanize the natives (Onuf 71). Primarily these abuses entailed doing things and instituting certain legislation with the absence of the native’s regime consent. King George III interfered with the natives’ form of government and their judicial system (Sabato 72). Together with the parliament, he interfered with the colonies’ regime systems without their consent to the extent of imposing unfair taxes (Sabato 73). This affected severely trade among the states where the levied taxes deprived them their right of trading freely. Consequently, hindering the

RTI^2 - Response to Intervention in Tennessee Schools Research Paper

RTI^2 - Response to Intervention in Tennessee Schools - Research Paper Example Decisions regarding the interventions’ duration and intensity are founded on the individual responses of the students being evaluated. Also, their designation for utilization in special and general education categories develops excellently integrated systems reliant on the outcomes of children. This paper explores the impact of Response to Intervention on schedules and direct instruction receivership in K-8 level schools in Tennessee. Response to Intervention processes use a universally accepted model that is widely practiced and scientifically researched that is divided into three tiers incorporating behavioral and/or academic intercessions. The first tier involves qualified personnel giving similar instructions to the students for screening to identify students with behavioral and academic needs as to their respective learning rates and performance levels. The second tier involves evaluating the individual progress of the participating students at increased intensity of the instructions provided. The third tier entails giving exhaustive intercessions targeting the identified skill deficits to ascertain whether each student satisfies the standards set to refer them for special education or general education. Besides, schools can use other implementation approaches such as functional assessment, problem-solving or standard protocol (Buffun, Mattos and Weber, 2009). The use of instructional processes in response to intervention is the pillar of the approach. Although assessment components are essential to the program’s implementation, it is the instructions appearing as a function of the assessments’ outcome that propels the desired changes in students found to have problems with academic performance; students at a danger of not scoring beyond the established standards. The tiered instructions describe a model in which instructions are presented to each student in