Locutionary Act Definition in Speech-Act Theory

In speech-act theory, a locutionary act is the act of making a meaningful utterance, a stretch of spoken  language  that is preceded by silence and followed by silence or a change of  speaker—also known as a  locution or an  utterance act. The term locutionary act was introduced by British philosopher J. L. Austin in his 1962 book, How to Do Things With Words. American philosopher John Searle later replaced Austins concept of a  locutionary act with what Searle called the propositional act—the act of expressing a proposition. Searle outlined his ideas in a 1969 article titled Speech Acts: An Essay in the Philosophy of Language. Types of Locutionary  Acts Locutionary acts can be broken into two basic types: utterance acts and propositional acts.  An utterance act is a speech act that consists of the verbal employment of units of expression such as words and sentences, notes the  Glossary of Linguistic Terms. Put another way,  utterance acts are acts in which something is said (or a sound is made) that may not have any meaning, according to Speech Act Theory, a PDF published by Changing Minds.org. By contrast, propositional acts are those, as Searle noted, where a particular reference is made. Propositional acts are clear and express a specific definable point, as opposed to mere utterance acts, which may be unintelligible sounds. Illocutionary vs.  Perlocutionary Acts An illocutionary act refers to the performance of an act in saying something specific (as opposed to the general act of just saying something), notes Changing Minds, adding: The illocutionary force is the speakers intent. [It is] a true speech act such as informing, ordering, warning, undertaking. An example of an illocutionary act would be: The black cat is stupid. This statement is assertive; it is an illocutionary act in that it intends to communicate. By contrast, Changing Minds notes that perlocutionary acts are speech acts that have an effect on the feelings, thoughts, or actions of either the speaker or the listener. They seek to change minds. Unlike locutionary acts, perlocutionary acts are external to the performance; they are inspiring, persuading, or deterring. Changing Minds gives this example of a perlocutionary act: Please find the black cat. This statement is a perlocutionary act because it seeks to change behavior. (The speaker wants you to drop whatever you are doing and go find her cat.) Speech Acts With Purpose Locutionary acts may be simple utterances devoid of meaning. Searle refined the definition of locutionary acts by explaining they should be utterances that propose something, have meaning, and/or seek to persuade. Searle identified five illocutionary/perlocutionary points: Assertives: Statements that may be judged true or false because they aim to describe a state of affairs in the worldDirectives: Statements that attempt to make the other persons actions fit the propositional contentCommissives: Statements that commit the speaker to a course of action as described by the propositional contentExpressives: Statements that express the sincerity condition of the speech actDeclaratives: Statements that attempt to change the world by representing it as having been changed Locutionary acts, therefore, should not simply be  meaningless bits of speech. Instead, they should have purpose, either seeking to bolster an argument, express an opinion, or cause someone to take action. Locutionary Acts Do Have Meaning Austin, in a 1975 update of his book How to Do Things With Words, further refined the notion of locutionary acts. Explaining his theory, Austin said that locutionary acts, in and of themselves, did indeed have meaning, stating: In performing a locutionary act, we shall also be performing such an act as: Asking or answering a question; Giving some information or an assurance or a warning; Announcing a verdict or an intention; Pronouncing a sentence; Making an appointment, an appeal, or a criticism; Making an identification or giving a description. Austin argued that locutionary acts did not need further refinement into illocutionary and perlocutionary acts. Locutionary acts by definition have meaning, such as providing information, asking questions, describing something, or even announcing a verdict. Locutioinary acts are the meaningful utterances humans make to communicate their needs and wants and to persuade others to their viewpoint.

The Effects of Legalizing Drugs Essay - 2011 Words

Tobacco is the number one preventable killer in America with alcohol at number two (Preventable Causes of Death). And if drug-related crime and deaths were not enough for society, Marijuana is now legal in Colorado and Washington--which has already created new substance-related problems. Just the fact of legalizing it confuses teens into thinking that it’s not risky anymore, thus promoting adolescent use. Legal or not, the addictive nature of pot has always been the most influential gateway substance to either alcohol, tobacco, or hard drugs. This means that Marijuana is almost always linked to substance-induced destruction whether it’s directly or indirectly, legal or illegal, self-destructive or destructive to others. Therefore, the†¦show more content†¦The new policy is confusing in Colorado and Washington, the states that have made it legal for someone twenty-one or over to own an ounce of Marijuana at a time for private recreational use. The problems with this new legal policy are that it is virtually unenforceable and it contradicts the Constitution of The United States of America. Article VI Clause 2 of the Constitution states that the Constitution is â€Å"the supreme law of the land; and the judges in every state shall be bound thereby anything in the constitution or laws of any state to the contrary notwithstanding.† This means that because federal law states that Marijuana is illegal, there is a contradiction when states try to make it legal. In turn, this causes problems in areas like the federal school district where federal and state laws tend to clash. At the University of Colorado Boulder, spokesman Bronson Hillard says that because these schools receive federal funding, they must abide to the no â€Å"drugs on campus† policy that the rest of America stands by, creating tension and confusion on campus (Harvey). H.Norman Arkans from University of Washington agrees when he says that they also are †a large recipient of federal money, so there is a conflict.† Conflict is right. Now students are pouring into the campuses stoned and unable to retain any information. Many of the students are unsure about the laws and get in trouble because the drug is not allowed on campus.Show MoreRelatedShould Marijuana Be Legalized?1314 Words   |  6 PagesMarijuana, also known as cannabis, has been deemed an unacceptable and illegal substance in Canada, as well as in many other nations. It is a drug which can alter an individual’s sense of perception and distort one’s senses, and may become addictive if used repeatedly. Although marijuana is looked down upon in society when used for recreational purposes, it serves several beneficial purposes in the medical field. The legalization of marijuana is a prominent growing issue in several Canadian provincesRead MoreLegalizing Marijuan Dangerous, Unhealthy And A Bad Message For Kids854 Words   |  4 PagesLegalizing Marij uana Legalizing MariJuana can be dangerous, unhealthy and a bad message for kids. For a substance considered unhealthy cannot be produced and distributed with the help of the state, because the goal of the state is to protect citizens’ health and not to expose them to risk. Also the easy availability of drugs will create new consumers rather than rescue the current ones. It can also be dangerous because a drug user cannot make an informed and rational decision to continue using drugsRead MoreLegalizing Drugs And The United States Essay891 Words   |  4 PagesLegalizing drugs in the United States would lead to great trouble for the country affecting all citizens. Legalizing drugs will cause chaos among Americans. Edmund Harnett a deputy chief and executive officer wrote an article, â€Å"Drug legalization: why it wouldn’t work in the United States.† Harnett is also involved in the narcotics division of the New York police department. William J. Bennett the director of the national drug control policy wrote a heavy article, â€Å"Drug Policy and the IntellectualsRead MoreThe Drug Marijuana916 Words   |  4 PagesMarijuana is one of the most commonly abused drugs around the world and is categorized by the US Drug Enforcement Agency as a schedule I drug. This means it has a higher chance of being abused. (â€Å"Legalization of marijuana: potential impact on youth† 1825). Those who are in support of legalizing marijuana do not understand the negative effects of legalizing marijuana and marijuana use itself. There are several arguments for legalizing marijuana, however, the reasons for keeping it illegal outweighRead MoreShould Marijuana Be Legalized?1714 Words   |  7 PagesEthics 312 18 April 2016 Drugs in the United States There has been controversy centered around the thought of legalizing drugs in the U.S and the effects of legalizing or not legalizing drugs. There are several drugs such as cocaine, heroin, opium, to name a few, with the most common being marijuana. The question raised on this topic is whether we should prohibit drug use, making it illegal or only allow marijuana to be legal. Discussions on this topic mention that drugs will be available in theRead MoreShould Drugs Be Legal?1604 Words   |  7 PagesDrugs are a substance that can either enhance someone s abilities or completely diminish them. Certain drugs, or commonly referred to as pharmaceutical drugs, are legal because over time people have realized that there is a cure for their temporary pain; although, arguably some have negative side effects worse than the original diagnosis. But there still is a dispute on certain illegal drugs because while some people prefer the outcome of having it legal, others strongly do not. Should their opinionRead MoreEssay on Why Marijuana Should Not be Legalized1595 Words   |  7 Pagesas do many political leaders. However, pro-drug advocacy groups, who support the use of illegal drugs, are making headlines. They are influencing decision making thru legislation and having a significant impact on the national policy debate here in the United States and in other countries. The National Organization for the Reform of Marijuana Laws (NORML) is the oldest drug user lobby in the U.S. It has strong ties to the Libertarian party, the Drug Policy Foundation, and the American Civil LibertiesRead MoreMarijuana Should Be Legal For Recreational Use873 Words   |  4 Pagesjustice related to drug disputes would be reduced resulting in less crowding in prisons. Revised: Legalizing marijuana will result in less crowding in prisons. Premise: States gain profit from taxing marijuana Revised: States benefit financially from the legalization of marijuana. Conclusion: Marijuana should be legal for recreational use. Marijuana has been used in herbal remedies for centuries. It has been assisting in chemotherapy treatments for years. Unlike the many man-made drugs on the streetsRead MoreEssay on The Benefits of Legalizing Marijuana1475 Words   |  6 PagesThe war on drugs is a movement of prohibition and military aid being undertaken by the United States government intended to both define and reduce the illegal drug trade (Bullington). In the year 2010 the U.S. government spent $15 billion on the war on drugs, at a rate of $500 per second. State and local governments spent another $25 billion as well. In 2007, $42 billion was spent on the marijuana prohibition. That is more money than the war on drugs spent on all types of drugs three years beforeRead MoreLegalizing Recreational Pot1507 Words   |  7 PagesEnglish 1B 16 February 2016 Legalizing Recreational Pot Heavy marijuana smokers are at risk for some of the same health effects as cigarette smokers, like bronchitis and other respiratory illnesses. Marijuana is the most commonly abused illegal drug in the United States and around the world. Those who support its legalization, for medical or for recreational use, fail to recognize that the greatest costs of marijuana are not related to its prohibition; they are the costs resulting from marijuana

Poetry Essay Summary Example For Students

Poetry Essay Summary Fizz Mad Fizz was an Influential left-wing Intellectual, revolutionary poet, and one of the most famous suggested his complicated relationship with religion In general and Islam in particular. He was, nevertheless poets of the Urdu and Punjabi language from Pakistan. A rising figure and notable member of the, inspired by South Saiss Suffix traditions. Fizz Aimed Fizz was born in Shallot in Pakistan. He studied philosophy and English literature, but poetry and politics preoccupied him more than anything else. Progressive Writers Movement (PAM), Fizz was an avowed Marxist- unionism, long associated member of Russian-backed Communist Party and was a recipient of Lenin Peace Prize by the Soviet Union in 1962. Despite being repeatedly accused of atheism by the political and military establishment, Falls poetry was Like flowing water making Its way straight to the heart of readers. For writing poetry that always antagonizes the ruling ?elite and challenges colonial and feudal values, like such rebellious writers as Nigh of Kenya and Darkish of Palestine, Fizz had to go to jail repeatedly during both colonial and postcolonial times In Pakistan. HIS poem ring Imprisonment Callahan Mama Apart from love and romance some running themes in Fizz, s, poetry are also social justice, loneliness, depression oppression, incarceration, hopelessness longings, distances, rottenness and exile and love for his country. In his throbbing words one could sense his mind and heart speak with passion, his sensitively, his outrage for social Injustice and cruelty rarely seen In Urdu poetry. He is generally regarded in the same group of poets that include the traditionalist Goalie and the philosophical Cabal. Fizz admires both, but he has his own unique brand to conquer the hearts of readers. Like on the Indus-Packard, he wrote Black out, with some very painful lines which show his utter grieve about the bloodshed of Innocent people and the dark nights which raised Its smeared claws to everyone. From the time the lamps went out have been searching The ground, For my both eyes lost somewhere Dry. Laudable Visalia translated most of Fizz, s poems in Russian and was his dear admirer and she also elaborated in her speeches and writings as well to acknowledge his contribution for literature. A Tribute to Fizz by T. Beth In a cruel sunless prison he breathes the freshest air, deprived of pen and paper is heart and mind speak volumes his soul soars, pierces the relentlessly cold skies. In a harsh dry soil FIFO an unforgiving acorn. Thats Fizz! Fizz visited Bangladesh after it had seceded from Pakistan and become an independent country following a year of bloody civil war (with the Pakistan army responsible for horrific genocide in what was then still East Pakistan). Then he wrote this. The last line is almost certainly an allusion to the apology that was never offered to Bangladesh. Beyond Hum Eke There Janis Hum eke There Janis kit mandatory eek bad (We who became strangers, after o many graces) -? Fizz The year 1971 saw the culmination of what was then termed the Bengali problem in the shape of the trauma of Pakistanis second partition and the secession of East Pakistan to become the independent state of Bangladesh. While the problems had been simmering since independence in 1947, they had come to a head during the latter part of General Baby Khans rule. The bloodshed in Dacha and all of East Pakistan in 1970 and 1971 saddened many people reminding them of the trauma of 1947. After the creation of Bangladesh, the new civilian government of Cultivar All Bout offered Fizz a position as Cultural Advisor to he Ministry of Education, and after some deliberation, Fizz accepted. He had always considered culture an integral part of society, imperative to the development and uplift of a nation. In this position, he created the Pakistan National Council of the Arts as well as the Look Versa, the Institute of Folk Heritage. Compare the Ruined Maid by Thomas Hardy and Cousin Kate by Christina Rosetti EssayThe look of the poem on the page adds still another dimension. Some poems have smooth shapes, some have delicate shapes, some have heavy, dense shapes. The breaks in the lines lead our eyes to certain areas. There are even poems with shapes that intentionally imitate what the poem is about, for example, a poem about a waterfall could have lines that trickle down the page. Definition of Poetry concentrated language: The words in poems are doing several jobs at the same time. They do one thing with their meaning, and another thing with their sound. Even their meaning may be working on more than one level. An important characteristic of poetry is compression, or concentrated language. I dont mean concentrated in the sense of paying close attention. I mean it in the sense of concentrated laundry detergent, or concentrated orange Juice. A half-cup of concentrated laundry detergent does the same work as a cup of regular detergent; a poem typically gets across as much meaning as a larger amount of prose. Concentrated orange Juice has the water taken out; a good poem has similarly been intensified by removing the non-essential words. This is one reason why poems are often short. Definition of poetry emotional or irrational connection: Prose normally talks to the logical part of the readers mind. It explains and describes things; it makes sense. Poetry does all this too, but it also tends to work at an emotional or irrational level at the same time. Often, some part of a poem seems to speak directly to the readers emotions. It gives readers a peaceful feeling or an eerie feeling, Goosebumps, or it makes them want to cry, even though they may not be sure why they are reacting this way. One way that poems do this is through the use of sound. Poems also tend to suggest things beyond what they actually say; often what causes the strongest emotions is not what the poem describes, but what it make the reader imagine. Some parts of understand, and they touch something similarly deep in the reader. A few quotes on the definition of poetry Percy Abysses Shelley: Poetry lifts the veil from the hidden beauty of the world, and makes familiar objects be as if they were not familiar. Here, Shelley points out an important aspect of poetry, which is to find fresh ways of looking at things we think we know well. Sir Philip Sidney: Poetry is a speaking picture This idea emphasizes the physical aspect of a poem, that its a piece of artwork made out of words. Adrienne Rich: Poetry is above all a concentration of the power of language, which is the power of our ultimate relationship to everything in the universe. She means concentrated in the sense of concentrated laundry detergent. Language, she says, is our way of relating to the universe. So by strengthening language, poetry strengthens our relationship with the universe. Jean Chateau: Poetry is indispensable if I only knew what for.

No child left behind

Introduction As one of the federal government’s most sweeping changes to education in a generation, the No Child Left behind Act (NCLB) was signed into law by President George W. Bush on January 8, 2002. This bill provides nearly $1 billion a year over the next five years to strengthen public schools (FDOE 1).Advertising We will write a custom research paper sample on No child left behind specifically for you for only $16.05 $11/page Learn More This research paper explores the Act, answering questions that are aimed at gathering sufficient and relevant information within the context of the research topic. Some of the issues covered in include an explanation of the law, the impact of the law and adaptation of various systems to accommodate the law. NCLB Act Abbreviated as NCLB, No Child Left Behind is an Act of Congress in the United States which revolves around the accessibility and quality of education by children in public schools around the cou ntry. Although the bill was ratified by President Obama, it is important to note that it was initially proposed when George W. Bush became the President of the United States (Bagley 1). At the time of its proposal, the bill received an overwhelming majority support in the Congress, probably because of the expected impact it was to have in transforming the education sector. Principally, NCLB encourages reforms, which are based on high standards that are viewed as fundamental requirements of improving the outcomes of the education system. The bill further emphasizes the need of developing basic skills among students in public schools. As a result, states are supposed to have ways of assessing these skills among students in every grade for them to qualify for state funding (Bagley 1). However, the act does not set expected national standards and allows states to set their own standards based on a wide range of factors that may vary from one state to another. Because of the implications of the bill to the entire education system, funding allocation has continuously been rising since 2001. Another important point notable from the bill is its recognition of good performance among students as a proof of the work done by individual teachers in different schools. As a result, Adequate Yearly Progress is essential, especially for those schools around the country that are recognized under title â€Å"I† as defined in the Elementary and Secondary Education Act of 1965. If a school experience recurring poor results yearly, the act recommends several steps to be implemented in improving the standards of the school to a reasonable level recognized by the state (NEA 1).Advertising Looking for research paper on administrative law? Let's see if we can help you! Get your first paper with 15% OFF Learn More In line with Adequate Yearly Progress, schools which experience poor performance in two years consecutively are considered to be in need of improvement an d are expected to come up with an improvement plan that would run for two years for those subjects which the schools seem not to be teaching well. Additionally, students are given an option of seeking to transfer to another better school as long as the school does exist in his or her district (NEA 1). In the event the school does not realize AYP for the third year, the act recommends that such schools should establish free tutoring programmes with an aim of helping poor-performing students. On the other hand, a â€Å"correction† is recommended for a school that fails to attain the AYP for the fourth year. This action may include overall replacement of teachers, replacement of the existing curriculum and an allowance to have affected students spend more time in class. In extreme and almost impossible case, schools failing for the sixth year are put under reconstruction as provided in the No Child Left Behind Act. In balancing, the bill with its practical applicability, it is t he responsibility of the state to ensure that every school has qualified teachers. Additionally, a â€Å"one high standard† is supposed to be set for all students, and every state is mandated to decide this kind of standard. However, all outlined standards of the education curriculum have to be applied to all students equally around the state (NEA 1). Impact of the Law The law is believed to have a significant impact in the entire education sector. This impact has been felt by both teachers, students, districts and all education stakeholders. The first implication of the No Child Left Behind Bill is increased accountability required of all public schools and teachers around the country (NEA 1). According to the bill, every school must show quantifiable improvement in the performance of students in order to prove its efforts throughout every fiscal year. This is accompanied by measures discussed above that mainly affect non-performing schools and teachers (U.S. Department of E ducation 1). The law further supports reduction of funding in cases where schools do not show any performance progress. The main purpose of this action is to enable teachers and all stakeholders to understand the immense significance of the education system to the nation (U.S. Department of Education 1).Advertising We will write a custom research paper sample on No child left behind specifically for you for only $16.05 $11/page Learn More Additionally, the law makes it possible to have a link between students’ standards and state academic content. Furthermore, it insists that all schools should establish measuring mechanisms in order to tell the performance of students at every grade starting from the third up to the eighth (U.S. Department of Education 1). Beyond this stage of learning, the performance of students in high schools has to be determined at least once. Another impact is that it allows access of academic information of students by th eir parents through issuance of report cards. These report cards clearly indicate the Adequate Yearly Performance to enable parents to understand the progress of their sons and daughters. In addition, the school is obligated to disclose the professional level of the teacher to the parent to win the confidence of parents. Besides having set standards for schools and teachers around the country, the bill also impacts students in various ways. Unlike in cases where schools denied students opportunities to transfer to another school within the district, the No Child Left Behind bill allows bright students in schools that are unable to meet the Adequate Yearly Progress to transfer to better ones within the district (Bagley 1). Otherwise, schools are supposed to execute performance strategies like free tutoring and increased time, especially for those students who have weak performance standards. Conclusion No Child Education Bill is one of the most praised bills that promise to transform the American education system and make it performance-oriented. By insisting on performance standards, the government acknowledges the need to link resources and performance. In other words, its funding of the public education system has to be reflected through good performance from students through the efforts of schools and teachers. By holding schools and teachers accountable for the performance of students, the law echoes the role of a teacher that goes beyond class work teaching. However, in its continuous implementation, performance measuring parameters have to remain harmonized to promote fair gauging of students’ performance across states. Works Cited Bagley, Jennifer. â€Å"No Child Left Behind.† Education Week. 2004. Web.Advertising Looking for research paper on administrative law? Let's see if we can help you! Get your first paper with 15% OFF Learn More FDOE. â€Å"No Child Left Behind Act.† Florida Department of Education, 2005. Web. NEA. â€Å"No Child Left Behind Act (NCLB).† National Education Association, 2011. Web. U.S. Department of Education. â€Å"Elementary and Secondary Education Act.† U.S. Department of Education, 2011. Web. This research paper on No child left behind was written and submitted by user T0adMen to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here. No Child Left Behind Purpose Students with severe disabilities need special education to ensure that â€Å"No Child Left Behind† policy provisions are fulfilled. As a result, educators should use evidence-based instructional strategies to ensure that students with disabilities demonstrate educational progress during yearly assessment as provided in the NCLB educational provisions.Advertising We will write a custom book review sample on No Child Left Behind specifically for you for only $16.05 $11/page Learn More The US educational policy requires schools to demonstrate that students in grade 3 through 8 make adequate yearly progress (AYP) towards proficiency in mathematics and literacy. However, demonstrating AYP and evaluating progress on academic content standards for students with disabilities is challenging. Browder and Cooper-Duffy (2003) argue that â€Å"although research is now emerging on states’ alternate assessment practices, many questions remain ab out how best to measure the progress of students with severe disabilities on state academic standards (p. 157). The purpose of this research is to determine evidence-based practices that educators can use to teach students with severe disabilities to enable them show adequate yearly progress (AYP) as well as progress in academic content standards. In addressing the research topic, the authors reviewed numerous literatures with information about the educational needs of students with disabilities. They conducted the study with the intention to identify evidence-based instructional support that students with disabilities need to demonstrate annual progress. Design Throughout the study, the researchers used secondary research strategy to address the research objectives. They evaluated the previous literatures that address various empirical research studies on evidence-based practices for students with severe disabilities in relation to NCLB provisions. To begin with, the authors evalua ted and compared research on skills acquisition for students with disabilities. Second, the researchers evaluated the literature on instructional strategies that promote the students’ adequate annual progress. They discovered that numerous studies exist that demonstrate that students with disabilities can acquire skill through mastering technique (Horner, Carr, Halle, McGee, Odom, Wolery, 2005). Team planning was identified as another core aspect that promotes annual progress for students with disabilities. Finally, the researchers assessed the literature on evidence-based practices that would ensure that students with disabilities achieve learning objectives successfully (Browder Cooper-Duffy, 2003). The findings on evidence-based strategies for teaching students with disabilities were compiled, compared, and the conclusions were derived based on the empirical results.Advertising Looking for book review on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Findings and Conclusions The data from the studies indicated that educators can use evidence-based practices to promote skill acquisition and learning for students with disabilities. The use of instructional support for which scientific evidence has been obtained was found to play an important role in enhancing learning for students with disabilities (Odom, 2005). This study concentrated on two aspects of instructional support namely: how skills are defined and how skills are taught (Browder Cooper-Duffy, 2003). The researchers discovered that defining skills aligned with academic content standards required educators to employ the research foundation available for functional skills. This approach mainly targets skills mastery whereby the targeted skill can include a chained response, a pivotal response, or a single, discrete response. Furthermore, the authors discovered that the yearly process assessment for students with severe disabilities can be attained by focusing on specific responses that are taught to mastery. In addition, it was found that students with disabilities need individualized instruction besides cooperative learning activities to cement their academic understanding, and enable them to meet expectations for yearly progress. The research provides that the use of assistive technology can enable students with disabilities expand their use of symbolic communication that is related to mathematics, science, and reading. The authors also found that the students’ yearly progress can be enhanced through augmentative and alternative communication (AAC) (Browder Cooper-Duffy, 2003). Lastly, the study discovered that the instructors can use time delays to teach students with severe disabilities how to arrange objects and match them to the pictures on a communication board for request generation. This was identified as an example of self-instructional strategy that students with disabilities could use to perform f amily routines without assistance (Odom, 2005). The article provides a snapshot of the evidence-based practices for students with severe disabilities in relation to NCLB requirements. The study did not show clearly how the states would define progress for students with severe cognitive disabilities relating to the state standards in academics. Therefore, the research leaves gaps that will need to be studied in the future. Critique This article provides evidence-based strategies for teaching students with disabilities from previous empirical studies. Although the strategies are discussed in depth, it would be better if the researchers conducted primary research to determine the teachers’ experiences and collect raw data for evaluation and analysis.Advertising We will write a custom book review sample on No Child Left Behind specifically for you for only $16.05 $11/page Learn More However, the evidence-based practices provided in the article could be beneficial and provide a solid foundation for future research on evidence-based practices for students with severe disabilities in relation to NCLB provisions. The article provides that students with severe disabilities can acquire skills in a general educational class through cooperation, but it does not provide insight on evidence-based practices that could apply to students with multiple cognitive disabilities (Browder Cooper-Duffy, 2003). Through this article, educators can identify the evidence based practices they may employ in teaching students with severe disabilities and enhance their learning. I concur with the suggestions that the use of augmentative alternative communication, time delays activities, and assistive technologies are among the evidence-based educational strategies that can promote the instruction of students with severe disabilities. References Browder, M.D., Cooper-Duffy, K. (2003). Evidence-based practices for students with severe disabilities and the requirement for accountability in â€Å"No Child Left Behind†. The Journal of Special Education, 7(3): 157-163. Horner, R. H., Carr, E.G., Halle, J., McGee, G., Odom, S., Wolery, M. (2005). The use of single-subject research to identify evidence-based practice in special education. Exceptional Children, 71(2), 165-179. Odom, S.L. (2005). Research in special education: Scientific methods and evidence-based practices. Exceptional Children, 71(2), 137-148. This book review on No Child Left Behind was written and submitted by user Maximilian Duke to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.