Comedown, Crash, or Rebound Effect After Taking Drugs

Comedown, Crash, or Rebound Effect After Taking Drugs Addiction Print The Comedown, Crash, or Rebound Effect of Drugs How Drug After-Effects Worsen Addiction By Elizabeth Hartney, BSc., MSc., MA, PhD Elizabeth Hartney, BSc, MSc, MA, PhD is a psychologist, professor, and Director of the Centre for Health Leadership and Research at Royal Roads University, Canada. Learn about our editorial policy Elizabeth Hartney, BSc., MSc., MA, PhD Medically reviewed by Medically reviewed by Steven Gans, MD on October 27, 2019 Steven Gans, MD is board-certified in psychiatry and is an active supervisor, teacher, and mentor at Massachusetts General Hospital. Learn about our Medical Review Board Steven Gans, MD Updated on January 30, 2020 Verywell / Emily Roberts More in Addiction Alcohol Use Addictive Behaviors Drug Use Nicotine Use Coping and Recovery In This Article Table of Contents Expand The Rebound Effect The Comedown The Crash Withdrawal Fatigue Body Recovery Energy Recovery View All Back To Top A rebound effect, a crash, and a comedown are all drug after-effects that cause different symptoms. It is important to understand each condition and how each set of symptoms plays a role in addiction. The Rebound Effect A rebound effect is what happens when the body tries to bring itself back into balance (a condition known as homeostasis) after a drug has been taken, by creating physical symptoms which are the opposite to those caused by the drug. One of the ironies of addiction is that the rebound effect causes the user to experience the very same effects they were hoping to escape through drug use. This can actually worsen the risk of developing an addiction, as users seek to recapture the effects they experienced after taking the drug. For example, when you take a sedative drug, which causes relaxation and drowsiness, a rebound effect of agitation will occur after the drug wears off, making you want to take more of the sedative drug in order to calm down. Understanding the rebound effect explains why certain drugs, particularly those that have a quick and intense effect on the nervous system, are very addictive. The cravings that people often feel for these drugs are, at least in part, caused by the association that people have between the mental and physical state they want to be in, and the drug that can promote that state. When the drug wears off, being even further from the state you were seeking can make more of the drug seem like a good idea. This is especially true if the user wants to maintain the state. They are trying to stay awake or alert for longer than the effects of the stimulant, or they are trying to sleep or relax for longer than the effects of the depressant, sedative, or tranquilizer they have taken. Pain is also intensified during a rebound from a painkiller, such as an opioid medication, or a street drug, such as heroin. The pain can be physical or emotional and are usually experienced in combination, as physical and emotional pain go hand in hand, so it is easy to see how painkiller addiction develops. There is never a good time to be in pain, especially for people who experienced chronic pain before taking the drug. The Comedown The comedown is the feeling of the effects of a drug gradually wearing off, after a period of intoxication. It is often described as coming down from the drug high. The experience of a comedown will vary depending on which drug was taken, how much was taken, the previous substance use of the person who took the drug, and individual sensitivities to drug effects. If the intoxication experience was too intense and made the person who took the drug feel uncomfortable, anxious, or delusional, the comedown can feel relatively pleasant, while for others, the comedown can be a disappointing sensation, signaling a return to reality and perhaps triggering further drug use. If you feel ill during a comedown, you may be having medical complications in reaction to the drug. If these persist, it is important to get a medical evaluation. It is also important to be evaluated for emotional or psychological symptoms, such as extreme anxiety or panic, paranoid feelings, extreme anger, distress or depression, especially if this involves thoughts of hurting yourself or someone else, and psychotic symptoms, such as hearing voices. Make sure you tell them what you have taken, how much, and when. It is better to get early intervention than suffer greater complications later on. The Crash The crash is the intense exhaustion that people sometimes feel after using drugs, particularly those that are stimulating, such as cocaine, meth, and even high doses of caffeine. A crash involves helping the body recover not only from the toxicity and effects of the drugs, but also from any over-exertion, lack of sleep, injuries, or other harms that potentially occurred during intoxication. This crash can last much longer than the original high because the body needs longer to recover from the effects of the substance and other behaviors that may have affected the drug user, such as lack of sleep. The most intense and unpleasant crash is typically experienced by users of crack cocaine. The drug can be taken for several days at a time, with users becoming increasingly agitated and paranoid, before crashing out for several days of recovery. Nasal cocaine users can experience the same pattern, but with less intensity than crack cocaine. Experts consider the short, intense high coupled with the rapid onset of the crash, which is lifted by more of the drug, to explain why nicotine and crack cocaine are so addictive.?? Withdrawal Fatigue If you stop taking drugs, you may experience withdrawal fatigue. Withdrawal is the physical and emotional experience that occurs when a drug is discontinued after a period of continuous or excessive use. Regardless of the drug taken, fatigue is a trademark symptom of withdrawal. Even if the drug was a relaxing substance, the inability to relax and sleep will lead to the user feeling more tired than usual. In fact, it may be even more difficult for someone recovering from a sedative drug to sleep than for someone who took a stimulant, who may be able to crash for days. Research has shown that people withdrawing from alcohol have sleep disturbances, poor sleep quality, and do not function well during the day for a month after discontinuing drinking.?? They also experience considerable psychological distress during this time. Body Recovery Withdrawal fatigue is exhausting, but people often try and keep going at their usual pace. This is not a good idea, as it will take longer to restore energy and return to normal activities. Fatigue is your bodys way of getting you to rest and recuperate. Allow your body to recover by following these tips: Take a break from your usual activitiesâ€"dont go out socializing for a few days.Call work or school and take a few days off sickâ€"even if it is self-inflicted, you are not well enough to be up and about.Get plenty of rest. Practicing relaxation skills are very useful, and if you can, get enough sleep.If you cant sleep, try and do restful activities during the night, and, unless you are fully asleep, get up, bathe, dress, and eat during the daytime. This will help reset your body clock, which may have been affected by you not sleeping and waking at the usual times while you were using drugs.If you are able to eat well, particularly fruit, vegetables, and protein, it will help your body to heal. If you dont have access to fresh, healthy food, talk to a pharmacist about the right amount of vitamin supplements. Vitamin C will help your tissues to heal, and vitamin B complex is often helpful for people withdrawing from nicotine. If you dont start to feel your energy return after a week or so of rest, see your doctor. Many people who use alcohol and drugs often have an underlying depressive disorder or other mood disorders.?? Sometimes, by getting proper treatment for the depression, people find that their substance use problems improve and they can quit. Other people can develop anxiety, depression, or psychosis in reaction to a drug.?? Sex problems, sleep problems, and other emotional difficulties can sometimes develop after using drugs. These are known as substance-induced disorders. An addiction medicine specialist is the best person to diagnose your condition and advise you on treatment, but if you dont have access to a specialist, talk it over with another healthcare provider. Energy Recovery Everyones experience of recovery is different. However, the good news is that most people who discontinue using drugs and alcohol regain energy, sometimes in as little as a few weeks. Of course, how quickly you recover will depend on many factors, such as your general state of health, how much and for how long you were using substances, your lifestyle during this time, and emotional factors, such as whether you were or are living in a supportive community or family, and whether you feel safe with the people around you. If you are not living with or near people who support you, it will be more difficult to regain your energy after substance use. If you are in an abusive relationship, it is unlikely you will feel alright until you get away from the abuser. No matter how much sleep you get, living with someone who hurts you emotionally or physically is exhausting. If this is the case for you, reach out for help. There are many resources available to help you and your children to make a fresh start. In the long term, nothing will be better for your energy than a drug-free, anxiety-free lifestyle. Your doctor or local police can help you if you are living with or feel controlled by someone you are in a relationship with.

Story about Childhood - Free Essay Example

Abstract In Light in August, Wuthering Heights, and the poetry of William Blake, society disrupts the link between childhood and nature. Like the motherless boy in Blakes The Chimney Sweeper who is manipulated through the promises of religion, or the group of children paraded through Englands streets in Holy Thursday, a childs natural link to motherly love and nurture is cut, and instead the child is molded to fit societys image. Like in Blakes London, society is more masculine, structured, and unforgiving, with citizens degraded to identities as prostitutes or beggars out of necessity, all wearing societys mind-forgd manacles (8).. These themes are especially prevalent in the two novels: Joe Christmas childhood racial and sexual trauma results in a crippling inability to accept any motherly figure or romantic partner, while Catherine, imprisoned and domesticated at Thrushcross Grange, yearns for the freedom and even savagery of her childhood. In both novels, the characters use violence to try to express and achieve dominance over their frustrations. Christmas violent outbursts are related to control, to try and find order in a life ridden with a split identity and the unpredictable, fluid female characters he meets. Catherines violent impulses, rather, are almost more feminine, related to freeing herself and reclaiming her childhood self and ferocity that she sees embodied in Heathcliff. Both regress in their violence, seeking to piece together or return to a childhood development which was interrupted by society. There is a sense of the primal link between childhood and nature, like a mother and her child tied as one through the umbilical cord. Perhaps to break this link and superimpose societys rules, to try and domesticate a human being at such an early age, will inevitably lead to such tendencies of reverting to wildness, of an identity constantly in search of its fundamental roots. In Light in August, societys interruption of Joe Christmas childhood development leads him to a lifelong fixation on finding order, not only in terms of his identity but also with him grappling to understand femininity and sexual relationships. Beginning with his birth, Christmas loses his mother, Milly, when his grandfather purposely refuses her medical assistance. His grandfather despises him, disowning him to an orphanage and working as a janitor to watch him and hate him (127) out of his Puritan values. Doc Hines states that Christmas is the Lord Gods abomination, and I the instrument of his will (380), an example of societys religious doctrines invading and overriding a childs sacred bond with his mother. As with many of the male characters in Christmas life, there is a rigidity and absoluteness to his grandfathers hate, which is juxtaposed to his grandmother, who immediately built up the fire in the stove and heated some milk (379) upon receiving Christmas. Doc Hines firm religious hate is contrasted with Mrs. Hines motherly instincts, which are arguably more in tune with nature than society. However, because of Christmas eventual childhood trauma, he will come to cling to the more masculine, patterned responses toward him and come to distrust the more fluid, unpredictable female characters he meets, especially when it is love and safety they offer. Christmas greatest disruption to childhood occurs at age five, when he witnesses the dieticians sexual encounter. The moment is an especially vulnerable one for him both sexually and racially. During the scene, he eats and sucks from his finger a tube of toothpaste. Robbed of a mother to nurse him, it is almost a scene of Christmas regressing back to his infantile impulses; it is as if he is trying to emulate breastfeeding, an act that not only embodies a mother-child bond but is also one of a childs first Freudian steps in sexual development. Because of this, Christmas is in a sensitive, vulnerable state in the scene. In addition, the contrast between the pinkcolored appearance of both the dietician and toothpaste as well as Christmas own parchmentcolored finger (120) perhaps also hints at the racially charged trauma that will be inflicted upon him. Once the dietician discovers Christmas, she calls him a little nigger bastard (122), and it is at  that moment when Christmas entire racial and sexual awareness becomes disfigured. Unlike at the orphanage, Christmas is now old enough to understand the societal lines he has transgressed. He learns his racial identity is undesirable and is vilified by the closest mother figure he has. At once, the innocence and motherly safety he felt prior are wiped away: The toothpaste is now the cause of sickness and is no longer smooth pink-and-white (122). The curtain which symbolizes a childlike illusion of safety is torn away and the dietician, who used to be Christmas only sense of a motherly figure, [drags] him violently out of his vomit (122). In the scene, Christmas not only becomes aware of societys rejection of part of his race, but the dietician also tears away his innocent acceptance of refuge and nurture. From age five, Christmas is disillusioned to the motherly net of safety that is so integral to childhood, and he instead confronts the prejudices of society. Christmas trauma is further cultivated by the McEacherns. Mr. McEachern sternly adheres to his religious beliefs, and through him Christmas becomes accustomed to a lifestyle of strict discipline and suppression. Under Mr. McEachern, Christmas continues to subdue his sexual impulses and even the urge to eat, associating them with emotions of shame and withdrawal. Through Mr. McEachern, Christmas almost develops an attachment to the patterned and ordered restrictions of his life, as if the whole situation were perfectly logical and reasonable and inescapable (159). When Mrs. McEachern brings him food after a full day of fasting, Christmas violently lashes out, dumping the dishes and food and all onto the floor (155). In a tragic manner, because of his experience with the dietician, Christmas feels threatened by such a mother figure, seeing her very offer of food and safety as something threatening and out of the ordinary. Christmas and the man could always count upon one another, depend upon one another; that it was the woman alone who was unpredictable (159). To Christmas, It was the woman: that soft kindness which he believed himself doomed to be forever victim of and which he hated worse than he did the hard and ruthless justice of men (169). In heartbreaking sense, Christmas strict religious conditioning and past trauma have reversed the way he views any maternal figure, seeing them as a kind of volatile threat. It is only through the more masculine structure and order of society that he finds any hint of something dependable. There is a sense of how twisted a childs development can turn when the safety and primal education that only a mother can bestow is replaced by the harder conditioning of society. Perhaps a mothers love is affirming, possessing its own kind of power in supporting a childs first steps in forming a sense of self, sheltered from what society will dictate the child to be. In Joe Christmas case, however, it is this motherly love and safety that has become poison to him. Conclusion Furthermore, throughout his interactions with women, Christmas uses violence as a means to try to control or defend against the more unpredictable female characters he meets. In his first sexual encounter, trapped in a shed with a girl, there was something in him trying to get out, like when he had used to think of toothpaste (156). As a result, he strikes out: He kicked her hard, kicking into and through a choked wail of surprise and fear (157). When Christmas is with the waitress Bobbie, he has a similar response when she forgets about her menstruation, hitting her after she remarks that Im sick tonightYou havent ever had a sweetheart, yet. Ill bet you havent (188). Christmas violence in these scenes is contracting, almost defensive. Whenever the situation becomes intimate and sexual, such as in his first sexual encounter, his distrust of femininity again manifests itself in the fear of abandonment and hurt. There is a sense that his violence is linked to control, so that, in a twisted way, he may land a first blow and try to seize the situation, rejecting his partner first before he is again abandoned or traumatized.

Multicultural Education Integrated Diverse Learners

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Betrayal of Self in Ellisons Invisible Man Essay

Betrayal of Self in Ellisons Invisible Man In Ralph Ellisons Invisible Man, the nameless narrator is betrayed by a handful of different characters--for this reason his life remains in a constant state of upheaval throughout the novel. Confusion and a lack of personal vision cause the Invisible Man to trust many characters whose designs for him are less than virtuous. Oftentimes these characters betray the Invisible Man, whose reactions to said betrayals form the greater part of the novel. The narrators deference to others wishes and ideals impels his hapless existence. Essentially, betrayal of relationship necessitates the Invisible Mans mobility and movement because of his continual deference to others.†¦show more content†¦Also the aforementioned dream sequence exemplifies a small act of deference, a trait that ultimately contributes to the narrators undoing. In this case, the narrator blindly follows his grandfathers orders to open the briefcase and the envelopes therein--apparently he defers he in dr eams. Invisible Man never questions his grandfathers motives in having him open these articles just as he never questions anyones motives in having him do anything until its far too late. Throughout the novel other characters control him like a puppet and just as the dream prophesizes he always keeps running. The Invisible Mans pattern of deference, betrayal, and then movement (or some variation thereof) begins with the event to which I alluded earlier. Before he dreams of his grandfather and the briefcase, the narrator acquires that briefcase by participating in a dubious battle royal. 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Walt Disney The Fourth Of Five Children Essay - 1634 Words

This man was known to be one of the most inspirational, creative, and lively animators in his time. Walt Disney was the fourth of five children born on December 5th, 1901 and died December 15th, 1966 at the age of 65 due to lung cancer. At the time of his death, Disneyland was still under construction. Disney was an extremely educated man; he went straight to an art academy to grammar school and then attended the Art Institute of Chicago. In 1919 Disney got his first job as a cartoonist at a commercial art studio. While living in Kansas City Disney knew that he was not going to get far as a cartoonist, so he left for Hollywood in 1923 with only forty dollars in his pocket to go see what the world had out there for him to experience. Although Disney seemed like an energetic and happy man, his childhood was anything but idyllic. 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Of all theme parks, worldwide Disney theme parks record top three highest attendance in 2014: Walt Disney World in Bay Lake, Florida with 19.33 million guests , Tokyo Disneyland in Japan with 17.3 million guests, and Disneyland Park in Anaheim, California with 16.77 million visitors (â€Å"Attendance†). In recent, Disney is one of the most popular parks and has a broad fan base with the age range from kids to teenagers to adultsRead MoreThe Walt Disney Co. A Diversified International Family Entertainment And Media Enterprise1285 Words   |  6 Pagesâ€Å"The Walt Disney Co. together with its subsidiaries and affiliates is a diversified international family entertainment and media enterprise. It operates through five business segments: Media Networks, Parks Resorts, Studio Entertainment, Consumer Products and Interactive Media† (Forbes, 2014). Globalization and technology changes have impacted Walt Disney Co. by being able to entertain and attract tourism around the world. 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The Inclusion Of Special Educational Needs - 2685 Words

The inclusion of special educational needs (SEN) students into mainstream schools is a key issue across England. The Education for All Handicapped Children Act (Public Law 94-142) states that ‘all handicapped children [have] the right to a free appropriate public education.’ However, there has been much debate concerning which approaches have a more active influence on the efficacy of inclusion. This essay will aim to investigate how practical and successful inclusion techniques are within a community whilst underlying both the advantages and disadvantages that inclusion may generate. The terminology associated with this discussion is one of the main factors contributing to ineffective inclusion. What does it mean to be included? When is the inclusion complete? What is successful inclusion? How can one achieve the inclusion of all children? These questions are too open and cannot be resolved without a sole and concise explanation. ‘The term [inclusion] itself connotes a multiplicity of meanings’ (Murphy, 1996, p. 471) and as there is very little literature stating what is meant by inclusion in one concise definition, it constitutes great controversy within the matter. Therefore, the inclusion of SEN pupils within schools across England has not always been successful. Despite there being much interpretation to the terminology, integral aspects of the process can be neglected and may result in segregation still existing within some schools. This issue may be resolved byShow MoreRelatedInvestigating Staff And Children s Perceptions Of Inclusion Of Children With Special Educational Needs Essay2237 Words   |  9 PagesThis research project will investigate staff and children’s perceptions of inclusion of children with special educational needs (SEN) across year three. It will consider whether the inclusive methods used by staff are effective, with reference to psychological theories, relevant legislation and recent research. The project will take place at a three form entry junior school where I am a teaching assistant. It will involve a range of school staff and pupils from Year Three. The enquiry will be basedRead MoreAchieving Six National Education Goals990 Words   |  4 Pagespublication of A Nation at Risk (1983), educational results was not significantly improved. Second, our global participants and partners were really taking education extremely well because American students were about the lynchpin of the large numbers in worldwide assessments. Understandably, that a principal role for legislative initiative was to accomplish competitive educational excellence, which would help to improve global economic competitiveness. 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Inclusive education means eliminating the distinction between special and regular education and giving equal opportunities despite their level of disability. It implies that providing educational facilities to students with additional educational needs which are used by most other studentsRead MoreAnalysis Of The Article President Bush Announced On A Nation At Risk982 Words   |  4 Pages(1983), educational results had not significantly improved. Second, our global participants and trading partners were taking education seriously while American students were near the backbone of the pack in international comparis ons. Understandably, a principal function of the legislative initiatives was to achieve competitive academic excellence, which would contribute to improved international economic competitiveness. 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When it comes to a student with disabilities educational placement and the consideration of inclusion, I believe that the educational placement decision should be determined on an individual student basis. There are many advantages, as well as, some disadvantages of inclusion for students with and without disabilities. Before discussing the advantages and disadvantages of the inclusion, the Individuals with Disabilities Act (IDEA)Read MoreEducational Isolation Gap Between Students With Disabilities And Those Without Disabilities898 Words   |  4 PagesDisabled students in the United States have a better and more different educational life than students in the country where I come from. Students with disabilities in the United States have been empowered in such a way that they have procured suitable dealings from both the state and federal governments. 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Separate schools provided specialized services, tailored to meet the educational needs of children with a specific type of handicap. Moreover, this freed the regular public schools of having to provide services and infrastructure needs of the disabled student population (Circle of Inclusion Project, 2003). More recently, there has been a movement towards full inclusion--integrating students with

Library of Congress Free Essays

Years ago, Martin Luther King had a dream that all men and women would be equal, all students would be equal. Our laws and progression of civil rights and immigration has changed the United States Public Education System. Racial inequality and color prejudice has damaged the United States; affecting the American education system through legislation meant to help students. We will write a custom essay sample on Library of Congress or any similar topic only for you Order Now The differences in culture background and heritage are being traversed. Borders are supposedly being crossed. Educational theories and classroom practices are taking up new forms in order to conform and meet the educational needs of the global societies. Educators and teachers are being expected to share views and recognize values from different cultures, races, societies and ethnic groups. They are expected to move outside the system and custom of the dominant society and incorporate beliefs other than those they are accustomed with. Our laws and progression of Civil Rights and immigration has changed the United States public education system. The challenges that face our nation’s children relates to the civil right movements and immigration laws that have guided us to a direction of multicultural education. During the civil rights movement, there were two America’s, a black America and a white America. The school, bathrooms, water fountains, restaurants, bus seats, libraries, movie theaters, hospital floors, and even the line to see Santa Clause were all segregated based on the color of skin. African Americans went to school four months out of the year because they needed to help earn incomes the rest of the months. Their schools had no cafeteria, most with outside bathrooms; and their books were passed down from the white schools so they were all out of date (AARP, LCCR, Library of Congress, 2004). The school building that contained African American students were falling apart. The classes were overcrowded with too many students, and not enough room for all the needed classes and materials. For the most part, these students had teachers that were substitutes who didn’t know what they were doing. The teachers that were in these schools had fixed values for these students and did not provide curriculum that was interesting or pertained to the students who were learning. The assumption of teachers was that these African American students did not deserve â€Å"a great deal in life and that a little, even a very little, (a very little) for a Negro child is a great deal more than he or she has earned† (Kozol, 1990). Complaints were being vocalized with the school districts letting white students ride the bus to attend white schools, and black students had to walk to their school when they lived right next to an â€Å"all white† school (Rafferty, 1965). In 1951, the Supreme Court finally had to face and rule on the subject of Civil Rights. A group called the National Association for the Advancement of Colored People (NAACP), created in 1909 to work towards eliminating segregation and discrimination, came together in a court case Brown versus Board of Education. African Americans had started filing suits against the educational systems as early as 1845, but the Supreme Court combined five cases to hear in 1951. The issues brought before the court was because of school conditions, segregation, deficient curriculum, pupil to teacher ratio, teacher training, extracurricular activity programs offered, transportation deficiencies, and of course teacher salaries (Brown Foundation, 1996). The discriminatory environment derived from civil rights and immigration issues unlocked, and then caused the world to see that human tendencies are to prejudge, discriminate against, and stereotype people based on their ethnic, religious, physical, or cultural characteristics. In 1954, Brown v. Board of Education of Topeka (347 U. S. 483), also called Brown I ruled by Chief Justice Warren, acknowledged learning to be the most significant task of state and local government and â€Å"repudiated the separate but equal doctrine†, deciding that â€Å"racially segregated schools were inherently unequal† (Cambron-McCabe et al. , 2004). The decision had great impact and important to the civil rights movement. The Supreme Court ruled that school had no place for â€Å"separate but equal† status (AARP, LCCR, Library of Congress, 2004). A year later the Supreme Court decision in Brown II defined how and when school desegregation would be achieved because there was no standard or deadline set in Brown I (Orfield Eaton, 1996). The legal precedence of this time caused far reaching social and ideological implications that brought about changes in the 1960’s and beyond. On the other hand, the legal wrangling did not make immigration and civil right issues disappear because of the ambiguity of the legal decisions. The 1960’s brought about race riots all over the U. S. , deaths because of race, and more laws that declared discrimination illegal (http://www. cnn. com/EVENTS/1997/mlk/links. html%20). On January 20, 1964, Vice President Lyndon B. Johnson was sworn into the Presidency, after the sudden death of President John F. Kennedy. As America mourned the death of JFK, President Lyndon B. Johnson placed his hand on the Holy Bible that was being held by his wife and took the oath of office. On that particular day, Lyndon B. Johnson launched his new program called â€Å"the Great Society. † The agenda was intended to produce a better quality of life for all Americans (Campbell, 1965). Reporters knew the Presidency of Lyndon B. Johnson as a â€Å"legislative miracle. † In fact, Dick West of the Dallas Morning News wrote, â€Å"Mr. Truman couldn’t get started on a civil rights bill, because a rebellious congress passed an immigration law over a veto. Jack Kennedy took one whirl at federal aid to education, and then backed off. Then he tried to get Congress to set up a Department of Housing and Urban Development with Cabinet Status and was turned down in the House 264 to 150. † On the other hand, West writes that President Johnson was able to get these laws passed exactly the way he wanted them, thus being named â€Å"The Congressional Magician† (West, 1965 p. 2). President Johnson signed the Civil Rights Act of 1964 on July 2, 1964, during a luncheon honoring late President Abraham Lincoln in the East room of the White House. The bill was about discrimination based on race, color, religion, sex or national origin (http://en. wikipedia. org/wiki/Civil_Rights_Act_of_1964). â€Å"The President sat at a small table in the center with racks holding 72 pens, which was an insufficient amount. † He actually used over 100 pens to sign this triumphant bill into law (â€Å"Big Audience†, 1964). Robert F. Kennedy sat in the front row, Martin Luther King sat in the second row, and other senators and cabinet members attended (â€Å"Big Audience†, 1964). President Johnson’s speech was â€Å"swift but had great emphasis as he called on all Americans to close the springs of racial poison and eliminate the last vestiges of injustice in our beloved America† (â€Å"Big Audience†, 1964). The President spoke of the challenge that Lincoln bestowed upon America asking for â€Å"preservation of the union, enlargement of liberties for America and for being true to the Declaration of Independence which gives liberty to all. † The speech was a direct challenge for all Americans to ensure that all people including Black American’s will be a part of a â€Å"complete and equal† society (Negro Due, 1965). In 1968, the Supreme Court decision on Green v. County School Board of New Kent County gave the students the option to transfer from a black to a white school. The ruling states, â€Å"That schools must dismantle segregated dual systems root and branch and that desegregation must be achieved with respect to facilities, staff, faculty, extra-curricular activities, and transportation. † Because the Southern United States were fighting against the rulings of the Supreme Court because of their dissatisfaction of desegregation the case Alexander v. Holmes County Board of Education in Mississippi ruled that desegregation must be achieved in every district at once (Orfield Eaton, 1996). Multi-cultural education is a program seeking to revise and reform both schooling and the political and cultural context of formal schooling and studying. It was designed to have a better impact to society by reducing racial tolerance brought about because of immigration and civil right problems that has plagued our nation. Several categories of programs that are designed encompass not only to restructure and reform subjects and curriculums at school but also to generate and increase contact among races. They are designed primarily to bridge the gap among races. However, instead of harmonious co-existence and peace being attained, the proposed inclusion of cultures to curriculum, poses lots of intriguing questions. The public is uncertain with their thoughts regarding the changing of curriculum. Often times, multi-cultural education has become the topic of numerous debates and disputes, resulting to a further division of the nation. Multicultural education is intended to decrease if not totally abolish race, ethnic and gender divisions. By helping students achieve the necessary skills and by guiding them they are being prepared in facing the challenges they would soon be encountering. Students are trained to equip themselves with the attitudes needed in order to survive in the real world. However, before such programs can be implemented, a thorough understanding of the real issue at hand must first be achieved. Factors such as demography, social class, funding, quality of educators, student’s cultural backgrounds and public interest should be carefully considered and taken in to account. References AARP, LCCR, Library of Congress (2004). Save Our History: Voices of Civil Rights. The History Channel: The Hearst Corporation. Big Audience: Over 200 Guests See Bill Signed (1964, July 3). Dallas Morning News. Section 1 Page 8. Brown Foundation (1996). Brown VS Board of Education: About the Case. Retrieved October 1, 2007 from http://brownvboard. org/summary/. Cambron-McCabe, N. H. , McCarthy, M. M. , Thomas, S. (2004). Public School Law 5th Edition. Pearson Education Inc: Boston. p. 149 Campbell, M. (1965). President Johnson Chosen 1965 Newsmaker of the Year. Dallas Morning News, December 24: page A12. Kozol, Jonathan (1990). Death at an Early Age. New York: Penguin Group. Negro’s Due Full Rights, Johnson Says. (1965, February 13). Dallas Morning News, Section A Page 1 Orfield, G Eaton, S. (1996). Dismantling Desegregation: The Quiet Reversal of Brown vs. Board of Education. New York, NY. The New Press. Rafferty, Max (1965). Children Should Be Taught Sweep, Drama of U. S. Past. Dallas Morning News, December 16: Page A29 West, D. (1965). Johnson’s Legislative Miracle. Dallas Morning News, September 26: Section C page 2. How to cite Library of Congress, Papers