Baruch Spinozas Anti Anthroponcentric View Essay -- Philosophy Spinoz

At the point when Baruch Spinoza made his philosophical artful culmination, the Morals, he realized that his thoughts (especially those of God) would be viewed as shocking in the outrageous, prompting any number of terrible outcomes. This was the explanation that the Ethics were distributed in 1677, after death (p.97)1. His worries are well supported in the light of what he writes in the Appendix (p.145-149) to Part1: Concerning God (p.129-145) with respect to the partialities present in the psyches of people. For, it is here that Spinoza legitimately challenges the common strict universality and looks to expel the very creed that was the premise of their capacity. Spinoza affirms in the Appendix (p.145) that there exist certain preferences in the psyches of individuals that keep them from understanding (and tolerating as evident) the ends that he comes to after a completely coherent and surely, geometrical procedure of thinking. The base of every one of these partialities, he further explains, is the practically all inclusive conviction that every Natural thing exist and act with some unmistakable objective being sought after. Further, he presents for examination the solid humanoid attribution innate in most human personalities that causes these individuals to have faith known to man having been made for the good of they. Finally comes the strict piece of this image, wherein humanity exists with the goal that it might venerate God, in this manner shutting the hover of creation. Spinoza (normally, thinking about his way of thinking) dismisses this image and in this way endeavors in the Appendix to contend on the accompanying pivotal focuses: 1) The explanation 1 Roger Ariew and Eric Watkins. Current Philosophy: A treasury of essential sources. Indianapolis/Cambridge, 1998. Note: All references to Spinoza will be to this content except if otherw... ...e previous, Spinoza answers, â€Å"...the flawlessness of things ought to be estimated exclusively from their own inclination and power† and not concerning definitions in the creative mind. Moreover, God had no through and through freedom in making the universe, (from Cor. 1 Pr. 32, p.142 as portrayed already) and (from Pr.16, p.137) â€Å"from the need of the divine..(follows)..everything that can come quite close to unending intellect†. Accordingly, God must, of need, be the reason for everything, great and defective! 6 All in all, Spinoza gives a faultless contention that ought to promptly persuade the peruser of reality of his fundamental recommendation in the Appendix, for example that the significant purpose behind snags in the way of comprehension is the human-centric view of Nature that the vast majority clutch, regardless of the immensity of the inconsistencies inalienable in that see. 7

Manipulations of Memory Used by Orwell and Williams Free Essays

The consistent advancement of â€Å"Big Brother† as the all-controlling substance in George Orwell’s 1984 is the reason for the job truth plays all through the novel. Truth is worked against society to support the legislature. So also, Tennessee Williams makes a particularly unique condition for his characters in The Glass Menagerie while keeping up a similar capacity of truth as a wellspring of twisting and control. We will compose a custom exposition test on Controls of Memory Used by Orwell and Williams or then again any comparative subject just for you Request Now On the whole, the subjects of dehumanization in 1984 and bending of memory in The Glass Menagerie identify with each other in regards to the capacity of truth in each work to validate a feeling of power and trickiness. Mistreatment in 1984 as an immediate instrument of dehumanization is made very apparent inside the content. The inward party utilizes a few programming and torment strategies to free society of past recollections and encounters. The impacts these strategies have upon truth are generous in their respect. The aim of â€Å"Big Brother† is to diminish people comprehension to a progressively essential, handily controlled and void record where the plans of the internal party can be executed effortlessly. We see the degree to which comprehension of the past influences one’s mentality about the current when Winston states, â€Å"And when memory fizzled and set up accounts were falsifiedâ€when that occurred, the case of the Party to have improved the states of human life had got the opportunity to be acknowledged, in light of the fact that there didn't exist, and never again could exist, any standard against which it could be tested† (Orwell 93). This statement is said following Winston’s baffling discussion with the elderly person about existence before the Revolution. Winston is settling that the gathering has intentionally decided to debilitate people’s recollections so as to render them unfit to challenge what the Party asserts about the present. On the off chance that nobody recalls life before the Revolution, at that point nobody can say that the Party has bombed humankind by driving individuals to live in states of shortage, rottenness, obliviousness, and starvation. Or maybe, the gathering utilizes modified history books and adulterated records to demonstrate its great deeds. This demonstrates the hypothesis that fact is needy of memory and without memory truth is dependent upon control and for this situation dehumanization. Orwell not just recommends this hypothesis through the occasions saw in Winston yet in addition through Winston’s own acquiescence to â€Å"Big Brother† and its meaning of truth toward the finish of the novel. After the internal party’s tenacious endeavor to cleanse Winston of any restricted considerations, they accomplish their objective of dehumanizing him. The storyteller carries conclusion to the novel as he depicts Winston’s â€Å"new† character. â€Å"He looked up at the colossal face. Forty years it had taken him to realize what sort of grin was covered up underneath the dull mustache. O barbarous, unnecessary misconception! O obstinate, stubborn outcast from the caring bosom! Two gin-scented tears streamed down the sides of his nose. Be that as it may, it was good, everything was okay, the battle was done. He had prevailed upon the triumph himself. He adored Big Brother†, said the storyteller (Orwell 297). Winston’s interest towards â€Å"Big Brother† was winning during the prior pieces of the novel. This interest before long changes into ill will asking him to join a revolutionary gathering to topple â€Å"Big Brother†. In spite of these negative emotions, the intensity of dehumanization neutralizes what long stretches of interest have said to Winston to be valid. His memory of â€Å"Big Brother† as being counterproductive to society is not, at this point existent on the grounds that his current circumstance says that â€Å"Big Brother† ought to be adored genuinely. The way that Winston’s transformation was fruitful should concentrate the peruser on truth and memory and how they are practically identical. The dehumanization of memory remains as a standard subject in 1984 and it is through this topic that Orwell capacities truth to uncover the craving of trickiness. Tennessee Williams adopts a relating strategy to truth and its capacity in his play, The Glass Menagerie. The characters, Amanda, Tom, and Laura all face the comparative quandary of a misrepresented impression of the real world. The mother, Amanda, is the most conspicuous character trying to claim ignorance. Her circumstance as a single parent bringing up two youngsters has subconsciously misled what she sees as verifiable. In a discussion with Laura Amanda is cited â€Å"Why you’re not disabled, you simply have a little imperfection †scarcely perceptible, even! At the point when individuals have some slight inconvenience that way, they develop different things to compensate for it †create enchant †and vivacity †and †charm† (Orwell 18)! Apparently everybody is very mindful that Laura is injured notwithstanding, Amanda won't deal with this event. She manages this sad truth by misleading herself that her girl isn't disabled subsequently demonstrating there to be little veracity to any recollections she has. All through the play Amanda is brimming with trickeries. Amanda changes her style of discourse to a southern emphasize when Laura’s refined man guest shows up. Amanda states â€Å"â€Å"light food an’ light garments are what warm climate calls fo†Ã¢â‚¬  (Orwell 63). The peruser is informed that Amanda was conceived in the south. Despite that, this is the first occasion when she talks with a southern emphasize. Amanda clarifies her newfound highlight as her â€Å"rejuvenated† character yet the peruser can accept this is her endeavor to delude the individuals around her to accept she is something that she isn't further uncovering her tricky memory. Therefore, Tom and Laura are caught by this deception Amanda makes. Laura is profoundly needy upon her mom in this way she is impacted by Amanda’s sees. Tom worries about the concern of accommodating his family and can't leave from this universe of falsehoods and misrepresentations. Amanda’s present state has mutilated her memory and basically contorted her feeling of self and reality. Her capacity to do this has given her control of what she can feel and consequently how she can carry on with her life regardless of not having the option to escape from the neediness stricken life. Regardless of having differentiating impacts behind their regarded topics, 1984 and The Glass Menagerie share a typical reason to oversee reality through the control of truth. In 1984 Winston watched and encountered the strategies that â€Å"Big Brother† used to give the open a deceptive perspective on truth. Through dehumanization, â€Å"Big Brother† accomplished full authority over its residents by eradicating all recollections of life before the insurgency. Without any recollections to pass by society was helpless before â€Å"Big Brother† and what the inward party thought about worthy. Individuals couldn't pass judgment on directly from wrong in light of the fact that â€Å"Big Brother† was all they at any point knew. The Glass Menagerie is practically identical is the feeling that Amanda expected to deal with her life which appeared to turn into the ground. She was defenseless and this inclination drove her to shape her own existence so as to recover this feeling of control. Individuals are regularly frightful of things they can't prevail. Amanda couldn't accomplish opportunity from her condition along these lines she made her own way through a misleading memory. Her kids were caught in this life of falsehoods similarly as Winston was in 1984. In the two works we see a longing of capacity to control their regarded circumstances. 1984 looked for the control of society while The Glass Menagerie looked for the control of the Wingfield future. The intensity of memory is existential to the human capacity of seeing the present. George Orwell’s 1984 and Tennessee Williams’ The Glass Menagerie control memory in such a comparable design, that their elements of truth are about indistinguishable concerning their motivation. In 1984 truth is worked against society for â€Å"Big Brother† and the internal gatherings motivation through dehumanization. So also, Orwell utilizes Amanda’s character in The Glass Menagerie to show the significance of memory and how one’s own trickery of truth can misshape their world significantly. The two bits of work supplement each other and cement the case that memory or a beguiling memory besides is defenseless against abuse and the impacts can be generous concerning one’s feeling of reality. Step by step instructions to refer to Manipulations of Memory Used by Orwell and Williams, Essay models

The 7th edition of APA style has arrived!

The 7th edition of APA style has arrived! (28) In the Fall of 2019, the American Psychological Association released the 7th edition of its popular citation format, often referred to as “APA style.” This format is commonly used in science and research based courses and is one of the most popular citation styles available on ! At EasyBib, we are working on making updates to our citation style offerings to make APA 7 available. In the meantime, you’re probably wondering what’s new in this edition. Read on for details on some of the most important changes made to APA format: Paper formatting and word choice guideline changes:   The words “Running head” no longer need to be included on the title page. Instead, the title page only requires the page number and the abbreviated version of the paper title at the top. The new style version endorses the use of the singular “they” as an option for a gender neutral pronoun. Citation and reference page guideline changes:   The label “DOI:” is no longer required in online resource/website citations, and DOIs can now be represented as URLS (htttps://doi.org) For an APA in-text citation for a work with three or more authors/contributors, only write the first author’s name and then include the abbreviation “et al.” for the rest.   Example: (Johnson et al., 2019) The label “Retrieved from” no longer needs to come before URLs in an APA website citation.   You no longer need to include the location of a source’s publisher. Example: “Atlanta: Random House” would just become “Random House.” The format of an ebook (i.e., “Nook”) is no longer needed in citations. For more information of what has been updated in the 7th edition, check out the official announcement from the American Psychological Association here. Find EasyBib resources on more than just APA! Grab a plagiarism and grammar check, read up on what is MLA format, learn about irregular verbs, and more at .

Harlem Renaissance Women Dreaming in Color

You may have heard of Zora Neale Hurston or Bessie Smith—but do you know of Georgia Douglas Johnson? Augusta Savage? Nella Larsen? These—and dozens more—were women of the Harlem Renaissance. Calling Dreams The right to make my dreams come trueI ask, nay, I demand of life,Nor shall fates deadly contrabandImpede my steps, nor countermand.Too long my heart against the groundHas beat the dusty years around,And now, at length, I rise, I wake!And stride into the morning break!Georgia Douglas Johnson, 1922 The Context It was the early twentieth century, and for a new generation of African Americans, the world had changed tremendously compared to the world of their parents and grandparents. Slavery had ended in America more than half a century earlier. While African Americans still faced tremendous economic and social obstacles in both the northern and southern states, there were more opportunities than there had been. After the Civil War (and beginning slightly earlier in the North), education for black Americans—and black and white women—had become more common. Many were still not able to attend or complete school, but a substantial few were able to attend and complete not only elementary or secondary school, but college. In these years, professional education slowly began to open up to blacks and women. Some black men became professionals: physicians, lawyers, teachers, businessmen. Some black women also found professional careers, often as teachers or librarians. These families, in turn, saw to the education of their daughters. When black soldiers returned to the United States from fighting in World War I, many hoped for an opening of opportunity. Black men had contributed to the victory; surely, America would now welcome these men into full citizenship. In this same period black Americans began moving out of the rural South and into the cities and towns of the industrial North, in the first years of the Great Migration. They brought black culture with them: music with African roots and story-telling. The general U.S. culture began adopting elements of that black culture  as its own. This adoption (and often-uncredited appropriation) was evidenced clearly in the new Jazz Age. Hope was slowly rising for many African Americans—though discrimination, prejudice, and closed doors on account of race and sex were by no means eliminated. In the early twentieth century, it seemed more worthwhile and possible to challenge those injustices: Perhaps the injustices could indeed be undone, or at least eased. Harlem Renaissance Flowering In this environment, music, fiction, poetry, and art in African American intellectual circles experienced a flowering that came to be called the Harlem Renaissance. This Renaissance, like the European Renaissance, included both an advancement of new art forms, while simultaneously going back to roots. This double motion generated tremendous creativity and action. The period was named for Harlem because the cultural explosion was centered in this neighborhood of New York City. Harlem was predominantly peopled by African Americans, more of whom were daily arriving from the South. The creative flowering reached other cities, though Harlem remained at the center of the more experimental aspects of the movement. Washington, D.C., Philadelphia, and to a lesser extent Chicago were other northern U.S. cities with large established black communities with enough educated members to dream in color too. The NAACP, founded by white and black Americans to further the rights of colored people, established its journal Crisis, edited by W. E. B. Du Bois. Crisis took on the political issues of the day affecting black citizens. And Crisis also published fiction and poetry, with Jessie Fauset as the literary editor. The Urban League, another organization working to serve city communities, published Opportunity. Less explicitly political and more consciously cultural, Opportunity was published by Charles Johnson; Ethel Ray Nance served as his secretary. The political side of Crisis was complemented by the conscious striving for a black intellectual culture: poetry, fiction, art that reflected the new race consciousness of The New Negro. The new works addressed the human condition as African Americans experienced it—exploring love, hope, death, racial injustice, dreams. Who Were the Women? Most of the well-known figures of the Harlem Renaissance were men: W.E.B. DuBois, Countee Cullen, and Langston Hughes are names known to most serious students of American history and literature today. And, because many opportunities that had opened up for black men had also opened up for women of all colors, African American women too began to dream in color—to demand that their view of the human condition be part of the collective dream. Jessie Fauset  not only edited the literary section of  The Crisis,  but she also hosted evening gatherings for prominent black intellectuals in Harlem: artists, thinkers, writers. Ethel Ray Nance and her roommate  Regina Anderson  also hosted gatherings in their home in New York City. Dorothy Peterson, a teacher, used her fathers Brooklyn home for literary salons. In Washington, D.C.,  Georgia Douglas Johnsons freewheeling jumbles were Saturday night happenings for black writers and artists in that city. Regina Anderson  also arranged for events at the Harlem public library where she served as an assistant librarian. She read new books by exciting black authors and wrote up and distributed digests to spread interest in the works. These women were integral parts of the Harlem Renaissance for the many roles they played. As organizers, editors, and decision-makers, they helped publicize, support, and thus shape the movement. But women also participated more directly. Indeed Jessie Fauset did much to facilitate the work of other artists: She was the literary editor of  The Crisis,  she hosted salons in her home, and she arranged for the first publication of work by the poet Langston Hughes. But Fauset also wrote articles and novels herself. She not only shaped the movement from the outside, but was an artistic contributor to the movement herself. The larger circle of women in the movement included writers like Dorothy West and her younger cousin,  Georgia Douglas Johnson,  Hallie Quinn,  and  Zora Neale Hurston; journalists like  Alice Dunbar-Nelson  and Geraldyn Dismond; artists like  Augusta Savage  and Lois Mailou Jones; and singers like Florence Mills,  Marian Anderson,  Bessie Smith, Clara Smith, Ethel Waters, Billie Holiday, Ida Cox, and Gladys Bentley. Many of these artists addressed not only race issues, but  gender  issues, as well—exploring what it was like to live as a black woman. Some addressed cultural issues of passing or expressed the fear of violence or the barriers to full economic and social participation in American society. Some celebrated black culture—and worked to creatively develop that culture. Nearly forgotten are a few white women who also were part of the Harlem Renaissance, as writers, patrons, and supporters.  We know more about the black men like W.E.B. du Bois and white men like Carl Van Vechten, who supported black women artists of the time, than about the white women who were involved. These included the wealthy dragon lady Charlotte Osgood Mason, writer Nancy Cunard, and Grace Halsell, journalist. Ending the Renaissance The Depression made literary and artistic life more difficult in general, even as it hit black communities harder economically than it hit white communities. White men were given even more preference when jobs became scarce. Some of the Harlem Renaissance figures looked for better-paying, more secure work. America grew less interested in African American art and artists, stories and story-tellers. By the 1940s, many of the creative figures of the Harlem Renaissance were already being forgotten by all but a few scholars specializing narrowly in the field. Rediscovery? Alice Walkers rediscovery of  Zora Neale Hurston  in the 1970s helped turn public interest back towards this fascinating group of writers, male and female. Marita Bonner was another nearly-forgotten writer of the Harlem Renaissance and beyond. She was a Radcliffe graduate who wrote in many of the black periodicals in the period of the Harlem Renaissance, publishing more than 20 stores and some plays.  She died in 1971, but her work was not collected until 1987. Today, scholars are working on finding more of the works of the Harlem Renaissance and rediscovering more artists and writers. The works found are a reminder not only of the creativity and vibrancy of those women and men who participated—but theyre also a reminder that the work of creative people can be lost, even if not explicitly suppressed, if the race or the sex of the person is the wrong one for the time. The women of the Harlem Renaissance—except perhaps for Zora Neale Hurston—have been more neglected and forgotten than their male colleagues, both then and now. To get acquainted with more of these impressive women, visit the  biographies of Harlem Renaissance women. Sources Beringer McKissack, Lisa. Women of the Harlem Renaissance.  Compass Point Books, 2007.Kaplan, Carla. Miss Anne in Harlem: The White Women of the Black Renaissance. Harper Collins, 2013.Roses, Lorraine Elena, and Ruth Elizabeth Randolph. Harlem Renaissance and Beyond: Literary Biographies of 100 Black Women Writers 1900–1945. Harvard University Press,1990.Wall, Cheryl A. Women of the Harlem Renaissance.   Indiana University Press, 1995.

The Social Issue Of Homelessness - 1138 Words

Homelessness Catherine Vivi ABS 497 Applied Behavioral Sciences Capstone Instructor Theresa Cruz June 29, 2015 Ashford University Homelessness Lakeland is a city in Polk County, Florida, United States, located between the two larger cities in central Florida those being Tampa to the west and Orlando to the east. While interventions to interrupt and end homelessness may vary across groups, ending homelessness permanently requires housing combined with the types of services supported by programs operated by the U.S. Department of Health and Human Services (HHS). This paper will address demographics for the area, identify the social issue of homelessness, and address using a social action model for community change, and the strengths and weaknesses of the model. According to the United States Census Bureau estimate, Lakeland had a population of 100,710 (US Census Bureau, 2006). According to the Lakeland Economic Development Council, the numbers of existing households in 2013 were 41,833 (2013). The average household income in 2013 for Lakeland was $50,064, with the median household income at $36,495. The average hourly wage in 2013 was $18.18. Lakelands labor force for 2013 was 42,658. There were 39521 employed in 2013. The unemployed number was 3137 for 2013, setting the population of the unemployed for Lakeland at 7.40%. However, in 2013 the job growth raised only .37% (City of Lakeland, Florida, 2014). What establishes a problem differs from person to person, orShow MoreRelatedThe Social Issue Of Homelessness1055 Words   |  5 PagesHomelessness is a social issue which extends beyond a lack of housing and includes the complexities of social and economic concerns such as domestic violence, child abuse, trauma and addictions, mental health, insufficient income, health complications, involvement with the justice system, and poverty. Homelessness is a difficult phenomenon to define as it is dependent upon societal constructs, mainly revolving around the concept of ‘home’ and how it is largely influenced by family structures moreRead MoreSocial Issues In Homelessness855 Words   |  4 PagesTransient! We have all overheard these terms which reference those who are homeless. Homelessness is not a crisis or an endemic that transpired overnight, but has been steadily escalating for decades. This endemic impact more individuals than anyone can conceptualize. It triggers a va riety of problems not just for the homeless, but society. Homelessness is a multifaceted social problem with an array of underlying social and economic factors. People find themselves without permanent housing for severalRead MoreHomelessness : A Social Issue2081 Words   |  9 Pagesessay on a Social Issue. I have chosen Homelessness. I chose this because it is a very serious issue not only here in Australia but all over the world. In Australia there are is about 105,000 Australians that are homeless on any given night, all of which are either living in a makeshift home or sleeping on the streets. In my essay I am going to look at whom homelessness affects the reasons why, and what is being done to help and raise awareness 1.0 What is homelessness? 1.1 Homelessness the socialRead MoreThe Social Issues Of Homelessness1133 Words   |  5 Pagesbecause we see certain things so often, we become desensitized and accustomed to them, leading us to acknowledge them less and less. This however, serves as a poor excuse when explaining our lack of effort in attacking and solving the social issues present in homelessness. In today’s day and age, individuals often adapt the mindset of: â€Å"Your problem, you deal with it.† But how are these human beings, who have aspirations and dreams just like you and me (that are now crushed), are supposed to just â€Å"deal†Read MoreHomelessness : The Current Social Welfare Issue1339 Words   |  6 PagesSocial Welfare Issue: Homelessness Written by: Laura Westra The current social welfare issue that I chose to explore is homelessness within Canada. First, this essay will give a brief description of homelessness. 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Next we willRead MoreThe Issue Of Homelessness And School Social Work1554 Words   |  7 PagesJournal Articles Review SWK 190 Introduction to Social Work Section 01 Lauren Cartwright 2/18/16 Introduction Social work continues to be a necessary and important profession because there are such a wide variety and abundance of social issues that exist in the world today. Among these issues, one of great prevalence is homelessness. Homelessness is an important problem that needs to be directly addressed because it can lead to many other problems as well. Problems such as poor academicRead MoreEssay about The social issue of homelessness in NC1229 Words   |  5 PagesThe Social Issue of Homelessness in North Carolina People drive or walk past a homeless person almost every day without thinking twice about the plight of that person or they may even unconsciously turn their heads the other way in disgust. Homelessness simply put, means without a home - therefore homelessness is an equal opportunity state that can happen to anyone. Even though we have seen some economic prosperity over the years, statistics show that the number of homeless remains very high.Read MoreSocial Problems Within The Australian Society1215 Words   |  5 PagesA Social Analysis – Homelessness There are a growing number of social problems existing within the Australian society and unfortunately, research does not need to prove this. All it takes is a stroll down the main street of some suburbs to realise the extent of social problems within society. Homelessness is a rising trend that is affecting people of all demographics. Homelessness is more than just a simple disadvantage; with usually many underpinning factors which contribute to it, such as domesticRead MoreHomelessness And The Tampa Bay Area1234 Words   |  5 PagesHomelessness is a prevalent social issue that many countries are trying to resolve. One area that has a high rate of homelessness is the Tampa Bay Area in Florida. According to a homeless count carried out by the Tampa Hillsborough Homeless Initiative (THHI) in 2016, in Hillsborough County alone, there are, â€Å"at least 1,817 homeless men, women, and children† who have to resort to unorthodox housing, such as spaces behind buildings, encampmen ts, sidewalks, and cars (â€Å"About Homelessness†). Moreover

Status Quo Free Essays

Developing and retaining highly qualified teachers continues to be a critical need (Berry, 2004; Darling-Hammond Sykes, 2003). As more teachers retire and school populations continue to grow, an increasing number of schools, universities, and states are implementing programs to ease induction, develop quality teachers, and inform educational practices. Therefore, many educators are now turning to action research to achieve these goals. We will write a custom essay sample on Status Quo or any similar topic only for you Order Now The purpose of Grogan, Donaldson, Simmons (2007) article Disrupting the Status Quo is to make an argument that unlike traditional research, action research encourages school personnel to systematically develop a question, gather data, and then analyze that data to improve their practice. The article addresses the key question to the appropriateness and relevance of educational leaders undertaking action research projects as the capstone of their doctoral studies (Grogan, Donaldson, Simmons, 2007). The most important takeaway in this article is that traditional educational preparation programs and the hierarchical structure of public schools tend to perpetuate compliance and maintenance of the status quo. Furthermore, there is a need for transformative learning to help leaders deconstruct conformity to the many social and cultural canons, which have permeated U. S. schools to the detriment of our students. The authors believe that an action research dissertation and mentoring is an essential component in any educational leadership curriculum that aspires to foster the critical, reflective learning that is the hallmark of human and organizational transformation. Gilles Cramer (2003) supports a combination of appropriate coursework and mentoring help new teachers transition quickly into solid, thoughtful, and strategic teachers. The key concept we need to understand is that action research and the fact that the Ed. D is a professional degree does not minimize the rigor or prestige in comparison to a Ph. D. Since the research, focus of an Ed. D is different from that of a Ph. D, action research focuses on generating knowledge that is workable, make sense, and is credible in more than one setting as opposed to acquiring knowledge for its own sake (Grogan, Donaldson, Simmons, 2007). The main assumption that the author is making is that there has to be a change in order to transform the learning process. If we take this line of reasoning serious then there should be no kid left behind. The new generation of educational leaders will also have the tools needed to think critically, identify and solve problems facing their institution of higher learning. If we fail to take this line of reasoning seriously, we could end up in worse economic and educational status. Berry, B. (2004). Recruiting and retaining â€Å"highly qualified teachers† for hard-to-staff schools. NASSP Bulletin, 88(638), 5-27. Darling-Hammond, L. Sykes, G. (2003). Wanted: A national teacher supply policy for education: The right way to meet the â€Å"highly qualified teacher† challenge. Education Policy Analysis Archives, 11(33). Retrieved [22 July 2011] from http://epaa. asu. edu/epaa/v11n33/v11n3 Gilles, C. Cramer, M. (2003, April). The impact of school-university partnerships on classroom teachers and their teaching. Paper presented at the meeting of the American Educational Research Association, Chicago, IL. Grogan M. , Donaldson, J. Simmons J. (2007, May 19). Disrupting the Status Quo: The Action Research Dissertation as a Transformative Strategy. Retrieved from http://cnx. org/content/m14529/1. 2/. How to cite Status Quo, Essay examples

Afghan Paper free essay sample

The United States faces many problems in the current war with terrorist forces. The increase of causalities, the increase of fanatical Taliban and al Qaeda troops, the lack of Afghan National Army forces to help with the fighting, and the ever looming threat of nuclear weapons falling into the hands of insurgents. The Obama administration’s new strategy includes efforts to increase the confidence of the local Afghan population by protecting it from insurgent violence and improving governance, security and economic development (Afghanistan, 672). In order to implement these plans, the U.S. has deployed new troop — a total of 21,000 additional soldiers to fight the insurgency in Afghanistan and train Afghan security forces. By the end of the year, the level of U. S. troops is expected to reach about 68,000. Other troops are also being supplied by NATO countries and other allies, currently about 32,000, though many are engaged in development and relief work and not combat operations (Afghanistan, 672). The top three NATO countries providing troops were the United King, Germany, and Canada, with many other smaller nations sending troops to contribute to war efforts. One of the most noteworthy features of the new strategic plan is to avoid civilian causalities throughout the war; the number of civilian causalities has gone done tremendously over the years, decreasing over a thousand between 2008 and 2009 (Afghanistan, 673). Another important part of the plan is to help develop the Afghan government by increasing the number of agricultural specialists, educators, engineers, and lawyers in the area. Now that the Obama administration has issued a new plan that has been under implementation for about two years, the topic of the administration announcing an exit plan has been under heavy debate. According to Ilan Berman, Vice-President for Policy of the American Foreign Policy Council, the United States should not set a date of exited from the war on Afghanistan. Berman states that announcing an exit plan would prove that the United States’ interest and investment in the stability of Afghanistan is temporary and limited (Afghanistan, 685). I am in agreement with the view Ilan Berman. The United States should gradually decrease the presence of troops within the country, while still working on providing a stable government and economy in Afghanistan. Reference page: Adapted from Kingsbury, A. 2011, February 11). Government secrecy. CQ Researcher, 21, 121-144. Retrieved from http://library. cqpress. com/cqresearcher/ Government Secrecy The discussion of government secrecy has been of great discussion over the last two years. The question, â€Å"Does great openness threaten national security? †, has been the topic at hand. The website WikiLeaks intensified the discussion with the released of thousands of classified government documents and military intelligence. Julian Assange, an Australian computer hacker, created the biggest United States security breach to ever hit the nation. Assange, the founder of WikiLeaks, worked alongside a group of associates across several countries in releasing thousands of government documents. It is believed that his source may have been United States army private, Bradley Manning, who had access to these classified government documents and databases. Assange has yet to be prosecuted for the leaking of government information but the most likely approach to prosecuting him would be under the Espionage Act of 1917. The Act prohibits the â€Å"willful† disclosure of â€Å"information relating to the national defense. It has been interpreted to mean that the defendant must know the information will hurt national security and that disclosure violates the law (Government Secrecy, 127). The discussion of updating the Espionage Act of 1917 has been of discussion because of this leak as well as ones of a smaller magnitude. Abbe Lowell of the White-Collar Criminal Defense Group of McDermont Will amp; Emory is for the updating of the Espionage Act of 1917. According to Lowell, the document is not specific enough and as worded can be lead to the infringement of the first amendment. Documents released by WikiLeaks include sensitive diplomatic cables and combat field reports from Iraq and Afghanistan. A few notable disclosures included the push by King Abdullah of Saudi Arabia for the U. S. to strike against Iran, the suspected corruption in Afghan government, and the hacking of Google by the Chinese government (Government Secrecy, 129). Many of the documents were obtained from the government database, SPIRNet, which Manning had access to. The Secret Internet Protocol Router Network allows the United Sates military and government agencies to share information. Over 500,000 people have access to the network, from senior military and law-enforcement officials to low-level military analysts and government contractors. This release of information has fueled the already heated battle between advocates of government secrecy and those who oppose (Government Secrecy, 124). Advocates of an open-government argue that federal agencies withhold too much information from the public, discouraging the ability of citizens to keep check on the wrongdoing of the government. According to supporters of government secrecy, sensitive information that could threaten the nations welfare if released is too easily accessed due to modern technology. President Obama, on his first day of office, signed an executive order designed to reduce government secrecy and increase the transparency of information across federal agencies. Signed into law by Obama in October 2010, the Reducing Over-Classification Act directs the Department of Homeland Security and the intelligence community to standardize classification and declassification procedures and improve information haring across the government. The National Declassification Center was also created in order to speed and coordinate the release of government information that no longer needs to be kept from public view. Although steps to disclosure government information to the public have been taken, secrecy opponents believe that President Obama needs to do more.

Coping with an Empty Nest

Throughout the college application process, students have one main focus: get into school. They stress about applications, worry about essays, try to boost their academic resumes, all while trying to pick the college that best fits their needs. After months and months of work and effort, followed by weeks of agonizing over deciding where to go, they finally make a concrete decision and prepare to head off to college.But what’s next? So much attention is given to the start of a new journey for those college-bound students, but it’s often forgotten what these students are leaving behind. A Washington Post article, written by blogger and parent of a college-bound student Michael Gerson, talks about exactly that - what his son is leaving behind. Mainly, that he’s begun the â€Å"letting go† phase. So how do parents suggest coping with Empty Nest Syndrome? 1.Keep in touch.Though it might seem extremely obvious, it’s important to stay connected. As theMayo Clinic puts it, keeping regular contact is a good way to stay close to your child even when you’re far apart. It’s much easier to stay positive and support your child when you still have a role, albeit a different one, in their lives.2.Get involved.PsychologistGuy Winch notesthat one good way to steer clear of too many negative feelings is to get involved in the activities. Even once your child is gone, new interests can help fill the void left and give a new sense of purpose. 3.Find a support system.Whether it’s your first child headed off to college or your fourth, it’s never easy to deal with. One option is to create and build an expansive support system beyond your children. As health experts with the Mayo Clinic say, â€Å"lean on loved ones and other close contacts for support. Share your feelings.†At the end of the day, heading off to college is undoubtedly a huge change for your child. But it’s also a life changer for you as well. These few tips can help ease the transition for both you and your child as they start on the new adventure in college.

Personal Troubles and Public Issues in Persepolis Essay Essays

Personal Troubles and Public Issues in Persepolis Essay Essays Personal Troubles and Public Issues in Persepolis Essay Paper Personal Troubles and Public Issues in Persepolis Essay Paper Marjane Satrapi’s novel Persepolis is an in depth expression at Marjane’s kid goon in Iran. Throughout the fresh Marji faces many public issues which straight relate to her personal problems. While Marji was turning up she witnessed the relinquishing of the Shah’s government. The Islamic revolution and the Iraq V Iran war. Her fresh screens an eight twelvemonth span. from the ages six to fourteen. Even though the novel begins when Marji is merely six old ages old she was more politically cognizant so most modern twenty-four hours striplings. Marji was highly immature during bulk of the events throughout the novel but her age did non halt public issues from straight impacting herself and others around her. While reading Persepolis I was able to acquire an in depth expression at how Iran non merely was in war with environing States but besides at war within its ain boundary lines. When Persepolis foremost began Marji attended a coed not spiritual school. This was normal for Iran until the Cultural Revolution. The Persian authorities ordered that bilingual schools be closed down because they were a mark of capitalisation and Westernization. This caused great convulsion among the people of Iran. Half of the adult females were against have oning the head covering and the other half were extremely spiritual and believed that the head covering must be worn as mark of regard to their faith and besides their state. This public issue straight affected Marji because her female parent was among the adult females who believed the head covering wasn’t necessary. Sing as Marji’s female parent was strongly against being forced to have on the head covering she frequently participated in presentations. one clip while she was showing her exposure was taken. Marji’s ma had to travel into concealing she was forced to dye her hair and conceal her face in public out of the fright that person would acknowledge her. This public issue became really personal for Marji because she thought of herself as strongly spiritual and even wanted to be a prophesier but she wasn’t certain if the head covering was a necessary accoutrement at all times. â€Å"I truly didn’t cognize what to believe about the head covering deep down I was really spiritual but as a household we were really modern and daring. † ( Persepolis page 7 ) Another public issue that profoundly affected Marji was the chapter of Persepolis entitled The Letter ( page 34 ) . Marji’s had a amah named Mehri who Marji considered her older sister. Mehri fell in love with their neighbour Hossein and he began composing her letters but because Mehri was a peasant she couldn’t read or compose. Marji began reading the letters to Mehri and composing responses since Mehri was non capable of making so. This went on for six months until the intelligence got back to Marji’s pa. Since Marji’s parents were Marxist they strongly believed in societal categories. That meant they was no manner Mehri and Hossein could be together because she was a provincial and she was non. Social category is a public issue that rapidly turned into a personal problem because Marji didn’t agree with her parents beliefs and besides because she couldn’t stand seeing Mehri so emotionally overwrought. â€Å"But is it her mistake she was bo rn where she was born? † ( Persepolis page 37 ) Marji’s male parent had a brother that she had neer met. his name was Anoosh. He was a hero in Marji’s eyes because he had been the secretary of Azerbaijan which was an independent Persian Province. Anoosh told Marji everything about his yesteryear from the rise and autumn of Azerbaijan to the barbarous anguish he endured during his nine old ages in prison. Marji was so enraptured to hold such a historical hero in her household. Anoosh stayed with Marji’s household until he was arrested merely for being a former revolutionist. Former revolutionists were the pledged enemies of the democracy ; they were being arrested or murdered often. Marji was the last individual to see Anoosh before he was executed because he was believed to be a Russian Spy. The public issue that the democracy was against revolutionists turned into a personal problem because Marji’s favourite uncle was murdered and besides because after the decease of her uncle Marji became disquieted with her friend ( God ) . â€Å"What seems to be the job? Shut up. You! Get out of my life! ! ! ! I neer want to see you once more! Get OUT! † ( Persepolis page 70 ) Persepolis provided me with illustrations of how a child’s society can impact them personally. Turning up in the Persian society effected Marji both negatively and positively. She was taught about her authoritiess flaws alternatively of shielded from them. she was raised to stand up for her ain personal beliefs. and she experienced decease felicity and the hurting of world. Marjane’s novel besides helped me understand the convulsion that goes on in Iran that I had neer noticed before. Personally I believe America is similar to Iran but here alternatively of being ridiculed because of non have oning your head covering. you are ridiculed because of your tegument tone.

New Laws have Changed Criminal Investigators Over Time Assignment

New Laws have Changed Criminal Investigators Over Time - Assignment Example These new laws have in many ways improved conviction rates of those that are guilty while at the same time ensuring that those that those that are innocent are not unfairly charged. These laws have gone a long way in equipping law enforcement agencies and their officers with invaluable tools in their work. Introduction Just like any facet of life, criminal activities have also improved over the years, with many more of them utilizing the latest technologies and tools in the commission of crime. This has meant that the investigators of crime have also had to change their tack and keep up with the advances in the nature and types of criminal activities that offenders of the twenty first century engage in. Many advances have been made especially in the areas of investigation of terrorist activities as well as investigation of scenes of crime using DNA and other types of technologies not only to catch criminals but also to prevent those planning to commit crime from being successful whil e at the same time exonerating those who may be arrested using inaccurate, incomplete or illegal evidence. 1. The development of new laws has significantly changed the responsibilities and working of the criminal investigator over the past few years. ... he most significant change that the new laws have brought is the fact that the forensic field has now become a more scientific, more accountable and increasingly more accurate ensuring that the perpetrators or crime – and more specifically – the correct perpetrators of crime are presented in court and, even more importantly, significantly reducing the numbers of those brought to court unfairly due to insufficient evidence (American Civil Liberties Union, 2011). New laws have been made giving the law enforcement agencies more and more powers in the collection of electronic communication data such as mobile phone records, internet usage, instant messaging, making the collection of gathering evidence that would stand up in a court of law and ensure conviction of those charged with different crimes. A lot of these laws, such as those contained in the rather wordyUniting and Strengthening America by Providing Appropriate Tools Required to Intercept and Obstruct Terrorism Act of 2001 (more easily known as the Patriot Act) have made it easier for investigators to not only collect a lot of data on crimes committed but to, even more importantly, collect evidence that enables the them to prevent potential crimes from being committed (American Civil Liberties Union, 2011). Another set of laws that has also significantly changed the way criminal investigation takes place is the set of laws governing the collection, storage and analysis of DNA evidence. 2. DNA analysis has been hailed as the most significant criminal investigation development since the then revolutionary development of fingerprint technology. The use of DNA data and information has had a game changing impact on criminal investigation the world over and nowhere has this been more evident than in the United

Recent Approaches to Management and Changing Nature of the Workspace Research Paper - 1

Leadership and Management Essay - Research Paper Example Though the two concepts are completely different, they are linked with each other. It is quite significant for the organizations to pay due attention towards the leadership as well as the management aspects in order to increase the efficacy of the overall organization (The Wall Street Journal, 2012). The main objective of the paper is to identify the changing nature of the work environment and the relevance and the application of recent approaches to organizational structure. The study will also endeavor to identify if any association between organization structure and culture exists or not. The paper will also attempt to offer examples from recent organizations such as Ford Motor Company and McDonald’s and will demonstrate the organizational structures of these two organizations and how it tends to impact the culture as well. organization Structure By the term ‘organization structure’, it can be comprehended as the framework around which a group is organized, the groundwork that keeps the coalition functioning. It serves as an operational manual directing the members how the organization is put together and how it tends to operate. ... One of the most significant functions of the organizational structure is related to decision making. One of the imperative benefits related to the organization structure is that if the organizational structure is flat then the decisions can be made quickly. organizational structure can perk up the efficacy. In a functional organization, where there is a considerable number of departments, the department heads delegate project tasks to both directors as well as managers. These individuals generally take up tasks with the help of numerous coordinators as well as analysts. Employees are held responsible for their individual tasks since all the employees work hard to complete their project on time. Those employees belonging to small companies are often organized in terms of product or geographical region are found to be more motivated. This implies that the organizational structure of a smaller organization is quite flexible enough to motivate the employees of the organization. The organ izations subsist in order to integrate corresponding activities in the presence of specialization. The numerous structural dimensions of the organizational structure are connected with various activities happening within any controlled group of components behaving in a certain way to follow objectives. The information activity which is concerned with information flow among the members of the group is generally related to the coordination dimension. The monitoring activity which is related to the recuperation functionalities of the organization is associated with control dimensions. A good organizational structure may assist in developing and administering a culture which is conducive for the members of the organization.  

Factors that Increase Sensitivity to Nicotine Dependence

Factors that Increase Sensitivity to Nicotine Dependence Age of tobacco use initiation, concomitant tobacco use and nicotine dependence Ziyue Wu Abstract Introduction The growing use of tobacco products have strong negative effects on public health conditions such as cardiovascular disease, cancer and lung disease (MacKenzie, Bartecchi, Schrier, 1994). As the leading cause of preventable death in the U.S., tobacco use has been linked to the death of approximately 5 million people annually (Jha, Chaloupka, Moore, Gajalakshmi, Gupta, Peck, Asma Zatonski, 2006). Given the addictive nature of nicotine, many tobacco users are likely to become chronic smokers and to have difficulty achieving successful cessation. Most research on tobacco use has focused on cigarette smoking. Ethnicity and gender have been found to be associated with cigarette smoking behavior (Hu et al., 2006[LD1]). Further, psychiatric disorders have been shown to contribute to the transition from daily smoking to nicotine dependence (Dierker Donny, 2007; Breslau et al., 1998). Despite the large number of studies examining cigarette smoking and nicotine dependence, risk for dependence based on other types of tobacco use have received far less research attention. Different types of tobacco use (cigarette, cigar, pipe smoking, snuff, tobacco chewing) may predict nicotine dependence differently. Such difference may be more significant between smokeless tobacco users and smokers. Moreover, little is known about combined effects of tobacco use on risk for nicotine dependence. ways of tobacco use. Different types of tobacco use (cigarette, cigar, pipe smoking, snuff, tobacco chewing) may predict nicotine dependence differently. Such difference may be more significant between smokeless tobacco users and smokers. Concomitant smokers may follow a unique pattern. Also, age of the initiation of tobacco use may be correlated with current usage amount and number of ways of tobacco use. It remains uncertain that whether individuals with earlier onsets of tobacco use have greater risk of becoming nicotine dependent and using tobacco concomitantly. [LD2] By examining the data from The National Epidemiologic Survey on Alcohol and Related Conditions (NESARC), this study sought to (a) understand whether different ways of consuming tobacco might lead to different levels of sensitivity to nicotine dependence; (b) discover whether age of initiation of tobacco using behavior contributes to different levels of sensitivity to nicotine dependence; (c) find out whether age of initiation is associated with concomitant tobacco use, especially combined use of smokeless tobacco and smoking; (d) discover that which ways of tobacco did most concomitant users used first.[LD3] Method Sample The sample was taken from the first wave of the National Epidemiologic Survey on Alcohol and Related Conditions (NESARC). NESARC, described by Grant et al. (2006publication year?)., has an unprecedented large sample size (n=43,093) to achieve stable estimates of even rare conditions. It represents the civilian, noninstitutionalized adult population of the United States, including residents of the District of Columbia, Alaska, and Hawaii. People that lived in households, military personnel that lived off base, and people that lived group quarters: boarding or rooming houses, nontransient hotels and motels, shelters, facilities for housing workers, college quarters, and group homes (Grant et al, publication year), were interviewed in a computer-assisted personal basis after consenting to participate. The present analyses were based on all the respondents. This sample was chosen to assess both current tobacco users and tobacco abstainers. Measures Use of Tobacco products use was measured by asking respondents whether they had used cigarettes/ cigars/ pipes/ snuffs/ chewing tobacco these products in past twelve month (â€Å"Had you used cigarettes/ cigars/ pipes/ snuffs/ chewing tobacco in past twelve months?†). Frequency of Ccurrent tobacco use was measured with the question ing behavior was evaluated by the frequency (â€Å"How often did you use cigarettes/ cigars/ pipes/ snuffs/ chewing tobacco in past twelve months?†) and quantity was measured with the question (â€Å"What was the usual quantity when you used them?†). Usage quantities of certain kinds of tobacco per month were estimated by multiplying midpoint of the range of each reported frequency per month and reported usual usage quantity. Age related measures selected as third variables and control variables included age, age at the onset of certain kinds of smoking behavior (â€Å"How old were you when you first used cigarettes/ cigars/ pipes/ snuffs/ chewing tobacco?†), age at the onset of using them daily use (â€Å"How old were you when you started using them daily?†), age at the onset of tobacco using behavior (â€Å"How old were you when using tobacco at the first time?†) and age at the onset of everyday tobacco useing behavior (â€Å"How old were you when starting to use tobacco daily?†). A variable reflecting number of kinds of tobacco used was created to separate concomitant tobacco users from single way users. For concomitant tobacco users, I created variables to show the current combination of ways in tobacco use and the combination of ways when the respondents started using tobacco[LD4][EW5]. A variable reflecting the number of years since the respondents started using tobacco w as also created by subtracting the age at the onset of tobacco using initiation from age at the interview. A categorical variable was also created to describe which combinations of tobacco use the respondents fell into, single way smoking, single way smokeless tobacco, concomitant use of smoking, concomitant use of smokeless tobacco, or concomitant use of smoking and smokeless tobacco. NICE!! Nicotine dependence related variable was â€Å"Nicotine dependence in past twelve month†. Data Analyses In the first question asked, Logistic regression was estimated to determinesee whether different ways of tobacco usieng predicted nicotine dependence independently. For the secondA second set of question, another logistic regression analyses were was conducted within each type of tobacco using behavior, with controlvariables for amount used usage amount, age, ethnicity and gender controlled, to verify the correlation between the age of initiation and probability in getting nicotine dependent. A two way interaction tested by Pearson Correlation Test was conducted to examinefind out association between age of initiation of tobacco using and current number of tobacco use ways. [LD6] Results Different tobacco uses and nicotine dependence More than one fourth (25.80%) of the respondents reported some forms of tobacco use in past 12 months. Among those who used tobacco in past 12 months, 89.216% (n=9,913) smoked cigarettes, 10.106% (n=1,119) smoked cigars, 1.93% (n=215) used pipes, 6.548% (n=720) used snuffs and 4.52% (N=502) chewed tobacco. Further, the number of average cigarettes smoked per month climbed towas 186.26 (SD=332.32), whereas the numbers of monthly uses of cigars, pipe smoking, snuffs and chewing tobacco are onlywere 2.108 (SD=27.61), 2.879 (SD=28.70), 4.108 (SD=38.38) and 1.94 (SD=24.71), respectively.. [EW7] Logistic regression was used to examine the association between different kinds of tobacco use and nicotine dependence, with covariatescontrolling for of age of tobacco use initiation, years using tobacco, ethnicity and gender. Cigarettes, snuffs and chewing tobacco were positively associated with nicotine dependence, while cigars and pipe smoking failed to independently predict nicotine dependence. [EW8] Age of onset, tobacco usage amount, and nicotine dependence The average age of onset of tobacco use was 16.548 (SD=5.21) years old, and the average number of years using tobacco was 32.108 (SD=17.37) years old. Of 18,943 subjects who reported ever using tobacco, 77.656% (n=14,693) started before adulthood. Logistic regression was used to estimate the association between age of initiation and nicotine dependence. Covariates included years using tobacco, ethnicity, gender and tobacco use. Age of onset of tobacco use was found to be negatively related to nicotine dependence, with earlier onsets associated with higher risks for nicotine dependence. Moreover, multiple regression was used to estimate the correlation between age of initiation and current tobacco useage amount, also with variables forcontrolling for years using tobacco, ethnicity and gender controlled. For users of most popular type of tobacco use, cigarette smokingers showed strong positive relationship between age of onset of cigarette smoking and amount of current smoking amount. Earlier onsets actually elevated was associated with a higher current cigarette smoking amount. NAnd number of cigarettes consumed was found directly linkedto be positively associated with likelihood of experiencing to nicotine dependence[LD9]. This result might serve as another clue for earlier onsets probably promoted risks for nicotine dependence. [EW10] Concomitant tobacco users and single way users Among theose 11,118 respondents who reported tobacco use in past 12 months, 10.3% (n=1,149) of them were concomitant users. Also, among 1144 concomitant tobacco users (total 1149) with available data, 54.655% (n=624) hadof them started smoking cigarettes as the first way to of usinge tobacco. In total, 71.3% (n=816) of respondents started using tobacco in smoking forms (cigarettes, cigars, pipes or combined smoking). Only 20.72% (n=237) of respondents first started using tobacco in smokeless form (snuffs, tobacco chewing or combined smokeless tobacco). The rest, only 8.39% (n=96) of respondents, first used tobacco in both smoking and smokeless tobacco. Also, among 1034 daily concomitant tobacco users, 70.50% (n=729) started smoking cigarettes first. REALLY NICE!! Outcome of the Pearson correlation tests for age of tobacco use initiation and current numbers of ways used showed a small, significant negative correlation (r= -0.11, pwas associated with a larger number of ways of using tobacco. elevated the probability in becoming tobacco co-users. Moreover, tobacco users were separated into different categories, single way smoking, single way smokeless tobacco, concomitant use of smoking, concomitant use of smokeless tobacco, or concomitant use of smoking and smokeless tobacco. Chi-square test was conducted to examine each of two different categories and nicotine dependence. Single way smokeless tobacco users were found to have lower probabilities of becoming nicotine dependence than all the other groups of users, except of the concomitant use of smokeless tobacco users. Also, the group of concomitant use of smokeless tobacco users were also found to have lower probabilities of nicotine dependence than co-users of smoking and smokeless tobacco[LD11]. [EW12] Discussion The present study sought to examine whether age of onset of tobacco use was associated with nicotine dependence and numbers of kinds of tobacco used. The study also aimed to examine whether different kinds of tobacco use were differently related to nicotine dependence. Further, itToabccoTobacco use was also examined amongthe tobacco use of concomitant users. Four major findings appeared. First, different ways of tobacco use were actually associated with nicotine dependence differently. Whereas cigars and pipe smoking failed to independently predict nicotine dependence, the other three kinds of tobacco, cigarettes, pipe smoking, snuffs and chewing tobacco were independently positively related to nicotine dependence. Second, age of onset of tobacco use was associated with nicotine dependence. An earlier initiation of tobacco use enhanced the probability of getting nicotine dependence. Third, age of onset of tobacco use also had correlation with number of kinds of tobacco use. An earlie r onset also elevated the probability of becoming concomitant users. Lastly, most of the co-users of tobacco started with smoking cigarettes. The finding of different directions of association with nicotine dependence in various kinds of tobacco may be explained by discrete habits and intentions of tobacco use. Of the five kinds of tobacco, cigars and pipe smoking failed to independently predict nicotine dependence (p=0.40). Two facts may be the causes of this may explain this explainationsexplanations phenomenon. First,First, most of the cigar smokers and pipe smokers were concomitant smokers. AIt is possible that among all cigar smokers (n=1,119) and pipe smokers (n=215), 62.02% (n=694) of cigar smokers and 74.88% (n=161) of pipe smokers were concomitant tobacco users. Second, most cigar smokers and pipe smokers did not consume large amount of cigar products. 80.07% (n= 896) of cigar users smoked less than or equal to 14 cigars per month. 60.93% (n=[LD13]131) [EW14]of pipe smokers used pipe smoking 18 times or less. Such small dose of intake may not result in enough variety of nicotine dependence. To sum up, cigar users and pipe users probably consumed these products not for satisfying the desire for nicotine but simply for a hobby. The correlation between age of tobacco use initiation and nicotine dependence showed that early initiation enhanced increased the probability of nicotine dependence. In the case of a special substance, the cigarette smoking, early initiation also elevated the current useage amount. of tobacco product[LD15]. This outcome is consistent with previous literature that stated early age of onset was associated with heavy smoking in later life (Chen Millar, 1998). Although early age of onset has been evaluated with its potential to enhance tobacco use amount, difficulty in tobacco cessation (Chen Millar, 1998; Khuder et al., 1999) and tobacco use frequency (Taioli Wynder, 1991), result of the present study has initiated strong implication that age of onset may also directly influence the possibility of becoming nicotine dependent. Moreover, the relationship between age of tobacco initiation and current kinds of tobacco use indicated that early onset also promoted the probability of becoming a current polytobacco users. Previous researchers have discovered that evidence that gender, ethnicity, education and income are related to concomitant tobacco use (Bombard, Pederson, Nelson Malarcher, 2007). However, the present study has shown evidence for the association between age of tobacco use onset and concomitant tobacco users. Further, the present study showed that a significantly large proportion of concomitant users started using tobacco by smoking cigarettes, and then stepped initiated into other kinds of tobacco. The direction of shifting among different tobacco products has been studied by others, and several various results have emerged. While some have suggested that smokeless tobacco products may act as gateway substances to cigarette smoking (Hatsukami, Nelson Jensen, 1991; Haddock et al., 2001), others have also proposed that cigarette smoking initiates smokeless tobacco use (Riley et al., 1996). There are also some researchers that have claimed none of them initiates the other (Wetter et al., 2002). The outcome of the present study suggests that cigarette smoking is likely to precede smokeless tobacco use. In the pair comparisons of different combinations of tobacco use, the group that only used one kind of smokeless tobacco showed a significantly lower probability ofin becoming nicotine dependent than groups of single way smokers, concomitant smokers and co-users of smoking and smokeless tobacco. The only group that was not significantly different did not show significantce variation in sensitivity to nicotine dependence from the group of single way smokeless tobacco users was the group of concomitant smokeless [LD16]tobacco users. One of the reasonable explanation of such phenomenon is that smokeless tobacco may be less addictive than smoking (Henningfield, Fant Tomar, 1997). Another explanation is that smokeless tobacco users might use less amount of tobacco products per month. The ANOVA of the combined amount of tobacco products used per month was conducted to test whether smokeless tobacco users had smaller amount of tobacco use. The result showed that the average usage amount of single way smokeless tobacco users was 97.94, which was significantly lower than those of single way smokers, concomitant smokers and concomitant users of smoking and smokeless tobacco, which were 408.22, 460.77 and 584.38. Strengths and limitations There are several limitations in the present study. First, only frequency of use and usual use quantity were available for estimating the amount of the tobacco products used per month. Such calculation was incomplete for reflecting the actual amount of use. Moreover, there was no measure for Conclusions and implications OUTLINE Briefly summarizing what you found (Summary) Take the main sentences of the results, don’t keep changing the words Finding 1, 2, 3: linking them to previous literature When talk about literature, don’t keep writing about the results Strengths and limitations Conclusions and implications: what should future research look at References Breslau, N., Peterson, E. L., Schultz, L. R., Chilcoat, H. D., Andreski, P. (1998). Major depression and stages of smoking: a longitudinal investigation.Archives of general Psychiatry,55(2), 161-166. Chen, J., Millar, W. J. (1998). Age of smoking initiation: implications for quitting.HEALTH REPORTS-STATISTICS CANADA,9, 39-48. Dierker, L., Donny, E. (2008). The role of psychiatric disorders in the relationship between cigarette smoking and DSM-IV nicotine dependence among young adults.Nicotine Tobacco Research,10(3), 439-446. Grant, B. F., Dawson, D. A. (2006). Introduction to the national epidemiologic survey on alcohol and related conditions.Alcohol Health Research World,29(2), 74. Haddock, C. K., Weg, M. V., DeBon, M., Klesges, R. C., Talcott, G. W., Lando, H., Peterson, A. (2001). Evidence that smokeless tobacco use is a gateway for smoking initiation in young adult males.Preventive medicine,32(3), 262-267. Hatsukami, D., Nelson, R., Jensen, J. (1991). Smokeless tobacco: Current status and future directions.British Journal of Addiction,86(5), 559-563. Hatsukami, D. K., Lemmonds, C., Tomar, S. L. (2004). Smokeless tobacco use: harm reduction or induction approach?.Preventive medicine,38(3), 309-317. Henningfield, J. E., Fant, R. V., Tomar, S. L. (1997). Smokeless tobacco: an addicting drug.Advances in dental research,11(3), 330-335. Hu, M. C., Davies, M., Kandel, D. B. (2006). Epidemiology and correlates of daily smoking and nicotine dependence among young adults in the United States.American Journal of Public Health,96(2), 299-308. Jha, P., Chaloupka, F. J., Moore, J., Gajalakshmi, V., Gupta, P. C., Peck, R., Zatonski, W. (2006). Tobacco addiction. Khuder, S. A., Dayal, H. H., Mutgi, A. B. (1999). Age at smoking onset and its effect on smoking cessation.Addictive behaviors,24(5), 673-677. MacKenzie, T. D., Bartecchi, C. E., Schrier, R. W. (1994). The human costs of tobacco use. New England Journal of Medicine, 330(14), 975-980. Riley, W. T., Kaugars, G. E., Grisius, T. M., Page, D. G., Burns, J. C., Svirsky, J. A. (1996). Adult smokeless tobacco use and age of onset.Addictive behaviors,21(1), 135-138. Taioli, E., Wynder, E. L. (1991). Effect of the age at which smoking begins on frequency of smoking in adulthood.N Engl J Med,325(13), 968-969. Wetter, D. W., McClure, J. B., de Moor, C., Cofta-Gunn, L., Cummings, S., Cinciripini, P. M., Gritz, E. R. (2002). Concomitant use of cigarettes and smokeless tobacco: prevalence, correlates, and predictors of tobacco cessation.Preventive medicine,34(6), 638-648. [LD1]You need to say what ethnic groups or which gender are more likely to use tobacco. It is not enough to say ethnicity and gender are associated with tobacco use. [LD2]This needs to be preceded by what the literature has shown on age of onset. In its current form, the paragraph comes a bit from left field for the reader. [LD3]You can include this in your results, but I don’t think it is on par with your other questions, so it does not need to be included here. [LD4]Not sure how to edit this, but a little less clear than earlier descriptions. [EW5]Describe the categories [LD6] We can discuss. [EW7]One decimal place for percentage and number Two decimal places for SD and SE [EW8]Add the sentence stating the likelihood, odd ratios and confidence intervals [LD9]Logistic regression? [EW10]Maybe I can delete it [LD11]Add the actual rates to this sentence. [EW12]Should I add some more details? [LD13] [EW14]Decide whether to delete it or put it in the result part [LD15] [LD16]

Virtual Child Ages 11-16

Maureen Gillespie PSY 206 – Dr. Greenspan Montgomery County Community College April 15, 2013 Assignment #2 Adolescence is defined as the transition between childhood and adulthood. Many changes happen at this stage. Adolescence involves things such as puberty, greater independence, and a time when someone begins to construct their identity. Identity means their life value and goals including a secure sense of who they are in terms of sexual, vocational, and moral ethics. In the next few paragraphs I will be discussing my Virtual Child, Maeve as she went through adolescence (ages 11- 16).I am going to delve into the different changes I saw in her and how they relate to theories proposed by Piaget, Erikson, Marcia, and Gardner. Each theory deals with development through adolescence and will help give a better understanding of this time in Maeve’s life. According to Piaget, around age 11 young people enter the formal operational stage. Here they develop the capacity for ab stract, systematic, scientific thinking. Whereas concrete operational children can â€Å"operate on reality,† formal operational adolescents can â€Å"operate on operations. They can come up with new, more general logical rules through reflection, rather than just using concrete things as objects of thought. (p. 301). Formal operational thought invokes verbal reasoning about abstract concepts. Adolescents doing things such as physics are examples of their operating within this stage. Maeve always did well in her math and science grades but, by 10th grade she was very enthusiastic about physics. She even went and entered one of her science projects into a county-wide science fair. Maeve has also taken, and done well, in art since the 7th grade.At age 14, Maeve's English class required she submit a poem into a school-wide contest. Maeve's poem took home first place in the contest, and her work was placed in a state-wide contest. Her work on art and poetry were reflections of h er inner feelings and were not just focused on concrete objects. As Maeve grew cognitively through this stage of her adolescence, she also went through a great deal of emotional and social change. These changes were obvious to us as her parents. These changes were signs that she could think logically and scientifically and was trying to put it all together to form her own identity.Identity is defined as a well-organized conception of the self, consisting of values, beliefs, and goals to which the individual is solidly committed. Erikson was the first to recognize identity as the major personality achievement of adolescence and as a crucial step toward becoming a productive, content adult. (p. 314) Identity is planted in an individual early in life, but it is not until late adolescence and early adulthood that people really take on the task and delve into finding their own identity.By age 12, Maeve began to argue with us over little things such as clothes, bedtime, and household chor es. These weren’t things we usually argued over, in fact we rarely argued at all, but as she changed emotionally, so did our arguments. She would talk frequently about what is and isn’t â€Å"fair. † Her moral development was forming as she started to differentiate her thoughts like this. As Maeve progressed through adolescence, she continued to grow morally and socially, but remained relatively easy going and well-behaved. She did well in school, saved her money, and was involved in after school activities.By the time she was 16, these actions proved she was responsible, and after practicing with me, she went for her driving test. She was just like any other teenager who wanted to hang out, go shopping, and drive around. But, she still always checked-in with us and was rarely late. She had begun to find her identity through independence and was doing well. Maeve was involved with sports and was looking happily ahead on her path towards college. But, late in 11t h grade, Maeve started to change for what could have been the worse.She had quarrels with girlfriends, engaged in a few senseless pranks, and began to date boys. At one point, as an act of defiance, she ran off with her boyfriend and they both got matching tattoos. During the times when she was feeling down, she wouldn’t talk much, but always knew she could. But, when Maeve was ready to talk, she was confident in herself and what she stood for. While her decisions weren’t always that irresponsible, we still found that we didn’t always agree with her. But for Maeve, she seemed to know she was in a trial and error phase of growing up and had to see what worked for her.We had to let her develop that. Much like Maeve’s trial and error phase, Erikson’s theory of identity versus role confusion explains psychological conflict of adolescence. This theory states that this conflict is resolved positively when adolescents achieve an identity after a period of exploration and inner soul searching. If a young person’s earlier conflicts were resolved negatively or if society limits their choices to ones that do not match their abilities and desires, they may appear shallow, directionless, and unprepared for the challenges of late adulthood. p. 314). Maeve luckily didn’t make many choices that were resolved negatively. These social and emotional changes weren’t always easy for the rest of the family to deal with, but they were a part of her growth. With us there to provide nurturing support, she was able to develop her own healthy identity after her period of â€Å"soul searching. † Researchers commonly evaluate progress in identity development on two key criteria derived from Erikson’s theory. These two criteria are exploration and commitment. Marcia yielded from this, four â€Å"identity statuses. These four statuses are: identity achievement, identity moratorium, identity foreclosure, and identity diff usion. Identity moratorium is exploration without commitment to value, foreclosure is commitment in the absence of exploration, and diffusion is an apathetic state where you don’t commit or explore. The following example shows how Maeve does not fit into either of these categories. As you know from previous examples, Maeve explored many social and behavioral changes in her adolescence. One conversation sits with me the most. I had a conversation once with Maeve after she was off the school bus in about 10th grade.She described a situation where she had a conversation with a good friend, heard her friend’s values, didn’t agree, and respectfully listened while providing feedback as necessary. She came home to tell me all about her values and how she didn’t openly or rudely oppose her friend just because her friend thought differently than she did. She also didn’t change her own values because of this. This is a perfect example of identity achievement which is defined as a commitment to values, beliefs, and goals, following a period of exploration. Maeve stayed true ith these beliefs, stayed on track with her goals in life, and is all set to go to the college of her dreams, because that is what she values. In looking at adolescence it is important to look at how they develop their intelligence. Howard Gardner developed a theory about various intelligences. He articulated seven criteria for a behavior to be considered intelligence. These were that the intelligences showed: 1. Potential for brain isolation by brain damage, 2. Place in evolutionary history, 3. Presence of core operations, 4. Susceptibility to encoding (symbolic expression), . A distinct developmental progression, 6. The existence of savants, prodigies and other exceptional people, 7. Support from experimental psychology and psychometric findings. Gardner chose eight abilities that he held to meet these criteria: spatial, linguistic, logical-mathematical, bodily-kin esthetic, musical, interpersonal, intrapersonal, and naturalistic. I believe that Maeve’s highest intelligences are logical-mathematical, bodily-kinesthetic, and interpersonal. She excels in her school work and is involved in higher level physics than that of her grade level.She participates in science fairs and enjoys using her mind to solve problems. She has always been a social butterfly and enjoys the outdoors. While she did play an instrument for some time, she didn’t enjoy it and wouldn’t be considered the musical type. While she is coordinated when playing sports, she has more than once ran into the trash cans while backing out of our driveway which would make me say she is not of the spatial intelligence. I also would consider a weaker intelligence for her to be linguistics. While she is intelligent it is not her strongest suit, as she isn’t the most eloquent speaker.In conclusion, there are many factors that come into play when a child is growing through adolescence. They change emotionally, spiritually, mentally, and physically. All of this is to work towards gaining a sense of self and identity to carry with them through adulthood. By taking the time and letting your child go through these phases with your background support, you are preparing your child to take on their world. References * Berk, L. E. (2010). Exploring lifespan development. (2nd ed. ). Illinois: Pearson College Div.

Preschool Education System Essay

Ramona is a hard-working, loving, single mother of two preschool aged girls, Theresa and Rosa. She works overtime every week, just to make ends meet for her and her children. Ramona and her children are in poverty. Unfortunately, statistics indicate that Theresa and Rosa will struggle to receive the quality preschool education they need to in order to succeed throughout Kindergarten, grade school, high school and into adulthood. According to one study by Sum and Fogs, students living in poverty rank in the 19th percentile on academic assessments, while their peers who are part of mid-upper income families rank in the 66th percentile on the same assessments (Lacour and Tissington, 2011). â€Å"The achievement gap refers to significant disparity in low educational success between groups of children: low-income and minority children as compared to higher income and non-minority children† (Early Education for All). This academic achievement gap is unacceptable and every child dese rves the chance to excel to their fullest potential in school, in order to prepare for adulthood. Preschool is a pertinent part of a young child’s education, which has been proven successful many times in preparing children for grades K-12, and beyond. â€Å"Practitioners and researchers alike contend that the enrichment of preschool makes a difference especially for children living in poverty† (Loucks, Slaby, and Stelwagon). By providing all children with access to preschool programs, the educational achievement gap can be reduced. Unfortunately, since preschool is not a government mandated educational requirement, preschool must be privately funded, leaving families who are unable to pay tuition costs are. This is an opportunity that Theresa and Rosa would miss out on because Ramona cannot afford the tuition. Because of these lasting cognitive and social development benefits that preschool can provide, it should federally funded educational requirement. Quality preschool education needs to be regarded as a constitutional right, not a socioeconomic privilege. There is an increasing educational achievement gap in the United States, between children of low-income families, and their peers, due to their limited access to a preschool education. It has been proven time and time again, that underprivileged children, who are not provided with the access to a preschool education, perform lower in later academic learning, than those who were afforded a preschool education. One study in California revealed that second and third grade students of low-income families who did not attend preschool were significantly less proficient in English and Mathematics (Loucks, Slaby, Stelwagon, 2005). Another California survey illustrated that poverty stricken children entering kindergarten were six months behind their wealthy peers in pre-reading skills. (Loucks, Slaby, Stelwagon, 2005). Children of low-income families are also much more likely to encounter environmental and health risk factors. (Early Education for All). These risks can potentially impede on a child’s readiness for school. For example, children living in poverty have been proven to begin kindergarten with significantly less mathematical knowledge than their peers. â€Å"This would suggest that the preschool experience is a mechanism to level the playing field and fully prepare students to succeed in kindergarten† (Loucks, Slaby, Stelwagon, 2005). By entering the early grades without having the proper pre-requisite education and skill sets, children run the risk of falling behind in class. When a student enters kindergarten unprepared, the students risk of grade retention increases, not only in kindergarten, but also in the grade school years to follow. Catching up to the required proficiency level becomes harder and harder for the student, and in some cases, the student will simply giv e up and either fail or drop out. Access to preschool education for these children can help to close the educational achievement gap, and prevent grade retention, by providing these children with the tools and skills necessary to prepare for Kindergarten and beyond. The United States of America prides itself on its educational standards, and even has ratified educational laws which require children to meet proficiency standards in reading and mathematics at certain grade levels, as indicated in the No Child Left Behind Act. The law incentivizes those school districts which show improvement in test scores, and enforce corrective actions upon those districts who continuously fail to improve student proficiencies. Still, these underprivileged children are left behind, and find it continually challenging to catch up, as the school grades progress. A child’s odds of academic accomplishment are maximized when attending a high quality preschool program, especially within the lower-income communities. This theory has been put to the test. In New Jersey lays a group of the thirty one most poverty stricken districts in the state called the Abbott Districts. The state of New Jersey granted these districts a program which funds preschool education within the districts to their children in order to close the achievement gap for poverty stricken students. The results were noteworthy, and the funds allocated to this cause were well spent. Children who attended this program improved on their math, language and literacy skills. The kindergartners who had previously attended the program closed the academic achievement gap by a remarkable fifty percent between their own literacy scores and those of the national average (Early Education for All, 2005). These results proved the program to be a great success. Studies have been conducted all over the United States, pertaining to children in poverty and the profound effect a preschool program can have on each child’s continued education. In a fifteen year follow up study in Chicago, Illinois, children who attended preschool were proven to be significantly more academically successful than their peers who did not attend preschool. At the age of thirteen, this group of children’s academic scores was sixty percent higher than those who did not attend. By the age of twenty, this same group who had attended preschool was thirty percent more likely to complete high school, and forty percent less likely to experience grade retention or be enrolled in special education classes (Early Education for All, 2005). It is important to remember, however, that although the strongest support for the advantages of preschool education indicates that underprivileged children benefit most, all children, regardless of socioeconomic status can benefi t academically from a preschool education. When a child has had the privilege of attending a quality preschool program, that child is also much more likely to adjust socially in adulthood, than those who did not attend a preschool program. According to Loucks, Sharon, Slaby and Stelwagon, those who have attended a quality preschool program are also less likely to have long periods of unemployment or welfare, and drop out of school. (â€Å"Why is preschool essential in closing the achievement gap?† par. 1). Adults who attended preschool as a child also have been proven to reduce delinquency and crime throughout adulthood (Barnett, 2008). Preschools are not only about cognitive learning, but they give a formal education to pre-kindergarten aged children on the developmental concepts of interaction with their peers. These lessons stay with the children through the remainder of their life. Without those lessons, many do not develop the social skills needed to succeed in our society. Preschool education is not only beneficial to the individuals who attend the programs, but it also benefits community and the local economy as a whole. Funds invested into preschool programs provide a significant return to the community. The RAND Corporation, a non-profit organization which provides objective analysis through surveys and research (The RAND Corporation), recently performed a study which found that for every on dollar invested into quality preschool programs for underprivileged children, two dollars and sixty-two cents was returned into the labor force and economy (Loucks, Slaby, and Stelwagon, Fall 2005). That is a two hundred and sixty percent return on investment. The direct return on this investment alone is more than enough to warrant a universal program. This study does not even include other potential indirect financial returns. Other financial returns from a public preschool investment would also be present in the lowering of state Medicaid costs, law enforcements costs, and other low-income assistance costs, such as food vouchers, homeless shelters and unemployment pay, which cost the government and tax payers a significant amount of money every year. Preschool is a necessary business investme nt for our economy to yield a higher return rate, than the current K-12 requirements today. The concept of a universal preschool program is not unheard of, not even in the United States. Most state government funded preschool programs are targeted toward children of lower income households. These programs have been put into place in a collaborative effort to close the educational achievement gap that exists in our society. However, some states, and even entire countries have already begun governmentally funding preschool programs, not just for underprivileged children whose families cannot afford the tuition, but for all pre-kindergarten aged children. In 1998, Oklahoma legislation ruled to make all four year olds eligible for a universal quality pre-kindergarten program (Sacks and Brown Ruzzi, 2005). Of course, a program as significant as this would not go without continued research and analysis. In a study performed between 2002 and 2003, significant supporting evidence was found which indicated that the program was a success. The study showed increased academic test scor es in the subjects of reading, spelling, writing and mathematics skills (Gormley, Gayer, Phillips and Dawson). Oklahoma is not the only state to equalize education for all children, regardless of their socioeconomic status. With the revenues from a state lottery, and the leadership of, then governor, Zell Miller, Georgia was the first state in the United States to offer a publically funded preschool program (Early Education for All, 2005). Similar to the findings in the study of Oklahoma’s program, Georgia’s program was also proven to be successful. A study found that more than eight percent of students who had attended the program ranked average or above upon evaluation third-grade readiness (Sacks and Brown Ruzzi, 2005). A universal preschool program is not just a theory waiting to be tested, it is already in effect in some areas, and is proving its value in this country’s educational achievement. If we do not put into place the appropriate interventions in the society, the educational achievement gap will only widen, costing more and more tax dollars, and most importantly, costing children the equal opportunity of prosperity in this country. This gap can be diminished significantly by providing each and every child in this country with the equal educational opportunity of a quality preschool program. Such a program provides this nation’s youngsters with the skills they need in order to meet the countries educational standards throughout the span of their education. It is unfortunate that in this land of opportunity and prosperity, that in order to grown and succeed; our children are subject to exclusion of such a beneficial educational tool, because of his or her parents’ inability to afford tuition costs. With our current economic status, our children, the future of this nation, must be provided every advantage possible in order to change this economy around. An investment should be made in our future today by providing a constitutional right to a quality and inclusive preschool program to all children. Works Cited Loucks, Sharon, Slaby, Robert, and Stelwagon, Patricia. â€Å"Why is preschool essential in closing the achievement gap?† Educational Leadership and Administration Fall 2005: 47+. Academic OneFile. Web. 7 Oct. 2012. Document URL: http://go.galegroup.com.ezp1r.riosalado.edu/ps/i.do?id=GALE%7CA142874683&v=2.1&u=mccweb_riosalado&it=r&p=AONE&sw=w Strategies for Children. â€Å"Early Childhood Education: A Strategy for closing the Acheivement Gap†. Spring 2005. Web. 06 Oct. 2012. Document URL: http://www.strategiesforchildren.org/eea/6research_summaries/07_AchievementGap.pdf Marcon, Rebecca A. â€Å"Moving up the Grades: Relationship between Preschool Model and Later School Success.† Early Childhood Research and Practice 4.1 (2002). 06 October 2012. Document URL: . Gormley, William T., Jr., Gayer, Ted, Phillips, Deborah and Dawson, Brittany. † The Effects of Universal Pre-K on Cognitive Development.† National Institute for Early Education Research. 06 October 2012. Document URL: http://www.crocus.georgetown.edu/reports/oklahoma9z.pdf Barnett, W. S. (2008). Preschool education and its lasting effects: Research and policy implications. Boulder and Tempe: Education and the Public Interest Center & Education Policy Research Unit. Retrieved 10/06/2012 from http://epicpolicy.org/publication/preschooleducation Sacks, Lynne and Brown Ruzzi, Betsy (2005). Early Childhood Education: Lessons from the States and Abroad: 2005. National Center on Education and the Economy. The New Commission on the Skills of the American Workforce. Retrieved 1027/2012. Document URL: http://www.ncee.org/wp-content/uploads/2010/04/Early-Childhood-Education.pdf Lacour, Misty and Tissington, Laura D. (2011). The effects of poverty on academic achievement.. Retrieved 11/03/2012. Document URL: http://www.academicjournals.org/err/pdf/pdf%202011/july/lacour%20and%20tissington.pdf The RAND Corporation. (n.d.). RAND Corporation: Obective Analysis. Effective Solutions. Retrieved November 03, 2012, from The RAND Corperation: http://www.rand.org/