Impact of the Stressors of Undercover Operations

Impact of the Stressors of Undercover Operations The present paper has three purposes: (a) to discuss undercover operatives and the stressors inherent to undercover operations based on literature review, (b) to outline the proposed research project, (c) and to examine the expecting findings, conclusions, limitations and relevance for policy and practice of the proposed research project. Keywords: undercover officer, police, stress, personality test It is almost impossible to turn on the news or to watch prime time television without a reference to a takedown or a main character on a sitcom who is an undercover operative. Society is fascinated and romanticizes undercover operatives. These operatives are often portrayed in high risk situations which they usually take on and survive triumphantly. Nevertheless, what most of these news headlines and sitcoms miss is the very complex and difficult work that make up most successful undercover operations. In fact, the public rarely if ever hears or reads about the impact that undercover operations have on the operatives and their personal lives. With the increase in the numbers of Federal Bureau of Investigation (FBI) agents working undercover, in 1979 the FBI administration became concerned with the detrimental aspects of the personal commitment required for undercover operations. In 1980 a study was conducted to determine the nature and extent of the stressors being experience by undercover operatives in order to devise methods of reducing their negative effects. The current study will replicate the analysis conducted in 1980. In addition, the present study will further examine the stressors inherent to undercover operations and will focus on undercover operatives negative emotions, reactive behaviors and coping strategies. Problem Statement Undercover operations impact not only the undercover operatives professional life but their personal life as well. There is very little research that addresses this impact or the strengths and limitations of undercover work. The empirical research on police stress in general and undercover stress specifically is limited by quantity, how current and relevant the results are, and the methods employed. The current study seeks to fill this gap in the literature by examining the stressors inherent to undercover operations and determining an undercover agents coping strategies (personality, psychological and social) when dealing with these stressors. Relevance of the Problem As the numbers of FBI agent and task force officers conducting undercover work continue to increase, so do the numbers of psychological assessments being conducted by the FBI Undercover Safeguard Unit (USU). Currently, many of these undercover operations include the infiltration of terrorist and extremist groups. These types of operations have successfully prevented planned terrorist operations in Portland, WA and Baltimore, MD. Nevertheless, the literature has little to offer on the stress brought on by issues such as dual betrayal which is inherent in these types of operations, and represents one of a number singular stressors involved in undercover operations. It is important to examine dual betrayal and other stressors inherent to undercover work in order to determine the risk factors as well as the protective factors that can contribute to the psychological well being of an undercover operative. Implications for policy and/or practice Based on the results of this study recommendations can be made on selection, supervision and administrative procedures designed. These recommendations will seek to minimize the extraneous forms of stress which may negatively impact an undercover operative. In addition, the outcome of this study should help to sensitize the undercover operative and their supervisors to the most destructive forms of stress and to identify the warning signs which indicate that these forms of stress have reached a dangerous level. Lastly, the result of this study can be used to develop new and innovative investigative approaches and techniques in psychological assessments and counseling that would address the undercover employees psychological well-being and operational readiness to engage and/or continue to function in covert or day to day investigations. Literature Review Law enforcement officers (LEOs) are faced with very unique and stressful situations. These situations may include face to face encounters with violent offenders as well as crime scenes with diseased and injured offenders and victims. Many times these law enforcement officers are rejected by the same community they have taken an oath to protect. There are communities which lack respect an admiration for an institution they deem as cruel and corrupt. Therefore, law enforcement officers must effectively mediated and counteract the inherent job related stressors as well as those stressors which are unique to their identity as police officers (Noblet, Rodwell, Allisey, 2009; Adams Buck, 2010; Shane, 2010; McCarty, Zhao Garland, 2007). Many LEOs are unable to successfully incorporate adaptive strategies for mediating occupational stressors. Unfortunately, some of these LEOs succumb to traditionally maladaptive coping mechanisms. This in turn negatively impacts their personal and professional lives which results in more stress and unfavorable outcomes. There are particular segments of the law enforcement community that are exposed to greater number of systemic stressors than others. These LEOs often have workloads that significantly impact their opportunity and ability to utilize coping strategies and to minimize the effects of experienced stressors (Waters Ussery, 2007; Gersho, Barocas, Caonto, Li Vlahov, 2009). Undercover operations attract LEOs who are highly conscientious and have performed well and reliably under stressful and demanding circumstances. Undercover operations are sought out by agents/taskforce officers and their supervisors alike. These types of assignments are often viewed as a stepping stones to professional advancement and personal achievement. There are LEOs who excel in undercover assignments; these officers successfully adapt potentially harmful distress changing it into beneficial stress (eustress). Nevertheless, a review of the literature indicates that LEOs who have healthy coping mechanism are the exception and not the rule. Undercover operations impact the LEO as well as those who surround them. Long-term undercover operations in particular required excessive amounts of time and dedication that are at times inconsistent with the perception and ideologies of many experienced officers (Cuttler Muchinsky, 2006; Cochrane, Tett, Vandecreek, 2003). Long-term operations require the development of a unique relationship with the target. Additionally there is a different relationship between these undercover operatives and their supervisors which at times can intensify an undercovers feelings of isolation and abandonment. These undercover LEOs role playing requirements can be confusing and distressing which in turn negatively impacts their social relationships. Many times the unspecified but understood requirements of undercover operations can end in the downward spiral of a brilliant career, resulting in dysfunctional relationships, personal hardship, a loss of self-esteem and self-respect, and mental and physical damage (Noblet, Rodwell, Allisey, 2009). Several factors can contribute to this downward spiral. Lack of adequate training, lack of effective supervision, unrealistic work demands and an under covers constant need to succeed in an operation are some of the factors that have been observed. Unfortunately, undercover operatives who do not succeed in their respective operations as perceived by the undercover or their supervisors succumb to feelings of shame and embarrassment, become withdrawn, irritable, at times lashing out against the target due to fear, frustration or displaced anger. Undercover operations would seem to heighten the emotional stressors already present in the law enforcement community. Nevertheless, those undercover operatives who acknowledged the negative effects of stressors and reach out for assistance are likely to be ridiculed and ostracized by their colleagues and supervisors. These officers are at times labeled as weak, untrustworthy and/or damaged goods (Cuttler Muchinsky, 2006). In order to understand the impact of stress on law enforcement operatives, it is important to examine stress from an individuals perspective. This examination should include the detrimental and beneficial impact of undercover operations on the professional, personal and social environment of an operative. Most individuals seek to minimize stressors and maximize the rewards (psychological at times) in order to carry on their everyday lives. The sense of purpose from successfully performing an assignment at work and at home can be one such reward. An individuals occupation can provide a source of pride, accomplishment and personal achievement. Nevertheless, this same occupation can be embedded in a stressful environment that fosters frustration causing mental and physical harm. LEOs are constantly exposed to dangerous situations, emotional distress by others, threats to personal safety and life altering split second decisions. This may be compounded by the lack of respect from the public, frustration with the criminal justice system and accumulated experiences of critical incidents. This leaves the LEO susceptible to chronic stress. This is considered a unique trait of the law enforcement profession (Swenson Plebanski, 2009). Additionally, an undercover operatives self expectations and demands from the law enforcement subculture can add to the experiential stressors and behavioral responses. Unique coping strategies in dealing with these stressors have been observed within the law enforcement community. The literature has examined the maladaptive coping strategies that are utilized and the impact that these strategies may have on undercover operatives personal, professional and social lives. These maladaptive coping strategies include but are not limited to; emotional detachment cynicism, alcohol abuse, sexual promiscuity, and high risk behavior (McCarty, Zhao, Garland, 2007; Shane, 2010) . The impact that these maladaptive coping strategies may have on the undercover operatives life has not been succinctly analyzed or discussed in the literature. The empirical research indicates that work assignment can be related to levels of experienced stress within the law enforcement community and can contribute to the subsequent use and acceptance of alcohol as an attempt to mediate levels of stress. Coping strategies that are utilized to address the issue of work related stress are serious concerns for all LEOs; however, some assignments within the law enforcement community may be seen as more stressful than others and may be more pertinent for examination of both work related stress and coping strategies (Gershon, Barocas, Canton, Li, Vlahov, 2009). Undercover assignments, for instance, have been identified as one of the most stressful duties within the law enforcement community. Consequently, further examining the impact of undercover assignments on LEOs can provide a valuable contribution to the literature on police stress (Krause, 2008; Varela, Boccaccini, Scogin, Stump, Caputo, 2004). The psychological problems that can be encountered by a LEO in undercover operation include but are not limited to paranoia, isolation, nervous tension, depression, fear, and anger. Furthermore, more serious personality disorders appear common among officers, both during and after the completion of undercover operations. These disorders also may involve depression, anger-hostility, differing phobias, paranoia, psychotic ideation, and interpersonal insensitivity (Adams Buck, 2010; Carlan Nored, 2008). Overall, the level of suspicion that many officers encounter, and cannot effectively deal with, may cause problems in all areas of their professional and personal lives. In addition to the inherent stressors of undercover work, officers also can experience levels of alienation from society, as well as from their colleagues. The anger and resentment experienced by undercover officers may lead to a self alienation, which exacerbates previous feelings and contributes to the stressors being experienced by the LEO (Carlan Nored, 2008). Finally, undercover assignments can place additional, and sometimes overwhelming, pressure on the personal lives of those involved in such operations. Partners of those assigned to undercover operations are subjected to odd working hours and unpredictable schedules. They are faced with days and even weeks of the officer partner being away from home, and they may experience continual concern for the safety of the LEO. Additionally, operatives engaged in undercover operations are often involved in a role that requires late night partying, the consumption of alcohol, and interactions with members of the opposite sex with whom the officer is attempting to gain trust and confidence. In this setting, the officer may undergo changes in personality and lifestyle as a result of the role, which becomes apparent to the significant other. These stressors represent only a number of the issues that most undercover operatives must effectively deal with day in and day out. Research Strategy Undercover law enforcement officers are dealing with a number of stressors such as divorce, psychological disorders and suicide. In some cases undercover law enforcement officers, given these and other stressors, have been involved in criminal behavior, corruption, and espionage. It is important to determine the nature and extent of the stressors inherent with undercover work and to devise methods of reducing their effects. The purpose of this study is to: Identify those stressors inherent to undercover assignments within federal and local LEOs and to determine the relationship between specific personality, psychological and interpersonal relations orientation styles and the ability to cope with stressors prevalent in undercover operations. The questions being examined are: Is there a significant correlation between personality styles (independent variable) and an undercover law enforcement officers ability to cope with stressors prevalent in undercover assignment (dependent variable)? Is there a significant correlation between psychological characteristics (independent variable) and an undercover law enforcement officers ability to cope with stressors prevalent in undercover assignment (dependent variable)? Is there a significant correlation between interpersonal relations orientation (independent variable) and an undercover law enforcement officers ability to cope with stressors prevalent in undercover assignment (dependent variable)? The research questions will be addressed through the use of validated and reliable psychometric tests. A quantitative research design consisting of psychometric test administered to LEOs assigned and formerly assigned to undercover operations, as well as those who never have been so assigned, will be utilized. Recognizing the impact of undercover assignments on the individual officers involved can assist in addressing the bigger issue of the impact on the law enforcement community. This research has implications for law enforcement agencies concerned with the emotional and professional welfare of officers assigned to undercover duties, and it provides some understanding of the effects of such operations on officers at the individual, social, and professional levels. Furthermore, the results of this study can provide valuable insight into the human toll of undercover operations and allows for the examination of this issue from a holistic and concerned perspective. Data Independent Variable The independent variables will an under covers personality style as measured by the 16PF or 16 Personality Factors test. An under covers psychological characteristics as determined by the MMPI-II, the Minnesota Multiphasic Personality Inventory. Lastly an under covers interpersonal relations orientation will be analyzed with the FIRO-B, the fundamental interpersonal relations orientation assessment. Dependant Variable Ideally, measuring the stressors inherent to undercover operations and the coping strategies used by undercover operatives would address the research questions. Thus, the dependant variables measured will be the inherent stressors of undercover operations and coping strategies used. Sample The sample of participants will be a representative stratified sample. The focus will be on undercover law enforcement officers. Ideally, there will be a total of approximately 100 participants in the control and three experimental groups in order to conduct an adequate statistical analysis. This would be a total of 400 participants. Methods Approximately 400 undercover law enforcement officers will be separated into four categories: No experience (control group)- No actual experience as an operative although may possess considerable experience in undercover operations as a contact of back up. Occasional experience (experimental group)- Occasional assignment as an undercover operative for short periods of time (2 days or less). Frequent experience (experimental group)- Frequent assignment as undercover operative but not extended or continuous undercover role requirements (30 days or less). Long term experience (experimental group)- Long term or deep cover experience with extended or continuous role requirements (in excess of 30 days). Execution Procedure: The undercover law enforcement officers will be administered the following test during regularly scheduled safeguard assessments: 16 PF: 16 personality factors a personality assessment (APPENDIX I.) MMPI-II: Minnesota Multiphasic Personality Inventory (MMPI) is test is used to assist in identifying personality structure and psychopathology (or SCL-90R, Millan Instrument MCMI-3) (APPENDIX II.) FIRO-B: Fundamental Interpersonal Relations Orientation (FIRO) is an assessment for interpersonal relations (APPENDIX III.) The Holmes and Rahe Stress Scale: The Holmes and Rahe stress scale is a list of 43 stressful life events that can contribute to illness. (APPENDIX IV.) The Coping Strategies Inventory: is an assessment designed by Rory C. Reid, MSW, Provo Counseling Center. (APPENDIX V.) Anticipated Data Analysis Plan The researchers plans on using Structural Equation Modeling in order to test and estimate causal relations (between personality traits, psychological characteristics, interpersonal relations orientation and an UCs ability to cope with stressors) using a combination of statistical data and qualitative causal assumptions. Expected Findings and Conclusions I expect to identify the stressors inherent to undercover operations. In addition, to determining the specific personality, psychological and interpersonal relations orientation needed to effectively cope with the stressor inherent to undercover work. Expected Relevance for Policy and Practice Research focused on police stress and undercover operations has provided important, but limited insight into the impact of undercover operations on the professional, personal, and social lives of the operatives. There is a lack of empirical research addressing the positive values of undercover assignments from the individual perspective. Therefore, further research is required to identify the impact that undercover assignments have on the lives of those who function in this capacity. Such an understanding is required for efforts to prevent the psychological and physiological damage that can result from continual and high impact stressors faced in undercover operations, and reduce the maladaptive coping methods utilized to counterbalance such stressors. Limitations of the Research The results of this study can only be generalized to the undercover law enforcement population. The researcher also understands that sample size will also determine the genralizability, validity and reliability of this study results to the undercover community. In addition, the operational definitions for four categories of undercover officer, coping strategies and inherent stressors to undercover operations can create bias and may affect the end results of the study. Relevant IRB Issues The IRB will be concerned with determining and assuring that the information obtained on the undercover operatives is recorded in such a manner that the operatives cant be readily identified, directly or through identifiers linked to the operatives; and any disclosure of the operatives responses outside the research could reasonably place the operative at risk of criminal or civil liability or be damaging to the operatives financial standing, employability, or reputation. Given the fact that the study will use historical data currently stored at the Undercover Safeguard Unit (USU), the IRB will further be concerned with making sure that the collection or study of existing data, documents, and records is recorded by the investigator in such a manner again that operatives cannot be identified, directly or through identifiers linked to the operatives. Lastly the IRB will ensure that the approvals of academic and professional department or agency heads are obtained.

Glasgow 5th March

This is a critical essay for Glasgow, 5th March, 1971†², by Edwin Morgan, which is a modern instimatic poem about a shocking crime committed upon a ‘young man and his girl' by ‘two youths' and witnessed by two annonymous expressionless drivers who pass by without even aknowledging the crime. Morgan manages to make us feel as if we are watching this incident happen and effectively conveys the incident in the form it takes, unemotional, detached and ‘formal'. This feeling is fistly shown in the title, which is simply a place and date, the title implies it isn't a poem but some kind of record or headline.In this critical essay I am going to show how the poet Edwin Morgan uses violent and anonymous themes to create a lasting impression with the help of techniques like setting, imagery and word choice. In the first stanza Morgan makes excellent use of imagery and word choice, catching our attention with the words ‘With a ragged diamond, of shattered plate glas s’ This phrase immediately makes the reader think of something sharp, sparkling and dangerously beautiful. When the words diamond and shop window are put together like this we imagine them as small sparkling diamonds.This impression is carried on later in the poem when the writer describes the setting as ‘a sharp clear night' Even though the writer has said nothing of what sort of shop it is we subconsciously imagine a jeweller's shop. This is technique effectively puts the reader at the scene of the crime. In the second verse the poet uses another technique, a metaphor that emphasises the brutality of the attack â€Å"bristling with fragments of glass† This metaphor the could be comparing bristles of hair to the bristles of glass lying on the mans face. It is an effective comparison because it helps the reader imagine all the tiny particles of glass.It shows that poet wants us to recreate the incident as we read, with as much detail as possible. Edwin Morgan als o uses clinical language to describe the injurys to the couple. A key example of that is the phrase, ‘spurts arterial blood' His word choice makes the the scene more violent but also continues to detach the reader from the young victims This successfully describes the scene without showing any emotion from the writer or the victims while still going along with the violent theme. Edwin Morgan uses onomatopoeia when he says the phrases ‘shattered plate glass', ‘bristling with fragments of glass' ‘spurts'.The continuation of the ‘sh' and ‘s' sounds throughout the poem help paint a clearer picture of the crime in the readers head. This technique is successfull as phrases add sound effects to the silent image in the readers head. The writer does not add any emotions, but he does add facial expressions of the characters. About the young man and his girl he says that, â€Å"Their faces show surprise, shock, And the beginnings of pain† This quote i s effectivly emphasises the speed of events this is evident from the writer describing the how the characters are only just beginning to feel the pain when we are reading the third stanza.The couple are also kept anonymous creating one of the main themes of the poem. This use of word choice again doesn't show any emotion while still successfuly describing to the reader what is happening to the victims. Morgan also tells us about the two youths faces with the phrase ‘Their faces show no expression. ‘ This is the main quote that tells us that the two youths have no remorse for what they have done it also leaves the two youths anonymous like the young couple they have just pushed This helps to carry on the anonymous theme through the poem.

Humanism and the Renaissance + Protestant Reformation Essay

The later Middle Ages is characterized as a time of great transition and advancement, especially pertaining to areas of politics, economics, art and intellect. A new trend towards the pursuit of new knowledge and ideas first emerged in fifteenth century Renaissance Italy. This new area of intellect marks the emergence of humanism, which essentially came to be the defining characteristic leading up to the Scientific Revolution in the eighteenth century. The Protestant Reformation can be seen as the second catalyst to the Scientific Revolution, which occurred around the turn of the fifteenth century. It was the combination of the expansion of humanism first witnessed during the Renaissance creating the desire for knowledge, greater meaning and ultimate truths, with the power gained on part of the individual during the Protestant Reformation allowing for the pursuit of these new questions and ideas which, at the time, opposed existing knowledge that was universally accepted to be true; this combination ultimately culminated in the methods, principles, knowledge and foundations realized during the Scientific Revolution. The Renaissance is a seen a distinct period of time emerging in the beginning of the fifteenth century, immediately following what is now termed the Middle Ages. First manifesting itself in Italy, it is considered â€Å"a period which witnessed transition from the medieval to the modern age, that is to say, the latter part of the fifteenth and the beginning of the sixteenth century† (Bishop, 130).[i] Renaissance literally means â€Å"rebirth,† referring to the rebirth of antiquity, or Greco-Roman civilization. Prior to this, â€Å"the advanced knowledge of the natural world possessed by the ancient Greeks meant little to the Romans, and for a long time that knowledge went into decline,† – this is, until now (Henry, 557).[ii] Many aspects of life were greatly impacted, including areas of politics, economics, art and intellect. This new outlook sparked the initiation of a movement toward greater education. Education was seen as the key to living a prosperous and fulfilled life. In particular, the importance of liberal studies was widely agreed upon. Several key events during this time allowed for the spread of knowledge, creating the â€Å"beckoning toward wider horizons† (Buttimer, 11).[iii] For example, the invention of the printing press encouraged the printing of books, which culminated in scholarly research. Additionally, there was a greater availability to the lay people than ever before; previously, there was simply no access to such information. A historian describes this occurrence: â€Å"alien tongues and races have been drawn together, and have learned once again to understand each other’s speech, and to enter into each other’s thought† (Bishop, 131).[iv] Intellect and education began bringing people together who otherwise would not have ever circulated his or her new ideas and thoughts. Some individuals in particular are credited with the fact that â€Å"the reforms enacted were substantial. At an increasing number of Northern universities, Greek became a regular subject and specialists were hired to teach it. Old Textbooks †¦ were abandoned after having been used for centuries and were replaced with products of humanism† (Nauert, 429).[v] Among the individuals most recognized for their impact on this time in history exists Desiderius Erasmus. Inarguably, Erasmus can be seen as a perfect demonstration of a humanist. â€Å"Erasmus was before all else a scholar and a humanist. He was filled with a genuine enthusiasm for learning† (Bishop, 137).[vi] It was this motivated spirit that drove the culmination of the humanistic movement. Intellect and scholarly research was greatly dedicated to religion. Erasmus â€Å"insisted that the dialectic method of the academic theologians had produced a theological science that concentrated on trivial, abstruse questions of little or no real value to the needs of the church† (Nauert, 431).[vii] This argument became the basis for much of Erasmus’ highly esteemed, accredited work; he was â€Å"determined to defend [his] status as orthodox Catholic† (Nauert, 431).[viii] Soon, modern humanists greatest opposition was the church. Many criticized Erasmus, believing that he â€Å"lacked theological training and hence had neither a legal nor an intellectual right to speak and publish on questions involving theology and the Bible† (Nauert, 431).[ix] Until this point in my discussion thus far, not much opposition has been mentioned. It is very important and essential to note that this new topic of new knowledge created extreme amounts of tension, ultimately culminating in the Protestant Reformation. At the same as scholars such as Erasmus, Bacon and Galileo emerged, â€Å"scholastic theologians arrogantly sat back and issued condemnations,† which greatly hindered the advancement of intellect (Nauert, 431).[x] Clearly established thus far was the recently renewed desire for new knowledge; in response, many new education establishments received great support and ideas began to circulate. In order for the continuing and pursuit of the ever evolving goals of humanists, there needed to be some change that would allow for this. This is one contributing factor to Erasmus’ dedication to reforming the church. Conflicts among humanists and scholars â€Å"reflect[ed] a disharmony that is fundamental,† and furthermore came to define â€Å"the dispute over academic competency and ‘exacerbation of the debate during the Reformation’ as the two forces† behind the matter (Nauert, 432).[xi] By this point in time it was seen as a necessity that religion be transformed. Among several attempts throughout history, â€Å"the Protestant Reformation is the only attempt that was successfully institutionalized† (Bellah, 369).[xii] So much work thus far had been the foundational truth: â€Å"scholastic philosophers and theologians spent long years acquiring the skills of dialectical argumentation and familiarity with the opinions of the past authorities, both ancient and medieval† (Nauert, 433).[xiii] It would take great influence to override these criticisms, but Erasmus laid the foundation for Martin Luther. â€Å"Erasmus’ pains were those of a delicate body and a sensitive and intellectual mind, amid surrounds which were uncongenial and indeed fatal to any humane culture† (Bishop, 135).[xiv] Whereas this was so, â€Å"Luther’s misery arose from the pains and travail of his moral nature in his endeavor to find peace with God† (Bishop, 135).[xv] For, it was â€Å"out of these throes of conscience a great religious movement was to be born† (Bishop, 135).[xvi] It was the combination of the significant influence witnessed having been imparted by Erasmus and Martin Luther that finally instigated the long time coming Protestant Reformation. The Protestant Reformation was the main event occurring during the Renaissance that allowed for the institutionalizing of knowledge and new ways of obtaining and exploring it. The defining characteristic concerning the Protestant Reformation is â€Å"the collapse of the hierarchical structuring of both this and the other world† (Bellah, 368).[xvii] It was the leadership of modern intellectuals, or humanists, such as Erasmus and Luther that proved to be a catalyst to the movement: â€Å"Luther by a spiritual declaration of independence in which he boldly cast off, once and forever the ecclesiastical authority of Rome† (Bellah, 370).[xviii] It was the consistency marked by the motivation of the ever evolving humanists, with the newly found sense of confidence toward the ability to influence society that culminated in the beginnings of the Scientific Revolution. â€Å"During the late Middle Ages ,the application of natural philosophy logic to theology transformed it into an analytic discipline. The extraordinary nature of this transformation is manifested when we see the kinds of questions that were routinely discussed in the average theological treatise.†[xix] The humanists’ demands for answers and unceasing attitudes at the time finally paid off. Prior to the Protestant Revolution, the many attempts of humanists to voice their opinion and freely explore their new interests without having to fear the authorities. Historians have â€Å"emphasized human attitudes and values† in this fight for intellectual freedom† (Buttimer, 5).[xx] The Protestant Reformation as a continuation of the beginnings of the humanism movement paved the way for the Scientific Revolution. â€Å"Before science could have reached the stage it did in the seventeenth century, there had to be a widespread use of reason and reasoned analysis. The medieval universities supplied the intellectual context for all of Western Europe. They developed a new approach to nature† (Grant, 420).[xxi] The new religious organization allowed for intellectuals and humanists of the time to truly pursue their ideas that were in opposition to previously existing knowledge that had been universally accepted as being true. Overall this culmination of the split between Church and State, the power granted to the individual due to the Protestant Reformation, and the defining characteristics of humanism during the Renaissance were the leading factors in the birth of the Scientific Revolution. Intellectuals in the seventeenth century soon came to view the world and universe as never before. For example, it was now known that rather than existing in an earth-centered universe, they were in fact living in a sun-centered universe. Famous figures in history existing at this time continued the already established tradition, and were able to impart great influence. These figures include, but are not limited to, Galileo, Francis Bacon, Rene Descartes, and Isaac Newton. There emerged a shift from thinking the abstract, such subjects that previous philosophers had once been dedicated to, to pondering and experimenting the physical world around them. Prior to this time, Aristotle, Galen and Ptolemy were relied on for foundations concerning the fields of physics, medicine, and astronomy. Just as there were certain individuals and movements that laid the foundations previously, there are also those researchers who were responsible for the carrying on of life into the Scientific Revolution. â€Å"It remained for Galileo, however, to apply the mean speed theorem to the motion of real falling bodies and to devise and experiment to determine if bodies really fall with uniform acceleration. Thus began the new science of mechanics and the beginnings of modern physics† (Grant, 421).[xxii] Before Galileo was even able to begin his investigations concerning the previous, it was essential that the events and transformations during the fifteenth to sixteenth centuries occurred. More modern discoveries attributed to the seventeenth century and furthermore during the Enlightenment, would have been seriously delayed had this transformation not occurred. People were finally granted the power, and discovered a new found sense of confidence when it came to the pursuit of new kn owledge and ideas. If it had not been for this fight, individuals like Galileo would have had this job to do themselves. It is important to note that the culmination of the Scientific Revolution did â€Å"originate with the great scientific minds of the sixteenth and seventeenth centuries, from the likes of Copernicus, Galileo, Kepler, and Newton† (Grant, 421).[xxiii] Furthermore, this historian in particular states that â€Å"although it is possible to insist that the full-blown concept of intertia did not appear before Newton, there can be no denying that Galileo, Pierre Gassendi, and Descartes played a role in opposing the Aristotelian concept that everything that moves must be continuously moved by something else and in suggesting instead that once something was moving perhaps it might simply carry on moving until something else stopped it† (Henry, 554).[xxiv] Several important foundations for the study of nature, and in general life at its core, were products of the Renaissance, Protestant Reformation, and ultimately the Scientific Revolution. If it were not for the perseverance of humanists, and their sense of devotion, the advancements included in the Scientific Revolution may have not come for some time down the road. One of the most important outcomes that is still used as a basis today for scientific experimentation is the scientific method. â€Å"The scientific method is such that, whatever the weaknesses of human endeavor, scientific truths will steadily emerge and will come to be recognized and established as a matter of inevitability† (Henry, 555).[xxv] In a way, Henry’s definition of the scientific method can be seen as already applying to the transformation that created it. ———————– ENDNOTES: [i] Bishop, W. S. B. (1906). The sewanee review. Erasmus,14(2), 129-148. Retrieved from http://www.jstor.org/stable/27530759 [ii] Henry, J. H. (2008). Isis. Ideology, Inevitability, and the Scientific Revolution, 99(3), 552-559. Retrieved from http://www.jstor.org/stable/10.1086/591713 [iii] â€Å"Geography, Humanism, and Global Concern.† Anne Buttimer. Annals of the Association of American Geographers , Vol. 80, No. 1 (Mar., 1990), pp. 1-33. [iv] Bishop, W. S. B. (1906). The Sewanee review. Erasmus,14(2), 129-148. Retrieved from http://www.jstor.org/stable/27530759 [v] Nauert, C. G. N. (1998). The sixteenth century journal.Humanism as Method: Roots of Conflict with the Scholastics , 29(2), 427-438. Retrieved from http://www.jstor.org/stable/2544524 . [vi] Bishop, W. S. B. (1906). The Sewanee review. Erasmus,14(2), 129-148. Retrieved from http://www.jstor.org/stable/27530759 [vii] Nauert, C. G. N. (1998). The sixteenth century journal.Humanism as Method: Roots of Conflict with the Scholastics , 29(2), 427-438. Retrieved from http://www.jstor.org/stable/2544524 . [viii] Nauert, C. G. N. (1998). The sixteenth century journal.Humanism as Method: Roots of Conflict with the Scholastics , 29(2), 427-438. Retrieved from http://www.jstor.org/stable/2544524 [ix] Nauert, C. G. N. (1998). The sixteenth century journal.Humanism as Method: Roots of Conflict with the Scholastics , 29(2), 427-438. Retrieved from http://www.jstor.org/stable/2544524 [x] Nauert, C. G. N. (1998). The sixteenth century journal.Humanism as Method: Roots of Conflict with the Scholastics , 29(2), 427-438. Retrieved from http://www.jstor.org/stable/2544524 [xi] Nauert, C. G. N. (1998). The sixteenth century journal.Humanism as Method: Roots of Conflict with the Scholastics , 29(2), 427-438. Retrieved from http://www.jstor.org/stable/2544524 [xii] Bellah, R. N. B. (1964). American sociological review.Religious Evolution, 29(3), 358-374. Retrieved from http://www.jstor.org/stable/2091480 [xiii] Nauert, C. G. N. (1998). The sixteenth century journal.Humanism as Method: Roots of Conflict with the Scholastics , 29(2), 427-438. Retrieved from http://www.jstor.org/stable/2544524 [xiv] â€Å"Bishop, W. S. B. (1906). The sewanee review. Erasmus,14(2), 129-148. Retrieved from http://www.jstor.org/stable/27530759 [xv] Bishop, W. S. B. (1906). The sewanee review. Erasmus,14(2), 129-148. Retrieved from http://www.jstor.org/stable/27530759 [xvi] Bishop, W. S. B. (1906). The sewanee review. Erasmus,14(2), 129-148. Retrieved from http://www.jstor.org/stable/27530759 [xvii] Bellah, R. N. B. (1964). American sociological review.Religious Evolution, 29(3), 358-374. Retrieved from http://www.jstor.org/stable/2091480 [xviii] Bellah, R. N. B. (1964). American sociological review.Religious Evolution, 29(3), 358-374. Retrieved from http://www.jstor.org/stable/2091480 [xix] Grant, E. G. (2004). Scientific Imagination in the Middle Ages.

My Mission At Woodley Road Pre School - 1310 Words

School Mission Our mission here at Woodley Road pre-school is to provide a high quality structured educational program to children and families around the ages three to five years old. We are here to insoire and support all families educational and early childhood care and needs. Our focus is to offer a educational program that will promote each child developmental needs. School Vision We are lead by a supportive and caring administrator and staff. We offer students an opportunity to learn and develop in a creative environment. Our vision is to help support learning to each individual child we come in contact with. The Creative Curriculum for Preschool: Five Components form a frame work that is applied in each of the classroom interest†¦show more content†¦Children ability to form positive relationships with adults is important to their social development and academic success. Relationships not only provide a content for learning but they also affects the physical structure of the brain. Nurturing and positive interaction release chemicals that helps promote brain development. The quality of those relationships predicts children social- emotional competence, enthusiasm for learning and academic success. High quality social interactions helps benefit all children regardless of family or economic background, and they are associated with the positive development of literacy and other academic skills. Warm supportive relationships encourage children’s motivation engagement, self direction cooperation and positive attitudes toward school. Social- Emotional Competence â€Å"During the first six years, children are challenged by the conflicts of trust vs. mistrust†(). Newer research has established compelling links between social- emotional development, behavior and school success. Emotional understanding is critical to positive social relationships and peer acceptance. Children who can interpret emotional signals accurately are more likely to become angry and aggressive. The more adults acknowledge childrens emotional reactions and explain emotionals signals, the better children become at interpreting them. Strategies to help guide social-emotional competence includes: †¢ Provide play materials that support