The Apathy Of Generation X Essays - Elections, Ross Perot, Bob Dole

The Apathy of Generation X Subject: Political Science Title: The Apathy of Generation X For the past 25 years it has been wondered why the young people of America have shared the same apathetic attitude towards politics as the older generation of Americans. Indeed, the issues concerning young voters are just as important as those concerning older voters. Why the newest voters choose to abstain their right has long been studied. While it has been proven that the vote of young people can make or a break an election, most candidates are reluctant to relate themselves to young people. When that Tuesday in November comes, young people choose not be heard, assuring themselves future neglect by the part of elected officials. There are reasons that young people do not vote, or get involved in political actions. They range from apathy to just plain not having enough time. One of the larger reasons is that most candidates are much older then those 18-25. This would put the generation gap in between candidates and the yo uthful voters. A 19 year old Trinity College student remarks about Bob Dole, I think he is making himself look older by speaking about certain issues we (young people) can not relate to. When asked to give an example the student stated, "he made a reference to World War I, I thought he was going to say he fought in that one too!" (www.mtv.com/chooseorlose). While Bob Dole is a isolated instance, many youthful voters feel that there is a ever growing distance between them and the older generations. Another reason that young people are turning away is lack of education towards politics. While this could be said for any age group, it seems to be more prevalent in younger people. The lifestyle of younger people does not allow for a everyday exposure to politics as those of a older generation. Thomas Banks, a 19 year old student, when asked why he was not watching the 1992 Presidential Debates responded, "I guess because I don't really see what's going on at college. I feel pretty isolat ed. It doesn't seem as important to me as studying. I guess". Although not in a career yet, the life of a student is proving to be just as busy as those in the older generations. People in the full time labor are not the only ones who can use a hassle-full life as an excuse not to get involved. There is another major reason that young people feel isolated and set apart from the political world. For those who take the time to educate themselves, and to participate in what activities they can; they soon find that the major candidates have paid little, if any attention to the issues that effect young people the most. Chris Weinkopf, associate editor of National Review, when speaking about how Bill Clinton and Bob Dole are talking to young voters said, "I think both of them are really just paying lip service to young people in the way they address issues" (www.mtv.com/issues.html). When young voters make themselves heard in an election, they can turn the outcome like no other age group can. Even with minimal turn-out on the part of 18-25 year olds. Elections have been won or lost because of who young people do or do not support. In 1992, 50% of registered voters under the age of 30 turned out to vote. In that election, Bill Clinton received 50% of the under 30 vote (Bush received 30%, Perot 20%). Clintons 20% margin of victory in the young people vote was his largest in any age group and may have very well put him in the White House. Since John Andersons independent run at the White House in 1980, young people have been the strongest supporters for those outside the two party system. Now in 1996, even though Ross Perot has a dismal 5% overall, his support amongst the younger voters is in the double digits. There are many things that will make young people get involved. The biggest thing that gets the attention of youthful voters is the same thing that gets the attention of older voters, money. When the financial status of a young person The Apathy Of Generation X Essays - Elections, Ross Perot, Bob Dole The Apathy of Generation X Subject: Political Science Title: The Apathy of Generation X For the past 25 years it has been wondered why the young people of America have shared the same apathetic attitude towards politics as the older generation of Americans. Indeed, the issues concerning young voters are just as important as those concerning older voters. Why the newest voters choose to abstain their right has long been studied. While it has been proven that the vote of young people can make or a break an election, most candidates are reluctant to relate themselves to young people. When that Tuesday in November comes, young people choose not be heard, assuring themselves future neglect by the part of elected officials. There are reasons that young people do not vote, or get involved in political actions. They range from apathy to just plain not having enough time. One of the larger reasons is that most candidates are much older then those 18-25. This would put the generation gap in between candidates and the yo uthful voters. A 19 year old Trinity College student remarks about Bob Dole, I think he is making himself look older by speaking about certain issues we (young people) can not relate to. When asked to give an example the student stated, "he made a reference to World War I, I thought he was going to say he fought in that one too!" (www.mtv.com/chooseorlose). While Bob Dole is a isolated instance, many youthful voters feel that there is a ever growing distance between them and the older generations. Another reason that young people are turning away is lack of education towards politics. While this could be said for any age group, it seems to be more prevalent in younger people. The lifestyle of younger people does not allow for a everyday exposure to politics as those of a older generation. Thomas Banks, a 19 year old student, when asked why he was not watching the 1992 Presidential Debates responded, "I guess because I don't really see what's going on at college. I feel pretty isolat ed. It doesn't seem as important to me as studying. I guess". Although not in a career yet, the life of a student is proving to be just as busy as those in the older generations. People in the full time labor are not the only ones who can use a hassle-full life as an excuse not to get involved. There is another major reason that young people feel isolated and set apart from the political world. For those who take the time to educate themselves, and to participate in what activities they can; they soon find that the major candidates have paid little, if any attention to the issues that effect young people the most. Chris Weinkopf, associate editor of National Review, when speaking about how Bill Clinton and Bob Dole are talking to young voters said, "I think both of them are really just paying lip service to young people in the way they address issues" (www.mtv.com/issues.html). When young voters make themselves heard in an election, they can turn the outcome like no other age group can. Even with minimal turn-out on the part of 18-25 year olds. Elections have been won or lost because of who young people do or do not support. In 1992, 50% of registered voters under the age of 30 turned out to vote. In that election, Bill Clinton received 50% of the under 30 vote (Bush received 30%, Perot 20%). Clintons 20% margin of victory in the young people vote was his largest in any age group and may have very well put him in the White House. Since John Andersons independent run at the White House in 1980, young people have been the strongest supporters for those outside the two party system. Now in 1996, even though Ross Perot has a dismal 5% overall, his support amongst the younger voters is in the double digits. There are many things that will make young people get involved. The biggest thing that gets the attention of youthful voters is the same thing that gets the attention of older voters, money. When the financial status of a young person

Aristotle and Living a Virtuous Life

Aristotle and Living a Virtuous Life Free Online Research Papers Although he lived 2,392 years ago, Aristotle’s ideas and theories of how people think of themselves and their life are still discussed today. What is good? What are we trying to achieve? Why, how, what, and when are all questions we as people ask ourselves all the time. Aristotle tries to help us understand ourselves and the questions that consume the human mind. The core of his ideas comes down to what appears to be may or may not be the true reality; the difference of true good and what seems good. In order to find â€Å"the good†, one must understand the function of a human and find the virtuous way of everything; finding excellence in all they do. All of this leads up to the ultimate goal of happiness. True happiness is being all you can be. The appearance verses reality concept helps us define what ways we can understand to improve our lives and ultimately find happiness. Appearance is what we believe to be true even if it is false. It is what seems to be the good at the time, like a wolf in sheep’s skin. We might think it is a sheep and believe with our whole being that it is in fact a sheep, when in reality, it is a wolf. In the same way we may think we know something is truth and it is false, Aristotle argues we may believe we are happy, when indeed we are not. Happiness, or eudemonia, means to have a good life; to back on life without regret. This brings up the question: can one truly say they are happy when living? Someone would be able to say they believe they are happy or they are working on achieving that goal. To be clear, the good is the goal which leads to happiness. One must always strive to â€Å"the good† in every part of their life. In order to achieve the balance of the good, one must practice. An example is how long should someone study for a class. For every person, the time will be different. If someone does not study long enough, they could regret it because of a poor grade on a test. If someone studies too long and avoids a balance of studying and having fun with friends, they could regret missing out on the time they did not spend with their friends. So either way, there is regret. In order to achieve â€Å"the good† in this situation, the person must find a balance of studying and time spent with their peers. This balance can also be called arà ªte, or virtue and excellence. Performing the ergon, function, of yourself as best as you can is how you achieve virtue, which leads to goodness, which brings happiness. Aristotle believes the ergon of a human being is to train our desire to desire and love what is best. We must use our reason and our rationality and apply it to our lives. A good person will love what is best for them. Their desires will no longer be driven by pleasure, but by the idea of the higher goal. They will be able to not only have a strong will against pleasurable desires of things that seem good, but will not even desire those things. They will only desire the good. They will love what is best for them, and will ultimately lead them to happiness. In order to begin making rational choices by using self control, one must learn to recognize a moral fact as a fact. Knowing the difference between a fact, acting upon it towards the good is how to begin the way to happiness. Within the human soul, there are two parts; the irrational and the rational. The irrational is made up of vegetative and animal drives. Vegetative makes us grow and the animal can listen to reason but not rec ognize it by itself. The rational side of the soul is made of the practical and theoretical parts. The practical part uses reason to get what it wants. The theoretical part is relatively useless. It is the abstract part of thinking. The interaction of the animal and the practical is what we need to perfect. Making a habit of doing good things for the right reason and at the right time is how someone can start towards loving what is good. There are many metaphors that elaborate on the concept of appearance and reality. One is a child and an adult. A child is driven by pleasures alone whereas an adult has the ability to make decisions based on knowledge of what they perceive good to be. This can also be described as asleep verses awake or â€Å"enslavement verses freedom† and the practical sylloquism. Children do not make choices. They can act voluntarily and respond to a parent telling them no by not doing something, but cannot decipher what is best for them. There is a major premise, a universal moral fact (example: stealing is wrong). The minor premise is a particular part of the universal idea (example: stealing item X is wrong) and can be mistaken and deemed part of involuntary ignorance. A child can sometimes understand a universal fact once told, but cannot think of it themselves. They might also mix up a minor premise of a major premise and believe they are doing good, when in fact they are not. This is involuntary wickedness. Yet, when a person does not know the universal moral fact, they are deemed wicked. Children may not be able to put the two together, even if they understand both premises, to make a conclusion (â€Å"I should not steal this†). This is all related to Choice and deliberation. Most children do not have ends or a major premise. They cannot deliberate and come to a conclusion. This is why they are described as asleep, while an adult can be awake. Everything to Aristotle is desirable as a means to happiness. Another visual to apply to the idea of finding virtue is an archer aiming an arrow at a target; the bulls-eye is happiness. At first, it takes a lot of work trying to hit the bulls-eye, but eventually it becomes easier. This is just like happiness. At first, you may hit too high or too low on the spectrum around virtue, but eventually the archer will get closer to excellence and happiness. The danger of the archer is called hamartia, the fatal flaw. It means â€Å"missing the mark† because of a lack of practice. In order to get to â€Å"the good†, one must practice. If there is no practice, then the good is not even a thought let alone a desire of that person. Finding the good can also be called finding the â€Å"golden mean†. This is doing the right thing, at the right time, for the right reason. In order to find it, one must use self control. There is an insensitive and an indulgent part of self control. When there is not a balance of the two, there will be regret; either regretting not doing enough of something or doing too little. Every person’s mean is different, but everyone must practice and experiment in order to find what is right for them. This is hard to figure because in order to experiment, there will be regrets involved, so can someone ever be truly happy? I believe so. I think that there will be regrets for a short amount of t ime, but in the long run, at the point of old age, if those regrets have not stayed regrets, then happiness is still achievable. There are three pieces of advice for being able to hit the mean. 1. Generally avoid extremes. 2. Move away from â€Å"proclivity† (when you know you tend to be a certain way, force yourself to find the real mean- not natural inclinations). 3. Beware of pleasure. It is usually not the good, but an instant gratification that can have worse consequences than not meeting that desire. Yet, in order to find the mean, mistakes are inevitable. People fit into six levels of goodness. One can move up and down the levels throughout life and different experiences and reactions to those experiences. The megalopsyhchias are super virtuous and their mean is higher than everyone’s. The virtuous person knows a fact is a fact and lives a good and happy life. The strong willed person knows a fact is fact, but struggles desiring what is best, but makes the good decision in the end. The weak willed person is knows the right thing and tries to do the right thing, but frequently does the opposite. The bad person does not believe that anything is wrong with feeding the appetite of pleasure; maybe someday they will feel regret. Finally, the brutish person is extremely bad and does not regret it. When going through life trying to reach the goal of happiness and living a virtuous life, seeing what is truly good and what only seems good can be a very difficult thing to decipher. Acting upon the knowledge of the good is even more difficult. Sometimes it may seem like there is no hope for anyone in Aristotle’s way of seeing the world. So many obstacles come in the way of happiness, that even when you die, an heir can be bad and therefore make your life unhappy. Yet, other people may see Aristotle’s ideas as relieving because mistakes are ok and expected. A person is not stuck on one level of the hierarchy for their whole lives; it is moveable by means of knowledge and thinking. Overall, understanding the good and desiring what is best for you, not necessarily what is instantly pleasurable is the way to the good. Once this is found, what is desirable will become pleasurable to you, leading to a life of happiness. Research Papers on Aristotle and Living a Virtuous LifeComparison: Letter from Birmingham and CritoNever Been Kicked Out of a Place This NiceLifes What IfsEffects of Television Violence on ChildrenResearch Process Part OneStandardized TestingRelationship between Media Coverage and Social andIncorporating Risk and Uncertainty Factor in CapitalWhere Wild and West MeetHip-Hop is Art

Music and History Essay Example | Topics and Well Written Essays - 2250 words

Music and History - Essay Example Tower's works, moreover, evoke an energy, a use of color and texture which are uniquely her own, and which make them not only exciting to listen to, but continue the traditional lineage of Western art music (Scholes, 1979). Conductor Leonard Slatkin states that Tower's works come from the "roots" of the "traditional playing repertory. "He describes her work as being "a continuation of historical musical line, but late twentieth century work" (Slatkin, 1984, p. D3). As will be illustrated through reference to her works, with particular focus on Fanfare for the Uncommon Woman, although Tower's music has strong ties to much of the music which came before her, through her use of orchestration, form and musical materials, her final product which combines these elements is not simply a repetition or imitation of what has been written, but an intertwining of these characteristics into the context of her own new musical work. Tower's practical process of dea... Her hands-on compositional process continued as she worked at the Greenwich Music School after she had graduated from Bennington, and with the Da Capo Chamber Players, a group which she co-founded, performed with and composed for from 1969 to 1984 (O'Brian, 1982; Tower, 1984; Humphrey, 1988). The sounds she heard were an ever present sound source for her own works. As she experienced music with the Da Capo players through study and performance of numerous pieces, these sounds came to be present in her own works, several of which were written especially for members of the ensemble whose performances and the sounds she heard them making in these performances were inspirational. Andre Emelianoff, a cellist from the Da Capo players for whom she wrote Music for Cello and Orchestra (1984), worked in close collaboration with Tower, allowing her to hear and work with the sounds of the instrument and the player making these sounds. She states, "We spent six months together meeting, working on bowing, on register. We really created this piece together" (Tower, 1984, n.p.). Wings is an excellent example of how the sounds to which Tower was listening affected her composition. As Humphrey (1982) explains, there is nothing new or revolutionary in her writing a solo clarinet piece. Rather, this work clearly shows the influence of Messiaen's well known piece for solo clarinet, "Abime des Oiseaux," the third movement of the Quatuor Pour La Fin Bu Temps. Although Wings was written many years after Messiaen's work, Tower acknowledges her debt to Messiaen stating that "his use of slow time is astounding in that piece. It is really quite a brilliant piece, and it's [a] very risky piece because of its slow terrain" (Humphrey, 1988) As well as drawing some of her

Random Numbers Essay Example | Topics and Well Written Essays - 500 words

Random Numbers - Essay Example While practicing the use of random numbers it is highly advisable to choose few random number generators that have an acceptable reputation. Indeed, deriving an excellent random number is still a plight since computation of a series of random numbers cannot be generated by computers. True random numbers generation has turned to be one of the important factors in the increasing levels of innovation. The increase in innovation has made the developing of algorithms that generate random numbers that entail all properties of being true random numbers (Haule, 2014) Malcolm (2010) argues that all output produced by the machines including computers today are totally predictable hence making it impossible for them to generate true random numbers. In today’s world there are various methods of generating random numbers being used. Various methods have been innovated to produce true random numbers and they include use of radioactive decay or quantum system, Lehmer’s multiplicative congruently algorithm from which lots of random number generators are based, pseudo-random generators which are simple and when used together with Monte Carlo or multidimensional integration give a much satisfying result. There are several others like the numerical inversion method which is mostly used to generate Gaussian distributed random numbers. From a real experience of random number generating machine that is online, the resultant random number is quite unpredictable from the start. A continuous use of the random number generator revealed a slight clue of predictability as the results seemed to be shifting towards the larger integer out of the two keyed in. This could probably be due to the narrow integral limit of the numerical algorithm. Pseudo-random generator being one of the easiest random number generators to use and being readily available in various libraries is an excellent generator and is used by several institutions in the globe. They

Fatigue design consideration in columns under wave cyclic loading Research Paper

Fatigue design consideration in columns under wave cyclic loading - Research Paper Example Studies reveal that there are significant calculations and estimations that need to be considered to determine the effects of wave conditions on these structures. The present study focuses on these factors, and the types of fatigues that are possible. This would bring into light the necessity for experts to consider an extensive study on the structures, the materials employed and the conditions of the waves such that effective measures may be applied in the process of construction. Introduction: Considering the issue of cyclic wave loading, it is necessary to understand that both cyclic strains and residual strains or strains that are permanent in nature are developed when a sequence of cyclic loads affect the underground soil. The permanent or residual strains stay behind at the end of each cyclic load reflecting a growing effect that gets accumulated with the effects left by earlier storms. Greater attention has been provided to evaluations of peak cyclic displacements that occur a long with a storm. However there are greater needs for studies on issues of permanent displacement. While considering these issues, it is also necessary to take into consideration the relationships among the properties of the soil, cyclic loading as well as well as the residual strains and the shear stress (Marr et al, 1981, pp.1129-1130). Concrete components used in offshore structures encounter forces of strong wave owing to frequent storms and are open to tremendously rigorous conditions of the environment leading to decay of steel that is fixed in the structure and worsening of the concrete material. Fatigue loading tests are conducted in this regard in order to obtain fatigue properties of column joints that are already stressed, the results of which can then be compared to those obtained from static loadings. Considering joints and columns in the offshore structures, it has been found that many types of offshore structures constituting concrete that is already stressed have be en built up with intentions to make use of the space of the offshore and to take advantage of the natural resources in offshore regions (Kiyomia et al, 1988, p.139). The present study focuses on the concept of fatigue design implemented in columns under cyclic wave loading. Literature Review: Kiyomia et al (1988, pp.139-140) in their studies had discussed about the determination of the conditions of waves for fatigue designs. According to them the waves of sea are an assortment of numerous sinusoidal waves reflecting different periods of time and amplitudes. Moreover, the conditions of the wave vary based on the site of the construction. The conditions of the waves at every location need to be estimated and assessed by statistical procedures by means of wave records. â€Å"The relationships between the numbers of waves and the wave heights are needed to determine the fatigue limit state according to the service life of the facility when using Miner's rule for calculating the fatigu e strength of the joints. To estimate the serviceability of the joints, the wave conditions, expressed as the number of waves and wave heights over a period of 1 month to 1 year, are needed†. A study considered by International Maritime Organization discussed that the likelihood of damages to fatigue designs owing to cyclic wave loading need to be taken concern of in the â€Å"design of self-elevating and column-stabilized units† (International Maritime Organization, 1990, p.72). Such analyses of the fatigue designs are required to be conducted with the studies based on the intended mode and the operations involved in the designs of the units. Also, the analysis needs to consider the life of the intended design and the convenience of individual structural

Regarding Facts as Truth

Regarding Facts as Truth In order to address the specific question, first, the word fact needs to be defined. Often associated with information and knowledge, a fact is a truth that has been verified and is supported by objective evidence. This being said, facts are limited by the scope of human ability and reality. Therefore, factual disputes can occur and will examined within the areas of knowledge of art and history. Regarding facts as a truth, individuals can mention the theory of relativism which states that there is no absolute truth, so truth is considered relative to culture or the individual; essentially, what is considered true for some, is considered false for others. Therefore, relativism allows both views to be valid. On the other hand, some can argue that truth is considered what an individual believes to be true. It is the use of our judgement, which stems from reason, that ultimately allows us to reach a conclusion. Therefore, facts as an aspect of truth can be subject to disputes; even if the facts are clear, judgements may differ based on reason, emotion, sense perception, and language. This leads to the knowledge question, to what extent is reason reliable in obtaining knowledge in history? History is the study of present evidence of the past. Using primary or secondary sources, historians try to understand the past using these records. In history class, different historians perspectives are examined on one specific event. For example, regarding German foreign policy, intentionalist historian Hugh Trevor- Roper stated Hitler was a man of ideas that had clear strategic objectives in foreign policy and war. On the other hand, structuralist AJP Taylor argued Hitlers foreign policies were essentially a continuation of imperial German motives and aimed to overturn the terms of the Versailles Treaty. These two historians can have differing views since they use reason to reach a different conclusion. Therefore, it is the methodology of history as an area of knowledge which requires the use of reason by which individuals not only analyze and construct their own ideas, but also, in which people can collectively create meaning by exchanging and improving these ideas. It is through reason that the legitimacy of knowledge claims can be questioned and answered. When disagreements occur, not only do the facts and subject of the matter need to be questioned, the evidence which allow facts to be accepted or valid need to be questioned. As individuals seek to determine the validity of facts, other issues will arise, such as reliability, and will allow them to consider the purpose of analysis in the framework of history and the issue of truth defined in the context of history. The interpretations and perspectives of individuals based on their process of reason will invite analysis. In one case, Historian R.G Collingwood (1889-1943) drew attention to the importance of going beyond the study of the actual historical event and understanding the motives and reasons behind those involved to understand the event as a whole.[1] This involves using emotion, imagination, and reason in order to evaluate the actions and thought process behind an event. However, if may difficult to sympathize with certain events or historical figures like Hitler, Pol Pot, etc.; this may cause an overload of emotion and instead cause social bias. Poor ability to reason can cause ignorance and prejudice, which in certain cases in the methodology of history, can be a limitation. A counterclaim to this is that reason is limited to the human ability and therefore, there may be certain things we, as humans, do not have the capacity to comprehend. Another way of knowing that comes into mind when mentioning reason, is language. So, to what extent do reason and language work together to achieve certainty in history? As the framework of history depends on language and the communication of information, we need to understand the meaning of language before truth can be analyzed. In history class, our class held a discussion in which we discussed the demands of the French revolutionaries which were satisfied by 1794. Depending on how the word, demand, was interpreted, students came up with different responses. For example, I interpreted the word demand as the social, intellectual, economic, and religious goals of the revolutionaries. Therefore, different people reason the meaning of language differently which can cause disagreement despite access to the same facts. However, it is important to keep in mind that there are aspects of truth that cannot be described adequately with language. Moving on to the second area of knowledge, art, is focused on sense perception and emotion. We can call something art because the intentions of the artist are known; something is a work of art if the maker intended it to evoke an aesthetic response. We can call something art as the intentions of the artist are known and was intended to evoke some sort of response. Another individual can call something art by assessing the quality of the work. According to the methodology of art, art relies upon the personal knowledge of the artist and is meant to interact with the audience on an emotional level. Therefore, art and the response to art may change over time and differ between individuals because art relies on sense perception and emotion as ways of knowing. Therefore, it is accepted that there are certain standards to judge art by, but different people have different tastes based on their perceptions and emotions towards a specific piece of art. This leads to the knowledge question, to what extent are sense perception and emotion reliable in interpreting reality in the arts? Upon viewing Jackson Pollocks Convergence painting, I personally thought the painting looked like a child could have painted it, but my sister loved the painting. For both my sister and I, we first used our sense perception and based on these senses, we constructed a basic understanding and meaning of what we were seeing. This was affected by the emotions that were sparked from what we sensed. EssentiallyÂÂ ¸ we were using our perception and emotion to understand what we were sensing. From this basic understanding, we built on it by drawing on past experiences or encounters. Therefore, based on these aspects, it is possible that my sister and I could reach different conclusions on how this piece of art was viewed. In this way, depending on the response evoked by each individual, art can influence our views and perceptions of the world. This can lead to confirmation bias and willful ignorance as we tend to favour the interpretation that coincides with our own interests and experiences. However, the emotions that are provoked can influence decisions and actions and it may challenge us to question our assumptions. A counterclaim is that despite the different perspectives and emotions that are evoked, truth is not guaranteed. Despite the interpretations and the response of the individual, the certainty of truth is not whole. Therefore, it is possible that experts within a discipline can disagree despite having access to the same facts as seen in history and the arts. These facts are reliant upon reason, sense perception, emotion, and language. I view disagreements similarly to perspectives; according to the cubist theory of truth, the more perspectives you have, the closer you are to the truth. Even though truth can vary with perspective, this does not mean there is no truth at all. In fact, different views can enrich our understanding of the truth and different interpretations give meaning to the facts. Furthermore, this allows us to avoid the error of dogmatism, mistaking a half- truth for the truth, as well as the error of relativism. [1] Boucher, D., 1989, The Social and Political Thought of R. G. Collingwood, Cambridge: Cambridge University Press.

STAR: :: essays papers

STAR: One such study is called Tennessee’s Student Teacher Achievement Ratio (STAR) Project. This study was made in an effort to find out the best number of students for one teacher to teach. â€Å"STAR was a large-scale, four-year, longitudinal, experimental study of reduced class size† (Reduce Class Size Now, 2003 p. 1). This project kept track of 11,600 Tennessee students in 76 schools (Small Class Size, 1999). This study found out a lot of ways that small classes are beneficial. STAR â€Å"reported in 1997 that students placed in classes of 13 to 17 children, throughout their K-3 years, outperformed students in standard classes of 22 to 25† (Small Class Size, 1999). It was found that if students are placed in smaller classrooms from kindergarten to third grade, they will perform better than students in regular sized classrooms. This is true if the students return to a regular sized classroom for forth grade as well (Small Class Size, 1999). The study found that as long as the student spent a full three years in a small classroom, the advantages would be seen. It has also been reported by STAR that the students in the smaller classes were 6 – 14 months ahead of the students in regular size classrooms. This large gap shows that it is much easier for students to comprehend information in smaller classrooms. A few other benefits from small classes were found, for example, students in small classrooms are 7% more likely to graduate on time. It was also found that students in small classrooms are 4% less likely to drop out of high school (Small Class Size, 1999). Over all, this study showed that â€Å"lowering class size substantially improved student achievement and was especially effective for poor children† (Small Class Size: Education Reform that works, 2003 p. 1). With all these positive effects shown by reducing class size, class size reduction should be strongly considered. North Carolina Lab Schools: Tennessee’s Student Teacher Achievement Ratio (STAR) Project is not the only study that has been conducted on the issue of class size. North Carolina has also conducted a study on this issue. North Carolina established three lab schools for the purpose of providing smaller classes (Harman, 2002). Classes for kindergarten thru second grade range from 14 – 21 students and for third grade thru fifth grade students, the class size ranged from 11 – 22.