I Have A Dream Rhetorical Analysis - 1346 Words

â€Å"I Have a Dream† Rhetorical Analysis The speech â€Å"I Have A Dream† was voiced by activist Martin Luther King Junior on the Lincoln Memorial during an era in which blacks suffered prejudice in America, a place in which whites could enjoy the land’s opportunities and freedoms but blacks could not. Martin Luther King’s speech was intended to express his present and future aspirations towards the upheaval concerning the inequality and racial injustice that the nation was experiencing however, lacking understanding thereof. Through the use of anaphoras, powerful imagery, and literary devices Martin Luther King Jr. successfully engaged his audience and portrayed a significant, historic message to his audience: racial equality and justice is overdue. The emphatic utilization of anaphoras in the address are displayed throughout the entire text, thus creating a more assertive and strengthening tone without sounding enraged or inflammatory. This use of ana phoras allows the tone to remain calm yet forthright, thus creating a euphony that demonstrates the peace King seeks and encourages in this time of utmost urgency, injustice and significance. Furthermore, by exerting phrases such as, â€Å"But one hundred years later, the Negro is still not free. One Hundred years later, the life of the Negro is sadly crippled by the manacles of segregation and the chains of discrimination. One Hundred years later†¦Ã¢â‚¬  (King Par. 3) highlights the dream and hope that was given to blacks too many yearsShow MoreRelatedI Have a Dream: Rhetorical Analysis865 Words   |  4 Pagesâ€Å"I Have a Dream† Rhetorical Analysis Five elements of rhetoric: * Speaker: Martin Luther King Jr., a Baptist minister from Atlanta, Georgia, who was inspired by Christianity and Gandhi. * Audience: Primarily African-Americans were present at the speech, but it was heard by many white Americans across the country. * Subject: A call for an end to racism in the United States. * Context: The speech was given on August 28, 1963, at the Lincoln Memorial, in a time where it was very difficultRead MoreRhetorical Analysis I Have A Dream767 Words   |  4 PagesShelly Ahmed Deborah Williams Rhetorical Analysis 04 November 2017 â€Å"I Have a Dream† The March on Washington for Jobs and Freedom took place in Washington, D.C. on August 28, 1963. There was about 250,000 people in attendance. It was the largest demonstration ever seen in the nations capital, and the first to have a lot television coverage. Dr.King uses the bible to receive an emotional reaction and connection from the audience as The glory of the Lord shall be revealed and all flesh shall seeRead MoreRhetorical Analysis Of I Have A Dream 1372 Words   |  6 Pagesdelivered his renowned â€Å"I Have a Dream† speech on the steps of the Lincoln Memorial in Washington, D.C. This speech is a prime example of rhetorical approaches and rhetorical devices flowing effortlessly together to create an effective speech that leaves a legacy. The use of rhetorical devices and approaches gives a speech or text more power in its deliverance to the audience and is able to evoke emotions that would not show with the use of solely literal, direct language. Rhetorical devices a re key inRead MoreRhetorical Analysis Of I Have Dream1489 Words   |  6 Pages28, 1963 Martin Luther King Jr. presented his iconic well-known speech, â€Å"I Have Dream† in Washington D.C. This speech was addressed over forty years ago and it is still relevant to this day and will live on for generations. His purpose was to command racial justice to African Americans who have experienced maltreatment and to come together to fight for equality afforded to all under the Constitution. King used the rhetorical devices: ethos, logos and pathos to persuade the nation to grant all equalRead MoreA Rhetorical Analysis: of I Have a Dream Essay1484 Words   |  6 PagesIn Martin Luther King’s I Have a Dream speech, King makes use of an innumerable amount of rhetorical devices that augment the overall understanding and flow of the speech. King makes the audience feel an immense amount of emotion due to the outstanding use of pathos in his speech. King also generates a vast use of rhetorical devices including allusion, anaphora, and antithesis. The way that King conducted his speech adds to the comprehension and gives the effect that he wants to rise above the injusticesRead MoreRhetorical Analysis Of I Have A Dream 1349 Words   |  6 Pagescollege dropout, someone who didn’t even have enough for food stood before the students of Stanford College; graduating class of 2005. Words are just words if not spoken in a correct manner. What a person speaks with passion is what moves an audience. Throughout time, speeches have been remembered because of how they connected with their audiences: â€Å"If the freedom of speech is taken away then dumb and silent we may be led, like sheep to the slaughter.† â€Å"I have a dream†¦Ã¢â‚¬  The message that was given to theRead MoreRhetorical Analysis Of I Have A Dream Speech924 Words   |  4 Pagesis his â€Å"I have a dream† speech. The reason â€Å"I Have a Dream† speech made mass ive impacts, is due to It struck directly into the hearts of Americans both black and white making America realize just what is really going on in this world. King informed people about racial equality and fairness. This speech hit home so well just by the way he structured his speech. You can notice that MLK structures his speech to appeal to the different types of audience, supporting it with the three rhetorical modes;Read MoreRhetorical Analysis Of I Have A Dream Speech752 Words   |  4 Pages28, 1963 At the Lincoln Commemoration 200,000 individuals accumulated after the Walk on Washington. This is the place Dr. Martin Luther conveyed his discourse I Have a Dream to America. He talked about the treacheries of isolation and separation of African Americans that was occurring in our country. In his first explanation he stated, I am happy to join with you today in what will go down in history as the greatest demonstration for freedom in the history of our nation. In this announcem ent heRead MoreRhetorical Analysis Of I Have A Dream Speech1198 Words   |  5 PagesThe, â€Å"I Have a Dream† speech given by Dr. Martin Luther King Jr. is arguably the most emotionally moving and persuasive speech of all time. But, to understand the speech one must first understand the context. At this time, the slave era was far gone but, not forgotten. Negro men and women were still experiencing segregation in the 1960’s. There was negro bathrooms, negro schools, negro water fountains, and even negro restaurants. Martin Luther King Jr. was an influential black man who took on theRead MoreRhetorical Analysis Of I Have A Dream Speech1058 Words   |  5 PagesMartin Luther King Jr’s â€Å"I have a Dream† demonstrates the combination of the rhetorical appeals to support his argument for equality and social justice because he draws attention to the past history of America’s Injustice and oppression towards black Americans. One of the explanations that the I Have a Dream address by Martin Luther King Jr. is memorable is that it contains a superb balance of Aristotles 3 rhetorical appeals: attribute, pathos, and logos. Ethos is associate charm to authority

Jane Austens Complete List of Famous Works

Jane Austen is recognized as one of the most important English writers of her time. Shes probably most famous for her novel  Pride and Prejudice, but others like  Mansfield Park, are very popular. Her books largely dealt with themes of love and a womans role in the home. While many readers try to relegate Austen to the realms of early chick lit, her books are important to the literary canon. Austen is one of the most important British authors.   While today her novels are often considered by some to be part of the romance genre, Austens books actually helped popularize the idea of marrying for love in the first place. During Austens time marriage was more of a business contract, couples would decide to get married based on things like each others economic class. As one can imagine marriages like this werent always the best for women. Marriages built on love rather than for business reasons were a common plot point in many of Austens novels. Austens novels also pointed out the many ways women of her time depended on their ability to marry well.   Women rarely worked during Austens job and the few jobs they did hold were often service positions like cook or governess. Women relied on their husbands employment to provide for any family they might have.   Austen was a trailblazer in multiple ways, she chose not to marry and managed to earn money with her writing. While many artists arent appreciated in their lifetime, Austen was a popular author within her own life. Her books afforded her the ability not to need a husband to rely on. Her list of works is rather short by comparison but this is most likely due to her life being cut short due to an unknown illness. Jane Austens   Works Novels 1811 - Sense and Sensibility1813 - Pride and Prejudice1814 - Mansfield Park1815 - Emma1818 - Northanger Abbey (posthumous)1818 - Persuasion (posthumous) Short fiction 1794, 1805 - Lady Susan Unfinished fiction 1804 - The Watsons1817 - Sanditon Other works 1793, 1800 - Sir Charles Grandison1815 - Plan of a NovelPoemsPrayersLetters Juvenilia - Volume the First The Juvenilia is comprised of several notebooks Jane Austen wrote during her youth.   Frederic ElfridaJack AliceEdgar EmmaHenry and ElizaThe Adventures of Mr. HarleySir William MountagueMemoirs of Mr. CliffordThe Beautifull CassandraAmelia WebsterThe VisitThe MysteryThe Three SistersA beautiful descriptionThe generous CurateOde to Pity Juvenilia - Volume the Second Love and FriendshipLesley CastleThe History of EnglandA Collection of LettersThe female philosopherThe first Act of a ComedyA Letter from a Young LadyA Tour through WalesA Tale Juvenilia - Volume the Third EvelynCatharine, or the Bower

Educational Reform Research Bilingual Education

Educational Reform Research Paper: Bilingual Education By Sylvia C. Pipitone Houston Baptist University EDUC 6315 American Educational Reform December 1, 2014 Bilingual education, by definition, is an instructional strategy in which students learn to read and write in their native tongue while gradually transitioning to English. Although this definition seems straightforward, much confusion exists nationwide over exactly what bilingual education is. Programs taught in English are often called bilingual education if the students in that program are classified as English Language Learners (ELL’s) or Limited English Proficient (LEP’s). â€Å"To be clear, then, as to the definition: bilingual education is instruction provided to students in their native tongue in all subjects in a self-contained classroom with other students who speak the same language. The students are also taught English, by their bilingual education teacher† (Rossell, 2009 p. 4). Bilingual education is at the center of an ongoing debate among educators, government officials and parents of children whose primary language is not English. The premise of proponents of bilingual education is that children need to have instruction in both their native language and English, which would allow them to be fluent in both languages. Others argue that learners need instruction in the English language with use of their native language only as a transitory tool, which would lead to aShow MoreRelatedPower Of The Students During The History Of American Education Essay984 Words   |  4 PagesPower to the Students Throughout the history of American education, students have faced many dilemmas that have caused interference to the community in many ways. For the past half century many of the educational reform movements (e.g., school desegregation, head start, and bilingual education) have attempted to promote racial and class equality in education. So why is it that these reform movements haven’t been successful in equalizing educational opportunities? There have been notable achievement gapsRead MoreBilingual Education Is Effective Teaching Strategies For English Language Learners1265 Words   |  6 Pages Now, let us tackle into what an experienced bilingual afterschool program coordinator and a nonprofit organization, the National Association for Bilingual Education, have to say regarding the filed of English Language Learning. To gain more insight from a professional standpoint, I have had the honor to interview the coordinator of an afterschool program for immigrant children and fa milies, where I have been doing my service learning for the past two years. The program coordinator’s beliefs areRead MoreLegal and historical implications with bilingual education Essay886 Words   |  4 PagesIntro There are many legal and historical implications with bilingual education. Article One Sheltered instruction: An empowerment framework for English language learners by Helen Abadiano and Jesse Turner discuss the movement in the early 1900s to develop standards for bilingual education in response to â€Å"Goals 2000: Educate America Act† along with other legislation designed to promote higher expectations in academia for all students (Abadiano Turner, 2003). Abadiano and Turner note thatRead MoreChicano Culture And The Chicano Community1130 Words   |  5 PagesCaucasian people. Especially the Chicano community. The Chicano community were treated unfairly and didn t get the education that they needed. In order to get the necessary requirements that they needed to be successful. They found the answer in the form of walkouts. The walkouts resulted in reforming the education system to better serve the Chicano community. Not only did it reform the education system for Chicanos it set up the Chicano community for generations to come. Life in the 1960s was a hardRead MoreElementary Secondary Education Act Of 1965 And Its Versions No Child Left Behind Act1488 Words   |  6 PagesEducation is valued as one of the most important aspects of socio-economic group mobilization and social elevation in the United States. Operating under a human capital ideology education in the U.S. is a means to provide education to individuals in an effort for continued economic advancement for our nation. However, as times change education fails to completely change with it. Secondary education is no longer seen as a means to earning financial stability. Primary education encompasses complexityRead MoreLegislations for English Language Learners787 Words   |  3 Pagesacquisition (Massachusetts Department of Education, 2003). In the program, all books and nearly all teaching would be in English, with the curriculum designed for children learning English. Schools are encouraged to group students by English proficiency. Once a studen t is able to do regular schoolwork in English, the student would be transferred to an English language mainstream classroom. Long before Question 2, federal laws have impacted the education of English language learners. Until the CivilRead MoreResearch Paper on California Public Education2634 Words   |  11 PagesThe California State Public Education System: Can it live up to current demands? All who have meditated on the art of governing mankind have been convinced that the fate of empires depends on the education of youth. -Aristotle- It has been said many times that children are our future. That is a scary thought considering our lack of investment as a people in that future, for without a solid base of education now the bright future we hope for may never come to fruition. This Paper will look atRead More The California State Public Education System Essay examples2504 Words   |  11 PagesPublic Education System â€Å"All who have meditated on the art of governing mankind have been convinced that the fate of empires depends on the education of youth.† -Aristotle-   Ã‚  Ã‚  Ã‚  Ã‚  It has been said many times that children are our future. That is a scary thought considering our lack of investment as a people in that future, for without a solid base of education now the bright future we hope for may never come to fruition. This Paper will look at the current state of the Public Education SystemRead MoreThe Struggles And Inequalities Of Mexican Americans1264 Words   |  6 PagesIn the educational setting, Mexican Americans have faced discrimination, segregation, and inequality for many years. This paper discusses the struggles and inequalities that Mexican Americans have faced in education. I will focus on different educational time periods and discuss the problems and struggles that occurred in those time periods. The time periods that I give focus to include education in the Spanish-Mexican era (1519-1848), education and early Anglo rule in the Southwest (1836-1890),Read MoreA Teacher Unions Essay1355 Words   |  6 PagesUnions have evol ved over time and have been essential in education equality and reform. Some now question the motivation behind these unions and whether or not they are now a barrier to reform, rather than a assistant. This paper will explore the evolvement of not only Teacher Unions, but the purpose and motivation behind said unions. Two of the most predominately known unions are American Federation of Teachers (AFT) and the National Education Association, NEA. History (Purpose) NEA was established

Evidence Based Policy Making

Question: Discuss about the Evidence Based Policy Making. Answer: Introduction The discourse of Evidence Based Policy Making has gained popularity in a number of policy communities. In Australia, there has been growing enthusiasm about the EBP. The reason for this being, that the basis of advice along with the decisions which the policy makers take are the best possible evidence which have been obtained from a number of sources. During the initial stages and also all through the process of policy development each and every main stakeholder has an involvement. All the evidence which is relevant including the one from the specialists is accessible to the policy makers in a meaningful form. The simple idea is that research needs to consider the collective wisdom regarding the success and also the failure of the initiatives that were undertaken previously in the specific domains of policy (Pawson, 2002). However, several important questions are raised by this movement in Australia. Does the enthusiasm that currently exists is an implication that the empirical evidence was not the basis of policy making policy making that had been taking place in Australia in the past? What is the weightage that can be given or rather should be given to research evidence by the policy makers to the policy making process? What sort of evidence is advocated by the promoters of evidence based policy? Do these have narrow basis for the conceptions of evidence or are they conventional scientific methods which give privilege to some of the methods as well as knowledge in comparison to others? All the questions cannot be possibly answered but the evidence based policy (EBP) in Australia will be critically appraised in this essay so that the fundamental question that will the new enthusiasm for EBP deliver better outcomes? Apart from this, will it be able to keep up to its promise of being an idea whose time has arrived (Young et al., 2002). Evidence Based Policy Making and Its Impact on Outcome EBP is a set of methods or discourse that provides information about the policy process instead of directly aiming to have an affect on the final goals in relation to the policy. A more systematic, rigorous as well as rational approach is advocated by it. The basis of the EBP pursuit is the premise that the decisions of policy should be informed in a better way by evidence that is available and rational analysis should be a part of it. The reason for this is that the policy which has systematic evidence as its basis, has been observed to produce outcomes which are better. The approach has also incorporated practices that are evidence based (Davies, 2004). The basis of EBP is the research which has undergone certain types of scrutiny and assurance of quality. In case of public policy which has the processes of policy development as their basis, the policy agenda is set by the extension of practices that are existing, politics, tradition and intuitive appeal. It assumes that evidence is something that is good in itself and is trustworthy, reliable as well as meaningful. The complexities in social science specifically are that there are disagreements in the interpretations related to the quality and strength of the evidence. Even when consensus is present, the best of evidences might not be able to meet the standard (O'Dwyer, 2004). Even though the concept of evidence based policy is not new, in recent times, it has become a topic of public debate in Australia. As per the Prime Minister, it happens to be the main agenda of the Government for the public service. According to him, analysis of the various options that are available should be driving the policy designs and not ideology. A valuable opportunity is provided for advancing the cause for EBP by him it is difficult putting it into practice and obtaining the desired outcome. In case of a real world the development of policy occurs in an environment that is fluid and is also subject to the political and vested interests and at times pressure might drive them in order to take immediate actions for the problems that might be grabbing the headlines. Ideally, there is a requirement of systems which at every stage of developing the policy are informed by evidence. This should be from the very beginning that is the stage of issue identification till the time of developing the response that is most suitable followed by evaluating its effectiveness. It becomes all the more vital when complex problems like climatic changes have to be tackled. These types of problems occur when there are rapid shifts in the evidence which forms the basis of responses and also consists of several types of interactive elements. Even while handling the issues that are not so complex, it is also necessary that for successful integration of the evidence into the process of policy making the evidence should be good to start with. This signifies that not just the collection of data and investments in research by also making sure that makers of policies possess the right skills for discriminating between evidence that is useful and reliable and the one which may not be such. Another vital aspect is that the evidence needs to have openess to rigorous professional as well as public debate. Validation of evidence along with transparency is also essential for assisting the Governments in gauging the reactions of the community to ideas prior to them being formed fully and in that way the politics of undertaking courses of action that are different can be anticipated. This will prove to be a challenging process for the policy makers as effort and time is taken for transparency to be established while speedy decisions have to be taken by the Government in most cases (Banks, 2009). On the basis of the above we can say that EBP is not completely an affair that can be considered as irrational wherein the different types of evidence do not possess any relevance but it also does not mean that the process of policy making can be reduced to calculating its effectiveness as well as outcomes in a technical manner or conduct a costing of policy options which are well defined (Perri, 2002). An involvement of a risk factor is present in EBP which is that it will turn out to be a means for the elites of policy for increasing their strategic controls over the knowledge in relation to the social problems in a manner which will lead to the devaluation of wisdom that is practice based, tacit forms of knowledge, voices of the ordinary people and professional judgment. For instance, transferring to human services, the evidence based medicine principles can be questioned. It is a complex task to provide social care. Although it is possible to conduct an evaluation of the impacts that professional judgments might have and also draw certain conclusions regarding the things that can work. However, it is very difficult in comparison to the testing of drugs in the field of medicine (Lewis, 2002). Another argument is that what works is usually not a question of evidence or of facts as it is of value. For this it is necessary that the process of policy making is democratic as well as open and which can result in the facilitation of the process of public learning and deliberation instead of control (Parsons, 2001). Knowledge in relation to what is working in a specific field of policy should not have a narrow definition or be overly prescriptive with respect to scientific criteria that are apparently objective. The argument of Parsons is that adoption of EBP by the Government of UK for missed opportunity with respect to improvement of Government and it led to the muddling of relationship between policy making and knowledge and made it more confusing. The intention of the Governments is enhancing their control over the processes of policy making instead of bringing improvements in the capacities of social science for influencing the democratic practices (Parsons, 2002). A similar concern was also shared by Kemeny regarding dictation of research by policy makers (Winter Seelig, 2001). Too much faith in the evidence might lead to overconfidence in what we understand which at times might prove to be disastrous. Avery good instance of this is the financial crisis that occurred globally in 2007 with the assumption by banks that they had managed risks properly on the basis of the models of the post-war housing data from the U.S. which was supposed to be sophisticated and also assumptions related to risk distribution. This is an indication that good theory as well as judgment are of greater significance in comparison to good data. Besides this, the metaphysical as well as the moral policy questions are not answered by evidence. Facts do not give rise to values and judgment but examination of ones conscience and also collective wisdom does (Cross, 2016). Insistence on policy that is evidence based leads to the transfer of power to the people responsible for assembling and analysing data and effectively excludes the public from the process of decision making. EBP puts the process before the results. The goal does not have to be EBP but it definitely has to be the production of good outcomes and there are a number of ways to achieve that. The recent years have witnessed tremendous improvements in the society and most of them have been due to the outstanding innovations in the fields of communications and technology that came from the private sector rather than due to better public policies (Cross, 2016). The relationships that exist between knowledge, research, policy and practice are mostly likely to continue to be contingent, shifting and loose. Hence there is no guarantee that either a policy that is good or a research that is good will eventuate in an automatic way, simplistic models with respect to EBP as well as practice and that they might end up as failures like effective prescriptions or accurate descriptions (Davies et al., 2000). Emphasis on the authoritys role and power at the cost of expertise as well as knowledge in public affairs appears to be cynical while emphasis on the latter at the formers expense appears to be nave (Solesbury, 2001). The evidence from research will have the maximum impact when the political will is sufficient and the culture of the organisation is such that all types of evidence is valued but most of the case studies on policies give attestation to the fact that very rarely is making of policy a case of rational identification of a policy problem and use of the evidence from research for developing as well as for implementing a policy solution (Marston Watts, 2003) (Bacchi, 1999). Several proponents of EBP have also shown that evidence does not prevail in all the cases and the reasons for this (Weiss, 2001) (Johnson, 2001). That is why the outcomes might not be expected. At certain occasions the evidence based approach might not be taken due to certain reasons like difficulty in the collection of evidence that is insurmountable, lack of the capacity of the staff to collect evidence and expenses. At times, only a single way of proceeding might be present and everyone agrees on it. In case the only programs and policies are the ones which are based on evidence, then new innovations and ideas would not be present (Johnston, 2001). It is not necessarily the case that making decision rationally or policy making professionally will result in outcomes that are better in comparison to the ones that are based on intuition, hunches or whatever is unprofessional policy making. Improvements in using evidences in policy which consist of case by case agreements regarding what is considered as evidence and under what circumstances and disseminating the evidence effectively where it is required the most and developing means that are effective for wider accessibility to knowledge . For this it is required that the policy makers and also the researchers are context sensitive regarding the types of evidences and research methodologies which are most appropriate to differing circumstances. If these conditions are met, it (Nutley et al., 2002) will still not be a guarantee that various forms of evidence along with research will win over a number of inputs into policy and politics but they will play a role in increasing the pros pects of a conceptual and practical relationship between outcomes of policy and evidence which is less simplistic and also more democratic (Nutley, 2003) (Reynolds, 2000). Conclusion Evidence based policy making and good policy making might not always be synonymous and might not always result in outcomes that are better. However, it can be good policy making if certain improvements are brought about in it. A literature indicates the existence of a general consensus with respect to the ways of improving evidence based policy making. It is summarised as clarifications of the relative strengths as well as the weaknesses of the various methodological approaches, use of an approach that is more strategic for the creation of knowledge, dissemination of knowledge in an effective manner along with promotion of large scale accessibility to it, development of ways for improving the evidence intake (Nutley et al., 2002). There is a requirement of developing a certain type of agreement regarding the things that make up the evidence and the context under which it is taken as evidence so that the various kinds of practice / policy questions can be addressed (Nutley et al., 200 2). This concept also receives support from Sanderson who indicates the need for the improvement in evidence base itself and policy development also includes a number of other significant question (Sanderson, 2002). Evidence based policy making can also be bad in case the evidence that is used has flaws, is biased, is incomplete or has been ignored. In case all the requirements are met in input as well as utilisation of evidence, policies which make use of evidence among their directives can be bad for some other reasons and lead to outcomes which might not be successful. Thus, on the basis of the above analysis, it can be concluded that the goal that EBP has is very significant and the fact that a lot of enthusiasm is associated with it provides a great deal of encouragement. Vocal support is being received by this policy at some of the top political levels both within the country as well as outside it in other nations. However, when its measurement is done against the different kinds of parameters for being an approach that can effectively result in producing better outcomes, it is clear that the practices which are being followed currently are not proving to be sufficient. This needs to be addressed primarily by the public services. There is a requirement of bringing about improvements in the public services capacity for delivering EBP advice along with requirement of improving political understanding regarding what is entailed by it so that the evidence based policy making is able to deliver better outcomes. Bibliography Bacchi, C.L., 1999. Women, Policy and Politics. London: SAGE Publications. Banks, G., 2009. Challenges of evidence-based policy-making. [Online] Available at: https://www.apsc.gov.au/publications-and-media/archive/publications-archive/evidence-based-policy [Accessed 14 September 2016]. Cross, P., 2016. The Evidence is in evidence based policy can have disastrous results. Financial Post, 24 August. Davies, 2004. Is evidence-based government possible? In Jerry Lee Lecture, presented at the 4th Annual Campbell Collaboration Colloquium. Washington D.C., 2004. Davies, H.T.O., Nutley, S. Smith, P.C., 2000. Evidence and the Policy Process. In S. Nutley J. Webb, eds. What Works? Evidence-Based Policy and Practice in Public Services. Bristol: Policy Press. Lewis, J., 2002. The Contribution of Research Findings topractice Change: Building Knowledge for Integrated Care. MCC: Building Knowledge for Integrated Care, 10(1), pp.9-12. Marston, G. Watts, R., 2003. Tampering with the evidence: a critical appraisal ofevidence-based policy. [Online] Available at: https://www.econ.usyd.edu.au/drawingboard/ [Accessed 14 September 2016]. Nutley, S., 2003. Bridging the policy/research divide: Reflections and Lessons from the UK. In National Institute of Governance Conference. Canberra,Australia, 2003. Nutley, S., Davies, H. Walter, I., 2002. Evidence-Baed Policy and Practice: Cross Sector Lessons from the UK. In Social Policy Research and Evaluation Conference. Wellington, NZ, 2002. O'Dwyer, L., 2004. A critical review of evidence-based policy making. Final Report. Australia: Southern Research Centre Australian Housing and Urban Research Institute. Parsons, W., 2001. Modernising Policy Making for the 21st century: The professional model. Public Policy and Administration, 16(3), pp.93-110. Parsons, W., 2002. From Muddling Through to Muddling Up Evidence Based Policy Making and the Modernisation of British Government. In Proceedings of the 2002 Annual Political Studies Sssociation Conference. Aberdeen, Scotland, 2002. University of Aberdeen. Pawson, R., 2002. Evidence-based Policy: In Search of a Method. Evaluation April, 8(2), pp.157-81. Perri, S., 2002. Can Policy Making be Evidence Based? MCC: Building Knowledge for Integrated Care, 10(1), pp.3-9. Reynolds, S., 2000. The anatomy of evidence based practice: Principle and Methods. In S. Reynlds L. Trinder, eds. Evidence BasedPractice: A Critical approach. Oxford: Blackwell Science. Sanderson, I., 2002. Evaluation in Complex Policy Systems. Evaluation, 6(4), pp.433-54. Solesbury, W., 2001. Evidence Based Policy: Whence it came and where it's going. London: University of London ESRC UK Centre for Evidence Based Policy and Practice Queen Mary. Weiss, C.S., 2001. What kind of evidence in evidence based policy?. In Third International, Inter-disciplinary Evidence-Baed Policies and IndicatorSystems Conference. Durham, 2001. University of Durham. Winter, I. Seelig, T., 2001. Housing Research, Policy Relevance and a Housing Imagination in Australia. [Online] Available at: https://www.cf.ac.uk/cplan/conferences/hsa_sept01/win [Accessed 14 September 2016]. Young, K., Ashby, D. Grayson, L., 2002. Social Science and the Evidence Based Policy Movement. SocialPolicy and Society, 1(3), pp.215-24.