Welfare Identity: Separating the Public from the Private

In 1995, Jane Goodwin wrote ―U.S. welfare policy has yet to adequately address a mother‘s two work roles - care-giving and wage-earner‖ (p. 254). The first welfare programs began in the early 1900s and the first statewide Mothers‘ Aid Law passed in 1911. In 1935, the federal government launched a program called Aid to Dependent Children, which later be changed to Aid to Families with Dependent Children (AFDC) (Cheng, 2007). Cheng (2007) noted this program was created to address the issue of poverty in the USA by assisting impoverished mothers to financially care for their children. As the welfare system evolved in the 1960s, it included more programs such as educational services, job training and job search assistance to aid single mothers in gaining employment (Cheng, 2007, p. 212). However, the welfare system would undergo a major overhaul in the mid-1990s. In August of 1996, President Clinton proclaimed by signing the Personal Responsibility and Work Opportunity Reconciliation Act (PWROA) there would be an end to welfare as we know it (Deavers & Hattiangadi, 1998). By signing the act, almost 60 years of entitlement came to an end. Welfare recipients soon found themselves faced with having to conform to more strict policies and requiring them to participate in job search activities. Under the provisions of the newly signed Act, states were given more discretion and authority over determining welfare policies with the federal government still overseeing and intervening as needed (Lee, 2009)

The Impact of a GED to College Transitions Program on Student Motivation

Student‘s motivation and persistence are common issues that educators and learners struggle with continuously. This is particularly significant in the field of adult education. According to Hardin (2008) these adult learners, or non-traditional students exhibit characteristics such as; delaying enrollment into higher education until adulthood, enrolling part time, working full time, being financially independent, has family responsibilities and academic deficiencies. Such characteristics can form severe barriers in the quest to pursue higher education. Therefore, understanding self-determination and motivation are necessary to help these learners to be successful. To help students to be successful, scholars and practitioners must engage in longitudinal studies in order to help students transition from General Education Diploma (GED) and other basic adult education programs to higher education. In this study, the researchers make meaning of the participant‘s experiences that can add data to the current research base. This study is aimed at exploring the experiences of 14 GED students enrolled in a GED to College Transitions course at a southern community college in the US during the spring 2011 semester. The study was guided by the following research question: What primary factors motivate GED students to enroll and persist

Cardiovascular Efficacy and Safety of Bococizumab in High-Risk Patients

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