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The knowledge cycle is like concentric circles. The outermost circle is the general populist. Moving one level down in the cycle is where the seminars, conventions, and certification hours are located. These are finely tuned applications—reality checks--of the objectives, papers, and readings of the next inner circle: the Bachelor of Arts degree. Departments of education, sciences, humanities, etc. are developed as education is split into a plethora of fields. The “rules” of operating within the specific departments generate specific strategies and some application of very broad theory. Moving down in one more level provides a deeper insight as to why activities generated in the bachelor-level ring are valid. In the masters’ level, a deeper exposure to theory is presented. Many more journal articles are evaluated as the development of theory is much quicker than the book-mill can keep current. Journal articles explore theoretical concepts which represent the current thinking of the day. Practical applications of this theory are taught via a viable masters’ program. Academics become the foundation on which the bachelors’ degrees, with conventions, conferences, and seminars are based. Practical application of the theoretical explorations the masters’ level moves the learner into the next concentric circle. It is at the core, the PhD level, where the new theories are generated. The PhD-core is the birthplace of the theories which effervesce upward through the academic concentric circles. New knowledge generated by the other concentric circles percolate down to the PhD from which new theory is developed. The new theorems and axioms are moved up to the surface of the circles via the masters’ and bachelors’ programs. Professions created at the bachelor’s level are the filters through which the academic knowledge passes and transmogrifies into practical uses for the general populist. Without the theoretical core of the PhD—ultimately the birthplace of new information—our society would come to a standstill stagnating at the status quo. Never moving upward to bigger and better ways to accomplish specific tasks and goals; new challenges and issues would remain unaddressed as our society generates them. A theory based educational system would solve or recommend a myriad of possible solutions spinning off of the theoretical core of new knowledge. Accepting that this is a huge generalization of this complex process, I submit this entry based on the teachings of one of my own “effervescents”: Dr. Roger Greer. Jay Gamble, PhD student Northcentral University Prescott Valley, AZ