What Is The Duke TIP 7th Grade Talent Search, and Why Do It

What Is The Duke TIP 7th Grade Talent Search, and Why Do It SAT / ACT Prep Online Guides and Tips What is the Duke TIP, and what is the 7th Grade Talent Search? In this article, I'll be writing about the Duke Talent Identification Program, also known as Duke TIP, also known as the Duke TIP Program. The Duke TIP is a conglomeration of multiple subprograms, one of which is the 7th Grade Talent Search. While you can find all the information about it on Duke's own website, as I did, the information is spread out and a little tricky to track down (hence the confused panda at the top of this article). For your convenience, I've compiled everything here into one magnificent blog post/guide. I recommend reading it all the way through, but if you only want to read one particular section, you can pick and choose from the Table of Contents. A disclaimer: I've done a lot of linking in this article to the Duke TIP website, and while all links and information were correct (to the best of my knowledge) at the time of this article's publication, things may have changed since then. Now that that's out of the way, let's dive into the Duke TIP and the 7th Grade Talent Search! feature image credit: panda-303949_640, used under CC0 (Public Domain)/Resized from original. Table of Contents What Is The Duke TIP 7th Grade Talent Search? What Do Kids Do During TIP? Why Should I Participate in Duke TIP? How To Apply Logistics: Cost Tips Actions To Take What Is The Duke TIP 7th Grade Talent Search? And What Do Kids Do During It? Since there is so much to say about the Duke TIP 7th Grade Talent Search, I’ve broken it down into who, what, where, and when (the why and the how get their own separate sections). What Is the Duke TIP 7th Grade Talent Search? The 7th Grade Talent Search... Identifies gifted 7th grade students through test scores (there's more information about this in the How Do I Apply? section of this guide). Registers these students to take the SAT or ACT during their 7th grade school year. Provides students with information on how to interpret these test scores and resources to help them and their families better plan out their futures. These resources include advice and guidance regarding your education plan, special Duke TIP publications like The Talent Search Experience and eInsights, online resources like The Digest of Gifted Research, and access to Duke TIP’s year-round Independent Learning courses. More specifics can be found on the Duke TIP website. Uses the students' scores on the SAT or ACT to qualify students for various other Duke TIP components like summer programs or eStudies courses. Who's Eligible for the Duke TIP 7th Grade Talent Search? If you live in the US, are in seventh grade (or are an eighth grader who skipped seventh grade), and meet the test score requirements (more on that here), you can enroll in Duke’s 7th Grade Talent Search. Simple as that. Homeschooled? Not to worry. The 7th Grade Talent Search is completely open to home-, public-, private-, parochial-, and other-schooled students. If you don’t fit under these guidelines, don’t sweat it- there are other Duke TIP subprograms that might be right for you, like 8th-10th Grade Option. Great! So Where Does the 7th Grade Talent Search Take Place? Unless you are reporting your SAT or ACT score separately and need to use paper application (more on that here), all parts of the application happen online, and all resources are distributed online. In fact, with the exception of taking the SAT or ACT, which will require you to go in person to a testing center, all you need for Duke TIP is a computer or mobile device and an internet connection. The only times when Duke TIP has in-person interactions are if you are invited to and choose to attend the Recognition Ceremonies at the end of the year. When Does This All Happen? The 7th Grade Talent Search takes place during the 7th grade school year. For most students (all US students), enrollment begins in August, with the rest of the Talent Search (SAT or ACT testing, information about your scores, resources for gifted students, and the recognition ceremonies for high-scoring students) spread out over the rest of the 7th grade school year. If you’re not in the US, you can either take part through the 8th-10th Grade Option or by submitting a request for the program you want to take part in and submitting a portfolio with transcripts, extracurricular resumes, test scores, IQ Scores, and any other materials requested. Return to Table of Contents Why Should You Apply For The Duke TIP 7th Grade Talent Search? So what do students get out of the Duke TIP 7th Grade Talent Search? One perk is the opportunity to take what Duke calls â€Å"above-level† tests (that is, you take the SAT or ACT before you're in high school) and compare your results with similarly gifted peers. Why is this helpful? It can give you information early on about areas you might want to to further develop and give you a preview of the test-taking process. For instance, let's say you score a 200 on the Evidence-Based Reading and Writing section, which is below par compared to your peers in the TIP. You'll know that you have to work on that skill, and as a result be able to better plan with your family for high school and the college admissions process. If you just took the SAT as a 7th grader without taking part in the Talent Search, you would not have the opportunity to know how you stack up against other students in your grade and age group; instead, you would end up being compared to much older students, which doesn't really tell you anything about where you should be now. Taking part in the 7th Grade Talent Search also opens up opportunities to enroll in and attend other Duke TIP subprograms, including (but not limited to) eStudies courses, Summer Studies programs, Scholar Weekends, and Field Studies. You'll get access to the advice and resources discussed above as well. Finally, there's the recognition of your prowess at the (aptly named) Recognition Ceremonies. At year-end ceremonies, Duke TIP recognizes the highest scorers on the SAT or ACT out of all the 7th Grade Talent Search participants. We have more information about these ceremonies in articles about the SAT and ACT score requirements to qualify, but for now, I'll just say that it is usually gratifying to get special recognition for your talent. It's not just about the medal (although you do get one at the Award Ceremonies)- it's knowing that other people value your hard work. No.1_blue_ribbon by Oldbeeg, used under CC BY-SA 3.0/Resized from original. Return to Table of Contents Devil's Advocate: When Should I NOT Apply to Duke TIP? IF...you don’t care about taking college entrance exams early, OR ...you don’t have any interest in taking part in TIP summer programs or resources later on down the line, ...THEN it might not be worth it for you to apply to the Duke TIP 7th Grade Talent Search. Why? Most colleges don’t care about what you did in middle school, unless it was something truly spectacular like getting a paper published or starring in a Broadway show. Bottom line: if you’re going to use the resources and take advantage of the programs open to you through TIP, then absolutely do it. If not, save your money (and time). How Do I Apply To The Duke TIP 7th Grade Talent Search? So after reading all this information, you’ve been inspired to apply to the 7th Grade Talent Search, and need instructions. Or maybe you already were inspired, but didn’t know how. Either way, I've done the research for you. Read on for instructions on how you can qualify for the Duke TIP 7th Grade Talent Search, and how to apply. In order to enroll in the Duke TIP 7th Grade Talent Search, you must meet a certain threshold on your scores on approved standardized tests. What are these tests, and what are the thresholds, you ask? There are two categories of tests that are accepted by Duke TIP, each with different standards you must meet to qualify for the 7th Grade Talent Search. Category 1: IQ Tests. To qualify for Duke TIP's 7th Grade Talent Search, you must have scored 125 or above on IQ test administered within the last two years. Some of the most commonly administered IQ tests accepted by Duke TIP include the Weschler Intelligence Scale for Children, the Stanford-Binet Intelligence Scale, the Cognitive Assessment System, or any of the Woodcock Johnson Tests. Category 2: Other standardized tests. To qualify for Duke TIP's 7th Grade Talent Search, you must have scored â€Å"at or above the 95th percentile on an accepted grade-level standardized test, aptitude test, mental-ability test, or state criterion-referenced test† [Quotation source: Eligibility | Duke TIP. Accessed 2018-12-08.] These are often state-administered tests, like the California Achievement Test, or any test that's part of the New York Statewide Testing Program. All of the specific tests that Duke TIP accepts as metrics for their 7th Grade Talent Search are listed on this site in a drop-down menu. If you can’t find a test you’ve taken in this list, you can always email Duke TIP (qualifying_test@tip.duke.edu) to see if a test that you’ve taken is accepted. After you've figured out if you qualify for the 7th Grade Talent Search, you're all set to create your Duke TIP account and enroll. The "enroll now" link is only active from early August-early December of each year, but you can still create your account now and check back again in August to enroll. Exceptions If you participated in the 4th-6th Grade Talent Search and took the optional EXPLORE test, then you are automatically qualified (although you still have to enroll). Otherwise, even if you took part in the 4th-6th Grade Talent Search, you must re-qualify and enroll in the 7th Grade Talent Search. If you have already taken SAT/ACT, already paid and registered to take it, or missed the Talent Search deadline but are planning on registering for the SAT/ACT, you can still enroll for the 7th Grade Talent Search, but you must do so using the 2Step enrollment process and a paper application. For more information on the enrollment process for these cases, you can email 7talentsearch@tip.duke.edu, or read more here. Return to Table of Contents Logistics: Cost Now you know what the 7th Grade Talent Search is, why you should do it, and how to apply. What follows are a few more details that might be useful about the cost of the 7th Grade Talent Search. Quick disclaimer: all costs are at the time of this article’s writing, so be sure to check the 7th Grade Talent Search, SAT, and ACT websites before planning a budget around this information. The application fee for the 7th Grade Talent Search is $80. This fee includes the cost of registration for the SAT or the ACT, depending on which test you choose to take. Since the writing portion of the ACT is optional for talent search participants, however, if you want to take the SAT with the essay, you'll have to pay an additional $17; if you want to do the ACT with the essay (ACT Plus Writing), you'll have to pay an additional $16.50. Can I Get Financial Aid? Yes. If you qualify for free or reduced price lunches, and submit the proper documentation showing this, you can waive part of the application fee for the 7th Grade Talent Search. Qualified applicants who are able to present written verification (either the approval paperwork or fee grant form on school letterhead) of their free/reduced price lunch status will only have to pay an enrollment fee of $30, rather than $80. For more information about where to submit proof of free/reduced price lunch status, email 7talentsearch@tip.duke.edu or call Duke TIP's Financial Aid Office at (919) 668-9100. You can also get scholarships from foundations like Jack Cooke Foundation Young Scholars Program. Return to Table of Contents Tips to Get Into the Duke TIP I'm sure you're shocked that I couldn't resist making a "tips for TIP" joke. Regardless, I've made up a list of helpful hints to boost your chances of getting into Duke TIP's 7th Grade Talent Search and other programs. If you haven’t done particularly well on school standardized tests within the last two years, take a look into some of the other test options. Maybe an IQ test would be a better way to identify your talent and potential. If you’re waffling between the 7th Grade Talent Search and waiting until later and doing 8th-10th Grade Option, absolutely do the Talent Search. Since Duke TIP subsidizes the cost of the test, the Talent Search ($80 flat rate) is more cost-effective than 8th-10th Grade Option ($35 fee + $47.50 for the SAT or $50.50 for the ACT). If you don't do well on the SAT or ACT when you take it through the Talent Search, you can always retest later. When you've started the 7th Grade Talent Search process, don’t forget to study for the SAT/ACT. Why? Because while Duke TIP is just using the SAT or ACT as a diagnostic, if you blow it off, it could prevent you from getting into a summer studies program that you totally deserve to attend (or at the very least cause you to have to retake the test in order to qualify). At the very minimum, you need to be familiar with the test structure and timing. How can you do this? Take a practice test to gauge where you are, then use this information to determine the amount you have to improve. Know how much time you have to study so you can plan your prep accordingly. For more advice along these lines, read our article on if you should take the SAT/ACT in 7th grade. Return to Table of Contents Actions To Take #1: Find out which of the accepted tests you’ve taken and what your scores were, including composites. Because you can only upload one score with your Talent Search application, you want to be sure you're choosing and uploading your best test score. #2: Once you get into the 7th Grade Talent Search Program, study for the SAT or ACT. #3: Make sure to keep an eye on the 7th Grade Talent Search key dates calendar for updates on information for this school year, including when enrollment for the Talent Search goes live (judging from past years, it's usually around August 1, but I make no promises). #4: If after reading this article you're still not sure if the 7th Grade Talent Search is right for you, read more about it on the Duke TIP website. #5: Read our other articles on the SAT and ACT score requirements for the various Duke TIP programs. Return to Table of Contents What’s Next? Curious about other programs for the gifted? Make sure to read our early achiever guides about CTY at Johns Hopkins, Summer Institute for the Gifted, Stanford EPGY, and NUMATS. Want to participate in Duke TIP programs?Read up on theSAT and ACT requirements for the Summer Studies and eStudies programs, as well as for the Recognition Ceremonies. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Effects of Defendant Age on Severity of Punishment Essay

Effects of Defendant Age on Severity of Punishment - Essay Example Besides, the evil that could be prevented, we (and the hard-working farmer, too) should also consider the fact that one person earned the food, through hard work. And while it might be the case that just desert is outweighed by the greater need of a neighbor, being outweighed is in any case not the same as weighing nothing. (Glenn D. Walters, 1992). Sometimes just desert can be negative in the sense of unwanted, as well as something regarded as a good. The fact that the Nazi war criminals did what they did means they deserve punishment: We have a good reason to send them to jail, on the basis of just desert. Other considerations, for example, the fact that nobody will be deterred or that the criminal is old and harmless, may weigh against punishment, and we may even decide not to pursue the case for that reason. But, again, that does not mean that deserving to be punished is irrelevant, just that we've decided for other reasons to ignore desert in this case. But again: A principle's being outweighed is not the same as its having no importance. (Paul J. Hofer, Mark H. Allenbaugh, 2003). Our social moral code thus honors both the greater moral evil principle and entitlements. The former emphasizes equality, claiming that from an objective point of view all comparable suffering, whomever its victim, is equally significant.

CONTEMPORARY CORPORATE GOVERNANCE ISSUES Essay Example | Topics and Well Written Essays - 2500 words

CONTEMPORARY CORPORATE GOVERNANCE ISSUES - Essay Example It is an institutional arrangement for various corporate participants having direct or indirect interests in corporation like shareholders, managers/directors, creditors, customers, suppliers, employees, local communities, general public and government (Figure 1). Figure 1: Corporate Governance Relationships Source: (Letza, Sun & Kirkbride, 2004, p.243) The importance of corporate governance in 21st century has been highlight by series of corporate frauds like Enron, WorldCom and Tyco whose managers engaged in illegal reporting leading to loss of shareholder wealth. As shareholders in many countries are absentee owners and managers have the control and power over the organization’s activities, these managers can place their own interest before the interests of shareholders, therefore generating the principal-agent conflict. There are certain views regarding the convergence of corporate governance systems however such possibility is least likely to happen due to difference in c orporate culture and ownership structures. In recent years many influential proposals have been made in UK regarding corporate governance such as Higgs 2003, Turnbull Committee 1999, Hampel Committee 1998, Greenbury Committee 1995 etc (Letza, Sun & Kirkbride, 2004, p.242). The legislative strategies place importance to the need of a single governance structure for the corporate world. However no single model of corporate governance has worked at all times. Presently there are four main perspectives on corporate governance that are discussed in the following sections. The Principal-Agent Model Considering a sole-proprietorship organization where the owner-manager is considering sale of a part of his interest to outsiders. As the owner-manager’s share will fall the incentive to... According to the research findings the field of corporate governance is relatively new to the theory of organization. Although the issues of corporate frauds, social irresponsibility and abuse of managerial power that have led to corporate governance mechanisms are not new to the corporate world. The corporate fraud case of Enron, WorldCom and Barings bank has made the investors realize the governance issues of ownership and control. However the theories which form the theoretical framework of corporate governance have not been fully developed to provide a uniform solution to address agency problems. Based on the review paper by Letza, Sun and Kirkbride on corporate governance this project has been an attempt to critically analyze the models of corporate governance which have been categorized into two perspectives- Shareholder and Stakeholder. These models have been the much debated due their different approach towards the governing mechanisms and the changing relationship of managem ent and shareholders and/or stakeholders. The principal-agent model has been the theoretical basis of the other three models however due to widely accepted flaw of equating wealth maximization with share price maximization has led economists to look beyond the shareholder wealth maximization objective. The myopic market model is similar to principal-agent model but is oriented more towards the internal mechanisms built on long-term relationship and corporate performance.

Mental Health Groups: Theories and Methods

Mental Health Groups: Theories and Methods Constance Ballew All over the world the issue of mental health is a rampantly growing problem. With budget cuts both statewide and federally since the 1980’s by President Ronald Reagan, our country has had to create more cost efficient ways to meet the needs of our mental health crisis. Because of these budget cuts the need for more mental health services has grown and our county has responded to the outcry from those with mental health issues. Tulare County has come up with a way to help meet these needs locally through the Mental Health Services Act (MHSA), which was voted for in November 2004 and became effective January 2005. From August 2009 to October 20011 MHSA has helped over 16,000 Tulare county residents with mental health issues. This is possible because of a 1% tax surcharge on those who make $1 million or more per year. Mental health groups in Tulare County treat a broad spectrum of problems. From Bipolar Disorder and depression to schizophrenia, there are support groups to help c lients deal with the difficulties associated with mental illness (HHSA, 2012). In California the rate mental illness vary from county to county. Over all the rate of those with mental health issues in California are 16.3% that equals to about 4 million Californians. This percentage is a scarce comparison to that of all Americans who need mental health services. These figures which are 20-28% are alarming. Mental health affects everyone, even those who don’t have mental illness are affected by the mental health crisis in our county and country. Mental illness does not choose its victims by color, race, gender or age. Mental illness also does not prefer certain social or economic status. (Lund, 2001) Before 1956 many patients were not open to the idea of group therapy, almost two thirds of the patients in fact. And of those who entered group therapy 15% dropped out within the first 5 weeks of therapy. It is also shown in the study done by DeSchill that patients who had already received individual counseling did not increase their likely hood of staying in group counseling over those who had not. (DeSchill, 2014) The creation of mental health groups came from the need for more patients to be seen at a more economic and less time consuming. This is due to the introduction of Managed care into the mental health care system. Managed care has brought some limitations into treatment of mental illness as well as other groups. These are that managed care will pay for a certain amount of group sessions. There is a price cap on some of the sessions and therapist are often limited to the quantity and quality of care they provide group members. The Goal of mental health groups is to help people cope with the disabilities they face in life. It is this such support that helps many people around the U.S. live their lives in more fruitful ways than they would if they did not had the support of the mental health support groups. Mental health support groups provide an end to isolation. The isolation that people suffer who have mental health issues is debilitating and leads to early death rates for the mentally ill. According to Marla Szalavitz, in a study done by researchers at University College London, 6,500 people over the age of 52 where studied. The most isolated of those had a 26% higher chance of earlier death than those who were not isolated. Mental health groups have a valuable role in the part of treating those with mental illness, not just mentally but also physically (Szalavitz, 2013). The group members would be screened prior to entering the group. This is to ensure safety within the group and also to allow the maximum effectiveness for the group. The screening process would be done by a physician who would then refer the member to our group. This would help the therapist to focus on the members in the group who are able to do work and participate in their own change process. The roles of the members in a group are important to study. Each member role help to establish a flow for the dynamic and solidifies norms. The challenges of the leaders in a mental health group can be somewhat different from a leader in other groups. This is because the dynamic could change more often than that of other groups due to the challenges that face those with mental illness. The treatment models used to treat mental illness in group therapy according to Sara Battista, groups can be psychodynamic, cognitive behavioral psychotherapy and psychosocial. The purpose and goal of a mental health group is dependent on the type of model used. In psychosocial groups, the goal is to sustain a balance of norms in the clients life, change if it happens is slow and not expected with the psychosocial model of treatment. In a Cognitive behavioral model led group, the leader is an example for the group. The group is made of people with the same sorts of issues who seek the same goal. Psychodynamic groups focus on the role each member has had in their families or in society and now have in the group. (Battista, 2013) In addition to the generalization of the treatments used to treat mental health issues, there are more in depth tools used in groups for the treatment of mental illness. Depression for people who have a mild or moderate level has been treated with cognitive behavioral along with interpersonal psychotherapies. While patients who have a disorder such as schizophrenia have been shown to benefit from cognitive behavioral psychotherapy. (Lehman et al, 2004) Psychoanalytic groups or psychodynamic groups settings usually have anywhere from 5 to 10 people. In this type of setting there is a gender heterogeneity and the ages are usually within the same developmental stages. This is also a group which is cost effective and would benefit the members in financial hardship. The meetings are generally and 1  ½ long or longer depending on the group. This type of group would meet a couple of two to three time per a week. This model is used because of its effectiveness to deal with group issues such as resistance and transference. Because of the heterogeneity in the group, members are able to work out other emotional reactions they might have opposed to that of a homogeneous group. Group members use their interactions with each other to help them work out problems in their lives. There is a sense of self-awareness that is gained by this type of therapy in group and the individual is able to do work more efficiently than on his own (DeSchill, 1974 ). Cognitive Behavioral Therapy used in group sessions is cost and time efficient. This type of therapy helps the group members to focus on life issues such as relationships, matters of their health and are aims to help correct dysfunctional issues with the clients. The goals for this type of group would be to help the group members realize that they can have more choices than the ones that have had in the past. Also to replace faulty behavior with healthy emotions and behaviors. This group would be a smaller group of about 5-10 people and also heterogeneous. This group would most likely meet about twice a week for about 2 hours to help promote the necessary change needed in the group (Cowdry, 2012). Psychosocial group settings are settings in which the group members talk out their problems, this is an effective type of treatment for people who have various type of mental health disorders. The setting would also be gender heterogeneous and include different ethnic backgrounds. The cultural differences in the group may prove to be an issue of resistance but if the therapist is trained with a multicultural background it can be a learning experience for the rest of the group. This group much like the two previous types of groups I have mentioned would be smaller groups and would meet more frequently to help the process of change. (Cowdry, 2012) The group duration is ongoing for those with more serious mental health issues and can be more time limited for those with anxiety or depression issues. Since the goals for the groups are different. The duration would also be different. Meaning that people with schizophrenia will need a group with a longer duration, maybe 2 years while someone suffering from anxiety and depression may only need 16-18. This is because for those with serious issues the goals are more about maintaining their lives and with anxiety or depression it is to help produce change. The goals of each group would be depending on the degree of mental health issues in which the members have. For instance, the goals for group members who are more seriously mentally ill would more tailored to adapting or maintaining mental and physical health and not towards a cure or getting better. While the goals for groups that are for depression and anxiety are focused on cognitive and the behavioral changes for members. It is also focused on helping the group members see more positive ways to manage stress and coping skills to manage negative thoughts. (Corey et al, 2014). Group rules for mental health members should be clear and easy to understand. They should set limits on behaviors and encourage the members to share. Rules should also help to ensure safety and confidentiality within the group. Rules would be as follows; please allow people to finish sharing before speaking. Respect others thoughts and feelings. Please keep what has been shared in group inside group. Please share any thoughts or concerns you may have in group. The tools that can be used in the forming stage of the group can be activities used to create safety and trust. This would be for the first few sessions of the group. The next few sessions would be activities to confront resistance in the group so that the members can get through to the second stage of tuckmans model which is storming. Then a few team building exercises to help the group cohesion and encourage the norming stage. The next few sessions would be based on tools to increase performing within the members and the final stage and for the last few weeks group members and therapist would be focused on the ending of the group-termination. This final stage would be to help the member talk about any issues that they feel haven’t been addressed and also deal with the closing of the group. These last sessions will also be used to go over what has been learned by the group members, what they will do after group and help them with crisis plans. There are some ways in which a group can be evaluated to see if it has been an effective form of treatment. One way is to ask the clients to complete a pre group and post group questionnaire. This would ask questions asking the group member to rate their feelings toward themselves, their mental illness, their current abilities to function inside and outside of the group and also would ask them how willing they are to join the group. The post group questionnaire would also ask the client to rate their feelings based on how they felt after receiving the treatment in group. Another way to evaluate the effectiveness of the group would be to ask the group members to share with each other how they feel in group during the first few sessions about the effectiveness. This would be charted. The therapist can also ask members to come to a meeting after termination of the group in which they are asked their thoughts and feelings again about their time in the group. This would also be charted. T he comparisons used in the feeling checks before and after group can help the group leader determine the effectiveness of the group. A therapist can also evaluate the effectiveness of the group by research. The therapist can study how many people need more help, how many terminate early and for what reasons and also what changes need to be made to enhance the effectiveness (Corey et al, 2014). In doing this research, I found that mental health groups are a vital part of treating those with mental health issues. At times people feel alone, with group such as mental health treatment groups, members don’t have to feel alone and can relate to each other. References Battista, S. (2013) New Trends in Mental Health Treatment, National Alliance on Mental Illness, Retrieved From http://www.nami.org/Template.cfm?Section=Top_Storytemplate=/contentmanagement/contentdisplay.cfmContentID=158934 Corey et al, (2014) Theories and Techniques of Group Counseling, Groups Process and Practice, Ninth Edition, Brooks/Cole, Cengage Learning Cowdry, R (2012) Treatments and Services, National Alliance on Mental Illness, Retrieved From  http://www.nami.org/Template.cfm?Section=About_Treatments_and_SupportsTemplate=/ContentManagement/ContentDisplay.cfmContentID=10510 DeSchill, S (1974) Introduction to Psychoanalytic Group Psychotherapy Part 1, The Challenge for Group Psychotherapy, Retrieved From http://americanmentalhealthfoundation.org/books/introduction-to-psychoanalytic-group-psychotherapy-part-1/ Health and Human Services Agency (2012) Tulare County Mental Health Services Act, Five Year Report, HHSA, Retrieved From http://hhsawebdocs.tchhsa.org/questys.cmx.hhsawebdocs/File.ashx?id=2819v=1x=pdf Lehman et al. (2004) Evidence-Based Mental Health Treatments and Services:  Examples to Inform Public Policy, Millbank Memorial Fund Retrieved From http://www.milbank.org/uploads/documents/2004lehman/2004lehman.html Lund, L. E. (2001) Mental Health Care in California Counties: Perceived Need and Barriers to Access, Center for Health Statistics, Retrieved From http://www.cdph.ca.gov/pubsforms/Pubs/OHIRmentalhealthCareCA2001.pdf Szalavitz, M. (2013) Social Isolation, Not just feeling Lonely May Shorten Lives, Time, Retrieved from http://healthland.time.com/2013/03/26/social-isolation-not-just-feeling-lonely-may-shorten-lives/

Explaining Laws in Special Relativity :: Science Mathematics Papers

Explaining Laws in Special Relativity Wesley Salmon has suggested that the two leading views of scientific explanation, the â€Å"bottom-up† view and the â€Å"top-down† view, describe distinct types of explanation. In this paper, I focus on theoretical explanations in physics, i.e., explanations of physical laws. Using explanations of E=mc2, I argue that the distinction between bottom-up explanations (BUEs) and top-down explanations (BUEs) is best understood as a manifestation of a deeper distinction, found originally in Newton’s work, between two levels of theory. I use Einstein’s distinction between ‘principle’ and ‘constructive’ theories to argue that only lower level theories, i.e., ‘constructive’ theories, can yield BUEs. These explanations, furthermore, depend on higher level laws that receive only TDEs from a ‘principle’ theory. Thus, I conclude that Salmon’s challenge to characterize the relationship between the two types of explanation can be met only by recognizing the close relationship between types of theoretical explanation and the structure of physical theory. The two leading views of scientific explanation, Salmon’s â€Å"bottom-up† view and the Friedman-Kitcher â€Å"top-down† view, give what appear to be prima facie incompatible characterizations of scientific explanation. According to the bottom-up view, we explain a given phenomenon when we uncover the underlying causal mechanisms that are responsible for its occurrence. The top-down view, on the other hand, maintains that we explain a phenomenon by deriving it from the general principles or laws that best unify our knowledge. In this paper, I focus on theoretical explanations in physics, i.e., explanations of physical laws. I first show that, as Salmon suggests (1989, p. 180-182), it seems promising to treat these two approaches not so much as different views about explanation but rather as descriptions of two distinct types of scientific explanations; there are clear cases of laws that have bottom-up explanations (BUEs) while others receive only top-down exp lanations (TDEs). I then argue, using explanations of mass-energy equivalence in Special Relativity (SR), that this disparity (why should some laws receive only TDEs after all?) is best understood as a symptom of a deeper distinction, first introduced by Newton, between two levels of physical theory. At one level, there is the collection of general principles and definitions of physical terms, i.e., a theoretical framework, from which one derives general constraints for all physical processes. At a lower level, there are laws that identify and describe specific physical interactions like gravitation and electromagnetism.

Case Study: Google in China Essay

When Larry Page and Sergy Brin first launched the Internet search engine, Google; they did so with one goal in mind, to provide people searching the internet for information with the fastest, most reliable search engine. Because of their creativity and innovation, Google is one of the largest and most profitable Internet search engines available. With more than 150 domains worldwide, people in almost every country can search the Internet for information about everything from historical facts to current events. Ingrained into the company’s code of ethics is the often quoted phrase â€Å"don’t be evil† (Hill, 2009, p. 148). By this, Google means the company will not compromise their Code of Conduct and will provide searchers with information which is current and not biased or censored in any way. To Google, their Code of Conduct is also about â€Å"doing the right thing† (Google, 2009, para. 1). Because of Google’s Code of Conduct when the company ent ered China, human rights activists had hopes that the citizens of China could search the Internet without the Chinese government censoring the results. The purpose of this paper is to address the following regarding Google’s presence in China, (a) the legal, cultural, and ethical challenges confronting Google, and (b) the various roles the Chinese government plays in Google’s Chinese business operations. In addition, the paper will include a summary of the strategic and operational challenges facing Google managers who are living and working in China.. LEGAL, CULTURAL, AND ETHICAL CHALLENGES In 2000, Google began offering services to the Chinese allowing them the ability to search in their own language. Google did not have an office in China so the service was out of the United States. For approximately two years, the Chinese people could use Google to search for information over the Internet. Then in 2002, the Chinese government blocked access to Google’s website and instead began making searchers use a site approved by the Chinese government. When the government later allowed access to Google, people found certain sites considered politically sensitive were not available. China was blocking sites the government considered subversive. To solve this problem, Google decided to establish an office in China with the goal of providing the Chinese population access to the largest amount of information the company could provide. In essence, Google voluntarily agreed to censor certain results considered subversive by the Chinese government. This created legal and ethical problems of Google being able to live up to the company standards of providing users complete access to all information. Various Roles the Chinese Government Plays In 2010, Google discovered their website had been hacked into. Although the company will not say publically whether or not they think the Chinese government was behind the hacking, they did inform the government they would no longer voluntarily censor their search results. According to Branigan â€Å"Google claimed the cyber-attack originated from China and that its intellectual property was stolen, but that evidence suggested a primary goal was accessing the Gmail accounts of Chinese human rights activists† (Branigan, 2010, para. 14). Google also stated that they found where Gmail accounts of human rights activists living in China, Europe, and the United States were being hacked into by third parties on a routine basis (Branigan, 2010). During February, a statement was released by Secretary of State Clinton concerning the rights of all to have access to the Internet and â€Å"pledging to file a formal State Department protest regarding this month’s alleged Google Chin a censorship and hacking† (Baer, 2010, para. 1). Strategic and Operational Challenges Because of these latest developments, Google found themselves in the position of needing to make some very difficult decisions. The company needed to decide whether or not they should remain in China and agree to the terms of the Chinese government. These terms essentially meant allowing third parties to access and monitor the company’s site and Gmail accounts. However, Google seems to have found a solution for this dilemma by providing searchers with a link to the company’s uncensored Hong Kong website. The Chinese government seems to be in agreement with this solution and is allowing Google to remain in China for now (Horowitz, 2010). CONCLUSION When Google decided to enter the Chinese market, the company did so because they knew how important the Chinese market was for their business. They also realized that China provided an opportunity for the company to grow. However, entering China also resulted in Google being faced with having to make some serious ethical and legal decisions. These decisions include whether Google should continue to censor results on its website or if Google eventually needs to pull out of China. Currently, Google seems to think that giving the Chinese access to some information is better than not granting them access to any information. References Baer, M. (2010). _Cyber attacks & the ethical dimension of the Google China episode_. Retrieved from http://globalcomment.com/2010/cyber-attacks-the-ethical-dimension-of-the-google-china-episode/ Branigan, T. (2010). _Google challenge to China over censorship_. Retrieved from http://www.guardian.co.uk/technology/2010/jan/13/google-china-censorship-battle Google. (2009). _Google Investor Relations Code of Conduct_. Retrieved from http://investor.google.com/corporate/code-of-conduct.html#I Hill, C. W. (2009). _International Business: Competing in the Global Marketplace_ (7th ed.). Boston, MA: McGraw-Hill Irwin Horowitz, D. (2010). _Google Still in China_. Retrieved from http://www.daniweb.com/news/story295468.html

Socratic Dialogue Definition and Examples

In rhetoric, Socratic dialogue is an argument (or series of arguments) using the question-and-answer method employed by Socrates in Platos Dialogues. Also known as  Platonic dialogue. Susan Koba and Anne Tweed describe Socratic dialogue as the conversation that results from the Socratic method, a discussion process during which a facilitator promotes independent, reflective, and critical thinking (Hard-to-Teach Biology Concepts, 2009). Examples and Observations The Socratic dialogue or the Platonic dialogue usually begins with Socrates professing ignorance of the subject matter. He asks questions of the other characters, the result being a fuller understanding of the subject. The dialogues are usually named after the key person interrogated by Socrates, as in Protagoras where this famous Sophist is questioned about his views on rhetoric. The dialogue has obvious relations to both dramatic form and argumentation. In the dialogues, the characters speak in ways appropriate not only to their own views, but to their speaking styles as well. Lane Cooper points out four elements of the dialogues: The plot or movement of the conversation, the agents in their moral aspect (ethos), the reasoning of the agents (dianoia), and their style or diction (lexis).The dialogues are also a form of dialectical reasoning, a branch of logic focusing on reasoning in philosophical matters where absolute certainty may be unattainable but where truth is pursued to a h igh degree of probability. (James J. Murphy and Richard A. Katula, A Synoptic History of Classical Rhetoric. Lawrence Erlbaum, 2003)The Socratic Method in Business[S]he could see that he was trying to teach the other men, to coax and persuade them to look at the factorys operations in a new way. He would have been surprised to be told it, but he used the Socratic method: he prompted the other directors and the middle managers and even the foremen to identify the problems themselves and to reach by their own reasoning the solutions he had himself already determined upon. It was so deftly done that she had sometimes to temper her admiration by reminding herself that it was all directed by the profit motive ... (David Lodge, Nice Work. Viking, 1988) The Socratic Method, According to H.F. Ellis What is the argument of the Idealist School of Philosophy against the absolute existence, or externality, of the objects of experience? A question of this kind is best answered by the Socratic Method, an admirable arrangement whereby you call yourself Philosopher and your opponent, who has no will of his own, Man in the Street or Thrasymachus. The argument then proceeds thus. Philosopher: You will, I suppose, agree that the Understanding, through the same operations whereby in conceptions, by means of analytical unity, it produced the logical form of a judgement, introduces, by means of the synthetical unity of the manifold in intuition, a transcendental content into its representations, on which account they are called pure conceptions of the understanding? Thrasymachus: Yes, I agree. Philosopher: And further, is it not true that the mind fails in some cases to distinguish between actual and merely potential existence? Thrasymachus: It is true. Philosopher: Then S is P must be true of all predicative judgements? Thrasymachus: Certainly. Philosopher: And A is not -A? Thrasymachus: It is not. Philosopher: So that every judgment may be taken either intensively or extensively Thrasymachus: Indubitably. Philosopher: And this is through the activity of the apperceptive unity of self-consciousness, sometimes called cognition? Thrasymachus: Indisputably. Philosopher: Which arranges the phenomena of the sense-manifold in accordance with the principles of a primitive synthesis? Thrasymachus: Incontrovertibly. Philosopher: And these principles are the Categories? Thrasymachus: Yeah! Philosopher: Thus the universal is real and self-existent, and the particular only a quality of the understanding. So, in the end, your opinion is found to coincide with mine, and we agree that there is no a priori necessity for the continued existence of unperceived phenomena? Thrasymachus: No. My opinion is that you are talking a lot of balderdash and ought to be locked up. Am I not right? Philosopher: I suppose you are. It will be observed that the Socratic Method is not infallible, especially when dealing with Thrasymachus.(Humphry Francis Ellis, So This Is Science! Methuen, 1932) Example of a Socratic Dialogue: Excerpt From Gorgias Socrates: I see, from the few words which Polus has uttered, that he has attended more to the art which is called rhetoric than to dialectic. Polus: What makes you say so, Socrates? Socrates: Because, Polus, when Chaerephon asked you what was the art which Gorgias knows, you praised it as if you were answering someone who found fault with it, but you never said what the art was. Polus: Why, did I not say that it was the noblest of arts? Socrates: Yes, indeed, but that was no answer to the question: nobody asked what was the quality, but what was the nature, of the art, and by what name we were to describe Gorgias. And I would still beg you briefly and clearly, as you answered Chaerephon when he asked you at first, to say what this art is, and what we ought to call Gorgias: Or rather, Gorgias, let me turn to you, and ask the same question, what are we to call you, and what is the art which you profess? Gorgias: Rhetoric, Socrates, is my art. Socrates: Then I am to call you a rhetorician? Gorgias: Yes, Socrates, and a good one too, if you would call me that which, in Homeric language, I boast myself to be. Socrates: I should wish to do so. Gorgias: Then pray do. Socrates: And are we to say that you are able to make other men rhetoricians? Gorgias: Yes, that is exactly what I profess to make them, not only at Athens, but in all places. Socrates: And will you continue to ask and answer questions, Gorgias, as we are at present doing and reserve for another occasion the longer mode of speech which Polus was attempting? Will you keep your promise, and answer shortly the questions which are asked of you? Gorgias: Some answers, Socrates, are of necessity longer; but I will do my best to make them as short as possible; for a part of my profession is that I can be as short as any one. Socrates: That is what is wanted, Gorgias; exhibit the shorter method now, and the longer one at some other time. Gorgias: Well, I will; and you will certainly say, that you never heard a man use fewer words. Socrates: Very good then; as you profess to be a rhetorician, and a maker of rhetoricians, let me ask you, with what is rhetoric concerned: I might ask with what is weaving concerned, and you would reply (would you not?), with the making of garments? Gorgias: Yes. Socrates: And music is concerned with the composition of melodies? Gorgias: It is. Socrates: By Here, Gorgias, I admire the surpassing brevity of your answers. Gorgias: Yes, Socrates, I do think myself good at that. Socrates: I am glad to hear it; answer me in like manner about rhetoric: with what is rhetoric concerned? Gorgias: With discourse. Socrates: What sort of discourse, Gorgias--such discourse as would teach the sick under what treatment they might get well? Gorgias: No. Socrates: Then rhetoric does not treat of all kinds of discourse? Gorgias: Certainly not. Socrates: And yet rhetoric makes men able to speak? Gorgias: Yes. Socrates: And to understand that about which they speak? Gorgias: Of course... Socrates: Come, then, and let us see what we really mean about rhetoric; for I do not know what my own meaning is as yet. When the assembly meets to elect a physician or a shipwright or any other craftsman, will the rhetorician be taken into counsel? Surely not. For at every election he ought to be chosen who is most skilled; and, again, when walls have to be built or harbours or docks to be constructed, not the rhetorician but the master workman will advise; or when generals have to be chosen and an order of battle arranged, or a proposition taken, then the military will advise and not the rhetoricians: what do you say, Gorgias? Since you profess to be a rhetorician and a maker of rhetoricians, I cannot do better than learn the nature of your art from you. And here let me assure you that I have your interest in view as well as my own. For likely enough some one or other of the young men present might desire to become your pupil, and in fact I see some, and a good many too, who have this wish, but they would be too modest to question you. And therefore when you are interrogated by me, I would have you imagine that you are interrogated by them. What is the use of coming to you, Gorgias? they will say. About what will you teach us to advise the state?--about the just and unjust only, or about those other things also which Socrates has just mentioned? How will you answer them? Gorgias: I like your way of leading us on, Socrates, and I will endeavour to reveal to you the whole nature of rhetoric.(from Part One of Gorgias by Plato, c. 380 BC. Translated by Benjamin Jowett) Gorgias shows us that pure Socratic dialogue is, indeed, not possible anywhere or at any time by showing us the structural, material, and existential realities of power that disable the mutually beneficial search for truth. (Christopher Rocco, Tragedy and Enlightenment: Athenian Political Thought, and the Dilemmas of Modernity. University of California Press, 1997) The Lighter Side of Socratic Dialogues: Socrates and His Publicist, Jackie At lunch, Socrates voiced his misgivings.Should I be doing all of this? he asked. I mean, is the unexamined life even worth--Are you being serious? interrupted Jackie. Do you want to be a star philosopher or do you want to go back to waiting tables?Jackie was one of the few people who really knew how to handle Socrates, usually by cutting him off and answering his questions with a question of her own. And, as always, she managed to convince Socrates that she was right and avoid being fired. Socrates listened to her, then paid for both of their lunches and went right back to work.It was shortly after that fateful lunch that the backlash began. Socratess constant questions had become intolerable to many of the Greek elite. Still, as his Publicist had promised, he had become a brand. Imitators all over Athens were now practicing the new Socratic Method. More and more young people were asking each other questions and doing it with Socratess patented smart-assy tone.A few days later, Socr ates was brought to trial and charged with corrupting the youth.(Demetri Marti, Socratess Publicist. This Is a Book. Grand Central, 2011)