Practices In Of Health And Social Care Social Work Essay

Practices In Of Health And Social Care Social Work Essay This study aims to investigate the conduct of inter-professional practice in areas of social and health care, with specific regard to the involvement of service users in such practice. The case study prepared by the City and Hackney Local Safeguarding Children Board on Child A and Child B is taken up for analysis and review in this context. The case study is taken as read and is not elaborated for the purpose of this essay. Health and social care in the UK is currently being significantly influenced by a growing commitment towards greater public involvement in the design, delivery and evaluation of services, greater availability and choice of services for all categories of service users, reduction of inequality, greater emphasis on provisioning of services at the local level, (including from the independent and voluntary sectors), the commissioning process, integration of social and health care, and professional roles for delivery of care on the basis of actual needs of service users (Barrett, et al, 2005, p 74). Such reforms call for the blurring of strict boundaries between the different professionals and agencies working in health and social care (Cowley, et al, 2002, p 32). They also call for greater inter-professional and inter-agency working and for significant alterations in organisational cultures in order to enhance the power base of service users and members of the public in different aspects of social care provision (Cowley, et al, 2002, p 32). It is now widely accepted that health and social care professionals need to be more responsive to the rapidly changing needs of service users. Such changes call for the development of health and social care practitioners to improve care for clients and service users (Day, 2006, p 23). Such improvement is required to be brought about by more emphasis on person centred care for clients and service users and the greater involvement of such people in different aspects of planning, delivery and evaluation (Day, 2006, p 23). The increasing contemporary emphasis on user involvement in the policy and practice of social care is however coming in for increasing questioning from disenchanted service users and service user organisations (Branfield Beresford, 2006, p 2). Service users, whilst highlighting the benefits of their involvement in the social and health care process, are raising various questions about their actual participation in social and health care and the continuance of various barriers that prevent their genuine contribution to the process (Branfield Beresford, 2006, p 2). The case study under question details the results of an enquiry into an episode, wherein a mentally disturbed mother killed her two children after (a) being released from institutional surroundings, and (b) being integrated with her children with the full knowledge and approval of an overseeing group of social, health, nursing and mental health professionals. The enquiry raises disturbing issues about the extent of involvement of service users in social and health care processes and in the decision making of the inter-professional group overseeing the care, treatment and rehabilitation of a mentally disturbed and potentially dangerous individual. The essay investigates the involvement of service users in inter-professional practice in the UK, with specific regard to the case study and the enquiry report. Whilst doing so it takes cognizance of (a) identification of sources for evidence based social work practice, (b) the use of enquiry reports as sources of evidence, (c) the relevance of themes that emerge from such enquiries, and (d) the implications of evidenced based practice for the development of practice in social work. The essay is analysed vis-a-vis the Every Child Matters programme and makes use of legal, political and ethical frameworks. Inter-professional Practice Inter-professional practice and inter-agency collaboration aims to ensure the coming together of service providers, agencies, professionals, carers and service users in order to improve the final level of quality of planning and delivery of services (Mathias Thompson, 2001, p 39. Whilst partnership and collaboration are often considered to be interchangeable, collaboration is the actual foundation for joint working and the basis for all successful partnerships (Mathias Thompson, 2001, p 39). The UK has been enacting legislation and policies for the promotion of Inter-professional and inter-agency collaboration (IPIAC) for the last five decades in order to enhance standards and reduce costs in health and social care (SCIE, 2009, p 1 and 2). The development of IPIAC was shaped by the white paper Caring for People in 1989, followed by the enactment of the NHS and Community Care Act 1990. The government has in recent years issued various policy documents for the promotion of collaboration in order to improve efficiency and effectiveness (SCIE, 2009, p 1). Greater emphasis on IPIAC is expected to improve care because different professional groups like social workers, physicians, teachers and police officers will during the course of such working bring their individual perspectives to the collaborative process (SCIE, 2009, p 1and 2). The IPIAC process will aim to ensure the best ways in which such individual and sometimes differing perspectives can be made to come together, as also the ways whereby respective contributions of different professionals and agencies can be utilised to enhance standards of service and experiences of service users and carers (Freeth, 2001, p 38). Consideration requires to be given to collaboration between organisations, as well as professionals, in the course of IPIAC working. It is also important to consider the differences in the working practices and cultures of the various organisations that are required to work together and to take appropriate action to minimise the impact of such differences in order to make inter-professional practice effective (Freeth, 2001, p 38). Policy makers and practitioners agree that adoption of IPIAC will result in greater service delivery despite the existence of various personal, individual and organisational barriers that can practically hinder its efficiency and effectiveness (Day, 2006, p 23). It is however also widely accepted that effective IPIAC working cannot take place in the absence of deliberate involvement of service users and clients in all stages of planning, delivery and evaluation processes (Day, 2006, p 23). The white paper Modernising Social Services, published in 1998 clearly states that people cannot be placed in neat service categories and users will inevitably suffer if partner agencies do not work together (SCIE, 2009, p 1).It is now mandatory that social work programmes, as well as nursing and midwifery, embrace the involvement of patients and service users. Contemporary government reforms are based on public involvement in different aspects of service delivery (SCIE, 2009, p 2). Person centred approaches in health and social care recognise the need for valuing the opinions and experiences of patients and service users and the adoption of person centred approaches by social work practitioners (SCIE, 2009, p 2). Current research however reveals that service users often feel left out of the process of social care, despite the progressive implementation of IPIAC concepts and approaches (Branfield Beresford, 2006, p 2). Service user organisations state that the knowledge of service users is by and large not taken seriously or valued by professionals and service agencies. Many service users find such attitudes from professionals and agencies to be intensely disappointing and disempowering (Branfield Beresford, 2006, p 3). Agencies and practitioners do not appear to be interested in the information provided by service users and do not accord the respect to such knowledge that they otherwise provide to professional knowledge and expertise. Service users also feel that the cultures of social and health care organisations continue to be closed to service user knowledge and reluctant to change (Branfield Beresford, 2006, p 3). The study of the case review of the episode involving the deaths of child A and child B appears to reinforce the impression of service users about their continued exclusion from the working and decisions of different agencies and professionals involved in delivery of social and health care (Henderson, p 261). The Every Child Matters Programme requires social work agencies and professionals like social workers, health care specialists, teachers, nurses, doctors and mental health professionals to constantly ensure the safety, security and protection of children wherever they can. Extant legislation and policies like The Children Act 2004 and the Every Child Matters Programme clarify that it is everyoneà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s job to ensure the safety of children (Henderson, p 261). The report clarifies that various agencies were involved in the assessment and treatment of Ms. C, the wife of Mr. D and the mother of the two children, child A and child B. The report further reveals that agencies, as well as individual practitioners, failed to consider the views, opinions, and experiences of service users, even as it also contains a number of examples of sound agency and inter-agency practice. There is limited evidence of professional contact with Mr. D, the father of the children, after the contact session in October 2006, and it appears likely that professional networks assumed the agreement of Mr. D with arrangements for Ms. C. Professionals also paid inadequate attention during their provisioning of support to Ms. C, in response to her request for re-housing, and did not communicate with Mr. D to ensure that future arrangements would serve the best interests of the children. Interviews conducted with Mr. D and his parents also revealed significant differences b etween their expectations of the roles of social workers roles and what was implied by the records kept in the agency. Mr. Dà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s family members, it appears, were clearly under the impression that they had little choice in the rehabilitation process and were furthermore required to facilitate the contact of the children with their mother. Whilst the report elaborates the role and sincerity of various agencies and professionals in assessing Ms. Cà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s condition and her rehabilitation in society, it specifically refers to (a) the under involvement of Mr. D in the process, (b) the lack of communication with him (Mr D) by social workers and agencies, (c) the differences in perceptions about the role of social workers between Mr. D and his family and the agency, (d) the poor communication of agencies with the parents, (e) the absence of school records of children, and (e) the scope for improvement of involvement of GPs and the police in the social care process. Although the report makes several recommendations, the specific references to involvement of service users calls for detailed and greater involvement of parents and carers of children in planning of discharge and assessment of risk in order to ensure that actions are based on full information. One of the agencies, the East London and the City Mental Trust has been asked to involve family members and carers of children in all processes, even as the Hackney Children and Young Peopleà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s Service has been directed to ensure that decisions are not taken on issues that can affect children without communicating carefully and appropriately with current carers. Emerging Themes and Evidenced Based Practice The revelations of the enquiry into the report reveal a number of themes in different areas of inter-professional practice, inter-agency working and the involvement of service users in planning, delivery, and evaluation of health and social care, which can be beneficially used to inform future social work practice. The report specifically refers to (a) the lack of participation of services users in social and health care processes, and (b) the involvement of different agencies in their exclusion, thereby reinforcing the need for greater emphasis by agencies and practitioners on involvement of service users in their care plans. It also becomes obvious that much of the sentiments and ideas about involvement of service users in social care processes continues to remain in the realm of rhetoric and that it will need determined and deliberate effort by practitioners to truly bring services users into the actual planning, intervention and evaluation functions of social work practice. Enquiry reports serve as important sources of evidence for development of future social work practice. The impact of the enquiry conducted by Lord Laming into the death of Victoria Climbie led to the revelation of evidence on gross inadequacies in the social care system for children and widespread organisational malaise (Roberts Yeager, 2006, p 19). The publication of the report led to radical changes in governmental policy on social care for children and to the introduction of the Every Child Matters Programme and other important policies for the physical and mental welfare of children (Roberts Yeager, 2006, p 19). The utilisation of research evidence for guidance of practice and development of policies in the area of social services and health care is becoming increasingly important for enhancing the effectiveness of social and health care interventions, especially so because of the limited available resources with the government and the pressures to achieve positive outcomes (Johnson Austin, 2005, p 5). Scholars however feel that much of research based evidence is not absorbed by practitioners and have identified five important requirements for research evidence to practically influence practice and policy, namely (a) concurrence on nature of evidence, (b) a strategic approach to the conception of evidence and the progression of an increasing knowledge base, (c) effective distribution of knowledge along with development of useful means for accessing knowledge, (d) initiatives for increasing use of evidence in policy and practice, and (5) a range of actions at organisational level to increase use of evidence (Johnson Austin, 2005, p 5). Conclusions This study investigates the conduct of inter-professional practice in areas of social and health care, with specific regard to the involvement of service users in such practice. The case study prepared by the City and Hackney Local Safeguarding Children Board on Child A and Child B is specifically taken up contextual review. Inter-professional practice aims to ensure the collaborative working of service providers, agencies, professionals, carers and service users in order to improve the planning and delivery of services. Policy makers and practitioners also agree that whilst adoption of inter-professional working is likely to lead to improved care, it cannot occur without the involvement of service users in all stages of the care process. Person centred approaches also recognise the importance of considering the opinions and experiences of service users in planning, intervention and evaluation of care. Contemporary research however reveals that service users feel that their knowledge is not valued by professionals and agencies. The results of the enquiry reinforce the possibility of service users being excluded from the working of agencies and professionals and refer to a number of instances, where the opinions of the service users were not considered for taking of practice and intervention decisions. The report reveals a number of themes in different areas of inter-professional practice that can be beneficially used to inform future social work practice. The use of research evidence for guidance of practice in social work is becoming increasingly important for improving the effectiveness of social and health care interventions. Enquiry reports serve as important sources of evidence for development of future social work practice. Scholars however feel that much of research based evidence is used by practitioners and that certain specific conditions, which have been elaborated in the last section, need to be met for the improvement and application of evidence based practice. Word Count: 2530, apart from bibliography

Al Capone Essay -- essays research papers

Al Capone Al Capone is America's best-known gangster and the single greatest symbol of the collapse of law and order in the United States during the 1920s Prohibition era. Capone had a leading role in the illegal activities that lent Chicago its reputation as a lawless city. Al Capone's mug shot, 1931. Capone was born on January 17, 1899, in Brooklyn, New York. Baptized "Alphonsus Capone," he grew up in a rough neighborhood and was a member of two "kid gangs," the Brooklyn Rippers and the Forty Thieves Juniors. Although he was bright, Capone quit school in the sixth grade at age fourteen. Between scams he was a clerk in a candy store, a pinboy in a bowling alley, and a cutter in a bookbindery. He became part of the notorious Five Points gang in Manhattan and worked in gangster Frankie Yale's Brooklyn dive, the Harvard Inn, as a bouncer and bartender. While working at the Inn, Capone received his infamous facial scars and the resulting nickname "Scar face" when he insulted a patron and was attacked by her brother. In 1918, Capone met an Irish girl named Mary "Mae" Coughlin at a dance. On December 4, 1918, Mae gave birth to their son, Albert "Sonny" Francis. Capone and Mae married that year on December 30. Al Capone Capone's first arrest was on a disorderly conduct charge while he was working for Yale. He also murdered two men while in New York, early testimony to his willingness to kill. In accordance with gangland etiquette, no one admitted to hearing or seeing a thing so Capone was never tried for the murders. After Capone hospitalized a rival gang member, Yale sent him to Chicago to wait until things cooled off. Capone arrived in Chicago in 1919 and moved his family into a house at 7244 South Prairie Avenue. The unpretentious Capone home at 7244 South Prairie Avenue, far from Chicago's Loop and Capone's business headquarters. Capone went to work for Yale's old mentor, John Torrid. Torrid saw Capone's potential, his combination of physical strength and intelligence, and encouraged his portаigаi. Soon Capone was helping Torrid manage his bootlegging business. By mid-1922 Capone ranked as Trio’s number two men and eventually became a full partner in the saloons, gambling houses, and brothels. Al Capone When Torrid was shot by rival gang members and consequently decided to leave... ... spent the rest of his felony sentence in the hospital. On January 6, 1939, his prison term expired and he was transferred to Terminal Island, a Federal Correctional Institution in California, to serve his one-year misdemeanor sentence. He was finally released on November 16, 1939, but still had to pay fines and court costs of $37,617.51. Capone at Comisky Park in 1931, before his conviction. After his release, Capone spent a short time in the hospital. He returned to his home in Palm Island where the rest of his life was relaxed and quiet. His mind and body continued to deteriorate so that he could no longer run the outfit. On January 21, 1947, he had an apoplectic stoke that was probably unrelated to his syphilis. He regained consciousness and began to improve until pneumonia set in on January 24. He died the next day from cardiac arrest. Capone was first buried in Mount Olivet Cemetery in Chicago's far South Side between the graves of his father, Gabriele, and brother, Frank, but in March of 1950 the remains of all three were moved to Mount Carmel Cemetery on the far West Side. Capone’s hitman Louis Bartollo (left) and close friend Phillip D’Agessi. Al Capone Essay -- essays research papers Al Capone Al Capone is America's best-known gangster and the single greatest symbol of the collapse of law and order in the United States during the 1920s Prohibition era. Capone had a leading role in the illegal activities that lent Chicago its reputation as a lawless city. Al Capone's mug shot, 1931. Capone was born on January 17, 1899, in Brooklyn, New York. Baptized "Alphonsus Capone," he grew up in a rough neighborhood and was a member of two "kid gangs," the Brooklyn Rippers and the Forty Thieves Juniors. Although he was bright, Capone quit school in the sixth grade at age fourteen. Between scams he was a clerk in a candy store, a pinboy in a bowling alley, and a cutter in a bookbindery. He became part of the notorious Five Points gang in Manhattan and worked in gangster Frankie Yale's Brooklyn dive, the Harvard Inn, as a bouncer and bartender. While working at the Inn, Capone received his infamous facial scars and the resulting nickname "Scar face" when he insulted a patron and was attacked by her brother. In 1918, Capone met an Irish girl named Mary "Mae" Coughlin at a dance. On December 4, 1918, Mae gave birth to their son, Albert "Sonny" Francis. Capone and Mae married that year on December 30. Al Capone Capone's first arrest was on a disorderly conduct charge while he was working for Yale. He also murdered two men while in New York, early testimony to his willingness to kill. In accordance with gangland etiquette, no one admitted to hearing or seeing a thing so Capone was never tried for the murders. After Capone hospitalized a rival gang member, Yale sent him to Chicago to wait until things cooled off. Capone arrived in Chicago in 1919 and moved his family into a house at 7244 South Prairie Avenue. The unpretentious Capone home at 7244 South Prairie Avenue, far from Chicago's Loop and Capone's business headquarters. Capone went to work for Yale's old mentor, John Torrid. Torrid saw Capone's potential, his combination of physical strength and intelligence, and encouraged his portаigаi. Soon Capone was helping Torrid manage his bootlegging business. By mid-1922 Capone ranked as Trio’s number two men and eventually became a full partner in the saloons, gambling houses, and brothels. Al Capone When Torrid was shot by rival gang members and consequently decided to leave... ... spent the rest of his felony sentence in the hospital. On January 6, 1939, his prison term expired and he was transferred to Terminal Island, a Federal Correctional Institution in California, to serve his one-year misdemeanor sentence. He was finally released on November 16, 1939, but still had to pay fines and court costs of $37,617.51. Capone at Comisky Park in 1931, before his conviction. After his release, Capone spent a short time in the hospital. He returned to his home in Palm Island where the rest of his life was relaxed and quiet. His mind and body continued to deteriorate so that he could no longer run the outfit. On January 21, 1947, he had an apoplectic stoke that was probably unrelated to his syphilis. He regained consciousness and began to improve until pneumonia set in on January 24. He died the next day from cardiac arrest. Capone was first buried in Mount Olivet Cemetery in Chicago's far South Side between the graves of his father, Gabriele, and brother, Frank, but in March of 1950 the remains of all three were moved to Mount Carmel Cemetery on the far West Side. Capone’s hitman Louis Bartollo (left) and close friend Phillip D’Agessi.

PLato and Education Essay

Plato was the earliest most important Greek Philosopher and educational thinker. Plato thinks education as a key for a society and he stress on education, for this purpose he want to go to the extreme level even removing children from their mothers and rise them by the state, he want to identify the skills of the children and give them proper education for that particular skill which they have so they could be become a suitable member of the society and fulfil their duty in society. Plato want to a search for intelligent and gifted children in the whole society, Plato’s don’t belief that talent belong to a limited class therefore he stress on education for all so the talented children get the chance to shine. Plato contributed a lot in the form of ideas and it inspired his follower to find new ways for education and training of the children. In fact Plato himself did not contribute directly to science and mathematics but he stress on these subjects, his philosophy of education influenced the developments of these subjects in centuries to come. In the philosophy of Plato we can see some signs of the philosophy of Socrates; However Plato covered the major aspects of philosophy discussed today. Plato was born in an upper class family in Athens; he was interested in political career, but after the death of his teacher Socrates Plato pursues his teacher philosophy. For the purpose of education Plato travel to Egypt and Italy, there he learnt mathematics. After returning home he established an Academy, to teach moral values to the elite youth of Athens to make them better leaders of the society. Plato shows his ability of writing in different fields; ethics, music, drama, poetry, metaphysics, dance, architecture which are the ideal forms of Government. Contribution of Plato in scientific subject is little but his ideas on education inspired his followers to explore new dimension in education. Plato writes in his book â€Å"Let us describe the education of our men. What then is the education to be? Perhaps we could hardly find a better than that which the experience of the past has already discovered, which consists, I believe, in gymnastic, for the body, and music for the mind. † Plato not only consider better education for men but also believe on strong body and sound mind, for body he recommend sports and for sound mind music. Plato †No man should bring children into the world, who is unwilling to persevere to the end in their nature and education. † EDUCATIONAL THEORIES OF PLATO Education for All Plato want every boy and girl educated to it limit. State Education Education should be provided by the state not by parents. Organization and Curriculum. Plato curriculum was consist of gymnastic and music, where in gymnastic include physical training and music used in broad term for dram, history, oratory and music in real term, he define different stages for the organization and curriculum; 1. Elementary School Co-education at elementary level and teach them mathematics, poetry, music and literature till the age of eighteen years. 2. Military Training After elementary education two years of Physical education should be given to them and select best of them for higher education; to prepare for the future guardians of the state. 3. Higher Education Higher education should be given from twenty to thirty-five years of age, he well study the subjects at this stage mathematics, literature and philosophy. Later on he would be opponent at a minor administrative position to get experience for the future more important governing positions. â€Å"The object of education is to turn the eye which the soul already possesses to the light. The whole function of education is not to put knowledge into the soul, but to bring out the best things that are latent in the soul, and to do so by directing it to the right objects. The problem of education, then, is to give it the right surrounding. † -(Plato’s Republic, Book vii, 518) Nothing was more important to Plato in human life as education. He considers education the greatest thing in human life as he mention in his book â€Å"the one great thing†. Plato’s Theory of education was an indispensable necessity for mankind. It was a positive remedy for the problems and operation of justice in an ideal state. Women Education Plato also emphases on women education, he consider the same kind of education for women. Women should the same physical and educational training; they should know the art of war. The main aim of Plato was that each member of the society should undertake his work and responsibilities. Plato believed that women are equal to men and that, although some women are physically smaller or weak, some women are physically equal to men therefore those women who are physically strong should be allowed to learn the same skills that men do. In his book Republic Plato describes how male and female receive the same education and be given the same duties in society as given to the male member. These people are the ones who will be in charge his republic which would be an ideal society, where philosophers are kings. In other words, who know what is good for the people and for the mankind and take their decisions based on that knowledge. Teaching Methods Plato recommended play method at elementary level; student should learn by doing. And when he reached the higher level of education, his reason would be trained in the processes of thinking and abstracting. Plato wants motivation and interest in learning. He is against the use of force in education. â€Å"Knowledge which is acquired under compulsion obtains no hold on the mind. † In another place he writes â€Å"Do not then train youths by force and harshness, but direct them to it by what amuses their minds so that you may be better able to discover with accuracy the peculiar bent of the genius of each. † – Plato Plato writes in his Republic â€Å"Bodily exercise, when compulsory, does no harm to the body; but knowledge which is acquired under compulsion obtains no hold on the mind† Plato â€Å"The most effective kind of education is that a child should play amongst lovely things. † Plato wants a place where children love to go and stay there and they play with things which enhance their education by playing. Plato gives importance to nursery education, he thinks nursery education plays a vital role in the education of man, it help to build his moral character and state of mind â€Å"The most important part of education is proper training in the nursery. † –plato Plato think It will be hard to discover a better [method of education] than that which the experience of so many ages has already discovered, and this may be summed up as consisting in gymnastics for the body, and _music_ for the soul†¦ For this reason is a musical education so essential; since it causes Rhythm and Harmony to penetrate most intimately into the soul, taking the strongest hold upon it, filling it with _beauty_ and making the man _beautiful-minded_. The above quotation of Plato show, how he sees education, he wants the total development of a man, mind body and soul by using every possible mean. That why in another place Plato writes; â€Å"But then, if I am right, certain professors of education must be wrong when they say that they can put a knowledge into the soul which was not there before, like sight into blind eyes. They undoubtedly say this, he replied. Whereas, our argument shows that the power and capacity of learning exists in the soul already; and that just as the eye was unable to turn from darkness to light without the whole body, so too the instrument of knowledge can only by the movement of the whole soul be turned from the world of becoming into that of being, and learn by degrees to endure the sight of being, and of the brightest and best of being, or in other words, of the good. † -Plato’s Allegory of the Cave & Exploring Plato’s Plato Aims of Education* To develop leader among the future rulers. * To develop hard and competent workers. * To produce leaders with military skill among the warriors. * To produce future Civil Servants of the state. The highest goal of education, Plato believed, is the knowledge of Good; to nurture a man to a better human being it is not merely an awareness of particular benefits and pleasures, Stages of Education Plato describes different stages of education in his republic. According to Plato the education of child should be start at the age of seven year and before this stage the child should stay with their mother or elders and learn moral education from them. After the age of six years both girls and boys should be separated and boys should play with boys and girls with girls and they should be taught the use of different arms to both sexes. This stage goes up to the age of seventeen years. During these years they should teach them music and early education. After the age of seventeen years the youth should be brought to battle filed to learn real life experiences. The four stages start at the age of twenty five to thirty years and in this age they get the training of Mathematical calculation and last for another ten years, after the completion the selected one’s are admitted in the study of dialect. During fifth stage they study dialect for another five years and after that, at the sixth stage one is ready to become a ruler and philosopher and the one enter in practical life. Plato’s View on Moral Ethics Ethics is the most important branch of philosophy. Plato especially gives attention to the moral and ethical education of the men, later on Plato gradually widened the scope of his investigations by reflecting not only on the social and political conditions of morality, but also on the logical and metaphysical presuppositions of a successful moral theory. Plato presents his ideas for an ideal society in his Republic and he provided detail about the curriculum and system of education. According to Plato the ideal society who cares for their youth and the guardian would be responsible for the moral education of their children. Every person would know his duty and his responsibility. Bibliography Annas, J. (1993). The Morality of Happiness. Oxford: Oxford University Press. Franck, Matthew. (n. d). â€Å"Aldous Huxley’s City in Speech: Brave New World and the Republic of Plato† Paper presented at the annual meeting of the The Midwest Political Science Association, Palmer House Hilton, Chicago, Illinois, A Kahn, C. (1996). Plato and the Socratic Dialogue. Cambridge: Cambridge University Press. Numan, M. (2003). Foundation of education. Peshawar: Umair composing center. Posted by Sultan Muhammad at 9:39.

Stony Brook University Acceptance Rate, SAT/ACT Scores, GPA

Stony Brook University is a public research university with an acceptance rate of 42%. Founded in 1957, Stony Brook is among the top research universities in the country. Because of the universitys strengths in research and instruction, it was awarded membership in the  Association of American Universities. The 1,100-acre campus sits on Long Islands north shore about 60 miles from New York City. Stony Brook University offers 119 majors and minors for undergraduate students to choose from, and the biological and health sciences are particularly strong. The Stony Brook Seawolves compete in the  America East Conference. Considering applying to Stony Brook University? Here are the admissions statistics you should know, including average SAT/ACT scores and GPAs of admitted students. Acceptance Rate During the 2017-18 admissions cycle, Stony Brook University had an acceptance rate of 42%. This means that for every 100 students who applied, 42 students were admitted, making Stony Brooks admissions process competitive. Admissions Statistics (2017-18) Number of Applicants 37,828 Percent Admitted 42% Percent Admitted Who Enrolled (Yield) 30% SAT Scores and Requirements Stony Brook requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 85% of admitted students submitted SAT scores. SAT Average (Admitted Students) Section 25th Percentile 75th Percentile ERW 600 680 Math 630 740 ERW=Evidence-Based Reading and Writing This admissions data tells us that most of Stony Brooks admitted students fall within the top 20% nationally on the SAT. For the evidence-based reading and writing section, 50% of students admitted to Stony Brook scored between 600 and 680, while 25% scored below 600 and 25% scored above 680. On the math section, 50% of admitted students scored between 630 and 740, while 25% scored below 630 and 25% scored above 740. Applicants with a composite SAT score of 1420 or higher will have particularly competitive chances at Stony Brook. Requirements Stony Brook University does not require the SAT writing section or SAT Subject tests. Note that Stony Brook participates in the scorechoice program, which means that the admissions office will consider your highest score from each individual section across all SAT test dates. ACT Scores and Requirements Stony Brook requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 25% of admitted students submitted ACT scores. ACT Range (Admitted Students) Section 25th Percentile 75th Percentile English 24 33 Math 26 31 Composite 26 31 This admissions data tells us that most of Stony Brooks admitted students fall within the top 18% nationally on the ACT. The middle 50% of students admitted to Stony Brook received a composite ACT score between 26 and 31, while 25% scored above 31 and 25% scored below 26. Requirements Note that Stony Brook does not superscore ACT results; your highest composite ACT score will be considered. Stony Brook does not require the ACT writing section. GPA In 2018, the average high school GPA for incoming Stony Brook University freshman was 3.85, and over 80% of admitted students had average GPAs above 3.5. These results suggest that most successful applicants to Stony Brook have primarily B grades. Self-Reported GPA/SAT/ACT Graph Stony Brook University Applicants Self-Reported GPA/SAT/ACT Graph. Data courtesy of Cappex. The admissions data in the graph is self-reported by applicants to Stony Brook University. GPAs are unweighted. Find out how you compare to accepted students, see the real-time graph, and calculate your chances of getting in with a free Cappex account. Admissions Chances Stony Brook University is one of the most selective schools in the State University of New York (SUNY) system. Most admitted students have grades and standardized test scores that are well above average. However, Stony Brook has a holistic admissions process involving other factors beyond your grades and test scores. The Stony Brook admissions folks will be looking at the rigor of your high school courses, and not simply your grades. Success in challenging college preparatory classes such as International Baccalaureate, Advanced Placement, and Honors can strengthen an application significantly. At a minimum, Stony Brook applicants should have completed a core curriculum that includes adequate science, math, English, foreign language, and social science classes. Stony Brook will also be interested in seeing an upward trend in your grades during high school. The university accepts the Common Application, SUNY Application, and Coalition Application. Whichever application you choose to apply, youll need to write a  strong application essay. The university is also interested in learning about your  extracurricular activities, particularly leadership and talent related to non-academic pursuits. Finally, all applicants must submit a letter of recommendation. Keep in mind that applicants to the Honors College and a few other specialized programs will have additional application requirements. In the graph above, the blue and green dots represent accepted students. The majority of successful applicants had a high school average of B or better, combined SAT scores of 1150 or higher (ERWM), and ACT composite scores of 24 or better. An A average and an SAT score over 1200 gives you an excellent chance of receiving an acceptance letter from Stony Brook. Note that there are some red dots (rejected students) and yellow dots (waitlisted students) mixed in with the green and blue in the middle of the graph. Some students with grades and test scores that were on target for Stony Brook University did not gain admission. On the flip side, note that a few students were accepted with test scores and grades a bit below the norm. This is because Stony Brooks admissions process is based on more than numerical data. All admissions data was sourced from the National Center for Education Statistics and Stony Brook Universitys Undergraduate Admissions Office.