Related but not replaceable: a response to Warner’s reworking of person-centered personality theory

Whether conditions of worth theory can explain complex forms of human psychological distress, such as those emanating from early experiences of abuse, neglect and trauma, alongside experiences of physiological events later in life is open to debate. It has been suggested that Rogers’s personality theory should be reconsidered and replaced with an actualization-centered formulation that places greater emphasis on the enhancement of self-process and agency through relationship, rather than on a theory of defense. This paper aims to examine these proposals and consider their relative contribution to developing the theory of personality. We suggest that the actualization-centered process theory aids Rogers’s theory of personality but is not an adequate replacement. We also consider the issues associated with maintaining theoretical and practical symmetry and the practice implications of replacing conditions of worth

Perception, Prestige and PageRank

Academic esteem is difficult to quantify in objective terms. Network theory offers the opportunity to use a mathematical formalism to model both the esteem associated with an academic and the relationships between academic colleagues. Early attempts using this line of reasoning have focused on intellectual genealogy as constituted by supervisor student networks. The process of examination is critical in many areas of study but has not played a part in existing models. A network theoretical "social" model is proposed as a tool to explore and understand the dynamics of esteem in the academic hierarchy. It is observed that such a model naturally gives rise to the idea that the esteem associated with a node in the graph (the esteem of an individual academic) can be viewed as a dynamic quantity that evolves with time based on both local and non-local changes in the properties in the network. The toy model studied here includes both supervisor-student and examiner-student relationships. This gives an insight into some of the key features of academic genealogies and naturally leads to a proposed model for "esteem propagation" on academic networks. This propagation is not solely directed forward in time (from teacher to progeny) but sometimes also flows in the other direction. As collaborators do well, this reflects well on those with whom they choose to collaborate and those that taught them. Furthermore, esteem as a quantity continues to be dynamic even after the end of a relationship or career. In other words, esteem can be thought of as flowing both forward and backward in time.Comment: 40 page

Nnaturalness

We present a new solution to the electroweak hierarchy problem. We introduce $N$ copies of the Standard Model with varying values of the Higgs mass parameter. This generically yields a sector whose weak scale is parametrically removed from the cutoff by a factor of $1/\sqrt{N}$. Ensuring that reheating deposits a majority of the total energy density into this lightest sector requires a modification of the standard cosmological history, providing a powerful probe of the mechanism. Current and near-future experiments will explore much of the natural parameter space. Furthermore, supersymmetric completions which preserve grand unification predict superpartners with mass below $m_W \times M_{\text{pl}} / M_{\text{GUT}} \sim 10$ TeV.Comment: v2: journal version published in PRL as Solving the Hierarchy Problem at Reheating with a Large Number of Degrees of Freedom (14 pages, 5 figures

«Andar a caça de perdizes con bueyes»

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«Fons curarum; fluvius lachrymarum»: Three Variations Upon A Petrachan Theme (Christine de Pisan, Fernando de Rojas and Fray Luis de Granada)

Not available

The Value of Information Technology-Enabled Diabetes Management

Reviews different technologies used in diabetes disease management, as well as the costs, benefits, and quality implications of technology-enabled diabetes management programs in the United States

The impact of teacher leadership on school effectiveness in selected exemplary secondary schools

This qualitative study used naturalistic inquiry methodology to study the impact that teacher leadership has on school effectiveness. Two suburban high schools were chosen for this study. Both of these schools had been rated as exemplary in 2002 by the Texas Education Agency. Interviews, observations, and surveys were used to obtain data. Through these, seven categories emerged that were used to create a written description of teacher leadership on the campuses. Teacher leadership in the past, teacher leadership roles, teacher leadership enablers, teacher leadership restraints, products of teacher leadership, teacher leadership in the present, and the role of the principal emerged when the data were analyzed. The findings indicated that when teacher leadership played a role on these campuses there was an expectation by school administrators that teachers would be leaders. Principals on both campuses had a vision of student success. Communication between school administrators and teacher leaders was strong. Overall, the role of the principal had a powerful impact on teacher leadership and consequently school effectiveness. Teacher leadership being fostered and supported was in large part due to the efforts of the principal. Recommendations for practice suggest that a) district level personnel need to work from a definition of school leadership that includes teachers when they hire campus principals, b) principals must take intentional steps to actively encourage teacher leadership, c) principals must clearly understand the amount of effort collaborative leadership demands of them, d) principals should seek out evidence that teacher leadership is impacting the school, and e) principals should consider what resources need to be allocated to foster and sustain teacher leadership on campus