AIU Interviewing Techniques With a Psychopath Discussion Paper
AIU Interviewing Techniques With a Psychopath Discussion Paper.
Interviewing TechniquesConsider the following scenario: You are asked to interview a man who has been siphoning off the financial assets of his new wife. A background check was conducted that revealed he is still married to three other women across the United States. Each woman tells a similar story: He drained them financially and then fled. He is charming, intelligent, and engaging. You are going to present him with the evidence of his bigamy and fraud and gauge his response. What steps should you take in preparation for the interview? What might his response be upon seeing that he has finally been caught in his lies? How will you respond to him? Can you think of possible outcomes for this interview? What must you avoid during the interview? How can you turn his need for control into one of your interviewing tools? Interviewing an offender who registers on the higher side of the psychopathy scale involves a specialized set of techniques and skills. In this Discussion, you will examine those techniques and compare them to those of a normal interview.To prepare for this Discussion:Examine the Learning Resources, paying close attention to the mindset of a psychopath.Consider basic interviewing techniques and how those may differ from the skills needed to handle someone who could be classified a psychopath.postPost a response to the following:What specific considerations need to be made when interviewing a psychopath? How does interviewing a psychopath differ from interviewing a non-psychopath? What techniques would be useful in interviewing a psychopath? Be specific about what an interviewer should and should not do in this situation.Required ReadingsMiller, J. D., Maples-Keller, J. L., & Lynam, D. R. (2016). An examination of the three components of the Psychopathic Personality Inventory: Profile comparisons and tests of moderation. Psychological Assessment, 28(6), 692–701. doi:10.1037/pas0000221Olson, B., Soldz, S., & Davis, M. (2008). The ethics of interrogation and the American Psychological Association: A critique of policy and process. Philosophy, Ethics, and Humanities in Medicine, 3, 3. doi:10.1186/1747-5341-3-3Perri, F. S. (2011). Case study: The flawed interview of a psychotic killer: What went wrong? Journal of Investigative Psychology and Offender Profiling, 8(3), 41–57. doi: 10.1002/jip.128Case Study: The Flawed Interview of a Psychotic Killer: What Went Wrong? by Perri, F.S., in Journal of Investigative Psychology and Offender Profiling, Vol. 8/Issue 3. Copyright 2011 by John Wiley & Sons – Journals. Reprinted by permission of John Wiley & Sons – Journals via the Copyright Clearance Center.Bonn, S. A. (2014). The real life horror tale of the twisted “co-ed killer.” Psychology Today. Retrieved from https://www.psychologytoday.com/blog/wicked-deeds/…Walters, S. B. (2011). The psychopath as an interrogation subject. The Interview Room. Retrieved from http://interview-interrogation.com/category/psycho…
AIU Interviewing Techniques With a Psychopath Discussion Paper
BUS 128 Grossmont College Week 8 Effective Social Media Messaging Discussion
online homework help BUS 128 Grossmont College Week 8 Effective Social Media Messaging Discussion.
This week we are examining how to effectively create and manage digital media, and for this discussion, social media.Your task for your first post is to go to your preferred social media platform and take a screen shot of a company’s post/tweet/pic/message.Answer the following:What platform is your screen shot from?What is the company and what are they promoting with their messaging? Is it a product, service, or just more branding recognition?Critique the message: is the spelling accurate and clear?What is good/effective about this message?What is done poorly with this message?How could this message be improved?Conclude you initial post with your overall evaluation of the message.Expectations:Your first response should be a minimum of 100 words, due Wednesday.You should reply to a minimum of 2 other classmates’ responses with 50 words minimum ( I will send the posts once you finish the initial post)To earn full credit you need to answer more than “I agree” or “good job.” Your discussion replies may ask a clarifying question, may relate and apply to another situation, or you can probe the question deeper. But it needs to have substance in order for you to earn points.
BUS 128 Grossmont College Week 8 Effective Social Media Messaging Discussion
Teaching philosophy and the use of technology Research Paper
Table of Contents Introduction Traditional belief systems Constructivist belief system Conclusion References Introduction In most educational institutions, teacher should use technology to facilitate learning. They should also act as change agents to enhance adoption of technology in teaching. However, the use of technology by teachers in teaching has been surprisingly low in all over the world (Teo, 2009). Therefore, it is necessary for researchers to determine factors that influence the use of technology for teaching among teachers. Several studies have identified various factors that influence the use of technology for instructional purposes among teachers. Generally, factors that influence the use of technology among teachers are both internal and external factors. In addition, there are also issues that can concern teachers and students attitudes towards technology applications in lessons. However, some researchers have argued that environmental factors also have significant impacts on the use technology, but these factors have improved over the years. Currently, the challenge involves how to address personal factors like “teachers’ belief systems and their impacts on adoption of technology” (Ertmer and Ottenbreit-Leftwich, 2010). One major influence on teachers’ use of technology is the computer self-efficacy. How teachers perceive and judge themselves with regard to technology are significant predictors whether teachers would adopt technology or not (Teo, 2009). Therefore, belief systems among teachers are critical factors that influence the use technology in the classroom. Teachers have diverse abilities on the use technology and application of technology in teaching. This articles on the relationship between teaching belief (traditional and constructivist) and use of technology for instructions by teachers. Traditional belief systems Ertmer and colleagues stressed that many teachers possess limited understanding and experience about how technology should integrate into “various educational aspects to facilitate teaching and learning regardless of their qualifications” (Ertmer and Ottenbreit-Leftwich, 2010). As a result, many teachers often referred to their existing belief systems and earlier experiences whenever they wanted to use technology in their lessons. Most researchers have also noted that belief systems of teachers have significant influences on technology integration in learning. Therefore, educators and school administrators must account for belief systems of their teachers before introducing technology in learning and teaching. Get your 100% original paper on any topic done in as little as 3 hours Learn More There are teachers who hold a belief system that the traditional approach is the best method of teaching. Such teachers depend on the “use of direct instruction most of the time, want students to focus on the textbook, act as the sole provider of knowledge, and discourage students’ participation in the teaching process” (Teo, 2009). Teachers are conservative professionals, who may not be willing to adopt change quickly. In most cases, teachers use traditional methods of teaching and attempt to avoid any new initiatives. The belief systems that teachers have regarding the use technology usually make the situation complex. For instance, many teachers believe that technology can facilitate their works and help them accomplish such tasks efficiently. However, some teachers are not willing to use technology in their classrooms for different reasons (Goktas, Yildirim and Yildirim, 2009). Some researchers have noted that such reasons differ, but they include the lack of “relevant knowledge, low self-efficacy, and existing belief systems” (Teo, 2009). Ertmer and Ottenbreit-Leftwich note that teacher belief systems consist of “a myriad of interacting, intersecting, and overlapping beliefs” (Ertmer and Ottenbreit-Leftwich, 2010). Such belief systems predicted the possible behaviours and outcomes when teachers used technology in their classrooms. On this note, some researchers have shown that traditional beliefs had “a negative impact on integrated use of computers in classrooms” (Ertmer and Ottenbreit-Leftwich, 2010). Other scholars have studied pre-service teachers who acquired student-centred beliefs in their teacher education programmes and noted that such teachers abandoned student-centred beliefs for traditional belief systems whenever they faced classroom difficulties (Irving, 2009). Based on the importance of teacher beliefs, many researchers have studied the role of such belief systems in technology integration in learning and teaching. For instance, they noted that teachers must acknowledge that technology can help them achieve learning objectives effectively. Teachers must also recognise that the use of technology will not interfere with other educational goals. We will write a custom Research Paper on Teaching philosophy and the use of technology specifically for you! Get your first paper with 15% OFF Learn More In addition, teachers must have the ability and resources needed in order to make technology effective. Some researchers also noted that teachers were not willing to embrace technology in learning because some of the belief systems contradicted and were consistent with their own beliefs, experiences, and practices. Teacher belief systems also influence factors that teachers considered important. There are factors that are close to core beliefs of teachers (Friedrich and Hron, 2011). As a result, if the use of technology is among core belief of a teacher, then he is mostly likely to adopt it in his lessons. On the contrary, other researchers have shown that teacher beliefs are not the only critical factors that influence technology integration. In some instances, teachers had conflicting beliefs about the use of technology in teaching and learning. Such factors may also result in inconsistency between the technology use in teaching and actual implemented technology practices. In this manner, researchers should account for contextual issues concerning school policies, cultures, availability of adequate resources, training for teachers, and model integration practices. Constructivist belief system Studies have shown that teacher who willingly adopted technology into their teaching lessons were those who had constructivist teaching styles. On this regard, further studies have highlighted the relation between student-centred beliefs in instruction and the adoption of technology by teachers in their lessons. This relation between the use of technology and constructivist pedagogy suggests that teachers who have maintained constructivist approach to learning see technology has an effective tool for enhancing classroom learning. Some scholars note that incorporation of technology into learning has not been effective. This has happened because teachers who possess the required skills in technology tend to apply such skills to promote their own belief systems with regard to learning and teaching. Consequently, any attempt to integrate technology in learning should address the belief systems of teachers. This will allow for effective integration. On the same note, some researchers have noted that the use of technology in teaching should complement constructivist teaching (Al-Zaidiyeen et al., 2010). Thus, exposure to student-centred learning is necessary prior to adoption of technology in classroom settings. Not sure if you can write a paper on Teaching philosophy and the use of technology by yourself? We can help you for only $16.05 $11/page Learn More Generally, teacher beliefs relate to their practices and experiences. However, some of the teacher beliefs only enhance resistance to change (Akkan, 2012). In addition, there are also conflicting beliefs and incompatible beliefs about integration of technology in education. In order to integrate technology effectively in pedagogy, teachers must also account for their belief systems in teaching. However, it is a complex task for teachers to change their belief systems since most of them will resist any attempts to change (Irving, 2009). In addition to resistance to change, contextual factors within the school may also create favourable or unfavourable conditions for adoption of technology. Thus, any researcher should account for contextual factors in schools (Selwyn, 2010). Teo concluded that overall results indicated that teachers with relatively “strong constructivist beliefs and had strong traditional beliefs reported, a higher frequency of computer use” (Teo, 2009). Results also identified the relationship between the use of technology in teaching and belief profiles of teachers. Past studies have indicated that integrating technology in learning can promote student learning through involving learners in “higher-order thinking, self-regulated learning, and collaborative or cooperative learning” (Ertmer and Ottenbreit-Leftwich, 2010). Thus, teachers should embrace constructivist-teaching method in order to foster effective learning among students (DiGironimo, 2011). Thus, educators should focus on transforming teacher beliefs and methods of teaching through training. Conclusion The use of technology in classroom has gained momentum in the recently. However, a number of factors influence effective integration of technology in teaching and learning. Some of these are teaching beliefs among teachers. Generally, teachers who hold traditional beliefs tend to apply traditional approaches to learning or low-level integration of technology in learning. On the other hand, teachers with constructivist beliefs adopted high-level or student-centred technology use. Available studies show that technology integration in learning and teaching differ based on individual teacher beliefs and teacher perception of technology in a classroom setting. Thus, understanding teacher beliefs and contextual factors can result in effective integration of technology in learning and teaching. Therefore, usages of technology in teaching and learning vary from teacher to teacher based on his or her experiences, practices, and preferences. Other studies note that pre-service teachers with the student-centred approach may revert to a traditional approach when classroom situations become challenging. References Akkan, Y. (2012). Virtual or Physical: In-service and Pre-Service Teacher’s Beliefs and Preferences on Manipulatives. Turkish Online Journal of Distance Education- TOJDE, 13(4). Al-Zaidiyeen, N., Mei, L., and Fook, F. (2010). Teachers’ Attitudes and Levels of Technology Use in Classrooms: The Case of Jordan Schools. International Education Studies, 3(2), 211-219. DiGironimo, N. (2011). What is Technology? Investigating Student Conceptions about the Nature of Technology. International Journal of Science Education, 33(10), 1337-1352. Ertmer, P., and Ottenbreit-Leftwich, A. (2010). Teacher Technology Change: How Knowledge, Confidence, Beliefs, and Culture Intersect. JRTE, 42(3), 255–284. Friedrich, A. F. and Hron, A. (2011). Factors affecting teachers’ student-centered classroom computer use. Educational Media International, 48(4), 273-285. Goktas, Y., Yildirim, S., and Yildirim, Z. (2009). Main Barriers and Possible Enablers of ICTs Integration into Pre-service Teacher Education Programs. Educational Technology
Pasadena City College Women Education Concepts and Evidence Chart
Pasadena City College Women Education Concepts and Evidence Chart.
BackgroundThis problem focuses on female academies or seminaries in the period 1790-1840. These schools offered the equivalent of a high school education to socially elite, young women and the daughters of middle-class merchants. Historians have suggested that the academies probably made American women among the most educated in the world at that time.We can understand the roles that some Americans viewed as appropriate for women in a republic by analyzing the published speeches and writings of 4 advocates of female academies in the era of the Early American Republic: Benjamin Rush, Mary Lyon, Emma Willard, and Catherine Beecher.SourcesNote: Some spelling, formatting, and punctuation marks have been added to the source texts excerpted below to make them easier to read.Document ABenjamin Rush, “Thoughts Upon Female Education,” a speech to the Philadelphia Academy of Young Ladies (Boston, 1787).The state of property in America renders it necessary for…our citizens to employ themselves in different occupations for the advancement of their fortunes. This cannot be done without the assistance of the female members of the community. They must be the stewards and guardians of their husbands’ property.…From the numerous avocations to which a professional life exposes gentlemen in America from their families, a principle share of the instruction of children naturally devolves upon the women…our ladies should be qualified to a certain degree, by a peculiar and suitable education, to concur in instructing their sons in the principles of liberty and government.[Therefore, a female education should include:]
A knowledge of the English language.[T]he writing of a fair and legible hand [is] a necessary branch of female education…Some knowledge of figures and bookkeeping is absolutely necessary to qualify a young lady for the duties which await her in this country…An acquaintance with geography and some instruction in chronology will enable a young lady to read history, biography, and travels…It will will be necessary to connect all these branches of education with regular instruction in the Christian religion…Document BMary Lyon, “Female Education, Tendencies Of The Principles Embraced, And The System Adopted In The Mount Holyoke Female Seminary” (1839).Religious culture. Public worship, the Bible lesson, and other appropriate duties of the Sabbath; a regular observance of secret devotion, suitable attention to religious instruction and social prayer meetings, and the maintaining of a consistent Christian deportment, are considered the most important objects of regard, for both teachers and scholars.…Cultivation of benevolence. While many of the present active generation are fixed in their habits, and will never rise above the standard of benevolence already adopted, the eye of hope rests with anxious solicitude on the next generation…[Is benevolence not] an appropriate sphere for the efforts of woman, through whose moulding hands all our children and youth must inevitably pass?…Intellectual culture. This trait of character is of inestimable value to a lady who desires to be useful. A thorough and well balanced intellectual education, will be to her a valuable auxiliary in every department of duty…Physical culture. The value of health to a lady is inestimable…Document CEmma Willard, “An Address to the Public; Particularly to the Members of the Legislature of New York, Proposing a Plan for Improving Female Education” (1819).Education should seek to bring its subjects to the perfection of their moral, intellectual and physical nature: in order, that they may be of the greatest possible use to themselves and others…[Willard then lists essential curriculum for female education]
Religious and Moral. A regular attention to religious duties would, of course be required of the pupils by the laws of the institution.… The evidences of Christianity, and moral philosophy, would constitute a part of their studies.Literary Instruction. [Willard says that science is not taught at the academies not because it is not important but because there is not suitable instruction materials. Nevertheless, sciences “should engage the youthful attention of my sex.”].… [B]ooks, written for the other [gender], would need alteration; because, in some, they presuppose more knowledge than female pupils would possess; in others, they have parts not particularly interesting to our sex, and omit subjects immediately relating to their pursuits. There would likewise be needed…some works, which I believe are nowhere extant, such as a systematic treatise on housewifery.Domestic Instruction should be considered important in a female seminary. It is the duty of our sex to regulate the internal concerns of every family; and unless they be properly qualified to discharge this duty, whatever may be their literary or ornamental attainments, they cannot be expected to make either good wives, good mothers, or good mistresses of families: and if they are none of these, they must be bad members of society; for it is by promoting or destroying the comfort and prosperity of their own families, that females serve or injure the community…Ornamental Branches…[such as] drawing and painting, elegant penmanship, music, and the grace of motion. Needle-work…should either be taught in the domestic department, or made a qualification for entrance…The grace of motion, must be learnt chiefly from instruction in dancing. Exercise is needful to the health, and recreation to the cheerfulness and contentment of youth.…Document DCatharine Beecher, “Suggestions Respecting Improvements in Education” (1829)It is to mothers and to teachers that the world is to look for the character which is to be enstamped on each succeeding generation, for it is to them that the great business of education is almost exclusively committed.…[Yet] neither mothers nor teachers have ever been properly educated for their profession. What is the profession of a Woman? Is it not to form immortal minds, and to watch, to nurse, and to rear the bodily system, so fearfully and wonderfully made, and upon the order and regulation of which, the health and well-being of the mind so greatly depends?It has been a prominent aim with the Principle of this Institution, to have at least Geography, Grammar, Arithmetic, Composition, and Mental Philosophy taught thoroughly. The object of Grammar is to enable us to understand and to use language, and consequently a knowledge of this science is one of the first things demanded in a course of education where language is to be the chief medium of instruction.The object of the study of Arithmetic is to discipline the mind, and thus prepare it to receive and apply knowledge. The object of practicing the art of Composition is, to obtain method and facility in communicating ideas to others.The object of attending to Mental Philosophy and Geography is, to gain in the first place a knowledge of ourselves and in the next place, of the world we dwell in, and of the fellow beings who inhabit it. Few will assert that (aside from instruction in our religious duties and relations) any other branches are to supersede these in importance, or attention.Analyze the EvidenceQuestionAccording to many founders and advocates of female academies, what were the 4 most important principles for women’s education?Definition of a Principle: An idea that is essential for an enterprise. The “enterprise” is the new American republic, which means that as you examine the evidence you’ll want to be able to briefly explain how each principle could help women fulfill their proper role in the new republic.Select 2 pieces of evidence from the sources that seem to demonstrate principles of women’s education. List these items in the right column of the Concepts and Evidence Chart. An example is: Rush: They must be the stewards and guardians of their husbands’ property…Then summarize the evidence into 4 principles and list these in the left column. An example is: Women should learn mathematics and language so that they can manage their husbands’ businesses and allow them to pursue a more civic or public role.Two pieces of evidence that support the principle: Use phrase or sentence quotations.Concepts and Evidence ChartPrincipleEvidence Women should learn mathematics and language so that they can manage their husbands’ businesses and allow them to pursue a more civic or public role.They must be the stewards and guardians of their husbands’ property…
Pasadena City College Women Education Concepts and Evidence Chart