...A forensic psychologist views a client or defendant differently than a traditional clinical psychologist. Seeing a situation from a client’s point of view or empathizing with a patient is not something a forensic psychologist will do. Traditional psychological tests and interview procedures are usually not applicable when dealing with a forensic situation. In forensic evaluations it is important to assess the consistency of factual information. Forensic psychology is the application of psychology to the criminal justice system. This is however, different from forensic science. While a forensic psychology deals with legal issues, such as public policies, new laws, competency, and whether a person is sane at the time of a crime, they focus on the psychological perspectives involved in the legal system. Some examples of when forensic psychology is used in the criminal justice system are treating mentally ill offenders, consulting with attorneys, jury selection, serving as an expert witness, analyzing a criminal’s mind and intent, and criminal profiling. There are some forensic psychologists that choose to focus on research, which could range from the examination of eyewitness testimony, to improving interrogation methods. There are also forensic psychologists that focus on public policy, such as designing correctional facilities and prisons. In 1901 a man named William Stern studied memory by asking students to study a picture for forty-five seconds, and then...
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...A forensic psychologist views a client or defendant differently than a traditional clinical psychologist. Seeing a situation from a client’s point of view or empathizing with a patient is not something a forensic psychologist will do. Traditional psychological tests and interview procedures are usually not applicable when dealing with a forensic situation. In forensic evaluations it is important to assess the consistency of factual information. Forensic psychology is the application of psychology to the criminal justice system. This is however, different from forensic science. While a forensic psychology deals with legal issues, such as public policies, new laws, competency, and whether a person is sane at the time of a crime, they focus on the psychological perspectives involved in the legal system. Some examples of when forensic psychology is used in the criminal justice system are treating mentally ill offenders, consulting with attorneys, jury selection, serving as an expert witness, analyzing a criminal’s mind and intent, and criminal profiling. There are some forensic psychologists that choose to focus on research, which could range from the examination of eyewitness testimony, to improving interrogation methods. There are also forensic psychologists that focus on public policy, such as designing correctional facilities and prisons. In 1901 a man named William Stern studied memory by asking students to study a picture for forty-five seconds, and then recall...
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...lack of evidence. The defendant may also plead guilty without trial. Many guilty pleas result from plea negotiations between the prosecutors and defendant or defense attorneys. This pretrial process makes a formal criminal trial unnecessary (Scheb & Sharma, 2013). There are various roles in the criminal trial process, including the judge, the prosecuting attorneys, the jury, and the expert witnesses such as forensic psychologists. The assortment of roles has a high effect on the outcome for the defendant. A prosecutor is responsible for determining what charges to pursue and whether to plea bargain with the defendant. A jury decides a verdict. A judge decides a sentence. A forensic psychologist can influence all of these decisions by serving as an expert witness after their interaction with the defendant. All of these positions involve a great deal of discretion. This work seeks to research existing guidelines for decisions of prosecutors in bringing charges against a defendant, of judges in sentencing a defendant, of forensic psychologists in giving expert testimony,...
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...“Eyewitness evidence is one of the earliest and widely studied topics in forensic psychology” (Pozzulo, Bennell, & Forth, 2015, p. 123). Eyewitness testimony is very diverse and is becoming increasingly influential during court proceedings, which leads to many wrongful convictions. A specific topic that will be investigated during this paper will be the use of independent variables aiding eyewitness testimonies. In 1978, Wells divided those independent eyewitness cues into estimator and system variables (Leach, Cutler, & Van Wallendael, 2009, p.160). Estimator variables occur at the crime scene while the eyewitness is encoding the event into their memory; these are not controlled by the criminal justice system (Leach, Cutler, & Van Wallendael,...
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...in court by children under the age of 11, (usually described as ‘child witnesses’) In the past 20 years the number of psychological studies on child witnesses and the competency of them being interviewed as well as the evidence being given by them has grown from very few quality studies to several thousand. Issues such as suggestibility, the effects of individual differences and the effects of long delays on their recall have been brought up and discussed in these studies. (Memon, Vrij & Bull, 2006) Traditionally, most Criminal Justice Systems have been reluctant to accept the testimony of young children, believing that they make less reliable witnesses than adults do. Although in recent years the balance has shifted and the evidence of children is now much more likely to be accepted. (Ainsworth, 1998) All witnesses defined as a child at the date of the trial, and irrespective of the nature of the offence, are automatically classified as vulnerable and this eligible for a range of protective special measures to enable them to give a testimony in court. There special measures include in-court screens, live TV link, removal of wigs and gowns and provision of any necessary aids to communication. (Raitt, 2007) The issue of children’s competency to testify in court has changed from the presumption that no minor is competent to the belief that all children are competent, which also means that a child can be compelled to testify whether voluntarily or not. Donaldson...
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...CHAP TER Introducing Psychology Psychology is the scientific study of mind and behavior. The word “psychology” comes from the Greek words “psyche,” meaning life, and “logos,” meaning explanation. Psychology is a popular major for students, a popular topic in the public media, and a part of our everyday lives. Television shows such as Dr. Phil feature psychologists who provide personal advice to those with personal or family difficulties. Crime dramas such as CSI, Lie to Me, and others feature the work of forensic psychologists who use psychological principles to help solve crimes. And many people have direct knowledge about psychology because they have visited psychologists, for instance, school counselors, family therapists, and religious, marriage, or bereavement counselors. Because we are frequently exposed to the work of psychologists in our everyday lives, we all have an idea about what psychology is and what psychologists do. In many ways I am sure that your conceptions are correct. Psychologists do work in forensic fields, and they do provide counseling and therapy for people in distress. But there are hundreds of thousands of psychologists in the world, and most of them work in other places, doing work that you are probably not aware of. Most psychologists work in research laboratories, hospitals, and other field settings where they study the behavior of humans and animals. For instance, my colleagues in the Psychology Department at the University of Maryland study such...
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...Planning a Career in Psychology A Canadian Perspective for University Bound and Beginning University Students CANADIAN PSYCHOLOGICAL ASSOCIATION CANADIAN ASSOCIATION OF SCHOOL PSYCHOLOGISTS Planning a Career in Psychology A Canadian Perspective for University Bound and Beginning University Students Marvin L. Simner, Ph.D. Address correspondence to: Canadian Psychological Association 141 Ave Laurier West, Suite 702, Ottawa, ON K1P 5J3 © Marvin L. Simner, 2009. All rights reserved/tous droits réservés Published by the Canadian Psychological Association, Ottawa, Ontario Copies may be ordered from Canadian Psychological Association 141, Ave Laurier West, Suite 702 Ottawa, Ontario K1P 5J3 Phone: (613) 237-2144 Fax: (613) 237-1674 ISBN N°. 978-1-926793-01-6 Planning a Career in Psychology: A Canadian Perspective for University Bound and Beginning University Students Marvin L. Simner CONTENTS Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Subfields of Psychology . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Is Psychology the Right Choice for Me? . . . . . . . . . . . . . . 7 How to Become a Professional Psychologist . . . . . . . . . . 8 Occupational Outlook . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 How to Succeed in University . . . . . . . . . . . . . . . . . . . . . 14 Recommended Readings . . . . . . . . . . . . . . . . . . . . . . . . . 16 References . . . . . . . . . . . . . . . . ...
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...PSYCHOLOGY and your life chapter 1 introduction to ps ychology 2 chapter outline A Gift of Life It was every subway rider’s nightmare, times two. Who has ridden along New York’s 656 miles of subway lines and not wondered: “What if I fell to the tracks as a train came in? What would I do?” And who has not thought: “What if someone else fell? Would I jump to the rescue?” Wesley Autrey, a 50-year-old construction worker and navy veteran, faced both those questions in a flashing instant yesterday and got his answers almost as quickly. Mr. Autrey was waiting for the downtown local at 137th Street and Broadway in Manhattan around 12:45 p.m. He was taking his two daughters, Syshe, 4, and Shuqui, 6, home before work. Nearby, a man collapsed, his body convulsing. Mr. Autrey and two women rushed to help, he said. The man, Cameron Hollopeter, 20, managed to get up, but then stumbled to the platform edge and fell to the tracks, between the two rails. The headlights of the No. 1 train appeared. “I had to make a split decision,” Mr. Autrey said. So he made one, and leapt. Mr. Autrey lay on Mr. Hollopeter, his heart pounding, pressing him down in a space roughly a foot deep. The train’s brakes screeched, but it could not stop in time. Five cars rolled overhead before the train stopped, the cars passing inches from his head, smudging his blue knit cap with grease. Mr. Autrey heard onlookers’ screams. “We’re O.K. down here,” he yelled, “but I’ve got two daughters up there...
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...2014-2015 Undergraduate Academic Calendar and Course Catalogue Published June 2014 The information contained within this document was accurate at the time of publication indicated above and is subject to change. Please consult your faculty or the Registrar’s office if you require clarification regarding the contents of this document. Note: Program map information located in the faculty sections of this document are relevant to students beginning their studies in 2014-2015, students commencing their UOIT studies during a different academic year should consult their faculty to ensure they are following the correct program map. i Message from President Tim McTiernan I am delighted to welcome you to the University of Ontario Institute of Technology (UOIT), one of Canada’s most modern and dynamic university communities. We are a university that lives by three words: challenge, innovate and connect. You have chosen a university known for how it helps students meet the challenges of the future. We have created a leading-edge, technology-enriched learning environment. We have invested in state-of-the-art research and teaching facilities. We have developed industry-ready programs that align with the university’s visionary research portfolio. UOIT is known for its innovative approaches to learning. In many cases, our undergraduate and graduate students are working alongside their professors on research projects and gaining valuable hands-on learning, which we believe is integral...
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...feL82809_ch01_002-047.indd Page 2 8/2/10 9:46 PM user-f465 CHAPTER 1 Introduction to Psychology /Users/user-f465/Desktop feL82809_ch01_002-047.indd Page 3 8/2/10 9:46 PM user-f465 /Users/user-f465/Desktop Key Concepts for Chapter 1 MODULE 1 What is the science of psychology? ● What Psychologists at Work are the major specialties in the field of The Subfields of Psychology: Psychology’s Family Tree psychology? ● Where do psychologists Working at Psychology PsychWork: Licensed Social Worker work? MODULE 2 What are the origins of psychology? ● What are the major approaches in contemporary psychology? ● What are psychology’s key issues and controversies? ● What is the future of psychology likely to hold? A Science Evolves: The Past, the Present, and the Future The Roots of Psychology Today’s Perspectives Applying Psychology in the 21st Century: Psychology Matters Psychology’s Key Issues and Controversies Psychology’s Future MODULE 3 What is the scientific method? ● What role Research in Psychology do theories and hypotheses play in The Scientific Method psychological research? ● What research Descriptive Research methods do psychologists use? ● How do Experimental Research Psychological Research psychologists establish cause-and-effect relationships using experiments? MODULE 4 What major issues confront psychologists conducting research? Research Challenges: ...
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...Memories of Forgotten Events Myth #13 Individuals Commonly Repress the Memories of Traumatic Experiences Myth #14 Most People with Amnesia Forget All Details of Their Earlier Lives 4 TEACHING OLD DOGS NEW TRICKS Myth #15 Intelligence (IQ) Tests Are Biased against Certain Groups of People My th #16 If You’re Unsure of Your Answer When Taking a Test, It’s Best to Stick with Your Initial Hunch Myth #17 The Defining Feature of Dyslexia Is Reversing Letters Myth #18 Students Learn Best When Teaching Styles Are Matched to Their Learning Styles 5 ALTERED STATES Myth #19 Hypnosis Is a Unique “Trance” State that Differs in Kind from Wakefulness Myth #20 Researchers Have Demonstrated that Dreams Possess Symbolic Meaning Myth #21 People Can Learn Information, like New Languages, while Asleep Myth #22 During “Out-of-Body” Experiences, People’s Consciousness Leaves Their Bodies 6 I’VE GOT A FEELING Myth #23 The...
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...TPS 101: INTRODUCTION TO PSYCHOLOGY TPS 101 serves as the beginning course in psychology; as such, it is broad in scope. The course will introduce students to the history of psychology, and current paradigms and theories. We will cover neuroscience, sensation, perception, memory, and language, stress and health psychology, personality and social psychology, intelligence, and developmental psychology. Because of time limitations, none of these topics can be covered in great depth. The reference textbooks and the material presented in class will serve as the primary sources for the material to be covered. INTRODUCTION TO THE STUDY OF PSYCHOLOGY Psychology is the scientific study of behaviour and mental processes. It is an academic and applied discipline involving the scientific study of mental processes and behaviour. Psychology also refers to the application of such knowledge to various spheres of human activity, including problems of individuals' daily lives and the treatment of mental illness. It is largely concerned with humans, although the behaviour and mental processes of animals can also be part of psychology research, either as a subject in its own right (e.g. animal cognition and ethnology), or somewhat more controversially, as a way of gaining an insight into human psychology by means of comparison (including comparative psychology). Origins of the psychology Near the end of 19th century things started drawing together. Questions raised by philosophers were being...
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...Beyond Feelings A Guide to Critical Thinking NINTH EDITION Vincent Ryan Ruggiero Professor Emeritus of Humanities State University of New York, Delhi BEYOND FEELINGS: A GUIDE TO CRITICAL THINKING, NINTH EDITION Published by McGraw-Hill, a business unit of The McGraw-Hill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright © 2012 by The McGraw-Hill Companies, Inc. All rights reserved. Previous editions © 2009, 2007 and 2004. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. Some ancillaries, including electronic and print components, may not be available to customers outside the United States. This book is printed on acid-free paper. 1 2 3 4 5 6 7 8 9 0 DOC/DOC 1 0 9 8 7 6 5 4 3 2 1 ISBN: MHID: 978-0-07-803818-1 0-07-803818-9 Vice President & Editor-in-Chief: Michael Ryan Vice President EDP/Central Publishing Services: Kimberly Meriwether David Editorial Director: Beth Mejia Senior Managing Editor: Meghan Campbell Executive Marketing Manager: Pamela S. Cooper Senior Project Manager: Joyce Watters Buyer: Nicole Baumgartner Design Coordinator: Margarite Reynolds Media Project Manager: Sridevi Palani Compositor: Glyph International Typeface: 10/13 Palatino Printer: R...
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...A BRIEF CONTENTS PART 1 • GETTING STARTED 1. Becoming a Public Speaker 2. From A to Z: Overview of a Speech 3. Managing Speech Anxiety 4. Ethical Public Speaking 5. Listeners and Speakers 1 2 8 1 4 23 30 PART 2 • DEVELOPMENT 6. Analyzing the Audience 7. Selecting a Topic and Purpose 8. Developing Supporting Material 9. Locating Supporting Material 10. Doing Effective Internet Research 1 Citing Sources in Your Speech 1. 36 37 49 57 64 73 83 PART 3 • ORGANIZATION 1 Organizing the Speech 2. 1 Selecting an Organizational Pattern 3. 1 Outlining the Speech 4. 92 93 103 1 10 PART 4 • STARTING, FINISHING, AND STYLING 15. Developing the Introduction and Conclusion 16. Using Language 1 22 1 23 1 31 PART 5 • DELIVERY 1 Choosing a Method of Delivery 7. 18. Controlling the Voice 19. Using the Body 1 39 1 40 1 44 1 48 PART 6 • PRESENTATION AIDS 20. Types of Presentation Aids 21. Designing Presentation Aids 22. A Brief Guide to Microsoft PowerPoint 154 155 161 164 PART 7 • TYPES OF SPEECHES 23. Informative Speaking 24. Persuasive Speaking 25. Speaking on Special Occasions 1 74 1 75 188 21 7 PART 8 • THE CLASSROOM AND BEYOND 230 26. Typical Classroom Presentation Formats 27. Science and Mathematics Courses 28. Technical Courses 29. Social Science Courses 30. Arts and Humanities Courses 31. Education Courses 32. Nursing and Allied Health Courses 33. Business Courses and Business Presentations 34. Presenting in Teams 35. Communicating in Groups 231 236 240 243 246 248 25 1 253 258...
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...Advance Edited Version Distr. GENERAL A/HRC/12/48 15 September 2009 Original: ENGLISH HUMAN RIGHTS COUNCIL Twelfth session Agenda item 7 HUMAN RIGHTS IN PALESTINE AND OTHER OCCUPIED ARAB TERRITORIES Report of the United Nations Fact Finding Mission on the Gaza Conflict ∗ ∗ Late submission A/HRC/12/48 page 2 Paragraphs Page EXECUTIVE SUMMARY PART ONE INTRODUCTION I. II. III. METHODOLOGY CONTEXT EVENTS OCCURRING BETWEEN THE “CEASEFIRE” OF 18 JUNE 2008 BETWEEN ISRAEL AND THE GAZA AUTHORITIES AND THE START OF ISRAEL’S MILITARY OPERATIONS IN GAZA ON 27 DECEMBER 2008 IV. APPLICABLE LAW PART TWO OCCUPIED PALESTINIAN TERRITORY: THE GAZA STRIP Section A V. VI. THE BLOCKADE: INTRODUCTION AND OVERVIEW OVERVIEW OF MILITARY OPERATIONS CONDUCTED BY ISRAEL IN GAZA BETWEEN 27 DECEMBER 2008 AND 18 JANUARY 2009 AND DATA ON CASUALTIES ATTACKS ON GOVERNMENT BUILDINGS AND POLICE VIII. OBLIGATION ON PALESTINIAN ARMED GROUPS IN GAZA TO TAKE FEASIBLE PRECAUTIONS TO PROTECT THE CIVILIAN POPULATION VII. A/HRC/12/48 page 3 IX. OBLIGATION ON ISRAEL TO TAKE FEASIBLE PRECAUTIONS TO PROTECT CIVILIAN POPULATION AND CIVILIAN OBECTS IN GAZA X. INDISCRIMINATE ATTACKS BY ISRAELI ARMED FORCES RESULTING IN THE LOSS OF LIFE AND INJURY TO CIVILIANS XI. DELIBERATE ATTACKS AGAINST THE CIVILIAN POPULATION XII. THE USE OF CERTAIN WEAPONS XIII. ATTACKS ON THE FOUNDATIONS OF CIVILIAN LIFE IN GAZA: DESTRUCTION OF INDUSTRIAL INFRASTRUCTURE, FOOD PRODUCTION, WATER INSTALLATIONS, SEWAGE...
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