Case Consenting To Sexual Harassment

/in /by

•Read Case 11.4: Consenting to Sexual Harassment, located here or on page 420 in your textbook then respond to the following questions. According to her own testimony, Vinson acquiesced to Taylor’s sexual demands. In this sense her behavior was “voluntary.” Does the voluntariness of her behavior mean she had “consented” to Taylor’s advances? Does it mean they were “welcome”? Do you agree that Vinson’s acquiescence shows there was no sexual harassment? Defend your position.

Describe the techniques used in criminal profiling and report on the accuracy of offender’s profiles.

/in /by

Assault in the City: Criminal Profiling

Click here to study a vignette.

Tasks:

On the basis of the vignette you read, respond to the following:

  • Describe the techniques used in criminal profiling and report on the accuracy of offender’s profiles.
  • Indicate whether the offender’s description is admissible in court. Your answer should target criminal profiling of serial rapists.
  • Discuss the role of forensic hypnosis in helping the victim recall repressed memories.
  • Cite research indicating the accuracy of hypnotically refreshed memories and the admissibility of a hypnotically refreshed memory into court.
  • Help Dr. Johnson offer the chief alternatives to assist the victim to identify possible suspects.
  •  A copy of the vignette is attached.

      2 pages

 

All written assignments and responses should follow APA rules for attributing sources.

Page 1 of 1 Psychology and the Legal System

© 2013 Argosy University

 

 

 

Assault in the City In the past six months, five women have reported being sexually assaulted by a stranger. The details of the incidents are similar. All the women live alone and were assaulted in their homes between 5:00 a.m. and 6:00 a.m. The police are concerned the offender is a serial rapist. The chief feels more women may have been assaulted but are reluctant to come forward. However, he is concerned that if he publicizes his suspicions in the hope of finding other victims, he may lose his chances of catching the perpetrator. The assaults occurred early in the morning, and four of the victims were awakened in the dark. So they could not provide a good visual description of the attacker. However, one victim was coming out of the shower when she was assaulted and possibly is the best eyewitness. Unfortunately, due to the trauma, she has apparently repressed her memory of the event. The chief decides to ask Dr. Shayleigh Johnson for assistance. He asks her whether she can develop an offender profile. He remarks he has heard of criminal profiling and understands it has had some successes as well as failures. He wants to know how a criminal profile is conducted and the validity of any developed profiles. He warns Dr. Johnson that he does not want to waste precious time and human resources on a wild-goose chase when there is a serial rapist acting without the fear of reprisals. However, he does want some factual answers from Dr. Johnson. The chief also confides they do not have any leads although they have deoxyribonucleic acid (DNA) samples that match and have checked all the sexual offenders. He confesses the investigation is at a loss. He suggests that if they could get a description of the offender, they may be able to use it in the media to seek assistance. However, only one victim had a clear view of her attacker, and she appears to have repressed the memory. The chief wants to know whether Dr. Johnson can use hypnosis to help the victim recall her attacker’s face. He wants to know whether hypnosis can help people remember repressed memories, how accurate the hypnotically refreshed memory is, and whether this witness’s recollection can be used in court against the accused if he is apprehended.

Describe the major differences between acute pain and chronic pain, and how they would be treated differently.

/in /by

Write at least 1,300 words addressing: PLEASE APA format on citations as well

  • Describe the major differences between acute pain and chronic pain, and how they would be treated differently.
  • Explain the gate-control theory of pain and how this helps us understand chronic pain.
  • Describe how you would measure pain.
  • Describe the differences between nociception, pain, pain behavior, and suffering. Find and illustrate examples of how people can have nociception without pain, pain without pain behavior, and pain without suffering.
  • Explain how psychological states such as anxiety and depression influence the development of chronic pain.
  • What has been reported in the literature about sociocultural differences in pain perception?

Choose a place to observe where you can see and hear but are unobtrusive.

/in /by

Application: Child-Centered Curriculum: Program Perspective

The ability to create and maintain effective early childhood education programs that support and engage every child requires knowledge of individual children;knowledge of quality environmental design and strategies; and the ability to ensure that children relate to, engage in, and benefit from learning and play opportunities fueled by their passion and imagination. Creating such child-centered environments and curriculum in which play and discovery maintain an integral role in fostering healthy development and learning requires understanding the components of each of these practices as well as their effective application. In this Application Assignment, you will apply what you have been learning to an observation, interview, and reflection in an authentic early childhood education setting.

Plan

  • Print out and review the Child-Centered Classroom Assessment and Interview Form.
  • Add two factors that you believe will help you better assess the program and practices.
  • Review the interview portion of the assignment, making sure you fully understand each question prior to making your observation/interview appointment.
  • Make sure that you have all materials that you need to conduct the observation and interview prior to arriving at the scheduled observation/interview time. Keep in mind when scheduling your observation that in order to observe interactions with families, it is important to schedule your observation during a period of time when families will be present.
  • Arrive on time.

Implement

  • Choose a place to observe where you can see and hear but are unobtrusive.
  • Conduct the interview in an area that is convenient for the professional, being respectful of his or her time schedule.
  • Keep the following observation guidelines in mind:
    • Try to not make assumptions; objectivity is essential.
    • Record what you observe.
    • Note any questions you would like to ask in the interview.
    • Remember that you are observing one moment in time and so are not privy to specific circumstances and/or situations that may be affecting individual children or staff.
    • Try to keep to the time span that you agreed upon for the observation and be sure to thank the teacher(s) in the room and the person you interview.

Reflect on your observation and interview. Review your notes and consider the knowledge and insights you gained from this experience. Include the following:

  • Summarize your observation and interview experience.
  • Describe the ways in which what you learned from your observation and interview reflected and/or contradicted what you have learned about effective programs and practice with regard to child-centered curriculum and play/discovery learning.
  • Based on your assessment of the program’s effectiveness, what practices do you feel should be continued? What additional suggestions would you make? What is your rationale for these suggestions?

For this assignment, submit:

  • Your completed Child-Centered Classroom Assessment and Interview Form
  • Your Reflection, citing specific examples from your observation and interview

Submit this assignment by Sunday of this week.

 

  • Article: Walsh, G., & Gardner, J. (2005). Assessing the quality of early years learning environments. Early Childhood Research and Practice, 7(1). Retrieved from http://ecrp.uiuc.edu/v7n1/walsh.html
  • Article: Katz, L. (1993). Dispositions: Definitions and implications for early childhood practice. Retrieved fromhttp://ceep.crc.uiuc.edu/eecearchive/books/disposit.html