zilongwang/ReadingBank huggingface dataset:
Training Booking Form About You Your Name Address Details Position Company Telephone *Email Postcode About the Course Course Title Date Location Oakwood Centre Woodley Open Learning Centre Bracknell # Name/ Email of Delegate (s) 1 9 17 2 10 18 3 11 19 4 12 20 5 13 21 6 14 22 7 15 23 8 16 24 Payment Method BACS Transfer This should be made payable to: Richard Woodley A/C No: 01725860 Sort Code: 77-50-16 Invoice Please quote purchase order number:
Please return forms to the training department By Email Public-Services-Training@outlook.com Queries? Please telephone 07867 783676 or Or email Public-Services-Training@outlook.com *Booking confirmation will be sent by email Terms and Conditions for Training Courses Delegate Information We believe in inclusive learning, please advise us in advance if delegate(s) have any requirements which may impact on their learning experience. Delegates are required to arrive at the course in good time. If the delegate is unable to attend on the day of training due to unforeseen circumstances a charge for costs incurred will be made. Photos taken during training courses may be used for learning, marketing and promotional material in all mediums. If you have delegates that do not wish to be photographed, please provide a written list of names prior to the course commencement date. Training venues - The Oakwood Centre, Headley Road, Woodley, Berkshire, RG5 4JZ and Open Learning Centre, Rectory Lane Bracknell, Berkshire, RG12 7GR. Cancellations Public Services Training reserves the right to cancel or alter the dates or provision of service, the venue and the individual trainer providing the service. In the event of a cancellation, bookings will normally be transferred to the next available course unless the client specifically requests otherwise. If a booking is cancelled or transferred to a different course by the client, a 10% fee to cover administration costs will charged. Public Services Training reserves the right to apply the following charges if the cancellation is within the timescales below; Telephone cancellations can be accepted but must be confirmed immediately in writing via email. Payments Please ensure that payment is received within 30 days of the invoice &/or before the event – whichever is sooner. Your place on a course will be confirmed by e mail once payment has been made
Task to be accomplished: Author/Planner: Housekeeping plan: (daily cleanup required) Date plan prepared: SEQUENCE OF CONSTRUCTION ACTIVITIES HAZARD ANALYSIS (Hazards Involved) METHOD/S TO ELIMINATE/ CONTROL HAZARDS Emergency: 911 & CPSO 725-4404 Location of nearest: Shower/Eyewash: ________________ Fire Extinguisher: _________________ Non-Emergency: EHS @ 503-725-3438 If conditions change, the work must STOP and the Pre Task Plan must be updated
2018 Plymouth State Men’s Soccer Pronunciation Guide STUDENT-ATHLETES No. Name Pronunciation 00 Dhan Mapchhan DON / MAP-chan 1 Linus Lindeberg LIN-us / LIN-dug-bairg 2 Dan Shaw DAN / SHAW 3 Zachary Coburn ZACK-uh-ree / CO-burn 5 Melker Blomberg MELL-ker / BLOOM-berg 6 Marc Herrington MARK / HAIR-ing-ton 7 Paulo Johansson POW-low / YO-hahn-son 8 Nate Roberts NATE / ROB-urtz 9 Erik Armskog AIR-ick / ARMS-cog 11 Cam Bunn CAM / BUN 12 Alyosha Westbrook AL-ee-OH-sha / WEST-brook 13 Teddy McLaughlin TED-ee / MIC-loff-lin 14 Alexander Becker AL-ecks-and-er / BECK-er 15 Ryan Brown RYE-in / BROWN 16 Joni Hongisto YO-knee / hong-EES-toe 17 Micah Peterson MIKE-uh / PETE-er-son 18 Jackie Gorton JACK-ee / GORE-ton 19 Juan Rivera WAUN / RIV-air-uh 20 Andre Oliveira ON-dre / ALL-iv-air-uh 21 Mauricio Acevedo MORE-ee-see-o / ASS-uh-VAY-doe 23 Truls Julseth TROOLS / YULE-seth 24 Cam Macedo CAM / muh-SEE-doe 25 Antonio Houde an-TONE-ee-o / HOOD 26 Milian Eklund mill-EE-on / ECK-lund 27 Eli Child EE-lie / CHILD 28 Owen Caggiano OWE-en / CAH-jee-ON-oh COACHES Name Pronunciation Rob Wright ROB / RITE Parker Spear PAR-ker / SPEAR Joakim Martinsson YO-uh-kim / MAR-tin-sin Dan Salzer DAN / SAUL-zer Felderson Thelusma FELL-der-sin / TELL-loose-ma
Submit request for review and approval to PA/CAP/RACP/ACP, where applicable If approved, raise contract amendment and obtain signatures Submit the costing, personnel, timelines for the changes required where applicable. Sign contract amendment. Payments Requesting unit Procurement Finance Issue supporting documentations, such as contract, PO Verify the achievement of deliverables Create ATLAS Receipt Certify invoice Issue Certification for payment Request payment. If final payment, performance evaluation shall be submitted prior to final payment. Verify request for payment and process payment File documents relating to payments Submit invoices and supporting documentation such as reports, delivery note. Taking over certificate (where applicable) Requesting unit Coordinate with the Requesting unit and the supplier Sign Taking over certificate Defect Liability Period (DLP) (where applicable) Requesting unit Filing of relevant DLP documents. Manage DLP and possible claims Submit DLP documents to procurement File Rectify defects Final Completion Certificate/Certification for Final payment Requesting unit Coordinate with the Requesting unit and the supplier Sign relevant completion certificate or certification for final payment and file Handover Certificate (where applicable) Requester Coordinate with the Requester and the supplier Prepare Certificate to be signed by UNDP, client or end user File Sign handover certificate Performance evaluation Requester Procurement to maintain a record of all performance evaluations. File a copy of any performance evaluation form/report in the procurement case file. Evaluate performance of the supplier Notify Procurement Unit on the quality of performance of the supplier Submit a copy of the Performance
Additionally, it will establish a base-line for the student in being able to effectively carry out the occupational therapy process, in the practice setting, as an entry-level occupational therapy assistant. FUNDAMENTALS OF PRACTICE Adheres to ethics Maintains strict client confidentiality and adheres to all HIPAA procedural guidelines Accurately documents and bills for services provided Maintains quality client care and client satisfaction as a guideline for professional behavior Identifies and addresses ethical concerns in the context of clinical supervision Recognizes personal strengths and limitations and uses intervention modalities that are within level of ability and experience OT 101 OT109 Adheres to safety regulations Consistently uses infection control precautions and procedures Maintains a clear and orderly work area, including equipment and supplies Follows facility procedures relating to codes Consistently follows specific client safety measures (locking wheelchair brakes, providing supervision, placement of TABS units, activation of bed alarms) Maintains an awareness of and adheres to all pertinent facility safety policies and procedures OT 101 FW Manual Uses judgment in safety Provides appropriate supervision of client during therapeutic activity based on their physical, emotional, and cognitive status Refrains from providing interventions without appropriate training or skills Seeks and is receptive to supervision to ensure client safety Demonstrates willingness to function within constraints of center policies and procedures Identifies and reports safety concerns to supervisor and/or appropriate clinical staff OT 202 OT 204 OT 206 BASIC TENETS OF OCCUPATIONAL THERAPY OT Philosophy Explains the role of OT within the practice setting in terms and language that is clearly understood by the recipient Explains how/why occupation is used as a means to an end Explains to other disciplines the intervention procedures initiated by OT Selects activities that reflects an understanding of client’s interests and occupational values OT 101 OT 103 OT 105 OT/OTA Roles Verbalizes and demonstrates the differences in role delineation for an OT/OTA within the practice setting Articulates an understanding of the roles of the OTA in the clinic in a manner that reflects a value and appreciation for the contributions of the OTA OT 101 OT 109
c. Reduces repeated requests for information on the same LTAs; and d. Provides guidance on each LTA to ensure usage is fit-for-purpose and conducted properly. If a UNDP Business Unit is using an LTA from another agency that is not in the repository but has value, the unit can propose adding it to the repository. Usage against the ceiling of a LTA shall be monitored and reported. [1] Consistent with the principles under “Harmonizing UN Procurement: Common UN Procurement at the Country Level”, a document developed by the High Level Committee on Management Procurement Network in collaboration with the UN Development Group.
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Philadelphia, PA Rental Car Information Alamo (800) 327-9633 Avis (800) 331-1212 Budget (800) 527-0700 Dollar (800) 800-4000 Enterprise Rent-A-Car (800) 261-7331 Hertz (800) 654-3131 National Car Rental (800) 227-7368 Philadelphia International Airport 8800 Essington Avenue Philadelphia, PA 19153 (215) 937-6937 www.phl.org (Approx. 3 hrs. and 45 min from State College) Harrisburg, PA Rental Car Information Alamo (717) 948-0390 Avis (717) 948-3721 Budget (717) 944-4019 Enterprise Rent-A-Car (717) 948-0390 Hertz (717) 944-4081 National Car Rental (717) 948-0390 Harrisburg International Airport 1 Terminal Drive Middletown, PA 17057 (888) 235-9442 www.flyhia.com (Approx. 2 hrs. from State College)
Lunch/Dinner American Ale House 821 Cricklewood Drive State College, PA 16803 (814) 237-9701 Applebee’s 12 Colonnade Way Off of N. Atherton St. (814) 235-3890 Chili’s 139 South Allen St. Downtown State College (814) 234-5922 Champs Sports Grill 1611 North Atherton Street State College, PA 16803 (814) 234-7700 Damon’s Bar & Grill 1101 East College Ave. Half mile from Downtown (814) 237-6300 Gingerbread Man (over 21 after 7pm) 130 Heister St. Downtown State College (814) 237-0361 Olive Garden 1945 Waddle Rd. Near Rt. 220 & N. Atherton (814) 861-1620 Rotelli (Italian) 252A E. Calder Way Downtown State College (814) 238-8463 The Corner Room 100 West College Ave. Downtown State College (814) 237-3051 The Deli Restaurant 113 Heister Street Downtown State College (814) 237-5710 T.G.I. Friday’s 1215 N. Atherton St. Downtown State College (814) 861-5540
(5) Need transparent calculation which identifies the order of buildings needing annual maintenance periods. A rough formula has been designed (see inside this document) but this needs to be proceduralized. (5.1) The calculation should be part of the new work bundling procedure. (5.1.1) Describe each value as to where it can be found and stored. (5.1.2) Be able to demonstrate calculation. (6) Formalized process for setting up staged materials exists This seems to be mostly informal at present (6.1) A person in charge is not yet identified. Material tracking seems to be left up to the trades. (6.1.1) Document material staging process inside WCD procedure as it pertains to maintenance period events.
In relation to confidentiality, the trainer should refer back to sections on working with interpreters in Module 4 and working with intermediaries in Module 5 to emphasise that confidentiality requirements apply to the whole team and any support staff. Confidentiality is also relevant to risk assessments and potential impacts of sexual violence, since survivors or witnesses may be extremely anxious about anyone finding out that they have been directly affected by sexual violence or that they have cooperated with the investigation/documentation process. Participants should be made aware of special considerations that may apply to interviewing male and child survivors or witnesses. The participants should be particularly cautious with their planning, information storage and field activities to avoid accidentally or negligently revealing confidential or potentially identifying information. They should also think carefully about the ultimate use of the information they collect (i.e. sharing with national authorities/international organisations) and what impact that could have on their ability to guarantee the security or confidentiality of their information. The trainer should make clear that confidentiality is often a major issue for survivors and witnesses and that they are likely to seek reassurances about anonymity or keeping their information private. If investigators cannot personally guarantee the ongoing confidentiality of the information – and in most circumstances, no matter how good their intentions, it simply will not be practically possible – they must understand that they should not make any promises to the survivor or witness. Not only does it have the potential to damage trust if that promise is later broken, it may also have been a critical or decisive factor in their decision to cooperate and therefore be capable of undermining their informed consent. It should be emphasised to participants that if (or more commonly, when) interviewers cannot guarantee confidentiality, they should not promise it. The trainer should encourage discussion about this issue and how it might be applied to their work. The final section of this module relates to referrals and the availability of suitable support services for survivors and witnesses. The trainer should research relevant referral and support systems for sexual violence in their areas where participants work and highlight these to the participants, and should also ask them for examples of useful medical, psycho-social, legal or protective services that they have worked with in the past. The participants should understand that many survivors and witnesses of sexual violence may not have received any support or assistance since the event and may be struggling with the long-term physical, psychological
Design a poster for a medical clinic. You have to make the people that visit the clinic, aware of the viral illness – EBOLA. The poster should cover the following information (see rubric): What is EBOLA? Symptoms of EBOLA. What precautions people should take? Suitable decorations. Rubric for Poster – EBOLA Level 3 Level 2 Level 1 0 Poster gives excellent information about EBOLA. Poster does give information about EBOLA. Poster give limit amount of information about EBOLA. Poster gives no information about EBOLA. Poster covers a lot of symptoms. Poster covers the symptoms. Poster covers a few symptoms. There are no symptoms covered. Poster covers all the precautions. Poster covers some precautions. Poster covers no precautions. Poster is very neatly presented. Poster is neat. Poster is untidy. Total: 10 Total: 60 marks
CLASSIFICATION: CR-04 or equivalent groups and levels SALARY: $45,189 to $48,777 (Under review) WORK LOCATIONS: Halifax (NS), Sydney (NS), Moncton (NB), Fredericton (NB), Miramichi (NB), St. John’s (NL) and Charlottetown (PE) DEPARTMENTS: Various federal departments and agencies EMPLOYMENT TENURE: TEMPORARY (term and casual) and PERMANENT (indeterminate) positions WHO CAN APPLY: Persons residing in Canada and Canadian citizens residing abroad EDUCATION REQUIRED: A secondary school diploma LINGUISTIC REQUIREMENTS: English Essential USEFUL INFORMATION: To be considered for this job opportunity, you must apply by completing the online application form on our website . Please note that the application period will take place from October 24th, 2016 until October 31st, 2016 at 11:59 PM. Bassin de soutien administratif – postes anglais (2016) La fonction publique fédérale RECRUTE! La fonction publique du Canada recherche des candidat(e)s dynamiques qui s’intéressent à une carrière en administration. Nous travaillons actuellement à créer un bassin de candidats qualifiés pour doter des postes d’adjoints et d’agents administratifs pour divers ministères et agences fédéraux dans les villes suivantes dans la Région de l’Atlantique : Halifax (NS), Sydney (NS), Moncton (NB), Fredericton (NB), Miramichi (NB), St. John’s (NL) et Charlottetown (PE). CLASSIFICATION DE POSTE : CR-04 et postes équivalents SALAIRE : 45 189$ à 48 777$ (En processus de révision) LIEUX : Halifax (NS), Sydney (NS), Moncton (NB), Fredericton (NB), Miramichi (NB), St. John’s (NL) et Charlottetown (PE)
Person Specification Job Title: Project Support Worker - Safeguarding The successful applicant will need to demonstrate the following: Essential Desirable Qualifications and Training Educated to degree level or equivalent NEBOSH general certificate / equivalent or willingness and ability to be trained. Experience Experience of using risk management and duty processes. Experience of delivering information, advice and guidance in a youth setting. Work with vulnerable young people. Skills Accurate record keeping Computer literate Able to problem solve Time management skills Ability to prioritise workload Effective listening and communication skills Attention to detail Report writing An excellent communicator, both verbally and in writing, at all levels within an organisation. Ability to work with vulnerable people. Knowledge and Understanding Safeguarding and child protection training. Working knowledge of risk management and duty processes. Working knowledge of health and safety legislation. Knowledge of safeguarding children and vulnerable adults Knowledge of the issues facing young people. Personal Attributes Patience Flexibility Empathy Resilience Ability to remain calm under pressure Ability to work on own initiative Ability to work as part of a team
This research natural area use activity as outlined in this application and, if appropriate, in the attached research study plan has not been approved by either the Station Director or the Regional Forester. Your RNA activities cannot take place. Reasons this RNA application has not been approved: RESEARCH STATION ADDRESS 11 Campus Blvd., Suite 200 Newtown Square, PA 19073 (610) 557-4017 (610) 557-4132 TTY Southern Research Station 200 W.T. Weaver Blvd. Asheville, NC 28804-3454 (828) 257-4832 (828) 259-0503 TTY International Institute of Tropical Forestry 1201 Calle Ceiba Jardín Botánico Sur San Juan, PR 00926-1119 Phone: (787)-766-5335 240 West Prospect Fort Collins, CO 80526 (970) 498-1100 1220 SW 3rd Ave., Suite 1400Portland, OR 97204 (503) 808-2100 800 Buchanan Street Albany, CA 94710-0011 (510) 883-8830
Great Useful Information This class is going to be 5 weeks long, and will include 16 weeks worth of work. If you are new to the college experience, you may find the pace and the workload more challenging than you anticipated. Things that you can do to increase your odds of succeeding in this class 1) Show up for class every day, and pay attention to me in class. Also, take notes. 2) Buy or rent the textbook. You should have it already. I know you are broke. 3) READ each chapter in the textbook BEFORE we cover it in class. 4) Use the Power Point slides as a study guide (presumes you'll study). 5) Do ALL the Essays / GLAs on time (a reduced score or zero really sucks). 6) Take ALL the exams on time (a zero sucks even more here). 7) Don't cheat or lie or make up sad stories to sway something in your favor. 8) If you've got an issue or problem that interferes, let me know. Maybe I can help. 9) Check at Canvas to see how you are doing at least once a week (coc.instructure.com) 10) If you are struggling, let me know EARLY. Probably I can help. 11) If you've got a disability issue of any sort, let me know. I will accommodate. 12) Don't expect any unwarranted special treatment. No last minute extra credit either. STRESS MANAGEMENT AND MENTAL HEALTH: Often the pressure on our students is very intense, involving academic commitments, relationships, outside jobs and family pressure to name a few. The staff and faculty of College of the Canyons are here to help you succeed academically and we care about your emotional and physical health. You can learn more about the broad range of confidential student services, including counseling and mental health services available on campus by visiting the Student Health & Wellness Center (Valencia - in Student Center -122) (CCC Quad 1-B, Room 109) or by accessing . The phone number is 661-362-3259. Also, the National Suicide Hotline number is 1-800-273-8255. All students at COC are encouraged to enter that phone number in their cells. You can it call when you, or someone you know, is having thoughts of suicide or is in severe distress.
PSYCH 172 • Developmental Psychology • 3 Units Summer 2018 Section #35685 • M, T, W, Th. 1:00 - 3:30 p.m. • Seco 206 Instructor: Neil S. Walker, M.S. Office: Bonelli 312 E-Mail: neil.walker@canyons.edu Phone: DNC ext. 26076 Website: http://canyons.edu/faculty/WalkerN Office Hours None scheduled, but I can make time before or after class on any given day. Other hours by appointment Course Description: Developmental Psychology surveys human development, emphasizing changes occurring throughout the lifespan, including the physical, emotional, cognitive, and social growth of infants, toddlers, preschoolers, schoolchildren, adolescents, and adults. Note: Subject matter discussed in this course is mature, sensitive and may be controversial in nature. Some topics covered in developmental psychology such as: animal experimentation, human sexuality, sexual orientation, and psychological disorders may be objectionable to some students. Enrollment in the course verifies your readiness to thoroughly analyze, engage, and discuss these mature topics. Student Learning Outcomes: Compare and contrast the major concepts, theoretical perspectives, empirical findings, and developmental trends as they apply to human development across the lifespan. Text: All reading materials are Open Educational Resources, and are available free to registered students on Canvas. Power Point slides (as used during lectures) will also be available on Canvas. If you would like a printed copy of the text you may purchase on in the campus bookstore. Requirements: 1. Participation: Regular attendance is expected. Being prepared for class ahead of time will enable each student to actively participate in class discussions, and thus enhance the learning process. The instructor reserves the right to drop a student after 3 absences. However, it remains the student's responsibility (not the instructor's) to officially drop the course if necessary. Add Deadline: 06/07/18 Drop Deadline for a refund: 06/05/18 Drop Deadline without a "W": 06/07/18 Drop Deadline: 06/26/18 The student is responsible for all assignments, material, and announcements regardless of attendance.
Intro to Enrichment 10/30 11/2 Sensory walk Read Sensory Walk Module and be ready to implement And Module I W12 Scent Work 11/6 11/8 Scent Work Read Scent Work module and be ready to implement And Module II W13 Cognition 11/15 11/17 Dognition Read Dognition module and be ready to implement And Module III W14 Social Learning 11/27 11/29 Do as I do Read Do As I Do module and be ready to implement And Module IV Final Assessments 12/4 12/6 Module V and final assessments you Ready for Canine Good Citizen Test? 12/11 Finals Week
Industrial/Organizational Psychology Emotions, Stress, and Health Social Psychology Personality Psychology Chapter 13 Chapter 14 (Personality chapter: chapter number may vary depending on textbook edition) Industrial/Organizational Psychology Lecture Chapter 12 Lecture (3 parts) Chapter 13 Lecture (3 parts) Chapter 14 Lecture (2 parts) 8/10 Quiz 6 Research participation (and alternative assignments) due by 5:00 PM 8/13-15 Psychological Disorders Therapy Chapter 15 Chapter 16 Chapter 15 Lecture (3 parts) Chapter 16 Lecture (2 parts) 8/16 (Thursday) Quiz 7
10/17-10/23 9 Ethics in Research Morling Chapter 4 Research Project Part 2 due Mon. 10/17 10/24-10/30 10 Correlational Research I Morling Chapter 8 10/31-11/06 11 Correlational Research II Morling Chapter 9 Research Project Part 3 due Weds. 11/09 11/07-11/13 12 Intro to simple experiments Morling Chapter 10 11/14-11/20 13 Confounding/obscuring variables Morling Chapter 11 11/21-11/27 14 Thanksgiving week – NO CLASS Work on Research Project 11/28-12/04 15 Quasi-Experiments & Small-N designs Replicability & the real world Morling Chapter 13 Morling Chapter 14 Research Project Part 4 due Weds. 12/02 12/05-12/11 16 Presentations MON. & WEDS. REVIEW FOR FINAL Research Project Part 5 – FINAL PAPER due 12/07 FINALS PERIOD PSY 211 Final – DEC. 12th 9:30-11:10AM
All readings can be found in D2L. Assigned readings are to be completed prior to each weekly class meeting and the schedule is subject to change, if necessary. All changes will be announced at least one week prior, in class. WEEK 1 Introduction to the MSU Adolescent Diversion Program No readings WEEK 2 Unit 1: Juvenile Delinquency and the Juvenile Justice System Davidson, W.S. (2009). Overview of the MSU Adolescent Diversion Project. Winner of the W.K. Kellogg Foundation Community Engagement Scholarship Award, North Central Region. United Nations Department of Economic and Social Affairs (2003). Chapter 7: Juvenile Delinquency. World Youth Report, 188-211. doi:10.18356/db6b70e9-en. Andrews, D., & Bonta, J. (2007). Risk-Need-Responsivity Model for Offender Assessment and Rehabilitation. Ottawa, Ont.: Public Safety Canada. 13-23. For the stages of the juvenile justice system, read: 2nd Judicial Court, S. (2018). Office of State Attorney: The Juvenile Justice System. Retrieved May 10, 2018, from For common terminology related to Juvenile Courts, read: National Juvenile Defender Center. (n.d.). Juvenile Court Terminology. Retrieved May 11, 2018, from WEEK 3 Unit 2: Ecological Systems Theory of Human Development & Positive Youth Development Psychology Notes Headquarters. (2013, November 3). What is Bronfenbrenner’s Ecological Systems Theory? Retrieved May 10, 2018 from McLeod, S. A. (2017). Maslow's hierarchy of needs. Retrieved May 10, 2018 from Personality Psychology. (n.d.). Retrieved May 10, 2018, from Schaffner, C. (2018, February 16). Roles Of Children In Dysfunctional Family Systems [Web log post]. Retrieved May 10, 2018, from Sprouts (Director). (2017, April 23). 8 Stages of Development by Erik Erikson [Video file]. Retrieved May 10, 2018, from Video: McLeod, S. A. (2017). Kolb - learning styles. Retrieved from
Slender Man stabbing: Should juvenile defendants be tried as adults? (+video) By Cristina Maza, Staff writer FEBRUARY 17, 2015 A judge is expected to decide Tuesday whether two Wisconsin girls who police say stabbed their classmate 19 times to placate a fictitious online character will be tried in juvenile or adult court. The girls, who were 12 years at the time of the near-fatal attack, each face one count of being a party to first-degree intentional attempted homicide. In Wisconsin, juveniles over the age of 10 charged with homicide or attempted homicide are automatically tried as adults. If the girls are tried and convicted in adult court, the ramifications could be lifelong. Wisconsin law states that a person convicted as a juvenile must be released from the system at age 25. If the girls are convicted as adults, they could face up to 65 years in prison. “These mandatory adult sentences are highly controversial for many reasons. Not all juvenile offenders will commit crimes years later, as adults. Efforts to predict which juveniles will and will not continue to offend, regardless of treatment and rehabilitation efforts, have been largely unsuccessful,” wrote Tina Freiburger, associate professor and chair of the criminal justice department at the University of Wisconsin in Milwaukee, in her blog for . Many critics of trying juveniles as adults also say that juveniles are not fully capable of comprehending the consequences of their actions and may not have complete control over their behavior. The girls’ lawyers claim that their actions were inspired by Slender Man, an unusually tall fictional character that stalks and abducts children. The girls believed Slender Man would harm them if they did not kill, the lawyers have said. The lawyer for one of the girls, Anthony Cotton, has been particularly vocal in advocating for a lesser charge in juvenile court for his client, saying she thought she was protecting herself and her family. His client had allegedly drawn sketches of Slender Man in a notebook with phrases such as "never alone," ''safer dead," and "can't run." Moreover, Mr. Cotton has said that the treatment his client is now receiving at a mental health institution is “markedly better” than the care she received while held in jail for several months following the May attack.
Methods of Evaluation (continued): % of Grading Components final course grade Written/Oral Presentation of Child, Teenager, Adult, 15 – 25% Agency, or Professional in the Field The written/oral presentation of the interview of a child, teenager, adult, agency, or professional requires the student to gather information and to determine its relevance to concepts and theories presented in class and related to course objectives. Oral Presentations 15 – 20% Oral presentations are based on a topic either discussed/not discussed during the semester, that is relevant to the study of psychology and related to course objectives. The instructor may require a written outline to augment the oral presentation. Quizzes 10 – 15% Quizzes will provide evidence of the extent to which students have met course objectives. Exams (number of exams and dates specified by the instructor) 20 – 30% Exams will provide evidence of the extent to which students have mastered and synthesize course material and have met course objectives. Note: The instructor will determine (as appropriate) the specific components for the course and provide specific weights which lie in the above-given ranges at the beginning of the semester. Academic Integrity: Dishonesty disrupts the search for truth that is inherent in the learning process and so devalues the purpose and the mission of the College. Academic dishonesty includes, but is not limited to, the following: plagiarism – the failure to acknowledge another writer’s words or ideas or to give proper credit to sources of information; cheating – knowingly obtaining or giving unauthorized information on any test/exam or any other academic assignment; interference – any interruption of the academic process that prevents others from the proper engagement in learning or teaching; and fraud – any act or instance of willful deceit or trickery.
Methods of Evaluation (continued): % of Grading Components final course grade Quizzes 10 – 15% Quizzes will provide evidence of the extent to which students have met course objectives. Exams (number of exams and dates specified by the instructor) 20 – 30% Exams will provide evidence of the extent to which students have mastered and synthesize course material and have met course objectives. Note: The instructor will determine (as appropriate) the specific components for the course and provide specific weights which lie in the above-given ranges at the beginning of the semester. Academic Integrity: Dishonesty disrupts the search for truth that is inherent in the learning process and so devalues the purpose and the mission of the College. Academic dishonesty includes, but is not limited to, the following: plagiarism – the failure to acknowledge another writer’s words or ideas or to give proper credit to sources of information; cheating – knowingly obtaining or giving unauthorized information on any test/exam or any other academic assignment; interference – any interruption of the academic process that prevents others from the proper engagement in learning or teaching; and fraud – any act or instance of willful deceit or trickery. Violations of academic integrity will be dealt with by imposing appropriate sanctions. Sanctions for acts of academic dishonesty could include the resubmission of an assignment, failure of the test/exam, failure in the course, probation, suspension from the College, and even expulsion from the College. Student Code of Conduct: All students are expected to conduct themselves as responsible and considerate adults who respect the rights of others. Disruptive behavior will not be tolerated. All students are also expected to attend and be on time all class meetings. No cell phones or similar electronic devices are permitted in class. Please refer to the Essex County College student handbook, Lifeline, for more specific information about the College’s Code of Conduct and attendance requirements.
Unit Areas/Topic 1 Significance of Psychological Theory in Education – The utilization of psychological theory (or theories) in teaching. The consideration of based on students’ diversity and specific ways of learning. 2 Major Theories – An examination of the methods of Socrates, Howard Gardner, Slavin, and others to reach students relative to their learning abilities, learning styles, and interests. 3 Development of the Learner – The cognitive, emotional, physical, and social development of student learners. 4 Designing Appropriate Instructions – Assessing and designing appropriate lessons and teaching strategies to meet the needs of individual students. 5 Creating a Positive Learning Environment – Ensuring a safe, comfortable and secure environment that encourages learning with and without assistance from the teacher and dependent on various factors (e.g., assessments of students, diversity of students, learning styles, teacher’s competence and interests in teaching, as well as the inclusion of teaching tools, materials and other resources). 6 (Optional) Principles and Use of Early Teaching Methods – Use of teaching tools presented by ancient historic, successful academicians. 7 (Optional) Academic Critical Thinking – Open the door to critical questions, opinions, comments, and constructive criticism. Note: In PSY 220, the instructor must cover Units 1 – 5 listed above minimally in any reasonable order throughout the semester/term. The instructor may include additional areas based on his/her expertise and/or interest.
Methods of Evaluation (continued): % of Grading Components final course grade Reaction Papers 15 – 20% Reaction papers are 2 – 3 page written exercises in which students read outside sources (e.g., newspapers, magazines, or “self-help” books in psychology), discuss their “emotional” reaction to the issue or author’s point of view, yet use critical thinking guidelines to assess claims made augmented by scholarly literature. Theme Papers 20 – 25% Theme papers are 3 – 5 page written exercises in which students discuss how taking the course has been personally meaningful, beneficial, and relevant to their future professional aspirations. References can be cited using scholarly journals, psychologically-based magazines, or internet sites. Literature Reviews/Research Papers 10 – 20% Literature reviews/research papers are written exercise in which students must investigate a particular topic either in the textbook or assigned by the instructor that is related to the course objectives and conduct a review of the psychological literature. Based on the literature review, students are required to develop a thesis/theme and draw conclusions on the topic researched. Introspective Theme Paper/Case Study Analysis 30 – 40% The introspective theme paper/case study analysis is a 7 – 10 page written exercise in which students integrate and synthesize concepts to perform an in-depth analysis and demonstrate relevance of various theories to oneself as an emerging theoretical orientation or professional identity. If a child or teenager, adult person(s) or professional is interviewed, students must analyze, synthesize, integrate, and demonstrate relevance of concepts to course objectives. Written/Oral Presentation of Child, Teenager, Adult, 15 – 25% Agency, or Professional in the Field The written/oral presentation of the interview of a child, teenager, adult, agency, or professional requires the student to gather information and to determine its relevance to concepts and theories presented in class and related to course objectives. Oral Presentations 15 – 20% Oral presentations are based on a topic either discussed/not discussed during the semester, that is relevant to the study of psychology and related to course objectives. The instructor may require a written outline to augment the oral presentation.
Statistics and Research Methods in Psychology II Spring 2018 Psychology 5130-00 21917 3 Hours Instructor: Phone and Email: Office Hours and Location: Course Meeting Days, Time, and Location: Course Catalog Description: Course Student Learning Outcomes: Course Pre/Co Requisites: General Education Statement: Course Materials/Resources: Required Texts: Spector, P. (1992). Summated Rating Scale construction: An introduction. (Sage University Series on Quantitative Applications in the Social Sciences, 07-082). Thousand Oaks, CA: Sage. ISBN 0-8039-4341-5 (from my original copy of the text). DeVellis, R. F. (2017). Scale Development: Theory and Applications. 4th or Latest Ed. (Sage Applied Social Research Methods Series, Volume 26). Thousand Oaks, CA: Sage. Patten, M. L. (2011). Questionnaire Research: A Practical Guide. Latest Edition. Glendale CA: Pyrczak. Miles, J. & Shevlin, M. (2001). Applying Regression & Correlation: A Guide for Students and Researchers. Latest Edition. Thousand Oaks, CA: Sage. SIOP Competencies addressed in this course: Research Methods; Statistical Methods/Data Analysis; Attitude Theory, Measurement, and Change; Criterion Theory and Development; Individual Assessment; Individual Differences; Personnel Recruitment, Selection, and Placement Course Fees: Course Assessments and Requirements: Grading Scale: Attendance Policy:
SUMMER 2018: ONLINE PSYCHOLOGY 200 COURSE SYLLABUS INSTRUCTOR INFORMATION Instructor: Robert Gray E-mail: grayrob6@msu.edu (Please put PSY200 in the subject line) Office hours: By appointment. Use email the email address above. I am available for online discussion, questions, and other class-related help. Please email me if you have any questions. I will check my e-mail intermittently; it is reasonable to assume that I will answer all messages within 24 hours on weekdays and within 48 hours on weekends. However, I reserve the right to not respond to e-mails about assignment requirements that arrive less than 24 hours before the assignment is due. COURSE MATERIALS Required Textbook: Goldstein, E.B. (2015). Cognitive Psychology: Connecting Mind, Research and Everyday Experience, 4th edition + COGLAB 5 Printed Access Card. If you have not taken Psychology 101 recently, I also suggest that you order an old version of an Introductory Psychology book to refresh yourself on the background knowledge required for the course. Honors Option- None There is no Honors Option available for this class. CogLab Access Code is Required! Your textbook covers topics that will not be revisited in the online lectures but will be included on quizzes and exams. It is strongly recommended that you keep up with your reading assignments in addition to completing the online lectures. Because the online lectures attempt to hold your interest and help you integrate the information, they will not always follow the book. Webpage: As this is an online course, most of the class resources will be posted on the course webpage on D2L. This is where you will find online lecture materials, online discussion groups, interactive activities, and course announcements. Your assignments will be turned in using this website, and all of your assessments (quizzes and exams) will occur on this website. For more information about the online format of this course, please see the section labeled “The Online Nature of this Course”. COURSE CONTENT Course description: Cognitive psychologists study a variety of mental processes that most of us use every day. Consider the familiar process of meeting a friend for dinner at a restaurant. How do you locate
Oct 9 Tue Intelligence Ch 9 Oct 16 Tue *** EXAM 3: Chapters 6, 7, 9 *** Oct 18 Thu Human Development Ch 10 Oct 23 Tue Emotion & Motivation Ch 11 Oct 30 Tue Stress, Coping & Health Ch 12 Nov 6 Tue *** EXAM 4: Chapters 10, 11, 12 *** Nov 8 Thu Social Psychology Ch 13 Nov 15 Thu Personality Psychology Ch 14 Nov 20 Tue Psychological Disorders Ch 15 Nov 22 Thu NO CLASS – Thanksgiving Nov 29 Thu Psychological and Biological Treatments Ch 16 Dec 8 Sat *** EXAM 5: Chapters 13, 14, 15, 16 *** The final exam is in our regular classroom. 7:30-9:30am PSY2012 - Introductory Psychology Example Exam Items Imagine that psychologists discovered that economic status and aggression are related, such that poor people are more aggressive than wealthy people. What can we conclude from this relationship? (ch 1) Poverty causes aggressive behavior. The factors that cause poverty also cause aggressiveness. Economic status and aggression are negatively correlated. A consequence of being aggressive is lower income. All of the above are true. Which of the following statements illustrates a theory? (ch 1) Greater unemployment corresponds with higher crime rates. People with less education smoke more than people with more education. Tall men date more frequently than short men. After death all sentient organisms reincarnate without memory of their prior life. Organisms strive to perpetuate their genes. Rachel’s approach to psychology is to examine the thoughts and feelings that influence behavior. Rachel’s approach is most consistent with: (ch 1) Structuralism Functionalism Cognitivism Behaviorism Psychoanalysis You believe that washing your hair with a mixture of thyme and lemon juice gets rid of head lice. When you mention this remedy to a dermatologist, she explains that there is no scientific evidence that this home remedy does anything more than make your hair smell like salad dressing. Nevertheless, you persist in your faith in this home remedy for head lice. Your persistent faith best illustrates: (ch 1) belief perseverance scientific skepticism an illusory correlation the confirmatory bias the naturalistic fallacy Jason is unhappily surprised by his low score on his psychology exam. "I thought I knew that stuff," he
mental disorders based on each paradigm; the categorization of mental health disorders and associated symptoms based on the DSM-V; etiology (risk factors) for various mental health disorders; and treatments for these disorders. Students will also learn about the prevalence rates of various disorders in the general population. Goal Two: Scientific Inquiry and Critical Thinking Students will appreciate the importance of the scientific process in the determination of classification of mental health disorders and symptoms, etiology, treatment, and prevalence of mental health disorders. Specifically, students will understand how the evolution of what we know about disorders and what treatments work for which disorders has been guided by scientific psychology. Exams In-Class assignments Therapy Papers Goal Three: Informational and Technological Literacy, Proficiency, and Efficacy Students will demonstrate information competence and the ability to use computers to hone their skills using word processing programs such as MS Word. Therapy Papers Motion Picture Paper Goal Four: Ethical and Social Responsibility Students will develop a greater understanding of the ethical and social responsibilities in the field of abnormal psychology by understanding ethical issues regularly faced by mental health professions. They will also learn about overall issues of social responsibility in regards to welfare of members of the general society. Exams In-Class assignments Therapy Papers Goal Five: Effective Writing and Oral Communication Skills Written and oral communication skills are extremely important for mental health professions who study and treat abnormal behavior. These skills are also important for college students in general. Students will improve their written communications skills about issues in abnormal psychology through various writing opportunities. Exams In-Class assignments Therapy Papers Motion Picture Paper Goal Six: Professional Development. Students will learn about the various mental health professions, the primary job duties Exams
University of Phoenix Material History and Perspectives Worksheet Timeline of Events Complete a timeline of the historical events that show the progression of the treatment of mental illness, based on the historical perspectives discussed in Chapter 1 of Abnormal Psychology in a Changing World. You should have between 5-8 events. Event 1 Event 2 Event 3 Event 4 Event 5 Event 6 Event 7 Event 8 Matching Review the contemporary perspectives of abnormal behavior listed in Ch. 2 of Abnormal Psychology in a Changing World. Match the contemporary perspective on the right with the main tenet (idea/proposition) on the left by typing the corresponding letter of the matched perspective in the middle column. Each perspective may be used more than once. Main Tenet (Idea/Proposition) Answer Contemporary Perspective of Abnormal Psychology 1. Unconscious conflicts manifest in symptoms of mental illness. A. Biological Perspective 2. Psychotropic medications seek to treat mental illness by acting on neurotransmitters that may be malfunctioning. B. Psychological Perspective – Psychodynamic Models 3. Manipulation of information may cause cognitive distortions. These errors in thinking produce maladaptive behaviors based on a distorted belief that was produced by an activating event. C. Psychological Perspective – Learning Models 4. Mental illness is a product of learned behavior that is maladaptive. D. Psychological Perspectives – Humanistic Models 5. The interactions of biological, E. Psychological Perspectives – Cognitive
psychological, and sociocultural factors contribute to abnormal behavior. Models 6. Genetic factors, defects in neurotransmitter functioning, and underlying brain abnormalities, contribute to mental illness. F. Sociocultural Perspective 7. Our childhood experiences contribute to the development of mental illness. G. Biopsychosocial Perspective 8. Abnormal behavior is caused by societal failures, and is a description of behavior that deviates from social norms. 9. A malfunction in the physiology of the body produces symptoms of mental illness. 10. Abnormal behavior manifests from a distorted concept of the self. Short-Answer Respond to the following questions in 50 to 75 words each. How do assessment, diagnosis, and treatment work together in the field of abnormal psychology? What is the role of each process? How do you know when a behavior is deemed a mental illness?
Psychology 313 Quiz #1 Select the best answer for each of the following questions (2 pts. each) 1. Which Level Goal is typically considered paramount? a. Level 4 b. Level 3 c. Level 2 d. Level 1 2. Who determines which Level Goals have preference at any given time during counseling? a. the child b. the therapist c. the parents d. None of the above. 3. Of the following forms of treatment/therapy, which would be least likely to be used with children? a. storytelling b. miniature animals c. sand art d. Questions and Answers 4. Which is not one of the three basic rules described in the text in regards to limit setting? a. The child is not permitted to injure themselves. b. The child is not permitted to hurt the counselor. c. The child is not permitted to damage property. d. The child is not permitted to hurt their parents. 5. If a child begins to act towards the therapist as if they were one of their parents, the child might be displaying a type of _________________. a. Exclusive Relationship b. Transference c. Counter-transference d. Authentic Relationship 6. At what age can a child/adolescent, in the State of Michigan, give informed consent for mental health services or counseling without a parent also giving consent? a. 17 b. 16 c. 14 d. Never, a parent’s consent is always required for a minor. 7. At which point might it be clinically appropriate to consider bringing the counseling relationship to a close? a. 3 months. b. Once the approved number of sessions has been reached. c. When the child indicates that they feel better. d. Once the child has achieved a level of adaptive functioning. 8. Which of the following roles does your book recommend a therapist attempting to emulate with a child which they are counseling? a. Close Aunt or Uncle b. Caring Teacher c. A Peer d. None of the above